By Hanna Cabaj, Vesna Nikolic
It is a source for school room practitioners, pre-service academics and instructor running shoes. every one bankruptcy provides a chain of self-assessment initiatives to help you mirror and enhance on a variety of elements of your educating perform. themes comprise establishing for guideline, designing courses and classes, utilizing assets and integrating expertise, school room presentation, responding to pupil questions and inspiring participation, delivering suggestions, expanding motivation, review, software evaluate, improvement. quite a few self-evaluation workouts are totally photocopiable with no infringement of copyright, and the e-book is illustrated all through with funny drawings. The booklet concludes with an appendix that takes you step by step via tactics for self-evaluation utilizing video or audio recording, a very potent approach that would quite allow you to see your self as others do. Written through skilled academics in an immediate, right down to earth, light-hearted sort, ''Am I instructing Well?'' deals not just possibilities for self-assessment but in addition designated info on confident instructing perform. The authors' historical past in language educating is highlighted in exact sections that would be of specific curiosity to these instructing overseas or moment languages to inexperienced persons of every age. With its accomplished scope and easy-to-follow, hands-on method, this ebook is bound to develop into a career-long accomplice for all lecturers attracted to operating towards excellence of their school room functionality.
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Extra info for Am I Teaching Well? Self-Evaluation Strategies for Effective Teachers
180). This remained very much the pattern until the widespread introduction of the non-selective comprehensive secondary schools during the 1960s and 1970s. New examinations were also introduced at the secondary school level, most notably, the General Certificate of Education, Ordinary and Advanced levels, in 1951. This was followed in 1965 by the Certificate of Secondary Education (CSE) which was designed “to provide the goal of a pass in at least one subject for about 60 per cent of the year group, the top grade of the CSE being equivalent to an O level pass” (Broadfoot, 1996, p.
McGilp (2000, p. 15) expressed the view that the creation of learning communities is based upon “a declaration of a vision of . . learning which necessitates upholding values of open-mindedness and integrity 34 International developments in the learning context in relationships and creating a passion for and love of learning”. The argument is that education is not confined within the walls of traditional institutions. Rather, opportunities for learning need to be provided at all hours of the day in formal and informal situations, and in a variety of traditional and non-traditional settings.
Also, he does not argue that in the promotion of ‘assessment for learning’ we should neglect ‘assessment of learning’. Rather, in referring specifically to the situation in the USA, he states that what is needed is the following: • • • • • Match every dollar invested in instruments and procedures intended for ‘assessment of learning’ at national, state and local levels with another dollar devoted to the development of ‘assessment for learning’; Launch a comprehensive, long-term professional development program at the national, state and local levels to foster literacy in classroom assessment for teachers, allocating sufficient resources to provide them with the opportunity to learn and grow professionally; Launch a similar professional development program in effective largescale and classroom assessment for state, district and building administrators, teaching them how to provide leadership in this area of professional practice; Change teacher and administrator licensing standards in every state and in all national certification contexts to reflect an expectation of competence in assessment both of and for learning; and Require all teacher and administrator preparation programs to ensure that graduates are assessment literate – in terms of promoting and of documenting student learning.
Am I Teaching Well? Self-Evaluation Strategies for Effective Teachers by Hanna Cabaj, Vesna Nikolic