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Showing posts with label teacher education in paksitan. Show all posts
Showing posts with label teacher education in paksitan. Show all posts

Wednesday, August 26, 2020

Importance of Table of Specification| How to Develop a table of specification | Teacher Education | aiou solved assignment | Course Code 8602

   


Q.3  Describe the importance of the table of specifications also develop a two-way table of specifications for 50 50-mark paper by selecting any unit from 9th class general science.


Course: Educational Assessment and Evaluation

Course code 8602

Level: B.Ed Solved Assignment 


Answer:

Table of Specification and its Importance



The purpose of a Table of Specifications is to identify the achievement domains being measured and to ensure that a fair and representative sample of questions appears on the test. Teachers cannot measure every topic or objective and cannot ask every question they might wish to ask. A Table of specifications allows the teacher to construct a test that focuses on the key areas and weights those different areas based on their importance. A Table of Specifications provides the teacher with evidence that a test has content validity and that it covers what should be covered.



Designing a Table of Specifications 


Tables of Specification typically are designed based on the list of course objectives, the topics covered in class, the amount of time spent on those topics, textbook chapter topics, and the emphasis and space provided in the text. In some cases, a great weight will be assigned to an extremely important concept, even if relatively little class time was spent on the topic. 


Three steps are involved in creating a Table of Specifications: 

  1. Choosing the measurement goals and domain to be covered, 
  2. Breaking the domain into key or fairly independent parts-concepts, terms, procedures, applications, and 
  3. Constructing the table. Teachers have already made decisions (or the district has decided for them) about the broad areas that should be taught, so the choice of what broad domains a test should cover has usually already been made. A bit trickier is to outline the subject matter into smaller components, but most teachers have already had to design teaching plans, strategies, and schedules based on an outline of content. Lists of classroom objectives, district curriculum guidelines, textbook sections, and keywords are other commonly used sources for identifying categories for Tables of Specification. When actually constructing the table, teachers may only wish to use a simple structure, as with the first example above, or they may be interested in greater detail about the types of items, the cognitive levels for items, the best mix of objectively scored items, open-ended and constructed-response items, and so on, with even more guidance than is provided in the second example.



How can the use of a Table of Specifications benefit your students, including those with special needs? 

A Table of Specifications benefits students in two ways. First, it improves the validity of teacher-made tests. Second, it can improve student learning as well.


A Table of Specifications helps to ensure that there is a match between what is taught and what is tested. Classroom assessment should be driven by classroom teaching which itself is driven by course goals and objectives. In the chain below, Tables of Specifications prov ide the link between teaching and testing.




Objectives Teaching Testing 



Tables of Specifications can help students at all ability levels learn better. By providing the table to students during instruction, students can recognize the main ideas, key skills, and the relationships among concepts more easily. The Table of Specifications can act in the same way as a concept map to analyze  content areas. Teachers can even collaborate with students on the construction of the Table of specifications -what are the main ideas and topics, what emphasis should be placed on each topic, and what should be on the test? Open discussion and negotiation of these issues can encourage higher levels of understanding while also modeling good learning and study skills.




Table of Specifications for a Performance Task (Cells can be cleared to create your own. You can also add rows.) 


Standards

Objectives

 Task Prompts

Assessment Criteria (rubric)

Reading 3.0:

Read and respond to historically or culturally significant

works of literature and conduct in-depth analyses of recurring themes.

 

Reading 3.2:

Analyze how the theme or meaning of a selection represents a view or comment on life, using textual evidence to support the claim.

SWBAT:

•  Draw conclusions about literature through textual analysis.

•  Respond in writing to recurring themes

•  Use examples and quotes from the text to support their viewpoint on themes in the literature.

Pick one recurring heme from The House on Mango Street. What do

you think Cisneros is trying to communicate through this personal

narrative? Write a 4 paragraph essay on this question and use textual

evidence to support your thesis.

Ideas:

An essay is focused and uses interesting, original details. The thesis is clear, convincing, and fresh. Supporting details are accurate and relevant. Quotations are carefully selected, thought-provoking, and support the thesis. The essay analyzes literature and shows a thorough understanding of the text

Writing 1.3:

Structure ideas and arguments in a sustained, persuasive, and sophisticated way

and support them with precise and relevant examples.

SWBAT:

•  Write an introduction that includes a hook, thesis, and background

information.

•  Write organized body paragraphs containing textual support.

•  Write an effective conclusion.

•  Write transitions to connect ideas.

Your introduction should include a hook, thesis, and background information about the novel or novelist. Details within each paragraph should support the main idea of each paragraph, and these main ideas should contribute to your thesis. The conclusion should restate your thesis and provide insight into the novel. Transitions should be used to connect ideas between paragraphs.

Organization:

Strong organization highlights key ideas. The Introduction is engaging and provides a clear direction. Details and commentary are closely linked to the thesis. Body paragraphs are organized and contain a strong balance between concrete details and commentary. Transitions link ideas together smoothly and naturally. The conclusion is thought-provoking and reinforces important Ideas.

Writing 1.9:

Revise text to highlight individual voice, improve sentence variety and style, and enhance subtlety of meaning and tone in ways that are consistent with the purpose, audience, and genre.

SWBAT:

•  Use appropriate and effective words in writing.

•  Vary sentence length and complexity.

•  Write in a formal essay tone –avoiding casual and slang expressions.

Check over and revise your work, or ask for feedback from the teacher or peers. Make sure to use your own words in describing your interpretation of the novel. Vary your sentence structures and pick words that capture your ideas precisely.

Style:

Well-chosen words convey the message in a precise way, adding new levels of understanding. Word choice is explicit and vivid, and phrasing is memorable and readable. Sentences are specific, strong, and vary in complexity and length. Words are not wasted. Writing is fluid and strong.

Conventions 1.1:

Demonstrate control of grammar, diction, and paragraph and sentence structure and an understanding of English

usage.

 

Conventions 1.2:

Produce legible work that shows accurate spelling and correct punctuation

SWBAT:

•  Write complete sentences with little to no grammatical errors.

•  Produce legible work that shows accurate spelling and correct punctuation and capitalization.

•  Use MLA format.

Pay attention to grammar, and use correct spelling and punctuation. Make sure that you are using your words correctly. Use the MLA format in citing references from the text or other texts.

Conventions:

An essay is essentially free from grammar, punctuation, and spelling errors. Errors are so few and minor they are easily overlooked. An essay is presented in the correct format.


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Sunday, August 23, 2020

Significance and Scope of Establishment of Partnership between the Teacher Training Institutions | Teacher Education | aiou solved assignment | course code 8602

 


Q. 1  Explain the significance and scope of the establishment of a partnership between the teacher training institutions?


Course: Educational Assessment and Evaluation

Course code 8602

Level: B.Ed Solved Assignment 


Answer:


Establishment of Partnership between the teachers training Institutions


Society has developed itself into a complex system of organizations and interactions, therefore the demands on schools and schooling have become greater. The need for professional teachers grew with it. Teaching is formative in nature and one grows within the profession and hence through daily experiences. As a result of this, various countries have over the years developed different modes of school-based teacher training.



Society has developed itself into a complex system of organizations and interactions, therefore the demands on schools and schooling have become greater. The need for professional teachers grew with it. With the recognition of teaching as a profession it has been acknowledged that all teachers require specialised training, to develop the knowledge and competencies necessary to take on teaching. However, educating teachers in specialized institutes was not the answer to the demand for qualified teachers. 



At the end of the 1980s the growing dissatisfaction with ‘teaching practice’ culminated in a UNESCO 
report. (Down, 1995). Teacher preparation was regarded as insufficient, due to a lack of linkages between for instance subject matter and teaching processes, and preparation for diverse class/school situations. Furthermore, the lack of training of cooperating teachers and the lack of credibility of college or university supervisors were seen as a real problem. (Down, 1995). As a result of this, pre-service teacher education practically all over Europe, the USA, and Australia went through vigorous changes. One model that tried to address these concerns encouraged a strong partnership between universities, colleges, and schools. (Down, 1995). Since then, in different countries in and outside Europe, several models of partnerships and types of cooperation between schools and institutes for teacher education emerged, under the general heading of school-based teacher education. (e.g. Furlong, 1996, Bulloch, 1997 and Snoek, 2001).



Therefore the main purpose of the Faculty of Education Professional Development School Partnership will be simultaneous renewal of the teacher education programme at the university and teaching and learning in schools. The setting up of Faculty-School Partnerships offers us the possibility of exploring different ways of learning as a result of which there will be greater relevance to the teaching-learning context (Teitel, 1998; Zeichner and Miller, 1997). 



PDSs create opportunities, which allow us, at the annual Association of Teacher Education in Europe conference 749 as teacher educators, to take on different roles. It is within such a context that we expect beginning teacher educators to feel at their best. They have just left the classrooms and are therefore ideally positioned to establish the necessary philosophical and pedagogical underpinnings necessary for any professional discourse to take place. 



Experience has shown us the need to work together with teachers in schools. On the one hand, we need teachers at the school site who, through their diverse qualities, will be good models to prospective teachers. In this respect teachers can serve as mentors or co-operating teachers, both fulfilling different but complementary roles. On the other hand, the university lecturer has the opportunity to get closer to the school and establish the ground for educational discourse to take place between the student-teachers and lecturers alike. Such opportunities do not only affect the personal and professional development of participants in the classroom context but also address areas that go beyond the classroom and which affect school life in general. 



The contribution by mentors should ascertain a faculty-school partnership in at least the following areas: the training of student-teachers, the development of school programs, and continued teacher formation. In this model, the student-teacher learns from a mentor and a cooperating teacher by spending quality time in the classroom observing the co-operating teacher perform tasks, asking questions and receiving assistance, and gradually assuming increasing personal responsibilities as his/her knowledge and skills develop. 




The cooperating teacher initially models the task for the student-teacher and then provides coaching (i.e. instructions, feedback) as the student-teacher attempts the task, fading the amount of coaching and turning over more and more responsibility for independent task completion to the student-teacher as his/her skills develop. In their experience, Neubert and Binko (1998) found that the PDS internship was more effective than the regular program in preparing teacher candidates to maintain classroom discipline, use technology effectively, and reflect on their teaching. Berrill (1997) and Neubert and Binko (1998) explain that the use of mentors as teacher trainers in schools has actually even had a profound developmental effect on the qualified teachers themselves. They become more skilled at using theoretical discourse as part of their daily practice. 


With the introduction of such partnerships, we aim to create and sustain a climate where professional discourse and action take place which will be of benefit to the student-teachers and the schools. Rather than going in for a six-week block teaching practice where the student is in full control of the classroom, we would like to introduce an atmosphere where the student has opportunities to work in several scenarios/contexts with different groups of students. 


It will also create opportunities for students to experience school life and whole school activities/initiatives rather than being involved only with one class. Through this approach, we hope to overcome one of the main problems facing beginning teachers when they are confronted with unexpected aspects of the job which reflect that teaching is by far a complex activity that goes well beyond teaching a subject or class but one that involves countless interacting and changing variables. The scenario we want is one that encourages, develops, nurtures, and sustains professional dialogue which enhances the teaching and learning experience of all participants now no longer involves student, class, and university tutor only, but is extended further to include mentor and cooperating teacher. It also allows the student to engage in developing the skills of reflection and application which was difficult to engage in, given the previous model (Pollard, 1998).





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