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THE REAL PURPOSE OF ASSESSMENTS IN EDUCATION

SEPTEMBER 10, 2016

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Assessment is a key part of today’s educational system. Assessment serves as an individual evaluation system, and as a way to compare performance across a spectrum and across populations. However, with so many different kinds of assessments for so many different organizations available (and often required) these days, it can sometimes be hard to keep the real purpose of assessing in view. So, what’s really at the heart of all these assessments?

The purpose of assessment is to gather relevant information about student performance or progress, or to determine student interests to make judgments about their learning process. After receiving this information, teachers can reflect on each student’s level of achievement, as well as on specific inclinations of the group, to customize their teaching plans.

What makes a good teaching resource?

BY STEPHEN HESSEY11 APRIL 2016

Teachers rely on the quality of their resources every day. Stephen Hessey explores what makes a good resource

Resources shutterstock 340053566 300tb[1]

Source: © Shutterstock

Searching Google for teaching resources returns a staggering number of results. But how do you know which of those resources are any good? How do you know which will actually save you time, and make your teaching more effective?

Sometimes, resource providers and repositories can seem more interested in volume than value. Among all the clutter, it can be difficult to quickly pick out high quality, relevant resources that can be easily incorporated into your teaching. Our team at Learn Chemistryaspires to act as that filter. But before we can do that, we need to know what we’re looking for.

A good resource is accurate

This goes without saying – an educational resource must be factually accurate. But that’s not the full story – consistency is also important. The factual narrative, in terms of the scientific models and descriptions used, should be coherent. For example, both the Bohr model and quantum model of the atom are valid in the right contexts, but we shouldn’t flip between these two models without sufficient explanation. That can lead to confusion.

A good resource is useful

Any resource should have clear structure and language. The most effective method of presentation depends on the content. For example, a video is often more effective at demonstrating a practical technique than a text document. But if a supplementary set of instructions would also help, then this should be included too.

Often, a format that can be edited is the most useful. You need resources you can integrate into existing lesson plans and materials, and you need to be able to tailor resources to the specific needs of your students. Sometimes, this is as simple as making a text document available in Word format instead of PDF.

As well as being clear and editable, all resources should have appropriate guidance for teachers. This includes learning outcomes and information on misconceptions that the material can clear up, or even introduce if handled poorly.

Causes of Attention-Seeking Behavior

The attention-seeking child is in need of more attention than most. They seem to have something to prove and don't take as much pride intrinsically as they do extrinsically. This child may not have a sense of belonging. They may also suffer from low self-esteem, in which case they will need some help building their confidence. Sometimes the attention-seeker is simply just immature. If this is the case, adhere to the interventions below and the child will eventually outgrow their craving for attention.

Interventions

As a teacher, it is important to remain calm in the classroom even in the face of frustration. The attention-seeking child will always present challenges, and you must deal with them in an even-handed way. Remember that your ultimate goal is to help the child become confident and independent.

When a child's attention-seeking becomes disruptive, sit down with them and explain that you have a number of children to work with each day. Provide them with a period of time that is just for them. Even a two-minute period before or after recess—a period where you can devote your attention exclusively to them—can be very helpful. When the child begs for attention, remind them of their scheduled time. If you stick with this strategy, you will find that it can be quite effective.
Promote intrinsic motivation by asking the child to describe what they like about their work or how they performed. This is a great way to encourage self-reflection and help the child build confidence.
Always commend the child on their improvement.
During the child's special time, take time to boost their confidence by offering some inspiring words.
Provide the child with responsibilities and a leadership role from time to time.
Never forget that all children need to know that you care about them and that they can contribute in a positive way. It took the child a long time to become an extreme seeker of attention. Be patient and understand that it will take some time for them to unlearn this behavior.

Remember that students, especially young students, don't always know what appropriate behavior is. Take time to teach them about appropriate interactions, responses, anger management, and other social skills. Use role play and drama to help students understand other people's feelings and perspectives.
When you notice bullying, take the students involved aside and ask the bully to apologize directly to the victim. Hold students accountable for their harmful behavior.

What Are the Causes of Misbehavior in the Classroom?

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Misbehavior causes disturbances in the classroom and makes it difficult for students to enjoy the educational process.Below is a list of four possible motives for misbehavior. In addition to these causes, there are other factors to consider that may result in a student who refuses to act appropriately.

Seeking Attention

Being the center of attention is a common desire for students, some more than others. Acting out by making fun of others, swearing, talking out of turn or simply being uncooperative are a few ways students looking for more of the spotlight may misbehave.

Desire for Power

Some students who misbehave are expressing a desire for more control in the classroom, and acting inappropriately makes them feel powerful. These students are not content to go along with the general plan and make it known they want things their way. Signs of a power-seeking student include constant arguing and a refusal to follow basic rules intended for everyone.

Signs of a power-seeking student include constant arguing and a refusal to follow basic rules intended for everyone.

Looking for Revenge

Some children lash out in the classroom as a response to hurt feelings they experience. By misbehaving, they feel they are getting back at those responsible, whether it involves the students, the teacher or both. Students who misbehave as a motive for revenge may enjoy acting cruelly or even violently towards others. Revenge seekers are likely to perform bullying acts, such as shoving and excessive teasing.

Lack of Self-Confidence

A general fear of failure occurs when a student feels he cannot possibly live up to any expectations. These students misbehave as a way to avoid participating in anything that may lead to failure. Although the child may seem completely confident with school-related activities outside of the classroom, he acts incapable of functioning in a learning environment.

Physiological Factors

Students who are misbehaving may have some kind of temporary malady contributing to their attitude. For instance, a child who is overly tired, sick, hungry or simply the victim of a sudden change in routine may demonstrate troubling classroom behavior.

Students who are misbehaving may have some kind of temporary malady contributing to their attitude.

Classroom Environment

A classroom not designed for optimal learning may contribute to a student who refuses to behave. Poor seating arrangements, extreme temperatures or a high noise level are all distracting elements in a classroom that ultimately hinder the learning experience. The atmosphere in classrooms like these will result in behavior issues.

Poor seating arrangements may result in behavior issues.

Problems with Curriculum

Some students may not feel challenged enough to behave properly. If the information taught is not appropriate for the learning abilities of an individual, she may mentally withdraw out of boredom or frustration, resulting in behavior problems. Additionally, a particular teacher's instruction style may cause conflicts with a student, disrupting the learning process.

5 New Approaches to Teaching and Learning: The Next Frontier

Updated Apr 02, 2014

In my first year of teaching about a decade ago, I was given very straightforward instructions for what I was charged to do. I was told to follow the curriculum, ensure that my students didn’t disrupt the classroom, meet the state standards for my subject, and make sure that my students passed the standardized exams at the end of the year. To meet these goals, I was provided with a curriculum, a school rulebook, test prep materials, and was wished good luck.

The curriculum I was given consisted of a set of lessons that were organized like a script. The formula was simple: wash, rinse and repeat. Teacher asks this, students say that. Write this on the blackboard, students will write that. On any given day, there was a document I could reference that detailed exactly what I was going to be teaching, and when I was going to teach it. The document was complimented by a margin on the left side of my teachers manual that told me what assignments to give, when to give them, and what responses I should expect from students. 

Universal classroom management strategies

1. Model ideal behavior

Make a habit of demonstrating behavior you want to see, as many studies show that modeling effectively teaches students how to act in different situations.

A straightforward way to model certain behaviors is holding a mock conversation with an admin, other teacher or student helper in front of the class. Talking about a test or other relatable topic, be sure to:

Use polite language
Maintain eye contact
Keep phones in your pockets
Let one another speak uninterrupted
Raise concerns about one another’s statements in a respectful manner

After, start a class discussion to list and expand upon the ideal behaviors you exemplified.

2. Let students help establish guidelines

Young students sit in rows, raising their hands to answer the teacher's question.

Encourage all students to help you build classroom rules, as you’ll generate more buy-in than just telling them what they’re not allowed to do.

Near the start of the year or semester, start a discussion by asking students what they believe should and shouldn’t fly. At what points are phones okay and not okay? What are acceptable noise levels during lessons? This may seem like you’re setting yourself up for failure, but — depending on the makeup of you class — you may be shocked at the strictness of some proposed rules. Regardless, having a discussion should lead to mutually-understood and -respected expectations.

Your Child's Behavior at Home vs School

Does your child act drastically different at school than he does at home? Here's how to get your teacher's pet to keep up his angelic behavior around you.

By Ruthie Fierberg

Child with Curly Hair in School Uniform — Stockyimages/shutterstock.com

Four-year-old Micah receives glowing reports from his teachers about his behavior, but not from his mom, Crystal Paschal. "When I ask him to put away his toys or do chores, the back talk, temper tantrums, and hitting come out," says Paschal, of Indianapolis. If a conversation with your preschooler's teacher has led you to wonder, "Is she talking about the same kid?" join the club. It's common for kids this age to control their impulses in the classroom and unleash their inner wild child at home. "They let loose because they trust that you'll love them no matter what," says Michele Borba, Ed.D., author of The Big Book of Parenting Solutions. Find out how to bridge the gap so your kid behaves well after school dismissal.

Download This Age-by-Age Chore Chart Template!

Create a Relaxing Routine
You may notice that your child is the most combative immediately after pickup. "It's as if he's saying, 'I'm exhausted from having to listen and follow everyone's rules and be on my best behavior throughout the day. Now I'm home where I can be myself,' " explains Tovah Klein, Ph.D., author of How Toddlers Thrive. The fix: Let your little guy have time to decompress. Try giving him a shoulder rub or suggesting that he squeeze a squishy ball. Blowing bubbles is great, too, because the deep breaths physically calm him and slow down his instinct to snap at you. For other kids, 15 minutes of running around outside is all they need to blow off steam.

Parent-student relationship: the millennial phenomenon
Advisors in college and university settings are keenly aware of the strong relationship between this generation of students and their parents as witnessed by parental presence on campus and as reported by students in individual appointments. Parents are strong advocates for their children and often serve as informal advisors as their students make academic and career decisions. We find that their children welcome this level of involvement. Howe and Strauss (2000) in the book Millennials Rising: The Next Generation noted that Millennials, those born between 1982-2000, want to “feel protected” by their parents. They enjoy close relationships with their parents, strive for “balance” rather than “career success”. They accept their parents’ authority, “bask in the sense of being loved by parents” and rely on their advice for decision-making (pp. 179-186). Family involvement in education is simply second nature to these students.

This generation is in close contact with parents. Winogard and Hais (2008) noted that half of the Millennials they surveyed said that they “see their parents in person every day”, while in this age of electronic devices, 45% talked with their parents daily (pg.83). At the same time, while this generation enjoys plenty of attention from their elders it is difficult to say if they are thriving or coddled as a result. A Canadian Broadcasting Corporation documentary, “Hyper Parents and Coddled Kids” stated that this generation experiences “higher levels of anxiety than any generation before them.”