Principles of Assessment / Conduct & Review of Assessment

Assessment is the process of gathering, analysing and reflecting on evidence to make informed and consistent judgements.

An insightful article on assessment:

Principles of good practice for assessing student learning

http://www.learningoutcomeassessment.org/PrinciplesofAssessment.html

The Principles of Assessment centred on the concepts of validity, reliability and fairness

http://www.learningandteaching.info/teaching/assessment.htm

Principles of Assessment

http://caacentre.lboro.ac.uk/dldocs/Bluepaper1.pdf

Assessment of , for and as Learning

http://www.aacu.org/meetings/ild/documents/Symonette.MakeAssessmentWork.EarlAssessmentForOfAsLearning2003.pdf

Assessment encompass a wide variety of purposes: placement, certification, guidance……..

Purposes of educational assessment

The final 2 units of the SDALT programme entails sound grasp of the validity, reliability and fairness concepts for supporting the rationales of proposed test blueprint.

Adrian Chow SDALT Principles of Assessment

Adrian Chow SDALT Conduct and Review of Assessment

The move towards “authentic” assessment in the classroom:

Authentic Assessment

http://www.sagepub.in/upm-data/58366_Chapter_8.pdf

Instructional Design

Instructional Design (ID) entails a systematic process of “constructing components” of a course towards efficient and effective learning. ID has been influenced by theoretical perspectives on learning: behaviorism, cognitivism, constructivism…

History of Instructional Design

http://www.cedtech.net/articles/11/111.pdf

There exist a host of ID models beyond the popular ADDIE and Dick & Carey frameworks :

http://www.instructionaldesign.org/models/index.html?utm_source=twitterfeed&utm_medium=twitter

Ultimately, ID materials and activities should:

This SDALT unit calls for development of a lesson plan based on BSCS5E instructional model with full academic literature, culminating into a  rather “theoretical” piece of assignment:

BSCS_5E_Instructional_Model-Executive_Summary_0

http://bscs.org/sites/default/files/_legacy/BSCS_5E_Instructional_Model-Executive_Summary_0.pdf

Adrian Chow SDALT Instructional Design

Curriculum Design and Evaluation

Johnson (1967) defines curriculum as a ‘structured series of intended learning outcomes’ whilst the “curricular spider web” (van den Akker, 2003; Thijs & van den Akker, 2009) identified 10 key components:

Curricular spider’s web (van den Akker, 2003)

Neary (2003a, p39) differentiate the 2 main curriculum models as: The Product Model emphasises plans and intentions  whereas The Process Model emphasises activities and effects:

Product vs Process Curriculum Models

Overview of curriculum models

http://www.ucd.ie/t4cms/UCDTLP00631.pdf

Curriculum Theory

http://www.sagepub.com/upm-data/6042_Chapter_3_Glatthorn_(Sage)_I_Proof_2.pdf

Evaluation of curriculum centred on 2 concepts as delineated by Guba and Lincoln (1981) : Merit i.e. intrinsic value of an entity and Worth i.e “payoff” value for a given institution or group of people.

Curriculum Evaluation

http://www.sagepub.com/upm-data/44333_12.pdf

Models of curriculum evaluation

http://talc.ukzn.ac.za/Libraries/Curriculum/models_of_curriculum_evaluation.sflb.ashx

The SDALT Curriculum Design and Evaluation unit stipulated application of Stufflebeam(1967) CIPP evaluation model and stressed the need for process as well as product evaluations.

CIPP Evaluation Model

http://www.nylc.org/sites/nylc.org/files/files/250CIPP.pdf

A relatively tough assignment given the need for grasping the “holistic” perspectives of the CIPP model especially in determining the “merit” and “worth” of the programmes via the learning outcomes.

Adrian Chow SDALT Curriculum Design and Evaluation

 

Teaching with Technology

A very fulfilling and pragmatic module, full of learning insights, in particular: the application of Google forms, Polldaddy, Moodle……. for engaging students.

From laborious transparencies / OHP to social media as a learning platform akin to the transformation of black & white TV into colour television!!

http://www.youtube.com/watch?v=UFwWWsz_X9s

http://www.youtube.com/watch?v=4oEgxwLhvV8 

The greatest satisfaction of this module is witnessing the completion of a Teaching with Technology ePortfolio (can be viewed via home menu tabs)

Learner Centred Teaching

There is a natural tendency to teach others the way one was taught i.e. the concept of MSMD (Monkey See Monkey Do). Rote teaching such as “drilling” of vast load of information via lectures is still prevalent in many learning programmes.

What do students really want to see in teaching?

https://www.youtube.com/watch?v=iHapv0Tv7vM&list=PL4D8094E576474E7B

      

Teacher-centered vs. Learner-centered paradigms

http://assessment.uconn.edu/docs/TeacherCenteredVsLearnerCenteredParadigms.pdf

Facilitating Learning: Issues on Learner-centred Teaching

http://www.cdtl.nus.edu.sg/handbook/learn/issues.htm

Student-Centred Teaching

http://teaching.unsw.edu.au/student-centred-teaching

Effective Communication for Learning and Teaching

Communication is simply the process of delivering the “intended message to the intended recipient”. Yet, this process presents a “minefield” for some teachers. “They don’t understand what I am saying” is a sugar coated version of: ”They are dumb, stupid students”.

The era of “I say, You listen” is over, talking down to students is an obsolete teaching approach. The “magic” of classroom communication centred upon ‘liking” of a teacher i.e.  SME (Subject Matter Expert) status or Personality !!!.

Often, students flock towards a particular teacher and in most cases, this particular teacher demonstrate these WOW attributes :  “kind, friendly, approachable, jovial…….in other words: Treating students with the Humane touch by being Human

The Impact of Teachers’ Communication Skills on Teaching: Reflections of Pre-service Teachers on their Communication Strengths and Weaknesses

http://www.hltmag.co.uk/feb12/mart.htm

Adrian Chow SDALT Effective Communication for Teaching and Learning

Principles of Learning

The Teaching Perspectives Inventory (TPI) facilitates understanding of a teacher views and values about teaching.

http://www.teachingperspectives.com/drupal/

This module requires a self-reflective exercise on your beliefs about teaching and learning i.e.

Teaching Philosophy

http://www.facultyfocus.com/wp-content/uploads/images/Philo-of-Teaching-FF.pdf

Adrian Chow Teaching Philosophy

SDALT (Specialist Diploma in Applied Learning & Teaching) Overview

Inaugural cohort of Republic Polytechnic Specialist Diploma in Applied Learning and Teaching (SDALT) programme. The 208 hours programme was initiated by Council of Private Education (CPE) for enhancing the pedagogy and instructional skills of teachers in the private education sector.

http://goo.gl/sMDooG

An interesting programme enhanced by the potpourri of participants from both vocational and academia practices. In fact, some very tough modules that calls for sound academic writing skills.

http://www.rp.edu.sg/ace/pdf/courses/SDALT.pdf