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Types of Evaluation
Formative Evaluation
Summative Evaluation
Types of Evaluation
Formative Evaluation
- used to determine the effectiveness of
the delivery of instruction that will serve as the basis for improvement - benchmarking for professional growth (Marczely, 2001)
CATHERINE T. AANO (Presenter)
Types of Evaluation
Summative Evaluation
used for making administrative decisions (promotion, hiring, merit pay, grant of tenure, reassignment, and even dismissal)
-
and,
4. To serve as a basis for administrative decision-
making.
CATHERINE T. AANO (Presenter)
Planning effectively;
Employing strategies that match not only the needs of the learner but also the curricular objectives; and,
Reflective thinking
Decision-making
Planning
Communicating
Systematic Evaluation
Analyzing
Synthesizing Evaluating
Problem-solving
2. Responsible Teaching
o
Subject matter
expertise Classroom
Learner-centered
teaching
management
expertise
o
Instructional expertise
o
o
Diagnostic expertise
Rational expertise
Teaching Competencies
1. Communication skills 2. Knowledge of a variety of teaching strategies 3. Skills in planning and organizing
Teaching Competencies
1.
Communication skills communication plays an important role in instruction involves the use of verbal and non-verbal language to
establish a climate conducive to learning use to manage student behavior tool for mediating, negotiating, and resolving conflicts in the classroom
Teaching Competencies
1.
Communication skills Callahan and Clark (1988) maintain that the use of questions is one of the most important teaching techniques. Thus, it is necessary for teachers to develop good questioning techniques as an essential communication tool. It enables the teacher to:
Teaching Competencies
2.
Knowledge of a variety of teaching strategies (Instructional Skills) of instructional strategies that lead the students to be involved actively in the learning process (Danielson and McGreal, 2000).
Teaching Competencies
3. Skills in planning and organizing (planning) The organization of content, materials,
and methods of classroom instruction requires careful planning. 4. Mastery of subject matter (content) Teachers are expected to be expert on the subject matter being taught Teachers should be well-versed about the topic under discussion A common reminder to teachers is to make sure that s/he is not only one chapter ahead of the students but several books ahead, instead.
CATHERINE T. AANO (Presenter)
Teaching Competencies
4. Skills in assessing the outcomes of learning
(evaluation of learning) The teacher can use the evaluation results to determine whether the concepts and skills emphasized during instruction were understood or not. Evaluation results can be used as bases for improving instruction through further clarification, additional explanation, or sometimes re-teaching.
CATHERINE T. AANO (Presenter)
Teaching Competencies
5. Skills in classroom management (classroom
discipline) According to Kounin instructional management (California State University, Chico, 2005), classroom management includes all of the things a teacher does in pursuit of two important objectives: To foster student involvement and cooperation in all classroom activities To establish a productive working environment in the classroom
CATHERINE T. AANO (Presenter)
Teaching Competencies
6. Attitudes
(personality) Suggested attitudes and behaviors of the teachers that promote learning, and create proper climate in the classroom: High expectations Enthusiasm Concern for children Openness to student inquiry Fairness Humor Sensitivity to the needs and concerns of students Decisiveness
that
foster/promote
learning
Sources: Book: Bago, A. L. (2008). Supervision of Instruction (The Philippine Perspective). Quezon City: C & E Publishing, Inc. Website: Copia, J. S. (2011). Scribd, Inc. Retrieved July 11, 2012, from Scribd, Inc. Website: http://www.scribd.com/doc/60641943/CHAPTER-4-Evaluation-ofClassroom-Instruction-Joy
CATHERINE T. AANO (Presenter)