Hi Leo, Thanks for the refresher, it had slipped from my mind [my only neurone is wanting]:) I really like Tim & Bee's suggestions, but I'll try to provide complementary input to make your life more difficult. As assessment is usually quite challenging for novice teachers involving them at some stage is very pertinent.
I'd start by developing the "assessment grid", i.e. listing the 12 competencies, defining them preferably in "practical" or "measurable" terms, assigning a numerical scale per competency (e.g. 1-5) and a global one. According to goals sought you may assign equal weighting or not, group them into categories, etc. Then I'd consider whether breaking down the competencies into subskills or items is necessary or not. E.g.: "Intercultural skills" allows many different interpretations, by framing it as "ability to cater for diverse cultural backgrounds within the classroom" (just an example, no technical definition sought) narrows such understandings. Then we may say, ok but let's be more precise as in " can solve problems/conflicts related to minority culture students", "can tailor the curriculum to specific needs", etc. Obviously this depends on how exhaustive you want/need to be. If participants are meant to get involved in assessment then the 1-5 scale (or whatever) should ideally be described in positive terms (e.g. "Intercultural skills> can tailor the curriculum> 1=can tailor though further development would enrich practice"). Once the grid is designed I'd focus on how to measure each competency to choose the most appropriate measurement instruments (according to resources available), which can be clustered in 1, 2 or further tasks (or one task may involve several exercises). Though this may seem a rather technical approach, it does pay off in the mid/ long-run as it usually leads to fruitful reflection for the trainer & spotting issues one may not be initially aware of. There are philosophical pros & cons to a numerical/ quantitative approach (testing or exams in edu), but I find the combination produces best results, with the added value of reducing complaints. As people do not have the same skills (reporting, presentation, reading, exam techniques, etc.) & groupwork can deter introverts, the shy or simply the ones not "getting on" with their counterparts, I find preferable to develop multi-tasking or encompassing artifacts (where possible) & scenario-based (if suitable). In this case I feel a solution might be devising a scenario (or case), e.g. a Primary school in a rural area with 300 students, of whom 30% live under poverty, 0,5% are extremely rich, 50% belong to several minorities, 10 kids have learning difficulties, 10 have varying disabilities, 2 are born geniuses, etc. The idea is to develop an imaginary school & town which gathers "best & worse" participants may encounter in their teaching practice. And then provide them with problems/challenges they have to solve using their newly acquired competencies. This approach could encompass both group & individual assessment, be enticing as well as help consolidate learning. At the same time you may well introduce any instrument you can think of, e.g. *"on Monday the board school decided that". Please check what you think is the correct answer for each item. 1) Disabled students must be helped find another school to meet their specific needs. A) Yes, the school doesn't meet the requirements & the local authority does not approve the budget for the works. B) No, this is discriminatory. C) No, the school must adapt to its studentship. D) Yes for very special cases but action must be taken to ensure every school meets accesibility requirements. E) Yes, severely disabled should not attend school"*. Written on the fly, so obviously would need re-vamping. Anyway, using teasers and several valid alternatives can generate discussion and enliven teamwork. You could also ask them to write 150 words on how they would teach literacy to deaf students. A different challenge could be grading the (fake or not) works by 5 kids & explain why. Given that it's 400 participants, the grading could be incorporated to a portfolio & only the marks assigned into your scoring system. I don't know if feasible but rather than two tasks I'd attempt to intertwin contents with assessment so that the scenario (to make it fun it should have characters & a script) gains importance and participants are more focused on solving the challenges than the feeling of being "tested". I'd finish by asking them to provide input of the assessment scheme as well as develop their own tasks. Within this frame teamwork peer review could be more stimulating & hopefully overcome the "how am I going to criticise" mood. This could work well both on & off-line. Gosh! Sorry for such a long reply. If you manage to survive to this looong, boring email I may let you strangle me over G-talk :) Cheers, Alex 2012/2/7 j. Tim Denny <[email protected]> > Leo > > A pleasure to see your name again on Wikieducator along with another > challenging issue put forth. Through our private conversations you fully > well know I am convinced of competency based training methods in teacher > education and other fields. > > A few questions... when you say 400 students. please define the training > modality. classroom, online, blended, etc... Will you be the only > trainer? will the 400 be taught simultaneously, at separate times, in > separate rooms? etc... > > ok on to your questions... > > 1 for group assignment , i am thinking to give a mark based on theire > product and presentation , however how could i give individual score based > on their group performance ? > > Some ideas... look to Guskey's Five Critical Levels of Professional > Development Evaluation > > http://connectingcantycommunities.wikispaces.com/file/view/Guskey+5+levels.pdf > > levels 4 and 5 address participant changes. > > 4 Participants' use of new knowledge or skills > > Methods for assessing/gathering information on participants ability to > advance in the use of new knowledge/skills > > ** Questionnaires *- like Alex said you could go back to the > standardized assessment using simple tools like multiple choice questions - > here I would consider setting up an online tool like Limesurvey as dealing > with 400 tests would be so much easier electronically. Happy to help if you > want to go this route. > * Structured interviews with participants and their supervisors - this > can be too time consuming with 400, I would not attempt it > * *Participant reflections (oral and/or written)* - here you can require > the participants to write some reflection pieces on their growth and how > they will apply the competencies delivered > * *Participant portfolios * here you may look to developing a PLE > strategy for each student. read this... > http://www.elearningeuropa.info/files/media/media11561.pdf > * Direct observations - this is tough when you are dealing with 400 > students > * *Video or audio tapes* - how about each student could be asked to > post a youtube video on some aspect of the course. > * Concerns-based Adoption Model > > > > 2 for individual assignment , i have a large students numbers , so it > would be impossible for each students to be given 15 mins for their > presentation , how do i assess them without wasting a lot precious time in > classroom > > see above for some ideas... here I would focus on self assessment, peer > assessment and the use of web 2.0 technologies for > student demonstrations of their learning. Try to incorporate the notions of > a flipped classroom if possible > > http://isminc.com/index.php?option=com_content&view=article&id=2235&Itemid=1371 > > http://www.thedailyriff.com/articles/how-the-flipped-classroom-is-radically-transforming-learning-536.php > > http://www.wired.com/wiredscience/2011/05/flip-teaching-what-happens-when-homework-is-in-class/ > > > Cheers > Tim > __________________________________ > j. Tim Denny, Ph.D. > Consultant - International Development, Education and ICT > SKYPE - jtdenny Googletalk - denny.jt > http://www.linkedin.com/in/jtdenny > https://www.avuedigitalservices.com/VR/id130765695 > ..... > While SAT scores might predict your success in the classroom, beyond a > basic level of intelligence your passion, motivation, initiative, > networking and hustle matter more than your grade-point average. Dale > Stephens founder of UnCollege.org > > https://www.sugarsync.com/referral?rf=esi2y0whdhk52&utm_source=txemail&utm_medium=email&utm_campaign=referral > > > > On Tue, Feb 7, 2012 at 08:41, Nadia El Borai <[email protected]> wrote: > >> Dear Leo, >> >> How long is the course. How many lectures etc.. It is a very large number >> of students. >> One way is to have one grade for attendance. If they attend all the >> lectures. >> Then a written test, and as you said assessment of a group. >> 5 minute presentation per person would that be feasible? >> OR you can have the group prepare and each person presents for two >> minutes each. >> >> Another way is to have them prepare posters and present the posters. >> >> Maybe you could give them as an assignment your question now and see >> what they come up with. >> You may be surprised and then you can use it. >> I hope you get some other good suggestions. >> >> Nadia El Borai >> Morinosato 2-28-11 >> Atsugi, Kanagawa 243-0122 >> Tel: 046-250-3178 >> Fax:046-250-3179 >> [email protected] >> http://wikieducator.org/User:Nadia_El_Borai >> http://nadia-cyclamen.blogspot.com/ >> >> On Feb 6, 2012, at 6:22 PM, Wong Leo <[email protected]> wrote: >> >> Dear all , >> I will be teaching a 400 teacher education program in china , training >> about 400 teacher ( all sujects) starting this march >> i have designed 2 assessment assighment for them , one is for group of 4 >> , one is for individual , right now i am stuck in the assessment details >> ,would really appreiciate your help >> >> 1 for group assignment , i am thinking to give a mark based on theire >> product and presentation , however how could i give individual score based >> on their group performance ? >> >> 2 for individual assignment , i have a large students numbers , so it >> would be impossible for each students to be given 15 mins for their >> presentation , how do i assess them without wasting a lot precious time in >> classroom >> >> thank you a lot for your feedback >> >> -- >> Leo Wong >> Teacher and teacher trainer >> -------------------------------------- >> <http://wikieducator.org/User:Leolaoshi> >> http://wikieducator.org/User:Leolaoshi >> <http://www.gem-intl.edu.cn> >> >> 机构博客： <http://helpsuzhou.blogbus.com>http://helpsuzhou.blogbus.com >> >> 个人博客 <http://blog.sina.com.cn/leolaoshi1> >> http://blog.sina.com.cn/leolaoshi1 >> >> Skype:leolaoshi >> Malaysia number +006 010 2718251 >> >> --------------------------------------------------------------------------------------------- >> *There is something very special and powerful about engaging directly >> with the real teacher and real Kids.* >> >> -- >> You received this message because you are subscribed to the Google Groups >> "WikiEducator Teacher Collaboration Forum" group. >> To post to this group, send email to >> [email protected]. >> To unsubscribe from this group, send email to >> wikieducator-teacher-collaboration-forum+unsubscr...@googlegroups.com. >> For more options, visit this group at >> http://groups.google.com/group/wikieducator-teacher-collaboration-forum?hl=en >> . >> >> > -- > You received this message because you are subscribed to the Google > Groups "WikiEducator" group. > To visit wikieducator: http://www.wikieducator.org > To visit the discussion forum: http://groups.google.com/group/wikieducator > To post to this group, send email to [email protected] > To unsubscribe from this group, send email to > [email protected] > -- You received this message because you are subscribed to the Google Groups "WikiEducator" group. To visit wikieducator: http://www.wikieducator.org To visit the discussion forum: http://groups.google.com/group/wikieducator To post to this group, send email to [email protected] To unsubscribe from this group, send email to [email protected]
