Determining Student Work

1450 Words 6 Pages
I. Examining Student Work and Thinking
Teaching is a precious vocation and a privilege worth-cherishing. Being a great teacher doesn 't stop with just doing your routine responsibilities, but by continuously thirsting for knowledge to achieve ultimate greatness in the field of education. Seeking for efficiency should always be alive in every teacher 's heart. Hence, there are training, seminars and continuing education formulated for teachers to enhance their teaching skills, leadership, and professionalism. Every teacher should always be open to these tasks because these are not just for their benefit, but equally for the young minds whose future is in their hands.
It may just be a cliche, but a truism in teaching is learning twice, has always
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Doing so also makes it easier for teachers to point out weaknesses of students and formulate ways to help them in those areas, and in turn, students also learn how to evaluate their work (Hoff, 2000).
Third, there should always be the assurance that the discussion and examination of student works contain a fixed purpose or objective. The center of the discussion may vary according to what information do students want to imply through their works. An ideal type of student work in this area is a videotape wherein a student expresses his viewpoint on a certain matter in question. Assessments of student work in depth will not just reflect if students have learned enough, but will point out reasons why some students have learned from lectures, but other students have not (Thompson, Melissa, & Jones,
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Case discussions go well with examining student work because combining these two strategies will make teachers discuss and interpret thoroughly the output made by students.
The different methods to develop student learning pave the way for teachers to choose strategies for active learning that are effective to them. Collaborative strategies make the teaching atmosphere student-centered (Scales & Varnado, 2012)
The issues involved are biases of teachers and the significant role of the content expert to go through all student works. With regards to biases, a situation that involves this describes a teacher that would be most likely to adjust the required criteria if he is aware that the output that contains vague responses is from a student who is on top of the class. Conversely, the issue of the content expert and his role in assessing student works should be made clear that his presence is mainly to facilitate the teachers in the assessment, and his ideas would just serve as a guide for the teachers. However, his presence and comments are indispensable for the success of the assessment

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