伯明翰代写作业:教学风格

2018-02-03 19:39

《循环图解》反映了教师们为达到最佳实践所需要的不懈努力。为了使教师对能力的理解和合理的挑战工作，必须使用评估。这显然与计划组织这样的工作有关，允许有效的教学和进步的学习。当教师们收集这个群体的知识时，他们通常需要基线数据来辅助他们自己的判断。诊断评估(DA)经常被使用;它包括教师根据给定的标准(一个潜在的总结性任务)评估学生的进度，让他们了解他们下一步计划有效学习的步骤(这是一项基本形成的任务)。在形成性评价、总结性评价或作为个体、独立的个体之间存在着争论。在我看来，由于了解了之前的知识、长处、弱点和技能，所以这是学习过程评估的一部分。实际上，DA可能是两股评估的重叠区域;以一种更概括或形成的方式完成，很大程度上取决于教学风格和偏好。
伯明翰代写作业:教学风格
The cycle illustrated reflects the relentless approach needed by teachers to meet best practice. Assessment must be used in order for the teacher to glean understanding of ability and set appropriately challenging work. This clearly links to planning to organise such work, allowing effective teaching and progressive learning. As teachers glean this knowledge of the group, they often require baseline data to assist their own judgments. Diagnostic Assessment (DA) is often used; it involves teachers assessing pupils' progress against a given criteria (a potentially summative task), allowing them to become informed about their next steps in planning for effective learning (a largely formative task). There is debate over DA forming a part of formative assessment, summative assessment or being an individual, separate entity. In my opinion, due to its very nature of ascertaining previous knowledge, strengths, weaknesses and skills to inform planning, it is a part of the assessment for learning process. Indeed the DA may be an overlapping area of the 2 strands of assessment; completed in a more summative or formative way, largely depending on teaching style and preference.

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