hindi_koel.pptx | |
File Size: | 3622 kb |
File Type: | pptx |
Here are some ideas for you to evaluate your students
1.Ask students to draw a concept map of what they have learned.
2. Crosswords can be used to evaluate students
3.One minute papers: During the last few minutes of the lecture, the students are invited to write in four to five lines, what aspect of the lecture was most clear to them and what aspect was ambiguous. This helps the teacher to get a glimpse of what needs remediation in the next lecture.
4. Chain Notes: The teacher passes an envelope that has a question on it. When the envelope reaches the student, he/ she puts his/ her response into the envelope. Review of the responses will help to continue discussion on the topic.
5. KWL technique: A popular mode of assessment is the KWL technique. Give each student a piece of paper with three columns. Under K the student writes what he/ she knows about the topic, under W, what the student wishes to know. This gives the teacher an idea of the entry behavior of the student and helps to streamline the topic accordingly. After the topic the last column L is filled, where the student writes what they have learnt. It gives the student an idea of whether or not his expectations were met.
6. Paraphrasing: Paraphrasing would be a layman’s explanation of what students feel they learned in the class. Being able to paraphrase something in one’s own words and explain it to others is a revision in itself.
7. One sentence summary: Here, students summarize knowledge of a topic by constructing a single sentence that answers the questions "Who does what to whom, when, where, how, and why?" The purpose is to require students to select only the defining features of an idea. This works best for events in history or summarizing language lessons based on an incident.
8. Application cards: After teaching about an important theory, principle, or procedure, ask students to write down at least one real-world application for what they have just learned to determine how well they can transfer their learning. For example: Where can the Law of Demand and Supply be seen? Where do we see simple machines in action in the kitchen? Where in your classroom do you use democratic principles?
9. Student generated test items: This involves putting the student in the teacher’s shoes. Allow students to write test questions and model answers for specified topics, in a format consistent with course exams. This will give students the opportunity to evaluate the course topics, reflect on what they understand, and determine what good test items are.
2. Crosswords can be used to evaluate students
3.One minute papers: During the last few minutes of the lecture, the students are invited to write in four to five lines, what aspect of the lecture was most clear to them and what aspect was ambiguous. This helps the teacher to get a glimpse of what needs remediation in the next lecture.
4. Chain Notes: The teacher passes an envelope that has a question on it. When the envelope reaches the student, he/ she puts his/ her response into the envelope. Review of the responses will help to continue discussion on the topic.
5. KWL technique: A popular mode of assessment is the KWL technique. Give each student a piece of paper with three columns. Under K the student writes what he/ she knows about the topic, under W, what the student wishes to know. This gives the teacher an idea of the entry behavior of the student and helps to streamline the topic accordingly. After the topic the last column L is filled, where the student writes what they have learnt. It gives the student an idea of whether or not his expectations were met.
6. Paraphrasing: Paraphrasing would be a layman’s explanation of what students feel they learned in the class. Being able to paraphrase something in one’s own words and explain it to others is a revision in itself.
7. One sentence summary: Here, students summarize knowledge of a topic by constructing a single sentence that answers the questions "Who does what to whom, when, where, how, and why?" The purpose is to require students to select only the defining features of an idea. This works best for events in history or summarizing language lessons based on an incident.
8. Application cards: After teaching about an important theory, principle, or procedure, ask students to write down at least one real-world application for what they have just learned to determine how well they can transfer their learning. For example: Where can the Law of Demand and Supply be seen? Where do we see simple machines in action in the kitchen? Where in your classroom do you use democratic principles?
9. Student generated test items: This involves putting the student in the teacher’s shoes. Allow students to write test questions and model answers for specified topics, in a format consistent with course exams. This will give students the opportunity to evaluate the course topics, reflect on what they understand, and determine what good test items are.