Workshop 4.1: Friday afternoon
Self-evaluation at individual level: Teacher, student, headmaster –
Mary Anne HALTON
DominicanCollege
Griffith Avenue, Dublin
IRELAND
Introduction
Self-evaluation encourages individuals to think systematically about the impact of their decisions. Self-evaluation should be structured in order to support, facilitate and reward student learning. At individual level self-evaluation could be considered as a continuous process using information about the processes and outcomes to make adjustments and monitor progress.
Context of self-evaluation by students
-Students taking some subject areas e.g. Art, Home Economics, etc. are required by the DES to submit project work and take part in practical exams as part of their state examinations
-Self-evaluation forms an integral part of project work from the beginning
-Project work is individually based (group projects are not accepted by DES)
-Evaluative inquiry is used as part of the active learning process
-Role of evaluator is shared between teacher and student, each is accountable to the other for maintaining a model of learning which supports the continuous learning that is needed in order for the project work to be designed, implemented and evaluated
-The evaluation tools used are still in draft format
Purpose of the self-evaluation
-To improve the quality of project work
-To co-ordinate external methods (DES) with internal approaches (school)
-To increase student self-responsibility for their own learning
-To improve student motivation, time management and reaching of targets
-To support less able students who have learning difficulties
-To improve teaching and learning, to provide regular feedback
-To integrate evaluative enquiry as a learning activity so that it is not seen as an “event”, an extra to the usual types of learning
-To examine the time required for completion of project work
Issues for some students (difficulties):
-Disinterest in the subject area - lack of motivation
-Poor time management (fail to meet deadlines)
-Learning difficulties (problems with comprehension, language, etc.)
-Being responsible for their own research (prefer an off-the-shelf “supermarket” model)
What? / -The project plan-Implementation of the plan (progress)
-Modifications or changes that might be needed when implementing the plan
-Progress being made
-What needs to be done before the next class?
Etc… / The focus of what was evaluated developed over the period of the project and depended on the needs of individual students alongside the requirements of the DES
Who? / -Teacher
-Individual students
-Joint teacher-student / Sometimes other students commented on projects, made suggestions, etc.
When? / -Beginning (before the plan is made)
-On-going (weekly)
-End of project before submission for state examination / Sometimes extra working sessions were organised when evaluation proved that student(s) was having difficulty making progress
How? / -Document analysis (DES requirements)
-Discussions (class)
-Survey
-Questionnaire
-Checklist
-Joint teacher-student evaluation discussions (weekly and on completion of project work)
-Interview on completion of project / -A variety of tools were used (adapted from MICE)
-Selection was influenced by the needs of individual students
Effects on Student Learning
(Outcomes that were observed using adapted MICE fields)
Some examples observed by teacher include:
-Increase in knowledge
-Better understanding of how their (students) decisions affect project work
-Improved projects, quality of student work
-Change in attitudes towards learning (more positive)
-Actively involved in their own learning (more reflective)
-Better motivation for some students
-Increased self-esteem and confidence
-More willing to ask for help and advice
-Students asked more questions
-Were more active in their own learning, more self-directed as learners
-Tended to be more creative, take risks, try something new
Benefits of Self-evaluation for Student Learning – teacher’s perspective
- Self-evaluation was embedded in the teacher’s plan for project work
- The development of a culture of questioning by students on a regular basis (weekly) promoted improvement and quality
- A democratic process allowed the varying views to be voiced and valued
- Continuous feedback supported the development of individual projects
- Self-evaluation reduced the fear of failure
- Learning from mistakes was accepted as part of the process
- A non-threatening atmosphere supported the changes and modifications which students needed to make when developing projects
- Open communications between teacher and student supported learning
- Realistic plans were made on a weekly basis by individual student with teacher – targets were more achievable based on this approach
- Students were able to implement modifications/changes more quickly
Finally…
Student liked the:
-Initial self-evaluation document, which allowed them to “think” about their project before they really began (from the teacher’s perspective this was the beginning point and was part of the self-evaluation process)
-Final teacher-student project-specific checklist, which allowed them to celebrate their learning success and the fact that they had achieved their goals
“Self-evaluation allows students to celebrate as individuals and as a group the learning that has taken place when doing project work”.
Email:
Workshop 4.1: Friday afternoon
Self-evaluation at individual level: Teacher, student, headmaster –
Marjolijn Smith
Stedelijk Dalton Lyceum, Dordrecht
THE NETHERLANDS
Dalton education and independent learning
'Children learn things the same way as adults do: they adapt means to a goal. What will a pupil do when given the opportunity to take responsibility for a certain task? By instinct he/she will try to find the best way to achieve his/her goal.' (Helen Parkhurst)
Dalton principles:
Freedom (in restraint)
Independence
Coöperation
Positive effects of Dalton
The most effective way of learning things is by active and independent thinking
With more freedom in making choices, motivation and feeling responsible increase
Pupils learn a lot from each other
Stimulate independence by:
Inspiring confidence
Training study skills
Providing good and challenging study materials
Observing differences
Delegating specific study activities to pupils
Making the pupils realise the consequences of neglecting responsibilities
Study activities
Preparatory activities
For example, what do I have to study, what approach do I choose, with whom and when
Process activities
For example, memorising, doing sums, testing each other
Regulating activities
For example, will this do, what shall I do next?
Stages of learning
Teacher controlled learning (pupils only do regular activities)
Independent working (pupils follow instructions from teacher)
Independent learning (teacher is the coach of independent learning pupils)
Responsibility for one's own learning (teacher only helps when pupils ask for it)
Criteria for a Dalton teacher
Attitude
A teacher at a Dalton school
Treats the pupils on a basis of equality and with respect
Expects the pupils to take responsibility
Feels responsible in some ways for the well-being of the pupils
Guidance
A teacher at a Dalton school
Always focuses the guidance of his pupils on increasing their independence
Stimulates the pupils to draw up a study plan and to check themselves as regards the learning process and quality
Tries to make the pupil think about his/her own learning process and to make him/her take responsibility for it by given mainly process oriented feedback
Stimulates the pupils to discuss problems with classmates, teachers and form teachers
Analyses why pupils' achievements are insufficient and gives them advice how to get better results
Contributes to the development of social skills of the pupils
Didactic aspects
A teacher at a Dalton school
Has a flexible approach and gives the pupils the opportunity to study independently during classes and to organise their own learning process
Gives the pupils challenging assignments for which they can take responsibility
Provides ample opportunities to increase the general study skills
Explains to the pupils what the objectives are and in what way these will be tested and assessed
Uses working methods stimulating coöperation between pupils
Explains to the pupils in what ways they can achieve the study goals
Gives the pupils the opportunity to test themselves (diagnostic tests)
General aspects
A teacher at a Dalton school
Has regular consultation with his colleagues on the planning of study materials, assignments, tests, didactic approach and counselling
Attends courses about new developments, both on subject level and pedagogic / didactic level
Takes part in the cultural, social and sports activities at the school
Is involved in stressing the specific Dalton features of the school to others
Dalton assignments
Criteria
Objective
The objective of giving the pupils assignments is to enable them to develop skills that can contribute to independent learning.To this end the assignments must contain the following elements:
Planning, functional coöperation, good study skills and learning and mental skills.
Pupils must be able to finish the assignment independently
Pupils must know the objective of the assignment, the way to do the assignment, the final product and the way it is assessed. Good instructions are therefore of vital importance
It must be clear how much work the assignment involves or else the stages in which it can be completed must be clear so the pupil can draw up a plan.
Criteria for Dalton assignments for junior pupils
The assignment and its instructions are described clearly
The pupils realise that the assignment makes sense
The amount of work they have to do is reasonable
The pupils get the opportunity to make their own choices and to use their creativity
The assignment stimulates coöperation
The assignments include the core objectives, acquiring various skills and doing a little research in particular
Doing assignments prepares the pupils to exam work and practical assignments in their exam years
Assignments can be cross curricular
Teachers must be able to support the pupils and check the assignments easily
Assignments must be challenging!
Dalton assignmentsubjectclass
Objectives
(subject)
skills
description
materials to be used
Criteria for assessment
Advice
Time required
Final date
Malus points: 0.2 point per school day
Mark
Example:
History
Second year pupils
How to interpret the texts about slavery in the south of the US
Skills: working independently
Studying and comparing different texts (sources)
Drawing conclusions from different opinions
Answering questions
Description. What was meant by slavery in the south of the US? Until the middle of the 19th century slavery was regarded as a normal element of daily life. In the Dutch colonies slavery also existed. If you want to understand what slavery in the south of the US involved, you will have to understand the people who lived in those days and wrote about it. But you must realise that people in the 19th century often had different ideas about slavery from us. Although there was a difference of opinion among those living then, too.
Do this assignment independently
Materials to use
- course book
- workbook
- texts (separate piece of paper9
- books on slavery
- internet site:
Assessment
Important criteria:
- Give a good reasoning of those in favour of slavery and those against it
- Answer the questions
- Your work must be neat and clear
- Use your own words (don't copy texts)
- Mention the sources you used
Time required: 160 min.
Advice:
Divide the texts into three groups
- those in favour of slavery
- those against slavery
- those who are neither against nor in favour
- Use the texts and the picture on page 124 of your coursebook
Think of three questions you could ask, the answer to which could help you find the answer to the main question: What was meant by slavery in the south of the US?
WORKSHEET
Workshop 4.1
Evaluation at individual level / assignments
What do you understand by evaluation in your school / your country?
Is evaluation a common practice in schools in your country? Who is/are responsible?
What do you want to evaluate for example: a Dalton assignment, a project project work,'How good is my teacher'
When keep in mind that evaluation is an on-goingprocess,draw up an evaluation schedule
Who try to involve, for example, colleagues, pupils,parents
How what instrument(s) are you going to use (seeMICEmanual)
Draw up an evaluation plan (select only one or two items)
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