Quality of education based upon
how we identify effective teachers
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Contents
Introduction
Part I: Education Myths
1. Myths toward Effective Teaching
2. Myths toward the Lecture Method
Part II: Effective Ways of Teaching
1. Structure of Instructional Continuum
2. Knowing Students' Background
3. Setting up Objectives
4. Psychological Security for Students' Leaning Environment
5. Advantages of Teacher Questions
6. Outcomes of the Grouping Process
7. Elements of Effective Instruction
Part III: Making Curricula and Performing Assessments
1. John Goodlad's Five Levels of Curriculum
2. Elliot Eisner's Three Levels of Curriculum
3. Assessment of Three Main Domains
Part IV: Conclusions and Discussions
Reference
What do students really want for the university education?
3. Assessment of Three Main Domains
(1) Assessing the Cognitive Domain
This talks about measurement of students' knowledge by using systematic forms of measurement,
such as essay tests, oral or written exams.
Assessment Options for the Cognitive Options
- Knowledge
Written tests (fill in the blanks, matching, and simple multiple choices)
Observation of student recitations
- Comprehensive
Written tests (true-false, multiple choice, short answer)
Student assignments (summaries, explanations)
Observations of student discussion
Interviews
- Application
Written or oral problem solving
Multiple-choice tests (with answers based on solving problems)
Observation of simulation, role-play
Performance task
Projects
- Analysis
Essay (report) tests
Multiple-choice tests that require classifying, coding, inferring, or using criteria
Student assignments (comparisons)
Portfolios
- Synthesis
Essay (report) tests
Student projects with a plan, product
Written or oral problem solving
Portfolios
(2) Assessing the Affective Domain
This is supposed to assess the personal and internal qualities. The inquiry strategy
is most commonly used for the affective domain.
Assessment Options for the Affective Domain
- Receiving
Observations of student discussions
Questionnaires
- Responding
Observation of student participation
Interviews
- Valuing
Interviews
Questionnaires
Essay tests
- Organization
Observation of student choice
- Characterization
Student responsibilities
Student projects (taking a position)
Student debates
(3) Assessing the Psychomotor Domain
In this domain, you also have a hierarchy of difficulty levels, ranging from reflex movements to
skilled movements. The levels in this domain are generally assessed by observation of either a
behavior or performance. Observational data can be recorded as an anecdotal record, or checklists
or rating scales.
In education society, it is proper to have many ways to assess students. The above provides us
detailed and objective options. We can recognize that the ways most people evaluate teachers are
one-sided evaluations (see the myths of effective teachers in the first part of this article).
In addition, good curricula can make a situation assess students more practically.
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