Quality of education based upon
how we identify effective teachers

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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

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

(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

(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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