D I T C U S H I U N
G A P E R
Teacher Observation in Student Assessment
Well prepared for the Queensland College Curriculum Authorities by Graham S Maxwell School of Education, The University of Queensland
Debate Papers about Assessment and Reporting Dialogue Paper Number 1 Common and various Features of Authorities and Board Approaches to Examination and Reporting by Graham Maxwell, October 2001
Conversation Paper Number 2 Teacher Statement in College student Assessment by simply Graham Maxwell, October 2001
ISBN zero 7345 2320 3 В© The State of Queensland (The Business office of the Queensland School Subjects Council), October 2001 Queensland School Program Council Level 27, 239 George Road Brisbane, Queensland, Australia PO Box 317, Brisbane Albert Street, Q 4002 Tel: (07) 3237 0794 Send: (07) 3237 1285 Email: [email protected] qld. edu. au Website: http://www.qscc.qld.edu.au
This debate paper can be part of a series being released and displayed by the Workplace of the Queensland School Program Council. The goal of this series is always to encourage conversation on several issues regarding assessment and reporting. Tutor observation can be one of several types of assessment techniques suggested by the Council in its Location and Guidelines on Assessment and Revealing for Years you to 12 and in the syllabus documents for the important thing learning areas. Other examination techniques include consultation, centered analysis, expert assessment and self-assessment. The positioning and Recommendations state that: вЂObservation involves teachers in seeing students because they participate in prepared activities. Instructor observation occurs continually like a natural part with the learning and teaching procedure and can be utilized to gather a diverse range of info on students' presentations of learning outcomes' (p. 16). Tutor observation has become valued while an important analysis technique in the lower principal school, nevertheless has before received much less attention in later yr levels. Extra schools especially have favoured formal assessment and organized assessment tasks rather than in-situ observation, although there has been some movement toward in-situ declaration in some subject matter in recent years, possibly in the final years. The Council's Position and Guidelines and syllabus paperwork elevate instructor observation to a more dominant position in the range of examination techniques that teachers may use. Various other techniques have been completely identified as assessment and centered analysis and also peer and self-assessment. Centered analysis contains more formal assessment techniques such as established tests and set tasks. However , these categories of assessment methods are not actually distinct. For instance , as this kind of paper clarifies, observation could possibly be employed in association with concentrated analysis, especially where what is observed is usually student efficiency on a collection task. This discussion paper is no official coverage statement of the Council. Alternatively, it signifies the opinions of the publisher, Dr Graham Maxwell, of the School of Education, The University of Queensland. As such, it offers an individual perspective for the issues. Doctor Maxwell has been involved in research and consultation on assessment for many years nationwide, USA and UK, starting over all industries and numbers of education. He has trained courses and conducted training courses on evaluation for pre-service and in-service teachers for 30 years. This individual has also been involved in recent Council deliberations about assessment and reporting. The group for this discussion paper is professional teachers, especially schoolteachers and administrators who need to deal with evaluation and revealing practice in classrooms and schools. This sort of people already know a great deal about assessment and reporting hypotheses and techniques, and this dialogue paper creates on that knowledge. The hope is that the discussion conventional paper will act as a basis for specialist debate, advancement workshops and collaborative organizing.
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Referrals: ON TUTOR OBSERVATION
Airasian, P. Watts., 1994, Sizing-up assessment, in Classroom assessment (2nd ed. ) (pp. 29-61), McGraw Hill, New York. Assessment and Reporting Directorate, 1997, Strategies for assessment and reporting: Principal schools, Section of School Education, Ryde, NSW. Brady, M. & Kennedy, K., 2001, Celebrating student achievement: Assessment and revealing, Prentice Hall, French's Forest, NSW. Forster, M. & Masters, G., 1996, Examination resource kit: Performances, Australian Council for Educational Research, Camberwell, Vic. Genesee, F. & Upshur, J. A., 1996, Classroom-based evaluation in second language education, Cambridge College or university Press, Cambridge, UK. Henning-Stout, M., 1994, Responsive assessment: A new way of thinking about learning, Jossey-Bass, San Francisco. Hills, To., 1992, Achieving potentials through appropriate assessment, in S. Bredekamp & T. Rosegrant (Eds), Attaining potentials: Appropriate curriculum and assessment pertaining to young children (Vol. 1) (pp. 43-63), Countrywide Association intended for the Education of Young People, Washington, DC. Professionals, G. & Forster, M., 1996, Assessment resource kit: Developmental analysis. Australian Authorities for Educational Research, Camberwell, Vic.
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