communication to the learner
TRANSCRIPT
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COMMUNICATION TO THE LEARNER
EDUC 345 3- Classroom Assessment
June 20th, 2012
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“THE BIGGEST PROBLEM WITH
COMMUNICATION IS THE MISCONCEPTION
THAT IT HAS OCCURRED.”
Dennis Punjabi
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WHAT IS COMMUNICATION?
Invention
Organization
Style
Memory
Delivery
The exchange of information between people, e.g. by means of speaking, writing, or using a common system of signs or behaviour.
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COMMUNICATION THEMES
Story
Critical thinking
Diversity
Technology
Competency
A Good Teacher
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WHAT IS LEARNING?
A relatively permanent change in, or acquisition of, knowledge, understanding, or behaviour.
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WHAT MAKES A TEACHER GOOD TO A STUDENT?
Knowledgeable
Experienced
Firm
Attractive
Friendly
Seductive
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MAJOR SETTINGS FOR COMMUNICATION
Intrapersonal Interpersonal
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Small Group
Public Communication
Organization Communication
Mass communication
Intercultural communication
MAJOR SETTINGS FOR COMMUNICATION
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COMMUNICATING ASSESSMENT RESULTS
When communicating about student learning we must keep
the student as the primary audience for assessment
information without forgetting the other audiences whose
information needs must be met.
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QUESTIONS: WHAT CAN TEACHERS DO?
How do we synchronize assessment for and of learning in actual practice?
How do we encourage students to do practice work if the score is not figured into the final grade?
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BALANCING ASSESSMENT FOR AND OF LEARNING
Assessment for learning happens while learning is still underway
Assessment of learning are those assessments that happen after learning is supposed to have occurred to determine if it did.
There is no difference in assessment for learning and of learning if all tasks result in a score that contributes to a final grade.
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SYNCHRONIZE (OPERATE AT THE SAME TIME) ASSESSMENT FOR AND OF LEARNING
Separate them entirely so formative assessment never contribute to a grade. Teacher provides descriptive feedback. E.g.: homework assignments, drafting assessment questions, self assessment.
NOTE: These are assessed so as to provide information about strengths
and areas of further learning but the assessment information will not be used in calculating final grade.
OR Under certain circumstances, we can use assessments
originally intended to be formative as part of our summing up. E.g.: Paragraph writing
OR We can also use assessments e intended to be summative
as sources of formative information and motivation to further learning.
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MOTIVATING PRACTICE WITHOUT GRADING EVERYTHING
Reduce evaluative feedback and increase descriptive feedback to affect motivation and
achievement.
If students know the learning target, constantly receive feedback about where they are in relationship to the target, and are able to practice, without penalty and with as much assistance as they need, they will be motivated to set goals to reach intended learning.
Teacher must make the students get used to descriptive feedback.
Communicate to students and parents what assessments will contribute to final grade.
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CONDITIONS FOR EFFECTIVE COMMUNICATION
Clear targets
Accurate Information
Symbols clearly defined
Communication is tailored to the audience.
Timing Level of detail
Educa
tio
n
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EFFECTIVE COMMUNICATIONWhen communication with student falters, expand receivers of information rather than stop
communicating.
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REFERENCEStiggins,R.,Arter,J.,Chappuis, J., & Chappuis,
S.(2007). Classroom assessment for students learning:Doing it right-using
it well. Upper Saddle River,NJ:Pearson Prentice Hall.
Lewis, Todd. Communicating Literature. Debuque: Kendall-Hunt, 1991
Zeusner, R. B., ed. The Handbook on Communication processes. Los Angeles:
PSCFA, 1978