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Paper X Pedagogical Analysis of Syllabus in English at PHOENIX
One of the most important jobs a teacher has is the right assessment of the students. It can be done in a variety of ways. Some widely used forms of assessment include tests,[link widoczny dla zalogowanych], quizzes, rubrics , checklists and growth or mastery charts. The type of assessments that a teacher uses in the class room will determine the range of tools which will aid to evaluate the student.
"Assessment efforts should not be concerned about valuing what can be measured,[link widoczny dla zalogowanych], but instead about measuring that which is valued"
Feedback is an essential part of learning. It helps the student to understand the areas in which he is doing well and what he can do to improve and progress. A good feedback helps the student to assess his own learning and reflect his development. It allows the student to discuss his learning with the teacher. It helps the student to understand what is expected of him and what good performance is. Feedback gives opportunity to progress and motivates and encourages the student to think positively about his learning. It also provides information to teachers that can be used to shape their teaching.
" Effective teachers seek feedback and consensus on their decisions and make sure that students understand" (Linda Shalaway)
Describe mechanism of assessment (May 2006 4 Marks)
Describe the uses of feedback (May 2006 1 Mark)
Describe the purpose of feedback to teachers (May 2005 1 Mark)
2. Principles followed in the content of the Course Book ( Priyanka Purushothaman) Synopsis
The main principles that come across the content in an English course book would involve those that determine the learners' mastery over the four basic skills of using the language namely:
The ability to listen to and understand spoken English;
The ability to speak English;
The ability to read and understand written English; and
The ability to write the language.
So, the instructional material as well as the exercises given in the course book would involve training the learners to gain mastery over the language through constant use of the language through speech, through reading, through communication and through interaction. A number of techniques and strategies would have to be employed by the language teacher here and this will be discussed in great detail through the course of the seminar.
Select a content from your optional subject and identify the concepts and principles that come across the content. (AprilMay 2006)
How do you identify the principles that come across the content? Explain with an example. (AprilMay 2005)
3. Selecting Topic and determining method of testing (Rashmi)
In this section a lesson can be taken from any of the prescribed English Course Books and analysed. This lesson can help assess the learner performance in a number of ways. The effectiveness of the learner assessment depends on the tool used to assess the lesson,[link widoczny dla zalogowanych].
" Teachers must show that they can teach so that students learn"
[A Handbook for Literacy : Instructional and Assessment Strategies, K8]
How do you assess student performance? Select a topic and determine the method of testing and discuss its appropriateness ( Nov 2006 16 Marks )
Problem solving is a mental process and is a part of the larger process
involving problem finding and problem shaping. As elucidated by Dietrich Dorner and later expanded on by Joachim Funke,[link widoczny dla zalogowanych], difficult problems have certain characteristics like intransparency, polytely, complexity, dynamics etc. The strategies for solving a problem can be abstraction, analogy, brain storming, divide and conquer,[link widoczny dla zalogowanych], hypothesis testing, lateral thinking, research, reduction, root cause analysis, trial and error etc.
"The most complex of all intellectual functions,[link widoczny dla zalogowanych], problem solving is a higher order mental process that requires the modulation and control of routine or fundamental skills. Anderson, J R Boyle, C B Reiser, B J (1985). Intelligent Tutoring Systems
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