![]() Students’ performances are compared to their own performances from the past. Students’ performances are used to compare with other students in the same class or age group. It has a pre-defined method of evaluation and instructors have no control over it. It is controlled by the instructor and they can modify it based on individual student requirements. Teachers can modify their teaching methods according to students’ performance from time to time.Focuses on individual student improvements.Provides a narrow but detailed view of student knowledge.Evaluate the performance at surface level to assign a grade or score in the end.Provides a broader view of student knowledge.To track students’ learning progress and any doubts or difficulties they face. Teachers sometimes compare students’ performances with each other. To know students’ overall performance at the end of the learning process. Teachers use students’ past performances to judge their recent performance. ![]() Uses a rubric or standard assessment criteria. Allows students to approach a subject from various angles.They can observe performance at various learning stages.Teachers have better look at students’ learning abilities.Acts as a pass for students to move further with the next learning stages.Makes students pay more attention in classes.Minimum chances of examiner bias due to criteria standards.When teachers want to have immediate feedback on the student’s knowledge so far. When teachers want to measure students’ performance based on specific standards or criteria. Tests, quizzes, surveys, and questionnaires.Įxit surveys, observation, and oral presentations. Quizzes, writing samples, project-based assignments, presentations, etc. Norm-referenced: teacher measures students’ performance based on their average performance in class.Ĭriterion-referenced: student’s performance is evaluated individually. Informal assessment refers to a method of student evaluation that does not have any standard grading criteria. You might use Roman numerals to indicate the main point or function of that section, and then letters to indicate separate sub-points, and then even bullet points or numbers to indicate specific information, like using certain quotes, sources, evidence, or examples.Formal assessment refers to a grading system-based evaluation to monitor students’ knowledge. Potential technical difficulties or limitations/ alternative approaches.Means of data analysis and interpretation.Description of prelim data to justify the rationale.Critical evaluations of existing knowledge.Significance to long-term research objectives.Your outline should be as specific as possible. ![]() Note: The sample outline above illustrates the structure of an outline, but it is quite vague. Answer the “so what” or “what now” question Sample Outlines:Īs you can see in the outline below, the writer chose to separate the outline by topics, but could have utilized a different structure, organizing the outline by separate paragraphs, indicating what each paragraph will do or say.ī. ![]() Furthermore, as you are writing you might make some discoveries and can, of course, always adjust or deviate from the outline as needed. Remember! After creating your outline, you may decide to reorganize your ideas by putting them in a different order. Outlines can be written using complete sentences or fragments or a mix of the two. You can use whatever organizational patterns work best for you and your paper, as long as you understand your own organizational tools. Other outlines can use bullet points or other symbols. One common outline format uses Roman numerals, letters, and numbers. Organize your outline in whatever format fits into the structure needed for the type of paper you are writing. Note: the outline might help inform the thesis, and therefore your thesis might change or develop within the outlining process. Creating your outline:īefore beginning an outline, it is useful to have a clear thesis statement or clear purpose or argument, as everything else in the outline is going to work to support the thesis. An outline provides the writer with a space to consider ideas easily without needing to write complete paragraphs or sentences. It allows the writer to understand how he or she will connect information to support the thesis statement and the claims of the paper. Outlining is a tool we use in the writing process to help organize our ideas, visualize our paper’s potential structure, and to further flesh out and develop points. Most outlines use numbers and/or bullet points to arrange information and convey points. It shows what information each section or paragraph will contain, and in what order.
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