The tasks are either replicas of or analogous to the kinds of problems faced by adult citizens and consumers or professionals in the field" , p. The following are examples from a few disciplines. Only the main question has been given in each case; the detailed instructions about length of paper and rubrics have been omitted from these examples, but would need to be included in a final paper.
Winning this bid would put your company in the spotlight and ensure that you can keep your staff of five, after a very difficult year financially. CARICOM is requesting that you provide them with an evaluation plan for this project and have indicated that in order to fulfil the requirements of the funding agency, the plan must include the following components:.
Your government is experiencing significant financial pressure and has decided that it wants to seek foreign aid for a number of projects in your small island state, but has yet to decide which projects and which aid agencies should be approached.
As an international development specialist in the Ministry of Foreign Affairs, you have just come from a meeting with a number of Ministers and permanent secretaries from various ministries who have identified their greatest needs. Armed with this information, and given your knowledge of development aid agencies, your Minister has asked you to:. SDI was affixed to a mortgage document. The mortgage was a piece of land owned by SDI, its only major asset, and was an instrument to guarantee a loan from Republic Bank to one of the directors of SDI.
SDI would gain no advantage from entering into the mortgage. The loan was unrelated to the purpose of its business. The son had not been appointed secretary. The other directors of the company did not know of or authorize the signing of the document.
Emmanuel Kellermen is the director of training in a teaching program at a graduate-level training program. The training program has rigorous admissions standards and has a prestigious reputation. Ryan Sweeting is a second year student who has excelled academically. Lisa Secord faculty member approaches Dr. Kellermen about Ryan. Theoretical Background: a.
Assessment: a. Definition: J. Therefore, assessment can be considered as the process or processes of gathering information with the aim of providing a picture of the teaching-learning process, its progress, and whether or not its goals are being achieved.
It is meant to enhance learning. Considering the previous definitions, it is clear that assessment cannot be just making learners sit for tests and allocating them grades, as many teachers and students see it. Traditional Assessment vs. Alternative Assessment: The following figures10 illustrate the differences between alternative assessment and traditional assessment. So, the goals behind any portfolio assignment have to be clear for the teacher as well as for the students from the beginning.
Different people can participate in portfolio assessment such as the student, the parents, peers This enables the active involvement of the learners in assessment and learning. The choice of the content can be made by both the teacher and the learner.
Unlike tests, the contents of portfolios are usually works achieved without time pressure or test pressure stress. The content of the portfolio is meant to make a broad picture of what is taught and especially what is actually being learnt. In fact, it enhances their self-reflection and critical thinking and makes them more active, more autonomous and more responsible towards their learning.
Therefore, it also emphasizes learner centredness. Implementation of Portfolio Assessment: Different suggestions are available concerning the steps to implement portfolio assessment in class.
For instance, according to Rochelle Irene G. However, planning is also a very important step to start with. Planning: This initial step is meant to make things clear for the teacher and for the students as well. The teacher should set specific objectives for the use of portfolios and explain the whole process to the learners. Building on this, they have to set their own goals behind going through this process. Is it just for assessment or are there other secondary purposes?
And what are the criteria for the assessment? Collection: Collection is the second step, but it is actually the first practical step in the creation of a portfolio. In the implementation of portfolio assessment, the learner has to collect all the materials related to the course, including all the writing assignments achieved during the period designed for it.
Selection: Students should select their best pieces of work which best reflect their performance, skills, improvement and progress towards the achievement of the learning objectives, whether they are set by the teacher or the curriculum.
In this step, they need to take into their consideration the criteria set for the assessment. Reflection: In this phase, the learners consider their own works, write their reflections and include them in the portfolio.
Then, building on all this, the teacher assesses the whole work. Projection: Rochelle Irene G. Views About Portfolio Assessment: d. This also promotes greater involvement of the students in the learning process. Thus, they highlight their strengths rather than weaknesses making them more self-confident. Weaknesses: Despite the positive attitudes towards portfolio assessment, there are still some challenges for teachers who want to use it.
In fact, it seemed, initially, very vague as the portfolio assessment concept was totally new for me. My biggest worries were about how to implement this new concept, which certainly would be much harder for my pupils to understand, in class.
So I was much concerned about how to explain the whole process and especially the goals behind it to them. However, when I made some research and read some articles about alternative assessment and about portfolios and how to use them to assess students, things got clearer to me. Then, I started thinking about how to apply the theories I had read in the Tunisian ELT context and, more precisely, in one of my classes. When I first introduced the idea to the class I wanted to share the experience with, a 9th grade class, I got different attitudes.
Many of the pupils were just looking at me waiting for further explanation. Others asked about the reasons behind it. Another group asked whether it was also for the other class or just for them. Some lazy pupils, however, resorted to complaining about buying the folders in which I asked them to collect their materials.
As a following step, I had to think about how to plan for the whole process, how to make my pupils collect and select portfolio contents, how to engage different people in reflection, and how far my students would be able to judge their works and participate in setting goals for their learning. This is a fun way for students to show what they know in a creative way. Have students create a mini book with an illustrated cover and write one letter of the alphabet on each page.
A few potential ideas: animal study, biography study, math vocabulary words. Instead of writing a boring essay, have students showcase their knowledge in a three-dimensional way. Different facts about the topic are written on separate cards, attached to yarn, and hung from a plastic hanger. For example, a story map setting, characters, conflict ; parts of speech nouns, verbs, adjectives ; science concepts the phases of the moon ; math concepts shapes and angles.
Students demonstrate everything they know about a topic with a colorful pamphlet that includes facts and illustrations. Possible topics: an animal study, branches of government, or an author study. Have students demonstrate that they fully understand the main arguments for and against a modern issue, such as what restrictions, if any, should be placed on stem cell research or whether athletes should be allowed to use performance-enhancing drugs. Ask them to present facts and statistics that support both sides.
Consider assigning projects that challenge students to use every step of the engineering process, such as the egg drop challenge or cardboard boat racing. Note: mini versions of cardboard boats can be raced in plastic pools.
Students have to fully understand the merits of a position before they can persuade someone to adopt that same point of view. One way to demonstrate this is by writing a persuasive letter. For example, write a letter to the school board explaining why mandatory recycling and composting in every school would help the environment. A concept map visually represents relationships between concepts and ideas.
Simple versions created by hand can do the trick, or go high tech with Lucidchart , an add-on for Google Docs. Have students demonstrate their proficiency with percentages by drawing up an imaginary budget. For example, let them choose their starting income and provide them with a list of expenses they must account for.
Once they balance their budget, challenge them to figure out what percentage each category takes up. Create an old-fashioned wanted poster for a character from a story or a historical figure.
Have students describe the character using facts, figures, and a description. The fun, low-cost, high-tech tool Glogster allows students to combine images, graphics, audio, video, and text on one digital canvas in order to demonstrate their understanding of concepts and ideas.
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