35.
You understand the legislation governing the work of a teacher in vocational
and higher education.
36. You teach, guide and assess obeying the laws, amendments and guidelines
that regulate the work of a teacher.
I had a great opportunity to attend this 4 hours webinar after a long pause in my studies.
I am going to summarize what I learned firstly through the questionnaire link which out tutors send to us before the real session start. (AKA, Flipped classroom).
Where can you find the current Finnish laws and amendments
concerning vocational/university education and working as a teacher? Are
there any English versions available? *
I found all the ACT on
vocational education and training on these websites: finelex.fi and ilo.org.
Finlex is an online database of up-to-date legislative and other judicial
information of Finland. and ilo is International Labour Organization. The laws
are presented in both Finnish and English language.
How does a teacher consider the issue of privacy and data
security in teacher’s work? *
Personal data include all
information concerning an individual or his or her characteristics or living
conditions if they can be identified as pertaining to the individual, his or
her family or those living with him or her, such as name, personal identity
code, contact details, information on studies, IP address, genetic information
and marital status.
However, based on ACT chapter
11, sections 107-110 (Processing and disclosing data), there are situations
where teacher is obligated to provide information to the duties.
What does “confidentiality” mean in practice? *
To protect personal and
sensitive information. Confidentiality means respecting and protecting someone
else's secrets and rights to privacy. However, in some circumstances we may
legitimately need to pass on the secret to authorities.
How long do you (or the school) have to archive various
documents? *
It is necessary to assess how
long school should keep the pupil's data in the school information system for
the purpose of organizing teaching. ( Henkilötietolain 9 § ja 34 §. Kts. myös
Arkistolaitoksen opas säilytysaikojen määrittelyn periaatteiksi).
It is recommended to regularly
(for example, at the end of the semester) delete entries from the pupil that
are no longer justified. Sensitive data must be deleted from the register
immediately after there are no grounds for processing as provided for in the
Personal Data Act. The rationale and need for the retention of sensitive data
shall, as a general rule, be assessed every five years. (Henkilötietolain 11 §
ja 12 § 2 momentti. )
The need to retain personal
data is affected, for example, by the fact that a matter concerning the
organization of teaching may later be dealt with by the Complaints Authority or
as a matter of damages. Sometimes it may be necessary to keep the necessary
entries (for example, absence information) for a pupil attending school for a
longer period of time, even if the data is removed from the electronic service.
What student-related information can you reveal to your
spouse/friends/co-worker/the student…? *
Section 40
Confidentiality and handling of
personal data (Amendment 642/2010) Members of bodies responsible for education
provision, persons referred to in Section 37, school social workers, school
psychologists and teacher trainees may not disclose to outsiders what they have
learned in the execution of tasks referred to in this Act about the personal
circumstances and economic standing of pupils or the personnel referred to in
this Act or the members of their families.
What are the principles of good administration and how are
they evident in the everyday work of a teacher? *
Referring to oja.fi, the core
of teaching consists of four basic values: dignity, truthfulness, fairness and
responsibility & freedom.
Dignity means respect for
humanity. Teachers must respect every person, regardless of gender, sexual
orientation, gender diversity, appearance, age, religion, social standing,
origin, opinions, abilities and achievements.
Truthfulness is one of the core
values in teachers’ basic task, which involves steering learners in navigating
life and their environment. Honesty with oneself and others and mutual respect
in all communication is a basic aspect of teachers’ work.
Fairness is important both when
encountering individual learners and groups but also in the work community.
Fairness involves in particular promoting equality and non-discrimination and
avoiding favouritism.
Teachers are entitled to their
own values, but in their work, teachers’ responsibility is tied to their basic
task and its standards such as legislation and the curriculum.
Finnish Administrative
Procedure Act consists of 12 chapters and 71 sections. It provides the
foundations for good administration provisions and streamlines, how government
agencies propose and establish administrative regulations. It implements and
promote good administration and protection under the law in administrative
matters and promotes the quality and performance of administrative services in
institutions. Therefore, we developed our understanding of a good administrator
while remaining in the role of a teacher based on this act.
(https://gentleway979128527.wordpress.com/)
Some examples of the core principles of the Administrative
Procedure Act (https://www.finlex.fi/en/)
To treat everyone equally and
use the competence only for the purposes acceptable under the law(Section 6).
To arrange the use of services
and easily accessible to all (Section 7).
To advice on dealing with
administrative matters and responding to related questions within its
competence (Section 8).
To use the language that is
clear, precise and easy to understand (Section 9).
To assist and promote the
cooperation between authorities(Section 10).
To maintain confidentiality in
dealing with the client’s matter (Section 13).
How can you ensure the safety of the
environment as a teacher and what kind of things are regulated by the
law? *
I refer you to : Act on
Vocational Education and Training
(531/2017)
Chapter 9
Safe learning environment
Section 80-93
"Right to a safe learning
environment"
What does teacher need to know about copyright laws? *
Copyright Act (404/1961,
amendments up to 608/2015), which is in 72 sections, 59 pages all copyrights
laws are provided in details. Some examples are:
Subject matter (607/2015)
Economic rights (607/2015)
Moral rights (607/2015)
Adaptation or conversion of a
work (607/2015)
Work of compilation (607/2015)
Work by multiple authors
(607/2015)
Assumed
authorship (607/2015) etc.
How can teacher make sure that the material used in the
class doesn't violate the current legislation? *
The Finnish National Agency for
Education has acquired our copying licence for free initial vocational
education leading to a qualification and preparatory education for vocational
training. (Kopiosto.fi)
Where can you get info on copyrights? *
kopiosto.fi provides all the
updated information on copyrights for teachers.
It is impossible to remember every chapter or section, however, I have gone through the laws of University of Applied Sciences Act, Vocational Education Act and Administrative Law which are very relevant to a teachers work. Now I know that Finlex.fi is a good source to learn about Finnish laws relevant to teacher’s work.
I had only enough time to go through different blogs written by other students to read about more about these laws.
I provide the summary of what I have come up with.
University of Applied Sciences Act has 10 chapters and 68 sections, therefore it is difficult to explain everything here. However, I would try to reflect on few teaching related sections written in Chapter 3 of University of Applied Sciences Act.
The University of Applied Sciences has the freedom of teaching and research (Section 9). The University of Applied Sciences provides teaching and vocational teacher training leading to a university degree within the limits of the license granted to it. The University of Applied Sciences may also arrange specialization training, training containing parts of degrees as in-service training, open polytechnic education or otherwise as separate studies, and other in-service training (Section 10). The specialization training of polytechnics is post-graduate training aimed at professional development and specialization for those already in employment, with the aim of producing know-how in areas of expertise that do not have a market-based training offer (Section 11a). The University of Applied Sciences has head teachers, lecturers and other teaching and research staff. The qualification requirements for teachers and, if necessary, the tasks are regulated by a Government decree (Chapter 5, section 22).
Chapter 6 deals with the student matters.
Vocational Education Act has 14 chapters and 142 sections. This Act provides for professional qualifications within the administration of the Ministry of Education and Culture, the training required for the acquisition of professional competence, and the demonstration and verification of professional competence (Section 1). Section 2 guide the OAMK as the purpose of the diplomas and training referred to in this Act is to increase and maintain the professional competence of the population, enable the demonstration of professional competence regardless of the method of acquisition, develop work and business life and meet its skills needs, promote employment and professional growth. Section 4 of chapter 1 describe that degrees, training and their organization must take into account the needs of working and business life. When planning, organizing, evaluating and developing degrees and training, as well as anticipating competence needs, co-operation with working and business life must be established.
About students, A person has the right to freely apply for a degree or education referred to in this Act (section 37). Equal selection criteria must be applied for admission (Section 39). A factor related to the applicant’s state of health or ability to function must not be an obstacle to admission as a student (section 40). A personal competence development plan shall be prepared for students starting education, in which individual information concerning the identification, recognition, acquisition, development and demonstration of competence and guidance and support measures shall be recorded (section 44). The training provider prepares and updates a personal competence development plan together with the student (section 45). The organizer of the education is responsible for planning the guidance and support measures needed by the student, monitoring the development of the student’s competence and, if necessary, planning the studies supporting study readiness (section 48). Demonstration of professionalism or competence is individually planned in part of the degree or education (section 49). Students have the right to receive feedback on the development of their skills during graduation or education (Section 51). The professionalism and competence required by the parts of the degree are demonstrated by performing practical work tasks in real work situations and work processes (Section 52). The student’s competence is assessed in a variety of ways by comparing it with the competence prescribed in the basics of the degree or education. The assessment must cover all the professional competence requirements and Competence Objectives in accordance with the criteria of the part of the degree or education to be completed (Section 53).
Administrative Law has 12 Chapters consists of 71 sections. Here I would like to reflect on few sections in a summarize way about Administrative Law governing the work of a teacher. Section 1 states that the purpose of this Act is to implement and promote good governance and legal security in administrative matters. The purpose of the law is also to promote the quality and efficiency of administrative services. Section 2 explains the scope of act as this Act lays down the principles of good administration and the procedure to be followed in administrative matters. Section 8 states that within the limits of its competence, the authority shall, as necessary, provide its clients with advice on the handling of administrative matters and answer questions and inquiries concerning transactions.
The whole above summary of Law is written to demonstrate that I have read the law in detail and I have understanding of Law governing the work of teacher.
Question
35: You teach, guide and assess obeying the laws, amendments and
guidelines that regulate the work of a teacher
This
question need continuous demonstration of sticking to Law in
teaching practice and afterwards in the career as teacher. I believe that by practicing and being persistent in asking whatever we are not sure for all our decisions and by updating our knowledge regarding laws, we will be able to manage different situations during our teaching practice professionally.
I find an
element of continuity through keep practicing this competence during
my teaching career. Therefore, I believe that the way to answer this
question is through ensuring adherence to Law while practicing
teaching and also adhering to practicing it as part of my continuous
development plan in my teaching career as well.
I will observe and ensure to keep my knowledge in this matter updated in my teaching practice at the moment or in the future careers.
To my opinion, teaching is the most challenging profession. Much of the challenge is learning to
develop yourself, especially once you have found your place in this career and feel settled. You
must continuously strive to improve your own teaching day in and day out.
One of the ways which I use in order to improve my teaching skill, knowledge and attitude is to
take time to look back and reflect on what I have done. A good way to do this for me is to keep
reflection diaries.
According to Murphy (2001), reflective teaching is a kind of action research. It helps teachers
become aware of what is happening in the classroom by identifying common problems,
hypothesizing about possible causes and solutions, and applying an action plan. Murphy also
explains that one of the advantages of the reflective technique is that it develops the quality of
teaching through continuous improvement.
After each session or day of teaching, I spend ten or fifteen minutes thinking about what I have
done and what I have learnt. Then I write down my thoughts and feelings as a diary or journal. I
call it reflection diary. The questions which I usually reflect upon are for example: Did the students enjoy the lesson? Did I achieve my personal aims at the end of the class? Why/why not? Were all students engaged? Was I interesting?
I add teacher development aims to my plans. This is a practical tip for lesson evaluation. At the
end of a lesson, I write down two things that went well and two that I could have improved. I try
and work on those points to improve in the next lesson.
Of course, in addition to this self-evaluation, I also ask my students to fill in a feedback form which I distribute in the beginning,
during and the end of the course. As a result, I get the whole image of my approach in teaching
and connecting with my students. Based on the result, I develop my teaching competence which
is generally my knowledge, skill and attitude. Sometimes I record my lessons with permission of school, especially when I want to study my
lessons in more detail. I record them to analyze afterwards. I usually do that every 3 months.
When I prepare my lessons, I think about the following: “By the end of the lesson, students will be
able to …” When I follow this, I will be able to improve my aims/objectives of the lesson and the
lesson itself.
To improve my teaching competence, I try to observe my peers. I ask the supervisor or manager
if there is a chance for me to observe other teachers while they are teaching. In this way, I will
pick up new ideas for teaching and find myself more confident after observing my colleagues. I
will have a chat with my observed teacher afterwards, so I can share ideas, opinions and general
views of the lesson. In addition, I believe that part of being a teacher is being able to work
together as part of a team or a group. When we work together as a team, it provides students
with a better chance to learn and have fun.
Furthermore, it is always important to be observed as well as observe peers. I ask my colleagues
if they are able to look at one aspect of the lesson, which I might be concerned about. And later
we chat about it. I often visit some online book shops like Amazon and order some additional books on ELT or
specific areas of my interest (teaching young learners, technology, listening, role-play, etc.) The
majority of these books often contain various lesson ideas which I could incorporate in the classroom.
I try to connect with ELT bloggers or ELT websites like eslprintables.com.
When I connect with other English language teachers, I will be able to share like-minded ideas or
opinions.
When planning my lessons, I try to put myself in the learners’ shoes and consider what I think
would work well in my learners’ opinions. I try to forget what I believe is important and appropriate,
but I try to teach what my learners expect. I also have noticed that since I started learning a new
language (Finnish), I have been able to understand my learners better and also to become more
aware of what being a language learner is like: the difficulties, possible habits and learning styles,
etc. I try to find ELT conferences to attend. When I attend a conference, I learn more about the
profession as well as meet other teachers with various experiences. It is also important to talk and
share your thoughts in ELT conferences or webinars. I have the experience sharing the result of
my studies in ELT field in those conferences; as a result, the confidence and the knowledge I
gained from that were immeasurable.
I sometimes like to push the boundaries and try something new in the class by doing something old! One way is for instance trying a more traditional approach, such as drilling or a less
student-centered approach. Or something totally new to myself which I get the idea for example from another teacher from different country.
No single method alone is suitable in language learning classes.
Reading different articles in ELT journals is a really good way for me to extend my subject
knowledge of ELT and acquire more information about teaching in various other contexts such as
Europe, US, Asia etc. I also think that doing research in this area and publishing my studies in
popular journals kept me in the right pass of maintaining and developing my competency. And I
am motivated enough to continue my researches in the future while keeping my profession as
language teacher. As rapid developments in technology integrate into our day-to-day lives, they affect the way
students learn and teachers teach. Modern Teachers need to be competent in not only basic
skills but new skill sets (Mandal, 2018). I am trying to adapt with this rapid change and updating
expectations and learning standards. The 21st -century teacher needs to know how to provide
technologically supported learning opportunities for students and know how technology can
support students learning. With the beginning of Covid-19, education has changed dramatically,
with the distinctive rise of e-learning. This situation was already familiar to me, since when I
moved to Finland I had to keep teaching online to my learners in Iran, through Zoom or Teams
platforms. I have thought almost for three years so far online, therefore, I think I am competent
enough to keep up with e-learning. I believe that, not only do we need to understand the latest in
technology, but we must also know which digital tools are right for our students. It’s a process
that may take time but will be greatly influential in the success of our students.
4. You understand the meaning and goals of assessment in the
learning process.
5. You understand the amendments, guidelines and
practices that regulate and govern assessment in vocational and
higher education.
Each group presented different topics.
Group 2: What are the most common assessment methods, how do they work and differ from each other?
Group 4: What are the goals and
intended outcomes of assessment and feedback in vocational education
/ higher education?
Group
5: What is the difference of assessing competence and assessing the
learning process? What kind of feedback / assessment methods can be
used?
Group
1: How do the assessment methods reflect the view of learning and the
learning theory behind them? Use at least one theory /view of
learning as an example in your teaching task!
Group 2: What are the most common assessment methods, how do they work and differ from each other?
I liked the way group 2 started their presentation by showing the learning outcomes of the lesson. The presented learning outcome was:
Why assessment is needed?
Identifying the most common assessment methods
Understanding how do they work and differ from each other
to compare students with each other
to see if students meet a particular standard
to help the student’s learning
to check if the teaching program is doing its job
To
agree with aforementioned, assessments
in education are important because it establishes whether the
learning objectives in a course are being met.Of course to my opinion those learning objectives need to be vast
enough to include all scopes of learning styles and individual
personalities in students.
Why assessment is needed?
As group 2 mentioned, Assessment is a very important
component in education because it helps:
The
presented video by group 2, about the need of assessments in
education was informative, short and interesting.
I
believe that assessment is the key factor in learning. Students by
seeing how they are doing in a class, can determine if they
understand the material. They also may be motivated; if they know
they are doing poorly, they try to be more diligent. On the other
side, they will become more motivated to continue the good work if
they know that they are doing well in exams.
I
think, assessments do not help only students. It also allows teachers
to see if their teaching method or their chosen material has been
effective. In addition, teachers will have the chance to know their
students' weakness and strength; consequently, they can help their
students learn what they need to know in order to meet the learning
objectives of the course.
Assessment
methods
The
second section presented by group 2 was titled as Assessment methods.
As
they said, types of
assessment are:
Diagnostic
Formative
Summative
I liked the idea that group 2 arranged it in a way that all students
give their ideas and later they present a short and engaging YouTube
video about the topic. Here is video, which shortly explains each
mentioned assessment methods.
What is Diagnostic type of assessment?
Diagnostic assessmentis also called pre-assessment. In this phase of assessment
teachers evaluate students' strength, weakness, skills and knowledge
before they start teaching. The same assessment is given after
teaching to examine if students have met a the required learning
objectives. Post-assessments can show students’ potential
improvement in certain areas.
This
type of assessment helps teachers to plan a meaningful, practical and
efficient instruction to suits each student as a whole individual
person with different needs and learning styles. This assessment
specifically is popular in learner centered and competence-based
approaches in teaching. As an example the personal study plan which
is applied in vocational schools is kind of diagnostic assessment to
know the needs, learning styles, and students' personality.
One
example in a smaller scale is that, I usually evaluate my students
language level before teaching, to know what material meets their
level. Or if they all are in a homogeneous group; as a language
teacher, we do not want beginner, intermediate, and advanced students
in one class!
Formative Assessment (Assessment For Learning) This is the definition which group 2 provided for formative assessment.
Indicate
students' prior knowledge.
Assess
the learning that has occurred during a teaching/learning session.
Can
help instructors adjust content and activities to encourage more
effective learning.
May
make the teaching/learning process more efficient and effective by
zeroing in on content that needs to be taught and mastered.
Can
help students understand the value of a lesson, module, or entire
course.
Can
point out to students the gaps in student’s reasoning and
misperceptions about subject matter.
May
motivate students to seek accurate information and practice.
Demonstrate
to students that their instructors care about them as people and
about their success as learners.
“When the cook
tastes the soup, that’s formative. When the guests taste the soup,
that’s summative.” Robert E. Stake, Professor Emeritus of
Education at the University of Illinois
Formative assessment is also called Formative feedback, since it is a way to find out what students know while they are still trying to learn.
With formative assessment teachers can monitor student's learning and
provide ongoing feedback to students, staff and parents. This
assessment is called assessment for leaning (William, 2011).
This assessment helps students to know their own strength and
weaknesses; consequently, improve their self-regulatory skills to
manage their education firstly and secondly their personal life. The
school also receive enough information through this type of feedback
about the areas students are struggling so that enough support can be
provided to them.
Formative assessment
usually does not include grades, so that usually it does not produce
much stress to students. Therefore, may even be motivating enough to
engage them in doing it.
Some general formative assessment
examples can be:
Impromptu quizzes or anonymous
voting
Short comparative assessments to
see how pupils are performing against their peers
One-minute papers on a specific
subject matter
Lesson exit tickets to summarise
what pupils have learnt
Silent classroom polls
Ask students to create a visualisation or doodle map of what
they learnt (Promethean)
One formative assessment example of what I do in my ELT classes is for
instance, my students have just finished a project on different food
names, which had as a learning aim better understanding of the use of
the simple present tense to describe their diet routine. I ask each
student to prepare gap-filling exercises for each other based on what
they have already talked about. They look through each others task
and give each other feedback.
I have
noticed that generally students enjoy it more when they give feedback
to each other. As Lee (2011) stated Learners can test each other on
language they have been learning, with the additional aim of revising
the language themselves.
These
days, digital tools are suited for dynamic formative assessment.
Students’
interactions with online learning tasks through digital tools can be
captured, stored, and analyzed for learning behavior patterns and
needs. Also, the real-time nature of data capture and reporting with
digital tools offers teachers timely updates(Bullmaster,2021). TO my opinion, digital assessment saves time for teachers, since they do not have to grade the papers. And students also have access to the result of how they did the test or exam immediately after the assessment is done. Sometimes it is also fun to do the test all students and teacher together like Kahoot, or Quizlet applications.
Summative Assessment (Assessment of Learning)
To my opinion in this infographic the importance of summative assessment is undermined by not talking much about it and defining it only as Final grade.
Summative
assessment add what a students has achieved up at the end of a period
of time. Of course this adding up is based on the learning objectives
and the national standards. Summative assessment does not apply only
in the end of the semester; however, teacher can take it at the end
of a topic or mid-term or as
in the case of the national curriculum tests, at the end of a key
stage. A
summative assessment may be a written test, an observation, a
conversation or a task. It may be recorded through writing, through
photographs or other visual media, or through an audio recording.
Whichever medium is used, the assessment will show what has been
achieved. It will summarise attainment at a particular point in time
and may provide individual and cohort data that will be useful for
tracking progress and for informing stakeholders (e.g. parents,
governors, etc.) (National foundation for educational research). Summative
assessments often have a high point value, take place under
controlled conditions, and therefore have more visibility.
In
my ELT classes, I usually consider two summative assessments: one in the
mid-term and another in the end of the semester. Midterms
provide
students with a very accurate representation of how they are doing in
my classes. This also assists me as teacher to encourage students on
their strength and help them to improve their weaknesses. Specially
in English classes to
make summative assessment more meaningful and helpful to the learner
is to think about how work done previously contributed to the
results. Teachers can ask learners questions such as ‘What did we
do in class that helped/didn't help you in this test?' and ‘How did
your own way of working help/not help?
During
my Masters' studies, me and my classmates, for a whole semester, were analysing,
practicing, and doing research on the various ideas and concepts
presented in books named "Language Testing" and "Fairness,Justice and Language Assessment" written by
Tim McNamara. In the first mentioned book, McNamara examines issues
such as test design, the rating process, validity, measurement, and
the social dimension of language testing. He looks at both
traditional and newer forms of language assessment, and the
challenges posed by new views. In the second mentioned book McNamara
follows two goals, each related to the validity of language
assessment. The
first goal is to explore the difference between fairness and justice
in language assessment.
The
second goal is to show how the extent of test fairness can be
demonstrated and improved using the tools of psychometrics. The
reason I mentioned theses books is that in my field of study,
assessment is the core factor in learning, since Language is treated
as a skill based subject but not as a content based one (Office of Secretary General Pedagogical Development Unit, 2013). Therefore, as a skill or competency, it
is important not to rely on only summative assessment specially in
language teaching. In the next section, where we talk about
assessment in vocational education, I explain more on this matter.
Group 4: What are the goals and intended outcomes of assessment and feedback in vocational education / higher education?
Like
the last group, I enjoyed it when group 4 started their presentation
by the learning objectives of the lesson. This always gives a clear
road map to students on what they are expected to focus on and learn
in the end.
The
goals and intended outcome of assessment already considered and
explained briefly in the last section where group 2 presentation was
reviewed. Group 4 put more focus on the
vocational part of the main question which was: What
are the goals and intended outcomes of assessment and feedback in
vocational education / higher education? They divided nicely the different purposes or affects of assessments in vocational section:
Guiding purpose
Control purpose
Selective and predictive purposes
Motivating purpose
Developing purpose
The
direct effects that assessment has on the learning progress
Assessment
directs studying> An essential role in the quality of the achieved
learning
Studying
can be directed towards choices that are appropriate for the set
learning outcomes
The
methods tell the student how they should study in order for it to be
beneficial
I also am in the same idea that the
assessments in vocational education provide support and guidance to
students in achieving vocational skills requirements and the
objectives for learning outcomes. The
control purpose of assessment is said by group 2 to be:
Focused
on the monitoring and examination of actions
External
related to action
Quantitative
In addition, assessment
literacy includes the knowledge on how assessments are made, what
answers do we expect from different types of assessments, and how the
data from assessments can be used to help teachers, students,
parents, and other stakeholders make decisions about teaching and
learning. Assessment designers try to consider these factors in their
projects:
Content validity
Test reliability
Fairness
Student
engagement and motivation
Content validity
One
of the most important characteristics of any quality assessment is
content validity. Simply put, content validity means that the
assessment measures what it is intended to measure for its intended
purpose, and nothing more(Evans, 2013). I will continue explaining more about content validity in the end of this section.
Test Reliability:
Reliability
Is Consistency.
Test
scores are reliable to the extent that they are consistent over:
different
occasions of testing
different
editions of the test, containing different questions or problems
designed to measure the same general skills or types of knowledge,
and
different
scorings of the test takers’ responses, by different raters (Livingston, 2018).
Assessment Fairness:
Found in UNESCO webpage,assessment fairness refers
to "the consideration of learner’s needs and characteristics, and
any reasonable adjustments that need to be applied to take account of
them. It is important to ensure that the learner is informed about,
understands and is able to participate in the assessment process, and
agrees that the process is appropriate. It also includes an
opportunity for the person being assessed to challenge the result of
the assessment and to be reassessed if necessary. Ideally an
assessment should not discriminate between learners except on grounds
of the ability being assessed.”
Student engagement and motivation Assessment
is considered to be vital for students progress. However, it can also
provide opportunities for teachers to encourage and motivate learners
to succeed, both academically and socially (Black & Wiliam,
2010). Considering formative assessment, it can provide opportunities
for teachers to encourage and motivate students. As an example, when
teacher introduces a topic, students can be asked to engage in an
open discussion to determine students' progress in their learning.
Applying
constant summative assessments, and using them as a motivator can
lead to students becoming demotivated (Harlen, 2007). However, if
summative tests are required, demotivation can be avoided by allowing
the students to conduct the test as both open and closed-book.
In
all years of my language teaching experience, I learned that the
assessment should be mainly formative. It should be based on
classroom instruction and every day tasks. By my observations,
quizzes, and self-assessment learners know their level and their
progress. Formative assessment's purpose in language courses is to
show and document the learner's progress. It is important that
students become independent language learners and be learn how to be
aware of their own language development.
Assessment
in Vocational and Upper Secondary Education Assessment
in vocational education is competence oriented and this competence
assessment plan is prepared by VET providers as a part of its quality
assurance system. The plan includes all the guidelines and procedures
taken by the education provider regarding applying the competence
assessment. The plan details also how the following aspects are
carried out (who does what, how, where it is registered and how the
student, staff and stakeholders as teachers, guidance and counselling
staff and assessors of competence are informed); pre-assessment to
know the prior knowledge ; demonstration of competence; certificates;
introductory programs and monitoring the implementation of the plan
itself. In addition, each
student is evaluated by considering his/her own special needs, plan,
and learning style. In VET learners have this autonomy to
demonstrate their skills in various ways as long as it conveys all
the determined criteria.
The
competence assessment plan is used by teachers, guidance personnel
and assessors of competence. The practicality of the plan is
controlled and assessed. It is part of the quality assurance system
of the VET provider. The plan is attached to the application for a
license to provide VET (European commission).
Content
validity:
Valid
language test for for example, should include tasks that are
representative of at least some aspects of what actually happens in
the class settings, such as listening to recorded native speakers,
writing texts, speaking with peers or in groups, and reading texts.
Test
reliability refers to the degree to which a test is consistent,
without error and stable in measuring what it is aimed to measure.
Simply put, a test is reliable if it is consistent within itself and
across time (Frenzen, 2000). An example of this concept can be the
kitchen scale; if it gives drastically different numbers every time
you weight the same amount of food, this scale would be considered
not reliable. In
Language assessments, we need to make sure that the results of a test
shows a language learner's actual ability. We need to decide
beforehand whether
the answers to the test are going to be scored as correct or
incorrect (multiple–choice tasks, for example) or whether we might
use a range of marks and give partial evaluation, as for example, in
reading or listening comprehension questions. The other important
factor In test reliability is the assessor. We need to make sure that
in for example speaking and writing tests, which are considered to be
subjective, the involved teachers have received some training, so
that they are marking to (more or less) the same standard.
Finland
education evaluation system supports the development of education and
is intended to improve conditions of learning (Ministry of education and culture). It is primarily designed to serve further development (Chelimsky, 1997).
As mentioned in (Ministry of education and culture) webpage, the
key principle of evaluation system is transparency and trust and the
efficient interaction between evaluators and students. Generally,
evaluation in vocational education system in Finland relies on
transparency, fairness and independence in the contrary to third
world countries including my own which is based on control or public
comparison.
Of
course, the assessment of learning outcomes is a part of the system
of evaluation of Finland education system. The concept of evaluation
of learning outcomes is used to indicate what students know and what
they are capable of doing as a result of the learning process, in
relation to the goals set for the education.
In
VET, not only students learn on the job, also they demonstrate their
vocational skills which are the key means of ensuring the orientation
to working life of VET. Vocational skills demonstrations consist of a
work situation or work process designed, applied and evaluated
together by the education provider and representatives of working
life. During the skills demonstration, the student carries out
practical tasks at a workplace or the educational setting. Students
need to demonstrate how well they have attained the goals and the
vocational skills which are necessary in working life.
The
content of the demonstration has to correspond to the national
requirements of qualification (Ministry
of education and culture).
For
instance in OSAO, where I did my teaching practice, we evaluated
customer service students' language skill by doing Authentic Assessment. Authentic
assessment is a course evaluation method where the students apply
their knowledge to unique real-life contexts or situations. Mullerdescribes it as a form of assessment in which students are asked to
perform real-world tasks that demonstrate meaningful application of
essential knowledge and skills.
The reason for conducting such assessment was the limited chance of
encountering English language customers in the real job situation for
all students in a determined scope of time. We set up a classroom
like a real clothing shop with all authentic products and price tags.
Students as sales persons has the opportunity to present the products
to me and another teacher as customers. The criteria was already
presented to us and we evaluated each student based onNational Requirement of Qualificationpresented below.
The
students complete a vocational skills demonstration for each module
of the vocational qualification, and they must pass each of them.
These demonstrations are included for every term. Students should
have a demonstration plan for each skill demonstration. They should
have it approved by their teacher and workplace instructor as well (Laki ammatillisesta koulutuksesta annetun lain muuttamisesta,601/2005). This was exactly the same as what I did in my teaching
practice as part of professional teacher education studies.
Group 5: What is the difference of assessing competence and assessing the learning process? What kind of feedback / assessment methods can be used?
Group 5 started their presentation by asking a question.
What
does each concept mean to you as a teacher? Assessing competence/
Assessing learning process.
We
had 5 minutes to give our opinions.
These definitions presented by group 2.
Assessing Competence
I think it is important to mention that the
essential idea of competency based education is reducing the gap
between education and employment and in higher education the concern
is mostly about on achieving deep, meaningful and life long learning,
therefore, it would be possible to transfer learning to real situations (Edwards & Knight, 1995).
Assessment
practices in the classroom can both improve and restrict student
learning; and competency assessment has been perceived as the most
important element in what and how students choose to learn, and the
quality of their learning results is related to the kind of
assessment which is used. This affect of assessment on learning
is known as “backwash effect” (Alderson & Wall, 1993).
Backwash
effect states that how student learning depends on what they think
will be assessed. When students see assessment tasks as only
cognitive matter, which only tests memory call, they reduce their
learning to some specific facts, like memorizing some disconnected
cluster of information. Therefore, when they are assessed, they only
reproduce those information, which gets down to surface learning. On
the contrary, when students realize that the assessment task requires
demonstrating a skill or their own understanding of the learned
concepts, they are generally tend to study whatever they are actually
understand, which is an approach to deep learning. Therefore,
regarding learning, the “backwash effect” can be both negative
and positive due to the fact that the experience of assessment
influences how students approach learning (Miguel, et al., 2018).
Teachers
should guide students in acquiring quality learning approach.
Learners take an active role in quality learning to be able to
acquire a strategic approach towards each task they are asked to
complete. This approach is rooted in reflecting on their own learning
and competency development, and not focused on passing assessment
tasks. The goal is to prepare the students to learn independently and to be able to apply those skilled tasks in real life situation.
In
this video competence assessment is defined in a simple language and
interesting way.
If
I compare the old times approaches in learning to modern ones, I can
say that in the past the focus was mostly on input and requiring certain
hours in a curriculum on certain topics. Nowadays, modern education
programs are established based on set of profoundly researched and
discussed competencies which can be said that output is important. It
can be obviously observed for example in VET how all the courses and
assessments are then aligned to those specifically defined outcomes.
The
biggest change in education from past to now, is that many of these
competencies or outcomes are not pure knowledge anymore; they
actually are more authentic professional skills or general
competencies which are essential to be successful in labour market.
Being able to work in a team, being able to communicate, being able
to write academically and being able to behave professionally are
examples of these general competencies. The authentic assessment,
which I witnessed in customer service language competency assessment,
was also considered a learning chance for students since they could
learn how to overcome the unexpected challenges in real life
situations. This is the reason why this approach in assessment is also called assessment for learning.
Both
success and failure in the labour market are associated with these
kinds of skills. As a result modern curricula pay more attention to
the development of these skills.
Assessment of Learning
The
number of assessment methods is great, however, there is a very
simple model of competence to classify methods of assessment. Miller
proposed a pyramid of competence with four different layers (Miller, 1990). In these four layers we will see at the bottom of the pyramid assessment of learning approaches.
“Knows”
which is at the bottom of the pyramid, represents the assessment of
factual knowledge. This is done when the assessment is written or
computer based tests for facts. There are various tests for
evaluating facts, for instance, multiple-choice, oral exams, short
answers, etc.
The
other level is when the student is able to practice the knowledge, is
able to do critical thinking, or do problem solving, this is then
called “knowing how”. One example of this level can be open-book
exams, giving presentation on a research project, etc.
As
it seems, the first layers assess cognitive skills, therefore, can be called assessment of learning; However, the top
two layers assess behavioral performance then assessment of competence.
The
next level is “Show how” level, where learners are required to
demonstrate their skills though stimulation of professional tasks
that is being judged on checklists (Segers & Dochy, 2010).
Examples associated with this level are assessment center, when
students are presented with tasks in a similar to real life
situations and are required to deal with the tasks professionally.
This is exactly how the assessments are carried out in OSAO business
section, where we simulated the work setting and ask the students to
deal with different job responsibilities based on the criteria which
they were already familiar with. In health sciences such as medicine,
dentistry and nursing, they use what is called Objective Structured
Clinical Examinations (OSCEs) (Petrusa, 2002).
The
next level of competence, the ‘does’ level is when actual
behavioral performance is being assessed in real-life work settings.
Work-based assessment can be assessed indirectly, for example, by
judging products of the work, or directly by evaluating observed
performance. One obvious example for me in this level might be while
I was teaching as a students teacher in classroom and an experienced
teacher as my guiding teacher observed.
Group
5 presented as an example, one efficient instrument which is used by
supervisors and other persons named 360° feedback. It was a new term
to me and I was interested to know more about it. In this assessment
a set of ratings is used from a range of relevant co-workers or
clients or other relevant persons, providing quantitative (rating
scales) and qualitative information (narrative information) on the
person being assessed (Brett & Atwater, 2001 ). This information
is reported back to the learner in an accumulated form and often
complemented with a self-assessment.
To
my opinion, Portfolio can be considered as a great way of
demonstrating knowledge and or skills. In a portfolio the burden of
evidence is reversed from teacher to learner. Such a relief for us as
teachers :) Based on the competency definitions, the learner has to
demonstrate attaining these criteria through presenting evidence
(arts, other assessment information, recorded activities) and by
reflecting on the evidence.
To
finish the topic, I need to put one important point into
consideration. The point is that three first layers of Miller's
pyramid are standardized tests which have specifically defined
criteria. But, the last layer may be considered as non-standardized
and the issue of subjectivity needs to be addressed.
Group 1: How do the assessment methods reflect the view of learning and the learning theory behind them? Use at least one theory /view of learning as an example in your teaching task!
To
my opinion, this presentation of group 4 has been the best one during
our online teaching demonstration for this course. 😍 I liked the
visualization, the lesson plan, the teaching method, the presenter's
competence and knowledge in topic, her approach in giving feedback
and class management. Well done Qingyang
!
Firstly,
she presented a table of different learning theories which we were
supposed to already study and know about them. Of course, her purpose
was not just providing input. The presupposition was that we as
teachers are familiar with general learning theories.
Then,
she presented a task starting with giving us case study sample. The idea was that
we go through different assessment methods conducted by an imaginary
teacher who wants to assess her student.
After
reading all the assessment methods, which the teacher has applied for
evaluating learner's competency, we needed to decide what learning
theory was behind each of the mentioned assessments.
The
whole teaching session was based on individual reflection and group
discussion; and that made the whole session engaging.
Behaviorism views to assessment
Teachers
with behaviorism approach assess learners by observing the behavior
and analysing the behavior. They mostly give special attention to the
consequences and the cause that is coming from the performed
behavior. Behaviorists assess learners with intense observation while
they control and maintain the environmental elements (Strain &
McConnel, 1992).
Behaviorists
assess the degree of learning using methods that measure observable
behavior such as exam performance. Behaviorist teaching methods have
proven most successful in areas where there is a “correct”
response or easily memorized material.
In behaviorism view, more value is given to knowledge level and
understanding the level of achieving lesson and course objectives. It is noticeable that most assessment methods in behaviorist view is summative or assessment of learning. assessment methods in behaviorist view is
summative or assessment of learning.
Drawbacks
of Assessment in Behaviorist Model of Education
Assessment
is only about the success of teaching process.
Students
are passive listeners so proper assessment of achievement is not
possible.
Less
importance to psychological aspects of learner.
More
importance to the product achieved by the students.
No
weightage to the mental process of learners.
No
continues assessment of the learner.
Less
importance to co-scholastic achievements (Prasans Venpakal)
However, the assessment with behaviorism view can be useful in some part of ELT classes, where language teachers need to test for example the vocabulary, pronunciation, or spelling. Of course, there is always this possibility to conduct the test in a simulated authentic situation.
recall
recognize
interpret
exemplify
classify
summarize
infer
compare
explain
execute
implement
differentiate
organize
attribute
check
critique
generate
plan
produce
Types
of Assessments in Cognitivism view of learning
In
cognitive view the learning outcome as the result of
assessment-of-learning can be considered in different categories of:
remembering, understanding, applying, analysing, evaluating, and
creating (The association of college and university educators/ ACUE)
Remember
Students
will be able to:
Examples
of types of assessment
Objective
test items that require students to recall or recognize information:
Fill-in-the-blank
Multiple-choice
items with question stems such as, “what is a…,” or “which of
the following is the definition of..."
Labeling
diagrams Reciting (orally, musically, or in writing)
Understand
Students
will be able to:
Examples of types of assessment
Papers,
oral/written exam questions, problems, class discussions, concept
maps, homework assignments that require (oral or written):
Summarizing
readings, films, speeches, etc.
Comparing
and/or contrasting two or more theories, events, processes, etc.
Classifying
or categorizing cases, elements, events, etc., using established
criteria.
Paraphrasing
documents or speeches.
Finding
or identifying examples or illustrations of a concept, principle.
Apply
Students
will be able to:
Examples of types of assessment
Activities
that require students to use procedures to solve or complete familiar
or unfamiliar tasks; may also require students to determine which
procedure(s) are most appropriate for a given task. Activities
include problem sets, performances, labs, prototyping, and
simulations.
Analyze
Students will be able to:
Examples of types of assessment
Activities
that require students to discriminate or select relevant from
irrelevant parts, determine how elements function together, or
determine bias, values, or underlying intent in presented materials.
These might include case studies, critiques, labs, papers, projects,
debates, and concept maps.
Evaluate
Students
will be able to:
Examples of types of assessment
A
range of activities that require students to test, monitor, judge, or
critique readings, performances, or products against established
criteria or standards. These activities might include journals,
diaries, critiques, problem sets, product reviews, and case studies.
Create
Students
will be able to:
Examples of types of assessment
These
may include research projects, musical compositions, performances,
essays, business plans, website designs, prototyping, and set
designs.
Assessment
in Constructivist Model of Education
Constructivism
is often associated with pedagogic approaches that promote active
learning, or learning by doing. In this view learners are not
considered anymore as only a recipient of knowledge, but a
constructor of knowledge. Students are autonomous learners with
meta-cognitive skills for controlling their cognitive process during
learning (Prasans Venpakal)
Learning
involves selecting relevant information and interpreting it through
one’s existing knowledge (schemata), therefore, teacher is in the
same level of the learner in the process of building or constructing
meaning in a given situation. Correspondingly,
assessment is qualitative
rather than quantitative, determining how the student structures and
process knowledge rather than how much is learned.
The
main strategy in constructivist learning is continuous and
comprehensive assessment. In this view, assessment is formative
rather than summative.
In
this video the whole Constructivism in learning and their view on
assessment is nicely with detail explained.
Personalizing studies in Vocational Education
The
plan also defines what professional skill requirements of the
qualification are learnt and assessed in the workplace.
(Opetushallitus, 2020b).
As
an example, all of the learners in the current Professional Teacher
Education program have different needs in acquiring the necessary
competencies. In addition, they all have different course attendance
and study time plan; and considering various learning styles and
personalities, there should be specially designed plan for each
learner in this program.
For an adult student, the needs to acquire
vocational skills are dependent on the student’s individual or the
company’s goals as well as needs of special skills and expertise.
An adult student may increase their skills by completing parts of the
degree or by deepening their skills with a vocational or specialist
vocational degree (Siirilä, 2019). The process of competence-based teacher education in Professional teacher
education program presented in OAMK is:
Demonstrating
competences through your chosen methods
Competence
assessment and recognition
Continuesdevelopment / life long learning
The
teaching practice which is part of our study plan, later is planned
separately, by the help of tutor and guiding teacher. Below, each
level from start, skill demonstration and receiving the credit is
shown in detail. You can find the same picture HERE.
Before
teaching practice starts, student, tutor and guiding teacher discuss
about the competence goals and demonstrations of the competencies.
Based on that students organize their own personal teaching practice
plan on how to demonstrate required competencies. Teaching practice
starts as soon as the plan is accepted by both tutor and guiding
teacher. While we do teaching work, we have this chance to
demonstrate different competencies. Guiding teacher guides and supports us during teaching practice to help us develop our professional
skills. In the end, guiding teacher evaluates all the demonstrated
competencies. During this time, students also need to work personally
on their own progress and also reflect on their learning and
development process which we do it in our personal blog.
Later, guiding
teacher's assessment, which is written in the form of report and
assessment, will be send to tutor and student.
