Changing role of teacher

By Khan

Key words;  Changing role of teachers in the 21st century, The Role Of Teacher In Idealism, The Role Of Teacher In Realism, The Role Of Teacher In Pragmatism, A Good Teacher and Effective Teaching, what is The Role Of Teacher, teachers skills 

Changing role of teacher

A nation depends on the moral and economic development on the activities and the role of their teachers. They are the foundation builder of a nation and students are the very important material for that foundation. In is school, college or university, a qualified teacher is the builder of a student. The teachers are the people who create leaders for tomorrow. If teachers fail to discover the eternal power of students, the student fails and as a result the whole nation fail and the country fall apart. As it is said you give me good teachers I will give you a great nation.

The education system and the students of the 21st century have changed with the integration and development of new technologies. The twenty first century education system depends on Information Media and internet. In today emphasis is all about the development of thinking Skills, deductive and indicative skills and Interpersonal Skills. The present education system emphasis on the moral and career building skills of the students. Now there has no value for rote learning. Today needs are to meet the industry needs. To clarify, the teaching will be considered effective when a student use the classroom experiences in real life situations.

Changing role of teachers in the 21st century

For changing the world and digitization, the role of the teachers is more essential than ever to compete with other developed nations of the world. The teacher of the twenty-first century will be a teacher of state of the art skills

With the passage of time and new of technologies, the teacher’s role has changed significantly. The digital era see the following changes in the role of a teacher in the 21st century.

The Role of a Teacher

• The teacher is the key in the process, the teacher and pupils have a major role.
• Schools are one of the first places where kid’s behavior and future educational success is shape.
•  Teachers are carriers of either positive or negative behavior toward students.
• The reason why the first years of school are so critical is because kids learn the base of their educational life.
•  Teachers are the second mothers for the students because students spend a lot of time with their teachers.
• Teacher is someone who becomes through many years of training and experiences in the field.
• Teacher brings considerable changes in the attitude and behavior of the students to achieve the national targets.
• The role of the teacher is changing with the change in the philosophy of nation.
• He / she has different role in different philosophies and times.
• It is clear that he is the pioneer of method of learning process.
• Learning process is incomplete without his share.
• The teacher must create a warm and protective environment but at the same time professional.

The Role of Teacher in Idealism

• According to Idealist teacher should be a model.
• The teacher will have to develop the basic characteristic in personality of the pupils.
• The individual is passive while teacher is active in this process.
• The teacher will be a friend of students and a complete understanding of them.
• The teacher will process professional excellence and mastering of subject matter.
• Developing  The Basic Characteristic In Personality

The Role of Teacher in Realism

• The teacher will act as a guide in this process; the pupils will have a central place.
• Teacher should help the students to lead a balance and useful life.
• The teacher will give true knowledge of the world.
• Develop the potentialities and regards for values.
• Teacher Guides In This Process

The Role of Teacher in Pragmatism

• Student is the center for pragmatists in the learning process.
• Teacher must as a guide not an autorotation or disciplinarian.
• The teacher should be full of ideas and plan the activities of the student.
• Teacher will give instructions only when the child finds of a difficulty in learning.
• Freedom will be given to students to more about in the class.
• The student will be active in the process of learning.

TEACHER IN THE PAST

• Gone are the days when a teacher would be considered as a dreadful, harsh, aristocratic and non-friendly personality by the students.
• The teacher of the older days would not take the pains to learn much and impart knowledge to others.
• He never tries to refresh his knowledge and undertake courses to know something more.
• Some of the teacher either do not use or do not know to use certain audio-visual aids.
• Mostly teacher use rod or give corporal punishment to students when they do some mistake without knowing the effect of using rod.

• This fear of the teacher and his being a man to take always a punitive action, majority of the children would either run away from the schools or would not make satisfactory progress in their learning.
• Because tension and unfriendly attitude as well as atmosphere has never been conducive to learning.
• In the past, students rely on teacher for knowledge and information.
• The teachers used to be the major source of knowledge, the leader and educator of their students' school life.
• Besides books, teacher is the only source of information.
• The main role of teacher is just to educate the student. They don’t have any concern with student’s family, no care for the psychological equilibrium of the pupils, did not help their social integration and did not listen and solve their problems .Infect there is a large gap between teacher and student.

18^th Century Classroom vs 21st Century Teaching

• As educational leaders, classroom teachers, students and parents will agree, 21st century teaching carries with it a complicated mix of challenges and opportunities.
• Challenges include the issues of teacher turnover, accountability, changing student populations and student expectations, mounting budget pressures, and intense demand to build students’ 21st century skills.
• In the fast changing world of the early 21st century public education is also changing.
• As part of the changes the role of schools and education will also be different both in the educational system and in the society.  Together with them the role of teachers will also change.

What Makes a Good Teacher?

            Thomas Peacock in his article “Native Students Speak What makes a good teacher?” states that a teacher should possess two kinds of characteristics:

• Teaching
• Personal

As Peacock indicates “teaching characteristics include having cultural knowledge, being interested in students, listening and understanding to their problems and using multiple approaches to solve them.

• Personal characteristics include being caring, being friendly, having patience and respecting students.”
• New social challenges and demands toward education and teachers change schools into institutions with modern aims and social contracts.
• “We want our teachers to be highly effective. A teacher can be highly qualified but still not very effective. That’s why we had to start thinking more comprehensively about how we are going to step into a digital learning environment to strengthen our professional development and support.”  ( John Canuel  Jefferson County School  District Colorado)

• Strong, healthy connections with prosocial adults have been identified as the key protective factor buffering children against the negative influence of adversity (Benard, 1991; Brook et al.,   1990; Hawkins etal., 1992). 

A Good Teacher and Effective Teaching

• Effective teaching has to be fluid and adaptive to current culture.
• The effective teacher understands that there are core skills and knowledge that have to be learned, but must be presented in a manner that students find relevant, even if not in their immediate lives.
• This requires an art and a science to teaching that makes the teacher of the 21st Century effective.
• Students across the achievement and socioeconomic spectrum need and deserve motivating, supportive instructional environments, engaging content, and the opportunity to learn in settings that support collaboration with peers, teachers, and the larger world community.
• Students today live digitally every day.
• They use the Internet, text messaging, social networking, and multimedia fluidly in their lives outside of school and they expect a parallel level of technology opportunity in their academic lives.
• There is a disconnection between the way students live and the way they learn, and student engagement ultimately suffers. Closing this gap is a challenge for our current school systems.
• Technological Role In A Class

Conclusion

Since the role of the teacher and the context of teaching have changed significantly, the new resources (knowledge, skills, and attitudes) are required to practice the professionalism in teachers. Certification in a given field or subject is no longer the sole qualification needed for teaching  in order to be considered competent for teacher job. To qualify as a teacher one must acquire the more complex competencies of teaching learning process.

 The role of teacher changed from a curriculum implementer to a curriculum developer, curriculum designer, curriculum planner, and curriculum evaluator. Teacher of modern era needs knowledge of IT skills, current affairs, international trends, economic trade, defense and other aspects related to general life. Have knowledge of new era and its demands and have a vision of the contemporary social issues, the religious affairs and moral issues, and their solutions.

Students Assessment& Evaluation

By Uzma Tabassum

 

Key words; define Assessment, Types of Assessment, Summative Assessment, Interim Assessment, Formative Assessment, Assessment of students achievements, Purposes of Student Assessment, Subjective assessment, Objective assessment

Types of students Assessment

Contents

Assessment 3

Three Types of Assessment 4

Summative Assessment 4

Interim Assessment 5

Formative Assessment 5

Purposes of Assessment 6

Student Assessment 7

Assessing student performance. 7

Feedback on assessment 8

Methods of Assessment 9

References. 13

Assessment

Assessment is the process of observing a sample of a student’s behavior and drawing inferences about the student’s knowledge and abilities. When we are looking at students’ behavior, we typically only use a sample of classroom behavior.

·         Assessment instruments do not dictate the decisions to be made.

·         Teachers, administrators, government officials, parents, and even students interpret assessment results and make decisions based on the results.

·         Assessments are tools that allow us to make informed decisions about how best to help our students learn and achieve

·         Assessment interpretation can be abused.

Three Types of Assessment

There are three main types of Assessment.

·         Summative Assessment

·         Interim Assessment

·         Formative Assessment

Summative Assessment

Summative Assessment takes place at the end of a course or subject, these results are primarily for the teacher's or school's use. Results may take time to be returned to the student/parent, feedback to the student is usually very limited, and the student usually has no opportunity to be reassessed. Thus, Summative Assessment tends to have the least impact on improving an individual student's understanding or performance. Students/parents can use the results of Summative Assessments to see where the student's performance lies compared to either a standard (MEAP/MME) or to a group of students (usually a grade-level group, such as all 6th graders nationally, such as Iowa Tests or ACT). Teachers/schools can use these assessments to identify strengths and weaknesses of curriculum and instruction, with improvements affecting the next year's/term's students.

Examples: Standardized testing (MEAP, MME, ACT, Work Keys, Terra Nova, etc.); Final exams; Major cumulative projects, research projects, and performances.

Interim Assessment

Interim Assessment takes place occasionally throughout a larger time period. Learner gets Feedback quicker in this type of assessment, Interim Assessments tend to be more formal, using tools such as written assignments, projects, and tests. The learner should be given the opportunity to re-demonstrate his/her understanding once the feedback has been digested and acted upon. Interim Assessments can help teachers identify gaps in student understanding and instruction, and ideally teachers address these before moving on or by weaving remedies into upcoming instruction and activities.

Examples: Chapter test; extended essay; a project scored with a rubric.

Formative Assessment

Formative Assessment occurs in the short term, as learners are in the process of making meaning of new content and of integrating it into what they already know. Feedback to the learner is immediate (or nearly so), to enable the learner to change his/her behavior and understandings right away. Formative Assessment also enables the teacher to "turn on a dime" and rethink instructional strategies, activities, and content based on student understanding and performance. His/her role here is comparable to that of a coach. Formative Assessment can be as informal as observing the learner's work or as formal as a written test. Formative Assessment is the most powerful type of assessment for improving student understanding and performance.

Examples: a very interactive class discussion; a warm-up, closure, or exit slip; an on-the-spot performance; a quiz.

Purposes of Assessment

·         To promote learning

·         In order for assessment to promote students’ learning and achievement, it should:

1.    Provide specific & concrete feedback

2.    Act as a learning experience, letting students know what they have and have not mastered

3.    Act as a motivator—students should know what to study and when

4.    Act as a review mechanism

5.    Influence cognitive processing

6.    To guide instructional decision making

7.    To assist in the diagnosis of learning and performance problems

8.    To promote self-regulation

9.    To determine what students have learned

Student Assessment

Student assessment is one of the key issues in education. How do we know if students have learned what we are trying to teach them? There are multiple forms of assessment available. We believe that offering varied methods is the best model. You will find in the following documents some examples of different types of assessment, and how some MSU faculties have used them. You will also find resources and guides.

Assessing student performance

Assessment can be based on writing an individual paper, preparing a group presentation, class participation, attendance, homework problem sets, exams (essay, short answer, multiple choice, true/false), and so on. Alternatively, when a student performs a task rather than taking a test, it is called performance assessment. Examples of performance assessment include: debating a topic; demonstrating a skill; conducting an experiment and writing the results; doing a project; or compiling a portfolio of work.

Ideally the assessment process informs the teacher and the learner about learner progress and at the same time, contributes to the learning process. In theory, good assessment:

·         measures meaningful learning outcomes

·         does so in a fair, reliable, accurate way

·         is easy to administer, score, and interpret

·         informs the teacher about student performance and how they are interpreting course experiences

·         results in meaningful feedback to the learner

·         is itself a learning experience

Feedback on assessment

Feedback is a very important part of learning. Feedback is the mechanism that lets the learner know whether they are on the right track. Assessment and measurement strategies provide feedback to both the student and instructor. Students learn more effectively if they receive frequent, meaningful, and rapid feedback. Feedback may come from the instructor directly, from assignments and assessments which have feedback built into them, or even from other students.

Feedback to learners about where they are and where their instructors want them to be comes in many different ways, such as:

·         instructor participation in a discussion assignment

·         writing assignments that require submission of a draft for instructor comments and suggestions for improvement

·         self-mastery tests and quizzes that include informative feedback with each answer choice

·         interactive games and simulations that have feedback built in

Technology can provide automated assessments which provide instant right or wrong feedback. Interactive media provide feedback when they add a visual change to indicate mouse over, or a sound to accompany an action. This very simple form of feedback lets the learner know their input has been received. More sophisticated technologies can offer constructive criticism. Technology can also help by gathering and organizing student performances and making it easy to offer feedback. However, human participation is often a necessary part of feedback.

Methods of Assessment

Pre-testing

You might find it helpful to find out whether your students meet the basic knowledge and skill levels required to learn your materials. Use a pre-test to find out. Pre-tests are often paired with remedial materials.

Some instructors offer self-assessment pre-tests prior to the beginning day of class and offer students ways to catch up before the first day. Others provide time during the first week for students to do such things. Alternatively, you could pre-test prior to each module, week or topic.

Practice exams

Practice exams and problem set homework are popular with students in courses which use exams for grading. Students who complete a practice exam usually encounter fewer problems on the official exam. Technical problems have been worked out, and the student knows what to expect in terms of types of questions.

It's important to let the student know that practice exam questions will be similar to what they will find on their exams. However, the specifics will differ based on course content. For example, a nursing case study will be presented and students will need to identify specifics relating to the case. In exam, they will view case studies, but the details will differ. Students are very likely to complete a practice exam which parallels the real exam even though it does not count toward their grade.

Subjective assessment

In subjective assessments the teacher's judgment determines the grade. These include essay tests. Essay tests take longer to answer and they take longer to grade than objective questions and therefore only include a small number of questions, focusing on complex concepts.

Objective assessment

Objective assessments (usually multiple choice, true false, short answer) have correct answers. These are good for testing recall of facts and can be automated. Objective tests assume that there are true answers and assume that all students should learn the same things.

Self-assessment

Self-assessment types of assignments are provided for quick student feedback. Self-assessments:

·         help the learner check if they have mastered a topic

·         provide opportunity to measure learning progress

·         are usually voluntary and may allow multiple attempts

·         inform the learner, but not the teacher

·         can occur whenever a performance activity is linked with feedback about that performance.

Self-assessment examples:

·         practice quizzes

·         games, simulations, and other interactive exercises

·         practice written assignments

·         peer reviews

·         true-false questions

Interactive assessments

Interactive experiences can be designed as spaces within which learners can perform a task. These experiences can be graded or not. Interactive software can administer quizzes and give instant, usually fun, right-wrong feedback and perhaps explanations of right answers. Examples of interactive assessment:

·         A simulator that lets learners virtually drive, facing the full range of driving challenges along the way. Simulators can be used both to teach and to test through performance in the simulation.

·         students could conduct a virtual experiment rather than an experiment in a physical laboratory

·         language software might have sophisticated speech recognition software to provide feedback about pronunciation

·         Creation of an online tool, such as a virtual instrument. Students could perform a song, and the software provides feedback about accuracy and timing.

·         A game where the goal is to find life in other solar systems. Making sound decisions about where to search, how to get there, and what to look for earns points but also shows that you are learning.

Group projects

Group projects are more challenging in a fully online course because the online tools often must handle all collaboration. Students do not necessarily live in the same time zone or even on the same continent, there is no set class meeting time, and they may have vastly different schedules. Some online students do their classwork during the week, others work only on weekends. Some like the idea of meeting in-person with their group, others prefer asynchronous collaboration. A majority prefer not to do group work at all. Some students start and finish projects early (they always turn things in first) and others wait until the last minute. Invariably there will be complaints about group members who are not participating.

In real life many projects are team efforts. There is a great deal of learning value in discussion and collaboration. Tools which can facilitate group collaboration include asynchronous discussion tools for group communication, file sharing to share and revise documents, and chat tools for real-time discussion.

Smaller groups are more manageable. Teams of two are easier to coordinate than larger teams, although some courses do groups of 5 or 6. It is important to carefully assign the groups based on when they like to work and how they prefer to collaborate. Define clear roles, and include peer review of group participation as part of the grade. You can ask students to keep a log of their process and procedures. Provide a "panic button" for students whose team members have disappeared, so you can help them either decide to work alone or connect with another group.

Proctored exams

One anti-cheating strategy is to require students to arrange for a proctor at a local community college, university or library. The proctor is typically located by the student and approved by the instructor. The proctor checks photo ID and monitors the student while they take the exam. Exams are submitted online, or in some cases, printed and faxed by the proctor to the instructor. This can be inconvenient for distant students to arrange and for the instructor to coordinate. MSU testing office participates in a free referral service that facilitates distance learning. If you’re interested in learning more about this service  please visit the MSU Testing Office and inquire about Distance Testing. 

MSU Example

The LearnDAT online remedial math course, jointly offered by MSU and San Francisco State University, used five online exams and two proctored in-person exams. The math faculty at San Francisco State University have compared grades between the online and in person exams and found a high level of consistency in the grades, suggesting cheating is not occurring in the online exams. The instructional team is now much more confident in the integrity of the online exams. Their online exams have 20 questions; each question is drawn from a separate pool of five choices. The order of the questions and answers are randomized.

Students as audience and peer review

In the classroom, time constraints prevent students from being able to review each other’s projects in detail. It is easy to post projects online where everyone can see them. The work is thus a public performance, a potential source of pride or embarrassment. It is helpful for other students to see the scope of work produced by others. They may be motivated on the next assignment by seeing other outstanding projects.

Peer review can be an effective learning technique. Taking on the role of judge is a different mode of understanding the goals of an assignment.

Participation

Class participation can be an alternative method of assessing the student. A good way to encourage class participation is to make it part of the overall course grade. Class participation may include answering reflective questions in a course module, taking part in weekly class discussions, providing peer review critiques of fellow students' assignments, or locating and contributing online resources to a class-created knowledgebase.

The quality and quantity of submissions can be used to determine the grade. Some LMSs can track the number of posts a student makes to a discussion forum or live chat.

Other kinds of assessment

Alternative methods of assessment are limited only by your imagination. Consider assigning reflective journals, one minute papers, contributions to digital archives, or portfolios.

References

http://learndat.tech.msu.edu/teach/student-assessment

http://learnercenteredteaching.wordpress.com/teaching-resources/definition-of-assessment-of-student-learning/

http://learnercenteredteaching.wordpress.com/teaching-resources/definition-of-assessment-of-student-learning/

https://www.cornell.edu/provost/assessment/