TE year2handbook/Year2 Unit1 Mode of Assessment
The student teachers will be assessed in two parts with a suggested split as follows:
| Participation in the class/ course platform/forum | 5 |
| Portfolio of digital outputs | 10 |
| Conducting a class integrating digital tools and resources in one subject (this should pertain to the topic for which the portfolio has been submitted for assessment) | 10 |
The relative weights of these parts can also be determined by the individual institution. The criteria for each are discussed below.
Participation in class and virtual forums
- Participation in class discussions, sharing ideas/experiences,
- Volunteering for tasks/ responsibilities and helping peers.
- Quality of interactions on the email forum and evidence of collaboration and participation
Portfolio submission
As part of Units 1 and 2, student teachers are to create resources and lessons. Each student teacher will identify a topic for the purposes of portfolio submission. This topic will be part of the core subject chosen by the subject teacher (from amongst mathematics, science, social science and language). The student teacher will be encouraged to also explore (access, create, revise) digital resources that connect this topic to more than one of these subjects. The submission should also include a ‘meta-document’ which will record their observations, analyses, critical evaluation and reflections on the resources collated. The meta-document will also provide a navigation to the resources for the assessor. The student teachers’ ability to evaluate ICT resources and ability to generate meta-knowledge through organizing digital resources is to form the basis of assessment. The resources will be stored by the student-teacher in relevant folder (with sub folders) and the soft copy of the same submitted for assessment at the end of the year.
ICT mediation can be a useful way to bring pedagogic integration across subjects; this will be taken up through a holistic project based approach, cutting across different subject areas to explore an idea/ topic. For instance, a topic like ‘Water conservation’ can be chosen and student teachers can access, create digital resources on this topic, that has connections to mathematics, science, social science and languages. Here the relevant teacher educators may need to come together for assessing the portfolio.
The resources and lessons will be assessed based on the appropriateness in the given context and for the stated purpose. These resources will be assessed based on clarity and coherence of ideas presented, appropriateness of the choice of resource creation methods, presentation style, complexity of effort and the overall effectiveness of the resource in communicating an idea. The assessment of the portfolio will be done by the teacher teaching this course, working with the teacher teaching the relevant subject(s) to which the topic pertains to. The use of resources in the overall lesson sequence should demonstrate a fit with current pedagogic approaches and go beyond. The extent of linking the topic to multiple disciplines will also be assessed.
Conducting a ‘digital class’ as a part of the classroom processes
The student-teacher’s ability to integrate the digital tools (both subject-based applications and generic applications) for transacting the lesson will be assessed. Has the use of these tools improved the presentation of the topic, has it helped in employing the 5E approach (or any other approach) in a manner that has aided learning? Is the transaction supporting learners to actively engage with the issue and provoke their thoughts and responses?
How is the student-teacher using these digital tools to assess the understanding of the learners during the transaction processes (formative assessment). How is the student teacher using these tools for improving the class participation, and for inclusion?
Note – the institution may decide to drop the third component ‘conducting a digital class’ and do only the first two components. Also, the student-teacher can be asked to conduct the digital class on the same topic on which she has prepared her portfolio. In such a case, the presentation will provide inputs to the teacher-educator on the understanding of the student-teacher with regard to the portfolio, the topic being presented and the understanding of ICT mediation.
Conducting a ‘digital class’ as a part of practice teaching
The student teacher should create a digital resource for a topic they will transact in their practice teaching. Feedback on the practice teaching should also form part of the assessment.
The student-teacher’s ability to integrate the digital tools (both subject-based applications and generic applications) for transacting the lesson will be assessed. Has the use of these tools improved the presentation of the topic, has it helped in employing the 5E approach (or any other approach) in a manner that has aided learning? Is the transaction supporting learners to actively engage with the issue and provoke their thoughts and responses?
How is the student-teacher using these digital tools to assess the understanding of the learners during the transaction processes (formative assessment). How is the student teacher using these tools for improving the class participation, and for inclusion?
Note – the institution may decide to drop the third component ‘conducting a digital class’ and do only the first two components. Also, the student-teacher can be asked to conduct the digital class on the same topic on which she has prepared her portfolio. In such a case, the presentation will provide inputs to the teacher-educator on the understanding of the student-teacher with regard to the portfolio, the topic being presented and the understanding of ICT mediation.