The skills possessed by students will determine their marketability when they graduate. These skills can be effectively delivered by teachers only if they can know the effectiveness of their delivery. Added to this, it will also enable teacher to enhance their students’ learning by helping them test effectively and fairly resulting in grades that are reflective of students’ deep learning rather than what they have rote learned through memorisation.
There is also a marked increase on the reliance of testing as a tool for students’ abilities and learning, which raises concerns about the fairness of the testing process. Questions have also been raised about students’ critical thinking ability and their ability to think and reason. As such the assessment and feedback process for students have taken on a whole new paradigm in recent years. More emphasis has been placed on fair testing practices and enhancing the learning experience in order to nurture life-long learning in students.
This workshop will address these issues and more in an attempt to enhancing the teaching skill of teachers and will provide teachers with the skill to determine the effectiveness of their lesson delivery.
At the end of programme, participants will be able to:
- State the different uses of tests in the classroom
- Incorporate critical thinking into their tests and evaluations
- Assess the quality of tests and effectively moderate tests that are produced
- Differentiate between assessment and measurement
- Use effective test writing techniques that enhances the quality of tests
Who May Attend
For lecturers, teachers, trainers, and administrators in education institutions who are directly or indirectly involved in the teaching and learning environment.
|Section 1||What is feedback and how to make it instructive and meaningful for students. The role of attitudes and perceptions as well as content and context in lesson preparation. Writing appropriate learning outcome to suit the nature of the lesson.
What is constructive feedback and what are the difficulties experienced by Malaysian educators when giving feedback. Hofstede’s cultural dimension will be used to illustrate the style of feedback Malaysian tend to give to others.
|Section 2||What is thinking and briefly talk about how thinking may be stimulated in the manner which lessons are planned.
The importance of incorporating critical thinking into lesson to stimulate thinking and reflective processes in students.
Setting of questions in line with learning outcomes in order to obtain appropriate feedback from students.
|Section 3||Fair testing practices
All tests are made to pass students, important concept to master.
|Section 4||Validity and reliability of tests and how it can influence effectiveness of the evaluation process.|
|Section 5||Hands on exercise on setting of assignments and examinations questions using the learning outcomes and establishing validity for questions set. Group work or individual works as deemed appropriate.|
Dr Choy Siew Chee has over 25 years of experience teaching College-level students in Malaysia and USA. She holds a Bachelor of Science in Chemistry & Biology, a Masters in Education (Guidance Counseling & Science Education) from Campbell University, USA, and a PhD in Education Psychology from the University of Exeter, UK. Dr Choy currently heads the Perak Branch Campus of TAR College. She is a key facilitator and trainer on Teacher Development Workshops organised by TAR College. Her research interests are on students’ perceptions and attitudes towards learning. She is a regular contributor of articles to international educational journals. Dr Choy has co-authored a book on Exploring Professional Development for Educators and has also presented numerous papers at education seminars and International Conferences.