Producing assessments and taking care of ‘knowledge age essentials’, ‘21st Century Pedagogy’ and assessments’ types will obviously support the learners to get the most qualified learning ever. This essay will evaluate the assessment in how does it accomplished those aspects (rationale).
Aims of education
Kernel, Widen, Illustrate, and conclude (KWIC) activity accomplishes various aims of education. One of them, permit the contribution to economy through working in a communicative environment, which immerse with lots of group work and collaboration. The communicative competence has been used in the conclude part, where the students need to write a letter as a group to come up with solutions to solve the problem. The assessment will reinforce the learners to decide what they are going to write to be as an effective part in the community, and believe that everything would change especially their solutions. According to Scrivener (2011), communicative language teaching will obviously push up the learners to learn that learning from others, and sharing ideas is one step to succeed.
KWIC enhances the social and civic involvement of understanding the values of democracy as being part of the community to share ideas and suggest solutions. The discussion that might take a place in this activity, where the learners share their own believes and discuss about problems with no fear that no one will listen to them. This entire assessment aims to the best education with the support of communication, open-minded, and social environment that creates in the classroom.2. Knowledge Age EssentialsKWIC reinforces the knowledge age aspects through having student to direct the learning by giving their thoughts and explaining their own solutions (Tompkins, 2010). Moreover, it is mostly a problem based where the students are given a problem and they need to work out the different sides of it. In regard to real work actions, they will write a letter to the minster of municipality, and suggest some solutions. This obviously will produce motivated generations over and over with being responsible. Collaborative work takes a place on having the students work together to push them up with a skill that they surely going to use in the future.
21st Century Pedagogy
This assessment evaluates higher order of thinking skills, when the students are asked to analyze the problem, take a decision to create something, and evaluate the problem in the positive and the negative side of it. Blooms’ taxonomy should take a place in every class activity, because it supports the students’ thinking to start from lower to higher by the teacher motivation of kinds of questions she asks. Usually learners respond to real life problems pretty much higher, so the provided problem will motivate them to think critically about it. Even there is no technology implication in this assessment, but the students will be able to email their thoughts and suggestions easily without using the manual materials, because it makes the life easier to catch up without predicable issues they might face.
Assessment
KWIC motivates the students to a divergent type because it doesn’t have only one correct answer, but each group will predict something else to think about. Moreover, this assessment is a formal formative, where I am going to assess them on the letter at the end, based on their format of writing a letter followed by the rubric provided. After that, I will provide some feedback to the students by groups, because it worth the work they did and feedback will push them fairly to promote (Airasian and Russell, 2008). It demonstrates the needs of each group and what their weakness; why in preposition task, so they will improve next time (Rayment, 2006). KWIC depends on the product that they will have at the end, which will scaffold their learning depends on the feedback that the teacher is trying to focus on.
References: Airasian, P. W., & Russell, M. (2008). Classroom assessment: Concepts and applications (6th ed.). New York, NY: McGraw-Hill Higher Education..
Rayment, T. (2006). 101 essential lists on assessment. London ; New York: Continuum.
Scrivener, J. (2011). Learning teaching: the essential guide to English language teaching. (3rd ed.). Oxford: Macmillan Education.
Tompkins, E. G. (2010). Literacy for the 21st century: a balanced approach. Boston: Pearson Education.
Producing assessments and taking care of ‘knowledge age essentials’, ‘21st Century Pedagogy’ and assessments’ types will obviously support the learners to get the most qualified learning ever. This essay will evaluate the assessment in how does it accomplished those aspects (rationale).
Aims of education
Kernel, Widen, Illustrate, and conclude (KWIC) activity accomplishes various aims of education. One of them, permit the contribution to economy through working in a communicative environment, which immerse with lots of group work and collaboration. The communicative competence has been used in the conclude part, where the students need to write a letter as a group to come up with solutions to solve the problem. The assessment will reinforce the learners to decide what they are going to write to be as an effective part in the community, and believe that everything would change especially their solutions. According to Scrivener (2011), communicative language teaching will obviously push up the learners to learn that learning from others, and sharing ideas is one step to succeed.
KWIC enhances the social and civic involvement of understanding the values of democracy as being part of the community to share ideas and suggest solutions. The discussion that might take a place in this activity, where the learners share their own believes and discuss about problems with no fear that no one will listen to them. This entire assessment aims to the best education with the support of communication, open-minded, and social environment that creates in the classroom.2. Knowledge Age EssentialsKWIC reinforces the knowledge age aspects through having student to direct the learning by giving their thoughts and explaining their own solutions (Tompkins, 2010). Moreover, it is mostly a problem based where the students are given a problem and they need to work out the different sides of it. In regard to real work actions, they will write a letter to the minster of municipality, and suggest some solutions. This obviously will produce motivated generations over and over with being responsible. Collaborative work takes a place on having the students work together to push them up with a skill that they surely going to use in the future.
21st Century Pedagogy
This assessment evaluates higher order of thinking skills, when the students are asked to analyze the problem, take a decision to create something, and evaluate the problem in the positive and the negative side of it. Blooms’ taxonomy should take a place in every class activity, because it supports the students’ thinking to start from lower to higher by the teacher motivation of kinds of questions she asks. Usually learners respond to real life problems pretty much higher, so the provided problem will motivate them to think critically about it. Even there is no technology implication in this assessment, but the students will be able to email their thoughts and suggestions easily without using the manual materials, because it makes the life easier to catch up without predicable issues they might face.
Assessment
KWIC motivates the students to a divergent type because it doesn’t have only one correct answer, but each group will predict something else to think about. Moreover, this assessment is a formal formative, where I am going to assess them on the letter at the end, based on their format of writing a letter followed by the rubric provided. After that, I will provide some feedback to the students by groups, because it worth the work they did and feedback will push them fairly to promote (Airasian and Russell, 2008). It demonstrates the needs of each group and what their weakness; why in preposition task, so they will improve next time (Rayment, 2006). KWIC depends on the product that they will have at the end, which will scaffold their learning depends on the feedback that the teacher is trying to focus on.
References:
Airasian, P. W., & Russell, M. (2008). Classroom assessment: Concepts and
applications (6th ed.). New York, NY: McGraw-Hill Higher Education..
Rayment, T. (2006). 101 essential lists on assessment. London ; New York:
Continuum.
Scrivener, J. (2011). Learning teaching: the essential guide to English language teaching. (3rd ed.). Oxford: Macmillan Education.
Tompkins, E. G. (2010). Literacy for the 21st century: a balanced approach. Boston: Pearson Education.
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