Introduction There is no doubt that Admit and Exit Slips assessment achieves several education aims, ‘knowledge age essentials’, ‘21st Century Pedagogy’ and assessments’ types. This essay will analyze how this assessment accomplished those supported by a rationale. Aims of education Admit Slips achieves many of education aims. One of them, allow the student to work as a group to guess the picture and answer the questions. It illustrates Communicative competence; involve the awareness of using grammar and vocabulary to accomplish communicative purposes and apply this in socially way (Thornbury, 1999). Through sharing the traffic jam situation, students will focus on grammar and correct vocabulary to show meaningful sentences. Harmer (2001), mentions that Communicative Language Teaching involve the learners in realistic interaction (traffic jam), where the Language’s accuracy is less crucial than the task performance. Exit slips (grammar task) will be done individually. As Harmer (2006) stated that individualized learning is less stressful for students than working in groups or pairs. Consequently, it develops autonomy and promotes skills of dependence. This assessment supports “The White way to teaching wisdom” in personal fulfillmentbecause it allows the learners to express their own feelings when he was in traffic jam and suggest the solutions. In addition, it encourages Social and civic involvement, where learners are able to communicate, share, explain the reasons of traffic jam and how to reduce that. As a result, it benefits them to notice environment issues and what the negative and positive outcomes, which means they work as a part from the community to reduce this phenomenon. They will move to talk about public transports cost (cheap, less pollution), so they will link the topic with the economy. It is clear that there use of technology, when students will send the answers (exit slips) by emails. Knowledge Age Essentials Students will come up with new different answers because the task depends on guessing the picture and answer and then they will share traffic jam situation, in which they will offer creative solutions. All of the students will work as a team to support each other to answer (communication). Furthermore, students will predict the picture by discovering that the picture is a train ticket from seat number. I believe that they will have the opportunity to express their understanding and share their own knowledge (self-reliance). 21st Century Pedagogy
This assessment let learners to get Learning and Innovation Skills. They will listen to different ideas and sense the negative outcomes that the statement leads to, so they contribute to see the environments’ issues in today’s world (Critical Thinking). Moreover, they will show their creativity and innovationduring their explanation to their position, why, how, results, who and solutions. Technology Skills will be applied through sending the Exist slips by emails. Therefore, in future students will not face any difficulties with using emails. Using ICT (Information, Communications and Technology) Literacy, can promote their career needs and solve the problems undoubtedly.
There is big evidence that students get Blooms Taxonomy skills; low levels. In the beginning of admit slips, they will start to remember, name, identify and decode to guess the picture. Then they will analyze their answers and compare it to other groups. After that they will evaluate which group knows that it is a train ticket. Through discussing traffic jam and feelings in that moment,teacher will ask categorized questions, which are; ‘lower order’ to let students remember just reality and ‘higher order’ to mind more than the truths and show the reasons of an issue. The crucial advantage of questions is it symbolizes a major investment in time and energy in the classrooms. Students will have opportunities to contribute in the topic’s discussions by presenting the disadvantages of using traffic jam (sharing experience) (Wragg, 2001). Assessment This assessment covers some types of assessments. Admit slip is a divergent type becauseitdoesn’t stick on one answer; each group will predict something. However, Exit slip is a convergent assessment because the task is grammar; choosing the appropriate preposition, which is just one correct answer for each blank (Airasian and Russell, 2008). Students will enjoy doing these slips because it is a review and they will send it by technological tool (Scanlan, n.d.). Both of the slips are formative assessment because I will provide each group feedback (admit slips) and for each one (exit slips) (Airasian and Russell, 2008). It illustrates what each group needs and what their weakness; why in preposition task, so they will improve next time (Rayment, 2006).Learners know that Exit slips is for assessment purposes and the teacher will assess each student, depending on his answer, which means it is a formal assessment. Admit slips is informal assessment because the teacher will give them feedback and it seems to be less stressful to the pupils as it is just like a small game to guess the picture. References: Airasian, P. W., & Russell, M. (2008). Classroom assessment: Concepts and applications (6th ed.). New York, NY: McGraw-Hill Higher Education. Harmer, J. (2001). The practice of English language teaching (3rd ed., completely rev. and updated.). London: Longman. Rayment, T. (2006). 101 essential lists on assessment. London ; New York: Continuum.
Scanlan, C.(n.d.). Assessment, Evaluation, Testing and Grading. Retrieved on 20
Thornbury, S. (1999). How to teach grammar. Harlow: Pearson Education Limited. Wragg, E. C. (2001). Assessment and learning in the primary school (New rev. ed.). London ; New York: Routledge Falmer. ICT wiki links
There is no doubt that Admit and Exit Slips assessment achieves several education aims, ‘knowledge age essentials’, ‘21st Century Pedagogy’ and assessments’ types. This essay will analyze how this assessment accomplished those supported by a rationale.
Aims of education
Admit Slips achieves many of education aims. One of them, allow the student to work as a group to guess the picture and answer the questions. It illustrates Communicative competence; involve the awareness of using grammar and vocabulary to accomplish communicative purposes and apply this in socially way (Thornbury, 1999). Through sharing the traffic jam situation, students will focus on grammar and correct vocabulary to show meaningful sentences. Harmer (2001), mentions that Communicative Language Teaching involve the learners in realistic interaction (traffic jam), where the Language’s accuracy is less crucial than the task performance.
Exit slips (grammar task) will be done individually. As Harmer (2006) stated that individualized learning is less stressful for students than working in groups or pairs. Consequently, it develops autonomy and promotes skills of dependence.
This assessment supports “The White way to teaching wisdom” in personal fulfillmentbecause it allows the learners to express their own feelings when he was in traffic jam and suggest the solutions. In addition, it encourages Social and civic involvement, where learners are able to communicate, share, explain the reasons of traffic jam and how to reduce that. As a result, it benefits them to notice environment issues and what the negative and positive outcomes, which means they work as a part from the community to reduce this phenomenon. They will move to talk about public transports cost (cheap, less pollution), so they will link the topic with the economy. It is clear that there use of technology, when students will send the answers (exit slips) by emails.
Knowledge Age Essentials
Students will come up with new different answers because the task depends on guessing the picture and answer and then they will share traffic jam situation, in which they will offer creative solutions. All of the students will work as a team to support each other to answer (communication). Furthermore, students will predict the picture by discovering that the picture is a train ticket from seat number. I believe that they will have the opportunity to express their understanding and share their own knowledge (self-reliance).
21st Century Pedagogy
This assessment let learners to get Learning and Innovation Skills. They will listen to different ideas and sense the negative outcomes that the statement leads to, so they contribute to see the environments’ issues in today’s world (Critical Thinking). Moreover, they will show their creativity and innovationduring their explanation to their position, why, how, results, who and solutions. Technology Skills will be applied through sending the Exist slips by emails. Therefore, in future students will not face any difficulties with using emails. Using ICT (Information, Communications and Technology) Literacy, can promote their career needs and solve the problems undoubtedly.
There is big evidence that students get Blooms Taxonomy skills; low levels. In the beginning of admit slips, they will start to remember, name, identify and decode to guess the picture. Then they will analyze their answers and compare it to other groups. After that they will evaluate which group knows that it is a train ticket.
Through discussing traffic jam and feelings in that moment,teacher will ask categorized questions, which are; ‘lower order’ to let students remember just reality and ‘higher order’ to mind more than the truths and show the reasons of an issue. The crucial advantage of questions is it symbolizes a major investment in time and energy in the classrooms. Students will have opportunities to contribute in the topic’s discussions by presenting the disadvantages of using traffic jam (sharing experience) (Wragg, 2001).
Assessment
This assessment covers some types of assessments. Admit slip is a divergent type becauseitdoesn’t stick on one answer; each group will predict something. However, Exit slip is a convergent assessment because the task is grammar; choosing the appropriate preposition, which is just one correct answer for each blank (Airasian and Russell, 2008). Students will enjoy doing these slips because it is a review and they will send it by technological tool (Scanlan, n.d.).
Both of the slips are formative assessment because I will provide each group feedback (admit slips) and for each one (exit slips) (Airasian and Russell, 2008). It illustrates what each group needs and what their weakness; why in preposition task, so they will improve next time (Rayment, 2006).Learners know that Exit slips is for assessment purposes and the teacher will assess each student, depending on his answer, which means it is a formal assessment. Admit slips is informal assessment because the teacher will give them feedback and it seems to be less stressful to the pupils as it is just like a small game to guess the picture.
References:
Airasian, P. W., & Russell, M. (2008). Classroom assessment: Concepts and
applications (6th ed.). New York, NY: McGraw-Hill Higher Education.
Harmer, J. (2001). The practice of English language teaching (3rd ed., completely rev. and
updated.). London: Longman.
Rayment, T. (2006). 101 essential lists on assessment. London ; New York:
Continuum.
Scanlan, C.(n.d.). Assessment, Evaluation, Testing and Grading. Retrieved on 20
March 2013, from http://resource.mccneb.edu/edutut/Online%20Pets%20Course/Assessment_evaluation_grading.htm
Thornbury, S. (1999). How to teach grammar. Harlow: Pearson Education
Limited.
Wragg, E. C. (2001). Assessment and learning in the primary school (New rev.
ed.). London ; New York: Routledge Falmer.
ICT wiki links
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