Tag: Collaborative group assessment
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Teach better now – Where’s the new content for Assessment 7 of the NZCALNE (Voc)?
Kia ora and welcome to Collection 7 If you’re reading this then you are up to Assessment 7 in the new and improved NZCALNE (Voc). That means you are up to the final assessment task in the programme…! This next part is about assessing learner progress, reviewing your teaching and working out the next steps.…
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AFTER: What are the reflection and review questions?
You’ll find the reflection and review questions to finish off this part of the programme below. Your answers are your own evaluation of what you’ve done and how effective it was. You can download the questions here in a form that you can print out and write on if you want to take notes. Otherwise,…
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AFTER: How do I review my teaching and reflect on the next steps?
It’s time for some R&R. For us, that means to review and reflection. This is the last thing. You have to think about what you’ve done in this programme and reflect on different parts of it. You don’t need to be doing advanced academic qualifications or read a lot of research to be a reflective teacher.…
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AFTER: Can you remind me what evaluation evidence I need to supply for the NZCALNE (Voc)?
Let’s pause for a moment and take stock of what you should be collecting as evaluation evidence for Assessment 7 of the NZCALNE (Voc). You still have to do your own final review, but by now you should have collected two kinds of evaluation evidence. One lot of evidence is from your learner and takes…
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AFTER: Why do I have to involve my boss in the evaluation?
Collaborating with your boss or supervisor to review your teaching delivery is one of the requirements of the NZCALNE (Voc). It’s also good teaching practice. We can’t sign off on the whole qualification unless we have some evidence of this. For our purposes, a supervisor may include any of the following: Your direct manager or…
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AFTER: What does a learner evaluation survey look like?
Below you’ll find a generic evaluation survey that you may be able to adapt for your own purposes. Download the learner evaluation template There are two pages. One has questions based around a 5-point rating scale. It looks like this: The other has open questions like we discussed earlier and looks like this: You can…
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AFTER: Should I get help to administer the evaluation to my learners?
There are lots of things to think about before you go ahead and do the evaluation with your learners. Here are a few questions that you need to ponder: Is their level of literacy going to impact on their ability to do the evaluation? Do they need a translator? Does anyone need a reader-writer? Would…
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AFTER: What’s the best way to write my own evaluation survey questions?
Using a rating scale One often-used question type used in surveys and evaluations is called Likert scale. This usually has 3, 5 or 7 points that people can choose from. A typical question item in a Likert scale is a statement. The learner is asked to indicate his or her degree of agreement with the…
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AFTER: How should I carry out my learner evaluations?
One standard method, if it’s appropriate to your learners’ literacy levels, is to use some kind of evaluation questionnaire. This should be anonymous if possible. Learners or trainees should have the option to reflect on your teaching without fear of penalty. You can do an evaluation survey like this either verbally, with a paper-based format…
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AFTER: Why evaluate literacy and numeracy teaching in a foundation learning course?
There are all kinds of different reasons and purposes for building evaluation processes into your training. You may wish to use evaluation to achieve any or all of the goals listed below. Measure your own effectiveness in delivering embedded literacy and numeracy training. Help you plan, design and manage future literacy and numeracy interventions. Assist…