Teachers' learning experiences through the Massachusetts educator evaluation system

There are a lot of criticism on the implementation of the learning outcome evaluation system in schools at the moment. The criticism is directed primarily to the substance and ambiguity between the idealism targeted in the perspective learning essence. This article tries to present an evaluation model to answer the criticisms. The writer tries to introduce portfolio assessment in detail. It is a collection of documents or options providing information of assessment. It contains the work of the students during a given time providing information on objective assessment which present of what can be done by the students in their learning experiences. The results are intended to be a measure of how well the task given to students in accordance with the curriculum learning objectives. Portfolio assessment is based on a collection or set of work set by the teacher to the students according to the learning objectives. Through portfolio assessment students can demonstrate differences ability to complete the tasks given by the teacher from time to time and or in comparison with other students' work. In portfolio assessment students are given more opportunities to assess themselves from time to time. There are three important elements in the portfolio assessment, namely: (1) storing, (2) sorting, and (3) dating of a task.

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Student Anticipations and Reactions to Hybrid Format Education

Perspectives on Issues in Higher Education ◽

10.1044/ihe11.2.76 ◽

2008 ◽

Vol 11 (2) ◽

pp. 76-82 ◽

Cited By ~ 4

Author(s):

Sarah M. Ginsberg

Keyword(s):

Qualitative Study ◽

Learning Styles ◽

Student Perceptions ◽

Course Design ◽

Learning Experience ◽

Learning Experiences ◽

Traditional Classroom ◽

Traditional Learning ◽

Online Platform ◽

Hybrid Format

Abstract This qualitative study examined student perceptions regarding a hybrid classroom format in which part of their learning took place in a traditional classroom and part of their learning occurred in an online platform. Pre-course and post-course anonymous essays suggest that students may be open to learning in this context; however, they have specific concerns as well. Students raised issues regarding faculty communication patterns, learning styles, and the value of clear connections between online and traditional learning experiences. Student concerns and feedback need to be addressed through the course design and by the instructor in order for them to have a positive learning experience in a hybrid format course.

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