Question

You are a graduate teaching assistant at the local university. A faculty member approaches you to “do” a simulation for class. What information do you need prior to developing the simulation? Provide a rationale for the information needed.

Answer 1

A. Simulation: It is a one of the technique for learning and practice, which can be applied to various disciplines, trainees. Always remember it is a technique not (technology) to replace and amplify the real experiences with ones guided. In the nature it is often immersive that can replicate and evoke grading practices. This potential can measure and promote report learning. In a school the best teachers can recognize the significance of ongoing continual adjustments and assessments on the part of both student and teacher as the means to achieve maximum performance.

B. Classroom assessments categories:

Every assessment can serve a different purpose.

1. Summative assessment: It can summarizes the students learned instructional segment conclusion. Ex: Performance tasks, Tests, culminating projects, final exams, , and work portfolios.

2. Evaluative assessment: This assessment can commands the attention of both the parents and students. Because of their results typically count and appear on report cards and transcripts.

3. Diagnostic assessment: It provides information to assist guide differentiated instruction and teacher planning. Ex: Skill checks, prior knowledge, interest or learning preference surveys.

4. Formative assessment: It can happens concurrently with an instructions. This type of assessments can provide feedback to teachers and students for the purpose of guiding teaching to improve learning through both informal and formal methods.

Ex: Oral questioning, ungraded quizzes, draft work, teacher observations, student-constructed concept maps, , and portfolio reviews.

The International for Clinical Simulation and Learning was developed best practice simulation principles they are….

Practice 1: Use summative assessments to frame meaningful performance goals.

Practice 2: Encourage self-assessment and goal setting.

Practice 3: Offer appropriate choices.

Practice 4 Show criteria and models in advance.

Practice 5: Provide feedback early and often

Practice 6: Assess before teaching.

Practice 7: Allow new evidence of achievement to replace old evidence.

C. References:

Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2004). Working inside the black box: Assessment for learning in the classroom. Phi Delta Kappan, 86(1), 8–21.

Gardner, H. (1991). The unschooled mind. New York: BasicBooks.

Marzano, R. (1992). A different kind of classroom: Teaching with dimensions of learning. Alexandria, VA: ASCD.