Assess the Progress of Exceptional Students. Module L-9 of Category L--Serving Students with Special/Exceptional Needs. Professional Teacher Education Module Series.

Autor/inn/en	Hutchison, Leila L.; Wonacott, Michael E.
Institution	Ohio State Univ., Columbus. National Center for Research in Vocational Education.
Titel	Assess the Progress of Exceptional Students. Module L-9 of Category L--Serving Students with Special/Exceptional Needs. Professional Teacher Education Module Series.
Quelle	(1984), (40 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-89606-146-9
Schlagwörter	Leitfaden; Case Studies; Competence; Competency Based Education; Disabilities; Evaluation Methods; Exceptional Persons; Higher Education; Inservice Teacher Education; Learning Activities; Learning Modules; Mainstreaming; Postsecondary Education; Special Education; Student Evaluation; Teaching Methods; Units of Study; Vocational Education + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Kompetenz; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Handicap; Behinderung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerfortbildung; Lernaktivität; Learning module; Lernmodul; Post-secondary education; Tertiäre Bildung; Special needs education; Sonderpädagogik; Sonderschulwesen; Schulnote; Studentische Bewertung; Teaching method; Lehrmethode; Unterrichtsmethode; Lerneinheit; Ausbildung; Berufsbildung
Abstract	This module, one in a series of 127 performance-based teacher education learning packages, focuses on specific professional competencies of vocational teachers. Based on 380 teacher competencies identified and verified as essential for vocational teachers to meet the needs of special needs students in their classes, this module focuses on assessment. It contains three learning experiences designed to lead the teacher with some experience through the process of assessing the progress of exceptional students in their classes. Each learning experience consists of an enabling objective, activities, a self-check, and feedback. The first learning experience provides information that teachers need to assess student progress, such as how to modify assessment techniques, minimize fear of testing, and use of an appropriate feedback and grading system. Sample tests and record forms are provided. The second learning experience contains three case studies of teacher assessment of special students, while the final learning experience calls for students to practice assessment procedures in an actual teaching situation to the satisfaction of a resource person. A teacher performance assessment form is provided. (KC)
Anmerkungen	American Association for Vocational Instructional Materials, 120 Driftmier Center, University of Georgia, Athens, GA 30602.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01