Written assignments v Projects b Affective domain lays emphasis on attitudes

Written assignments v projects b affective domain

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Written assignments (v) Projects (b) Affective domain lays emphasis on attitudes, interest, values, appreciations, feelings and emotions including modes of adjustment as well as attendance and punctuality to classes. Method of gathering information on/about a student in the affective domain are: (i) Questionnaire (ii) Oral interview/discussion (iii) Inventories (iv) Observation (c) Psychomotor is concerned with muscular and motor skills including the manipulation of materials requiring the eye and hand coordination with body movements. Observation is basically the most effective method for assessing students in the area of psychomotor domain. Specifically, observation schedule is prepared to address particular area of assessment. For example, in a typical classroom situation, a teacher may want to observe how students handle the pencil, his writing and drawing. In the Science Laboratory, the teacher could want to know students that use chemicals, intro technological materials wood, metal work, typing with speed and accuracy. The summary of the number of times a particular behaviour was exhibited. Generally, proper record of observation exercise must be correctly and sincerely kept.
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EDU 421 FUNDAMENTALS OF GUIDANCE AND COUNSELLING 77 As these various methods (tools) are used in gathering information in continuous assessment, it would be possible to have good and reliable representation of the periodic academic record of the student performance in each course or subject area. Role of teachers in the practice of continuous assessment in schools demand that any teacher that is put in charge of assessment or record of it must be able to: 1. Combine all relevant scores from tests, homework projects and examinations to obtain an overall score for a given period. 2. Keep in close watch and assess the personality development of each student in such traits as: (i) Character; (ii) Temperament; (iii) Interest; (iv) Attitude; and (v) Adjustment. 3. Obtain information concerning students’ learning and personality characteristics, which should be used for both academic and psychological advertisement of the student. 4. Convert raw scores to more meaningful scores for both academic and psychological advice for the students. 5. Give appropriate weights to the scores from different sources. 6. Combine scores from different measures to get an overall score. 7. Possess skills in interpreting scores from assessment instrument. 8. Possess skills in keeping records and preparing reports. 3.1 Uses of Continuous Assessment Continuous assessment can be very useful in the following ways: 1. Enables the teacher give periodic assessment of the child throughout the course in the cognitive, affective and psychomotor domains.
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EDU 421 FUNDAMENTALS OF GUIDANCE AND COUNSELLING 78 2. Provides the truest and most comprehensive picture of each student’s ability in a school setting than could be got from a single examination.
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