SCIENCE AND TECHNOLOGY DEPARTMENT
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INTRODUCTION
INTRODUCTION
Constant evaluation and feedback are required for tracking learners' progress and making recommendations for improvement. Teachers utilize a variety of assessment techniques to measure student learning, including quizzes, exams, projects, and presentations. Students are given timely feedback on their areas of strength and areas for improvement. Students may use this feedback to reflect on their learning and take control of their academic growth.
INDIVIDUAL TEST.pdfTWO TIERED MULTIPLE CHOICE
TWO TIERED MULTIPLE CHOICE
During my lesson implementation, I used the two tiered multiple choice in order to assess the learnings of my students. They were able to ace the questions and explain their answers scientifically and rationally. I did the evaluation phase in order to assess if my learners truly understood the lesson or not. Through the assessment, I figured that my learners fully grasp the idea and content of the lesson about Percentage Concentration and Solubility of Solutions.
FORMATIVE ASESSMENT CLASSROOM TECNHIQUES
FORMATIVE ASESSMENT CLASSROOM TECNHIQUES
Formative Assessment Classroom Techniques (FACTS) are promoted in Thailand's educational system. Such evaluation methods are typically used to examine before and throughout the learning process. Its primary goal is to increase student learning and learning possibilities through carefully developed instructions. It is also used to pique students' curiosity, surface ideas, launch an investigation, and promote classroom discussion. A rich FACTS repertoire allows students to connect with assessment in a variety of ways, including writing, drawing, digital interaction, speaking, listening, and physically moving through performance-based activities and investigations. Examples of this includes the use of quizzes, polls, entry slips, exit slips, dipsticks, tag feedback, interviews, group discussions, and practical exercises.
PERFORMANCE BASED - EXPERIMENTS
PERFORMANCE BASED - EXPERIMENTS
Performance-based assessments through experiments provided more authentic evaluation of students' abilities. Traditional exams did not fully capture the student's grasp of the material, whereas experiments gave a tangible demonstration of knowledge and skills. This was visible as I observed the Thai students. They were more inclined to learning when they hold apparatuses' and unveil answers to clenched their thirst and curiosity. They were more likely to be fond of hands-on activities rather than sitting on their chairs.
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