Personal Communication As Assessment

"Good communication is really as stimulating as dark coffee and as hard to sleep after", Anne Morrow Lindbergh. When I read this estimate I was much fascinated by the fantastic result personal communication in classrooms. Although, the question is: How do i best use my direct personal communication with my students during teaching to cover a feed back about their achievements? How can I use assessments based on personal communication to touch information and understanding, as well as evaluating critical thinking and software skills? In fact, personal communication as assessment can be satisfied through many forms such as instructional questions and answers, school discussions, oral exams, student journals, diaries, meetings and interviews, and learning logs.

* Instructional questions and answers:

Throughout my explanations of different scientific topics in my classes, I watch the expressions on my student's encounters. Besides, the various questions that the students ask tell me if they are learning the materials or not. But on the other hand, I always cause questions that help me figure out how well are they really learning and, perhaps more significantly, what can I do to improve their learning? Later on, data on scholar learning are examined and therefore the results notify me how instructions should most effectively move forward. Therefore, throughout my lessons plan the suggested questions must be designed to serve the diverse objectives of the lessons carefully such as analysis, comparisons, classification, etc. "The most serious mistakes are not being made as a result of incorrect answers. The truly dangerous thing is requesting the wrong question", Peter Drucker. Whereas, I as a instructor need to broaden my hearing so that we don't listen and then appropriate answers that I want to listen to but also force further to listen to reasoning behind the solution. Moreover, sometimes accurate answers mask confusions therefore I must probe student's answers to pick up misconceptions.

Instructional questions and answers have much durability such as providing me with a continuing opinions about my students' success, probe reasoning and deepen their understanding and assists to provide me insights into how my students think. Alternatively, instructional questions and answers involve some weakness as it is time consuming and also it needs a skilled tutor as unclear and long term questions can prevent students concentrate on a relatively small range of acceptable responses.

*Conferences and interviews:

Despite of the fact that our subject matter area "science" is not a healthy media that enrich the use of the form of personal communication, sometimes I really do ask my students to execute interviews. For example, I asked those to make an interview with the school doctor or any other doctors as a credit card applicatoin on the digestive tract. I together with my students plan the questions in advance where, I guide those to ask questions that help hook up what we have studied to true to life applications. For instance, I didn't include in the set of questions "what exactly are the elements of the digestive system or what exactly are the functions of each" on the other hand, I steer them to questions such as "what is the suggested menu for a diabetic, hepatic or pregnant woman? If we've an athletic person, what do you advice him to do regarding his meals and nutritional practices?"

Of course from the strengthens of conferences and interviews in classrooms is that it helps teachers to show companionship, trusts, and desire for students and also helps students to perform additional work and enjoy the school as it stimulate both the professor and the students. The main weakness of conferences and interviews is that it consumes great amount of time that is why I always perform these types of communication assessment through the activity classes. Another drawback in such way of evaluation is that the professor can't help being biased to the interview points that appeals more to her interest.

*Class discussions:

As cited in chapter 8 in Stiggins (2008): "course discussions possess the simultaneous effect of promoting both college student learning and their potential to use what they know". Throughout my experience, I uncovered that for class discussions to work, the instructor must become a maestro that guide and lead an orchestra. In other words, the tutor has first to illuminate the goal of the talk, lead the student's speech, identify the jobs and put together them for the talk with questions, which they have to talk about in their preparation, and tasks. Second, the professor must clarify for the students the standards or the rubric with which she is going to evaluate the dialogue as this will minimize as much as possible the weakness of school room discussions as a kind of personal communication which are the difficulty in grading, avoiding being biased to one way of the dialogue and students rivalling with each other alternatively than cooperate on learning duties, as emphasized by Stiggins (2008) "Be sure the students know about your target in analyzing their contribution. Will you be judging this content of students' contribution or the form with their contribution? " Alternatively from the key strengths of school discussions are: starting a way of testing and exploring new ideas, students acquire information and insight from diverse points of view, they discover and research their assumptions and therefore these discussions provide practice with problems and ideas. "A teacher who is attempting to instruct, without inspiring the pupil with a aspire to learn, is hammering on a frosty iron", Horace Mann (1796)

*Oral examinations:

Despite of the valuable and valuable academics and social skills that are gained by the students in doing oral examination, not all find oral tests as easy, concerning write. Some find it harder expressing themselves. I think that it's the teacher's role to teach the students upon this kind of personal communication assessment because both stresses and time factor can cloud your brain with stress, and it is only with practice that the mind will relax and also think clearly. I believe this is achieved by you start with easy questions that act as ice breaking and after I as a instructor can well go deeper into the subject matter. As cited in Stiggins (2008) "Clearly, the major discussion against this evaluation format is the quantity of time it requires to administer dental exams". However, in my classes I overcome this issue by informing my students because the beginning of the school 12 months that I am going to begin each lesson by choosing four to five students to be asked oral questions on the prior lesson and the graded symbol represent one of the three quizzes that I have to do every month. As the time goes by and through the relaxing learning atmosphere the students acquire the hidden talents behind oral examinations such as, the practice in structuring answers and managing the material and the understanding of it.

*Publications and logs:

As cited in Stiggins (2008) "written details accumulate as time passes, you can use those to help students reflect on their improvement as achievers- the center of evaluation FOR learning". Regardless of the great importance of reflective journals and logs in education, I as a science teacher cannot utilize it as a supporting tool in analysis as ca do the British teachers. Whereas, I really do ask my students to reveal in a very different and unique way that are related to your subject matter area for example, I usually keep these things jot down their observations, conclusions and their suggestion in various scientific topics that we go through in the lab. Putting hands on activities and reflecting on these encounters, highlights the strengths of this kind of communication assessment such as: summarizing ideas, experience and opinions besides, browsing the academics and personal growth by reading past entries. On the other hand I cannot see any weak points in writing publications except that Personally i think jealous of the English professors because they can make perfect use of this analysis tool. Throughout my very own experience one of the merits of the AUC course is the fact that it offers me the possibility to go in to the habit of writing reflective journals.

*Ways in which a teacher can maintain quality control when working with personal communication as diagnosis in the classroom:

Using personal communication in mixture with other methods can deepen our perceptive of student learning. By revealing our students to assessments that be based upon personal communication, we can establish them up for energetic and successful education. As well as other methods, diagnosis predicated on personal communication is a victim to avoidable sources of bias that can misrepresent results if we aren't careful.

To circumvent the issues of personal communication and ensure validity and stability of the analysis, the questions must be at that moment to cover the decided achievement focuses on, and choose appropriate measures of evaluating answers which are clear for both the instructor and the students. There are three problems that represent restricting factors up against the use of personal communication as evaluation which are: first the condition of forgetting, second the condition of "filters" and third the challenge of sampling. As emphasized by Stiggins (2008) in chapter 8 (Personal Communication as Assessment), to beat the first problem "the first reason for caution is that we must continue to be mindful of the fallibility of the real human brain as a recording device". I trust that the only path to overcome this issue is to keep a written record for every single student that reflects his achievement in a register form. Regarding the second problem, I was really impressed by Stiggins (2008) as he said "if we established norms of university student performance according to gender, ethnic heritage, ethnic backgrounds, appearance, linguistic experience, our understanding of the students prior achievement, or any of a variety of other kinds of prejudice - all probably unrelated to genuine accomplishment - we allow bias to creep into diagnosis, leading to unreliable results". I feel that the ultimate way to avoid these bias problems is to create a rubric for every single detail that we are going to assess. As for the last point which is the task of sampling, to get over it and ensure the reliability of personal assessments, we have to set the focuses on clear and create the heat atmosphere of the class room where we ask clear sufficient quantity of questions that improve the students the possibility to communicate their thoughts and ideas in a fair way.

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