Assessment criteria

1. What do you consider making an assessment?
   Although I have devised many of my own assessments,I currently work in a college where the assessments have already been provided. Overall,I assess my students in order to rank them in class,

Letter score, hard to tell whats that mean? Does it catch students’ effort. Don’t know if it catches students’ abailty.

1. What are assessment criteria for your class?
   Overall,I assess my students in order to rank them in class, monitor their progress, and recommend them for promotion to higher classes.

My courses are determinded by department. I am the one to create the rubric. I still confine the percentages. They are still be . I foucs on
Create a tool to capture stydenst’s individual
Doable and time contraints to consider.

1. Are there any rules when assessing students? (B.C/ school policy)- should, shouldn't
   All of mine significant evaluations are pre-prepared.
   I try to vary different tools. Give project, quizs, collarbrative.
   Rules: in supporting not failing “of “ reach out
   Support their learning journey. (help, not care their performance) over the period of time.
2. What rules have you established for your classroom?
   During the test itself, I am given a great deal of autonomy in the classroom. Besides the common rules like no cheating or no open books, there is sometimes a situation that arises where students ask questions about the test that require the instructor to reflect. Here I use the “fairness” rule or the “golden” rule. I always give the student a reason why they can or cannot do something on the test.
3. What principles do you use to motivate students?
   When I was hired, the director of my college told me that to motivate the students was my most important mission. I often talk about positivism in everything we do. I also like to mention “IRL” (in real life) as a way to connect our studies to each individual student. Furthermore, we talk about world events and our own lives to furtherly make the materials more cogent and impactful.
   I do give out rewards, but - when I taught in China – it was often said that a student reward is their progress. So, sometimes I give out rewards and sometimes I don’t.

First thing teach math: cause fail, furtrate, my students need high level of motivation. Their own mindset to switch to learning.
Help them have a sense to trust with me(someone willing to help through this learning). Have confidence of learning math. (experience)

1. Tell me about some teaching techniques that were effective in your classroom (improved learning, individualized learning vs whole-class approach)
   I really find that making the work more student-centered leads to better work by the students. We regularly have presentations and learning more details about everyone’s life helps to create a stronger bond in the group.
   I always strive to explain why the students should care about learning the materials I give them. I tell them that I’m not there to waste their time.
   Calling students into interview express them to me, to solve the problems.
   Interview is effective, and talk is helpful, (因为有时候 考试的时候不能表达出来，但是paper不一定能表达出来) in most cases, the students are able to talk verbally. Boys in particular in difficulty writing. But they able to talk and has lots of knowledge. My was is flexible.
   Assessment is not record, is to know how to help in learning math。
2. Describe an ideal curriculum in your area of study and when assessing the children.
   I mentioned “IRL” and, like the new secondary school curriculum, I ask my students to choose a given assignment and complement it with their own career paths.
   (gives more flexible, freedom)

Ideal：a curriculum made by me. Allows for students to make curriculum and learn by student-centered.
First thing I want parents involved in this process. Suit their needs.
Teacher should play a good rule in planning. Also take consideration of cultural, applicable abailty, developing students’ problem solving.
More that just use that, design this mindset, students will able to part of the cultural, in sovling probelmss. curriculum is part of.
Rescorses is to be available. (not only paper and pen; actually going into fields. )

1. Describe the format you use to develop for your lesson.
   Although my core material is sometimes provided and sometimes written by me. I try to “mix up” my teaching so that certain topics do not bore the students heavily. Consequently, I usually teach the “drier” material in the beginning of the class and mix it with something more interesting. I try to leave the more interesting material closer to the end. Of course, my goal is to always make all of material as interesting as possible.

No format, I wanna to. Assessing students’ knowledge of concepts.
Math call the students
Put them into snrios. I use because I am part of the department. Cant test over and over time.

1. How would you handle the different ability levels of students in classes? (especially when assessing the children)
   As far as the group work goes, I do try to balance the students so that I group does not have a grossly higher ability level. This would be especially true in competitive situations.
   In assessing them, I do look beyond just ability when grading. That only goes so far though. If a student makes great efforts to improve, but is unable to master the course work, there is only so much extra credit I can give them before I have to decide that their ability does not allow them carry on at the next class level.
   I teach math, depends on the tasks. Group them as cultural experience, interests experience, abailty level.
   You want to challenge them (group them by interests.)
2. How would you handle the students who show consistent behavioral and other kinds of problems in your class? (absence, sleeping, interrupting the other students)
   Absence: they need to uphold 80% attendance in order to pass the course.
   Interrupting the other students: I would just manage this along the lines of them being rude or not. Interrupting someone is often a rude thing to do, but there are shades of rudeness. No instructor should be too heavy handed.(老师不应该太疯狂的纠正他 像一个大人 不然我看上去像傻傻地)
   我不会因为去惩罚她们，Chronical behavioral : other people (professional people) deal with it. Be able to tap and 纠正他们的行为。
   Provide students’leadership, be the person to present to control.
   I don’t have any traning for this, so I would refer to the experts
3. What kind of curricular methods and assessment would you like to develop or add on your current curriculum or assessment?
   Presently, I have written most of the materials that I work with. I am constantly revising one thing or another.
   In an ideal classroom, I would promote “IRL” to the point where my students are engaging in their passions and career paths. I could therefore assess them on their progress in that journey. That collaborative approach would be more satisfying for all involved.
   I wanna take away percent, want to do more project, present new idea into field. I don’t think the number Is helping them, I’d like the change the time period. 学习时间太长， 不够学， 不能够internalized。必须再次期间给足够的考试和quiz，buhao。
4. How do you involve parents in learning/ assessing process?
   When I ran my own school, I allowed the parents to attend all classes. It is no secret that the most successful students are often the ones who work closely with others, especially their parents.
   Right now，I don’t. but before, I call them to come into class review students’ work. We also have assessment like project invele parents: to work with students/
5. How do you receive the criticism or feedback of the assessment?
   I am open to it at any time. I most commonly discover any weaknesses in the assessment process when students ask questions and when we review the test. I am very business-like about any problems and work quickly and justly to resolve them.
   (given them the benefit of the doubt: he will approach to students and ask them again, 如果是我的错误，我会去纠正学生 miscommunication ， 很少碰到)

有时，学生和家长可以评价我的评分标准 ， get an understanding or progress, through dialogue with parents and students, also administration will critique.

1. How would you response if a student or parent said that you marked unfairly or too hard.
   I would ask them to show me specific examples of this unfairness. I would then address each one point by point. I would try to be as simple as possible with my reasoning and proofs and I would try to maintain the highest level of fairness towards the complaints. If I found any mistakes on my part or the institution’s, I would apologize and promptly move to rectify the situation.
   Get other people to review it.
2. Define current assessment trend in your subject area.
   It is still mostly marks based; however, participation is a substantial factor in the overall assessment.
   based on the final exam mark being at least 70% and attendance being at least 80%.

Formative > summative

1. Could a student of low academic ability receive a high or good grade in your classroom?
   Again, it is not really a matter of that. Students sometimes try to pressure me to pass them. I will look at their results like a judge might look at an appeal. However, if my final assessment concludes that this student cannot function at a higher academic level, then I will share that with all concerned.

I don’t have the ability

1. How do you individualize learning in your class?
   I get to know the students, where they come from, what they do, and where they are going, and keep that in mind for every interaction that I have with them and others in the classroom.

Have a work understanding their background. Know them and plan the

1. What values do you think most important when assessing your students?
   Fairness; clarity; transparency; openness; accountability

clarity; transparency

1. Describe some experience you had a difficulty with some children or person or when developing assessment/ curriculum.
   For people, probably the most difficult to deal with are those with low social ability. However, I will treat them as fairy as any other person. I will forgive, but I might not forget.

For developing teaching materials, I have found that there are usually difficulties that arise just as there are stretches of uninterrupted progress. When I was young, I used to think that after a Herculean effort, I could complete my master curriculum and live off of its success. I now know that this is a process of lifelong learning.

A larger amount of students’ work being assessed rather than mainly final exam.

I don’t recall have that. Heavey emphzaize on gpa here, cultural thing.
One thing I remember, I put into different tools in assessment,
Some teacher want to use this assessment, I was conformatable, fairne (teachers.)