Assistant teacher course/Testing and grading
Testing and grading
Testing and grading by assistant teachers can have the effect to degrade the quality of both. On the other hand assistant teachers have the advantage of being able to test and grade much smaller groups and receive motivation and an opportunity for personality development through the responsible task. An important distinction appears to be where to apply testing and grading by assistant teachers and where not.
A grading conference can be seen as an important purpose of the assistant teacher office. The work leading up to a grading conference is made meaningful by the grading conference.
The participants should be told that the underlined passages are criteria for citizenship education (see Instructors' guide), which should provoke some curiosity to see the whole list of criteria for citizenship education, especially after the citizenship education phase. If nobody asks for the list the instructor can discuss with the group why nobody asked.
Important observations that can be made here are that grading the work of assistant teachers provides motivation for dispute, which can be used to train valuable social skills. The motivation received from a further grade for the assistant teacher office may not be a very strong motivation for all assistant teachers but for some assistant teachers it may provide a valuable degree of additional motivation. In general the assistant teacher office itself should be a source of motivation but is this source of motivation possibly damaged if the well-known motivation through grades is attached to it? Is it, on the other hand, a valuable motivation if an assistant teacher can lose assistant teacher status through bad grades?
Should a later group of assistant teachers reject the contradicting motivations they can either attempt to abandon grading for assistant teachers or form a committee on appeals to encourage challenging decisions seen as unfair. In either case the procedure provides motivation to do something sensible, which means the initial group of assistant teachers should decide on grading the work of assistant teachers.
Introduction · Taking the view of the teacher · Reinventing the wheel · Psychology and metacognition · Soft skills · Active self-criticism · Dialectic · Didactics and mathetics · Preparing and holding a lesson · Pedagogy and parent education · Citizenship education · Testing and grading · Self-management and independent learning · Higher-order thinking skills · Theory formation · Theory of education · Assistant teacher training · Differentiated instruction · Collaborative action research · Junior mentoring program · Individual curriculum · Mentoring assistant teachers · Organization · Book project
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