SCHRITT 3: Was habe ich gelernt?
STEP 3: What have I learnt?
1. What are the two main purposes of evaluating the learning progress of refugee students?
- To compare students' learning progress with their peers
- To provide students with a grade or score
- To inform teachers/trainers about the results of their teaching/training and to provide formative feedback to students of their attainment
- To discourage students from further learning efforts
Answer:
To inform teachers/trainers about the results of their teaching/training and to provide formative feedback to students of their attainment
Explanation: The evaluation (assessment) of the refugee students’ learning progress has two main purposes. The first purpose is to inform the teachers/trainers about the results of their teaching/training in order to organise learning activities that are adapted to the requirements and capacities of the individual student. The other is to provide formative feedback to the students of their attainment to help them focus their learning efforts and enhance their further progress. Dialogical evaluation between teachers and students on the students’ learning progress can strengthen the students’ ability to learn. In addition, the teacher’s evaluation and recognition of the students’ learning progress can encourage the students’ engagement and strengthen their development of confident learning identities.
2. What are the advantages of practical work-based skills demonstrations for refugee students?
- It provides a more accurate evaluation that is dependent on the language proficiency of the student
- It only evaluates the student's acquisition of knowledge and not their ability to explain their work procedures
- It offers immediate feedback on the student's work process and the result/product of the work assignment, and it is not very dependent on the language proficiency of the student
- It provides feedback only to trainers and supervisors, not to the student
Answer:
It offers immediate feedback on the student's work process and the result/product of the work assignment, and it is not very dependent on the language proficiency of the student
Explanation: Especially for refugee students, practical work-based skills demonstrations have many advantages. During skills demonstrations, the students can get immediate feedback on their work process as well as on the result/product of the work assignment. This can offer a more accurate evaluation, which is not very dependent of the language proficiency of the student. In addition, the evaluation can provide instructions to the students (feed forward) on how to improve their competencies.
3. What is the importance of interactive and dialogical evaluation in improving students' learning progress?
- It helps students to reflect on their own learning and become self-directed learners
- It allows teachers to provide criticism and discourage students from continuing their learning efforts
- It only benefits students with advanced language skills
- It is not necessary for evaluating student progress
Answer:
It helps students to reflect on their own learning and become self-directed learners
Explanation: Whether it is formal or informal, the evaluation of learning must be explicit, detailed and constructive in order to help the students’ learning progress. In addition, the evaluation must be interactive and dialogical in order to improve the students’ ongoing reflection and self-evaluation of their own practice. Teachers should encourage students to evaluate their own work and learning progress to help the students becoming self-directed learners.
4. What is the risk associated with evaluation for feedback for refugee students?
- It can improve their engagement in learning
- It can encourage them to become self-directed learners
- It has no impact on refugee students' engagement in learning
- It can discourage them if they interpret the evaluation as an assessment of themselves as a person rather than of their learning progress
Answer:
It can discourage them if they interpret the evaluation as an assessment of themselves as a person rather than of their learning progress
Explanation: While evaluation for feedback can encourage the refugee students’ engagement, there is a risk that evaluation can discourage students. This can happen if the evaluation is interpreted by the students as an assessment of themselves as a person, and not of the learning progress. Repeatedly being identified as a low-performing learner can discourage students and contribute to a process of disengagement and withdrawal from school.
5. What should teachers be aware of when evaluating the learning of refugee students, according to the text?
- The risk of biased evaluations due to stereotypes and low expectations.
- The need to emphasize the deficiencies in order to improve learning.
- The importance of vague criteria for evaluation.
- The need to keep cultural norms and social standards implicit.
Answer:
The risk of biased evaluations due to stereotypes and low expectations.
Explanation: Evaluation of learning progress is more effective when it emphasises the progress and improvements of the students learning, than when it emphasises the deficiencies. Teachers should be aware of the risk of bias in the evaluation of the learning of refugee student due to stereotypes and teachers’ low expectations to the capacities of these students. Teachers should explain in detail to the students the criteria and reasons for the evaluation.
6. What are the potential benefits of using practical skills demonstrations to evaluate the learning progress of refugee students?
- Provide immediate feedback to students, regardless of their language proficiency level.
- Provide instructions to students on how to improve their competencies.
- Encourage self-evaluation and reflective practice in students.
- All of the above.
Answer:
All of the above.
Explanation: Using practical skills demonstrations to evaluate the refugee student’s learning progress can be more accurate and efficient for learning than using written or oral tests. Evaluation of the students’ work processes during skills demonstrations can provide immediate feedback to the students learning independent of the language proficiency of the student. In addition, the evaluation can provide instructions to the students (feed forward) on how to improve their competencies. Encouraging the students to evaluate their own learning can help them becoming self-directed learners and improve their reflective practice.