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| Source: http://justfacs.com/wp-content/uploads/2010/09/classroom-management.jpg |
Aji Nur Hakim
The main fear of teacher is classroom
management. As people know that the ‘work’ teaching is not easy. Teacher is the
one who expert and knows the material well, teacher has to know their students,
have to prepare the lesson well, and the most important is face the unexpected
classroom environment. Beside, the assessment has to relate to the lesson. How
classroom management can be tools to approaching assessment?
Mary Liz Hinton wrote about assessment
titled “Assessment: A personal classroom management approach.” The point of her
writing is how to assess students by using classroom management approach.
“...it is imperative that students be provided with a supportive learning
environment that makes it possible for them to achieve the intended outcomes”
(Hinton, 2006). It is state that learning outcomes is related to good learning
environment, which is also related to classroom management.
Hinton (2006) discuss four topics in her
writing:
1.
The
Need for Correlation between Instruction and Assessment
2.
The
Need for Validity and Reliability
3.
Types
of Assessment
4.
A
Balanced Assessment System, Classroom Management and Student Learning
First discussion talks about the need
for correlation between instruction and assessment. Before assess students, it
is crucial that teacher make clear instruction. With clear instruction,
students will easily answer the questions and understand what the question
about. Although clear instruction is not the one which caused good outcomes; at
least it is not teacher’s fault to plunges students in difficult situation and
end with not answering questions.
According to Biggs (in Hinton, 2006),
there are three-stage model to avoid improper link between instruction and
assessment:
a.
Identify
clear learning outcomes.
Means teacher
have to ensure that the learning outcomes for each subject/topic/subtopic is
clear. Every assessment starts from the objective. With this objective, teacher
can choose the best method to assess. Teacher determines that a topic has its
learning outcomes. For example, the learning outcomes of topic Tenses in
English is presentation of students. If teacher did not state the clear
learning outcomes, teacher will not get what the assessment of the learning so
that teacher knows that students are understood.
b.
Design
appropriate assessment tasks that directly assess whether each learning
outcomes has been met.
Every teacher
has their own strategy in learning, same with having the same strategy to
assess, although making assessment is not easy. Beside make sure that
assessment is directly asses to students so that teacher knows that students
already achieve the objective or not.
c.
Design
appropriate learning opportunities to get students to the point where they can
successfully undertake the assessment tasks.
Design the
assessment as possible as can to find out how far students’ understanding. Every
student has the right to do the assignment well, so that teacher have to make the
assessments well organized and suit to type of students in the classroom.
One
of the factors that make students cannot do the assignment well, because they did
not catch the instruction clearly. So that instruction is in line with the
students understanding that can affect the assessment, too.
Second
discussion is about the need for validity and reliability.
“Validity refers
to the degree to which the assessment tool measures what it is supposed to
measure.
Reliability
refers to how consistently the assessment yields the same result” (Hinton,
2006)
Before
students have to assess, the tools to measure it have to valid and reliable. If
the tool is not valid and reliable, the assessment will be biased. While the
aim of assessment is to assess students fairly and effectively, the assessment
must reflect the leaning objectives already given by teacher and must to assess
with the same result although in different perspective of students’ answer. The
objective is just one, and teacher have to clearly state that assessment is not
only assess for several diligent students, or not diligent students.
Measuring
valid and reliable assessment is neither not easy, nor difficult. Teacher have
to check back the assessment tools and try to not to subjective and also try to
not to out of topic discussed in the learning objective. For example, if
teacher wants to assess students understanding about basic algebra to count x
or y, then teacher should not assess students to find x2. Beside it
is not valid because the objective is wrong, teacher also do mistake which is
not fair if some students are already know the result of it and another is have
no idea to answer the question.
Another
example happened if teacher expectation is different from students’
perspective. Below is the example of the question given:
“What
is the half of eight?”
The
question has to recheck again if it is reliable or not. Even if it is valid,
but if it is not reliable, the questions still not suppose to be use. Some
students might think that the answer is 4 (8/2=4). Some other students might
think like this:
8
Or like this:
8
Now, we know that why
the questions must be reliable. Students think in different way of thinking.
That is why, once again, recheck the question before teacher give instruction
and assessment to students.
The third discussion is
about types of assessment. There are two type of assessment: formative and
summative assessment.
“The purpose of formative
assessment is to guide the student through the learning process while
constantly checking for understanding and adapting instruction to benefit the
leaner as much as possible.
Summative assessment is done at the
end of instruction for the purpose of certifying mastery or assigning grades”
(Hinton, 2006)
The type of assessment
usually use by teacher is summative that assess students in the end of chapter
or the end of topic. In our era now, it is better to balance both formative and
summative. Both the type of assessment is not better than the other. Both are
important to assess students. Just, it is better to use both of assessment to
maximize and know how far students’ understanding while learning occurs.
We cannot say that
formative assessment is better than summative. Sometimes, teacher has to know
that in certain time formative assessment is needed to do. In other time, may
be teacher does not need formative assessment. Just remember that summative
assessment still need to do in the end of study in the topic of study.
The last discussion is
about a balanced assessment system, classroom management and student learning. What
is the relation between last three discussions (instruction, validity &
reliability, and type of assessment) with classroom management? The instruction
brings students to have the clear understanding about the problem and can
answer in the proper instruction. Before that, the questions have to valid and
reliable so that teacher assess according to objective of the lesson assessed.
Beside teacher will not face multiple answers which not suit with the teacher’s
perspective of answer. With these learning outcomes of assessment, students
will decide their own strategy of learning to get the better outcome of
learning. Better outcome influenced from, one of them, learning environment
that included in classroom management. Trough classroom management, teacher can
control students behavior and attitudes so that students can run the learning
process as effective as possible. Creating comfortable learning environment is
one of the tasks of teacher to build strong support to learning. Not only that,
set the students’ goal of study also needed so that students will give the best
effort in study. The use of both type of assessment, formative and summative,
also can check students understanding in the learning, and can compare their
understanding before, or compare with other peer. Get the feedback from teacher
and students also the best way to increase students’ motivation to do better in
the next assessment.
In conclusion, using
classroom management to create valid and reliable assessment is possible to do.
When teacher use classroom management approach, students will automatically
give the contribution to the class, at least to her/his self.
Source:
Hinton, M. L. (2006)
Assessment: A personal classroom management approach. ProQuest Education Journals, 2, 4. Retrieved from http://search.proquest.com.ezproxy.library.usbi.ac.id/docview/231511680/97F276184DB943D4PQ/12?accountid=108784
A Review: Classroom Management (Assessment: A Personal Classroom Management Approach)
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| Source: http://www.blogging4jobs.com/wp-content/uploads/2012/10/human-potential.jpg |
Aji Nur Hakim
Open area
Known by ourselves and others.
|
Blind
area
Known by others, but not ourselves
|
Hidden
area
Known by ourselves, but not others
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Unknown
area
Known by neither ourselves, nor others
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Picture 1. Johari windown
Open area means, “Information about the person - behaviour, attitude,
feelings, emotion, knowledge, experience, skills, views, etc – known by
the person ('the self') and known by the team ('others')” (Chapman,
2003). Potential that we have already know also known by others. For example, I
know that I can sing well, so do people. It is called my potential is in open
area.
Blind area means potential that not known by self,
but it is known by others. The aim of having blind area is, “to reduce this
area by seeking or soliciting feedback from others and thereby to increase the
open area, i.e., to increase self-awareness” (Chapman, 2003). For example,
people say that I can write novel because they see that my writing is quite
good. I do not know that my writing is such as good as other writer. I will try
to increase my awareness because of that, and people can say what my potential
to help me increasing my awareness of my potential.
Hidden area means, “Represents information,
feelings, etc, anything that a person knows about him/self, but which is not
revealed or is kept hidden from others” (Chapman, 2003). The hidden area part
has an objective when someone work in group or any environment that push them
to not to show information or feeling that can hurt other people. For example,
I have bad anger when people comes to judge me. When I have a meeting, I push
my self to not to show my anger because it can hurt people and disturb the
meeting.
Unknown area means the potential that can not known
from others or self. “Managers and leaders can create an environment that
encourages selfdiscovery, and to promote the processes of self discovery,
constructive observation and feedback among team members” (Chapman, 2003). In
the unknown area, the potential that might I have can not be known either by
self, nor other. We have to make trial and error experiment to know that we
have the potential that unknown before. For example, I try to dance to know
that it is my potential or not. Before that, I never do dance because I think
it is not suitable for me. Sometimes, the thing that we do not like or we think
it is impossible to us to do is our potential. Without trying it, you could not
know that it is actually your potential.
Potential can be support by motivation,
especially internal motivation. External motivation also can influence the
potential, but the effect of internal motivation is bigger than external
motivation. For example, I want to develop my writing potential by join the
writing competition. I have intrinsic motivation which is to develop my
potential. My friends also say that I have to join the competition because they
belief that I can win. My friends’ support can be categorized as external
motivation. Still, internal motivation is the best motivation to push someone
to do better developing potential.
The second discussion is about problem
solving. All people in the world of course have problems, and the problems have
to be solved so that they will not stress to think about it. Problem itself
divided by two: ill define and well define. Complex problem with several
solution categorize as ill define. Beside, well define is problem that discrete
representation and can be done in one solution or have finite goals.
According to Hardin (2002), there are three
attributes that used to differentiate expert from novice problem solving
characteristics. (1) conceptual understanding, “refers to both the actual information in memory and
the organization of that information in memory”; (2) basic, automated skill
automatic and habitual skill that do not need much thought to be done; (3)
domain-specific strategies taking some process and procedure under control to
solve the problem. The conclusion of the three attributes is below.
Experts (1) exhibit better conceptual understanding of
their domain
(2) use more automated skills and domain-specific
strategies; and
(3) have a conceptual understanding that is
declarative,
while basic skills and strategies are procedural.
(Hardin, 2002)
How can we do problem solving? Williams
and Carey (2003) have six steps to solve the problem. First, indentify the problem. How can we solve
the problem if we do not know the problem itself? Sometimes, the problem is not
just one, but many. People have to aware that the problem might a ‘problem’
after they realize that it is not. Second, seek
out information and set goals. Go get some information how to solve
problems, and set the goals that achievable. Third, brainstorm. Think again before solving the problem. Get help from other
is good if it is possible. Fourth, choose
a solution. Evaluate the positive and negative effects of the solution. Choose
the one that most suitable to execute. Fifth, describe the plan. Planning to execute the plan to solve a problem,
including add some people that might can help. Last, review and revise. Checking the solution goes well or not. Revise goals
if it is not solved yet. Go the process from first step if the outcome is not
satisfying.
Source:
Williams, D. A., & Carey, M. (2003).
Solving the problems of a chronic illness: 6-step problem solving. Retrieved from
http://www.med.umich.edu/painresearch/patients/Problem%20Solving.pdf
Hardin, L. E. (2002). Problem solving
concepts and theories. Retrieved from http://www.utpjournals.com/jvme/tocs/303/226.pdf
Chapman, A. (2003). Johari window. Retrieved
from https://www.usc.edu/hsc/ebnet/Cc/awareness/Johari%20windowexplain.pdf
A Review: Unleashing Potential & Motivation and Problem Solving
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