BIOLOGY GRADE 9 adv REVISION TERM 2 coverages and interactive worksheets

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 الاشتراك على جروب التليجرام وعلى اليوتيوب لكي يصلكم اي جديد مفيد 

كما نتمنى ان تزودونا بالتعليقات في الاسفل عن مدى سهولة او صعوبة الاسئلة وكيف كان التعامل معها ومع روابط التدريب  المختلفة 

رابط التليجرام 

 https://t.me/+YGA3k6oMr9XQhoWd

رابط اليوتيوب 

https://youtu.be/pnOYoHhkQMs

  و الان رابط الهيكلة 

https://drive.google.com/file/d/1k3b8FBauKzROTkwjjpMB1zy1h_JNTnKj/view?usp=sharing

رابط اسئلة المراجعة الاولي 

https://docs.google.com/presentation/d/1zowgRpunQ1YHje0thv6q7oYxrMYXqsR1/edit?usp=sharing&ouid=117306194798549436528&rtpof=true&sd=true

رابط اسئلة المراجعة الثانية 

https://docs.google.com/presentation/d/1YwtOeFHTWnrJvGcUEvAsaGl2n50CrnAD/edit?usp=sharing&ouid=117306194798549436528&rtpof=true&sd=true

Endocrine system

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Nervous system:

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Sensory system 

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Reproductive system : 

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SCIENCE REVISION #GRADE_6 TERM 2 PART 2 #CELL_STRUCTURE COMPLETE REVISION

 

 

Interactive worksheet grade 6 term 2  part 2   with  ppt science coverage grade 6

  لكي يصل لكم كل جديد تابعونا على التليجرام لطلبة ما قبل الجامعة على الرابط التالي 

https://t.me/+YGA3k6oMr9XQhoWd

Interactive worksheets

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link of ppt science coverage grade 6 رابط هيكلة علوم سادس الفصل الثاني :

https://docs.google.com/presentation/d/1FEazQp9bigBLAHpSJEJ1QQvl4WGPOLsW/edit?usp=sharing&ouid=117306194798549436528&rtpof=true&sd=true

ولا تنسونا من الدعاء لوالديا  والمسلمين اجمعين 

SCIENCE REVISION WITH Interactive worksheet grade 6 term 2 part 2

 

 

Interactive worksheet grade 6 term 2  part 2   with  ppt science coverage grade 6

  لكي يصل لكم كل جديد تابعونا على التليجرام لطلبة ما قبل الجامعة على الرابط التالي 

https://t.me/+YGA3k6oMr9XQhoWd

Interactive worksheets

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link of ppt science coverage grade 6 رابط هيكلة علوم سادس الفصل الثاني :

https://docs.google.com/presentation/d/1FEazQp9bigBLAHpSJEJ1QQvl4WGPOLsW/edit?usp=sharing&ouid=117306194798549436528&rtpof=true&sd=true

ولا تنسونا من الدعاء لوالديا  والمسلمين اجمعين 

SCIENCE GRADE 5 TERM 2 REVISION WITH INTERACTIVE WORKSHEETS for training

Please follow us on this WEBSITE, Telegram and YouTube 

 الاشتراك على جروب التليجرام وعلى اليوتيوب لكي يصلكم اي جديد مفيد 

كما نتمنى ان تزودونا بالتعليقات في اسفل المنشورعن مدى سهولة او صعوبة الاسئلة وكيف كان التعامل معها ومع روابط التدريب  المختلفة 

رابط التليجرام 

 https://t.me/+YGA3k6oMr9XQhoWd

رابط اليوتيوب

 https://youtu.be/Rf-eQwvu0Gk 

 والان روابط المراجعة ( ارجو الاضطلاع عليهم جميعا  للتدريب الجيد ولو سريعا)

REVISIONS LINK

 https://drive.google.com/file/d/1Fbswc3584F1Om_lgxIvyVwZDMEPI2-FF/view?usp=sharing

https://docs.google.com/presentation/d/1PmnYRf5g9iITFLc-2ZprQGlK-vp5k9TN/edit?usp=sharing&ouid=117306194798549436528&rtpof=true&sd=true

https://drive.google.com/file/d/1QzKZB-BsnQfTiKPybX1RPlvcftBMp9Uv/view?usp=sharing

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:INTERCTIVE WORKSHEETS

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high level  )force problem   )  

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portfolio assignment unit 8 EDUC 5220 for Master degree in EDUCATION ( curriculum design and educational decision-making)

                                                   

 

 

 

 

 

Portfolio unit 8

EDUC 5220 - Curriculum Design and Instructional Decision Making

October 27, 2021

 

 

 

       The course of curriculum design and educational decision-making is one of the best courses from which I have learned a lot, and the fact that when studying any course in the university you fully believe that the reform of the educational process is done only without it, for example, when I studied the course of creating an attractive environment, you see that the process of education renaissance is done only through it and this is a great success of the course and when I studied the course of curriculum design and educational decision-making.

          I now believe that the validity of the education process in my country or in any country Another is through the design of a strong curriculum that corresponds to the needs of individuals and meet their desires with the needs of the whole society and studied that the design process is not carried out by an individual but a large group of individuals who studied in the best foreign universities and received science at the hands of the great scientists in the world and this higher group creates groups smaller than them to perform specific functions such as conducting questionnaires or meetings with students, teachers, parents and all communities of society with the aim of reaching the process of evaluating the curriculum The old and presented their views on how the new curriculum is and what their needs are, i.e. they feel that all the steps that this committee is taking for the rest of the people themselves and all this is done through a mental action plan for the process of reforming the existing curriculum or the formation of a new school model that responds to changes in society as well as meets its needs and develops the skills of the twenty-first century .

In this great course, I have learned several important points, including the following:

             The curriculum has many definitions that vary from researcher to researcher. According to Russell, the problem of definition is not as flexible as it appears on the surface. This is so because it remains a strong debate whether the teacher makes the curriculum or the curriculum makes the teacher. The point, however, is, the content of a curriculum is partly influenced by the needs of the learner and the curriculum determines what the teacher teaches (Russel, 1997).

 

            I think the following definition of the curriculum is from the best, where “Tanner and Tanner (1975) has an accommodating definition of curriculum, thus: Curriculum is the planned and guided learning experiences and intended learning outcomes, formulated through the systematic reconstruction of knowledge and experience, under the auspices of the school, for the learner’s continuous and willful growth in personal social competence.” (Ikhianosime, F. (n.d.),2011, P4)

The curriculum plays a major role not only in terms of education but also in terms of economy, trade, industry and even politics. Eisner asked good questions, showing the relationship between curriculum and life, “What opportunities do students have to work cooperatively to address problems that they believe to be important? Can we design schools so that we create communities of learners who know how to work with one another? Can we design schools and classrooms in which cooperating with others is part of what it means to be a student? Do students have the opportunity to serve the community in ways that are not limited to their interests? “(Eisner, E. (n.d.),2001, P302)

 

            In the International Bureau of Education website of UNESCO in an article with different meanings of the curriculum was mentioned that In some cases, people see the curriculum entirely in terms of the subjects that are taught, and as set out within the set of textbooks, and forget the wider goals of competencies and personal development. This is why a curriculum framework is important. It sets the subjects within this wider context and shows how learning experiences within the subjects need to contribute to the attainment of the wider goals. (Eisner, E. (n.d.),2001). I think this refers to there are different goals for the curriculum.

           Kliebard,1989 mention that Curriculum decision making also involves the problem of distribution We should be prepared to address the question of who should get what knowledge through the institution of schooling generally, and the vehicle of the curriculum in particular. As the English sociologist, Michael F. D. Young has contended, all knowledge is socially constructed, and this point is of fundamental importance in curriculum thinking. Young and others have argued from this sociology-of knowledge vantage point that "the school curriculum becomes just one of the mechanisms through which knowledge is 'socially distributed. " If this "socially distributed" knowledge gets parcelled out according to, say, social class or race or gender, then this view would have the highest significance for any relationship we may assume between education and social mobility. When we consider the value and mechanism of knowledge goods (Kliebard, H. M., 1989)

        I think that schools determined to create communities of learners trained in 21st-century skills, the most important of which is collaboration, innovation, creativity and problem solving are almost too few so, we need more from these schools. I have studied to the world Michael Schiro that to design a curriculum we must take care of the study of several ideologies.

           Michael Schiro mentioned that there are four Curriculum Ideologies, that is, “The Social Efficiency ideology, the Scholar Academic ideology, the Learner-Centered ideology, and the Social Reconstruction ideology,” (Schiro, 2013) which he believes once put to practice can lead to positive results within the education sector.

         In his elaboration of the four curriculum ideologies together with their purpose of education, Shiro says that The Scholar Academic Ideology is to “help children learn the accumulated knowledge of our culture” (Pg 4). This ideology focuses on the delivery of content of a specific discipline and the role of learners is to take it all in. The social Efficiency Ideology differs from the scholarly academic in a way that it aims to equip learners with skills that would make them productive in society. It also labours in determining the needs of a society leading to the training of learners to meet these needs. (Pg 5). Schiro’s The learner-centred Ideology does not rely on the societal needs or on the academic disciplines, it instead centres on the needs and concerns of the learners individually. This ideology details the fact that individuals are knowledgeable from their interaction with the world around them, the teacher’s role is to help facilitate the synthesis of the knowledge that the learners have. This rules that the teaching methods should be learner-centred and the activities should dwell on the interests and strengths of the learners. Finally, Shiro Posits that The Social Reconstruction Ideology looks forward to the reconstruction of an already bruised society. He points out that issues like race, gender, social, and economic inequalities are the roots of societal injustices, and these are supposed to be rectified through education. (Schiro, 2013)

        I think that the curriculum is always changing and developed and hence the role of researchers and scientists specialized comes in finding the best curriculum to achieve the needs of learners and develop their skills especially skills of the 21st century so that the most expensive goal of the curriculum is to create a generation of leaders in multiple fields achieve happiness and well-being

 

And we can't lose sight of the great benefit of our study of the ideas of Dr John Dewey, one of the founders of the education revolution in America and the world.

 

Dr John Dewey put statement is the best statement ever published on education in the 20th century. Written after more than two decades of democracy and education (Dewey's most comprehensive statement on his position in educational philosophy), this book illustrates how Dewey reformulated his ideas as a result of his experience with progressive schools and in light of the criticisms of his theories received. In analysing both "traditional" and "progressive" education, Dr Dewey insists that neither old nor new education is sufficient and that both are mixed because neither of them applies the principles of a carefully developed philosophy of expertise. ( Dewey, J.,1938)

Dr Dewey in  chapter 8 Experience --The Means and Goal of Education mentioned that     “The principle that education to achieve its goals both for the individual learner and society must be based on experience - which is always the actual life experience of some individuals and the educational system must move in one way or another, either backwards to the intellectual and ethical standards of the pre-science era or forward to use more scientific methods than ever before in developing and expanding the possibilities of developing and expanding experience” (Dewey, J.,1938)

         Develop a curriculum reform plan through a community project in which everyone participates in which we guarantee the needs of students for the future, whether by designing a new school model that has all the ingredients for success, whether from a curriculum that adopts the achievement and development of students' skills as well as training teachers on the latest educational systems and freedom of thought and creativity to create a generation for the future and then evaluation step.

 

         The evaluation process is a process of measuring the impact of the existing plan to emphasize the positives and avoid the negatives. I think the Davis’ Process Model, the Stake’s Countenance Model, and the Eisner’s Connoisseurship Model (Wood, 1988) are legitimate methods of curriculum evaluation in my learning community.

        The Davis process model’s delineating sub-process allows individuals and groups to evaluate aspects of the curriculum by focusing on the aspects they feel are important for a particular audience. In my learning environment, this model could be used for what UNESCO (2015) identifies as assessment for accountability. Stakeholders who fund the school need to know the ideas they are promoting, such as reducing violence against students in schools, are being implemented. If these assessments are favourable, we could gain more support. Also, we can assess formatively which areas we should improve on. This would be an effective process to evaluate if the curriculum is meeting this goal.

 

 

 

 

References :

Russell, Susan Jo. The Role of Curriculum in Teacher Development, Retrieved from

http://investigations.terc.edu/library/bookpapers/role_of_curriculum.cfm, August 30, 2014

Ikhianosime, F. (n.d.). Problems of definition in the curriculum. Academia.edu. https://www.academia.edu/16840258/PROBLEMS_OF_DEFINITION_IN_CURRICULUM.

Kliebard, Herbet M, (1989), Problems of Definition in Curriculum, Journal of Curriculum and supervision, Fall, vol 5. No. 1-5, retrieved from http://www.ascd.org/ASCD/pdf/journals/jcs/jcs_1989fall_kliebard.pdf, August 30, 2014

Eisner, E. (n.d.). What does it mean to say a school is doing well?.  In Flinders, D. J., &   Thornton, S. J. (Eds.), The Curriculum Studies Reader, Fourth Edition, pp.297-305. New York, NY: Routledge. https://chrisdavidcampbell.files.wordpress.com/2016/12/eisener-2001.pdf

Different meanings of “curriculum" (n.d.). International Bureau of Education. http://www.ibe.unesco.org/en/geqaf/annexes/technical-notes/different-meanings-%E2%80%9Ccurriculum%E2%80%9D

. Kliebard, H. M. (1989). Problems of definition in the curriculum. Journal of Curriculum and Supervision Fall 1989, 5(1), pp.1-5.  http://www.ascd.org/ASCD/pdf/journals/jcs/jcs_1989fall_kliebard.pdf

 

    Olema, D. K., Nabitula, A., Manyiraho, D., & Atibuni, D. Z. (2021). Analysis of the shift from knowledge-based to competency-based education among secondary school teachers in Uganda. http://ir.busitema.ac.ug:8080/handle/20.500.12283/783

Schiro, M. (2013). Curriculum theory: Conflicting visions and enduring concerns (2nd ed). SAGE Publications.

Dewey, J. (1938). Experience and education. Touchstone Book. http://ruby.fgcu.edu/Courses/ndemers/Colloquium/ExperiencEducationDewey.pdf

UNESCO (2015). Student learning assessment and the curriculum: issues and implications for policy, design, and implementation. Current and Critical Issues in the Curriculum and Learning. pp. 1-29. http://unesdoc.unesco.org/images/0023/002354/235489e.pdf

 

Woods, J. D. (1988). Curriculum evaluation models: Practical Applications for Teachers. Australian Journal of Teacher Education, 13(1).http://dx.doi.org/10.14221/ajte.1988v13n2.1

Discussion assignment unit 8 EDUC 5220 for Master degree in EDUCATION ( #new_model_school)

 Discussion assignment unit 8

 New model school

              In this chapter, Jacobs talks about the idea of switching from old-fashioned schools to schools with new forms, where he said, “To move our school structures into more open, fluid, and correspondingly inventive forms, we need new forms, not reform”. (Jacobs, H.H.,2010, P2)

          In doing so, he invites for the idea of comprehensive change from the roots and not the idea of reforming what exists, he calls for the establishment of new schools with clear heckle systems consistent with the standards of the twenty-first century, these schools where the freedom of creativity and thinking and the establishment of new curricula also conform to the needs of society by taking the opinions of models of members of society students, teachers and parents

 

“Similarly, in designing a school environment, we can consider a wide range of options for each component, but then we need to match these program structures with the actual needs of students. As a 5th grader in New Jersey once said to me, "You know, our school is a kind of biosphere." To think in fresh ways about the shaping of new versions of school, preparation and research are essential. Otherwise, we will simply reiterate what we know” (Jacobs, H.H.,2010, P3)

Officials must answer a wide range of basic questions that come to the mind of community members that must govern the programmatic structures we use to support student learning as follows: What kind of long-term and short-term schedules will support our best learners?  What different ways to bring together our learners will help them in their learning experiences?  How should faculty be trained to best serve students and help each other?  What different ways to bring together our learners? How should faculty be formed to best serve students and help each other? What different ways to bring together our learners?  How should faculty be formed to best serve students and help each other?  What different ways to bring together our learners?  How should faculty be formed to best serve students and help each other? What different ways to bring together our learners will help them with their learning experiences?  How should faculty be trained to best serve students and help each other? What different ways to bring together our learners?  How should faculty members be formed to best serve students and help each other?  What different ways to bring together our learners?  How should faculty members be trained to best serve students and help each other?  What different Are how physical and virtual spaces can be created and used to support our work? (Jacobs, H.H.,2010)

 

In fact, the reform of the educational system in the countries must be carried out with a comprehensive societal will, for example in Egypt, the Minister of Education is trying to develop what is in the education system, and I mean here not by creating a new model in the first place, but by conducting a reform of education in Egypt, but it was met with great popular rejection and if it were not for the belief of the Egyptian leadership in this transformation to be implemented, this positive transformation would have stopped. The idea of changing the curriculum or perhaps establishing high-level advanced schools, that the opinions of students and parents of things and of course teachers were not taken, and this is a focal point in the process of transformation and as I mentioned in the project of unity that must be established sub-language whose task is to introduce new ideas in the Egyptian curriculum and schools through public meetings of samples of society as well as conducting multiple questionnaires to take opinions to reach the best possible education.

It is modern education and schools that can prepare learners not only for the skills of the 21st century, but beyond that, these learners will live in a different time than ours, another time with different technology and different potentials, and that is why the idea of preparing learners comes to the future.

After some colleagues knew that I am doing a master's degree in education from the United States, they asked me about my opinion in education now in Egypt because what is happening in Egypt in the field of education is a great renaissance, so I thanked the efforts made by the Ministry of Education in my country in order to make the change by developing strong curricula based on research, projects, critical thinking, problem solving and innovation, but my opinion was met with disapproval, rejecting the idea of changing the education system under the pretext of the inability of students to Understanding the new curricula and that there is no material potential for the state to develop the education system in Egypt and in doing so they are trying to go back, I replied to them that surely as long as the state made decisions on the development of the education system, it is certain that the sufficient budget will be provided that will provide students with open scientific research and the treatment of schools with different universities on the development of teachers to transfer new scientific knowledge to learners

Therefore, the process of education begins with the establishment of modern schools equipped with the latest educational systems and means and laboratories and the development of internal regulations for students and teachers as there should be a flexible curriculum based on the achievement of learners and their achievement and does not require the presence of the student all the time in the classroom to complete his work and thus create a new generation based on creativity we find that the student can accomplish different tasks in a less than expected time, also agree with local and international organizations to allow students to live with them and take their opinions and exchange ideas with them (Jacobs, H.H.,2010)

 

We must prepare learners for the future with modern science based on the skills of the 21st century and that education should be based on research and projects and provide solutions to problems in society, done with a popular and governmental will to develop education and perhaps we need an international will as well.

 

References :

Jacobs, H.H. (2010). New school versions: reuniting reinventing and school program structures. In Curriculum 21: essential education for a changing world. ASCD. Download PDF file.

GRADE 9 adv BIOLOGY IMPORTATANTS PAPERS AND REVISION coverage and questions صف تاسع متقدم احياء الفصل الثاني اسئلة وهيكلة المراجعة

Please follow us on this WEBSITE, Telegram and YouTube 

 الاشتراك على جروب التليجرام وعلى اليوتيوب لكي يصلكم اي جديد مفيد 

كما نتمنى ان تزودونا بالتعليقات في الاسفل عن مدى سهولة او صعوبة الاسئلة وكيف كان التعامل معها ومع روابط التدريب  المختلفة 

رابط التليجرام 

 https://t.me/+YGA3k6oMr9XQhoWd

رابط اليوتيوب 

 https://youtu.be/Rf-eQwvu0Gk 

  و الان رابط الهيكلة 

https://drive.google.com/file/d/1k3b8FBauKzROTkwjjpMB1zy1h_JNTnKj/view?usp=sharing

رابط اسئلة المراجعة الاولي 

https://docs.google.com/presentation/d/1zowgRpunQ1YHje0thv6q7oYxrMYXqsR1/edit?usp=sharing&ouid=117306194798549436528&rtpof=true&sd=true

رابط اسئلة المراجعة الثانية 

https://docs.google.com/presentation/d/1YwtOeFHTWnrJvGcUEvAsaGl2n50CrnAD/edit?usp=sharing&ouid=117306194798549436528&rtpof=true&sd=true

Endocrine system

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Nervous system:

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https://www.liveworksheets.com/su1490884md

https://www.liveworksheets.com/um2540174sm

Sensory system 

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https://www.liveworksheets.com/rd1511009vb

https://www.liveworksheets.com/ed2584686pp

https://www.liveworksheets.com/xt1557900jj

Reproductive system : 

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https://www.liveworksheets.com/cc1469213np

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EDUC 5220 DISCUSSION FORUM UNIT 7

 "Evaluation is not something that happens after a decision has been made. Rather, it is the basis for proposing change and its value lies in its ability to help clarify curriculum issues and enable teachers, as well as schools and systems, to make informed decisions. Due to the need, "This idea is one of the most important statements of Dr John and Bud, which illustrates the importance of the evaluation step in the curriculum.) Woods, J. D.,1988, P3)

Dr Wood then highlights the suffering that the teacher receives at the evaluation step, for example, the teacher's life is full, the barren time constraints will limit the amount of effort that most teachers may make in evaluating and the teacher is an important person in the learning process, their roles as a resident will be limited. Curriculum and issues except through information regulation processes and continuous discussion. There are three evaluation models, one is Davis, the process model, the second, the class counting model, the third is the Eisner expert model. (Woods, J. D.,1988)

 

And I think Davis, the student model is one of the most important models because it depends on the scientific method of thinking through the question that the evaluation team should ask, who this evaluation is, and who is the team that will perform the task that must be teachers, parents and officials of the Ministry of Education who will be able to follow the performance of teachers and performance of students for a certain period and form subgroups of them. (Woods, J. D.,1988)

The second model, which was agreed with Dr John Wood, is the sorting model, which depends on the elimination of intentions from the curriculum, such as where students come from, what they're inclinations and what they love, as well as teachers, and Dr Wood points out the importance of meeting the evaluation team to develop a joint plan and once the agreement begins to collect data, informal proposals, and then begins the phase of evaluation and interpretation of these data, which is the most important step in building the body of evaluation where residents reach the results of the evaluation. Much better and honest. (Woods, J. D.,1988)

And I think the two models represent an organized action plan for the evaluation process and a clear example of the teams that are evaluating schools did an example came to our school a team called Elevation, which sends its final report to both schools and the ministry, and it is fortunate that a team that applies global standards in evaluation and curricula such as those we learn now at the university comes to your school as if it were working only to catch mistakes, so it would be The rating score is low.  

 

Reference

Woods, J. D. (1988). Curriculum Evaluation Models: Practical Applications for Teachers. Australian Journal of Teacher Education, 13(1).

http://dx.doi.org/10.14221/ajte.1988v13n2.1

 

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Portfolio Activity Unit 7 EDUC 5220 STUDENT EVALUATION STRATIGIES

  

Portfolio Activity Unit 7

Student Evaluation Strategies

           Dr Guba and Lincoln defined the evaluation as they mentioned that” evaluation is one of the three basic forms of disciplined inquiry, the others being research and policy analysis. It is that form of inquiry whose focus is some evaluand (program, process, organization, person, etc.) and that results in “merit” and/or “worth” constructions (judgments) about it. Merit constructions converge on the intrinsic quality of an evaluand, regardless of the setting in which it may find applications. Worth constructions converge on the extrinsic usefulness or applicability of an evaluand in a concrete local setting. Evaluation of a proposed or developing evaluand is termed “formative,” while an evaluation of some developed evaluand is termed “summative.”(Guba, E.G., & Lincoln, Y.S.,2001, P1)

 

     While some teachers believe that tests and grades are a way to evaluate students, there are many other types of evaluation knowing that tests and grades only measure the ability to retain information and facts and do not measure the activities carried out by the student, which in turn led to the disregard of these activities in the school day, and wasted the attractiveness and vitality of these activities to the classroom environment and make learning enjoyable and thus limit the evaluation to the grades obtained by the student if not Getting a passing score is in itself frustrating for a student who makes him run out of material rather than love it passionately.

        The diagnostic (tribal) calendar helps to know the skills, knowledge and experiences of students before the start of the teaching process, i.e. at the beginning of each class to link two lessons or two units or a previous course and extend it at a later stage, thereby revealing problems that may hinder students' acquisition of new concepts and information. ( Atkin, J. M.,2001)

The interim (structural) calendar that takes place during the implementation of the lesson at time intervals determined by the teacher, i.e. the structural calendar is mostly at the end of each of the objectives of the class and benefits this type of calendar in providing feedback that benefits in modifying the method of teaching and increasing its effectiveness and discovering the extent to which the student understands the goal. ( Atkin, J. M.,2001)

 

 Concept maps (thinking maps):

        A modern evaluation tool that can be used in evaluating concept building instead of using tests, it is a way to arrange and arrange ideas and concepts, and also to illustrate how students relate to the concepts they have learned and help them develop what they have learned. Concepts form the basic basis of learning, and the first steps to build a map are to identify key and secondary concepts and then organize these concepts in the form of progressive relationships. 

The teacher should explain to students the right way to deal with the strategy of concept maps, whether providing them with resources and providing previous models, and explaining to them how to build a concept map correctly, and he must work to acquire students 21st-century skills, the most important of which is research, analysis, critical thinking, teamwork and innovation.

Creative calendar:

         It is a method of evaluation based on the promotion of creativity and nurturing talent and innovation at the individual level, in which the student is left free to provide proof of how he employs many sources in learning the subject identified by the teacher such as scrapbooks: notebooks that paste pictures or newspaper clippings,   home videos, audio file drawings,  visual materials and electronic media from images and videos and have commissioned my students to make videotaping of some subjects or make models of work The student himself works in it very freely and does the best possible work, and that also applies to him the skills of the 21st century.

Written reports and oral interviews

         Written reports are a way to teach students to write scientific reports or critical topics related to the curriculum. Oral interviews are a way to evaluate the learning of students with the ability to express orally rather than in writing, in which the student's personality is developed, which increases his personal and professional abilities.

 

        Huxham in 2012 refer to his study results that student performance in and attitudes towards oral and written assessments was compared using quantitative and qualitative methods. Two separate cohorts of students were examined. The first larger cohort of students (n = 99) was randomly divided into ‘oral’ and ‘written’ groups, and the marks that they achieved in the same biology questions were compared. Students in the second smaller cohort (n = 29) were all examined using both written and oral questions concerning both ‘scientific’ and ‘personal development’ topics. Both cohorts showed highly significant differences in the mean marks achieved, with better performance in the oral assessment. There was no evidence of particular groups of students being disadvantaged in the oral tests. These students and also an additional cohort were asked about their attitudes to the two different assessment approaches. Although they tended to be more nervous in the face of oral assessments, many students thought oral assessments were more useful than written assessments. An important theme involved the perceived authenticity or ‘professionalism’ of an oral examination. This study suggests that oral assessments may be more inclusive than written ones and that they can act as powerful tools in helping students establish a ‘professional identity (Huxham, M.,2012)

 

 

 

 

References :

Atkin, J. M. (2001). Read "Classroom assessment and the National Science Education Standards" at nap.edu. National Academies Press: OpenBook. Retrieved October 20, 2021, from https://www.nap.edu/read/9847/chapter/5#25.

           

Guba, E.G., & Lincoln, Y.S. (2001). Guidelines and for constructivist (a.k.a. fourth generation) evaluation. http://www.dmeforpeace.org/sites/default/files/Guba%20and%20Lincoln_Constructivist%20Evaluation.pdf

 

. Huebner A.J., & Betts, S.C. (1999). Examining fourth generation evaluation application to positive youth development.  Evaluation 5(3), pp.340-358. http://www.stes-apes.med.ulg.ac.be/Documents_electroniques/EVA/EVA-GEN/ELE%20EVA-GEN%207467.pdf

Huxham, M. (2012, February). (PDF) oral versus written assessments: A test of student ... Retrieved October 20, 2021, from https://www.researchgate.net/publication/232953225_Oral_versus_written_assessments_A_test_of_student_performance_and_attitudes.