The VOICES model is a six-part proposal that attempts to solve the most common shortcomings of CBA.
Each aspect should be considered by teachers in order to enhance learners’ assessment and, by extent,
their learning process.
Each aspect should be considered by teachers in order to enhance learners’ assessment and, by extent,
their learning process.
Variety: teachers should use a myriad of tools to assess students, not only to keep assessment from
becoming a chore for students but also to cater for learners’ needs and different learning styles. Indeed,
by using a variety of tasks, students will be more engaged and their different learning modes can shine.
becoming a chore for students but also to cater for learners’ needs and different learning styles. Indeed,
by using a variety of tasks, students will be more engaged and their different learning modes can shine.
Ongoing: assessment ought to be present during the entire learning process, from the very beginning to
the end, not just as a one-time event that occurs at the end of the unit. Performing on-the-go assessments
stems from the necessity to know what is happening in the classroom; if a teacher is aware of the students’
progress, teaching methods can be adapted to improve their learning.
the end, not just as a one-time event that occurs at the end of the unit. Performing on-the-go assessments
stems from the necessity to know what is happening in the classroom; if a teacher is aware of the students’
progress, teaching methods can be adapted to improve their learning.
Integrated: for assessment to be useful and meaningful it is paramount that it is also part of the syllabus
and every single class. For this reason, assessment has to have a direct relation to what is being taught
and, ideally, should be part of every lesson.
and every single class. For this reason, assessment has to have a direct relation to what is being taught
and, ideally, should be part of every lesson.
Collaborative: assessment (and teaching in general) is not a solo activity; quite on the contrary, teachers
should work together, especially when it comes to designing assessment tools to ensure these are fair,
comprehensive and accurate.
should work together, especially when it comes to designing assessment tools to ensure these are fair,
comprehensive and accurate.
Evidenced: the results of assessment must be recorded and informed to students. Keeping a record of
the results allows teachers to adapt and improve their teaching practices. Likewise, it is vital to
communicate these results to students so they can have a sense of progression and, hopefully, better
their own perception as learners.
the results allows teachers to adapt and improve their teaching practices. Likewise, it is vital to
communicate these results to students so they can have a sense of progression and, hopefully, better
their own perception as learners.
Systematic: assessment cannot be carried out randomly, but in a planned and structured manner. As
mentioned above, assessment has to be part of the syllabus; therefore, each evaluation task must have a
purpose and be based and, at the same time, inform the next one.
mentioned above, assessment has to be part of the syllabus; therefore, each evaluation task must have a
purpose and be based and, at the same time, inform the next one.
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