Marks â€“ Achievement â€“ Transition. â€œThe reason, we worry about a thing is not in itself, it is in the idea, we have got about the thing!â€ (Epiktet).
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“The reason, we worry about a thing is not in itself, it is in the idea, we have got about the thing!” (Epiktet)
Advantages of judgement with intraindividual reference standards (IRST):
For a stable situation series of factors should be clear:
Usually these items are different in Primary and Secondary. So the teacher of Primary and Secondary has to discuss it to find a co-operative way of transition. ?
There should be six tests in language and mathematics during one year. Pupils know the goal of each test at the beginning of the year. They know the week in which the test is planned. Now they can select four of the test, two tests becomes sorted out. If pupils want, they can write all six, but it does not make any difference if they sort out two at the beginning. If they did all six tests, only the four best ones count for the mark at the end.
A week (not only one day) is the time to write a test. The teacher recommends a “test day” – but if there is a pupil, who wants to write the test on another day (earlier or later) it is possible. The reason that for is personnel – pupils have not to tell the teacher why they shift the test – they only tell him, that they want to write it on another day. In this example, we saw, that some fail-oriented children needed help at the beginning: not to take the last possible day, not to say “I am anxious now – I’ll write the next test,” ….. In general this two systems brought a really anxious-free situation.Practical Examples:
o high level of effort-industry
o high effort-initiation and high cognitive engagement
low self-doubt and reduction of fair in perception in stressful situations.
o The school-concept needs space for children and teacher justified in the environment (world of live) of the children.
o Learning, achievement and organization of school is done co-operative and not in concurrency.
o The organization of learning environments take consideration of the needs of children – school becomes the “world of children” and not “the world of teachers”.
o The curriculum is adapted individually and to special needs-education (if necessary).
o Non-standard learning supplies consider the special development prerequisites of children.
o A mentoring system (including children as mentors) is organized for remedial service.
o Self-organized open learning is possible.
o Performance reports are done as development reports, which consider different forms of the performance collection (tests, marks, Portfolio, …)
There are special forms of feed back for monitoring the personal development for each child.