with the work of other children; ra

with the work of other children; rather, each child's work should be analyzed and assessed for progress toward a standard of performance consistent with the child's development and growth.

Informal Interviews
Another, more specific form of assessment of children’s progress in social studies is the informal interview method, You could conduct interviews during free play or anytime you and individual children are together, You should look for the following as you interview children;
1. Consistency. Does the child have a stable set of responses? Does the child reply in the same way to the same type of question?
2. Accuracy. Are the answers correct? The child may not include all of the pos sibilities, hut is the response somewhat accurate?
3. Clarity. Is the response clear and acceptable?
4. Fullness. liow complete was the response? How many aspects of the concept were covered hy the response?
5. Extensiveness. How many illustrations of the concept were given?
As they conduct interviews to discover children's thinking about a social studies topic, teachers sometimes use pictures or objects for the children to manipulate in order to demonstrate or illustrate the concepts, Not all concepts can be expressed by children verbally; you could ask them to act out a concept, show it, draw all the things they know about it, or find an example of the concept in the pictures.

The work of Piaget [1969] provides other guidelines for interviewing young children. The questions Piaget asked and the way in which he built his questions on the child's responses to the first question exemplify the type of interview technique that reveals children's thinking. For example, one teacher wanted to find out what children knew about seeds and plants. He asked them to tell him what grows from a seed, where one looks for seeds, and how one gets seeds to grow.

In administering Piagetian interviews, you must establish an atmosphere of security and trust by communicating to the child that she is in a safe, nonthreatening position. When a cliiitl responds to your question, accept the answer without judgment.You might use a small tape recortlt-r to record the answer or take notes. Children's responses are often short, so they are not difficult to record hy hand.

When the child responds, continue questioning by asking for justification. Do not assume that if a child gives a correct answet he has done the proper thinking. Several questions may be necessary to understand his perceptions and thinking processes. You might ask the child, "Could you show me?" "Would you tell me more?" on "What if. . .?" You could ask the child to act out the answer, or you could challenge his answer by saying, "Well, another person said . . ln this way, you will be able to uncover more of the child's thinking and ideas.

You will need to give the child plenty of time to answer. In many testing situations, time is limited. When conducting an individual interview, you will want to allow the child all the time necessary to think and answer.

Performance Tasks
Structuring tasks for children to demonstrate concepts and skills is another kind of informal assessment. You might ask children to draw a map of the room, show on a graph which bus has the most riders, complete a puzzle, or sort pictures into categories (e.g., needs and wants). One teacher used a set of pictures to assess children’s awareness of selected concepts in physical geography by asking them to select the four pictures that represented the concept and the four that did not.

Checklists
Some teachers find that checklists of behaviors or skills are a convenient way to document children's progress. You can construct a checklist for yourself designed around the specific concepts, goals, and objectives of the social studies unit or lesson plan. Other checklists are often provided by the school or by the county or state department of education and might be based on the genertil goals of social studies. Publishers of textbooks and instructional kits sometimes prepare checklists. Table 2.1 shows a checklist developed by a teacher for use with agroup of 5-year-old childen.

Standardized Tests
Standardized tests are based on goals and objectives decided by someone other than the classroom teacher and are intended to serve as large-scale evaluations. Thus, the

with the work of other children; rather, each child's work should be analyzed and assessed for progress toward a standard of performance consistent with the child's development and growth.

Informal Interviews
Another, more specific form of assessment of children’s progress in social studies is the informal interview method, You could conduct interviews during free play or anytime you and individual children are together, You should look for the following as you interview children;
1. Consistency. Does the child have a stable set of responses? Does the child reply in the same way to the same type of question?
2. Accuracy. Are the answers correct? The child may not include all of the pos sibilities, hut is the response somewhat accurate?
3. Clarity. Is the response clear and acceptable?
4. Fullness. liow complete was the response? How many aspects of the concept were covered hy the response?
5. Extensiveness. How many illustrations of the concept were given?
As they conduct interviews to discover children's thinking about a social studies topic, teachers sometimes use pictures or objects for the children to manipulate in order to demonstrate or illustrate the concepts, Not all concepts can be expressed by children verbally; you could ask them to act out a concept, show it, draw all the things they know about it, or find an example of the concept in the pictures.

The work of Piaget [1969] provides other guidelines for interviewing young children. The questions Piaget asked and the way in which he built his questions on the child's responses to the first question exemplify the type of interview technique that reveals children's thinking. For example, one teacher wanted to find out what children knew about seeds and plants. He asked them to tell him what grows from a seed, where one looks for seeds, and how one gets seeds to grow.

In administering Piagetian interviews, you must establish an atmosphere of security and trust by communicating to the child that she is in a safe, nonthreatening position. When a cliiitl responds to your question, accept the answer without judgment.You might use a small tape recortlt-r to record the answer or take notes. Children's responses are often short, so they are not difficult to record hy hand.

When the child responds, continue questioning by asking for justification. Do not assume that if a child gives a correct answet he has done the proper thinking. Several questions may be necessary to understand his perceptions and thinking processes. You might ask the child, "Could you show me?" "Would you tell me more?" on "What if. . .?" You could ask the child to act out the answer, or you could challenge his answer by saying, "Well, another person said . . ln this way, you will be able to uncover more of the child's thinking and ideas.

You will need to give the child plenty of time to answer. In many testing situations, time is limited. When conducting an individual interview, you will want to allow the child all the time necessary to think and answer.

Performance Tasks
Structuring tasks for children to demonstrate concepts and skills is another kind of informal assessment. You might ask children to draw a map of the room, show on a graph which bus has the most riders, complete a puzzle, or sort pictures into categories (e.g., needs and wants). One teacher used a set of pictures to assess children’s awareness of selected concepts in physical geography by asking them to select the four pictures that represented the concept and the four that did not.

Checklists
Some teachers find that checklists of behaviors or skills are a convenient way to document children's progress. You can construct a checklist for yourself designed around the specific concepts, goals, and objectives of the social studies unit or lesson plan. Other checklists are often provided by the school or by the county or state department of education and might be based on the genertil goals of social studies. Publishers of textbooks and instructional kits sometimes prepare checklists. Table 2.1 shows a checklist developed by a teacher for use with agroup of 5-year-old childen.

Standardized Tests
Standardized tests are based on goals and objectives decided by someone other than the classroom teacher and are intended to serve as large-scale evaluations. Thus, the

0/5000

Dari: -

Ke: -

Hasil (Bahasa Indonesia) 1: [Salinan]

Disalin!

with the work of other children; rather, each child's work should be analyzed and assessed for progress toward a standard of performance consistent with the child's development and growth. Informal InterviewsAnother, more specific form of assessment of children’s progress in social studies is the informal interview method, You could conduct interviews during free play or anytime you and individual children are together, You should look for the following as you interview children;1. Consistency. Does the child have a stable set of responses? Does the child reply in the same way to the same type of question?2. Accuracy. Are the answers correct? The child may not include all of the pos sibilities, hut is the response somewhat accurate?3. Clarity. Is the response clear and acceptable?4. Fullness. liow complete was the response? How many aspects of the concept were covered hy the response?5. Extensiveness. How many illustrations of the concept were given?As they conduct interviews to discover children's thinking about a social studies topic, teachers sometimes use pictures or objects for the children to manipulate in order to demonstrate or illustrate the concepts, Not all concepts can be expressed by children verbally; you could ask them to act out a concept, show it, draw all the things they know about it, or find an example of the concept in the pictures. The work of Piaget [1969] provides other guidelines for interviewing young children. The questions Piaget asked and the way in which he built his questions on the child's responses to the first question exemplify the type of interview technique that reveals children's thinking. For example, one teacher wanted to find out what children knew about seeds and plants. He asked them to tell him what grows from a seed, where one looks for seeds, and how one gets seeds to grow. In administering Piagetian interviews, you must establish an atmosphere of security and trust by communicating to the child that she is in a safe, nonthreatening position. When a cliiitl responds to your question, accept the answer without judgment.You might use a small tape recortlt-r to record the answer or take notes. Children's responses are often short, so they are not difficult to record hy hand.When the child responds, continue questioning by asking for justification. Do not assume that if a child gives a correct answet he has done the proper thinking. Several questions may be necessary to understand his perceptions and thinking processes. You might ask the child, "Could you show me?" "Would you tell me more?" on "What if. . .?" You could ask the child to act out the answer, or you could challenge his answer by saying, "Well, another person said . . ln this way, you will be able to uncover more of the child's thinking and ideas. You will need to give the child plenty of time to answer. In many testing situations, time is limited. When conducting an individual interview, you will want to allow the child all the time necessary to think and answer.Performance TasksStructuring tasks for children to demonstrate concepts and skills is another kind of informal assessment. You might ask children to draw a map of the room, show on a graph which bus has the most riders, complete a puzzle, or sort pictures into categories (e.g., needs and wants). One teacher used a set of pictures to assess children’s awareness of selected concepts in physical geography by asking them to select the four pictures that represented the concept and the four that did not.ChecklistsSome teachers find that checklists of behaviors or skills are a convenient way to document children's progress. You can construct a checklist for yourself designed around the specific concepts, goals, and objectives of the social studies unit or lesson plan. Other checklists are often provided by the school or by the county or state department of education and might be based on the genertil goals of social studies. Publishers of textbooks and instructional kits sometimes prepare checklists. Table 2.1 shows a checklist developed by a teacher for use with agroup of 5-year-old childen.Standardized TestsStandardized tests are based on goals and objectives decided by someone other than the classroom teacher and are intended to serve as large-scale evaluations. Thus, the

Sedang diterjemahkan, harap tunggu..

Hasil (Bahasa Indonesia) 2:[Salinan]

Disalin!

dengan karya anak-anak lain; bukan, pekerjaan masing-masing anak harus dianalisis dan dinilai untuk kemajuan menuju standar kinerja yang konsisten dengan perkembangan dan pertumbuhan anak. Informal Wawancara lain, bentuk yang lebih spesifik penilaian kemajuan anak-anak dalam studi sosial adalah metode wawancara informal Anda bisa melakukan wawancara saat bermain gratis atau kapan saja Anda dan anak-anak masing-masing bersama-sama, Anda harus mencari berikut saat Anda wawancara anak-anak; 1. Konsistensi. Apakah anak memiliki satu set stabil tanggapan? Apakah anak membalas dengan cara yang sama dengan jenis yang sama dari pertanyaan? 2. Ketepatan. Adalah jawaban yang benar? Anak mungkin tidak termasuk semua tanggung pos, pondok adalah respon agak akurat? 3. Kejelasan. Apakah respon yang jelas dan dapat diterima? 4. Kesempurnaan. Liow lengkap adalah respon? Berapa banyak aspek konsep tertutup hy respon? 5. Extensiveness. Berapa banyak ilustrasi dari konsep diberi? Ketika mereka melakukan wawancara untuk menemukan pemikiran anak-anak tentang topik studi sosial, guru kadang-kadang menggunakan gambar atau objek untuk anak-anak untuk memanipulasi untuk menunjukkan atau menggambarkan konsep, Tidak semua konsep dapat dinyatakan dengan anak-anak secara lisan; Anda bisa meminta mereka untuk bertindak keluar konsep, menunjukkan itu, menarik semua hal yang mereka tahu tentang hal itu, atau menemukan contoh dari konsep dalam gambar. Karya Piaget [1969] memberikan pedoman lain untuk mewawancarai anak-anak. Pertanyaan Piaget bertanya dan cara di mana ia membangun pertanyaan nya pada respon anak untuk pertanyaan pertama contoh jenis teknik wawancara yang mengungkapkan pemikiran anak-anak. Misalnya, satu guru ingin mengetahui apa yang anak-anak tahu tentang bibit dan tanaman. Dia meminta mereka untuk menceritakan apa yang tumbuh dari benih, di mana satu mencari bibit, dan bagaimana satu mendapatkan benih untuk tumbuh. Dalam pemberian wawancara Piaget, Anda harus membangun suasana keamanan dan kepercayaan dengan berkomunikasi kepada anak bahwa dia berada dalam aman, posisi tidak mengancam. Ketika cliiitl merespon pertanyaan Anda, menerima jawaban tanpa judgment.You mungkin menggunakan tape kecil recortlt-r untuk merekam jawaban atau membuat catatan. Tanggapan anak-anak sering pendek, sehingga mereka tidak sulit untuk merekam tangan hy. Ketika anak merespon, lanjutkan pertanyaan dengan meminta pembenaran. Jangan berasumsi bahwa jika seorang anak memberikan answet benar ia telah melakukan pemikiran yang tepat. Beberapa pertanyaan mungkin diperlukan untuk memahami persepsi dan proses berpikir. Anda mungkin bertanya anak, "Bisakah Anda tunjukkan saya?" "Apakah Anda ceritakan lebih?" pada "Bagaimana kalau...?" Anda bisa meminta anak untuk bertindak jawabannya, atau Anda bisa menantang jawabannya dengan mengatakan, "Yah, kata orang lain.. Dalam cara ini, Anda akan dapat mengungkap lebih dari pemikiran dan ide-ide anak. Anda akan perlu memberikan banyak anak waktu untuk menjawab. dalam banyak situasi pengujian, waktu terbatas. Ketika melakukan wawancara individu, Anda akan ingin mengizinkan anak semua waktu yang diperlukan untuk berpikir dan menjawab. Kinerja tugas tugas Penataan untuk anak-anak untuk menunjukkan konsep dan keterampilan adalah jenis lain dari penilaian informal. Anda mungkin bertanya anak-anak untuk menggambar peta ruangan, menunjukkan pada grafik yang bus memiliki paling pengendara, menyelesaikan puzzle, atau mengurutkan gambar dalam kategori (misalnya, kebutuhan dan keinginan). satu guru menggunakan satu set gambar untuk menilai kesadaran anak-anak dari konsep yang dipilih dalam geografi fisik dengan meminta mereka untuk memilih empat gambar yang mewakili konsep dan empat yang tidak. checklist Beberapa guru menemukan bahwa checklist perilaku atau keterampilan merupakan cara mudah untuk mendokumentasikan kemajuan anak-anak. Anda dapat membuat daftar untuk diri sendiri dirancang di sekitar spesifik konsep, tujuan, dan sasaran dari studi unit sosial atau rencana pelajaran. Checklist lainnya sering disediakan oleh sekolah atau oleh daerah atau negara departemen pendidikan dan mungkin didasarkan pada tujuan genertil studi sosial. Penerbit buku teks dan instruksional kit kadang-kadang mempersiapkan daftar periksa. Tabel 2.1 menunjukkan checklist yang dikembangkan oleh seorang guru untuk digunakan dengan agroup Child 5 tahun. Tes Standar Standar tes didasarkan pada tujuan dan sasaran diputuskan oleh orang lain selain guru kelas dan dimaksudkan untuk melayani sebagai evaluasi besar-besaran. Dengan demikian,

Sedang diterjemahkan, harap tunggu..

Hasil (Bahasa Indonesia) 3:[Salinan]

Disalin!

Sedang diterjemahkan, harap tunggu..

Bahasa lainnya

Dukungan alat penerjemahan: Afrikans, Albania, Amhara, Arab, Armenia, Azerbaijan, Bahasa Indonesia, Basque, Belanda, Belarussia, Bengali, Bosnia, Bulgaria, Burma, Cebuano, Ceko, Chichewa, China, Cina Tradisional, Denmark, Deteksi bahasa, Esperanto, Estonia, Farsi, Finlandia, Frisia, Gaelig, Gaelik Skotlandia, Galisia, Georgia, Gujarati, Hausa, Hawaii, Hindi, Hmong, Ibrani, Igbo, Inggris, Islan, Italia, Jawa, Jepang, Jerman, Kannada, Katala, Kazak, Khmer, Kinyarwanda, Kirghiz, Klingon, Korea, Korsika, Kreol Haiti, Kroat, Kurdi, Laos, Latin, Latvia, Lituania, Luksemburg, Magyar, Makedonia, Malagasi, Malayalam, Malta, Maori, Marathi, Melayu, Mongol, Nepal, Norsk, Odia (Oriya), Pashto, Polandia, Portugis, Prancis, Punjabi, Rumania, Rusia, Samoa, Serb, Sesotho, Shona, Sindhi, Sinhala, Slovakia, Slovenia, Somali, Spanyol, Sunda, Swahili, Swensk, Tagalog, Tajik, Tamil, Tatar, Telugu, Thai, Turki, Turkmen, Ukraina, Urdu, Uyghur, Uzbek, Vietnam, Wales, Xhosa, Yiddi, Yoruba, Yunani, Zulu, Bahasa terjemahan.