As a science teacher, my primary goal is to arouse students’
interest in science and teach them as much science as I can. Test is a tool to
help teachers know how much knowledge students have grasped. Test is good tool
if it reflects students’ real understanding of the material. If test fail to
reflect, it will be the time to redesign the test. Because teachers are measuring
students’ science abilities, and test is just a tool to serve this purpose.
Reading is the media conveying the material to assess
students; thus if students have difficulty reading, I will seek out another
effective media to convey the test ideas. I can conduct oral tests, or
performance-based tests, which can involve students in the laboratory work. After
all, reading should not be an obstacle in the way of students’ science
learning.
If my student physically has difficulty reading, I will help
find out the most appropriate assistive technologies for him/her. For example,
if the student is visually impaired, I will give him/her a PDF copy of the
reading material, so that the computer can read out the material to the student
using certain text-to-speech software. Furthermore, I will strictly follow the
9 principles of Universal Design for Instruction in my teaching plans and tests,
in order to ensure instructions are readily accessible to every student.
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