MESA Universities Programme - PowerPoint PPT Presentation

Loading...

PPT – MESA Universities Programme PowerPoint presentation | free to download - id: 2410e4-NTBlN



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

MESA Universities Programme

Description:

University of Buea, Cameroon. PRESENTATION PLAN. An example of an innovation and its effects ... 'Natural Disasters') University of Buea, Cameroon. Merci ! ... – PowerPoint PPT presentation

Number of Views:49
Avg rating:3.0/5.0
Slides: 16
Provided by: AYONG
Learn more at: http://www.unep.org
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: MESA Universities Programme


1
MESA Universities Programme
  • Educate the Educators ESD Innovation Course,
    Nairobi, 3-9 May 2006
  • Innovations in Assessment, Monitoring and
    Evaluation
  • Samuel Ayonghe (Environmental Geologist/Geophysici
    st)
  • University of Buea, Cameroon
  • PRESENTATION PLAN
  • ???
  • ??
  • ?

2
An example of an innovation and its effects
  • Patrick Abbott, in the preface of his book
    Natural Disasters (1999), states that in the
    early 1970s, he and his colleaque developed a
    course in Environmental Geology at San Diego
    State University (USA) which touched on
  • - Geological hazards
  • - Resource utilization and disposal, and
  • - Environmental planning
  • Enrollment 25 to 35 students per semester for
    over a decade!
  • 1987 Course name changed to Natural Disasters
    but content unchanged.
  • Enrollment skyrocketed in the 1990s to 3,000
    classroom seats which were still insufficient!

3
Facts
  • Students
  • Are fascinated by course titles, not necessarily
    the course contents,
  • Are generally appreciate courses of more applied
    nature,
  • Enjoy practical/field aspects (applications) of
    the courses, and
  • Love to register for courses they will succeed in.

4
Definitions
  • Assessment is used to test knowledge of the
    syllabus, i e judge its worth.

5
  • Monitoring, is keeping a continuous record of
    something.

6
  • Evaluation is ascertaining (appraising, judging,
    assessing) its worth (amount, value).

7
Reasons for assessments
  • Assessing students constitutes the end point of
    teaching and this could be based on different
    approaches of monitoring and evaluation.
  • The process is equivalent to assessing the
    lecturer as well.
  • A high rate of failures reflects the failure of
    the lecturer, although anomalously high scores
    could be indicative of watered-down assessments.

8
What we assess
  • Knowledge of the syllabus as shown in the
    curriculum.
  • The most valued aspects of the course.
  • Highlight why particular aspects are considered
    as priorities.
  • Give the student some homework after graduation
    (e.g. Real subject content, ESD components, etc.)

9
Methods of Assessments
  • Use several approaches tests, essays,
    assignments, practicals, field work,
    examinations, etc.
  • Place emphasis on the course content coverage,
    objectives, goals and applications.
  • The students could also contribute to the
    assessment process.

10
  • However, ensure that the assessment is designed
    to test their knowledge and understanding.
  • In the present context, it should, from a
    practical point of view, clearly examine the ESD
    inputs into the curriculum.

11
An example
  • Desertification in the northern parts of Kenya.
    (25 marks)
  • A) Describe the rate, extent, and impacts of
    desertification in the northern parts of Kenya.
    (15 marks).
  • B) What mitigation approaches could be designed
    and implemented by policy makers to reduce its
    effects on the population? (10 marks).

12
Conclusions
  • The University system will definitely be
    revitalized for obvious reasons if
  • The curricula are innovated with ESD inputs, and
  • Aspects of ESD constitute an important aspect of
    assessment.

13
Conclusions (contd)
  • The present MESA Universities Partnership seeks
    to establish an open door dialogue towards the
    introduction (and realization) of ESD to its
    curricula and all of us constitute part of the
    door to that dialogue.
  • That is our challenge!

14
Question
  • What strategies would you use to innovate your
    approach to monitoring, evaluating, and assessing
    students with the aim of making them conscious of
    the relevance of components of ESD in a course
    you teach?

15
FIN
  • Sam Ayonghe ( Natural Disasters)
  • University of Buea, Cameroon
  • Merci !
About PowerShow.com