STEAM Education Evaluation

Importance of STEAM Education Evaluation

Author: Manuel R. CortezRodas

Definition of STEAM Education Evaluation

Evaluation places a value on the education that students have received.  To know the value of the education students have received, the students must be able to demonstrate what they know.  For students to demonstrate what they know, we, as educators, must rely upon, and use a variety of tools which help us determine the value of the knowledge the student has learned.

Purpose of STEAM Education Evaluation

Evaluation of STEAM Education serves two purposes: To give the student an opportunity to share the knowledge they have gained, and for the educator to have the chance to check for accuracy of knowledge and improve future presentations of such to other students.  it is not the purpose of STEAM Education evaluation to either correct the student's knowledge, or to place a value on the educator's presentation of the instruction of educational material.

Measuring STEAM Education Evaluation

Evaluation can be measured, as mentioned earlier, using a variety of tools.  Which measuring tool we use to evaluate STEAM education depends on the knowledge that students have received, and the student's ability to accurately demonstrate and communicate, the received knowledge.  The following three tools have proven to be reliable and dependable for measuring student's acquired knowledge.  These are: Assignments, Projects, and Tests.  When measuring STEAM Education Evaluation, we must keep present two factors: The quantity of time a student has to share their knowledge, and the environment and resources that the student has access to while preparing to share their knowledge.

Analyzing STEAM Education Evaluation

Evaluation of STEAM Education should be analyzed to acquire further understanding of the knowledge that educators have instructed to students, and how students demonstrate their knowledge.  The analysis we do of STEAM Education should be recorded, stored, and preserved, so that we may have a source of information when presenting justification for the value of the student's education.  We must also study the analysis of the evaluation, so that we may become aware of any patterns that may emerge over time.

Copyright 2013.  MRCR Educational Consulting Firm.  All Rights Reserved.

Language and Communication: Reading

"Language and Communication"

"Reading"

Author: Manuel R. CortezRodas

Defining Reading
Reading is the complement to writing.  If we define writing as a tactile visual form of communication, then reading is a visual tactile form of communication.  Writing gives us the skill to express our thoughts and ideas in a concrete way for others.  Reading gives us the skill to receive the thoughts and ideas that others present in a concrete way.  Reading allows us to input information into ourselves so that we may process and analyze it, then determine its value by studying it.

When to be Reading 
Since reading is an input, it can be done from the moment we begin to sense that which is around us.  Infants feel, hear, see, taste, and smell all that is available to them as they begin accumulating information.  We can become so skilled at reading that we could do it at a very fast pace, completing complete writing collections of a rich cultural diversity.  We can get to the point at which we begin to compare what we have read, with what is available for reading, and try to balance or surpass this point.

How much Reading is Good
 If we were to immerse ourselves in reading throughout our lives, we could possibly accumulate all knowledge available to us, but we would have no time to write, and share, and bring our light of clarity and understanding,  to that which we have read, accumulated, and understood.  Since reading and writing are complementary, both skills together should measure our ability to clearly and accurately communicate to others our thoughts and ideas through these two skills.

Why should we be Reading?
Reading provides for us the skills of searching, collecting, gathering, and analyzing information for our need to seek out knowledge and understanding.  We should be reading to better ourselves.  We should be reading to have a diverse amount of knowledge, that we have classified and categorized, on which we can make clear decisions and good choices.  Developing our reading skills gives us a way to connect to information, and the information that we connect to will lead us to a rational decision making path from which our lives will benefit.

Copyright 2012 MRCR Educational Consulting Firm. All Rights Reserved

Language & Communication: Speaking

"Language and Communication"

Speaking

Author: Manuel R. CortezRodas

Defining Speaking

Speaking is an audible expression of communication in a language.  When we speak we attempt to create an audible sound to communicate in a language.  Speaking requires the physiological ability of the individual to speak and a pre-established common language.  Speech is developed with our skills of accurate sound reproduction and recognition. As we interact with others, we begin to recognize auditory clues that we then try to replicate to develop a speaking pattern.

When to be Speaking

From the time we are born, if we are able to, we produce audible sounds.  The first cry of a newborn, the speech from one of our elders, the laughter of children playing, are all examples of speaking without the need of a language.  Language is needed so that our speaking becomes refined.  That we develop the refined skills of reproducing sounds with accuracy and clarity.  A control over pitch, stress, and intonation, of letters, syllables, and words.  By the current nature of our culture mom, or any of its variations, in any language may be the first attempt we perform when it comes to speaking.  As newborns age they should begin to demonstrate that they can master a more accurate reproduction of the sounds that we are exposed to.  By the time that they reach the age to take part in formal education, a child should have developed the necessary speaking skills as required by the grade level they will be at.

How much Speaking is good

To determine if speaking is good, we need to define what is good speaking, and what is bad speaking.  A measuring scale must be established to determine the skills demonstrated when a student is speaking.  This skill level must then be measured, collected, and assessed for each student.  The individual demonstrations of skill level should then allow us to measure the performance of students, as well as groups of students.  It will also allow for the measure of development in language that will in turn introduce new sounds and words allowing the language to grow.

Why should we be Speaking?

Speaking is good, because it allows us to communicate in a language that is audible for others to hear, listen, and receive.  Others could then process and analyze that which we have spoken for accuracy and clarity in order to determine the meaning of our speech.  Without technological innovations,  speech can only be heard by those within range of our voice.  If speech is not recorded, language accuracy cannot develop, and communication becomes inaccurate.  Our ability to communicate accurately can help us collaborate and share ideas with clarity.  We should be speaking, because it gives us an opportunity express our thoughts and ideas, so that those who are around us may benefit from them.

Copyright 2012 MRCR Educational Consulting Firm.  All Rights Reserved.