This document provides an overview of assessment for learning at a high school. It begins by defining the different types of assessment: assessment as learning, assessment for learning, and assessment of learning. It then discusses key considerations around each type, including ensuring assessments provide feedback to students and teachers. The document also includes a rubric for evaluating how well assessment practices support student learning. The overall message is that alignment between intended learning outcomes and assessments is most important, and assessments should primarily support learning rather than act as judgments.
This document summarizes key points from a session on standards-based assessment for an elementary school. It discusses defining assessment, features of standards-based assessment like tagging assessments to specific standards and using assessments to differentiate instruction. It also covers rubrics, including their purposes and characteristics of effective rubrics. Sample writing criteria and a self-assessment tool for developing curriculum leadership skills are also included.
The document provides guidance for students to observe teaching practices and apply principles of learning. It instructs students to observe three classes and document how teachers apply principles such as learning being an active process, involving multiple senses, and occurring in a non-threatening environment. Students are asked to analyze their observations and reflect on how the resource teachers adhered to the principles of learning. The goal is for students to understand how principles of learning can be implemented in classroom teaching.
The student observed an assessment lesson conducted by a resource teacher. The student noted that the teacher primarily used oral questioning ("assessment as learning") to check student understanding during the lesson, but did not implement any pre-tests ("assessment for learning") or post-tests ("assessment of learning"). The student also reflected that while self-assessment through student responses is important, the lesson they observed was largely teacher-centered with few opportunities for students to speak up.
The document discusses different forms of student assessment:
1. Standardized tests and teacher-made tests assess lower-level thinking but are objective to score and easy to administer. However, they are time-consuming to prepare and prone to cheating.
2. Practical tests, oral tests, and projects require demonstrating skills or creating products and are relatively easy to prepare. They measure behaviors that cannot be deceived but scoring is subjective without rubrics and administration is time-consuming.
3. Portfolios show student growth and development over time in an intelligence-fair way but require significant time to develop and ratings can be subjective without rubrics.
The document outlines the requirements for Ana Marielle L. Formalejo's field study evaluation in her BSED-Eng III-1 course. It includes her targets, a rubric for evaluating her performance, templates for observation, analysis, reflection, and portfolio. Her target is to determine the teaching approach or method used by her resource teacher, Mrs. Sherla Pereña, at Taguig National High School. She must observe a class, identify the approach used, answer analysis questions, reflect on her experience, and submit a portfolio before the deadline to receive a grade.
The rubric evaluates a teaching presentation on several criteria including the learning environment, classroom management, use of technology, assessment, content and instructional activities, teaching methods, teaching disposition, knowledge of subject matter, appearance, and overall impression. Based on the scores, the presentation scored highest in creating an inviting learning environment where students were motivated and interested in learning. Areas for improvement included using technology more effectively, providing more varied assessments, and further developing knowledge of the subject matter. The overall impression was that the presentation showed potential but would benefit from additional preparation and practice in some areas before student teaching.
The document outlines principles of learning and teaching strategies. It discusses 7 principles of learning including learning as an active experience, discovery of personal meaning, and learning as an evolutionary process. It also covers lesson objectives, organizing content, selection of teaching methods, lesson development, and questioning techniques. The resource teacher's adherence to these concepts is observed and analyzed.
This document summarizes key points from a session on standards-based assessment for an elementary school. It discusses defining assessment, features of standards-based assessment like tagging assessments to specific standards and using assessments to differentiate instruction. It also covers rubrics, including their purposes and characteristics of effective rubrics. Sample writing criteria and a self-assessment tool for developing curriculum leadership skills are also included.
The document provides guidance for students to observe teaching practices and apply principles of learning. It instructs students to observe three classes and document how teachers apply principles such as learning being an active process, involving multiple senses, and occurring in a non-threatening environment. Students are asked to analyze their observations and reflect on how the resource teachers adhered to the principles of learning. The goal is for students to understand how principles of learning can be implemented in classroom teaching.
The student observed an assessment lesson conducted by a resource teacher. The student noted that the teacher primarily used oral questioning ("assessment as learning") to check student understanding during the lesson, but did not implement any pre-tests ("assessment for learning") or post-tests ("assessment of learning"). The student also reflected that while self-assessment through student responses is important, the lesson they observed was largely teacher-centered with few opportunities for students to speak up.
The document discusses different forms of student assessment:
1. Standardized tests and teacher-made tests assess lower-level thinking but are objective to score and easy to administer. However, they are time-consuming to prepare and prone to cheating.
2. Practical tests, oral tests, and projects require demonstrating skills or creating products and are relatively easy to prepare. They measure behaviors that cannot be deceived but scoring is subjective without rubrics and administration is time-consuming.
3. Portfolios show student growth and development over time in an intelligence-fair way but require significant time to develop and ratings can be subjective without rubrics.
The document outlines the requirements for Ana Marielle L. Formalejo's field study evaluation in her BSED-Eng III-1 course. It includes her targets, a rubric for evaluating her performance, templates for observation, analysis, reflection, and portfolio. Her target is to determine the teaching approach or method used by her resource teacher, Mrs. Sherla Pereña, at Taguig National High School. She must observe a class, identify the approach used, answer analysis questions, reflect on her experience, and submit a portfolio before the deadline to receive a grade.
The rubric evaluates a teaching presentation on several criteria including the learning environment, classroom management, use of technology, assessment, content and instructional activities, teaching methods, teaching disposition, knowledge of subject matter, appearance, and overall impression. Based on the scores, the presentation scored highest in creating an inviting learning environment where students were motivated and interested in learning. Areas for improvement included using technology more effectively, providing more varied assessments, and further developing knowledge of the subject matter. The overall impression was that the presentation showed potential but would benefit from additional preparation and practice in some areas before student teaching.
The document outlines principles of learning and teaching strategies. It discusses 7 principles of learning including learning as an active experience, discovery of personal meaning, and learning as an evolutionary process. It also covers lesson objectives, organizing content, selection of teaching methods, lesson development, and questioning techniques. The resource teacher's adherence to these concepts is observed and analyzed.
The document discusses various teaching strategies including drill work, review, assignment, and inductive and deductive methods. Drill work involves revising lessons through repetition and practice. Review involves recalling past lessons to strengthen understanding. Assignment refers to supplemental self-study to complement classroom lessons. Inductive teaching moves from specific examples to general principles, while deductive teaching moves from broad concepts to specific applications. Both methods have benefits like developing understanding, but inductive is better for beginners while deductive is more efficient.
Field study two Outcome – Based Learning Experience1may jumayao
The document discusses principles of effective teaching and learning. It describes a teacher's lesson on the reproductive system, where she reviewed the previous lesson, taught the new material, answered student questions, gave a quiz, and provided feedback. Ten principles of effective teaching are listed, such as motivating students, providing feedback, and enabling students to construct new knowledge. Several teaching situations are presented and matched with the appropriate learning principles, such as connecting new content to prior knowledge and engaging students in varied tasks. The conclusion emphasizes that learning is gradual, self-driven, involves thinking and feeling, and is needed throughout life.
This field study document outlines tasks for students to observe characteristics of learners from different age groups and educational levels. Students are asked to visit a school campus and classroom to evaluate the learning environment. They will then observe and compare preschool, elementary, and high school students to understand how their physical, cognitive, social, and emotional needs change with development. The goal is for students to learn how to differentiate learners and facilitate learning appropriate to their characteristics and needs.
Science Education Module 4 as per B.Ed. Syllabus.Samruddhi Chepe
The document discusses various topics related to evaluating student learning and teacher professional growth in science subjects. It covers the concepts of formative and summative evaluation, frameworks for assessing student performance in science through tools like observations, field diaries, projects, presentations and portfolios. It also discusses developing test items, aims not assessed in exams, and ways to support teacher professional development including seminars, collaboration and action research.
This document appears to be a student evaluation form for field study placement. It outlines the student's targets, how their performance will be rated in areas like tasks, analysis, reflection, and portfolio. The form also includes a tool for observing lessons and noting what teaching strategies and principles the cooperating teacher applies. Specifically, it lists principles like learning being active, involving multiple senses, a non-threatening atmosphere, connecting to students' lives, and integrated teaching. The student will observe their cooperating teacher, analyze if the strategies align with brain-based learning, reflect on the best teaching methods, and include their reflections in their portfolio.
This document contains a student's evaluation form for their field study performance in organizing content for meaningful learning. It includes categories for observation/documentation, analysis, reflection, portfolio, and submission. The student will receive a score and rating in each category, which will be totaled for an overall score. The overall score will then be converted to a grade based on a provided transmutation scale. The document also includes the student's tools - an observation sheet where they documented their observation of a resource teacher, an analysis of how the teacher taught the content meaningfully, a reflection on teaching subjects interestingly, and their lesson plan portfolio integrating a value into a cognitive or skill lesson.
Fs 5 learning assessment strategies name meJanice Espejo
The document summarizes the learning assessment strategies of Janice P. Espejo. She observed three classes and documented the various assessment methods used by teachers. She classified the methods as conventional, authentic, or alternative. The most common assessments observed were storytelling, oral questioning, performance tests, and pen-and-paper tests. Espejo reflected that assessment is an important tool for teachers to evaluate student learning and should be valid, reliable, and measure the intended objectives. She concluded the teachers she observed implemented diverse assessments appropriate for evaluating student understanding of lessons.
The document discusses intended learning outcomes and student assessment. It defines intended learning outcomes as statements describing what students know, understand and can do as a result of their learning experiences. It provides examples of learning outcomes related to communication skills, research skills and ethics. It also discusses how to write learning outcomes using verbs that describe observable and measurable behaviors and aligning outcomes with courses, programs and institutions.
Maths 6 presentation grade 6 level mtg for slidesharemissrithenay
This document discusses strategies for teaching mathematics concepts throughout the entire school year rather than in isolated units. It proposes grouping similar math outcomes into limited categories and incrementally progressing students in each outcome over the course of the year. Bi-weekly math tests would cover every concept, and students would graph their results to track individual progress and identify areas needing more focus. The approach aims to build students' mathematical stamina and encourage self-assessment and correction of errors.
Selection & use of teaching strategies & different approachesRuth Flores
The document discusses various teaching strategies and approaches. It begins by outlining 5 guiding principles for selecting strategies: 1) learning is active, 2) involving multiple senses enhances learning, 3) emotion increases retention, 4) meaningful learning connects to students' lives, and 5) teaching should go beyond recall to develop higher-order thinking. It then describes direct/expository approaches like lecture and demonstration methods. Indirect/guided approaches discussed include inquiry-based learning, problem-solving, and project-based learning. A variety of teaching methods are suitable depending on objectives, content, and learners. An integrated approach using multiple strategies is most effective.
This document provides a summary of over 50 assessment for learning tools that can be used by teachers, including: having students write and ask questions; comment-only marking; mid-unit assessments; exemplar work; student marking of peers; making lesson aims clear; teacher and student-led lesson reviews; self and peer assessment using tools like traffic lights, stars and wishes; and techniques to improve feedback and dialogue. The tools are meant to help embed assessment for learning practices in teaching and learning.
Field Study - Learning Assessment Strategies.gluisito1997
The document describes Luisito Gomez's observations of assessment methods used in three Filipino classes at Our Lady of the Sacred Heart College. It lists various assessment tools observed such as oral questioning, quizzes, and storytelling. For each class, it describes how the assessment methods were used to evaluate students' understanding of lessons. It also includes Luisito's reflections on ensuring assessment tools properly measure learning objectives and the importance of assessing students in a way that considers their individual learning styles.
classroom observation and type of observersSiwar Bdioui
Classroom observation involves a person sitting in on class sessions to record both the teacher's practices and student actions. The purposes of observation include providing feedback to teachers and training future teachers. Key aspects to observe include the instructor's words and actions, student engagement, and the interaction between teachers and students. There are different types of observers, including participant observers who interact closely in the classroom, non-participant observers who do not participate but have a planned structured approach, and structured versus non-structured approaches to recording observations.
This document summarizes an action research case study examining the use of visual aids to engage an English Language Learner (ELL) student in science class. Baseline data showed the student was hesitant to participate verbally. An intervention introducing brief educational video clips increased the student's time-on-task and comprehension of lesson content. However, the study had limitations including a short data collection period and differences between baseline and intervention methodology.
This document contains a series of lesson plans for instructional modules on management of instruction at Mindanao State University College of Education. The lessons cover topics such as the definition and importance of instructional/lesson planning, criteria for effective instructional objectives using the SMART framework, and the difference between goals and learning objectives. The lessons provide objectives, content outlines, and sources for each topic. They are intended to help at least 75% of students understand concepts related to effective lesson planning and goal/objective setting.
1. The document summarizes a field study observation of a teacher's class and assessment of how the teacher applied principles of learning assessment.
2. It was observed that the teacher used both oral questions and math problems on the board to check student understanding and assess skills in accordance with principles that assessment should be integral to learning and match objectives.
3. Additionally, the teacher had students check their own assignments, returned papers for students to see their scores, considered different learning styles through group work and various assessments, and provided positive and constructive feedback, demonstrating application of several principles.
This document appears to be a field study report submitted by a student named Jushabeth G. Garcera for her Bachelor of Secondary Education program. The report documents her observations at St. Louise de Marillac College of Sorsogon related to exploring concepts of the curriculum. Over three episodes, she examines the concepts, nature, and purposes of the curriculum; identifies the components and approaches of the curriculum; and discusses new approaches to teaching and learning. She includes tools used during her observations, analyses of her findings, reflections, and documentation for her portfolio. The report provides insights into how the school translates its curriculum into practice in the classroom.
The document discusses assessment tools used at City Central School across various subject areas such as English, Science, and MAPEH. Multiple choice exams, portfolios, journals, surveys, hands-on exercises, reporting, paper-pencil tests, lectures, discussions, and practical tests are some of the assessment methods described. The assessments aim to evaluate students' knowledge, skills, creativity, and abilities in an objective manner.
Fs 2 Experiencing Teaching Learning Process BY luisitogluisito1997
This document describes a field study course aimed at connecting teaching theories to classroom practice. Students observe how resource teachers apply principles of teaching and learning to make lessons interactive, meaningful, and engaging. The course objectives are to understand teaching principles through experience, reflect on applying principles for lasting learning, and determine how teachers implement lesson objectives in the teaching process. The sample observation sheet shows a student identifying how their resource teacher applies learning principles like collaborative learning and addressing individual needs. The student reflects on learning the importance of clear objectives and enhancing their own teaching skills through observation.
Field Study 2: FS2 Experiencing the Teaching- Learning ProcessJessa Arnado
This portfolio documents a field study experience where a group of students observed teaching practices at Sagay National High School. Over multiple visits, the students observed classroom lessons, noted teaching strategies and materials used, and described student participation. They reflected on teaching principles and how to consider learner characteristics. The portfolio includes journal entries, documentation of activities, and a reflection on gaining experience with the teaching-learning process.
This document proposes research into whether factors like enjoyment that influence consumer use of smart phones and applications also apply to mandatory professional use by police officers. It suggests examining how perceived enjoyment, attitude, and behavioral intention are related for a hypothetical mobile police application. A research model is proposed where perceived enjoyment positively influences attitude, which then positively influences behavioral intention to use the application. The conclusion is that making professional applications more enjoyable could increase acceptance and return on investment in technology.
Dennis A. Caraan is married to Jeanette since 2005 and they have two sons, Jacob Dwayne and Jaden Dylan, who are his inspiration for everything he does. He expanded his horizons by completing his Emergency Medicine residency training in Seattle, Washington from 2000 to 2002 and received his Doctor of Medicine degree in 1997. Throughout his life, he has strived to gain knowledge, connect with people, gain confidence, be the best, learn to compete, grow spiritually, and be thankful to God for being with him since the beginning.
The document discusses various teaching strategies including drill work, review, assignment, and inductive and deductive methods. Drill work involves revising lessons through repetition and practice. Review involves recalling past lessons to strengthen understanding. Assignment refers to supplemental self-study to complement classroom lessons. Inductive teaching moves from specific examples to general principles, while deductive teaching moves from broad concepts to specific applications. Both methods have benefits like developing understanding, but inductive is better for beginners while deductive is more efficient.
Field study two Outcome – Based Learning Experience1may jumayao
The document discusses principles of effective teaching and learning. It describes a teacher's lesson on the reproductive system, where she reviewed the previous lesson, taught the new material, answered student questions, gave a quiz, and provided feedback. Ten principles of effective teaching are listed, such as motivating students, providing feedback, and enabling students to construct new knowledge. Several teaching situations are presented and matched with the appropriate learning principles, such as connecting new content to prior knowledge and engaging students in varied tasks. The conclusion emphasizes that learning is gradual, self-driven, involves thinking and feeling, and is needed throughout life.
This field study document outlines tasks for students to observe characteristics of learners from different age groups and educational levels. Students are asked to visit a school campus and classroom to evaluate the learning environment. They will then observe and compare preschool, elementary, and high school students to understand how their physical, cognitive, social, and emotional needs change with development. The goal is for students to learn how to differentiate learners and facilitate learning appropriate to their characteristics and needs.
Science Education Module 4 as per B.Ed. Syllabus.Samruddhi Chepe
The document discusses various topics related to evaluating student learning and teacher professional growth in science subjects. It covers the concepts of formative and summative evaluation, frameworks for assessing student performance in science through tools like observations, field diaries, projects, presentations and portfolios. It also discusses developing test items, aims not assessed in exams, and ways to support teacher professional development including seminars, collaboration and action research.
This document appears to be a student evaluation form for field study placement. It outlines the student's targets, how their performance will be rated in areas like tasks, analysis, reflection, and portfolio. The form also includes a tool for observing lessons and noting what teaching strategies and principles the cooperating teacher applies. Specifically, it lists principles like learning being active, involving multiple senses, a non-threatening atmosphere, connecting to students' lives, and integrated teaching. The student will observe their cooperating teacher, analyze if the strategies align with brain-based learning, reflect on the best teaching methods, and include their reflections in their portfolio.
This document contains a student's evaluation form for their field study performance in organizing content for meaningful learning. It includes categories for observation/documentation, analysis, reflection, portfolio, and submission. The student will receive a score and rating in each category, which will be totaled for an overall score. The overall score will then be converted to a grade based on a provided transmutation scale. The document also includes the student's tools - an observation sheet where they documented their observation of a resource teacher, an analysis of how the teacher taught the content meaningfully, a reflection on teaching subjects interestingly, and their lesson plan portfolio integrating a value into a cognitive or skill lesson.
Fs 5 learning assessment strategies name meJanice Espejo
The document summarizes the learning assessment strategies of Janice P. Espejo. She observed three classes and documented the various assessment methods used by teachers. She classified the methods as conventional, authentic, or alternative. The most common assessments observed were storytelling, oral questioning, performance tests, and pen-and-paper tests. Espejo reflected that assessment is an important tool for teachers to evaluate student learning and should be valid, reliable, and measure the intended objectives. She concluded the teachers she observed implemented diverse assessments appropriate for evaluating student understanding of lessons.
The document discusses intended learning outcomes and student assessment. It defines intended learning outcomes as statements describing what students know, understand and can do as a result of their learning experiences. It provides examples of learning outcomes related to communication skills, research skills and ethics. It also discusses how to write learning outcomes using verbs that describe observable and measurable behaviors and aligning outcomes with courses, programs and institutions.
Maths 6 presentation grade 6 level mtg for slidesharemissrithenay
This document discusses strategies for teaching mathematics concepts throughout the entire school year rather than in isolated units. It proposes grouping similar math outcomes into limited categories and incrementally progressing students in each outcome over the course of the year. Bi-weekly math tests would cover every concept, and students would graph their results to track individual progress and identify areas needing more focus. The approach aims to build students' mathematical stamina and encourage self-assessment and correction of errors.
Selection & use of teaching strategies & different approachesRuth Flores
The document discusses various teaching strategies and approaches. It begins by outlining 5 guiding principles for selecting strategies: 1) learning is active, 2) involving multiple senses enhances learning, 3) emotion increases retention, 4) meaningful learning connects to students' lives, and 5) teaching should go beyond recall to develop higher-order thinking. It then describes direct/expository approaches like lecture and demonstration methods. Indirect/guided approaches discussed include inquiry-based learning, problem-solving, and project-based learning. A variety of teaching methods are suitable depending on objectives, content, and learners. An integrated approach using multiple strategies is most effective.
This document provides a summary of over 50 assessment for learning tools that can be used by teachers, including: having students write and ask questions; comment-only marking; mid-unit assessments; exemplar work; student marking of peers; making lesson aims clear; teacher and student-led lesson reviews; self and peer assessment using tools like traffic lights, stars and wishes; and techniques to improve feedback and dialogue. The tools are meant to help embed assessment for learning practices in teaching and learning.
Field Study - Learning Assessment Strategies.gluisito1997
The document describes Luisito Gomez's observations of assessment methods used in three Filipino classes at Our Lady of the Sacred Heart College. It lists various assessment tools observed such as oral questioning, quizzes, and storytelling. For each class, it describes how the assessment methods were used to evaluate students' understanding of lessons. It also includes Luisito's reflections on ensuring assessment tools properly measure learning objectives and the importance of assessing students in a way that considers their individual learning styles.
classroom observation and type of observersSiwar Bdioui
Classroom observation involves a person sitting in on class sessions to record both the teacher's practices and student actions. The purposes of observation include providing feedback to teachers and training future teachers. Key aspects to observe include the instructor's words and actions, student engagement, and the interaction between teachers and students. There are different types of observers, including participant observers who interact closely in the classroom, non-participant observers who do not participate but have a planned structured approach, and structured versus non-structured approaches to recording observations.
This document summarizes an action research case study examining the use of visual aids to engage an English Language Learner (ELL) student in science class. Baseline data showed the student was hesitant to participate verbally. An intervention introducing brief educational video clips increased the student's time-on-task and comprehension of lesson content. However, the study had limitations including a short data collection period and differences between baseline and intervention methodology.
This document contains a series of lesson plans for instructional modules on management of instruction at Mindanao State University College of Education. The lessons cover topics such as the definition and importance of instructional/lesson planning, criteria for effective instructional objectives using the SMART framework, and the difference between goals and learning objectives. The lessons provide objectives, content outlines, and sources for each topic. They are intended to help at least 75% of students understand concepts related to effective lesson planning and goal/objective setting.
1. The document summarizes a field study observation of a teacher's class and assessment of how the teacher applied principles of learning assessment.
2. It was observed that the teacher used both oral questions and math problems on the board to check student understanding and assess skills in accordance with principles that assessment should be integral to learning and match objectives.
3. Additionally, the teacher had students check their own assignments, returned papers for students to see their scores, considered different learning styles through group work and various assessments, and provided positive and constructive feedback, demonstrating application of several principles.
This document appears to be a field study report submitted by a student named Jushabeth G. Garcera for her Bachelor of Secondary Education program. The report documents her observations at St. Louise de Marillac College of Sorsogon related to exploring concepts of the curriculum. Over three episodes, she examines the concepts, nature, and purposes of the curriculum; identifies the components and approaches of the curriculum; and discusses new approaches to teaching and learning. She includes tools used during her observations, analyses of her findings, reflections, and documentation for her portfolio. The report provides insights into how the school translates its curriculum into practice in the classroom.
The document discusses assessment tools used at City Central School across various subject areas such as English, Science, and MAPEH. Multiple choice exams, portfolios, journals, surveys, hands-on exercises, reporting, paper-pencil tests, lectures, discussions, and practical tests are some of the assessment methods described. The assessments aim to evaluate students' knowledge, skills, creativity, and abilities in an objective manner.
Fs 2 Experiencing Teaching Learning Process BY luisitogluisito1997
This document describes a field study course aimed at connecting teaching theories to classroom practice. Students observe how resource teachers apply principles of teaching and learning to make lessons interactive, meaningful, and engaging. The course objectives are to understand teaching principles through experience, reflect on applying principles for lasting learning, and determine how teachers implement lesson objectives in the teaching process. The sample observation sheet shows a student identifying how their resource teacher applies learning principles like collaborative learning and addressing individual needs. The student reflects on learning the importance of clear objectives and enhancing their own teaching skills through observation.
Field Study 2: FS2 Experiencing the Teaching- Learning ProcessJessa Arnado
This portfolio documents a field study experience where a group of students observed teaching practices at Sagay National High School. Over multiple visits, the students observed classroom lessons, noted teaching strategies and materials used, and described student participation. They reflected on teaching principles and how to consider learner characteristics. The portfolio includes journal entries, documentation of activities, and a reflection on gaining experience with the teaching-learning process.
This document proposes research into whether factors like enjoyment that influence consumer use of smart phones and applications also apply to mandatory professional use by police officers. It suggests examining how perceived enjoyment, attitude, and behavioral intention are related for a hypothetical mobile police application. A research model is proposed where perceived enjoyment positively influences attitude, which then positively influences behavioral intention to use the application. The conclusion is that making professional applications more enjoyable could increase acceptance and return on investment in technology.
Dennis A. Caraan is married to Jeanette since 2005 and they have two sons, Jacob Dwayne and Jaden Dylan, who are his inspiration for everything he does. He expanded his horizons by completing his Emergency Medicine residency training in Seattle, Washington from 2000 to 2002 and received his Doctor of Medicine degree in 1997. Throughout his life, he has strived to gain knowledge, connect with people, gain confidence, be the best, learn to compete, grow spiritually, and be thankful to God for being with him since the beginning.
The document provides an overview of the foreign language program at Seoul Foreign School. It offers Spanish, French, and Korean from middle school through high school. The program is designed as a continuum from beginner to proficient levels. In middle school, the focus is on developing basic vocabulary and language skills. In high school, students can take IGCSE level 1 and 2 courses, as well as IB Language B and Ab Initio courses to further develop their language abilities and cultural understanding. Placement depends on teacher and student recommendations as well as test results. The goal is to provide students with practical language skills to interact in everyday situations and interpret the literature and culture of the host country.
The document discusses elements of monitored processes like PID files, their long-running nature, and daemonization. It provides examples of using PID files to track processes and ensure only one instance runs. It demonstrates managing long-running processes and using God to monitor and restart them if they crash or exceed resource thresholds. While God provides an easy way to monitor processes, its Ruby DSL is unnatural and it can be a moderately expensive process itself.
The document discusses feedback in language teaching. It provides definitions of feedback and describes its two main components: corrections and assessment. Corrections provide explanations or alternatives to improve performance, while assessment simply informs learners of their performance level. The document also examines different approaches to the nature and function of feedback, including how to provide oral and written feedback and correct mistakes. It offers practical hints for teachers to maintain discipline in the classroom, such as being well prepared, moving around, and treating students with respect.
Short classroom observations with meaningful feedback can improve teaching practices and student achievement. The principal should regularly visit classrooms to understand teaching and learning, communicate with teachers, and provide support to meet school goals. Feedback should focus on teaching quality, student needs, learning, and progress towards standards. Short observations allow the principal to praise teachers, provide frequent guidance, and identify professional development needs. Effective feedback is specific, honest, focused on improvement, and involves two-way communication between the teacher and principal.
The document discusses the importance of reflective teaching practices for professional development in English language teaching (ELT). It defines reflective practice as critically analyzing one's own experiences and attempting to generalize lessons from that reflection. The document outlines that reflective teaching involves reflecting on areas like content knowledge, understanding learners, teaching approaches, and lesson effectiveness. Both qualitative and quantitative methods of reflection are presented, like journals, feedback forms, and checklists. An example of a retrospective teaching report is provided, and readers are asked to reflect on how they would analyze the report. Overall, the document argues that reflective practice helps teachers structure problems, question their approaches, and improve their instruction over time through self-analysis.
This chapter discusses principles of assessing learning. It defines assessment of learning as communicating information about student achievement and progress. Assessment should be an integral part of teaching and cannot be separated from it. Both formative and summative assessments are important. Formative assessment is used to identify material that needs clarification while summative assessment determines if learning outcomes are met. Effective assessment strategies discussed include allowing students to reflect and revise work, using rubrics for self-assessment, and collecting feedback through exit slips.
1) The document discusses best practices in assessment, presenting beliefs about assessment, assessment principles considered essential or not essential, where assessment fits in the curriculum, traditional vs current focuses of assessment, and key learnings on assessment. 2) It addresses common assessment practices seen in schools and which learning would cause teachers to reconsider those practices, and includes practices around backwards design of assessments, beginning with clear intended learning, and aligning assessment tools with intended learning. 3) The document provides information to help teachers design effective assessments, including understanding the purposes of assessment, different types of learning to assess, and matching assessment types to learning being assessed.
Educational assessment is important part of educational life of teachers and students. they are continuously engaged inthta . understanding about this indulge them with joy.. There is need to understand this concept with evaluation.
Assessment is the process of gathering and discussing information from multiple and diverse sources in order to develop a deep understanding of what students know, understand, and can do with their knowledge as a result of their educational experiences; the process culminates when assessment results are used to improve subsequent learning.
This document discusses peer observation in teaching practices. It describes a video showing two experienced teachers, T1 and T2, discussing an upcoming classroom observation. T1 asks T2 questions about the class she will observe, including the proficiency level and lesson topic. T2 asks T1 to provide feedback on her language use and lesson sequencing/pacing. The discussion notes their positive interaction, with T1 seeking to learn and indirectly complimenting T2, who answers questions cooperatively. The document also outlines the purposes and procedures of formative peer observation, including preparing, observing, and debriefing, and how it can benefit both the observed and observing teachers.
This document discusses differentiated instruction and assessment. It explains that differentiated instruction involves ensuring what students learn, how they learn it, and how they demonstrate learning matches their readiness, interests, and preferred learning styles. The document emphasizes being proactive to identify student challenges early and accommodate individual needs. It discusses theories of how students learn, such as visual/auditory/kinesthetic and multiple intelligences models. The document argues current schools often overlook certain intelligences and cater mostly to linguistic and logical learners. It advocates for performance assessments that allow for differentiation and assessing higher-order thinking. The document stresses differentiated assessment should diagnose student strengths/weaknesses and account for different learning styles and intelligences through varied assessment forms. It also emphasizes assessment
FIELD STUDY 1 PRESENTATION (2021) EP. 7 & 8
LEARNING EPISODE 7 & 8
✔EP. 7 - PHYSICAL AND PERSONAL ASPECTS OF CLASSROOM MANAGEMENT
✔EP. 8 - CLOSE ENCOUNTER WITH THE SCHOOL CURRICULUM
Note from the Creators:
DO NOT COPY ALL THE INFORMATION GIVEN FROM THIS PRESENTATION! Kindly use this presentation as your reference or basis only!
The document outlines the guiding principles of assessment that a teacher should follow, including specifying clear learning outcomes, using varied assessment tools, providing specific feedback, emphasizing real-world application and higher-order thinking, and allowing opportunities for self-assessment. It describes the intended outcomes, performance criteria, and learning activities for observing classes and analyzing a teacher's use of these assessment principles.
1. The document outlines the agenda and goals of a workshop on designing effective Chinese language lessons.
2. It discusses the stages of an effective lesson plan, including setting objectives, presenting material, guided practice, assessment, and reflection.
3. Examples are provided of well-written lesson objectives and procedures that incorporate various activities and assessments.
This document provides an overview of instructional rounds for administrators and teachers. It explains that instructional rounds are a research-based process modeled after clinical rounds in medicine where teams of educators briefly visit classrooms to observe and collect data around an identified problem of practice in order to accelerate instructional improvement. The document outlines the four steps of instructional rounds: defining a problem of practice, observation of practice, observation debrief, and identifying next steps. It emphasizes that rounds are descriptive, not evaluative, and focus on patterns of practice rather than individual teachers. The overall goal is collective learning to continuously improve teaching and learning.
This document provides guidance and resources for implementing Response to Intervention (RTI) and Professional Learning Community (PLC) practices at Maryville Junior High School. It includes:
1. Information on where to find instructional videos and resources on Blackboard to support RTI implementation and differentiated instruction.
2. A reminder that midterm exams will no longer be given, in alignment with changes at Maryville High School, and instructions for updating PowerTeacher gradebooks.
3. An overview of objectives and benefits of RTI practices, as well as a reminder that a teacher resource notebook on RTI implementation is available.
This document provides an overview of assessment for teachers. It defines assessment and differentiates it from evaluation. It discusses the importance of assessment in the teaching and learning cycle and its role in planning instruction. Formative and summative assessments are defined and examples are provided. The acronym TIPS for providing effective formative feedback is introduced. Teachers will learn to incorporate assessment into their unit planning using the Understanding by Design framework. The objectives are to help teachers understand assessment and use it to improve student learning.
This document outlines several checkpoints and review processes for coaching teachers. It includes checkpoints for ensuring teachers are proficient at self-monitoring and reflection. It also includes reviews of a teacher's long-term plan, syllabus, classroom management, instructional practices, use of formative assessments, and approach to student discipline. The goal is to provide teachers with support and feedback to improve their instruction and ability to help students learn.
Similar to 12 13 assessment workshop booklet - hs (20)
The document provides the 2014-2015 school calendar for Seoul Foreign School. It includes:
1) Key dates for the school year such as start and end dates for each term, parent conferences, holidays, and other important events.
2) A monthly calendar breakdown showing the dates and whether it is a school/non-school day for students and teachers.
3) A note explaining the different types of non-school days for students and teachers.
This conference aims to provide educators with the latest research on neuroscience and brain function in order to enhance learning. It will bring together education professionals from various fields with world-class experts to examine new ideas and tools to implement positive change. Sessions are designed for those working with learners of all ages. Topics will include digital technologies, brain-based teaching, emotion, memory, executive function and more.
This document provides information and application guidelines for Nova Southeastern University's Doctor of Education program offered in Asia in a blended format with both online and on-site components. The program is offered at sites in Shanghai, Seoul, and Kuala Lumpur with intakes in January, May, and August 2013 respectively. The document outlines the application process and requirements including submitting transcripts and recommendations, as well as information on program concentrations, course schedule, tuition costs, and contact details.
Wasc revised action plan draft final 8 may 2010Ross
The document summarizes the revised school-wide action plan with 3 goals focused on: [1] Creating and implementing a coherent K-12 curriculum with standards, benchmarks, and assessments; [2] Improving student support services; and [3] Accelerating technology integration to improve learning. Each goal outlines specific action steps, timeline, responsibilities, and steps to measure progress. The plan aims to address recommendations from an external accreditation review to improve student learning.
Seoul Foreign School received WASC accreditation from 2010 to 2016. During this six-year period, the school was tasked with addressing five main recommendations: 1) Create and regularly review a standards-based K-12 curriculum to improve student learning, 2) Implement systems to analyze student data related to learning, programs, perceptions and demographics, 3) Identify ways to accelerate technology integration to improve learning, 4) Create a comprehensive professional development plan aligned with school goals, and 5) Streamline the school's governance structures including the Board, Council, Jaidan and Governors.
Wasc final progress report for seoul foreign school june 2012Ross
Seoul Foreign School provided its annual update report to WASC detailing progress made on its action plan goals from 2011-2012. Key accomplishments included adopting standards-based curriculums across subjects, implementing the Understanding by Design model for curriculum development, and training teachers on the curriculum mapping system Atlas Rubicon. The school also analyzed student performance data, reviewed mathematics and began reviewing other subjects' curriculums. Going forward, the school aims to fully document standards-aligned curriculums by 2015 and improve assessment practices and reporting.
Wasc final progress report for seoul foreign school 01 june 2011Ross
Seoul Foreign School is a non-profit, non-denominational international school in Seoul, South Korea founded in 1912. It has over 1,400 students from 55 countries in preschool through grade 12. The school relies on tuition as its sole source of revenue and has modern facilities without debt. It has a Board of Directors, Council, and Jaidan that govern the school and a staff of over 300 teachers, administrators, and other personnel.
This document provides an overview of the integrated science curriculum for grades 6-8 at Seoul Foreign Middle School for the 2012-2013 school year. It outlines the units covered in each grade, including topics like ecology, states of matter, the solar system, life's structure and function, earth materials and processes, and human impact on the environment. Many units are multi-week and cover core concepts in various scientific disciplines like physics, chemistry, and biology.
This document provides a unit overview report for the Science department of Seoul Foreign High School for the 2012-2013 school year. It outlines the various biology, chemistry, physics, and environmental science courses offered to students in grades 11 and 12, along with the topics and timeline covered in each course over the school year. Courses include Biology, Chemistry, Physics, and Environmental Systems and Societies, and topics range from cells and genetics to thermodynamics and human population dynamics.
- The document is a unit overview report for the science department of Seoul Foreign High School for the 2012-2013 school year.
- It outlines the various science courses offered to students from Grades 9-12, including the topics covered and timeframe for each unit across the biology, chemistry, physics, and coordinated science courses.
- The report provides a comprehensive listing of all science topics and units taught at the high school level for the academic year.
This document provides a unit overview report for the science curriculum at Seoul Foreign British School from 2012-2013. It lists the various science units taught each year from Year 5 through Year 9. Each year covers 6 units per academic year, focusing on topics like the earth, life cycles, forces, light, and chemistry. The report is certified by a teacher as being complete and accurate.
This document provides an overview of the science curriculum and unit titles for each year level from Reception to Year 4 at the Seoul Foreign British School for the 2012-2013 school year. It includes 38 units across 5 year levels, covering topics like cupcakes, plants, light and dark, forces and movement, teeth and eating, circuits, habitats and rocks/soils. The overview is certified by the named teacher as being complete and accurate.
This document provides an overview of the science curriculum for 6th, 7th, and 8th grades at Seoul Foreign Middle School for the 2012-2013 school year. It outlines the units covered in each grade, including topics like ecology, states of matter, the solar system, and forces and energy for 6th grade; what is science, life structures and functions, and earth materials and processes for 7th grade; and units on the nature of science, genetics, water and climate, and other chemistry topics for 8th grade. The curriculum covers 38 weeks total for each grade.
This document provides an overview of the science curriculum for the 2012-2013 school year at Seoul Foreign Elementary School. It lists the science units taught by grade level from Senior Kindergarten to Grade 5. Each unit includes the topic covered and the weeks over which it is taught. The curriculum covers physical, life, and earth sciences across the different grades with units focusing on topics like the human body, forces and motion, ecosystems, and life cycles.
This document provides tips to help parents assist their children with homework. It discusses organizing the homework space with necessary supplies, optimizing the study environment to suit each child's needs, and clearing away distractions. The full document contains 25 tips across multiple categories to help children effectively manage their homework from elementary through high school.
The document provides an overview of the foreign language programs offered at Seoul Foreign School, including Spanish, French, Korean, and English. It outlines the philosophy of language learning, which emphasizes cultural awareness, application of skills, and developing the whole person. The content, organization, and progression of the different language programs from elementary through high school are described. Courses become more advanced in high school, culminating in the IB Diploma Program language courses. Placement in courses is determined by teacher and test recommendations to best suit students' language proficiency and background.
1. HIGH SCHOOL
1:45- 3:15
REQUESTS
1. Ideas on developing practice guidelines.
2. From the HS assessment Policy - consider a balance between
Assessment for learning; Assessment of learning; Assessment as learning.
WHAT IS ASSESSMENT?
ASSESSMENT IS…
Fundamentally…
What are the concerns?
Seoul Foreign School 1 High School Session
2. REFRESHER ON AS, OF, FOR
Type Definition & Examples
AS Your policy:
SELF – ASSESSMENT
Opportunities for student to record and track their own learning
Self- reflect, self-monitor elf adjust, challenge their own thinking
Additional thoughts
FOR Your policy:
FORMATIVE ASSESSMENT
Give regular specific feedback to students
Provides feedback to teachers to modify teaching
Additional thoughts
OF Your policy:
SUMMATIVE ASSESSMENT
Determine achievement level at the end of a unit and course
Additional thoughts
FOR STUDENTS to learn through engaging in the task, both
about the content and their own learning processes?
FOR YOU, THE TEACHER to gather data for your next stage
of teaching?
FOR ‘OFFICIAL’ REASONS – you needed to make a ‘fixed’
judgment for reporting or other official purposes
Seoul Foreign School 2 High School Session
3. AS, OF, FOR?
What might be the teacher’s prime (and perhaps subsidiary) purpose for the below
assessment activities?
AS- FOR -OF
1 A teacher gives a pre-test to find out where the kids are before starting to teach a unit
2 A teacher observes students working in groups in order to generate data to evaluate a report
card grade for a disposition of effective collaboration
3 A teacher gives an end of year exam worth 20% of the final grade
4 A teacher completes running records for reading
5 A teacher asks students to use different colored cups (red/amber/green) to indicate their
understanding of a topic as the teacher is doing a mini lecture.
6 A teacher asks students to peer assess the work of a classmate
7 A teacher asks students to write down the most important thing they learned in class today and
leave it on the door as a post-it as they exit the class
8 A teacher involves students in a deep contextual task which is used in the generation of a final
grade and/or report card comments
9 A test is used to determine which group students should work in for the next activity within a
small flexible group model
10 The teacher tells students that she does not want them to raise their hands in class – she will call
on students at random
11 The teacher asks all the students in the class to write the answer to the question on a personal
whiteboard and hold it up
12 The teacher asks students in a math class to work in groups on large and visible whiteboards
around the room
13 A teacher assigns a final written task at the end of a unit and grades it prior to moving on to the
next unit
14 A teacher gives a group of students their marked draft work with the grades received – but does
not tell the students which piece of work received which grade. She asks them to work out
which is which – and then
15 A student sits a final 3 hour paper at the end of her AP course
16 A teacher leaves grades off a piece of marking and gives only comments
17 A teacher gives students 10 minutes at the start of class to respond to the comments she has
written in last night’s homework – and then responds in turn to those comments when next
marking the books
18 A student takes a proficiency test to be allowed to utilize the expensive sound and light
equipment unsupervised in the school’s new auditorium
19 A student takes an assessment task, the results of which will be used in determining which Math
level she will be entered for in next year’s class groupings
20 A teacher gives students examples (ranging from excellent to poor) of a task and then asks them
to develop a rubric to evaluate the task
21 A music teacher assesses a student giving her final recital to parents
22 A kindergartener creates rectangular and triangular prisms using play dough and cocktail sticks
23 A teacher designs a creative, aligned task as one of the main assessments for her unit
Some big ideas:
1. The design principle for any assessment should be ALIGNMENT first, rather than
balance. Does the assessment provide BEST evidence of the intended leaning?
2. Self-assessment is essential on EVERY assessment.
3. Homework is not an effective assessment.
4. ALL assessment should contribute to learning in some way.
5. A culture of penalty can significantly alter the value of assessment in the learning
process.
Seoul Foreign School 3 High School Session
4. ASSESSMENT PRACTICES RUBRIC
SUPPORT LEARNING FOR FEW STUDENTS SUPPORT LEARNING FOR SOME STUDENTS SUPPORT LEARNING FOR MOST STUDENTS
COLLECTING EVIDENCE OF LEARNING
1. The majority of assessments are a poor 1. There is a general sense that assessment should align 1. All assessments are aligned with the intended learning
match for the learning being assessed. with learning but the practice is random. (standards/benchmarks).
2. There is rarely reference to specific intended 2. While not a required practice, most teachers list the 2. Tasks routinely collect evidence of the most important
learning on chunk assessment tasks. learning standards to be assessed on each ‘chunk’ learning.
3. Written tests are the norm even for assessment. 3. Assessments tasks are routinely designed ahead of
learnings which are not readily assessed 3. Assessments may occasionally assess learning that was teaching.
this way. not taught... 4. Many tasks assess ‘in context’.
4. Assessment tasks are rarely differentiated. 4. There is a wide range of assessment in use, but more for 5. Curriculum documents include a full repertoire of on-going
5. Assessments tasks are misaligned with what the sake of variety than alignment. assessment tasks for teacher to select from.
was taught in the classroom. 5. Differentiated tasks are evident in some classrooms. 6. All ‘chunk’ assessments are clearly tagged with the
6. Common assessments are non-existent. 6. Some grade level teams and departments are using intended learning, drawn from the school wide set of
7. Assessment takes are often design only after common assessments, but there are few guidelines. intended leaning (standards/benchmarks).
a unit has been taught. 7. Contextual tasks are in use only sparingly. 7. Assessment tasks are regularly differentiated.
8. Pre-assessment is non-existent. 8. Pre-assessment is administered only very occasionally – 8. There is a clear ‘map’ of common assessment tasks.
9. There is little or no ongoing-assessment. no policy requires it. 9. Pre-assessment is routine.
9. On-going assessment is in place by some teachers, but 10. Most teachers use on-going assessment strategies (no
the deeper understanding that it is an enabler for hands up, exit cards, one minute essay, etc.) routinely and
learning is not widespread. show from their practice that they understand it essential
role; policy is in place and monitored that commits all too
routine use.
FEEDBACK TO LEARNERS
1. There are no protocols guiding the timing, type of 1. The role of feedback is understood by some. 1. There are clear protocols guiding the timing and type of
required use of feedback. 2. Some protocols are in place to guide its use. required feedback.
2. Assessment is viewed largely as a way to audit 3. A suggested time frame for the return of work may be in 2. Clear guidelines for the return of work are in place.
learning, not as an improvement process. place. 3. Teachers fully understand that learning cannot happen
3. Grades are viewed as adequate feedback for most 4. Some teachers may be recording anecdotal evidence from without feedback.
learning. their informal feedback. 4. Learners are consistently given feedback they can act on
5. There may be a list of suggested ways of offering and are permitted by policy to do so WITHOUT PENALTY.
feedback. 5. Feedback is at the center of the discussions about
6. Grades are often a preferred form of feedback, with other improving assessment.
forms used at teacher discretion.
Seoul Foreign School 4 High School Session
5. EVALUATING EVIDENCE
1. Learners typically are unaware of learning 1. Many teachers use criteria and rubrics, but there are no 1. Learners are fully aware of what is expected of them.
expectations. school wide guidelines. 2. Learners are full participants in the evaluation process.
2. Learners are heavily reliant on teachers to know 2. Self assessment is occasionally a feature on tasks. 3. Exemplars, rubrics and criteria are in routine use and given
if and to what extent they are learning. 3. Exemplars are inn use but there is disagreement about to students ahead of teaching.
3. Teachers use their own criteria to determine whether they stifle creativity. 4. There are shared rubrics for trans disciplinary outcomes.
‘grades’. 4. Department and grade level teams have established some 5. There are clear guidelines on what is meant by each ‘grade’
4. Grade averaging and the use of zeros are guidelines for what grades mean. and continual examination of work products and processes
widespread. 5. Individual teaches may give learners ‘second chances’ but to refresh understanding.
5. Although there is a school-wide grading scheme, there are no guidelines, 6. There is no grade averaging or use of zeros in grading.
there is no common understanding of what each 6. Many learners would say that teachers are pretty much in 7. There is as much emphasis student dispositions as on
grade represents charge of the evaluation process. academic learning.
6. Only academic, easy to assess learning is 7. Most of the learning evaluated is based in the curricular 8. Self-assessment is a standard, required feature for all
evaluated. standards. assessment.
7. 'No second chances' is the predominant theme. 8. Learners occasionally have second opportunities to show 9. Evaluation is ALWAYS criteria-based – comparing learning
8. ‘Penalty’ is a strong part of the assessment ethos. their learning, but it is not routine. to the curricular standards.
9. There is a sense that learning is less successful in a culture 10. Learners routinely, by policy, have second and third
of penalty, but practice is random. opportunities to show evidence of their learning WITHOUT
PENALTY.
RECORDING EVIDENCE
1. There is no systematic process for recording 1. Grade levels/departments have agreed on similar ways to 1. There is a full, systematic, shared process for recording
evidence of learning. Teachers feel they need to record learning. evidence of learning.
generate grades just to have something to report 2. Many teachers may keep anecdotal records. 2. Teachers record only the evidence which fully supports
on. 3. Teacher may still be struggling with how much to record. progress.
2. Records are kept according to types of tasks 4. Teachers are recording evidence of learning primarily by 3. Records are kept according to learning standards.
rather than types of learning. task type, not specific learning. 4. There are a variety of forms of record keeping addressing
3. Records are often sparse. 5. Records of dispositions and big understandings are sparse the four types of learning.
4. Records are often just mechanical. but attempted. 5. There is a clear distinction between work that is strong
5. Assignments are often considered full assessments evidence of learning and work that is practice.
COMMUNICATING EVIDENCE
1. Results of learning are given on single subjects. 1. Traditional reporting processes are in place (report cards 1. All forms of reporting are based on specific learning.
2. Reports are frequently made when it is too late at set time, progress reports, parent conferences.) 2. Learning results are communicated when then is still time
to make adjustments 2. Set report times, rather than learner needs, drive the to act on them.
3. Results of assessment are commonly misused. reporting practice. 3. Learning results are consistently used to modify teaching.
4. Learning results are typically not used to adjust 3. Most reporting processes are aimed at parents, possibly 4. All reports are’ action’ oriented, suggesting next steps for
teaching, next schools. learners and teachers.
Seoul Foreign School 5 High School Session