This document discusses 21st century curriculum and assessment. It argues that curriculum needs to incorporate more technology and focus on skills rather than content alone. Assessment also needs to move from assessing learning to assessing for learning, using more innovative methods. As an example, it describes an immersive virtual assessment that could be used to authentically assess science inquiry skills. In this assessment, students would make choices to investigate a new frog species, with their actions being continuously evaluated to develop a model of their science inquiry abilities. Resources on using iPads in the classroom are also provided.
The document discusses 21st century skills and assessment. It begins by outlining key 21st century skills like critical thinking, problem solving, creativity, communication and collaboration. It then discusses how assessment of these skills has shifted from a focus on teaching and learning to incorporating assessment on a daily basis using various formative and summative methods. These include rubrics, checklists, self-reflection, peer review, observation, portfolios and questioning. The document emphasizes the need for assessment to be responsive, flexible, integrated, informative, using multiple methods and communicated to students to support learning.
This document discusses three models of authentic assessment: observations, performance samples, and tests. It provides examples of observation-based assessment tools like developmental checklists, group record sheets, observation checklists, and interview sheets. Performance samples can be compiled in a portfolio to assess student growth over time and inform parents and administrators. Performance-based tools include checklists to evaluate specific skills or behaviors, as well as oral questioning to assess knowledge and verbal communication abilities. Observations and self-reports also use tally sheets for recording student actions and remarks.
The document discusses key concepts related to student assessment including:
1) It defines terms like assessment, evaluation, measurement, formative assessment, placement assessment, diagnostic assessment, and summative assessment.
2) It differentiates between assessment, testing, measurement, and evaluation.
3) It discusses the purposes of assessment and the roles of assessment in instructional decisions.
4) It compares different types of assessment like diagnostic versus placement, and norm-referenced versus criterion-referenced.
5) It provides details on specific assessment methods like portfolios, performances, and guidelines for effective student assessment.
Traditional assessment and non traditional assessmentJuniel Tumampos
Traditional assessments typically involve multiple choice, true/false, or matching questions and evaluate students through ranked scores and grades. They are reliable and easy to administer but encourage low-level thinking. Non-traditional assessments like performance and portfolio evaluations directly observe students' applied skills and require higher-order thinking. They integrate written and applied measures to demonstrate proficiency in real-world tasks and emphasize cooperation over competition. While traditional tests enhance learning through understanding, non-traditional assessments enhance learning by requiring students to communicate interconnections among concepts and procedures.
This document discusses alternative assessment methods such as authentic assessment and portfolio assessment. It provides definitions and characteristics of alternative assessment, authentic assessment, and formative assessment. It also discusses the key elements involved in developing a portfolio assignment, including determining the purpose, audience, content, processes, management, communication, and evaluation of the portfolio. Some of the main points covered include:
- Alternative assessment contrasts with traditional standardized tests and focuses more on real-world application of skills.
- Authentic assessment involves tasks that mimic real-world situations and require higher-order thinking.
- Developing a portfolio assignment requires addressing questions about its purpose, intended audience, sample content to include, processes for selection and reflection, management of time and
Process and product performane-based assessment Dianopesidas
This document discusses process-oriented and product-oriented performance-based assessment. Process-oriented assessment evaluates the actual task performance and does not emphasize the output. It aims to understand the processes a person uses to complete a task. Product-oriented assessment focuses on the final product and output, and evaluates it based on levels of performance like novice, skilled, and expert. Both types of assessment require carefully designing learning tasks and creating rubrics with criteria, levels of performance, and descriptors to consistently score students.
This document discusses assessment in the 21st century. It defines assessment and outlines 21st century skills. Teachers should be skilled in choosing appropriate assessment methods, administering and interpreting various assessments, and using assessment results to help students learn. There has been a shift from traditional testing to alternative forms of assessment like performance and authentic assessments. Assessment for learning, rather than just of learning, helps ensure students master essential skills and close competency gaps. Performance-based assessments directly measure higher-order skills and approximate real-world tasks. Teachers should construct performance tasks, describe them, develop clear prompts, and establish public criteria and rating scales to evaluate student responses.
The document discusses the key characteristics of 21st century assessment:
1) Assessments should be responsive, flexible, and integrated into daily instruction rather than isolated events.
2) Assessments need to be informative, using clear goals and exemplars to guide student learning.
3) A variety of assessment methods should be used to accommodate all students and communicate results to stakeholders.
The document discusses 21st century skills and assessment. It begins by outlining key 21st century skills like critical thinking, problem solving, creativity, communication and collaboration. It then discusses how assessment of these skills has shifted from a focus on teaching and learning to incorporating assessment on a daily basis using various formative and summative methods. These include rubrics, checklists, self-reflection, peer review, observation, portfolios and questioning. The document emphasizes the need for assessment to be responsive, flexible, integrated, informative, using multiple methods and communicated to students to support learning.
This document discusses three models of authentic assessment: observations, performance samples, and tests. It provides examples of observation-based assessment tools like developmental checklists, group record sheets, observation checklists, and interview sheets. Performance samples can be compiled in a portfolio to assess student growth over time and inform parents and administrators. Performance-based tools include checklists to evaluate specific skills or behaviors, as well as oral questioning to assess knowledge and verbal communication abilities. Observations and self-reports also use tally sheets for recording student actions and remarks.
The document discusses key concepts related to student assessment including:
1) It defines terms like assessment, evaluation, measurement, formative assessment, placement assessment, diagnostic assessment, and summative assessment.
2) It differentiates between assessment, testing, measurement, and evaluation.
3) It discusses the purposes of assessment and the roles of assessment in instructional decisions.
4) It compares different types of assessment like diagnostic versus placement, and norm-referenced versus criterion-referenced.
5) It provides details on specific assessment methods like portfolios, performances, and guidelines for effective student assessment.
Traditional assessment and non traditional assessmentJuniel Tumampos
Traditional assessments typically involve multiple choice, true/false, or matching questions and evaluate students through ranked scores and grades. They are reliable and easy to administer but encourage low-level thinking. Non-traditional assessments like performance and portfolio evaluations directly observe students' applied skills and require higher-order thinking. They integrate written and applied measures to demonstrate proficiency in real-world tasks and emphasize cooperation over competition. While traditional tests enhance learning through understanding, non-traditional assessments enhance learning by requiring students to communicate interconnections among concepts and procedures.
This document discusses alternative assessment methods such as authentic assessment and portfolio assessment. It provides definitions and characteristics of alternative assessment, authentic assessment, and formative assessment. It also discusses the key elements involved in developing a portfolio assignment, including determining the purpose, audience, content, processes, management, communication, and evaluation of the portfolio. Some of the main points covered include:
- Alternative assessment contrasts with traditional standardized tests and focuses more on real-world application of skills.
- Authentic assessment involves tasks that mimic real-world situations and require higher-order thinking.
- Developing a portfolio assignment requires addressing questions about its purpose, intended audience, sample content to include, processes for selection and reflection, management of time and
Process and product performane-based assessment Dianopesidas
This document discusses process-oriented and product-oriented performance-based assessment. Process-oriented assessment evaluates the actual task performance and does not emphasize the output. It aims to understand the processes a person uses to complete a task. Product-oriented assessment focuses on the final product and output, and evaluates it based on levels of performance like novice, skilled, and expert. Both types of assessment require carefully designing learning tasks and creating rubrics with criteria, levels of performance, and descriptors to consistently score students.
This document discusses assessment in the 21st century. It defines assessment and outlines 21st century skills. Teachers should be skilled in choosing appropriate assessment methods, administering and interpreting various assessments, and using assessment results to help students learn. There has been a shift from traditional testing to alternative forms of assessment like performance and authentic assessments. Assessment for learning, rather than just of learning, helps ensure students master essential skills and close competency gaps. Performance-based assessments directly measure higher-order skills and approximate real-world tasks. Teachers should construct performance tasks, describe them, develop clear prompts, and establish public criteria and rating scales to evaluate student responses.
The document discusses the key characteristics of 21st century assessment:
1) Assessments should be responsive, flexible, and integrated into daily instruction rather than isolated events.
2) Assessments need to be informative, using clear goals and exemplars to guide student learning.
3) A variety of assessment methods should be used to accommodate all students and communicate results to stakeholders.
The document discusses various methods for assessing affective learning outcomes, including constructed-response formats, selected-response formats, and peer ratings. It provides details on using checklists, rating scales, and other assessment tools to measure affect. Key aspects include matching response formats to traits assessed, ensuring anonymity, and considering the context and targets when choosing assessment methods.
The document discusses the differences between traditional and authentic assessment. Traditional assessment uses standardized tests to measure correctness, while authentic assessment aims to measure thinking processes and meaningful application of skills through tasks like portfolios, discussions, and interviews. It provides steps for creating authentic assessments, including identifying standards, selecting real-world tasks, establishing criteria, and designing rubrics to evaluate student performance holistically or analytically.
A Closer Look on the Education System of Selected CountriesMica Sevillano
This document provides an overview of the education systems in several countries including Australia, China, Japan, South Africa, and the United Kingdom. It describes the basic structure and levels of education in each country. In Australia, education is typically 6 years of primary school, 6 years of high school, and 3-6 years of college or university. China has 6 years of primary education, 3 years of junior middle school, 3 years of senior middle school, and 6 years of university. Japan's system includes kindergarten, 6 years of elementary school, 3 years of lower secondary school, 3 years of upper secondary school, and 4 years of university.
A high quality assessment has three key characteristics: 1) clear learning targets that specify what students should know and be able to do, 2) appropriate assessment methods that are well-suited to evaluate the targeted learning, and 3) assessments that are valid, reliable, fair, practical and conducted ethically.
Action research is a form of investigation designed for teachers to solve problems and improve practices in their own classrooms. It involves a cyclical process of identifying issues, developing and implementing plans to address them, collecting and analyzing data, and sharing results. The goal is to better understand teaching and learning processes from the perspectives of all stakeholders to find practical solutions that improve outcomes for students.
The document discusses the roles and types of assessment used in classroom instruction. There are four main roles: placement assessment at the beginning to determine student knowledge and skills; formative assessment during instruction to monitor progress; diagnostic assessment to identify weaknesses; and summative assessment at the end to evaluate learning and teaching effectiveness. There are also different types of assessments discussed like traditional, alternative, performance-based and portfolio assessments. Effective assessment requires clear learning objectives, a variety of procedures, relevance to instruction, adequate samples of student work, fairness, specified evaluation criteria and feedback to students.
Authentic assessment evaluates students' skills and abilities through performance tests and portfolios that demonstrate tasks in real-world situations. It promotes higher-order thinking and directly shows what students have learned through application and construction of knowledge. Traditional assessment involves impersonal, standardized testing that compares students and focuses on choosing correct answers, rather than developing responses or allowing freedom in showing abilities. Authentic assessment identifies strengths and weaknesses through student and peer evaluation, while traditional assessment relies solely on the teacher's subjective evaluation.
The document discusses the National Competency-Based Teacher Standards (NCBTS) framework for Philippine teachers. It describes the NCBTS as defining effective teaching and providing a single framework to guide teacher development. The NCBTS contains 7 domains that describe the knowledge and skills of effective teachers, including social regard for learning, learning environment, diversity of learners, curriculum, planning/assessing/reporting, community linkages, and personal growth. It emphasizes the importance of helping all students learn and recognizing individual differences. The document provides details on various strands within each domain and their related performance indicators.
New K12 assessment in the k to 12 basic education programRogelio Arcelon
This document outlines DepEd Order No. 8, which provides policy guidelines for classroom assessment in the Philippine K to 12 Basic Education Program. It defines formative and summative assessment. Formative assessment is informal and ongoing, while summative assessment occurs at the end of a learning period. Assessment is aligned with curriculum standards and cognitive process dimensions. Student performance is evaluated based on content mastery, skills, and understanding as demonstrated through various components. Results are used to monitor progress, determine promotion, and report to parents. The policy aims to implement valid, reliable and equitable assessment practices.
Performance-based assessment involves students demonstrating their knowledge and skills through tasks and projects that are meaningful. It provides teachers insight into how students understand and apply their learning. There are various types of performance-based assessment, including individual/group projects, portfolios, performances, and journals. Projects require creativity, critical thinking and collaboration. Portfolios document learning over time through curated work samples. Performances allow students to demonstrate skills through acts like routines. Journals record reflections. Advantages include promoting collaboration, student-centered learning, and knowledge retention. Disadvantages can include potential cheating and high time/cost requirements.
1. Teacher Ryan conducted a short quiz after discussing the topic "Item Analysis" to get feedback on student learning. This is classified as a formative assessment.
2. Teacher RC did not attain the lesson objective of 85% accuracy for the class, as the students only achieved 33 out of 40 items correctly.
3. To increase the difficulty of a multiple-choice test item, the options should be made less homogenous.
The document outlines DepEd's classroom assessment policies for K-12 basic education in the Philippines. It discusses what is assessed in the classroom, which includes learning standards like content, performance, and competencies. It also describes how formative and summative assessments are used, including their purposes, examples, and timing. Classroom assessment results are reported to students, parents, and teachers to help track student progress on curriculum standards.
Roles of Assessment in Making Classroom Instructional DecisionChebarona Apolinario
Roles of Assessment in making Classroom Instructional Decisions
There are four main roles of assessment used in the instructional process:
1) Placement assessment determines students' prerequisite skills and best mode of learning.
2) Formative assessment monitors student learning progress through continuous feedback to improve learning and instruction.
3) Diagnostic assessment identifies student learning difficulties during instruction.
4) Summative assessment evaluates instructional objectives achieved and student mastery at the end of a course unit.
Basic Concept in Assessment. There are four basic concept in assessment such as measurement, Evaluation, Assessment and also the Non-tests. It is being used as a guide to the teacher for them to be effective in their Assessment.
Learning and innovation skills such as creativity, critical thinking, communication and collaboration are increasingly important for students to develop in order to prepare for more complex life and work environments in the 21st century. These skills include demonstrating originality, developing new ideas, being open to different perspectives, solving complex problems, asking meaningful questions, articulating ideas clearly, working with diverse teams, compromising to achieve group goals, and taking responsibility for collaborative work. A focus on creativity, critical thinking, communication and collaboration is essential to prepare students for the future.
ORT Argentina's educational project focuses on implementing a Pedagogical Model 2.0 with technological education and Jewish education. The model emphasizes student-centered learning through ubiquitous access to technology, collaborative projects, and positioning students as producers rather than just consumers of knowledge. ORT has developed a virtual campus platform to support this model, providing online resources, monitoring of student work, and opportunities for teachers to develop educational content. The implementation is being evaluated through metrics on student and teacher online productions to refine the model and guide its expansion.
ILASCD The Key to Technology Integrationdavisbrock
The document discusses keys to infusing technology into teaching 21st century students. It outlines essential conditions for effective technology infusion in schools, including having a shared vision, equitable access, skilled personnel, professional development, and support policies. It contrasts 20th century education models with what is needed for 21st century learning and discusses how technology can be a lever for change if the focus is on students rather than the tools themselves.
The document discusses various methods for assessing affective learning outcomes, including constructed-response formats, selected-response formats, and peer ratings. It provides details on using checklists, rating scales, and other assessment tools to measure affect. Key aspects include matching response formats to traits assessed, ensuring anonymity, and considering the context and targets when choosing assessment methods.
The document discusses the differences between traditional and authentic assessment. Traditional assessment uses standardized tests to measure correctness, while authentic assessment aims to measure thinking processes and meaningful application of skills through tasks like portfolios, discussions, and interviews. It provides steps for creating authentic assessments, including identifying standards, selecting real-world tasks, establishing criteria, and designing rubrics to evaluate student performance holistically or analytically.
A Closer Look on the Education System of Selected CountriesMica Sevillano
This document provides an overview of the education systems in several countries including Australia, China, Japan, South Africa, and the United Kingdom. It describes the basic structure and levels of education in each country. In Australia, education is typically 6 years of primary school, 6 years of high school, and 3-6 years of college or university. China has 6 years of primary education, 3 years of junior middle school, 3 years of senior middle school, and 6 years of university. Japan's system includes kindergarten, 6 years of elementary school, 3 years of lower secondary school, 3 years of upper secondary school, and 4 years of university.
A high quality assessment has three key characteristics: 1) clear learning targets that specify what students should know and be able to do, 2) appropriate assessment methods that are well-suited to evaluate the targeted learning, and 3) assessments that are valid, reliable, fair, practical and conducted ethically.
Action research is a form of investigation designed for teachers to solve problems and improve practices in their own classrooms. It involves a cyclical process of identifying issues, developing and implementing plans to address them, collecting and analyzing data, and sharing results. The goal is to better understand teaching and learning processes from the perspectives of all stakeholders to find practical solutions that improve outcomes for students.
The document discusses the roles and types of assessment used in classroom instruction. There are four main roles: placement assessment at the beginning to determine student knowledge and skills; formative assessment during instruction to monitor progress; diagnostic assessment to identify weaknesses; and summative assessment at the end to evaluate learning and teaching effectiveness. There are also different types of assessments discussed like traditional, alternative, performance-based and portfolio assessments. Effective assessment requires clear learning objectives, a variety of procedures, relevance to instruction, adequate samples of student work, fairness, specified evaluation criteria and feedback to students.
Authentic assessment evaluates students' skills and abilities through performance tests and portfolios that demonstrate tasks in real-world situations. It promotes higher-order thinking and directly shows what students have learned through application and construction of knowledge. Traditional assessment involves impersonal, standardized testing that compares students and focuses on choosing correct answers, rather than developing responses or allowing freedom in showing abilities. Authentic assessment identifies strengths and weaknesses through student and peer evaluation, while traditional assessment relies solely on the teacher's subjective evaluation.
The document discusses the National Competency-Based Teacher Standards (NCBTS) framework for Philippine teachers. It describes the NCBTS as defining effective teaching and providing a single framework to guide teacher development. The NCBTS contains 7 domains that describe the knowledge and skills of effective teachers, including social regard for learning, learning environment, diversity of learners, curriculum, planning/assessing/reporting, community linkages, and personal growth. It emphasizes the importance of helping all students learn and recognizing individual differences. The document provides details on various strands within each domain and their related performance indicators.
New K12 assessment in the k to 12 basic education programRogelio Arcelon
This document outlines DepEd Order No. 8, which provides policy guidelines for classroom assessment in the Philippine K to 12 Basic Education Program. It defines formative and summative assessment. Formative assessment is informal and ongoing, while summative assessment occurs at the end of a learning period. Assessment is aligned with curriculum standards and cognitive process dimensions. Student performance is evaluated based on content mastery, skills, and understanding as demonstrated through various components. Results are used to monitor progress, determine promotion, and report to parents. The policy aims to implement valid, reliable and equitable assessment practices.
Performance-based assessment involves students demonstrating their knowledge and skills through tasks and projects that are meaningful. It provides teachers insight into how students understand and apply their learning. There are various types of performance-based assessment, including individual/group projects, portfolios, performances, and journals. Projects require creativity, critical thinking and collaboration. Portfolios document learning over time through curated work samples. Performances allow students to demonstrate skills through acts like routines. Journals record reflections. Advantages include promoting collaboration, student-centered learning, and knowledge retention. Disadvantages can include potential cheating and high time/cost requirements.
1. Teacher Ryan conducted a short quiz after discussing the topic "Item Analysis" to get feedback on student learning. This is classified as a formative assessment.
2. Teacher RC did not attain the lesson objective of 85% accuracy for the class, as the students only achieved 33 out of 40 items correctly.
3. To increase the difficulty of a multiple-choice test item, the options should be made less homogenous.
The document outlines DepEd's classroom assessment policies for K-12 basic education in the Philippines. It discusses what is assessed in the classroom, which includes learning standards like content, performance, and competencies. It also describes how formative and summative assessments are used, including their purposes, examples, and timing. Classroom assessment results are reported to students, parents, and teachers to help track student progress on curriculum standards.
Roles of Assessment in Making Classroom Instructional DecisionChebarona Apolinario
Roles of Assessment in making Classroom Instructional Decisions
There are four main roles of assessment used in the instructional process:
1) Placement assessment determines students' prerequisite skills and best mode of learning.
2) Formative assessment monitors student learning progress through continuous feedback to improve learning and instruction.
3) Diagnostic assessment identifies student learning difficulties during instruction.
4) Summative assessment evaluates instructional objectives achieved and student mastery at the end of a course unit.
Basic Concept in Assessment. There are four basic concept in assessment such as measurement, Evaluation, Assessment and also the Non-tests. It is being used as a guide to the teacher for them to be effective in their Assessment.
Learning and innovation skills such as creativity, critical thinking, communication and collaboration are increasingly important for students to develop in order to prepare for more complex life and work environments in the 21st century. These skills include demonstrating originality, developing new ideas, being open to different perspectives, solving complex problems, asking meaningful questions, articulating ideas clearly, working with diverse teams, compromising to achieve group goals, and taking responsibility for collaborative work. A focus on creativity, critical thinking, communication and collaboration is essential to prepare students for the future.
ORT Argentina's educational project focuses on implementing a Pedagogical Model 2.0 with technological education and Jewish education. The model emphasizes student-centered learning through ubiquitous access to technology, collaborative projects, and positioning students as producers rather than just consumers of knowledge. ORT has developed a virtual campus platform to support this model, providing online resources, monitoring of student work, and opportunities for teachers to develop educational content. The implementation is being evaluated through metrics on student and teacher online productions to refine the model and guide its expansion.
ILASCD The Key to Technology Integrationdavisbrock
The document discusses keys to infusing technology into teaching 21st century students. It outlines essential conditions for effective technology infusion in schools, including having a shared vision, equitable access, skilled personnel, professional development, and support policies. It contrasts 20th century education models with what is needed for 21st century learning and discusses how technology can be a lever for change if the focus is on students rather than the tools themselves.
Effective technology integration enhances learning by actively engaging students in groups through frequent interaction and feedback, and connecting lessons to the real world. It also teaches useful 21st century life skills like global awareness, communication, collaboration, accessing information, and developing adequate work skills by broadening students' thinking. Teachers can make technology integration effective by designing lesson activities that thoughtfully incorporate technology to deepen the curriculum while considering the lesson goals.
Bringing Engineering to Life in Middle SchoolDiscoverE
Adding engineering into your middle school classroom is a great way to deepen your students’ learning and problem-solving skills. Take this self-guided tutorial and learn to identify common engineering myths, build your understanding of the engineering design process and how to apply it to hands-on activities, and get concrete steps you can use to easily integrate engineering. This training is offered at three grade bands: Elementary, Middle and High.
This document discusses debates around integrating Web 2.0 technologies into schools. It notes that while Web 2.0 offers potential for collaborative learning, schools have struggled to fully utilize its capabilities. Some argue schools should be replaced by online learning, while others say schools could be reinvented to better incorporate Web 2.0. However, the document argues these debates often overlook wider social and political contexts, and that Web 2.0 integration raises complex ideological issues about the purpose of education.
This document discusses project-based learning and its benefits. It outlines some key elements of the project-based learning approach, including using real-world projects as the centerpiece of the curriculum, collaborating to solve authentic problems, and integrating technology as a tool. The document provides examples of project ideas and lists some benefits of project-based learning such as improved learning, building of life skills, and connecting students to their community. Resources for learning more about project-based learning are also included.
This chapter discusses leading instruction with new technologies, including meeting NETP Goals 1 and 2 of learning and assessment through a digital-age learning culture. It emphasizes using social networking tools, universal design for learning, and assessing student achievement with both formative and summative measures. The chapter also provides reflection questions to help administrators evaluate technology integration and support learner-centered environments through professional development and equitable access to devices and online learning.
This chapter discusses leading instruction with new technologies, including meeting NETP Goals 1 and 2 of learning and assessment and ISTE Standard 2 of developing a digital learning culture. It emphasizes using social networking tools, universal design for learning, and formative and summative assessments. The chapter also includes tips for technology leaders and discussion questions about supporting technology integration, professional development, harnessing students' digital skills, enhancing STEM subjects, and ensuring equitable access to technology.
The document discusses the characteristics of 21st century learners and classrooms. It states that today's classrooms need to employ new technologies to foster innovation and creativity among academically competitive global students. The classrooms described are project-based, incorporate higher-order thinking, and connect students locally and globally. Teachers are encouraged to become more tech-savvy and use technology to deliver interactive instructions across disciplines. Tablets are also becoming widely used learning tools in classrooms.
The document discusses the characteristics of 21st century learners and classrooms. It describes how classrooms need to employ new technologies to foster innovation and creativity among academically competitive global students. Teachers must become more tech-savvy to integrate lessons across an interdisciplinary and project-based curriculum focused on higher-order thinking. The use of tablets and online resources are pushing for more digitally-focused, student-centered learning experiences to prepare students for a globalized world.
This document outlines the agenda and topics covered in a professional development session at Northland College on September 20 & 22, 2011 about 21st century learners. The session discussed: 1) defining 21st century learners and learning, 2) the skills students need in the 21st century, and 3) what students need in the classroom. Key aspects of 21st century learning covered included critical thinking, communication, collaboration, creativity, computing literacy, career skills, and cultural understanding. Videos and surveys were shared to illustrate students' perspectives and learning preferences today.
Current trends in educational technology research∂σяσтнy נσнη
This document summarizes current research trends in educational technology. It reviews research on learning environments from the perspectives of instructional design, message design, simulation, and constructivism. Key areas of research include learning in technology-supported environments, virtual environments, social aspects of learning, and distributed cognition in learning communities. The document concludes that while educational technology research has provided insights, more work is still needed to translate findings into practical strategies and share information to support complex learning interactions.
This document discusses integrating Web 2.0 technologies into the classroom. It notes that today's students are "digital natives" who are visual learners, multi-taskers, and content producers accustomed to accessing information on their own terms using technology. The document recommends using learning management systems, wikis, blogs, and other Web 2.0 tools to engage these students and help them develop 21st century skills like communication, creativity, and collaboration. Specific Web 2.0 tools that can impact the classroom are explored, such as HotChalk for online learning environments, Wikispaces for collaboration, and blogs for student reflections.
Effective ICT project ideas for the classroom. These ICT ideas are designed to effect authentic learning that aid to contextualise students learning and integrate curriculum needs into ICT projects and to effect critical thinking and creativity in our students through project based learning. We hope that teachers will find such ICT implementation truly useful for their curriculum needs and find it rewarding to implement these ICT ideas in their classes.
We appreciate all comments to help us improve on these ideas.
Vision for pedagogy: the Up2U methodology and skillsUp2Universe
The document discusses skills needed for 21st century academic learners and the Up2U methodology for teaching those skills. It identifies critical thinking, communication, information literacy, and self-direction as key skills. The Up2U approach uses teaching models like project-based learning, flipped classroom, and experiential learning to help students improve these skills and develop digital competences. However, initial teacher training sessions in Greek schools showed that teachers lack knowledge of these skills and tools to cultivate them. The document advocates for national training programs to help teachers adopt modern methodologies that support 21st century skills through technologies like Trello, WebRTC, and CERNbox.
BEA New Technologies to Enhance Student Learning - Interactive Content, Onlin...Samuel Edsall
This document discusses how new media and technologies like the internet and web 2.0 can transform education. It examines wikis as an example of an interactive learning tool. Wikis allow for collaborative creation and editing of content by users. However, the quality and usefulness of wiki content can vary - some have niche focuses, commercial biases, inconsistent openness, or agenda-driven information rather than fact-based knowledge. While wikis theoretically enable powerful sharing of ideas, in practice they have flaws. The document argues that pedagogical concepts and teaching methods must evolve along with new technologies to truly enhance student learning.
Technology integration in English Language TeachingHalil Kayaduman
This document discusses technology integration in English language teaching. It defines transparent technologies as those commonly used like pens and boards, and emerging technologies as newer digital tools. The benefits of technology in education include improved effectiveness, efficiency, costs and pace of learning. It also enhances teacher performance and student motivation, engagement, higher-order thinking skills and collaboration. The document introduces Web 2.0 technologies like wikis that allow collaborative knowledge construction and reflection. It provides an overview of the Wikispaces Classroom platform for online collaborative writing and its benefits for teaching and learning.
The document discusses 21st century standards and curriculum. It begins by providing background on how education has changed from focusing on the "3 R's" with traditional teaching methods to preparing students for college and careers through standards like the Common Core State Standards. The document then examines how the standards and curriculum/instruction can be designed to enable students to satisfy 21st century needs by integrating skills like critical thinking, communication, collaboration and creativity. It provides examples of 21st century instructional approaches like problem-based learning, cooperative learning and integrating multimedia tools. Current research suggests these skills and approaches help students deal with modern challenges and have successful futures.
Shalini Pandey seminar 2013 (Role of ICT in Rural Development)Dr. Shalini Pandey
This document discusses the role of information and communication technology (ICT) in education. It defines ICT as diverse technological tools used to communicate and create, disseminate, store, and manage information. ICT can be classified based on delivery systems like synchronous media which allows participants to learn at the same time in different locations, and asynchronous media which allows learning to occur at different times and places. The document also discusses how ICT improves the quality of education by making it more engaging and accessible, and enhances equal opportunities through distance learning. It provides examples of how ICT is used in education, from supporting traditional print content to enabling fully online programs. Overall, the document argues that ICT plays an important role in transforming classrooms
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
21st Century Curriculum and Assessment
1. TIE*21
21st Century Curriculum
and Assessment
Dr. Valerie Irvine
Dr. Jillianne Code
@_valeriei or virvine@uvic.ca
@jilliannecode or jcode@uvic.ca
Assistant Professors, Educational Technology
University of Victoria
http://tie.uvic.ca
2. TIE*21
Why?
• 21st Century Teaching and Learning
See Christy Clark’s Throne Speech (pdf)
» Pg 10 & 17-18
See Report on 21st Century Teaching and
Learning by BC Premier’s Technology
Council
• Opportunity to improve learning methods
12. TIE*21
Personal Learning Network
• Capture events anywhere anytime
• Share events with anyone or
everyone
• Get or give help within your
community
• Expand your personal learning
network…
17. TIE*21
Why?
• Assessment and evaluation opportunities
– Using networking and multimedia
tools
• Increased engagement
• Support for Special Needs
• Just-in-time resources (often free or
cheap)
18. TIE*21
21st Century CURRICULUM
KEY POINTS
• Incorporation of technology as a
way of doing things…
19. TIE*21
21st Century CURRICULUM
KEY POINTS Understanding how
networks work is one of the
• Digital Literacy most important literacies of
• Understandingthe 21st century.
Howard Rheingold (2010)
20. TIE*21
21st Century CURRICULUM
KEY POINTS
• Increased focus on skills as
opposed to content
21. TIE*21
21st Century CURRICULUM
KEY POINTS
• Self-Regulation of Learning
• see Allyson Hadwin at Uvic or
recording at http://tie.uvic.ca
22. TIE*21
21st Century CURRICULUM
KEY POINTS
• Needs to allow for creativity as
per PTC report
23. TIE*21
21st Century CURRICULUM
KEY POINTS
• Pull-out IRP document of technology-
infused outcomes similar to grade-only
pull-out IRPS
• Supports district or school
technology coordinators
• Supports pre-service teacher
educators
24. TIE*21
iPads
as an example
• Demonstration
• Trend of iPads in Schools
• iPads for Kindergarters
• View Youtube
25. TIE*21 21st Century
ASSESSMENT
• Move from
Assessment OF Learning
to
Assessment FOR Learning
• Incorporate innovative ways of
assessing learning
27. TIE*21
Our challenge
• Simply using technology to deliver digitized
versions of item-based paper-and-pencil
tests does not realize the full power of
technology in assessment
• We need to create new types of
measurement experiences that are
purpose driven, reliable, and engaging
• These will provide richer and more
authentic observations of student learning
27
28. TIE*21
Assessing Science Inquiry
Learning
The case of a 21st century assessment
28
29. TIE*21
the problem
Science inquiry is difficult to measure
with open-response and multiple-
choice tests
29
30. TIE*21
authentic assessment of inquiry
require students to apply scientific
knowledge and reasoning to situations
similar to those they will encounter in the
world outside the classroom, as well as to
situations that approximate how scientists do
their work (NSES)
30
31. TIE*21 what is a immersive virtual
assessment (IVA)
• an immersive environment used to
situate students in a virtual setting that
simulates a scientific challenge
• allow students to construct a narrative
through a series of choices
• rich in-world observations enable us to
make nuanced assessments of students’
misconceptions of science inquiry
31
32. TIE*21
there’s a new frog in
town
assessment 2
32
37. TIE*21 ok, so how is science inquiry
measured?
• a student’s measure of science inquiry performance
is based on their in-world actions
• actions and choices are given a range of scores
and weightings that contribute to an ongoing student
model of science inquiry.
• They are temporally evaluated based on past,
present, and future actions.
37
42. TIE*21
Resources
• iPads/iPods in the
Classroom
Diigo http://bit.ly/mYwDct
Apps in Education & Blog Posts
on Do’s and Don’ts
http://bit.ly/iD2woL
Keith Rispin’s “The other side”
http://t.co/eWUyY2i
TechieAng Expanding
Teaching/Exploring Technology
http://bit.ly/sfejX1
Editor's Notes
http://www.flickr.com/photos/arabcrunch/
Virtual worlds and immersive environments have become an accepted method for teaching and learning (USDE, 2010).
The development and demonstration of higher-order cognitive skills involved in science inquiry are difficult to measure with open-response and multiple-choice tests (NRC, 2006; Quellmalz & Haertel, 2004; Resnick & Resnick, 1992). The focus of this research is not specifically about what inquiry is but how inquiry can be measured through VPAs.
authentic assessment exercises require students to apply scientific knowledge and reasoning to situations similar to those they will encounter in the world outside the classroom, as well as to situations that approximate how scientists do their work (NSES)
Virtual Performance Assessments (VPAs, IES Grant #R305A080141) use an immersive environment to situate students in a virtual setting that simulates a scientific challenge. These immersive environments enable authentic scientific inquiry where students are assessed based on performances captured as in-world interactions. Rich event-logs of student actions form the basis of observations on which conclusions are drawn about what inquiry skills each student knows. Rather than an ongoing narrative where there is a right answer, our assessments allow students to construct a narrative through a series of choices where each decision they make affects their in-world experience. Rich in-world observations enable us to make nuanced assessments of students’ misconceptions of science inquiry.
It is May, and students in Ms. Jones’ 8th grade science class have to take their achievement tests. She logs into the VPA teacher’s portal and creates accounts for her students, selecting the initial assessment she wants them to take. When class starts, the students sit at individual computers and login to begin their simulated experience.
The ability for students to choose their own avatar is a design decision that we hope will provide students with a sense of autonomy for the experience. Arielle sits at her computer and logs into the student portal. She opens the assessment and is immediately allowed to choose what her avatar looks like. She selects and avatar and enters the world.
The camera slowly provides an aerial view of the world to orient Arielle to the problem space. Arielle sees that there is a village and what appears to be farms with ponds. The camera then focuses in on a multi-colored frog with 6 legs. Arielle wonders, “What could be causing this frog to have 6 legs?” The assessment begins. A scientist and farmers who have just discovered this mutated frog greet Arielle. The farmers all offer competing hypotheses for why the frog is mutated.
The scientist turns to Arielle’s avatar and tells her that she must conduct and investigation and come up with her own theory and back it up with evidence. He asks her if she thinks any of the hypotheses are plausible.
The goal of VPA is for students to make choices based on sound science inquiry skills that advance the theory that they are attempting to build. In VPAs, a student’s measure of science inquiry performance is based on their in-world actions. Their actions and choices are given a range of scores and weightings that contribute to an ongoing student model of science inquiry. They are temporally evaluated based on past, present, and future actions. In other words, a choice is evaluated in terms of the previous actions, their actual choice within the context of the available choices, and the outcome of their choice that sets the stage for the next set of actions. For example, if a character asks a student what they think the problem is and the student responds that they think the mutant frog is a result of pollution, the character will ask the student to provide evidence for their claim. The evidence that a student gives will be weighted and evaluated based on their prior actions (data that they have previously collected) and by what they choose to present as evidence.
At this point in the assessment, Arielle has a choice. She could have gone to the lab and accessed information there such as research articles. However, she chose to go explore. This choice is recorded on the back-end. We are recording students’ choices and that are then be compiled into patterns. These patterns are then built and compared to profiles of students’ inquiry knowledge established during our cognitive task analyses. Because of this, the assessment has a built-in framework that enables us to examine students’ intent and interpret their actions.At the first farm, Arielle says she plans to collect a water sample. She enters the farm and collects a sample of the water. She also picks up a frog and a tadpole to bring back to the lab and run some tests.
She finds a research article and starts reading it. It contains information on tadpoles and viruses so she puts it in her backpack and decides to visit another farm. At this point, Arielle has collected 5 pieces of data. Her backpack will only allow her to hold 8 pieces of data at a time.
Arielle will be forced to make a choice about what data she thinks is the most important or that she wants to investigate first. If students were allowed to pick up every piece of data in the world then it would be difficult to make inferences about their knowledge of what data is important evidence in the investigation. If students were asked to evaluate a piece of data every time they collected it then the task would become boring. Thus, the design is requiring students to make a choice through actions. She can go to the lab at any times to run tests on the data (e.g. water tests, blood test, genetic test). Any piece of discarded data from the backpack will go back into the world and can be picked back up at any time (given there is space in the backpack).Arielle has collected 8 pieces of data from two farms. She does not want to discard any data and decides to go to the lab to run some tests. She arrives at the lab and examines the water samples. Her tests show that the lab water and water from one of the farms contains pesticides. However, one of the farms has clean water. She runs genetic tests on the 2 frogs she collects and sees that they are the same. She notes that both of the frogs have high counts of white blood cells. She decides that she needs more evidence and goes to collect water samples from the other two ponds. At this point, Arielle has spent her time collecting data and running tests.