This document discusses effective feedback for students. It defines feedback as an objective description of a student's performance intended to guide future improvement, rather than evaluate or judge. Effective feedback includes recognizing the learning goal, providing evidence of the student's current level of understanding, and guidance on closing the gap. Research shows feedback has one of the strongest impacts on achievement. It should be timely, specific, and allow students to apply the feedback to improve. The goal is for students to understand expectations and learn from feedback to progress toward mastery.
Feedback is meant to guide student performance by identifying strengths and areas for improvement without judgment. Effective feedback provides an objective description of performance, focuses on the work rather than the student, and gives direction on closing the gap between goals and current performance. It should be timely, specific, and allow opportunities for students to apply the feedback in improving.
Effective feedback provides students with guidance to improve future performance by objectively describing their current performance and identifying areas of strength and areas for growth. Research shows feedback is most effective when it is timely, specific, and provides students with understanding of how to close the gap between their current performance and the learning goals. Feedback should recognize the desired learning goal, provide evidence of the student's current position, and help the student understand how to improve.
The document discusses feedback as an objective description of a student's performance intended to guide future improvement rather than judge performance. Effective feedback describes what a student did well and what needs correcting without praise or blame. It shows students where they are in relation to learning goals and what they need to do to achieve mastery. Feedback should be timely, specific, and provide guidance on improving for the next task.
This deck is from my workshop at ACTE Career Tech Vision 2013 in Las Vegas titled "Assessment FOR Learning: How Measuring Success DURING Learning Turns Testing Upside Down"
Most students hate taking tests. Most teachers hate giving tests. But a new concept called "AfL" (Assessment FOR Learning) has turned the concept of measurement upside down. Rather than waiting until the end of the process, AfL incorporates measurement throughout the learning process.
Learners know exactly where they are at all times -- which areas are solid, and what they need to work on. Teachers can see the results of their lessons and modify what they're doing to improve results. Parents and administrators have no surprises -- from the pre-class measurement to the end of class wrap-up.
Effective feedback provides students with specific information about what they have done well and how they can improve, gives them guidance for future tasks, and allows time to apply the feedback. It should focus on the learning goals and standards, acknowledge successes, and be accessible, varied, and enable students to benefit from the feedback. The nature of feedback should depend on the learning area and task.
Effective feedback provides students with information about their performance on a task, evaluates how well they did, and provides guidance on improvement. It should be specific, use models of desired outcomes, acknowledge successes while focusing on areas for growth, and allow time for students to apply the feedback. The nature of feedback should depend on the learning area and task. Feedback aims to improve future performance rather than just measure past performance.
This document discusses assessing young learners. It begins by asking the reader to reflect on what defines a young learner in terms of age range and characteristics. Assessment is described as an integral part of instruction that provides feedback on learning goals, student progress, and teaching effectiveness. The document outlines key concepts like evaluation, assessment, and testing and explains the purposes of assessment as diagnostic, for setting standards, and evaluating progress. It details types of assessment including diagnostic, benchmark, formative, and summative assessments. Principles of assessment discussed are validity, reliability, and fairness.
Overall, assessments are used either as a Programmatic Assessment or as a Learning Assessment. One of the most familiar learning assessments is the multiple choice assessment that reflects the typical pen and paper traditional classroom test (Popham, 2006). However, these tests are not very easy to construct to ensure validity due to unclear directions, ambiguous statements, unintended clues, complicated syntax and difficult vocabulary (Popham, 2006). Other learning assessments with construct validity, such as the essay and the reflective journal, tend to focus on student-centered pedagogy. These assessments are ideal for assessing the learning outcomes of the individual and increase the student’s personal responsibility for their own learning. This reading document provides a brief summary of assessment tools that are available for both programmatic and learning.
Feedback is meant to guide student performance by identifying strengths and areas for improvement without judgment. Effective feedback provides an objective description of performance, focuses on the work rather than the student, and gives direction on closing the gap between goals and current performance. It should be timely, specific, and allow opportunities for students to apply the feedback in improving.
Effective feedback provides students with guidance to improve future performance by objectively describing their current performance and identifying areas of strength and areas for growth. Research shows feedback is most effective when it is timely, specific, and provides students with understanding of how to close the gap between their current performance and the learning goals. Feedback should recognize the desired learning goal, provide evidence of the student's current position, and help the student understand how to improve.
The document discusses feedback as an objective description of a student's performance intended to guide future improvement rather than judge performance. Effective feedback describes what a student did well and what needs correcting without praise or blame. It shows students where they are in relation to learning goals and what they need to do to achieve mastery. Feedback should be timely, specific, and provide guidance on improving for the next task.
This deck is from my workshop at ACTE Career Tech Vision 2013 in Las Vegas titled "Assessment FOR Learning: How Measuring Success DURING Learning Turns Testing Upside Down"
Most students hate taking tests. Most teachers hate giving tests. But a new concept called "AfL" (Assessment FOR Learning) has turned the concept of measurement upside down. Rather than waiting until the end of the process, AfL incorporates measurement throughout the learning process.
Learners know exactly where they are at all times -- which areas are solid, and what they need to work on. Teachers can see the results of their lessons and modify what they're doing to improve results. Parents and administrators have no surprises -- from the pre-class measurement to the end of class wrap-up.
Effective feedback provides students with specific information about what they have done well and how they can improve, gives them guidance for future tasks, and allows time to apply the feedback. It should focus on the learning goals and standards, acknowledge successes, and be accessible, varied, and enable students to benefit from the feedback. The nature of feedback should depend on the learning area and task.
Effective feedback provides students with information about their performance on a task, evaluates how well they did, and provides guidance on improvement. It should be specific, use models of desired outcomes, acknowledge successes while focusing on areas for growth, and allow time for students to apply the feedback. The nature of feedback should depend on the learning area and task. Feedback aims to improve future performance rather than just measure past performance.
This document discusses assessing young learners. It begins by asking the reader to reflect on what defines a young learner in terms of age range and characteristics. Assessment is described as an integral part of instruction that provides feedback on learning goals, student progress, and teaching effectiveness. The document outlines key concepts like evaluation, assessment, and testing and explains the purposes of assessment as diagnostic, for setting standards, and evaluating progress. It details types of assessment including diagnostic, benchmark, formative, and summative assessments. Principles of assessment discussed are validity, reliability, and fairness.
Overall, assessments are used either as a Programmatic Assessment or as a Learning Assessment. One of the most familiar learning assessments is the multiple choice assessment that reflects the typical pen and paper traditional classroom test (Popham, 2006). However, these tests are not very easy to construct to ensure validity due to unclear directions, ambiguous statements, unintended clues, complicated syntax and difficult vocabulary (Popham, 2006). Other learning assessments with construct validity, such as the essay and the reflective journal, tend to focus on student-centered pedagogy. These assessments are ideal for assessing the learning outcomes of the individual and increase the student’s personal responsibility for their own learning. This reading document provides a brief summary of assessment tools that are available for both programmatic and learning.
This document discusses effective feedback strategies for teaching. It explains that feedback should include both positive comments and corrections focusing on content and accuracy. Feedback should connect to the learning task, help students improve their writing, and maintain student motivation through clarifying questions rather than negative statements. Praising effort rather than ability increases student motivation and learning. Feedback should provide clear next steps for students and be specific rather than ambiguous. While grading can provide feedback when criteria are clear, feedback alone focuses on the writing process without assigning value and is less time-consuming for instructors. The primary purpose of facilitative feedback comments is to engage students in revision to improve their writing over time.
From the CALPER/LARC Testing and Assessment Webinar Series
Download the handouts and ppt: https://larc.sdsu.edu/archived-events/
View the recording: http://vimeo.com/59919647
Presentation Abstract:
Foreign language teachers must balance their commitment to meeting learner needs and promoting learner language abilities with their responsibility to generate grades and document learner progress toward curricular objectives. Large-scale, formal testing practices lead many to view teaching and assessment as distinct or even competing activities that classroom practitioners must choose between. The focus of this webinar is how assessment may be conceived not as a separate undertaking but rather as a perspective on teaching and learning activities – that is, a way of looking at regular classroom activities as sources of information regarding forms of learner participation and contribution, difficulties they encounter, and forms of support they require to progress. This way of thinking about assessment’s relation to teaching resonates with recent calls for an Assessment-for-Learning framework, which underscores the relevance to instructional decisions of insights into learner abilities that are gained through informal assessments. It also draws heavily upon the recent innovation of Dynamic Assessment as a principled approach to integrating teaching and assessment as a single activity that supports learners to stretch beyond their current language abilities. Examples of classroom interactions intended to serve both instructional and evaluative purposes will be presented. Participants will be invited to critically examine these examples and, through discussion, to derive principles for teaching and assessing to promote language learning.
Webinar Date: February 10, 2011
1. Assessment and feedback aim to increase student learning and development by defining goals, collecting information, analyzing performance, and using insights to guide students.
2. Feedback provides information to students and teachers about student performance relative to learning goals in order to improve learning. It can be verbal, written, or digital.
3. For different assessment types, feedback should acknowledge right/wrong answers, focus on strengths and areas for improvement, and be given in a timely manner either verbally, in writing, or through individual discussions.
Effective feedback is designed to determine a learner's understanding and progress towards learning goals. It should be timely, clear, and encourage reflection on improvement strategies. High-quality feedback focuses on work quality and identifies areas of misunderstanding, without praise or punishment. It references learning intentions and success criteria to guide future progress.
This document discusses the importance of effective academic feedback and outlines seven keys to providing effective feedback: being goal-referenced, tangible, actionable, user-friendly, timely, ongoing, and consistent. It describes an activity where teachers work in groups to identify characteristics of effective feedback, evaluate examples of effective and ineffective feedback, and improve ineffective examples. The document emphasizes that academic feedback is strongly related to student achievement regardless of student characteristics and that teachers should focus on providing feedback aligned with the seven characteristics.
This document discusses feedback in higher education from the student perspective. It defines feedback as information about performance relative to a goal, including a description of what was done, an evaluation, and guidance for improvement. While feedback is important for learning, students often find it unclear, inconsistent, or too critical. Recommendations include making feedback timely, specific, focused on performance rather than the person, and involving students in the feedback process. For feedback to be effective, students must understand the learning goal and standards, see the gap in their current performance, and take action to improve.
For the past few years, reading has taken center stage in PD—specifically because this is an area that has been deemed as being one that most of our students struggle with as evidenced by ISAT performance. For the past couple of years, teachers have been exposed to the concept of Reading Across the Curriculum. At first, Haugan received PD from an outside consultant and then last year, most of our PD was delivered on-site by our Master Teachers. This year, we are going full force with Reading Across the Curriculum and marrying it to the Differentiation concept—Haugan personnel will be the driving force behind the initiative; in terms of providing all PD ourselves. So far, we have delivered 4 PowerPoint presentations that have some type of literacy/differentiation element embedded into it: Ex: 1. Formative Assessment; 2. Word Maps to Build Comprehension; 3. Summarizing; and 4. Differentiation.
Formative Assessment ppt: The idea behind this PD session was to expose teachers to techniques that they can implement in any one of the different content-areas that would allow them to frequently monitor students’ understanding. Research has shown that it is through these constant ‘checks for understanding’ that teachers are better able to adjust their instruction to maximize learning. Through formative assessment, teachers are able to cater to students’ individual needs; this is a huge concept behind differentiation.
This document discusses providing descriptive feedback to students to improve achievement. Research shows feedback should be corrective, timely, and specific to criteria. Feedback is most effective when it explains what students are doing correctly or incorrectly, is provided promptly, and describes students' performance based on specific skills rather than relative to other students. The document also provides suggestions for using rubrics to facilitate feedback and having teachers examine student work to generate descriptive instead of evaluative feedback. It prompts reflection on current feedback practices and goals for improvement.
This document discusses providing descriptive feedback to students to improve achievement. Research shows feedback should be corrective, timely, and specific to criteria. Feedback is most effective when it explains what students are doing correctly or incorrectly, is provided promptly, and describes students' performance based on specific skills rather than relative to other students. The document also provides suggestions for using rubrics to facilitate feedback and having teachers examine student work to generate descriptive instead of evaluative feedback. It prompts reflection on current feedback practices and goals for improvement.
The document discusses examination as an assessment tool. It defines assessment and outlines its key components, including formulating intended learning outcomes, developing assessment measures, creating experiences leading to outcomes, and using results to improve learning. The assessment cycle of plan, do, check, act is also described. Different types of assessments are explained such as formative, summative, norm-referenced, and multiple choice exams. Overall, the document provides an overview of assessment and its importance in evaluating student performance and progress.
The document discusses principles of effective assessment and evaluation. It states that assessment should primarily aim to improve student learning and teaching. Assessment takes a broad range of forms and should be tailored to the skills or knowledge being assessed. Effective assessment intentionally focuses on important learning goals, provides clear feedback, and is varied, manageable, timely and fair. Performance standards, rubrics, grades and evaluating effort are also discussed.
This document provides guidance on effective assessment and grading practices for students. It outlines 9 principles of good practice for assessing student learning, including that assessment works best when it reflects understanding of learning as multidimensional and revealed over time. It also discusses strategies for grading students' work based on mastery of knowledge and skills, avoiding normative grading systems, keeping students informed of their progress, and clearly explaining grading policies to minimize student complaints.
This document discusses reflective practice in teaching using learner attainment data. It describes several tools teachers can use to monitor learner progress, including a Daily Lesson Log to track mastery of competencies, an Electronic Class Record to monitor individual learner grades and achievement, and a Progress Chart to monitor class average over time. The document also provides suggestions for using these tools, such as planning monitoring activities, regularly evaluating learner performance, exploring additional evaluation methods, and validating documents to ensure accurate learner data. Teachers are encouraged to reflect on evaluation results to improve instruction and involve learners in peer evaluation.
The document discusses revising instructional materials based on formative evaluation data. Key points:
- Formative evaluation data is analyzed to identify weaknesses in instructional materials and lessons. This includes analyzing learner performance, comments, and time on task.
- Based on the analysis, revisions are made to address problems identified. Revisions can improve content, procedures, or supplement materials.
- The goal of revision is to improve the instruction for future learners based on what was learned from the formative evaluation and pilot testing. Revisions may require reexamining objectives, tests, or instructional strategies.
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
This document discusses assessment strategies for enhancing student learning. It defines different types of assessments, including diagnostic, formative, and summative assessments. Formative assessments are emphasized as being most effective for driving instruction when used ongoing throughout a course. Specific examples are provided for different formative assessment techniques like observations, homework, and reflections. The document also stresses the importance of providing timely and specific feedback to students to allow them to improve.
Active learning & classroom assessment practicesKyawmoe Aung
This document discusses various assessment techniques including formative and summative assessment, criteria for good assessment, and examples of performance-based assessments. Formative assessment occurs during instruction to inform teaching, while summative assessment happens at the end to evaluate learning. Good assessments are valid, reliable, standardized, practical, and have positive washback effects on teaching and learning. Performance-based assessments examples include K-W-L charts, pass slips, portfolios, peer assessment, and self-assessment. The role of assessment is to align learning objectives, instruction, and evaluation of skills and knowledge.
The document discusses assessment and feedback. It begins by outlining the session objectives which are to list features of effective feedback, identify the differences between formal and informal feedback, and construct a piece of developmental feedback. It then provides slides on various aspects of assessment, including that it should be learner-centered and help pupils progress. It also discusses integrating assessment with teaching and learning, as well as linking assessments to standards. The document concludes by discussing feedback, including its purpose and characteristics like providing evidence of current performance and goals.
The document discusses formative evaluation and revising instructional materials based on evaluation data. It describes collecting data from learners through observations, assessments, questionnaires and comments. The data is summarized to identify weaknesses in the materials and difficulties learners had in achieving objectives. Revisions are then made to instructional strategies, objectives, content and procedures based on the evaluation findings to improve the effectiveness of the materials.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
This document discusses effective feedback strategies for teaching. It explains that feedback should include both positive comments and corrections focusing on content and accuracy. Feedback should connect to the learning task, help students improve their writing, and maintain student motivation through clarifying questions rather than negative statements. Praising effort rather than ability increases student motivation and learning. Feedback should provide clear next steps for students and be specific rather than ambiguous. While grading can provide feedback when criteria are clear, feedback alone focuses on the writing process without assigning value and is less time-consuming for instructors. The primary purpose of facilitative feedback comments is to engage students in revision to improve their writing over time.
From the CALPER/LARC Testing and Assessment Webinar Series
Download the handouts and ppt: https://larc.sdsu.edu/archived-events/
View the recording: http://vimeo.com/59919647
Presentation Abstract:
Foreign language teachers must balance their commitment to meeting learner needs and promoting learner language abilities with their responsibility to generate grades and document learner progress toward curricular objectives. Large-scale, formal testing practices lead many to view teaching and assessment as distinct or even competing activities that classroom practitioners must choose between. The focus of this webinar is how assessment may be conceived not as a separate undertaking but rather as a perspective on teaching and learning activities – that is, a way of looking at regular classroom activities as sources of information regarding forms of learner participation and contribution, difficulties they encounter, and forms of support they require to progress. This way of thinking about assessment’s relation to teaching resonates with recent calls for an Assessment-for-Learning framework, which underscores the relevance to instructional decisions of insights into learner abilities that are gained through informal assessments. It also draws heavily upon the recent innovation of Dynamic Assessment as a principled approach to integrating teaching and assessment as a single activity that supports learners to stretch beyond their current language abilities. Examples of classroom interactions intended to serve both instructional and evaluative purposes will be presented. Participants will be invited to critically examine these examples and, through discussion, to derive principles for teaching and assessing to promote language learning.
Webinar Date: February 10, 2011
1. Assessment and feedback aim to increase student learning and development by defining goals, collecting information, analyzing performance, and using insights to guide students.
2. Feedback provides information to students and teachers about student performance relative to learning goals in order to improve learning. It can be verbal, written, or digital.
3. For different assessment types, feedback should acknowledge right/wrong answers, focus on strengths and areas for improvement, and be given in a timely manner either verbally, in writing, or through individual discussions.
Effective feedback is designed to determine a learner's understanding and progress towards learning goals. It should be timely, clear, and encourage reflection on improvement strategies. High-quality feedback focuses on work quality and identifies areas of misunderstanding, without praise or punishment. It references learning intentions and success criteria to guide future progress.
This document discusses the importance of effective academic feedback and outlines seven keys to providing effective feedback: being goal-referenced, tangible, actionable, user-friendly, timely, ongoing, and consistent. It describes an activity where teachers work in groups to identify characteristics of effective feedback, evaluate examples of effective and ineffective feedback, and improve ineffective examples. The document emphasizes that academic feedback is strongly related to student achievement regardless of student characteristics and that teachers should focus on providing feedback aligned with the seven characteristics.
This document discusses feedback in higher education from the student perspective. It defines feedback as information about performance relative to a goal, including a description of what was done, an evaluation, and guidance for improvement. While feedback is important for learning, students often find it unclear, inconsistent, or too critical. Recommendations include making feedback timely, specific, focused on performance rather than the person, and involving students in the feedback process. For feedback to be effective, students must understand the learning goal and standards, see the gap in their current performance, and take action to improve.
For the past few years, reading has taken center stage in PD—specifically because this is an area that has been deemed as being one that most of our students struggle with as evidenced by ISAT performance. For the past couple of years, teachers have been exposed to the concept of Reading Across the Curriculum. At first, Haugan received PD from an outside consultant and then last year, most of our PD was delivered on-site by our Master Teachers. This year, we are going full force with Reading Across the Curriculum and marrying it to the Differentiation concept—Haugan personnel will be the driving force behind the initiative; in terms of providing all PD ourselves. So far, we have delivered 4 PowerPoint presentations that have some type of literacy/differentiation element embedded into it: Ex: 1. Formative Assessment; 2. Word Maps to Build Comprehension; 3. Summarizing; and 4. Differentiation.
Formative Assessment ppt: The idea behind this PD session was to expose teachers to techniques that they can implement in any one of the different content-areas that would allow them to frequently monitor students’ understanding. Research has shown that it is through these constant ‘checks for understanding’ that teachers are better able to adjust their instruction to maximize learning. Through formative assessment, teachers are able to cater to students’ individual needs; this is a huge concept behind differentiation.
This document discusses providing descriptive feedback to students to improve achievement. Research shows feedback should be corrective, timely, and specific to criteria. Feedback is most effective when it explains what students are doing correctly or incorrectly, is provided promptly, and describes students' performance based on specific skills rather than relative to other students. The document also provides suggestions for using rubrics to facilitate feedback and having teachers examine student work to generate descriptive instead of evaluative feedback. It prompts reflection on current feedback practices and goals for improvement.
This document discusses providing descriptive feedback to students to improve achievement. Research shows feedback should be corrective, timely, and specific to criteria. Feedback is most effective when it explains what students are doing correctly or incorrectly, is provided promptly, and describes students' performance based on specific skills rather than relative to other students. The document also provides suggestions for using rubrics to facilitate feedback and having teachers examine student work to generate descriptive instead of evaluative feedback. It prompts reflection on current feedback practices and goals for improvement.
The document discusses examination as an assessment tool. It defines assessment and outlines its key components, including formulating intended learning outcomes, developing assessment measures, creating experiences leading to outcomes, and using results to improve learning. The assessment cycle of plan, do, check, act is also described. Different types of assessments are explained such as formative, summative, norm-referenced, and multiple choice exams. Overall, the document provides an overview of assessment and its importance in evaluating student performance and progress.
The document discusses principles of effective assessment and evaluation. It states that assessment should primarily aim to improve student learning and teaching. Assessment takes a broad range of forms and should be tailored to the skills or knowledge being assessed. Effective assessment intentionally focuses on important learning goals, provides clear feedback, and is varied, manageable, timely and fair. Performance standards, rubrics, grades and evaluating effort are also discussed.
This document provides guidance on effective assessment and grading practices for students. It outlines 9 principles of good practice for assessing student learning, including that assessment works best when it reflects understanding of learning as multidimensional and revealed over time. It also discusses strategies for grading students' work based on mastery of knowledge and skills, avoiding normative grading systems, keeping students informed of their progress, and clearly explaining grading policies to minimize student complaints.
This document discusses reflective practice in teaching using learner attainment data. It describes several tools teachers can use to monitor learner progress, including a Daily Lesson Log to track mastery of competencies, an Electronic Class Record to monitor individual learner grades and achievement, and a Progress Chart to monitor class average over time. The document also provides suggestions for using these tools, such as planning monitoring activities, regularly evaluating learner performance, exploring additional evaluation methods, and validating documents to ensure accurate learner data. Teachers are encouraged to reflect on evaluation results to improve instruction and involve learners in peer evaluation.
The document discusses revising instructional materials based on formative evaluation data. Key points:
- Formative evaluation data is analyzed to identify weaknesses in instructional materials and lessons. This includes analyzing learner performance, comments, and time on task.
- Based on the analysis, revisions are made to address problems identified. Revisions can improve content, procedures, or supplement materials.
- The goal of revision is to improve the instruction for future learners based on what was learned from the formative evaluation and pilot testing. Revisions may require reexamining objectives, tests, or instructional strategies.
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
This document discusses assessment strategies for enhancing student learning. It defines different types of assessments, including diagnostic, formative, and summative assessments. Formative assessments are emphasized as being most effective for driving instruction when used ongoing throughout a course. Specific examples are provided for different formative assessment techniques like observations, homework, and reflections. The document also stresses the importance of providing timely and specific feedback to students to allow them to improve.
Active learning & classroom assessment practicesKyawmoe Aung
This document discusses various assessment techniques including formative and summative assessment, criteria for good assessment, and examples of performance-based assessments. Formative assessment occurs during instruction to inform teaching, while summative assessment happens at the end to evaluate learning. Good assessments are valid, reliable, standardized, practical, and have positive washback effects on teaching and learning. Performance-based assessments examples include K-W-L charts, pass slips, portfolios, peer assessment, and self-assessment. The role of assessment is to align learning objectives, instruction, and evaluation of skills and knowledge.
The document discusses assessment and feedback. It begins by outlining the session objectives which are to list features of effective feedback, identify the differences between formal and informal feedback, and construct a piece of developmental feedback. It then provides slides on various aspects of assessment, including that it should be learner-centered and help pupils progress. It also discusses integrating assessment with teaching and learning, as well as linking assessments to standards. The document concludes by discussing feedback, including its purpose and characteristics like providing evidence of current performance and goals.
The document discusses formative evaluation and revising instructional materials based on evaluation data. It describes collecting data from learners through observations, assessments, questionnaires and comments. The data is summarized to identify weaknesses in the materials and difficulties learners had in achieving objectives. Revisions are then made to instructional strategies, objectives, content and procedures based on the evaluation findings to improve the effectiveness of the materials.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
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Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
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"Learn about all the ways Walmart supports nonprofit organizations.
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Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
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2. WHAT IS FEEDBACK?
“Feedback is an objective description of a student’s
performance intended to guide future performance. Unlike
evaluation, which judges performance, feedback is the
process of helping our students assess their performance,
identify areas where they are right on target and provide
them tips on what they can do in the future to improve in
areas that need correcting.”
~ W. Fred Miser
3. WHAT IS FEEDBACK?
• “Research has shown that
effective feedback is not a
discrete practice, but an
integral part of an
instructional dialogue
between teacher and
student, (or between
students, or between the
student and him/herself).”
From “Providing Students with
Effective Feedback”
4. WHAT IS FEEDBACK?
• “Feedback is not about praise or blame, approval or
disapproval. That’s what evaluation is – placing value.
Feedback is value-neutral. It describes what you did and
did not do.”
~ Grant Wiggins
5. WHAT IS FEEDBACK?
• “Effective feedback, however, shows where we are in
relationship to the objectives and what we need to do to
get there.
• “It helps our students see the assignments and tasks we
give them as opportunities to learn and grow rather than as
assaults on their self-concept.
• “And, effective feedback allows us to tap into a powerful
means of not only helping students learn, but helping them
get better at learning.”
~ Robyn R. Jackson
6. WHAT IS FEEDBACK?
• “Effective feedback not only tells
students how they performed, but
how to improve the next time they
engage the task. Effective
feedback is provided in such a
timely manner that the next
opportunity to perform the task is
measured in seconds, not weeks
or months.”
~ Douglas Reeves, p. 227
8. PRIMARY PURPOSES OF
FEEDBACK
• To keep students on course so they arrive successfully
at their predetermined destination.
~ W. Fred Miser
“It is one thing to collect feedback about students’
progress, but if you simply collect this feedback and
never use it to adjust your instruction, then you are
collecting it in vain. The data you receive from
grading your assignments and assessments will give
you feedback about the effectiveness of your own
instruction.”
~ Robyn R. Jackson
9. WHAT DOES THE RESEARCH SAY?
• grade, socioeconomic status,
race, or school setting….When
feedback and corrective
procedures are used, most
students can attain the same
level of achievement as the
top 20% of students.”
• ~ Bellon, Bellon & Blank
“Academic feedback is more strongly and consistently
related to achievement than any other teaching
behavior….This relationship is consistent regardless of
10. WHAT DOES THE RESEARCH SAY?
“Feedback seems to work well in so many situations that it led
researcher John Hattie (1992) to make the following
comment after analyzing almost 8,000 studies:
‘The most powerful single modification that enhances
achievement is feedback. The simplest prescription for
improving education must be dollops of feedback.’”
~ Robert Marzano
11. WHAT DOES THE RESEARCH SAY?
“In a major review of the research on assessment, Paul Black and
Dylan Wiliam (1998) noted
The research reported here shows conclusively that formative
assessment does improve learning. The gains in achievement
appear to be quite considerable, and as noted earlier, amongst the
largest ever reported for educational interventions. As an
illustration of just how big these gain are, an effect size of 0.7, if it
could be achieved on a nationwide scale, would be equivalent to
raising the mathematics achievement score of an ‘average’ country
like England, New Zealand or the United States into the ‘top five’
after thee Pacific rim countries of Singapore, Korea, Japan and
Hong Kong.”
~ What Works in Schools, p. 38
12. POWER OF ACCURATE
FEEDBACK
• Immediate impact on results
• Lower failures
• Better attendance
• Fewer suspensions
• Failure here undermines EVERY OTHER EFFORT in
curriculum, assessment, and teaching
~ Douglas Reeves, Asilomar Conference 2009 Powerpoint
13. CHARACTERISTICS OF
FEEDBACK
• Timely
• “The more delay that occurs in giving feedback, the less improvement there is in achievement.”
(Marzano(1), p. 97)
• As often as possible, for all major assignments
• Constructive/Corrective
• What students are doing that is correct
• What students are doing that is not correct
• Choose areas of feedback based on those that relate to major learning goals and essential
elements of the assignment
• Should be encouraging and help students realize that effort on their part results in more
learning (Marzano(2), p. 105)
• Specific to a Criterion
• Precise language on what to do to improve
• Reference where a student stands in relation to a specific learning target/goal
• Also specific to the learning at hand
• Based on personal observations
• Focused on the product/behavior – not on the student
• Verified
• Opportunities are provided to modify assignments, products, etc. based on the feedback
• What is my follow up plan to monitor and assist the student in these areas?
14. ESSENTIAL ELEMENTS OF
FEEDBACK
1. Recognition of the Desired Goal
2. Evidence about Present Position (current work)
3. Some Understanding of a Way to Close the Gap
Between the Two
~ Black & William
15. 1. RECOGNITION OF THE
DESIRED GOAL INCLUDES:
• Clarity of the Learning Goal
• Clarity about Content Area
• Clarity of Curricular Indicators
• Clarity of Mastery Objectives
• Clearly communicating the desired learning goal to
students through instruction.
• A “Vision of Excellence”
16. METHODS TO ENSURE STUDENT
UNDERSTANDING OF LEARNING
GOALS
• Have students define what successful achievement of the goals looks
or sounds like. (Developing a “criteria for success”)
• Provide several samples, models, exemplars, etc. of products that
achieve the learning goal in exemplary fashion.
• Lead students through an analysis of the criteria of successful
achievement in terms of the samples provided. Could be through
the use of rubrics or descriptions of the practice/product.
• Compare students’ product to the criteria for success (highlight/use
“+” through criteria that were met by the product)
• Have students continue working on a task until they succeed.
17. THE LANGUAGE OF
ASSESSMENT
• “As a result of understanding the learning destination and
appreciating what quality work and success look like,
students:
• Begin to learn the language of assessment. This means
students learn to talk about and reflect on their own work
using the language of criteria and learning destinations.
• Gain the knowledge they need to make decisions that help
close the gap between where they are in their learning and
where they need to be.”
~ Anne Davies, p. 38
18. 2. EVIDENCE ABOUT PRESENT
POSITION
• What student work/assignments/projects look like –
“what is”
• Current work samples
19. 3. WAYS TO CLOSE THE GAP
BETWEEN GOALS & CURRENT
STATE
• Provide guidance on how to improve (strategies, tips,
suggestions, reflective questioning, etc.)
• Provide student-friendly version of learning targets
along with actual samples of student work
• Provide help to improve
• Provide time to work on the improvement, apply the
feedback
20. SHARING FEEDBACK
• Oral, interactive (one-on-one) feedback is best whenever possible
• Use descriptive, not evaluative language
• Focus on what went well and what can be improved in language
students understand
• Seek consensus with the student(s) – do you agree on the assessment
of this product?
• Focus on the performance and/or behavior – not the student
• Focus on those behaviors that the student can do something about.
• Provide a demonstration if “how to do something” is an issue or if the
student needs an example.
• Group/class feedback works when most students missed the same
concept, providing an opportunity for re-teaching.
21. FEEDBACK TIMING
Good Timing
• Returning a test or assignment
the next day
• Giving immediate oral
responses to questions of fact
• Giving immediate oral
responses to student
misconceptions
• Providing flash cards (which
give immediate right/wrong
feedback) for studying facts
Bad Timing
• Returning a test or assignment
two weeks after it is
completed
• Ignoring errors or
misconceptions (thereby
implying acceptance)
• Going over a test or
assignment when the unit is
over and there is no
opportunity to show
improvement
~ Susan Brookhart
22. AMOUNT OF FEEDBACK
• For students to get enough feedback so that they
understand what to do but not so much that the work has
been done for them (differs case by case)
• For students to get feedback on “teachable moment” points
but not an overwhelming number
~ Susan Brookhart
23. AMOUNTS OF FEEDBACK
Good Amounts
• Selecting 2-3 main points
about a paper for
comment
• Giving feedback on
important learning targets
• Commenting on at least as
many strengths as
weaknesses
Bad Amounts
• Returning a student’s
paper with every error
in mechanics edited
• Writing comments on a
paper that are more
voluminous that the
paper itself
• Writing voluminous
comments on poor-
quality papers and
almost nothing on
good-quality papers
~ Susan Brookhart
24. STRATEGIES TO HELP
STUDENTS LEARN TO USE
FEEDBACK
• Model giving and using feedback yourself.
• Teach students self- and peer assessment skills to:
• Teach students where feedback comes from.
• Increase students’ interest in feedback because it’s “theirs”.
• Answer students’ own questions.
• Develop self-regulation skills, necessary for using any feedback.
• Be clear about the learning target and the criteria for good work.
• Use assignments with obvious value and interest.
• Explain to the student why an assignment is given – what the work is for.
• Make directions clear.
• Use clear rubrics.
• Have students develop their own rubrics or translate yours into “kid-friendly” language.
• Design lessons that incorporate using the rubrics as students work.
• Design lessons in which students use feedback on previous work to produce
better work.
• Provide opportunities to redo assignments. (Comparing a rough draft to the
rubric/criteria/exemplar.)
• Give new but similar assignments for the same learning targets.
• Give opportunities for students to make the connection between the feedback they received and
the improvement in their work.
~ Susan Brookhart
25. ATTAINING EXCELLENCE
• “Students must have routine access to the criteria and
standards for the task they need to master; they must have
feedback in their attempts to master those tasks; and they
must have opportunities to use the feedback to revise work
and resubmit it for evaluation against the standard.
Excellence is attained by such cycles of model-practice-
perform-feedback-perform.”
~ Grant Wiggins
26. FEEDBACK LEVELS
• Feedback may be directed at one of four levels:
1. The task
“The best task-level feedback corrects flawed interpretations rather
than a lack of knowledge and helps students focus on using strategies
to achieve their learning goals.” ~ Center on Instruction
2. The processing of the task ~ facilitating depth in learning
(encouraging students’ use of strategies to check their work,
recognize errors, and self-correct)
3. Self-regulation ~ helping students internalize the practice of self-
monitoring their learning and work.
4. The student as an individual ~ least effective feedback
27. To reduce discrepancies
between current
understandings / performance
and a desired goal
The Discrepancy Can Be Reduced By
Teachers
Providing appropriate challenging and
specific goals
OR
Assisting students to reach them through
affective strategies
Students
Increased effort and employment of more
effective strategies
OR
Abandoning, blurring or lowering the
goals
EFFECTIVE FEEDBACK ANSWERS THREE
QUESTIONS
Feed Up
Where am I going?
(The Goals)
Feed Back
How am I going?
Feed Forward
Where to next?
PURPOSE
H
ATTIE
&
T
IMPERLEY
’
S
F
EEDBACK
M
ODEL
28. REFERENCES
• Bellon, Jerry, Bellon, Elner, & Blank, Mary Ann. Teaching from a
Research Knowledge Base: A Development and Renewal Process,
New York: Macmillan Publishing Company, 1992.
• Black & William, “Inside the Black Box: Raising Standards through
Classroom Assessment” Phi Delta Kappan, October 1998.
• Brookhart, Susan M. How to Give Effective Feedback to Your
Students. ASCD, 2008.
• Davies, Anne. “Involving Students in the Classroom Assessment
Process” Ahead of the Curve: The Power of Assessment to
Transform Teaching and Learning. Douglas Reeves, Editor. Solution
Tree, 2007.
• Jackson, Robyn R. Never Work Harder Than Your Students & Other
Principles of Great Teaching. ASCD, 2009.
• Marzano(1), Robert. Classroom Instruction that Works. ASCD,
2001.
• Marzano(2), Robert. “Designing a Comprehensive Approach to
Classroom Assessment.” Ahead of the Curve: The Power of
Assessment to Transform Teaching and Learning. Douglas Reeves,
Editor. Solution Tree, 2007.
29. REFERENCES, PAGE 2
• Marzano(3), Robert. What Works in Schools: Translating
Research into Action. ASCD, 2003.
• Miser, W. Fred. “Giving Effective Feedback”
• “Providing Students with Effective Feedback” Academic
Leadership LIVE: The Online Journal; Volume 4, Issue 4,
February 12, 2007.
• Reeves, Douglas. “Challenges and Choices: The Role of
Educational Leaders in Effective Assessment.” Ahead of the
Curve: The Power of Assessment to Transform Teaching and
Learning. Douglas Reeves, Editor. Solution Tree, 2007.
• Stiggins, Rick. “Assessment for Learning: An Essential
Foundation of Productive Instruction.” Ahead of the Curve: The
Power of Assessment to Transform Teaching and Learning.
Douglas Reeves, Editor. Solution Tree, 2007.
• “Synopsis of ‘The Power of Feedback’” by Center on Instruction,
2008. [Hattie & Timperley’s research]
• Wiggins, Grant. Educative Assessment: Designing Assessments
to Inform and Improve Student Performance. San Francisco:
Jossey-Bass Inc., 1998.