Are you looking to improve the evaluative process in your school, organization or studio? Do you want to learn how to create your own evaluative forms with a decent level of reliability? Here\'s your chance . .
Topic: Types of Grading and Reports
Student Name: Fatima Zohra
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Is it possible to explain why the student outputs is as they are through an assessment of the processes which they did in order to arrive at the final product?
YES, through Process oriented, performance-based assessment
Topic: Types of Grading and Reports
Student Name: Fatima Zohra
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Is it possible to explain why the student outputs is as they are through an assessment of the processes which they did in order to arrive at the final product?
YES, through Process oriented, performance-based assessment
This slide is designed for college faculty who needs to prepare their syllabus. This presentation emphasizes the alignment of objectives with assessment.
Understanding arts assessment within your organization. What role does it play in improving the atmosphere, legitimacy, strength & reputation of your school or organization.
a presentation on the use of recording techniques to document classroom observations and other forms of formative assessment. most relevant to primary school teachers and student teachers.
Presentation given by Mark Parkinson, Director, Shri Ram Schools on July 15,2011 at WORLD EDUCATION SUMMIT (www.worldeducationsummit.net) in the School Education Track: FROM CONVENTIONAL ASSESSMENT PRACTICES TO CONTINUOUS AND COMPREHENSIVE EVALUATION (CCE): A REVIEW OF BEST PRACTICES
Managing a paradigm shift in assessment: a matter or mindsetIsabela Villas Boas
Presenter describes a paradigm shift from traditional, summative assessment of adults to an authentic, formative system in an EFL setting. She then discusses challenges and resistance faced to implement the project and the solutions found. Managing change and nurturing a school that learns is the focus of this session.
Teachers often focus on delivering a lesson plan based on the content of the Learning Objectives, but how do we know if students really learned the content? If students didn’t learn, what do we do next? This webinar on Assessment for Learning will present several tools and techniques that help teachers identify those students lacking comprehension, as well as how to better support them.
13. Informal Vs. Formal Evaluation Informal : - Consists of general observations that are not documented consistently. - Examples of topics include attention, cooperation, attitude (can cover any topic) - Types include saying “good job” after a performance, telling a student to add dynamics during a lesson, etc. Formal : - Consists of well-documented behaviors - Examples of topics include pitch, rhythm, expression, etc. - Types include a jury, report card, rating scale, etc. Packet, p. 3
41. Instructor Review Form Completed by Parent/Student Is lesson time used efficiently? Does the instructor incorporate various types of literature? Can the instructor explain and demonstrate musical concepts effectively? Does the instructor have a thorough knowledge of all relevant aspects of the subject matter? N/A No Somewhat Yes Topic