This document discusses various methods for assessing student performance. It describes formative assessment which occurs during instruction to inform teaching and learning. Summative assessment evaluates learning at the end of a unit or course. Both qualitative and quantitative methods are outlined, including projects, portfolios, debates and oral presentations. The document also covers norm-referenced, criterion-referenced, and performance-based assessments.
This content consists of ' Assessment in Pedagogy of Education' presented by Dr. V. Sasikala Department of Education, Manonmaniam Sundaranar University, Tirunelveli, Tamil Nadu. in the webinar series 4 hosted by the Department of Education, Manonmaniam Sundaranar University, Tirunelveli, Tamil Nadu.
This content consists of ' Assessment in Pedagogy of Education' presented by Dr. V. Sasikala Department of Education, Manonmaniam Sundaranar University, Tirunelveli, Tamil Nadu. in the webinar series 4 hosted by the Department of Education, Manonmaniam Sundaranar University, Tirunelveli, Tamil Nadu.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2. Classroom Assessment
Continuous observation process
Allows teachers to measure:
• Goals
• Achievements
Based on student skills development.
An effective evaluation process:
It allows students to be motivated by
permanent evaluation.
Effective decision-making process
allows:
• To improve.
• Support.
present and future learning.
3. Classroom Assessment
Quantitative assessment:
Numerical scores, formal or paper
assessment.
Helps teachers gain insights into numeracy
based on student development
and performance.
Qualitative evaluation:
Allows to identify specific behaviors or skills
development.
Measurement:
It is useful to obtain a numerical description
based on an individual skill or knowledge.
Reliability:
Consistency of the evaluation results.
How consistent is a tool for assessing
student performance characteristics?
Validity:
How effective a test is in measuring and
addressing the intended use of the test.
4. • It occurs before formal instruction begins.
• Helps to identify previous knowledge on the subject.
• Effective tool for careful planning and implementation in order to
achieve course objectives.
Pre Assessment
The application of this assessment allows answering the questions:
• What can students really do?
• What do the students know or not know?
• How developed are language skills?
• How do students apply their knowledge in real-life contexts?
5. Tools and strategies
• It allows to determine what and how
students are learning.
• Help so that the instruction can be
modified accordingly while it is still in
progress.
• Maintains the instructional focus on
incremental but continuous progress.
Process for verifying the address of the
instruction
• Students have to demonstrate their
knowledge through creative activities.
• It allows to identify the skills and
academic progress of the student.
Evaluation type is the most common
The most common paper-based ones include:
• Multiple choices.
• Response items.
• Matching items.
• Items to fill in the blanks.
• True or false questions.
• Essays etc.
Ways to assess the level of learning:
Portfolios
Projects
Diaries
Oral and media presentations, etc
It allows to have an idea of what the students
have mastered and also to have a complete
understanding of the learning..
Formative assessment Sumative assessment
6. It is a standardized test that
compares individual student
performance to a sample
population.
This type of evaluation helps:
• Assess basic skills.
• Identify specific learning disabilities.
• Make eligibility decisions.
• Determine the preparation of young
students.
It allows to evaluate someone based on a
specific group.
They determine the scope of:
• Ability.
• Competition.
• Objective knowledge.
Against a predetermined standard, goal, level
or criteria.
Scores can be expressed as a
percentage
• Scores can be expressed as a percentage
of the total possible number of correct
answers.
• Individual student scores are not affected
by the performance of their peers.
Norm-referenced evaluation Criterion-referenced evaluation
7. Performance-based assessment
Allow teachers to make decisions:
• How to make the right decisions and advance the promotion of the student and
truly strive to achieve the curricular goals?
• How to design, build, score, analyze and interpret results?
• What are the most appropriate techniques?
• How to involve students in the process?
• How to create a convenient test environment without negative emotions?
• How to improve student performance?
• This non-reflective practice fails to measure students' current
performance and impedes a critical understanding of learning
progress toward the goal.
• Results can be evident through an effective preparation process
that focuses on the ability to integrate a variety of skills.
8. • It requires effective methods, techniques and resources that
allow making the right and appropriate decisions in the
teaching-learning process.
• Each institution, students and environment are not always the
same that influence the learning process.
Product assessment
9. • Systematic investigations related to a given topic are
considered.
• Focused on achieving specific and predefined objectives.
Project or report rubric
Project or report
Types of student’s performance
• Regarded as a piece of scholarly writing that provides
analysis, interpretation, and argument based on in-
depth independent research.
Research rubric
Research paper
10. • Incorporate support structures that focus on
what students can do.
• It requires students to use written language in a
specific and meaningful context.
A journal rubric
Log or journal
The use of language:
• The grammar.
• The punctuation.
• The vocabulary.
• The structure of sentences.
• Cohesion.
• The coherence.
• The precision.
They are more common criteria to evaluate through the use of records
or diaries.
11. • It includes digital management skills and language
literacy.
• As a teacher you have to take advantage of the fact
that today's students have acquired and developed
an enormous amount of technological skills.
Multimedia Project Rubric
Media product
Media products are:
• Videos.
• Podcasts.
• Transmissions.
• Audio recordings.
• Digital presentations.
12. It can be:
Performance assessment
• Oral presentation.
• Play-based.
• Debate
• Performance evaluation is considered one of the most appropriate
tools for formative evaluation.
• The evaluation allows students to store long-term learning through
the application of the skills and knowledge acquired.
13. • Allows you to improve the speaking skill.
• Most of one's success depends on how good one's
speaking skills are.
• Speaking skills are a must.
Oral presentations
Performance Assessment
Oral Presentations Rubric
• Social interaction and literacy activities.
• Source of information on children and young students.
• It allows to improve the skills of seeing, hearing and
speaking when working with real objects.
• It develops great potential in students through
procedural and conceptual knowledge.
Play-based
14. • Process and an activity for the development of
skills.
• It makes it easy for people to express their point
of view related to a specific topic.
Class debate rubric
Debate
• Debating improves critical thinking
• It requires students not only to understand
and know information, but to do something
with that information.
15. References:
• Davis, K. M., David Miller, M., Corbett, W. T., & Yonge, P. K. (1998). Methods of evaluating student Perforn1.Ance
through service learning. Unomaha.edu.
https://digitalcommons.unomaha.edu/cgi/viewcontent.cgi?article=1009&context=slceeval
• Measuring student learning. (s/f). Cornell.Edu. Recuperado el 6 de junio de 2022, de
https://teaching.cornell.edu/teaching-resources/assessment-evaluation/measuring-student-learning
