This document provides guidance to students on approaching multiple choice questions and online exams. It discusses understanding formative and summative assessments, assessment plans, continuous and online assessment strategies. It provides tips on preparing for online exams, understanding question types like essays, short answers, problems and case studies. It emphasizes reading exam instructions carefully and using past assessments to prepare.
Gamification Techniques to Engage StudentsD2L Barry
Gamification in D2L, Leslie Van Wolvelear, Oakton Community College
Presentation given on Dec 13, 2019 at DePaul University for the D2L Connection: Chicago Edition.
The Next Generation of Differentiation: The Path to More Powerful Personaliza...DreamBox Learning
As education continues to change, so does our definition of differentiation. In this edWebinar, Madeline Ahearn, Curriculum Administrator in Eugene School District 4J in Oregon, and Kelly Urlacher, Senior Curriculum Designer at DreamBox Learning, explore how personalization has evolved in her district and how new innovative technologies have supported increased opportunities to personalize learning.
Webinar: Assessing to Inform Teaching and Learning: A Guide for LeadersDreamBox Learning
School and district-wide use of classroom-based formative assessment is an essential part of informing teacher planning and instruction, as well as meaningful student achievement. In this webinar, Francis (Skip) Fennell, L. Stanley Bowlsbey Professor of Education and Graduate and Professional Studies Emeritus, McDaniel College, shares a framework for school and district-based leaders to develop elements of leadership while establishing a grade-level or school-based learning community focusing on everyday use of formative assessment.
Topics include:
• Assessment literacy and the use of particular tools to guide and monitor the use of the formative assessment techniques presented
• How ongoing, everyday use of the “Formative 5” intersects with summative assessment data and frame assessment decisions
• A leadership framework to guide successful implementation of the “Formative 5,” including coaching, navigating relationships, learning communities and adult learners
All school and district-based leaders, and K-12 educators are invited to watch this recorded webinar.
Beyond State Assessments: Start Building Lifelong Math LearnersDreamBox Learning
Maury County School District is changing the way teachers teach and learners learn with a new systematic approach to affect student success. In this webinar, Chris Marczak, superintendent of schools, shares how his district developed and implemented seven community-developed district-wide keys to effectively prepare students for college and career readiness. These improvements are building teacher capacity, increasing student achievement, and fostering a culture of adult and student collaboration. Topics of discussion include:
Creating, executing, and evaluating measureable goals and benchmarks to ensure TRUE college and career readiness
Scaling implementation of programs to assess student growth and close math learning gaps
Building teacher capacity through TRUE professional learning communities and collaborative internal support systems
Leading a district-wide mindset shift toward ensuring lifelong learning for both adults and students
All school and district-based leaders, and K-12 educators are invited to attend. Marczak will field questions from participants throughout this live, interactive webinar.
Gamification Techniques to Engage StudentsD2L Barry
Gamification in D2L, Leslie Van Wolvelear, Oakton Community College
Presentation given on Dec 13, 2019 at DePaul University for the D2L Connection: Chicago Edition.
The Next Generation of Differentiation: The Path to More Powerful Personaliza...DreamBox Learning
As education continues to change, so does our definition of differentiation. In this edWebinar, Madeline Ahearn, Curriculum Administrator in Eugene School District 4J in Oregon, and Kelly Urlacher, Senior Curriculum Designer at DreamBox Learning, explore how personalization has evolved in her district and how new innovative technologies have supported increased opportunities to personalize learning.
Webinar: Assessing to Inform Teaching and Learning: A Guide for LeadersDreamBox Learning
School and district-wide use of classroom-based formative assessment is an essential part of informing teacher planning and instruction, as well as meaningful student achievement. In this webinar, Francis (Skip) Fennell, L. Stanley Bowlsbey Professor of Education and Graduate and Professional Studies Emeritus, McDaniel College, shares a framework for school and district-based leaders to develop elements of leadership while establishing a grade-level or school-based learning community focusing on everyday use of formative assessment.
Topics include:
• Assessment literacy and the use of particular tools to guide and monitor the use of the formative assessment techniques presented
• How ongoing, everyday use of the “Formative 5” intersects with summative assessment data and frame assessment decisions
• A leadership framework to guide successful implementation of the “Formative 5,” including coaching, navigating relationships, learning communities and adult learners
All school and district-based leaders, and K-12 educators are invited to watch this recorded webinar.
Beyond State Assessments: Start Building Lifelong Math LearnersDreamBox Learning
Maury County School District is changing the way teachers teach and learners learn with a new systematic approach to affect student success. In this webinar, Chris Marczak, superintendent of schools, shares how his district developed and implemented seven community-developed district-wide keys to effectively prepare students for college and career readiness. These improvements are building teacher capacity, increasing student achievement, and fostering a culture of adult and student collaboration. Topics of discussion include:
Creating, executing, and evaluating measureable goals and benchmarks to ensure TRUE college and career readiness
Scaling implementation of programs to assess student growth and close math learning gaps
Building teacher capacity through TRUE professional learning communities and collaborative internal support systems
Leading a district-wide mindset shift toward ensuring lifelong learning for both adults and students
All school and district-based leaders, and K-12 educators are invited to attend. Marczak will field questions from participants throughout this live, interactive webinar.
Use Discourse to Access Language and Mathematics for English LearnersDreamBox Learning
Extensive use of discourse in the classroom is a key practice to support the learning of English while learning mathematics. English learners are in varying stages of English language development, and discourse will increase their productive (oral and written) and receptive (listening and reading) language functions in addition to their comprehension of mathematics concepts. The Standards for Mathematical Practice expect students to reason, construct viable arguments, and critique the reasoning of others among other practices. Thus, classroom teachers need to provide support for students’ English language development to engage in these practices.
In this webinar, Mathematics Education Consultant Dr. Susie W. Håkansson shares the rationale for using discourse in the classroom, the role of productive and receptive language functions in the learning of mathematics, as well as examples of how to increase discourse in the classroom.
Real-time Assessment: A Guide for Emergency Remote TeachingFitri Mohamad
This is a set of materials from a webinar held for Universiti Malaysia Sarawak's lecturers (UNIMAS), to guide the transition from f2f teaching to emergency remote teaching - specifically on conducting Real-time Assessments.
Ten years ago there were no educational products available for K-12 Math that were truly adaptive. Now just about everyone claims to be adaptive in some way. But what does it mean to be “adaptive”? How do these products work? And how do you evaluate which best fits your needs?
In this presentation, Nigel Green, Vice President of User Experience at DreamBox Learning, discusses the evolving definition of adaptive learning and it's application in varying technologies and approaches, including: how different student actions and behaviors can inform an adaptive engine, how adaptive learning programs can be integrated into your blended learning models, and some of the possible futures of adaptive learning.
Organic Online Discussions: Advantages and Implementation TipsD2L Barry
Organic Online Discussions: Advantages and Implementation Tips (5pm–5:45pm ET)
Presenter: Beth René Roepnack, eCampus, University System of Georgia
D2L Connection: Worldwide Edition
Wednesday, January 8, 2020
Totally Online
How tutoring helps [benefits of tutoring]ChloeDaniel2
Tutoring is an excellent way for children to learn and improve. Some parents may feel unable to help their child with schoolwork, but tutors can provide the assistance needed. Tutors have a lot of experience teaching different skills that they will teach your child on top of what they are learning at home or school.
Gamification in education - 10 compelling case studies - Manu Melwin Joymanumelwin
A student’s ability to be successful academically mainly depends on how that specific student retains the information he or she receives from an educator. In return, the student’s ability to retain information principally relies on the mode of learning that suits the person.
Applying Brain Science in Online Learning Design: A Practical Approach; Alan Hiddleston, D2L. Presentation originally prepared by Sarah Nicholl, D2L.
Presentation at the Brightspace London Connection, May 18. 2017. Canada House in Trafalgar Square.
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Dr. Tim Hudson, VP of Learning at DreamBox Learning, and Dr. Gina Burkhardt, former EVP at the American Institutes for Research (AIR), will help you more easily analyze research, ask probing questions, and access the fine print of a research study.
They’ll equip you to meaningfully and successfully review educational research about curricular programs right away, including:
1) Eight key questions to guide analysis of the “fine print” of a research study
2) Using a simple rubric to quickly analyze the quality of any research study
3) Ideas for conducting research in your own classroom, school, or district
Regelmatig geef ik de workshop Blending your education. Dit slidepack gebruik ik om het concept van blended learning uit te leggen en docenten een start te geven met het ontwikkelen van blended onderiwjs.
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Slides presented at ESLTIS conference in July 2017 (Sheffield) on working with TEL colleagues on a scaffolded VLE for a flipped learning undergraduate law module
Use Discourse to Access Language and Mathematics for English LearnersDreamBox Learning
Extensive use of discourse in the classroom is a key practice to support the learning of English while learning mathematics. English learners are in varying stages of English language development, and discourse will increase their productive (oral and written) and receptive (listening and reading) language functions in addition to their comprehension of mathematics concepts. The Standards for Mathematical Practice expect students to reason, construct viable arguments, and critique the reasoning of others among other practices. Thus, classroom teachers need to provide support for students’ English language development to engage in these practices.
In this webinar, Mathematics Education Consultant Dr. Susie W. Håkansson shares the rationale for using discourse in the classroom, the role of productive and receptive language functions in the learning of mathematics, as well as examples of how to increase discourse in the classroom.
Real-time Assessment: A Guide for Emergency Remote TeachingFitri Mohamad
This is a set of materials from a webinar held for Universiti Malaysia Sarawak's lecturers (UNIMAS), to guide the transition from f2f teaching to emergency remote teaching - specifically on conducting Real-time Assessments.
Ten years ago there were no educational products available for K-12 Math that were truly adaptive. Now just about everyone claims to be adaptive in some way. But what does it mean to be “adaptive”? How do these products work? And how do you evaluate which best fits your needs?
In this presentation, Nigel Green, Vice President of User Experience at DreamBox Learning, discusses the evolving definition of adaptive learning and it's application in varying technologies and approaches, including: how different student actions and behaviors can inform an adaptive engine, how adaptive learning programs can be integrated into your blended learning models, and some of the possible futures of adaptive learning.
Organic Online Discussions: Advantages and Implementation TipsD2L Barry
Organic Online Discussions: Advantages and Implementation Tips (5pm–5:45pm ET)
Presenter: Beth René Roepnack, eCampus, University System of Georgia
D2L Connection: Worldwide Edition
Wednesday, January 8, 2020
Totally Online
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Tutoring is an excellent way for children to learn and improve. Some parents may feel unable to help their child with schoolwork, but tutors can provide the assistance needed. Tutors have a lot of experience teaching different skills that they will teach your child on top of what they are learning at home or school.
Gamification in education - 10 compelling case studies - Manu Melwin Joymanumelwin
A student’s ability to be successful academically mainly depends on how that specific student retains the information he or she receives from an educator. In return, the student’s ability to retain information principally relies on the mode of learning that suits the person.
Applying Brain Science in Online Learning Design: A Practical Approach; Alan Hiddleston, D2L. Presentation originally prepared by Sarah Nicholl, D2L.
Presentation at the Brightspace London Connection, May 18. 2017. Canada House in Trafalgar Square.
Finding What Works in Learning: Simple Ways to Analyze Education Research Stu...DreamBox Learning
Dr. Tim Hudson, VP of Learning at DreamBox Learning, and Dr. Gina Burkhardt, former EVP at the American Institutes for Research (AIR), will help you more easily analyze research, ask probing questions, and access the fine print of a research study.
They’ll equip you to meaningfully and successfully review educational research about curricular programs right away, including:
1) Eight key questions to guide analysis of the “fine print” of a research study
2) Using a simple rubric to quickly analyze the quality of any research study
3) Ideas for conducting research in your own classroom, school, or district
Regelmatig geef ik de workshop Blending your education. Dit slidepack gebruik ik om het concept van blended learning uit te leggen en docenten een start te geven met het ontwikkelen van blended onderiwjs.
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Salam
Meeting & Workshop : Testing & Examiner Guide 2018
Today's points were:
1) defining testing
2) Testing vs assessment
3) Teachers vs testing
4) Why testing ?
5) Principles of testing
6) Bloom taxonomy and testing
7) How to plan tests and exams?
8) Types of tests
9) Importance of the examiner guide ( BEM guide ) in the teacher's daily teaching process
10) Why must teachers take into considerations this guide
11) From which level must this guide be used
12) what's new in the Examiner guide 2018?
13) The Examiner guide 2018 vs the one of 2013
14) Recommendations for national exam designers
15) Typology of the new Examiner guide 2018
16) Tips for designing exams
17) How to devise and test ?
18) The situation of integration its characteristics and evaluation criteria
19) The out off topic learners' productions
20 ) Test report and remedial work
N.B : I would like to thank Mr. Hachemi Irid superviors of ALgiers East for the invitation and all his teachers for their great welcome and large contribution during the delivery of the meetings
Mr.Samir Bounab ( teacher trainer)
The link of the presentation
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He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
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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.
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2. APPROACHING MULTIPLE
CHOICE QUESTIONS
Prof Vanessa Scherman
UNDERSTANDING ONLINE
ASSESSMENT IN ODeL
ORIENTATION SESSION
FOR STUDENTS
ADOVH PROJECT
Facilitated by
Dr Salosh Govender
Prof Vanessa Scherman
Prof Ingrid Marais
4. UNDERSTANDING FORMATIVE AND SUMMATIVE
ASSESSMENT
Formative
• When: Frequently
throughout the module to
enhance learning.
Learning activities
• Purpose: To identify
gaps, misconceptions ,
use the feedback
• Value: For both lecturer/
student.
• Opportunity for ongoing
feedback for each
assessment
• Students monitor own
learning
Examples
Summative
• When: At the end of the
instructional period of a
module
• Purpose: Collect
evidence of students
learning:
• Value: For scoring/
grading students
• Examples
➢Online examination
➢MCQS
➢Portfolio
➢Essays
➢ Research report,
5. WHAT IS AN ASSESSMENT PLAN?
Included in tut letter 101
An assessment plan includes:
•Which outcomes are to be assessed each year
•When each outcome is to be assessed: Timelines
•What evidence/samples of student work will be collected
•How the evidence of learning will be collected. Multiple
methods of assessment in relation to outcomes
•When and where the assessments will be collected/ submitted
6. ASSESSMEN
T STRATEGY
CONTINUO
US
Multiple
varied
assessment
s
Contributes
to final
mark
Paced
throughout
the year
E.g.
Discussions,
blogs, MCQs,
Quiz, essays,
short
questions,
etc.
Number of
assessments
Semester (4 to 6)
Year (6 to 8)
No once off
exams
Each
assessment
contributes
to final
mark
ASSIGNMEN
TS AND
ONLINE
EXAMS
Formative
Weighted
e.g. 20%
2/3
assignment
weighted and
graded
towards year
mark
Summativ
e
Weighted
e.g. 80%
Types
MCQs
File
uploads
ePortfolios
8. PREPARING FOR ONLINE EXAMINATIONS
On the day
of exams
Preparations
on the day
before
Revise and
practice
Planning for
online exams
Online exams may be a new /
unfamiliar mode of assessment for you.
This presentation will guide you on how
to plan, revise and prepare for online
assessment
9. Ensure that you have the
appropriate device for
taking your online exams:
• Smartphone(with a
camera
• Laptop
• Internet connectivity
• Ensure all ICT
equipment is working/
fully charged
• Check that you can
download and upload
exams
• Prepare notepad,
pens/ pencils for
breaking down
questions, planning
time/ working out
solutions to problem
based question
• Familiarise yourself
with the guidelines(
Submission, times,)
• Approved resources,
e.g. calculator
• Plan an exam timetable
• Add all exam dates and
format
• Divide what you need to
revise into manageable
sections
• Learning outcomes and
assessment criteria : key
topics, concepts,
practices, theories, facts,
formulae
• Convert information into
tables, charts, flow
diagrams
• Exam practice: Work on
past/ mock exams,
assignment feedback
Choose a quiet space.
Inform the family
Combine time
management and exam
techniques
Read questions thoroughly
Submit your exams within
the timeframe
Refer to the guidelines for
trouble shooting technical
issues (what to do, who to
contact) Take a screenshot
Planning the online
environment
Revise and practice
Day before the
exams
Day of the exams
GETTING READY FOR ONLINE EXAMS
10. QUESTION TYPES FOR ASSIGNMENTS
AND EXAMS (ONLINE ENVIRONMENT)
Exam
question
types
Essay
questions
Short
answer
questions
Multiple
choice
Case
based/
scenarios
Randomized
MCQS
Problem/
calculations
11. ESSAY QUESTION
❖ Used to assess depth of understanding on a topic area.
❖ During the first 5-20 minutes of the exam write down the relevant points you can remember
on all essay questions you will answer.
❖ Before you write, analyse the question. Look at keywords and topic words. Work out what
aspects of the topic you have been asked to write about.
❖ Develop an argument from the question and include it in your introduction.
❖ Structure the points in the body paragraphs so that one point follows the other logically
and clearly.
❖ As a general rule, one paragraph = one point, supported by an example, explanation, and
evidence.
❖ Structure your exam question in the usual way - introduction, body paragraphs, and
conclusion.
12. SHORT ANSWER QUESTIONS
❖ A brief question or prompt that requires a written answer normally no more than a few
sentences. Sometimes a full paragraph is required.
❖ Give a direct answer to the question in the first sentence, which explains the point you are
making in the paragraph.
❖ Keep your answers to one paragraph and include key words or phrases. How long your
answer is will depend on marks allocation for the question.
❖ Organise your ideas logically, briefly, and concisely.
❖ Focus on the points, keywords, ideas, or phrases the examiner will be looking for when the
question was designed.
❖ Answer the specific questions given. Do not just write about what you know about the topic in
general.
13. PROBLEM/ CALCULATION QUESTION
❖ Write down relevant formulae, equations, and rules.
❖ Clearly show the steps you have taken in working out the answers.
❖ If necessary, write some notes to explain your answers.
❖ For numerical problems involving computation, make sure you include the
appropriate units (e.g. ml, km, m/sec, etc.) in your final answer.
❖ Draw/ illustrate the steps and resources used to solve the problem.
❖ Go through and solve the easier problems first and return to the more difficult
ones later.
14. CASE STUDY QUESTIONS
❖ Authentic learning experiences. Integrates the real life experiences /workplace cases into your study
❖Critical skills of 4IR- 4CS. Communication, critical thinking, collaboration, creativity.
❖STRATEGIES TO APPROACH CASE STUDIES
• Analyse and interpret the question carefully. Look for command words and any specific focus
• Read the case study, underlining or noting down words or numbers that relate to module concepts or indicate a particular kind of problem.
• On a separate page, use each of these issues (the words you have located and underlined) as a heading and correlate the module concepts or
theories (and theorists) that underlie or match them.
• Think how you will integrate your answer. Remember you will have to mention both the issue from the scenario and the course material that
relates.
• Decide which issue you will deal with first. If there is an expected sequence (as in a diagnostic scenario) follow that order.
Otherwise, EITHER write on the issue that you know is a core concept in the module (and which you have therefore learned well) first OR write
on the issue about which you know most first.
• Check again that you are following the command(s). For example, if the question asks you to make recommendations - have you included these?
• If a scenario is worth 20 marks make at least five different points about four different concepts.
.
15. MULTIPLE CHOICE QUESTIONS
❖Read a multi-choice question in its entirety before glancing over the answer option, don’t
assume they contain any ‘tricks
❖ After reading a question, answer it in your mind before reviewing the answer options
❖ Eliminate answer options which you're 100% sure are incorrect before selecting the
answer you believe is correct
❖ Using the process of elimination, cross out all the answers you know are incorrect, then
focus on the remaining answers
❖ It's important to select the best answer to the question being asked
❖Read every answer option prior to choosing a final answer
❖ If you're having difficulty answering a question, move on and come back to tackle it once
you've answered all the questions you know
❖ If it will not count against your score, make an educated guess for any question you're
unsure about
(University of Guelph, 2019)
16. NOTE THE COMMAND WORDS
Example: Critically compare TWO
teaching approaches a teacher may
use in mathematics teaching
Support answer with
examples where
appropriate.
This question requires student to critically
compare TWO different teaching approaches in
particular. As such, they will not be able to pass
by writing about LESS than TWO
This is the
command word.
Critically
compare
This is what is expected in your answer
You need to critically compare TWO teaching approaches such as teacher directed
or child centred approach. Your answer must include both approaches together,
the strengths and weaknesses of each and comparing them to each other. The
question did not require you to look critically at each one of the selected approach
on its own but rather compare both together and show an appropriate
understanding of the effect of adopting either. It does not matter which
approaches are compared but the student should be able to carry out a critical
comparison that is detailed, that provides the reasons for using both of the
approaches and the factors linked to their use.
17. MORE COMMAND WORDS
VERBS/ACTION WORDS EXPLANATION
Name/List Only state the facts – do not expand.
Describe/State/Summarise
/Sketch
Simply record how you see a particular phenomenon; give a brief condensed
statement.
Discuss Comprehensive term that includes compare, motivate and explain.
Compare Weigh different elements against one another and indicate their similarities and
differences.
Motivate The emphasis is on the reasons for a particular decision or point of view. A
certain degree of elaboration is needed, but the main emphasis is on the
analysis of the motives/reasons.
Define Write the meaning of a particular word or phrase. Write the exact meaning of it
or define information a little more broadly. As such, describe the nature and/or
properties of this information.
18. GENERAL GUIDELINES FOR EXAMINATIONS
❖ Use assignments as a guide to what type of material to study
❖ Focus on the learning outcomes and use the course outlines as a framework for your study
❖ Study both major concepts and details; relationships, similarities, and differences
between concepts
❖Analyse and study the feedback provided
❖ Express concepts in your own words and apply the material, not just to the point of recognition
❖Read through the entire paper before attempting any questions
❖ Manage your notional hours.
• 12 credit = 120 hours
• Calculate the amount of time you can spend on each section or question according to the
number of marks it's worth
Leave time at the end of exam to return to unfinished questions
• Work quickly and skip questions that you can’t answer right away.
• Ensure that you upload / submit your exams on time.