This document provides guidance and resources for teachers implementing the practical assessment component of A-Level physics courses in the UK. It discusses the requirements for record keeping of student practical work, feedback from monitoring visits conducted by exam boards, and planning considerations for the second year of the two-year A-Level course. Key recommendations include completing 5-6 of the required practical experiments by the first year, developing students' planning and decision making skills, and aiming to finish all practical work by Easter of the second year. FAQs and additional details on the assessment criteria are provided in appendices.
Chapter 10 ppt eval & testing 4e formatted 01.10 kg editsstanbridge
This document discusses best practices for designing, administering, and securing tests in nursing education. It recommends designing tests logically and with clear instructions, avoiding errors, and maintaining security. During administration, the document suggests distributing materials carefully, monitoring for cheating, and collecting materials properly to maximize reliability, validity and fairness.
Building Testing Committees that have the Authority to Create Effective ChangeExamSoft
Incorporation of sound curriculum evaluation measures and related analysis can provide evidence to support changes within the curriculum that close content gaps, as well as support for individual interventions for academically at-risk students as early as possible in the course sequencing, to avoid the prospect of a “too little, too late” response to learning deficits. To promote the process of continual program evaluation and quality improvement, faculty are better defining the data they analyze to drive fine-tuning of curricula, with the ultimate goal of achieving all desired curriculum outcomes. However, many programs lack the assignment of these analysis tasks within their curriculum committee framework, and as a result, changes to testing policy may be implemented without much evidence-based reason, and may be carried out in a way that is irrespective of other curriculum revisions. In best cases, this lack of consistency with the analysis as well as the lack of attention to curriculum impact once these testing policies are implemented results in the lack of any observable increase in desired outcomes like improved pass rates. At worst, this situation results in the “wheels spinning” scenario, where faculty serving on the curriculum committee appear to make random but unrelated policy changes throughout the academic year, with no real clarity about what outcomes they are expecting from these interventions, and no way of accruing data after the fact that can be analyzed for any evidence of improvement.
This webinar will address a common trend that is increasingly being adopted by faculty to avoid this type of scenario: the formulation of a testing committee. The discussion will encompass methods used to evaluate both total program outcome achievement and individual student performance, using methods for both internal and external curriculum evaluation, and will identify how faculty can incorporate consequences associated with students’ scores and other evaluation data within their testing policies that have been shown in research studies to improve outcomes. Another key role of the committee is the design and implementation of all testing-related policies within the curriculum, generally with approval of the overall curriculum committee, but also with input from the student affairs committee, as these testing policies relate to admission, progression, and graduation policies that are generally within the oversight of the student affairs committee. Finally, the testing committee will be described as the regulator of the school’s testing style manual with respect to item creation, editing, and removal of test items from the item bank used for teacher-made exams, based on a systematic review of item analysis data in concert with sound item writing skills designed to produce test items at the application-and-above level within the cognitive taxonomy.
This document discusses subjective measures of physical activity. Subjective measures depend on perceptions and include self-reports, recalls, and proxy reports. Self-reports such as diaries provide context but can be unreliable due to inaccurate recording. Recall surveys are inexpensive for large populations but unreliable due to potential bias and misinterpretation. Reactivity and social desirability bias can also influence the validity of subjective measures. Objective measures such as accelerometers provide more accurate data but are not suitable for large populations.
Lesson Observation Form for AdjunctAssociate Lecturer - Giada Nov 21st 2014Giada Tagliamonte
- Riccardo observed a lesson taught by Giada Tagliamonte at the CTS department of TEMAS EK POLYTECHNIC on November 21, 2014.
- Riccardo rated Giada's teaching performance as outstanding in most areas such as organization, knowledge of content, rapport with students, and lesson conduct.
- Students were actively engaged and demonstrated appropriate learning during the lesson.
- Riccardo enjoyed Giada's energy and reassuring teaching style and noted that students warmed up over time. His only recommendation was to set up tables before class to avoid disruption.
The document discusses rubrics, which are guides that list specific criteria and describe different levels of performance quality for grading academic work. Rubrics are descriptive rather than evaluative. They are meant to match a performance to the description rather than judge it. The main purposes of rubrics are to assess student performance and provide structure to observations and feedback. Using rubrics helps teachers avoid confusing tasks with learning goals. Rubrics also help students understand expectations and receive targeted feedback to improve. The document provides examples of different types of rubrics and resources for creating rubrics.
Join us for a webinar introducing the MCAT study process. You'll learn:
- The right time to start studying
- How to plan your pre-med curriculum for MCAT success
- How the MCAT is changing in 2015 (and how that matters to you)
Next Step provides one-on-one MCAT prep programs with a 35+ scoring MCAT tutor. Learn more: http://nextsteptestprep.com/tests/mcat-tutor/
Join Next Step Test Preparation's national curriculum director as he reviews what it will take to succeed on the revised 2015 MCAT exam.
Dr. Anthony Lafond MD/PhD has taught the MCAT for over a decade and scored 42 on the exam himself.
The document provides tips for students on how to prepare for exams. It recommends maintaining a positive attitude and taking responsibility for one's learning. It suggests practicing relaxation techniques to reduce anxiety, such as deep breathing. It also advises arriving to exams early, getting enough sleep, dressing comfortably, eating a healthy meal, and avoiding excessive caffeine. Students should devise a study schedule in advance and utilize available resources to prepare academically.
Chapter 10 ppt eval & testing 4e formatted 01.10 kg editsstanbridge
This document discusses best practices for designing, administering, and securing tests in nursing education. It recommends designing tests logically and with clear instructions, avoiding errors, and maintaining security. During administration, the document suggests distributing materials carefully, monitoring for cheating, and collecting materials properly to maximize reliability, validity and fairness.
Building Testing Committees that have the Authority to Create Effective ChangeExamSoft
Incorporation of sound curriculum evaluation measures and related analysis can provide evidence to support changes within the curriculum that close content gaps, as well as support for individual interventions for academically at-risk students as early as possible in the course sequencing, to avoid the prospect of a “too little, too late” response to learning deficits. To promote the process of continual program evaluation and quality improvement, faculty are better defining the data they analyze to drive fine-tuning of curricula, with the ultimate goal of achieving all desired curriculum outcomes. However, many programs lack the assignment of these analysis tasks within their curriculum committee framework, and as a result, changes to testing policy may be implemented without much evidence-based reason, and may be carried out in a way that is irrespective of other curriculum revisions. In best cases, this lack of consistency with the analysis as well as the lack of attention to curriculum impact once these testing policies are implemented results in the lack of any observable increase in desired outcomes like improved pass rates. At worst, this situation results in the “wheels spinning” scenario, where faculty serving on the curriculum committee appear to make random but unrelated policy changes throughout the academic year, with no real clarity about what outcomes they are expecting from these interventions, and no way of accruing data after the fact that can be analyzed for any evidence of improvement.
This webinar will address a common trend that is increasingly being adopted by faculty to avoid this type of scenario: the formulation of a testing committee. The discussion will encompass methods used to evaluate both total program outcome achievement and individual student performance, using methods for both internal and external curriculum evaluation, and will identify how faculty can incorporate consequences associated with students’ scores and other evaluation data within their testing policies that have been shown in research studies to improve outcomes. Another key role of the committee is the design and implementation of all testing-related policies within the curriculum, generally with approval of the overall curriculum committee, but also with input from the student affairs committee, as these testing policies relate to admission, progression, and graduation policies that are generally within the oversight of the student affairs committee. Finally, the testing committee will be described as the regulator of the school’s testing style manual with respect to item creation, editing, and removal of test items from the item bank used for teacher-made exams, based on a systematic review of item analysis data in concert with sound item writing skills designed to produce test items at the application-and-above level within the cognitive taxonomy.
This document discusses subjective measures of physical activity. Subjective measures depend on perceptions and include self-reports, recalls, and proxy reports. Self-reports such as diaries provide context but can be unreliable due to inaccurate recording. Recall surveys are inexpensive for large populations but unreliable due to potential bias and misinterpretation. Reactivity and social desirability bias can also influence the validity of subjective measures. Objective measures such as accelerometers provide more accurate data but are not suitable for large populations.
Lesson Observation Form for AdjunctAssociate Lecturer - Giada Nov 21st 2014Giada Tagliamonte
- Riccardo observed a lesson taught by Giada Tagliamonte at the CTS department of TEMAS EK POLYTECHNIC on November 21, 2014.
- Riccardo rated Giada's teaching performance as outstanding in most areas such as organization, knowledge of content, rapport with students, and lesson conduct.
- Students were actively engaged and demonstrated appropriate learning during the lesson.
- Riccardo enjoyed Giada's energy and reassuring teaching style and noted that students warmed up over time. His only recommendation was to set up tables before class to avoid disruption.
The document discusses rubrics, which are guides that list specific criteria and describe different levels of performance quality for grading academic work. Rubrics are descriptive rather than evaluative. They are meant to match a performance to the description rather than judge it. The main purposes of rubrics are to assess student performance and provide structure to observations and feedback. Using rubrics helps teachers avoid confusing tasks with learning goals. Rubrics also help students understand expectations and receive targeted feedback to improve. The document provides examples of different types of rubrics and resources for creating rubrics.
Join us for a webinar introducing the MCAT study process. You'll learn:
- The right time to start studying
- How to plan your pre-med curriculum for MCAT success
- How the MCAT is changing in 2015 (and how that matters to you)
Next Step provides one-on-one MCAT prep programs with a 35+ scoring MCAT tutor. Learn more: http://nextsteptestprep.com/tests/mcat-tutor/
Join Next Step Test Preparation's national curriculum director as he reviews what it will take to succeed on the revised 2015 MCAT exam.
Dr. Anthony Lafond MD/PhD has taught the MCAT for over a decade and scored 42 on the exam himself.
The document provides tips for students on how to prepare for exams. It recommends maintaining a positive attitude and taking responsibility for one's learning. It suggests practicing relaxation techniques to reduce anxiety, such as deep breathing. It also advises arriving to exams early, getting enough sleep, dressing comfortably, eating a healthy meal, and avoiding excessive caffeine. Students should devise a study schedule in advance and utilize available resources to prepare academically.
This document provides an overview of test security and administration procedures for the 2014 STAAR test. It outlines requirements before, during, and after test administration including securing materials, monitoring students, and reporting irregularities. Specific guidelines are provided for timing, breaks, answering student questions, and documenting accommodations. Active monitoring of students and maintaining confidentiality of test content are emphasized throughout the testing process.
This document discusses various assessment tools that educators use to evaluate students' academic abilities and progress. It describes informal assessments like teacher observations and formal assessments using standardized tests to objectively measure skills. Some specific assessment tools discussed include concept maps to evaluate understanding of relationships between concepts, ConcepTests which are conceptual multiple-choice questions used in large classes, and knowledge surveys to measure content mastery at different levels from basic to higher-order thinking. The document also provides examples of different types of formal exams like multiple choice, true/false, matching, short answer, essays, and oral exams that assess different skills.
This document provides guidance and resources for implementing Response to Intervention (RTI) and Professional Learning Community (PLC) practices at Maryville Junior High School. It includes:
1. Information on where to find instructional videos and resources on Blackboard to support RTI implementation and differentiated instruction.
2. A reminder that midterm exams will no longer be given, in alignment with changes at Maryville High School, and instructions for updating PowerTeacher gradebooks.
3. An overview of objectives and benefits of RTI practices, as well as a reminder that a teacher resource notebook on RTI implementation is available.
Creating Online Courses that Minimize Test Anxiety DrFrankONeillCOI
In this presentation, Dr. Frank O'Neill shares tips and tactics for teachers that want to make courses and exams that cause less text anxiety for their students
The document summarizes Berea College's efforts to integrate data analysis skills across its social science curriculum. It discusses using ready-made modules from an online data resource to teach skills like reading frequencies, interpreting bivariate tables, testing hypotheses using data, and writing conclusions. Students work through a module comparing earnings by sex and race in class and as homework. They then present their findings and get peer feedback on a written analysis. Pre/post-tests and paper assessments show significant gains in students' quantitative skills and confidence working with data to tell "stories" about social issues.
Better mathematics workshop pack spring 2015: secondaryOfsted
This document contains information for participants of a secondary mathematics conference workshop. It includes sample mathematics questions, strategies for deepening problems, approaches to teaching different topics, examples of student work and teacher feedback, and templates for recording work scrutiny. The goal is to help teachers improve their practice in developing conceptual understanding, setting challenging problems, and effectively assessing student work.
The document discusses different aspects of assessment including definitions, purposes, and types. It defines assessment as evaluation, measurement, and ways to determine students' classroom behavior, achievement, skills, and accountability. The main purposes of assessment are to monitor teaching and student progress, evaluate student learning and programs, and gather information on student performance. Assessment can be formal or informal, formative or summative, and include tests, quizzes, grades, observations, portfolios, and more. It provides examples of assessing mathematical concepts, processes, dispositions, and procedures.
The document discusses various methods for assessing students' readiness and mastery of math concepts. It describes informal assessments like observing group work and discussions, and formal assessments like written exams. It also provides examples of assessing concepts like number sense, patterns, and estimation. Maintaining records of student performance and having them explain their work are identified as ways to determine a student's level of understanding and readiness for more advanced math topics.
TESTA, University of Greenwich Keynote (July 2013)TESTA winch
This document summarizes the findings of the TESTA (Transforming the Experience of Students through Assessment) research project. The project studied assessment practices across seven programs at four universities. It found that programs with more formative assessment, quicker feedback, and clearer learning goals and standards had higher levels of student effort, understanding of standards, and satisfaction. Programs are encouraged to increase formative assessment, improve feedback practices, and better communicate goals and standards to students. The TESTA research suggests assessment reform can positively impact the student learning experience.
How to prepare for b.Ed., practical exam 2020Thanavathi C
Dr. C. Thanavathi provides information about the practical exam process for a B.Ed. degree program. The practical exam consists of two days: the first day assesses teaching competency through two lessons, and the second day involves a viva voce exam. Students are evaluated on various records like lesson plans, observation records, and demonstration records. Dr. Thanavathi offers tips for facing the practical exam, including planning thoroughly, using teaching aids effectively, maintaining confidence, and avoiding anxiety. Components of the teaching competency like lesson preparation and classroom management are also outlined.
The document provides an agenda for a classroom management training. It includes an introduction where attendees can introduce themselves and share what they hope to learn. The training then covers the components of a positive classroom behavior support plan including rules, procedures, consequences, and crisis plans. It discusses developing rules and procedures, teaching and reinforcing expectations, using positive and negative consequences, and having effective classroom management strategies. The document includes examples, videos, and activities for attendees to apply the concepts to their own classrooms.
This question-and-answer guide will help you learn more about how to prepare for your teacher certification exams, mitigate any anxiety and help you know what to expect on testing day so you can pass the tests and be on your way to earning – or keeping – your teaching credentials.
Made in partnership with USC Rossier School of Education and Teachers Test Prep
Reflecting on the effect of teaching practices tofathima rishana
The document discusses various strategies teachers can use to reflect on their teaching practices and improve student achievement, including keeping a teaching notebook, video recording lessons for self-analysis, surveying students for feedback, analyzing student performance data, conducting peer observations, and asking self-reflective questions. It emphasizes that reflective teaching is an ongoing process of evaluating methods, implementing changes, and continuing to reflect and improve.
INF-162 GRUPO 6 MODELOS DE PROCESO DE SOFTWAREFely Villalba
El documento presenta una introducción a diferentes modelos de procesos de desarrollo de software, clasificándolos en tres categorías principales: modelo cascada, desarrollo exploratorio y prototipos desechables. También describe brevemente tres tipos de metodologías ágiles: Crystal Clear, FDD y Extreme Programming.
Crystal Clear es una metodología ágil apropiada para proyectos pequeños desarrollados por equipos pequeños de hasta 8 personas. Se enfoca en la comunicación entre los miembros del equipo, la entrega frecuente de software y la retroalimentación de los usuarios. Requiere mucha documentación y no es adecuada para proyectos grandes o complejos.
La metodología Crystal se enfoca en el tamaño y comunicación del equipo. Propone diferentes políticas según el tamaño del equipo, desde Crystal Clear para equipos de 3-8 personas hasta Crystal Azul para equipos de 100-200 personas. La comunicación cara a cara es fundamental, por lo que recomienda equipos pequeños y que trabajen en el mismo espacio físico.
Este documento presenta una introducción al Proceso Racional Unificado (RUP) como metodología de desarrollo de software. Explica que RUP permite el desarrollo de software a gran escala a través de un proceso iterativo e incremental que garantiza la calidad. Luego describe algunas características clave como su enfoque disciplinado, la administración de requisitos y el uso de UML. Finalmente resume las cuatro fases del modelo RUP: Inicio, Elaboración, Construcción y Transición.
Crystal é uma metodologia ágil criada por Alistair Cockburn focada no lado humano do processo. É voltada para habilidades e talentos das pessoas e pode ser adaptada de acordo com o projeto. A metodologia enfatiza entregas frequentes, comunicação eficaz e equipes multidisciplinares.
1. O documento apresenta a metodologia Crystal Clear, que faz parte da família Crystal de metodologias ágeis. 2. A Crystal Clear é apropriada para projetos com 2 a 8 pessoas e prioriza a comunicação face a face entre a equipe. 3. O documento descreve os princípios e propriedades da família Crystal, como entregas frequentes, melhoria contínua e foco na comunicação.
This document provides an overview of test security and administration procedures for the 2014 STAAR test. It outlines requirements before, during, and after test administration including securing materials, monitoring students, and reporting irregularities. Specific guidelines are provided for timing, breaks, answering student questions, and documenting accommodations. Active monitoring of students and maintaining confidentiality of test content are emphasized throughout the testing process.
This document discusses various assessment tools that educators use to evaluate students' academic abilities and progress. It describes informal assessments like teacher observations and formal assessments using standardized tests to objectively measure skills. Some specific assessment tools discussed include concept maps to evaluate understanding of relationships between concepts, ConcepTests which are conceptual multiple-choice questions used in large classes, and knowledge surveys to measure content mastery at different levels from basic to higher-order thinking. The document also provides examples of different types of formal exams like multiple choice, true/false, matching, short answer, essays, and oral exams that assess different skills.
This document provides guidance and resources for implementing Response to Intervention (RTI) and Professional Learning Community (PLC) practices at Maryville Junior High School. It includes:
1. Information on where to find instructional videos and resources on Blackboard to support RTI implementation and differentiated instruction.
2. A reminder that midterm exams will no longer be given, in alignment with changes at Maryville High School, and instructions for updating PowerTeacher gradebooks.
3. An overview of objectives and benefits of RTI practices, as well as a reminder that a teacher resource notebook on RTI implementation is available.
Creating Online Courses that Minimize Test Anxiety DrFrankONeillCOI
In this presentation, Dr. Frank O'Neill shares tips and tactics for teachers that want to make courses and exams that cause less text anxiety for their students
The document summarizes Berea College's efforts to integrate data analysis skills across its social science curriculum. It discusses using ready-made modules from an online data resource to teach skills like reading frequencies, interpreting bivariate tables, testing hypotheses using data, and writing conclusions. Students work through a module comparing earnings by sex and race in class and as homework. They then present their findings and get peer feedback on a written analysis. Pre/post-tests and paper assessments show significant gains in students' quantitative skills and confidence working with data to tell "stories" about social issues.
Better mathematics workshop pack spring 2015: secondaryOfsted
This document contains information for participants of a secondary mathematics conference workshop. It includes sample mathematics questions, strategies for deepening problems, approaches to teaching different topics, examples of student work and teacher feedback, and templates for recording work scrutiny. The goal is to help teachers improve their practice in developing conceptual understanding, setting challenging problems, and effectively assessing student work.
The document discusses different aspects of assessment including definitions, purposes, and types. It defines assessment as evaluation, measurement, and ways to determine students' classroom behavior, achievement, skills, and accountability. The main purposes of assessment are to monitor teaching and student progress, evaluate student learning and programs, and gather information on student performance. Assessment can be formal or informal, formative or summative, and include tests, quizzes, grades, observations, portfolios, and more. It provides examples of assessing mathematical concepts, processes, dispositions, and procedures.
The document discusses various methods for assessing students' readiness and mastery of math concepts. It describes informal assessments like observing group work and discussions, and formal assessments like written exams. It also provides examples of assessing concepts like number sense, patterns, and estimation. Maintaining records of student performance and having them explain their work are identified as ways to determine a student's level of understanding and readiness for more advanced math topics.
TESTA, University of Greenwich Keynote (July 2013)TESTA winch
This document summarizes the findings of the TESTA (Transforming the Experience of Students through Assessment) research project. The project studied assessment practices across seven programs at four universities. It found that programs with more formative assessment, quicker feedback, and clearer learning goals and standards had higher levels of student effort, understanding of standards, and satisfaction. Programs are encouraged to increase formative assessment, improve feedback practices, and better communicate goals and standards to students. The TESTA research suggests assessment reform can positively impact the student learning experience.
How to prepare for b.Ed., practical exam 2020Thanavathi C
Dr. C. Thanavathi provides information about the practical exam process for a B.Ed. degree program. The practical exam consists of two days: the first day assesses teaching competency through two lessons, and the second day involves a viva voce exam. Students are evaluated on various records like lesson plans, observation records, and demonstration records. Dr. Thanavathi offers tips for facing the practical exam, including planning thoroughly, using teaching aids effectively, maintaining confidence, and avoiding anxiety. Components of the teaching competency like lesson preparation and classroom management are also outlined.
The document provides an agenda for a classroom management training. It includes an introduction where attendees can introduce themselves and share what they hope to learn. The training then covers the components of a positive classroom behavior support plan including rules, procedures, consequences, and crisis plans. It discusses developing rules and procedures, teaching and reinforcing expectations, using positive and negative consequences, and having effective classroom management strategies. The document includes examples, videos, and activities for attendees to apply the concepts to their own classrooms.
This question-and-answer guide will help you learn more about how to prepare for your teacher certification exams, mitigate any anxiety and help you know what to expect on testing day so you can pass the tests and be on your way to earning – or keeping – your teaching credentials.
Made in partnership with USC Rossier School of Education and Teachers Test Prep
Reflecting on the effect of teaching practices tofathima rishana
The document discusses various strategies teachers can use to reflect on their teaching practices and improve student achievement, including keeping a teaching notebook, video recording lessons for self-analysis, surveying students for feedback, analyzing student performance data, conducting peer observations, and asking self-reflective questions. It emphasizes that reflective teaching is an ongoing process of evaluating methods, implementing changes, and continuing to reflect and improve.
INF-162 GRUPO 6 MODELOS DE PROCESO DE SOFTWAREFely Villalba
El documento presenta una introducción a diferentes modelos de procesos de desarrollo de software, clasificándolos en tres categorías principales: modelo cascada, desarrollo exploratorio y prototipos desechables. También describe brevemente tres tipos de metodologías ágiles: Crystal Clear, FDD y Extreme Programming.
Crystal Clear es una metodología ágil apropiada para proyectos pequeños desarrollados por equipos pequeños de hasta 8 personas. Se enfoca en la comunicación entre los miembros del equipo, la entrega frecuente de software y la retroalimentación de los usuarios. Requiere mucha documentación y no es adecuada para proyectos grandes o complejos.
La metodología Crystal se enfoca en el tamaño y comunicación del equipo. Propone diferentes políticas según el tamaño del equipo, desde Crystal Clear para equipos de 3-8 personas hasta Crystal Azul para equipos de 100-200 personas. La comunicación cara a cara es fundamental, por lo que recomienda equipos pequeños y que trabajen en el mismo espacio físico.
Este documento presenta una introducción al Proceso Racional Unificado (RUP) como metodología de desarrollo de software. Explica que RUP permite el desarrollo de software a gran escala a través de un proceso iterativo e incremental que garantiza la calidad. Luego describe algunas características clave como su enfoque disciplinado, la administración de requisitos y el uso de UML. Finalmente resume las cuatro fases del modelo RUP: Inicio, Elaboración, Construcción y Transición.
Crystal é uma metodologia ágil criada por Alistair Cockburn focada no lado humano do processo. É voltada para habilidades e talentos das pessoas e pode ser adaptada de acordo com o projeto. A metodologia enfatiza entregas frequentes, comunicação eficaz e equipes multidisciplinares.
1. O documento apresenta a metodologia Crystal Clear, que faz parte da família Crystal de metodologias ágeis. 2. A Crystal Clear é apropriada para projetos com 2 a 8 pessoas e prioriza a comunicação face a face entre a equipe. 3. O documento descreve os princípios e propriedades da família Crystal, como entregas frequentes, melhoria contínua e foco na comunicação.
The document discusses several methodologies for software development including the waterfall model, spiral model, Rational Unified Process (RUP), extreme programming, feature-driven development (FDD), Microsoft Solution Framework (MSF), incremental development, and rapid application development (RAD). It provides the fundamentals of software architecture and an overview of the different types of development methodologies.
The document discusses objective and subjective methods for measuring performance, with objective measures using tools like stopwatches and tapes to precisely measure elements like time or distance, while subjective measures involve personal judgements of qualities like style that require interpretation; it also notes that measures exist on a continuum between completely objective to highly subjective depending on the sport or skills being assessed.
Testing plays an important role in guidance programs by providing objective information about students. This document outlines the administrator, teacher, and counselor's roles in establishing an effective testing program. It discusses why tests are useful, principles for selecting tests, proper administration, and interpreting and using results. An example basic testing program is provided, administering various types of tests (achievement, intelligence, interests, etc.) at different grades to track student progress. Criteria for evaluating a program include using a variety of tests, regular intervals, and relating scores to other information about students.
The Evaluation Of Teaching Has Become A Widely Accepted Practicenoblex1
In the last ten years the evaluation of teaching has become a widely accepted practice in higher education, but methods vary widely from school to school and from department to department. Recent national interest in the quality of teaching in higher education has spawned a movement to include teaching effectiveness in the criteria for promotion and tenure decisions, even in some research universities.
Source: https://ebookscheaper.com/2022/03/07/the-evaluation-of-teaching-has-become-a-widely-accepted-practice/
The document describes the results of assessments given throughout a teaching unit on verb tenses and grammar. After teaching some initial lessons, the teacher noticed aspects that needed changing, such as motivating students and managing time. Modifications were made to engage students through exciting activities instead of textbooks. Diagnostic testing at the start showed only 13% passed, so more lessons on tenses/grammar were added. A formative letter writing assignment saw 80% succeed as they had practiced the format. Summative end testing showed 70% achieved the learning goals, with improvements from the initial diagnostic results.
The document discusses using the e-asTTle online assessment tool to monitor student learning, develop learning goals, and inform teaching. It explains that e-asTTle provides data to answer questions about a student's progress and next steps. The document also outlines how to interpret e-asTTle assessment reports, including the four quadrants showing students' strengths, gaps, achieved levels, and areas still to be achieved. It emphasizes using multiple sources of evidence, like formal tests, observations, and student self-assessments, to form a comprehensive picture of a student's learning.
Individual laboratory method, overview of Individual laboratory method, objectives of Individual laboratory method, Introduction of Individual laboratory method, Advantages of Individual laboratory method, Nature of experiments, Experiment, Exercise, Controlled Experiment, How to organize practical work? Grouping of pupils
Testing is used to measure what learners know or can do. Tests inform both learners and teachers of strengths and weaknesses, and motivate learners to review material. They also help guide teaching and determine if learning objectives were achieved. Effective tests have clear, unambiguous instructions and questions, a reasonable time limit, and avoid bias or overlap of assessed content. Scoring should be standardized between examiners and moderated to reduce subjectivity.
APP and Controlled Assessment in History - June 2009David Drake
The presentation relates to the Wiltshire History Secondary Conference which took place in June 2009. The presentation looks at the implications for History teachers of APP and Controlled Assessment
Teacher Resource Guidebook - Using Investigations in the Classroom ~ tessafrica.net ~ For more information, Please see websites below:
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Organic Edible Schoolyards & Gardening with Children =
http://scribd.com/doc/239851214 ~
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Double Food Production from your School Garden with Organic Tech =
http://scribd.com/doc/239851079 ~
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Free School Gardening Art Posters =
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Increase Food Production with Companion Planting in your School Garden =
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Healthy Foods Dramatically Improves Student Academic Success =
http://scribd.com/doc/239851348 ~
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City Chickens for your Organic School Garden =
http://scribd.com/doc/239850440 ~
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Huerto Ecológico, Tecnologías Sostenibles, Agricultura Organica
http://scribd.com/doc/239850233
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Simple Square Foot Gardening for Schools - Teacher Guide =
http://scribd.com/doc/239851110
This document discusses how to effectively use e-asTTle, an online formative assessment tool, to promote learning. It addresses common misperceptions about testing and how e-asTTle challenges traditional approaches. Teachers are encouraged to create tests at appropriate difficulty levels for students and to use test results to identify strengths, gaps, and areas for further teaching to better inform student learning.
This document discusses how to effectively use e-asTTle, an online formative assessment tool, to promote student learning. It addresses common misperceptions about testing and provides guidance on interpreting student test results to inform teaching. E-asTTle can be used to create appropriate tests, understand student performance, and target support. The document emphasizes that e-asTTle should provide challenging tests to reveal student strengths and gaps, and that results indicate a student's ability rather than just the number of questions correct.
Francisco G. Barroso-Tanoira - Helping others to learn: preparing for career ...ACBSP Global Accreditation
Francisco G. Barroso-Tanoira - Helping others to learn: preparing for career success through effective case study design and implementation in real job contexts
This document provides guidance for teaching science, technology, engineering, and math lessons to students. It emphasizes the importance of planning lessons in advance, such as thoroughly reading materials, researching questions, determining how experiments will be conducted, obtaining necessary materials, and practicing experiments. It also stresses discussing safety procedures with students before experiments, such as reviewing appropriate personal protective equipment and establishing classroom safety rules. The document offers additional tips for utilizing resources to reinforce lessons and periodically reviewing concepts.
The document is an observation form for a plastering diploma lesson on professional development. It summarizes the planning for the lesson, including learning outcomes, activities, assessment, and targets from previous observations. The observer comments that the planning was excellent with clear differentiated outcomes and a variety of activities. During the lesson, the teacher engaged students through creative activities and discovery learning. Questioning techniques were used well to develop higher-level thinking. Peer assessment and feedback were incorporated successfully. Overall, the teacher demonstrated strong subject knowledge, teaching skills, and commitment to professional development.
Practical 17 assessment, testing and evaluation. angela, solangeSolCortese1
This document discusses assessment, testing, and evaluation in language teaching. It provides examples of formative, summative, continuous, and alternative forms of assessment. Formative assessment is ongoing and used to provide feedback to students, while summative assessment evaluates learning at the end of a period of study. Continuous assessment continually evaluates student work. Alternative assessment may include portfolios that integrate school and personal life. Assessment provides information about student progress, strengths and weaknesses to guide instruction and materials. It is important to consider student views and reduce anxiety during assessment.
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2. “Since I launched Guzled in
May 2015, I've made it my
mission to ensure helpful
resources are accessible to
all physics teachers; making
their lives a whole lot
easier.”
– Sally Weatherly
Sally is a physics teacher with over 10 years experience of leading a
thriving and vibrant physics department at one of the UK’s leading
schools.
Also a guest lecturer for King’s College, London PGCE programme
and a Trustee for Dynamic Earth Science Centre. Sally understands
the world of physics teaching inside out.
guzled was founded by Sally in May 2015 and was quickly
recognised as a leading force in helping physics teachers worldwide.
Finalist for the Best Whole Course Subject Curriculum at the 2016
Bett Awards.
3. Have You Done This?
Here are some rough guidelines on what you should have done
in the first year to ensure the practical assessment in A Level
goes smoothly:
• Completed 5 or 6 “required” practicals. These practicals
will be those recommended by your exam board and will
have fit in with you order of teaching.
• The practicals will have been carried out under normal
teaching conditions - not practiced or under exam
conditions
• Each student will have a lab book or folder (I personally
prefer an A4 binder folder) with the record of their practical
work in it.
• You will hold a record of which practicals have been
carried out, on what dates and student attendance for
these. A copy of any worksheets given will also be held.
• You will hold a record of which students met the criteria
and who did not. A simple “yes” or “no” is fine to record.
No further detail is required. However, more detailed
feedback may be useful to the students.
NOTE:
If you need a reminder of the
practical assessment basics,
there is a full summary in
Appendix A of this document.
Have you done this?
Yes!
Go to page 4
No!
Go to page 3
4. 3
Don’t Panic!
Let’s look at the minimum requirements for record keeping.
Students:
In the event of a monitoring visit (100% of schools will be
visited - but more on that later), the students records should be
available for review
Each student’s folder or lab book should include a record of
each experiment. However, it could simply be a results table
with observations as a minimum.
Going forward, comprehensive write-ups would be better for
the students to revise from. Don’t forget that they will be
examined on this stuff!
If student records are lost, it will not be held against you - it will
disadvantage students. Teacher records will be available and
the student records should be kept from that day forward.
Teachers:
If you haven’t completed 5 or 6 experiments yet, make sure
you have planned them firmly into your scheme of work for
next year
Still Panicking?
Click here for more help!
NOTE:
15% of the final written exams
will assess their knowledge of
practical skills. Students
should have open access to
their practical files to allow
revision of techniques.
5. 4
Feedback from
Monitoring Visit:
Westonbirt School
Helen Rogerson is the Head of Science at Westonbirt School in
Gloucestershire and the ASE West of England Chair. She
shared her experience of the A-Level monitoring visit at her
school.
Main points include:
• The advisor was keen to see the schemes of work and
how practicals and core practicals were planned into the
normal teaching scheme.
• It was encouraged to develop CPAC and techniques
beyond using solely recommended practicals.
• Encourage students to pre-read about the experiments
(using textbooks)
• The teacher tracking spreadsheet (supplied by the
examboard) was checked.
• A normal practical lesson was observed that included one
of the Core Practicals. The advisor was keen to interact
with the students.
• It was discussed how much guidance could be given to
students during the practical (e.g. how to construct tables)
and concluded that more is better at this stage.
• Westonbirt School passed their visit with flying colours!
Want to read more?
Click here for Helen’s Blog
“We discussed how comment
marking the lab books with
improvements would give
evidence to unhappy students
and parents if it were the case
that we had to 'fail' them on
the practical endorsement.”
6. 5
Feedback from
Monitoring Visit:
AQA Advisor
Matthew Bennett – Head of A-level Science at AQA – has
written a blog post about his personal experience of an
advisory visit with another AQA advisor.
Main points include:
• The students at the school he visited recognised the
importance of the visit and they were proud to support
their school through it.
• The school was a little behind with their plans for the
practical endorsement, but advanced in their teaching of
effective practicals:
• They had misunderstood the need for assessment against
the CPAC, but had amended this quickly.
• AQA offered support pre-visit and they had managed to
catch up with their record-keeping too.
• The discussions between advisor and teachers were
invaluable. They lasted longer than expected and were
very positive.
• The school passed the visit and their subsequent report
included additional advice to ensure that the school stays
on track.
Want to read more?
Click here for Matthew’s Blog
“I drove back down south
feeling really happy that this
process was working. It’s all
about empowering teachers to
help their students become
better scientists, and I really
think it’s going to work.”
7. 6
Planning for Next
Year
You should consider the following when planning practicals for
the second year of the A-Level practical assessment:
1. Making allowances for proper assessment of CPAC 2
CPAC 2 is about the ability to make choices. Each of the
sub-criteria (See Appendix B) suggests that students
should make choices in using instruments, and in
identifying, measuring and controlling variables. There is
certainly an element of planning experiments required in
this competency. In addition, questions on planning
experiments could be asked in the written exams.
Therefore, the worksheets (or scripts) you give your
students to guide them through the experiment should
gradually include less detailed instruction. Perhaps you
could have one open-ended experiment (We use a design
practical on potential dividers for this) that allows students
to conduct their own prior research on the experiment s
and to plan their own experiments around the uses of
potential dividers circuits.
2. You should aim to complete all practicals by Easter.
The students will want to have their folders back to revise
from over the holidays.
NOTE:
If you give students a method
for every practical they won’t
have had the chance to
demonstrate their own ability
t o f o l l o w i n v e s t i g a t i v e
approaches. One experiment
is enough to allow this.
Want our Help?
Click here for the Potential Divider
Experiment Worksheet
8. FAQ’s for All Sciences
Can teachers demonstrate the skills in the practicals before the students do them?
Yes, depending on the skills being assessed. If a teacher was, for example, demonstrating the
correct use of a pipette, they would want to show the students how to do this. Demonstrations
would not be appropriate if ‘following written instructions’ was being assessed, and they
cannot be used as a substitute for doing practical work.
Some apparatus techniques give a choice of different apparatus as measuring
instruments - should students understand them all for the exam?
For written exams, exam boards suggest that teachers treat “or” statements as “and”
statements in the apparatus techniques.
So, for example, in Chemistry, students can pass the endorsement if they have measured pH
using pH charts or a pH meter or a pH probe on a data logger. To best prepare students for
exams, teachers should ensure that all students understand each of the alternatives so they
can answer questions on practical work that involve any of these methods.Therefore, all “or”
statements in the apparatus and techniques list should be viewed as “and” statements for the
exams.
Why should teachers do more than 12 practicals?
Some techniques need more practise and you can provide increased opportunities for students
to develop a mastery against the five CPAC areas. Some students may be absent when you
deliver the core practical. Finally, practicals underpin teaching and learning, helping students to
fully grasp the harder theoretical concepts - it should be embraced fully!
9. FAQ’s for Physics
The practical guidelines state that a ruler has an uncertainty of +/- a whole division as it
records a reading at each end. Does the same apply to a micrometer? Or voltmeter?
The assumption for these instruments is that the zero has been calibrated correctly. For a ruler,
the person carrying out the measurement must judge where to start and where to end the
measurement, so there are errors at either end.
Can UV count as ionising radiation?
The required practical that students are expected to have completed is the use of gamma
radiation. Schools will need to find ways to allow their students to complete this practical if
they do not have a gamma source in school.
With some of the physics apparatus, if you only had one bit of kit for a couple of the
experiments could you do a circus of experiments so that not all students do the same
experiment on each practical session?
That would be fine if you felt that was the best way of ensuring all practical work was covered.
It does run the risk of divorcing the practical from the theory, and would be difficult to assess
different competencies on each of the ‘stations’ without very careful planning.
Must students know how to read a vernier scale?
The Physics Apparatus and techniques list statement ATe states ‘digital or vernier scale’. It is
clear that, for the endorsement, either digital or vernier is acceptable. For exam papers,
students are expected to be able to use both types of scales and could assess understanding
of both.
10. Appendix A:
Practical Assessment Basics
Practical assessments have been divided into those that can be assessed in written exams and those that can only be
directly assessed whilst students are carrying out experiments.
A-level grades will be based only on marks from written exams.
The practical endorsement will be taken alongside the A-level. Final grade of the practical endorsement is awarded
separately from A-level grade. This will be assessed by teachers and will be based on direct observation of students’
competency in a range of skills that are not assessable in written exams.
The practical endorsement consists of two main groups of skills:
1. Generic skills specified in the Common Practical Assessment Criteria (CPAC).
These skills include following instructions, keeping records, etc. They are the same across all awarding bodies and
all sciences. Students should be competent in all these skills
2. Competence in apparatus and techniques
These are specific for each science and will help assess the student’s competencies in CPAC. It is recommended
that these skills are covered using a set of required practicals (recommended by your exam board). It is also
recommended that additional practicals are used to develop these skills
Each student should complete aa practical that meets each of the apparatus and technique practical skills. They do
not need to work indiviudally, as long as they each demonstrate the skill competently. The practical should be carried
out in normal class conditions.
Assessment requires students to consistently and routinely display the skills - not on one specific time to be perfect
At the end of the course, the students should have
• Covered all required apparatus and technique skills
• Met the CPAC
• Carried out at least 12 required practicals
• Use their practical knowledge gained to answer questions in
the written exam.
11. Appendix B:
CPAC - Sub-Criteria
The 5 Competencies within CPAC can be split into the following sub-criteria:The 5 Competencies within CPAC can be split into the following sub-criteria:
1. Follows written
procedures
Correctly follows instructions to carry out the experimental techniques or
procedures
2. Applies investigative
approaches and methods
when using instruments
and equipment
Correctly uses appropriate instrumentation, apparatus and materials (including
ICT) to carry out investigative activities, experimental techniques and procedures
with minimal assistance or prompting.
2. Applies investigative
approaches and methods
when using instruments
and equipment
Carries out techniques or procedures methodically, in sequence and in
combination, identifying practical issues and making adjustments when necessary.
2. Applies investigative
approaches and methods
when using instruments
and equipment
Identifies and controls significant quantitative variables where applicable, and
plans approaches to take account of variables that cannot readily be controlled.
2. Applies investigative
approaches and methods
when using instruments
and equipment
Selects appropriate equipment and measurement strategies in order to ensure
suitably accurate results.
3. Safely uses a range of
practical equipment and
materials
Identifies hazards and assesses risks associated with these hazards when carrying
out experimental techniques and procedures in the lab or field.
3. Safely uses a range of
practical equipment and
materials
Uses appropriate safety equipment and approaches to minimise risks with minimal
prompting.
3. Safely uses a range of
practical equipment and
materials
Identifies safety issues and makes adjustments when necessary.
4. Makes and records
observations
Makes accurate observations relevant to the experimental or investigative
procedure.
4. Makes and records
observations
Obtains accurate, precise and sufficient data for experimental and investigative
procedures and records this methodically using appropriate units and conventions.
5. Researches, references
and reports
Uses appropriate software and/or tools to process data, carry out research and
report findings.
5. Researches, references
and reports
Sources of information are cited demonstrating that research has taken place,
supporting planning and conclusions.
12. References
• Explaining the Practical Endorsement in science A Levels (viewed on 24/04/
2016) Retrieved from
https://www.youtube.com/playlist?list=PLtzR6sheDAMG1YtelV5YJuijZHy0xQfn
a
• A-Level Monitoring Visit, By Helen Rogerson (viewed on 24/04/2016), Retrieved
from http://staffrm.io/@helenrogerson80/tmyY680s0C
• A-Level Practical Sciences, By Catherine Witter (Senior Advisor of Practical Sci-
ences), information retrieved from 8th/9th January 2016 practical session slides.
Available
http://filestore.aqa.org.uk/resources/science/AQA-A-LEVEL-SCIENCE-CPAC.P
DF
• Practical monitoring visit: our Head of Science drops by, Written by Matthew
Bennet (Head of A-Level Science) (viewed on 24/04/2016), Retrieved from
http://www.aqa.org.uk/subjects/science/practically-speaking/practical-monitori
ng-visit-our-head-of-science-drops-by
• A-level sciences: Practical FAQs, By AQA (viewed on 24/04/2016), Retrieved
from
http://filestore.aqa.org.uk/resources/science/AQA-AS-A-LEVEL-SCIENCE-WEB
INAR-PRACTICAL-FAQ.PDF
Disclaimer
You must not rely on the information in the report as an alternative to advice from the exam board you follow. If you have any specific
questions about any part of the A-Level Practical Endorsement process, you should consult your exam board.
Information is obtained from online sources believed to be reliable, but is in no way guaranteed. No guarantee of any kind is implied or
possible where projections of future conditions are attempted. In no event should the content of this report be construed as an express or
implied promise, guarantee or implication that you will have covered all bases in respect to the A-Level Practical Endorsement. Past
experiences are no indication of future performance. While these individuals had great results, results are not the same for everyone.