This document discusses using alternative assessments and Bloom's taxonomy to create performance tasks. It outlines the three stages of Understanding by Design for curriculum planning: 1) identify desired results like learning outcomes, understandings and essential questions; 2) determine acceptable evidence like performance tasks and rubrics; 3) design learning experiences and instruction.
As an example, it provides details of a unit plan on the history of yoga that was designed using this framework. Stage 1 identifies the unit's enduring understandings, essential questions and objectives. Stage 2 includes a proposed performance task that requires students to write a museum review relating artwork to course concepts. Stage 3 discusses implementing formative assessments like discussion boards and self-reflection throughout the unit.
Designing Instruction - Phases 1, 2, & 3
Submitted by Dr. Pamela Hampton-Garland
A work by Michael Galbraith Adult Learning Methods: A Guide for Effective Instruction
3rd Edition
Training Session I ran on AFL in the classroom using peer and self assessment.
More resources can be found at tes.co.uk
search 'dominic penney' in the resource search bar...
Designing Instruction - Phases 1, 2, & 3
Submitted by Dr. Pamela Hampton-Garland
A work by Michael Galbraith Adult Learning Methods: A Guide for Effective Instruction
3rd Edition
Training Session I ran on AFL in the classroom using peer and self assessment.
More resources can be found at tes.co.uk
search 'dominic penney' in the resource search bar...
How do you know you are reaching your English proficiency goals with your students?
More importantly, how do your students know what and how they are learning?
The video of the webinar is available in this link: https://youtu.be/-_i0u_6jqAI
Other resources mentioned during the presentation are here: https://goo.gl/jqhIFM and
https://www.youtube.com/watch?v=plMyVJnmdGg
Introduction to portfolio assessment and development by Dr Madawa Chandrathilake, MBBS (Colombo), MMEd (Dundee), PhD (Dundee)
Senior Lecturer in Medical Education, Faculty of Medicine, University of Kelaniya, Sri Lanka
This presentation was made in 2003 when Portfolios were not in currently use in Peru. It provides a basic idea of how they can be used and some people may still find it useful.
Using bloom's taxonomy to construct cohesive lesson objectives and assessmentsMichelle Walker-Wade
Using bloom's taxonomy to construct cohesive lesson objectives and assessments is intended to be used as a teacher professional development tool. In addition to this PowerPoint, "students" should have prior knowledge of Bloom's Taxonomy of verbs and how this comprehensive list of verbs is constructed.
This is a power point file where we can learn something about students' portfolio, and make some changes using TIC'S in order to help students to develop their knowledge and group participation.
How do you know you are reaching your English proficiency goals with your students?
More importantly, how do your students know what and how they are learning?
The video of the webinar is available in this link: https://youtu.be/-_i0u_6jqAI
Other resources mentioned during the presentation are here: https://goo.gl/jqhIFM and
https://www.youtube.com/watch?v=plMyVJnmdGg
Introduction to portfolio assessment and development by Dr Madawa Chandrathilake, MBBS (Colombo), MMEd (Dundee), PhD (Dundee)
Senior Lecturer in Medical Education, Faculty of Medicine, University of Kelaniya, Sri Lanka
This presentation was made in 2003 when Portfolios were not in currently use in Peru. It provides a basic idea of how they can be used and some people may still find it useful.
Using bloom's taxonomy to construct cohesive lesson objectives and assessmentsMichelle Walker-Wade
Using bloom's taxonomy to construct cohesive lesson objectives and assessments is intended to be used as a teacher professional development tool. In addition to this PowerPoint, "students" should have prior knowledge of Bloom's Taxonomy of verbs and how this comprehensive list of verbs is constructed.
This is a power point file where we can learn something about students' portfolio, and make some changes using TIC'S in order to help students to develop their knowledge and group participation.
A look at the benefits of portfolios and other forms of assessment. This presentation was given in the Pedagogy Circle on Nov 11 and Nov 12, by Joanne Chesley, Ed.D.
Discusses the facets of Performance Assessment: Definition, advantages and disadvantages, types, process, guidelines and procedures and the types of rubrics
Assignment 2: Fink Step 3
Due Week 7 and worth 200 points
For this assignment, you will look at the technology you have integrated into your unit/training and develop ways to assess student performance when they use those technologies.
Often, educators find a great new technology or app to use with their students but then have no idea how to evaluate if it is actually helping students learn. Or, educators find that grading student performance using the new technology is cumbersome and doesn’t actually save any time or provide any value.
For example, if students have an assignment to create a PowerPoint presentation, how will they submit it to you? How will you check to make sure they didn’t just copy it from someplace on the Internet? If students are working on a group project, how can you assess student contributions? These are some issues you will need to think about when you apply technology to your lessons.
First, provide a brief (1-2 pages) description of the specific education technology you intend to incorporate into your unit/training. Include links to the product or app and describe how the students will use it. You do not need to provide specific lesson plans, but need to demonstrate that you have a clear idea of what you want the students to use and how they will use it.
For example, if you were to start using MS Office in the classroom, you could describe how you would allow students to type their papers using MS Word and create presentations using MS PowerPoint instead of hand-writing papers and doing traditional poster projects.
Next, complete the questions for Step 3 of page 15 of Fink’s guide. Include the following information when you answer each question in the worksheet. You will have to copy each question to a new Word document in order to answer it.
1. Forward-looking Assessment: The key is that you have students work on real-world problems. Think about how they will apply the knowledge you are teaching as well as how they will use the technology in the future. How can you create assessments such as a class project, portfolio assignment, a case-study, or other activity where they apply their knowledge?
2. Criteria & Standards: Think about what qualifies as poor work that does not meet your standards, satisfactory work that does meet your standards, and excellent work that exceeds your standards. Be specific. Look at your assignment rubrics for examples of this.
3. Self-Assessment: Students should have some idea of how they are doing without having to ask the teacher or instructor. How will you help them evaluate their own work and learning as they work on their assignments?
4. “FIDeLity” Feedback: This will be the formal feedback that you will give to students as well as informal feedback you will give them as they work on their assignments and assessments.
It would be a good idea to use the information that you provided for the discussion questions in the following weeks. (Note: you are not expected to use all of it if ...
Performance Based Assessment with Rubrics
** Reminder
download the presentation for a clear instruction. slide 15 has animation and it is an important part in creating a rubric.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
3. Advantages of Alternative
Assessments
• They provide a means of assessing valued
skills that cannot be directly assessed with
traditional tests.
• They provide a more realistic setting for
student performance than traditional tests.
• They focus on student performance and the
quality of work performed by students.
• They can be easily aligned with established
learning outcomes.
4.
5.
6.
7. Understanding By Design
Backward Planning:
the practice of looking at the outcomes in order
to design curriculum units,
performance assessments, and classroom
instruction.
8. Stage 1: Identify the
Desired Results
Learning Outcomes
What relevant goals will this unit address?
History of Yoga Unit:
• Students will acquire basic knowledge about
the history of Yoga and its influences and
representation in the Arts.
9. Stage 1: Identify the
Desired Results
Enduring Understandings
• What understandings about the big ideas are
desired? (what you want students to understand &
be able to use several years from now)
Students will understand that...
• Yoga is not a religion
• Yoga is not a competitive sport
• The practice of yoga has its roots in South Asian
Indian thought
• Many common themes can be seen throughout the
centuries in both writing and the arts
10. Stage 1: Identify the
Desired Results
Essential Questions
• What provocative questions will foster inquiry into
the content? (open-ended questions that stimulate
thought and inquiry linked to the content of the
enduring understanding)
Content specific….
• In what ways have the philosophies associated with
yoga influenced the art and practices throughout
history?
• How do these philosophies influence daily life?
11. Stage 1: Identify the
Desired Results
Knowledge:
• What knowledge will students acquire as a result of
this unit? This content knowledge may come from
the objectives, or might also address pre-requisite
knowledge that students will need for this unit.
Students will know...
• Yoga focuses on balance between mind, body, and
spirit
• Yoga’s roots are in South Asian Indian thought
• Philosophies can be seen in much of the art
12. Stage 1: Identify the
Desired Results
Skills
• What skills will students acquire as a result of this unit? List
the skills and/or behaviors that students will be able to exhibit
as a result of their work in this unit.
Students will be able to…
• Recognize themes represented in South Asian Indian art
• Discuss the influence of the philosophy in the exhibit
• Share observations regarding the representation of the
philosophies
• Match South Asian Indian exhibits with their underlying
philosophies
• Design a visual representation of their visit to the museum
13. Stage 2 – Assessment Evidence
Performance Task
Through what authentic performance task will
students demonstrate the desired understandings,
knowledge, and skills? (describes the learning
activity in “story” form. Typically, the P.T.
describes a scenario or situation that requires
students to apply knowledge and skills to
demonstrate their understanding in a real life
situation.
By what criteria will performances of
understanding be judged?
14. Stage 2 – Assessment Evidence
GRASPS Elements of the Performance Task
G – Goal
What should students accomplish by completing this
task?
R – Role
What role (perspective) will your students be taking?
A – Audience
Who is the relevant audience?
S – Situation
The context or challenge provided to the student.
P – Product, Performance
15. Stage 2 – Assessment Evidence
GRASPS Elements of the Performance Task
You are a reporter for the local newspaper who is in
charge of writing a review of the current South Asian
Indian exhibit at the Virginia Museum of Fine Arts.
This review will be featured in the Lifestyle section of
both the printed and online versions of a local
newspaper in the Saturday edition that is often
purchase by individuals seeking plans for their
weekends. You will have the entire front page of the
section. Your article needs to include the following:
16. Stage 2 – Assessment Evidence
GRASPS Elements of the Performance Task
PART ONE: The first section of the article is a
description of the museum, the artwork and your
reactions. In this section, make sure you have
answered the following questions:
What did you see that surprised you?
Was there anything in the museum that you
particularly liked or disliked? Why?
What was your overall reaction to the museum visit.
This section should only be about half a page or so.
17. Stage 2 – Assessment Evidence
GRASPS Elements of the Performance Task
PART TWO: The second section of the essay should relate what
you saw in the museum to what you are studying in this course.
In this section, make sure you have answered the following
questions:
What did you see in the museum that relates to something we
have studied in this course? Be sure to
include the name of the artist, the approximate date, a brief
description of the work, the work’s title, and
if possible, a picture of the work.
How did this work relate to course content?
How did this piece add to or change your understanding of
course content?
You may use more than one piece of art for this section.
This section should be at least half a page
18. Stage 2 – Assessment Evidence
GRASPS Elements of the Performance Task
S – Standards & Criteria for Success
Create the rubric for the Performance Task
19. Stage 2 – Assessment Evidence
Other Evidence
• Through what other evidence (work
samples, observations, quizzes, tests,
journals or other means) will students
demonstrate achievement of the desired
results? Formative and summative
assessments used throughout the unit to
arrive at the outcomes.
20. Stage 2 – Assessment Evidence
Other Evidence
Through what other evidence (work samples,
observations, quizzes, tests, journals or other means) will
students demonstrate achievement of the desired
results? Formative and summative assessments used
throughout the unit to arrive at the outcomes.
• Discussion Board: Students will participate in a game
using the discussion board. Each student will read and
watch the material available and come up with unique
and challenging questions surrounding the material
and will post those questions. Students will also reply
to their peers’ questions. During class time, students
will play a game answering those questions for extra
credit.
21. Stage 2 – Assessment Evidence
Student Self-Assessment
• How will students reflect upon or
self-assess their learning?
22. Stage 3 – Learning Plan
What teaching and learning experiences
will you use to:
• achieve the desired results identified in
Stage 1?
• equip students to complete the
assessment tasks identified in Stage 2?
23. Stage 3 – Learning Plan
• Where are your students headed?
• Where have they been?
• How will you make sure the students know where
they are going?
• What experiences do the learners bring to the unit?
• How have the interests of the learners been
ascertained?
• Have the learners been part of the pre-planning in any
way?
• What individual needs do you anticipate will need to
be addressed?
• Learning environment: Where can this learning best
occur? How can the physical environment be
arranged to enhance learning?
24. Stage 3 – Learning Plan
• How will you engage students at the beginning of the
unit? (motivational set)
Because this is a hybrid course, students’ first experience
will be in the online environment. Course design will be
key to engaging them in the learning. Images and videos
will be used to “hook” the student.
25. Stage 3 – Learning Plan
• What events will help students experience and
explore the enduring understandings and essential
questions in the unit? How will you equip them with
needed skills and knowledge?