This document discusses assessment and measurement of learner progress. It introduces Quality Matters, which provides quality standards for online course design, including a rubric. General Standard 3 of the rubric focuses on assessment and measurement. It states that assessments should measure learning objectives, have a clear grading policy, use descriptive rubrics, include varied assessment types suited to assignments, and provide opportunities for learner self-evaluation. The document provides examples of assessment strategies and ways to design effective assessments in online courses.
Professional education reviewer for let or blept examineeselio dominglos
Professional Education reviewer for teachers who are going to take the PRC LET or BLEPT examination. this reviewer covers topics ranging from different chapters.
Professional education reviewer for let or blept examineeselio dominglos
Professional Education reviewer for teachers who are going to take the PRC LET or BLEPT examination. this reviewer covers topics ranging from different chapters.
A PROCESS IS FOLLOWED DURING EXECUTION OF A HEALTH RESEARCH.THIS PRESENTATION IS ABOUT QUESTION BANK PREPARATION,VALIDATION & MODERATION BY PANEL AND ITS UTILIZATION.THIS IS USEFUL FOR PG NURSING STUDENTS.
Teachers often focus on delivering a lesson plan based on the content of the Learning Objectives, but how do we know if students really learned the content? If students didn’t learn, what do we do next? This webinar on Assessment for Learning will present several tools and techniques that help teachers identify those students lacking comprehension, as well as how to better support them.
THESIS- Making the Results and Discussions portionelio dominglos
a guide on how to make your thesis's result and discussion portion. This slide was discussed to us by our professor in college and was shared to us by him for us to make our thesis Hence i do not own the slide but i am sharing it for information dissemination purposes and as a back-up as well.
A PROCESS IS FOLLOWED DURING EXECUTION OF A HEALTH RESEARCH.THIS PRESENTATION IS ABOUT QUESTION BANK PREPARATION,VALIDATION & MODERATION BY PANEL AND ITS UTILIZATION.THIS IS USEFUL FOR PG NURSING STUDENTS.
Teachers often focus on delivering a lesson plan based on the content of the Learning Objectives, but how do we know if students really learned the content? If students didn’t learn, what do we do next? This webinar on Assessment for Learning will present several tools and techniques that help teachers identify those students lacking comprehension, as well as how to better support them.
THESIS- Making the Results and Discussions portionelio dominglos
a guide on how to make your thesis's result and discussion portion. This slide was discussed to us by our professor in college and was shared to us by him for us to make our thesis Hence i do not own the slide but i am sharing it for information dissemination purposes and as a back-up as well.
Assessment of student learning must be directly connected to the learning objectives of your course. You should make these connections clear to students in your syllabus.
Arts Integration Framework Series: Assessment Activitiestpierson
Perpich Arts Integration Project
The Arts Integration Framework Series outlines a process for developing standards based arts integrated units of study. This Powerpoint outlines how to align assessment activities to benchmarks and learning goals.
Assessment plays an important role in the teaching-learning process. Some of the important types of assessment are
Practice-based assessment
Evidence-based assessment
Performance-based assessment
Examination based assessment
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
14. What is
Quality
Matters?
A set of quality standards for
online course design
A faculty-centered peer
review process for online
courses
15. What is
Quality
Matters?
A tool used by instructional
design staff their work with
faculty
A professional development
opportunity for both faculty
and staff
19. Rubric Standards
Course Overview and Introduction
Learning Objectives
Assessment and Measurement
Instructional Materials
Learner Interaction and Engagement
Course Technology
Learner Support
Accessibility
20. Rubric Standards
Course Overview and Introduction
Learning Objectives
Assessment and Measurement
Instructional Materials
Learner Interaction and Engagement
Course Technology
Learner Support
Accessibility
21. General Standard 3
Assessment and Measurement
“Assessments are integral to the learning
process and are designed to evaluate learner
progress in achieving the stated learning
objectives or mastering the competencies.”
23. The assessments measure the stated
learning objectives or competencies.
The course grading policy is stated
clearly.
Specific and descriptive criteria are
provided for the evaluation of learners’
work and are tied to the course grading
policy.
The assessment instruments selected
are sequenced, varied, and suited to the
learner work being assessed.
The course provides learners with multiple
opportunities to track their learning progress.
General Standard 3
25. General Standard 3
The Key:
“Critical course
components
reinforcer one
another”
The assessments measure the stated
learning objectives or competencies.
Alignment
26. General Standard 3
The Key:
with your activities?
The assessments measure the stated
learning objectives or competencies.
Alignment
Do your assignments line up
with your objectives?
with your modules?
27. General Standard 3
“Course assessments are
consistent with the course and
module learning objectives or
competencies.”
The assessments measure the stated
learning objectives or competencies.
“From types of assessments chosen,
it is clear that learners can
successfully complete the
assessments if they have met the
unit’s learning objectives.”
28. General Standard 3
The assessments measure the stated
learning objectives or competencies.
29. General Standard 3
What are your objectives?
The assessments measure the stated
learning objectives or competencies.
To know if you have arrived, you
need to know where you’re going.
31. Creating Course Objectives
Standard 2
The module/unit learning objectives
describe outcomes that are measurable
and consistent with the course-level
objectives
All learning objectives are stated
clearly and written from the student’s
perspective
Instructions to students on how to
meet the learning objectives are
adequate and stated clearly.
32. Creating Course Objectives
Create a Stem
Add a
Verb
Determine the Outcome
After completing the lesson, the student will be able to . . .
After this unit, the student will have . . .
By completing the activities, the student will . . .
At the conclusion of the course/unit/study the student will . .
re-tell in his/her own words _____.
summarize the plot of _____.
identify states of matter . . .
create a timeline of events . . .
identify the causes and effects of . . .
create Venn Diagrams which compare and contrast . . .
recall information about the reading . . .
After this unit, the student will be able to create
a timeline of events leading up to the Civil War.
33. General Standard 3
The course grading policy is stated
clearly.
“A clear, written statement fully
explains how the course grades
are calculated.”
“The relationship(s) between points,
percentages, weights, and letter grades
are explained.”
“The instructor’s policy on late
submissions is clearly stated.”
34. General Standard 3
The course grading policy is stated
clearly.
Where can you post your grading policy?
Syllabus
Introduction letter
Modules
Quiz
Discussion
Announcement
35. General Standard 3
The Key:
Specific and descriptive criteria are
provided for the evaluation of learners’
work and are tied to the course grading
policy.
Rubrics
36. General Standard 3
Heidi Andrade
“A document that articulates
the expectations for an
assignment by listing the
criteria, or what counts, and
describing levels of quality from
excellent to poor.”
42. General Standard 3
Followed
format: 5
Missed 2
aspects: 3
No relation to
format: 0
Used 5
sources: 5
Used 3-4
sources: 3
Used 0-2
sources: 0
No mistakes: 5
1-5 mistakes:
3
6 or more
mistakes: 0
Format
Sources
Grammar
Stapled
Hot Medium Cold
Used staples:
2
Not use
staples: 0
44. General Standard 3
The Key:
The assessment instruments selected
are sequenced, varied, and suited to the
learner work being assessed.
Variety that works with online learning
45. General Standard 3
Are Traditional Tests
The Best Evaluative
Methods?
The assessment instruments selected
are sequenced, varied, and suited to the
learner work being assessed.
46. General Standard 3
The assessment instruments selected
are sequenced, varied, and suited to the
learner work being assessed.
“Multiple assessment strategies are used in both
the online and face-to-face settings, including
alternative assessments that require learners to
apply what they learn and to think critically.”
47. General Standard 3
The assessment instruments selected
are sequenced, varied, and suited to the
learner work being assessed.
http://cft.vanderbilt.edu/guides-sub-pages/writing-
good-multiple-choice-test-questions/
Vanderbilt University
Center for Teaching
Writing a Multiple Choice Test
48. General Standard 3
The assessment instruments selected
are sequenced, varied, and suited to the
learner work being assessed.
Writing a Multiple Choice Test
A multiple choice item consists of a problem, known
as the stem, and a list of suggested solutions, known
as alternatives. The alternatives consist of one correct
or best alternative, which is the answer, and incorrect
or inferior alternatives, known as distractors.
49. General Standard 3
The assessment instruments selected
are sequenced, varied, and suited to the
learner work being assessed.
The stem should be meaningful by itself and should
present a definite problem. A stem that presents a
definite problem allows a focus on the learning
outcome.
Writing a Multiple Choice Test
50.
51. The assessment instruments selected
are sequenced, varied, and appropriate to
the learner work being assessed.
General Standard 3
“In traditional assessments, such as those that use
multiple choice, true-false, or matching, learners
are asked to select a response from different
options, and tests often are self-scoring.”
52. The assessment instruments selected
are sequenced, varied, and appropriate to
the learner work being assessed.
General Standard 3
“In alternative assessments, also commonly called
performance or authentic assessments, learners
are asked to develop an answer in response to a
prompt or stimulus, which is graded by the
instructor. Such assessments may include
interviews, journals, portfolios, observations,
demonstrations, performance tasks, and exhibits.”
53. The assessment instruments selected
are sequenced, varied, and appropriate to
the learner work being assessed.
General Standard 3
“Assessments are varied in order to provide
multiple ways for learners to demonstrate mastery,
and to accommodate diverse learners.”
54. The assessment instruments selected
are sequenced, varied, and appropriate to
the learner work being assessed.
General Standard 3
“The assessments are sequenced so as to promote
the learning process and to build on previously
mastered knowledge and skills gained in this
course and prerequisite courses. Assessments are
paced to give learners adequate time to achieve
mastery and complete the work in a thoughtful
manner.”
Scaffolding
55. Using Online Technologies
Beyond Traditional Tests
What do You Use to
Evaluate Your Learners?
What have you ever
thought of trying?
56. Using Online Technologies
Beyond Traditional Tests
Discussions: more than Participation
Peer to Peer Evaluation
Journaling
Individual Projects
Group Projects
Sharing Homework with peers vs. just the
instructor
57. Using Online Technologies
Beyond Traditional Tests
CATS in tests and quizzes
??
Feedback from testing
Creating content like videos/powerpoints
Moderating their own discussion
58. The course provides learners with multiple
opportunities to track their own learning
progress.
General Standard 3
“Learning is more effective if learners receive
frequent, substantive, and timely feedback. The
feedback may come from the instructor directly,
from assignments and assessments that have
feedback built into them, or even from other
learners.”
59. The course provides learners with multiple
opportunities to track their own learning
progress.
General Standard 3
“Look for examples of self-check quizzes and
activities, as well as other types of practice
opportunities that provide timely feedback. Such
assignments may be voluntary and/or allow multiple
attempts.”
60. The assessments measure the stated
learning objectives or competencies.
The course grading policy is stated
clearly.
Specific and descriptive criteria are
provided for the evaluation of learners’
work and are tied to the course grading
policy.
The assessment instruments selected
are sequenced, varied, and suited to the
learner work being assessed.
The course provides learners with multiple
opportunities to track their learning progress.
General Standard 3