Compilation of notes from the Solution Tree Conference in Atlanta, GA - October 2009
Ahead of the Curve: The Power of Assessment to Transform Teaching and Learning
Compilation of notes from the Solution Tree Conference in Atlanta, GA - October 2009
Ahead of the Curve: The Power of Assessment to Transform Teaching and Learning
This document discusses formative and summative assessments and how to ensure they address the needs of all learners. It provides an overview of the differences between formative and summative assessments, as well as strategies for ongoing, formative assessment including identifying learning goals, gathering evidence of understanding, adjusting instruction, and providing feedback. The document emphasizes that the goal of assessment should be to obtain useful information about student achievement and address the needs of each student.
Michael Carrier: Schools cannot survive without Innovation: theory, case stud...eaquals
This document discusses innovation in education and provides examples of how schools can innovate. It begins by defining innovation and explaining why it is important for building competitive advantage. Various theories and models of innovation are presented, including disruptive innovation. Case studies are discussed to illustrate innovation examples. The document also addresses training staff to be innovative and provides an innovation toolkit and strategy. Specific areas discussed for potential innovation include the customer experience, teaching methods, technology, and markets/offerings. An action plan for developing an innovation culture and concrete innovation goals is proposed at the end.
This document discusses assessment design and measuring student growth. It emphasizes that assessment and instruction should go hand in hand, with assessments informing instruction. To measure growth, teachers need to administer comparable pre- and post-assessments, or "mirrored assessment sets," that measure student understanding at the beginning and end of an instructional period. These assessments should be of the same level of complexity to reliably quantify changes in student learning over time. The data from formative assessments, administered throughout instruction, can be used to determine "pivot points" where teaching should be adjusted based on student needs. Measuring student growth is important for teacher evaluation and proving that learning is occurring in the classroom.
Leading PAM.21 May 2013.Glasgow.all slidesAHDScotland
All the slides from the AHDS/ADES/Education Scotland/Scottish Government conference on 'Leading Planning, Assesssment and Moderation' held in Glasgow on 21 May 2013.
This document provides an overview of a webinar on assessments and rubrics for transforming undergraduate STEM education. The webinar goals are to define typical terminology related to outcomes, assessments and rubrics, propose assessments for different outcomes and levels, and access and use a materials design rubric. The rubric links learning goals and processes through seven sections including guiding principles, learning goals and outcomes, assessments and measurements, resources and materials, instructional strategies, alignment, and GETSI-specific instructional strategies. The webinar discusses writing learning outcomes, formative and summative assessments, examples of current rubrics, and designing effective rubrics.
The document discusses a case study evaluating whether enhancing assessment literacy in first-year business students at Middlesex University leads to improved performance. It describes a 12-week program to introduce students to different assessments and provide support. Evaluation found the enhanced students' grades were slightly lower overall, though understanding of assessments and confidence in some areas was higher. Regression analysis showed understanding of essay requirements predicted essay grades for enhanced students. This suggests developing assessment literacy may benefit student performance.
Compilation of notes from the Solution Tree Conference in Atlanta, GA - October 2009
Ahead of the Curve: The Power of Assessment to Transform Teaching and Learning
This document discusses formative and summative assessments and how to ensure they address the needs of all learners. It provides an overview of the differences between formative and summative assessments, as well as strategies for ongoing, formative assessment including identifying learning goals, gathering evidence of understanding, adjusting instruction, and providing feedback. The document emphasizes that the goal of assessment should be to obtain useful information about student achievement and address the needs of each student.
Michael Carrier: Schools cannot survive without Innovation: theory, case stud...eaquals
This document discusses innovation in education and provides examples of how schools can innovate. It begins by defining innovation and explaining why it is important for building competitive advantage. Various theories and models of innovation are presented, including disruptive innovation. Case studies are discussed to illustrate innovation examples. The document also addresses training staff to be innovative and provides an innovation toolkit and strategy. Specific areas discussed for potential innovation include the customer experience, teaching methods, technology, and markets/offerings. An action plan for developing an innovation culture and concrete innovation goals is proposed at the end.
This document discusses assessment design and measuring student growth. It emphasizes that assessment and instruction should go hand in hand, with assessments informing instruction. To measure growth, teachers need to administer comparable pre- and post-assessments, or "mirrored assessment sets," that measure student understanding at the beginning and end of an instructional period. These assessments should be of the same level of complexity to reliably quantify changes in student learning over time. The data from formative assessments, administered throughout instruction, can be used to determine "pivot points" where teaching should be adjusted based on student needs. Measuring student growth is important for teacher evaluation and proving that learning is occurring in the classroom.
Leading PAM.21 May 2013.Glasgow.all slidesAHDScotland
All the slides from the AHDS/ADES/Education Scotland/Scottish Government conference on 'Leading Planning, Assesssment and Moderation' held in Glasgow on 21 May 2013.
This document provides an overview of a webinar on assessments and rubrics for transforming undergraduate STEM education. The webinar goals are to define typical terminology related to outcomes, assessments and rubrics, propose assessments for different outcomes and levels, and access and use a materials design rubric. The rubric links learning goals and processes through seven sections including guiding principles, learning goals and outcomes, assessments and measurements, resources and materials, instructional strategies, alignment, and GETSI-specific instructional strategies. The webinar discusses writing learning outcomes, formative and summative assessments, examples of current rubrics, and designing effective rubrics.
The document discusses a case study evaluating whether enhancing assessment literacy in first-year business students at Middlesex University leads to improved performance. It describes a 12-week program to introduce students to different assessments and provide support. Evaluation found the enhanced students' grades were slightly lower overall, though understanding of assessments and confidence in some areas was higher. Regression analysis showed understanding of essay requirements predicted essay grades for enhanced students. This suggests developing assessment literacy may benefit student performance.
This document provides guidelines on classroom assessment based on DepEd Order 8, s. 2015. It discusses the theoretical basis of assessment, what should be assessed which includes content and performance standards. It also discusses how learners should be assessed, both individually and collaboratively. The grading system, core values, attendance, and providing feedback are also covered. It includes a video presentation from Usec. Dina Ocampo on classroom assessment that touches on topics like before, during and after lesson assessment and computing grades. Worked examples on calculating grades using a transmutation table are also provided.
K to 12 Grading Sheet Deped Order No. 8 S. 2015 PPT presentationChuckry Maunes
Download Link Found Here
https://teachingtools-stuff.blogspot.com/2017/02/k-to-12-grading-sheet-deped-order-no.html
For the Grading Sheet Spreadsheet
http://www.slideshare.net/chuckrymaunes5/k-to-12-grading-sheet-based-on-deped-order-no-8-series-of-2015
QAA Modelling and Managing Student Satisfaction: Use of student feedback to ...Bart Rienties
To what extent are institutions using insights from NSS and institutional surveys to transform their students’ experience?
What are the key enablers and barriers for integrating student satisfaction data with QA and QE
How are student experiences influencing quality enhancements
What influences students’ perceptions of overall satisfaction the most? Are student characteristics or module/presentation related factors more predictive than satisfaction with other aspects of their learning experience?
Is the student cohort homogenous when considering satisfaction key drivers? For example are there systematic differences depending on the level or programme of study?
This document summarizes a presentation about non-cognitive skills and their implications for instructional practice. It defines non-cognitive skills as traits and abilities that help navigate life challenges, such as self-control and problem solving. It discusses how these skills are crucial for success beyond academic achievement. The presentation unpacks skills like creativity, collaboration, and self-direction. It also provides examples of giving feedback to students on non-cognitive skills using a "grit" rubric and emphasizing self-reflection over judgments. The goal is to help educators reliably assess these skills and communicate expectations to support student development.
What is good assessment? It should be fair, reliable, reproducible, it should also provide learners with a good opportunity to demonstrate their learning, and also dissuade them from plagiarism.
Ann Wilson presents a strategy for developing good assessment across a course or programme and identify the assessment strategies used in courses and what the opportunities are for improvement. By the end of the session you will be able to identify the components of a good assessment strategy and have some useful ideas for improving your own assessments.
This document discusses two case studies of assessment design - for a history course and a law course - at the University of Hong Kong. Key principles of effective assessment design discussed include tasks being integrated with learning outcomes and instruction, spreading student effort over time to promote sustained engagement, mirroring real-world applications, incorporating feedback, and supporting student understanding of quality. Challenges to implementing learning-oriented assessment include competing priorities, lack of teacher autonomy, and limited incentives for teachers.
Developmental observation training upload versionGeoffrey Hughes
This document outlines guidance for developmental observations of teaching at Coventry University. It discusses the purpose of observations as supportive rather than for performance review. Key areas for observation and feedback are identified as evidence of planning, learning activities, assessment and feedback, classroom management, progress made, and quality of teaching. Formats for observation and expectations of effective versus excellent teaching are explored. Guidance is provided on evaluating each observation area, with an emphasis on student-centered learning and using theory and research to inform teaching practice. Tips for developmental feedback that encourages two-way dialogue are also included.
This document discusses different types of evaluation used at various stages of instructional design: formative, summative, and confirmative evaluation. Formative evaluation informs instructors during development, summative evaluates learning outcomes at completion, and confirmative evaluates long-term outcomes. Different evaluation methods are suited to different purposes, such as objective tests for knowledge and performance assessments for skills. Validity and reliability of evaluation instruments are important to ensure accurate measurement of learning objectives.
The document discusses strategies for teachers to earn an "excellent" rating on teacher evaluations using the Danielson Framework. It emphasizes the importance of intellectual engagement and ensuring students are learning, not just doing activities. Key recommendations include using questioning techniques to actively engage all students, providing opportunities for student reflection and closure, and having students take ownership of their learning through techniques like modifying tasks, teaching peers, and making grouping decisions. Evaluators will look for evidence that all students are intellectually engaged through the lesson.
This document discusses assessment in higher education. It provides an overview of learning outcomes, linking learning outcomes to assessment, and using assessment for feedback. The document discusses the purposes of assessment, including measuring student learning, providing feedback, and defining academic standards. It also outlines principles of effective assessment, such as aligning assessment with learning outcomes and using a variety of assessment methods. The document emphasizes using assessment to guide student learning through feedback.
The document discusses assessment in education. It defines assessment as measuring student learning and using that information to make judgements to inform decision making. Assessment impacts student learning behavior by guiding their study and influencing their perceptions of what is important. Summative assessment indicates the extent to which learning outcomes are met and is used to make judgements on student performance and determine degrees or awards. The purpose of assessment is to help students and teachers learn, classify students, diagnose student needs, encourage learning, and provide feedback. Assessment should be valid, reliable, and fair to effectively support learning. A variety of assessment methods can be appropriate depending on the subject matter and educational objectives.
This document provides a sample assessment matrix for students that outlines how to assess students across different levels. It divides assessment into four levels - knowledge, process/skills, understanding, and product/performance. For each level, it specifies what will be assessed, how it will be assessed, how it will be scored, and how to compute scores. The levels are weighted, with knowledge being 15%, process/skills being 25%, understanding being 30%, and product/performance being 30%. Rubrics and raw scores are identified as methods to score student performance.
The document discusses various issues around student assessment and accountability. It provides data on teacher and administrator perspectives on standardized testing and uses of assessment data. A majority of teachers believe students are over-tested and too much time is spent on test preparation. The document also examines different approaches to teacher evaluation, including value-added models and student growth percentiles, noting issues with reliability and fairness. It emphasizes the importance of principals in evaluation and using multiple measures, not just test scores, to differentiate teacher performance.
This document summarizes the key strategies and results of an initiative called I-CAN at Wallace Community College in Dothan, Alabama aimed at improving student success. The initiative focuses on changing mindsets around teaching and learning to be more student-centered and promote critical thinking. It provides training, support and accountability for faculty to transform their teaching approaches. Results include higher retention and completion rates, improved student perceptions of their learning environment, and increased attendance and preparation in core courses. The initiative demonstrates that changes in instructional strategies can significantly reduce achievement gaps.
Taking control of the South Carolina Teacher Evaluation frameworkNWEA
This document discusses recommendations for improving teacher evaluation frameworks. It advocates that evaluations should focus on helping teachers improve, be controlled by principals, and use multiple measures rather than solely relying on test scores. An effective framework uses evidence of teaching practices, student learning, and professional responsibilities. While testing and observations are part of evaluations, their results must be interpreted carefully. Overall evaluations should provide meaningful performance differentiations to help retain top educators and dismiss ineffective ones.
Are formative-exercises-taken-seriously-stewart-and-ang-slidesterry_stewart
The document summarizes research on students' use of an optional online exercise to prepare for a case-based business ethics assignment. The summary is:
1) Around 41% of the 1,157 students accessed the online walkthrough but engagement decreased as students progressed, with only 9.6% seriously attempting the last question.
2) Students who completed the walkthrough scored higher on average on the assignment and had higher GPAs.
3) Lecture promotion and support influenced student participation, with rates around 50-60% for classes with more encouragement and only 20-25% for others.
Classroom testing: Using tests to promote learningRichard P Phelps
Among the most effective educational interventions are those with testing components. Testing can be used effectively to promote learning, but that means using it more often in spaced, shorter bursts. Optimally, teachers should test their students on material at the moment they begin to forget it--the more discrete the subject matter (e.g., mathematics) the shorter the time interval between tests.
The challenges of Assessment and Feedback: findings from an HEA projectDenise Whitelock
The document summarizes the findings of an HEA project on the challenges of assessment and feedback. It discusses various methods of technology-enhanced assessment including e-portfolios, peer assessment, MCQs, and self-assessment. It provides advice on how to design effective feedback and the importance of supporting students to act on feedback. Key messages emphasize that pedagogy is more important than technology, automated marking can be reliable, and staff development is essential.
The document discusses principles of assessment in the K-12 classroom. It outlines 7 principles: 1) assessment should be aligned with objectives and standards, 2) formative assessment should scaffold summative assessment, 3) assessment should become more like instruction, 4) assessment results should be used to help students learn, 5) assessment should not threaten or intimidate students, 6) teachers should encourage a learning community to engage in assessment, and 7) assessment is a technical competency. It provides examples of formative assessment techniques and explains the differences between assessment for learning, of learning, and as learning.
Wsu District Capacity Of Well Crafted District Wide System Of SupportWSU Cougars
The document discusses the importance of leadership and data in building an effective district-wide system of support for student and staff success. It provides several key components of an effective district system including leadership focused on instructional improvement, aligning policies to support improvement goals, providing teacher learning resources, and using data to drive decisions. The "Data Wise" process of using data to improve teaching and learning is described. Districts should set up data systems, create incentives, support new skills, and find time to model data-driven work. High-performing schools frequently monitor learning, have high standards, collaborate, align curriculum and assessments, and involve families and communities. Multiple measures should be used to understand student performance.
This document provides guidelines on classroom assessment based on DepEd Order 8, s. 2015. It discusses the theoretical basis of assessment, what should be assessed which includes content and performance standards. It also discusses how learners should be assessed, both individually and collaboratively. The grading system, core values, attendance, and providing feedback are also covered. It includes a video presentation from Usec. Dina Ocampo on classroom assessment that touches on topics like before, during and after lesson assessment and computing grades. Worked examples on calculating grades using a transmutation table are also provided.
K to 12 Grading Sheet Deped Order No. 8 S. 2015 PPT presentationChuckry Maunes
Download Link Found Here
https://teachingtools-stuff.blogspot.com/2017/02/k-to-12-grading-sheet-deped-order-no.html
For the Grading Sheet Spreadsheet
http://www.slideshare.net/chuckrymaunes5/k-to-12-grading-sheet-based-on-deped-order-no-8-series-of-2015
QAA Modelling and Managing Student Satisfaction: Use of student feedback to ...Bart Rienties
To what extent are institutions using insights from NSS and institutional surveys to transform their students’ experience?
What are the key enablers and barriers for integrating student satisfaction data with QA and QE
How are student experiences influencing quality enhancements
What influences students’ perceptions of overall satisfaction the most? Are student characteristics or module/presentation related factors more predictive than satisfaction with other aspects of their learning experience?
Is the student cohort homogenous when considering satisfaction key drivers? For example are there systematic differences depending on the level or programme of study?
This document summarizes a presentation about non-cognitive skills and their implications for instructional practice. It defines non-cognitive skills as traits and abilities that help navigate life challenges, such as self-control and problem solving. It discusses how these skills are crucial for success beyond academic achievement. The presentation unpacks skills like creativity, collaboration, and self-direction. It also provides examples of giving feedback to students on non-cognitive skills using a "grit" rubric and emphasizing self-reflection over judgments. The goal is to help educators reliably assess these skills and communicate expectations to support student development.
What is good assessment? It should be fair, reliable, reproducible, it should also provide learners with a good opportunity to demonstrate their learning, and also dissuade them from plagiarism.
Ann Wilson presents a strategy for developing good assessment across a course or programme and identify the assessment strategies used in courses and what the opportunities are for improvement. By the end of the session you will be able to identify the components of a good assessment strategy and have some useful ideas for improving your own assessments.
This document discusses two case studies of assessment design - for a history course and a law course - at the University of Hong Kong. Key principles of effective assessment design discussed include tasks being integrated with learning outcomes and instruction, spreading student effort over time to promote sustained engagement, mirroring real-world applications, incorporating feedback, and supporting student understanding of quality. Challenges to implementing learning-oriented assessment include competing priorities, lack of teacher autonomy, and limited incentives for teachers.
Developmental observation training upload versionGeoffrey Hughes
This document outlines guidance for developmental observations of teaching at Coventry University. It discusses the purpose of observations as supportive rather than for performance review. Key areas for observation and feedback are identified as evidence of planning, learning activities, assessment and feedback, classroom management, progress made, and quality of teaching. Formats for observation and expectations of effective versus excellent teaching are explored. Guidance is provided on evaluating each observation area, with an emphasis on student-centered learning and using theory and research to inform teaching practice. Tips for developmental feedback that encourages two-way dialogue are also included.
This document discusses different types of evaluation used at various stages of instructional design: formative, summative, and confirmative evaluation. Formative evaluation informs instructors during development, summative evaluates learning outcomes at completion, and confirmative evaluates long-term outcomes. Different evaluation methods are suited to different purposes, such as objective tests for knowledge and performance assessments for skills. Validity and reliability of evaluation instruments are important to ensure accurate measurement of learning objectives.
The document discusses strategies for teachers to earn an "excellent" rating on teacher evaluations using the Danielson Framework. It emphasizes the importance of intellectual engagement and ensuring students are learning, not just doing activities. Key recommendations include using questioning techniques to actively engage all students, providing opportunities for student reflection and closure, and having students take ownership of their learning through techniques like modifying tasks, teaching peers, and making grouping decisions. Evaluators will look for evidence that all students are intellectually engaged through the lesson.
This document discusses assessment in higher education. It provides an overview of learning outcomes, linking learning outcomes to assessment, and using assessment for feedback. The document discusses the purposes of assessment, including measuring student learning, providing feedback, and defining academic standards. It also outlines principles of effective assessment, such as aligning assessment with learning outcomes and using a variety of assessment methods. The document emphasizes using assessment to guide student learning through feedback.
The document discusses assessment in education. It defines assessment as measuring student learning and using that information to make judgements to inform decision making. Assessment impacts student learning behavior by guiding their study and influencing their perceptions of what is important. Summative assessment indicates the extent to which learning outcomes are met and is used to make judgements on student performance and determine degrees or awards. The purpose of assessment is to help students and teachers learn, classify students, diagnose student needs, encourage learning, and provide feedback. Assessment should be valid, reliable, and fair to effectively support learning. A variety of assessment methods can be appropriate depending on the subject matter and educational objectives.
This document provides a sample assessment matrix for students that outlines how to assess students across different levels. It divides assessment into four levels - knowledge, process/skills, understanding, and product/performance. For each level, it specifies what will be assessed, how it will be assessed, how it will be scored, and how to compute scores. The levels are weighted, with knowledge being 15%, process/skills being 25%, understanding being 30%, and product/performance being 30%. Rubrics and raw scores are identified as methods to score student performance.
The document discusses various issues around student assessment and accountability. It provides data on teacher and administrator perspectives on standardized testing and uses of assessment data. A majority of teachers believe students are over-tested and too much time is spent on test preparation. The document also examines different approaches to teacher evaluation, including value-added models and student growth percentiles, noting issues with reliability and fairness. It emphasizes the importance of principals in evaluation and using multiple measures, not just test scores, to differentiate teacher performance.
This document summarizes the key strategies and results of an initiative called I-CAN at Wallace Community College in Dothan, Alabama aimed at improving student success. The initiative focuses on changing mindsets around teaching and learning to be more student-centered and promote critical thinking. It provides training, support and accountability for faculty to transform their teaching approaches. Results include higher retention and completion rates, improved student perceptions of their learning environment, and increased attendance and preparation in core courses. The initiative demonstrates that changes in instructional strategies can significantly reduce achievement gaps.
Taking control of the South Carolina Teacher Evaluation frameworkNWEA
This document discusses recommendations for improving teacher evaluation frameworks. It advocates that evaluations should focus on helping teachers improve, be controlled by principals, and use multiple measures rather than solely relying on test scores. An effective framework uses evidence of teaching practices, student learning, and professional responsibilities. While testing and observations are part of evaluations, their results must be interpreted carefully. Overall evaluations should provide meaningful performance differentiations to help retain top educators and dismiss ineffective ones.
Are formative-exercises-taken-seriously-stewart-and-ang-slidesterry_stewart
The document summarizes research on students' use of an optional online exercise to prepare for a case-based business ethics assignment. The summary is:
1) Around 41% of the 1,157 students accessed the online walkthrough but engagement decreased as students progressed, with only 9.6% seriously attempting the last question.
2) Students who completed the walkthrough scored higher on average on the assignment and had higher GPAs.
3) Lecture promotion and support influenced student participation, with rates around 50-60% for classes with more encouragement and only 20-25% for others.
Classroom testing: Using tests to promote learningRichard P Phelps
Among the most effective educational interventions are those with testing components. Testing can be used effectively to promote learning, but that means using it more often in spaced, shorter bursts. Optimally, teachers should test their students on material at the moment they begin to forget it--the more discrete the subject matter (e.g., mathematics) the shorter the time interval between tests.
The challenges of Assessment and Feedback: findings from an HEA projectDenise Whitelock
The document summarizes the findings of an HEA project on the challenges of assessment and feedback. It discusses various methods of technology-enhanced assessment including e-portfolios, peer assessment, MCQs, and self-assessment. It provides advice on how to design effective feedback and the importance of supporting students to act on feedback. Key messages emphasize that pedagogy is more important than technology, automated marking can be reliable, and staff development is essential.
The document discusses principles of assessment in the K-12 classroom. It outlines 7 principles: 1) assessment should be aligned with objectives and standards, 2) formative assessment should scaffold summative assessment, 3) assessment should become more like instruction, 4) assessment results should be used to help students learn, 5) assessment should not threaten or intimidate students, 6) teachers should encourage a learning community to engage in assessment, and 7) assessment is a technical competency. It provides examples of formative assessment techniques and explains the differences between assessment for learning, of learning, and as learning.
Wsu District Capacity Of Well Crafted District Wide System Of SupportWSU Cougars
The document discusses the importance of leadership and data in building an effective district-wide system of support for student and staff success. It provides several key components of an effective district system including leadership focused on instructional improvement, aligning policies to support improvement goals, providing teacher learning resources, and using data to drive decisions. The "Data Wise" process of using data to improve teaching and learning is described. Districts should set up data systems, create incentives, support new skills, and find time to model data-driven work. High-performing schools frequently monitor learning, have high standards, collaborate, align curriculum and assessments, and involve families and communities. Multiple measures should be used to understand student performance.
The document discusses evaluation in language curriculum design. It explains that evaluation aims to determine if a course is successful and where improvements are needed. Evaluation looks at all aspects of curriculum design, including results, planning, teaching quality, learner satisfaction, and cost-effectiveness. Gathering information involves interviews, surveys, and observations. It is important to gain support from those involved and determine who the evaluation is for and what information they need. Formative evaluation can help improve courses by involving teachers and designers and providing ongoing feedback. The results of evaluation are used to strengthen course design and implementation.
The document discusses best practices for assessing student learning outcomes at the institutional level. It outlines a six-step process for faculty to work through to identify, prioritize, define, map, measure, and analyze learning outcomes. Key aspects of good assessment include using results to inform decisions, having a focus on important goals, active stakeholder participation, communicating results widely, and ensuring results are used fairly and ethically. Regional accrediting bodies outline five principles for institutions around defining learning missions, documenting student learning against standards, compiling evidence from multiple sources, and involving stakeholders in the assessment process.
Assessment and evaluation involve systematically gathering information on student learning and performance to improve instruction. Standardized tests and methods are used to make valid comparisons. DepEd Order No. 8 s. 2015 provides guidelines for classroom assessment in the Philippine basic education program, distinguishing formative from summative assessment. Formative assessment informs teaching while summative assessment measures standards mastery. A variety of assessment strategies and performance tasks are used for a holistic understanding of student competencies.
This document discusses measuring teaching excellence and learning gain in higher education. It defines learning gain as the improvement in students' skills, knowledge, and development between two points in time. Teaching excellence is defined broadly as high-quality teaching, learning environments, and student outcomes. The document examines potential metrics to measure these concepts and challenges around benchmarking standards across institutions. It also summarizes early findings from a national study measuring learning gain at multiple universities.
1. Formative assessment is key to raising student achievement by providing feedback to teachers and students to modify teaching and learning activities.
2. There are five key strategies of formative assessment: sharing learning expectations; questioning; feedback; self-assessment; and peer assessment.
3. These strategies include clarifying learning targets, using effective questioning techniques, and providing feedback that helps students improve.
The document discusses educational assessments in nursing education. It defines formative and summative assessments and describes their purposes, characteristics, uses, advantages, and disadvantages. Formative assessments are ongoing evaluations used to provide feedback and guide student learning, while summative assessments evaluate learning at the end of a period. The document also covers internal assessments conducted by teachers and external assessments from outside examiners. Overall, it provides a comprehensive overview of different assessment types and principles for nursing education.
This document provides information about instructional feedback, including what it is, why it is effective, supporting research, benefits and challenges of implementation, and how to implement it in the classroom. The key points are:
- Instructional feedback is a teaching strategy that clarifies misunderstandings, confirms understandings, and refines student knowledge to promote learning.
- Research shows it improves academic and behavioral outcomes, increases motivation and engagement, and supports learning when implemented properly with specific, positive feedback related to student effort.
- To best implement instructional feedback, teachers should identify learning goals, provide instruction, check for understanding, plan practice opportunities, actively supervise and provide targeted feedback, allow time for review and practice
This document discusses using data to improve schools and student outcomes. It provides:
1) Nine characteristics of high-performing schools that focus on clear goals, high expectations, leadership, collaboration, aligned curriculum and frequent monitoring.
2) An eight-step process called "Data Wise" for using data to identify problems, examine instruction, develop plans and assess progress.
3) The importance of considering multiple data sources, such as demographics, perceptions, programs and student learning to understand different student experiences.
Classroom diagnostic tools training 9.23.14nickpaolini81
This document provides an overview of a training for educators on the use of Classroom Diagnostic Tools (CDTs). The training is facilitated by Jimmy Strand and Nick Paolini and aims to provide information about the CDTs and a plan for successful implementation. The agenda covers topics such as CDT reports and demonstrations, benefits for students and teachers, roles and responsibilities, and professional development modules. CDTs are computer adaptive tests designed to provide diagnostic information to guide instruction. They assess students in grades 3-12 in subjects like math, reading, science, and writing. Educators were involved in developing the tools to ensure alignment with state standards.
The document outlines a district's vision, mission, goals and strategies for improving student achievement and outcomes. The key points are:
- The district's vision is to establish a world-class, student-focused learning system where all students meet or exceed high standards.
- The district's goal and theory of action focus on engaging all staff in high-quality teaching and learning through strengthening the "instructional core" of teacher skills, rigorous content, and student engagement.
- The district will implement strategies such as professional learning communities, instructional coaching, integrating technology, and differentiated instruction to improve the instructional core.
- School goals and plans will align with the district's vision and be supported by district
This document discusses teaching excellence from the perspectives of several educators at Newcastle University. Key points discussed include:
- Dr. Phil Ansell raises the question of what constitutes excellent teaching with small vs. large class sizes.
- Katie Wray provides an example of an innovative teaching approach using multidisciplinary teams.
- Jason Steggles discusses his approach to lecturing large classes and the challenges of marking and feedback.
- Various educators reflect on their experiences with the university's teaching excellence award process and criteria.
- The discussion considers how to define teaching excellence and whether innovation is required, or if fitting the context is most important. Student perspective is also acknowledged as important.
Using a standards alignment model as a framework for doctoral candidate asses...CPEDInitiative
This document outlines the process an institution took to redesign its doctoral program in alignment with CPED principles. It began with conducting a needs assessment and developing a theory of action linking program components to intended outcomes. Key aspects of the redesign included establishing program standards, designing authentic assessments like a scholarly practitioner portfolio and dissertation in practice, and using these assessments for continuous program improvement. The goal was to create a coherent program design that prepared students as scholarly practitioners who could apply research to solve problems of practice.
Assessment of Student by Ashley Compton (Nov 2015)CGe2015
The first Staff Development session on Learning, Teaching and Assessment in November at Bishop Grosseteste University was delivered by Ashley Compton, one of our senior lecturers in Primary and Early Years Team. The session focused on new publications in the area of Excellence in Assessment and Feedback, it also considered issues raised by BGU staff of using Assessment Criteria.
The document discusses assessment in higher education, addressing what assessment is, why it is done, and how to design assessment for greater efficiency, effectiveness, educational integrity, equity and ethical practice. It notes that assessment is subjective and complex, serving purposes like providing feedback and credentialing students. The challenges associated with assessment are also outlined, such as its subjective nature and being time-consuming. Designing high-quality assessment and feedback is discussed as important for fair and meaningful learning.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
10. The Bridge (7) Assessment Teaching Learning “ It’s not about what you are teaching, It’s about what the students are LEARNING.” Why is this change necessary?
15. the Marathon Runners What are the similarities and differences between and the Rowers?
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20. Classroom assessment three types of assessments Stiggins: Action 1 - Balanced Assessment TO SUPPORT LEARNING TO VERIFY LEARNING Continuous Periodic For learning For accountability Informs teachers and students Informs teacher Progress towards each relevant standard To assign report card grades or report standards met
21. interim/benchmark assessment three types of assessments Stiggins: Action 1 - Balanced Assessment TO SUPPORT LEARNING TO VERIFY LEARNING Periodic Periodic ID standards that our students consistently struggle to master - spotlight NOT on student Evaluate program to determine if continuing or abandoning For immediate program improvement
22. annual assessment three types of assessments Stiggins: Action 1 - Balanced Assessment TO SUPPORT LEARNING TO VERIFY LEARNING Once a year Once a year ID standards that students struggle to master Holds schools accountability for learning Improve the program for next year