Learn about SBAC's definition for formative assessment and tech tools that can be used to gather student data, give feedback, and capture student thinking.
Learn about SBAC's definition for formative assessment and tech tools that can be used to gather student data, give feedback, and capture student thinking.
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 ...
This module will help you to —
• understand the genesis and importance of School Based Assessment,
• familiarize with learner-centred approaches for assessment,
• facilitate integration of teaching learning process with assessment procedures,
• develop context-based exemplars in the relevant subject areas for the purpose of assessment.
Webinar: Assessing to Inform Teaching and Learning: A Guide for LeadersDreamBox Learning
School and district-wide use of classroom-based formative assessment is an essential part of informing teacher planning and instruction, as well as meaningful student achievement. In this webinar, Francis (Skip) Fennell, L. Stanley Bowlsbey Professor of Education and Graduate and Professional Studies Emeritus, McDaniel College, shares a framework for school and district-based leaders to develop elements of leadership while establishing a grade-level or school-based learning community focusing on everyday use of formative assessment.
Topics include:
• Assessment literacy and the use of particular tools to guide and monitor the use of the formative assessment techniques presented
• How ongoing, everyday use of the “Formative 5” intersects with summative assessment data and frame assessment decisions
• A leadership framework to guide successful implementation of the “Formative 5,” including coaching, navigating relationships, learning communities and adult learners
All school and district-based leaders, and K-12 educators are invited to watch this recorded webinar.
Formative assessment: an important teaching tool for any subject billhutchison
Formative assessment, or assessment for learning, is the art and science of using questions, assessments and feedback to empower learners. This deck, from www.obrussa.com, gives a non-technical overview for teachers and parents.
Formative assessment: an important teaching tool for any subject billhutchison
Formative assessment, or assessment for learning, is the use of questions, tests, reviews and feedback to encourage learners and allow them to take control. This is a practical guide from www.obrussa.com for teachers and parents.
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.
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.
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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.
1. Assessment for Learning (AFL)<br />Assessment for Learning (AFL)<br />It is vitally important for students to understand how well they are doing and what they need to do in order to improve and achieve the highest grades they possibly can. Assessment for Learning (AFL) is the term used to describe this and examples of how we encourage / develop AFL within the Business & Economics Faculty are included below.<br />Firstly, it should be known that all examples of good or great practice listed below generally fall within QCA guideline definitions of what AFL looks like in practical terms, namely;<br />Use of effective questioning techniques in the classroom<br />Use of marking and feedback strategies (see next ‘Sharing Great Practice’ item for more details)<br />Sharing of learning goals with students and parents<br />Peer and self-assessment (students constructively analysing their own and each other’s work)<br /> <br />Use of effective questioning techniques in the classroom<br />High-level questioning can be used as a tool for assessment for learning. Teachers can:<br />use questions to find out what pupils know, understand and can do <br />analyse pupils' responses and their questions in order to find out what they know, understand and can do <br />use questions to find out what pupils' specific misconceptions are in order to target teaching more effectively <br />use pupils' questions to assess understanding.<br />Examples of questions used by Teachers within EBIT and across the school include<br />how can we be sure that...? <br />what is the same and what is different about...? <br />is it ever/always true/false that...? <br />how do you...? <br />how would you explain...? <br />what does that tell us about...? <br />what is wrong with...? <br />why is...true?<br />Exam Question are also regularly given to all our students and these help both prepare students for the real thing and help us to assess learning gaps. We can also provide good writing frames so that answers become fully developed.<br />4055110222885Sharing of Learning goals with students and parents<br />41090852042795In the pictures to the right you will see just a few examples of how we share learning goals with students. Firstly you can see assessment grading criteria permanently taped to a table for students and the teacher to refer to as they move around the classroom (this is also copied to personal folders so that students have a permanent record of what they are doing and what they need to do to get higher grades). Secondly, grading criteria within a personalised folder and highlighting of the current topic. Thirdly, missing work necessary to complete a particular grading criteria listed on the left hand side of the main lesson plan for the day. We also use numerous electronic spreadsheets and databases to do this same task. We keep parents involved by submitting information onto our SIMS database for Progress Days. We also hold regular meetings with Parents and in some cases publish performance data online (using codes known only to parents so that student names are not made public). Target and current grades are also recorded in Student Planners which go home to parents each day. Target marking in books is also common practice (at the end of each enquiry in GCSE Business & Economics for example). <br />24765052070329565071120<br />Use of Peer and self-assessment<br />292735148907533153351049655This is a regular feature of lessons within the Department. In the photos below you can see students completing the task of checking whether each other’s pictures match the definitions given on the board. Students can advise each other of mistakes before they are glued permanently onto paper and stored in their folders (Year 12 Skills for Working Life pictured with Teacher Pat Johnson).<br />An increasingly common practice in EBIT and across the School is the use of “Think Pair Share” –<br />Ask your students to get together in pairs. If need be, have some of the students move. If you have an odd number of students, allow one group of three. It's important to have small groups so that each student can talk. Open-ended questions are more likely to generate more discussion. <br />Ask a question. <br />Give students a minute to two (longer for more complicated questions) to discuss the question and work out an answer. <br />Ask for responses from some or all of the pairs.<br />Examples of think-pair-share questions include: <br />Describe and interpret the image. <br />Before we start talking about the global credit crunch, have there been periods of economic downturn like this in the past? If so, when did such periods occur and what is the evidence? <br />From the data provided, what was the break-even point? <br />What kinds of jobs do you think require people with knowledge of marketing strategies? <br />You can use the student responses as a basis for discussion, to motivate a lecture segment, and to obtain feedback about what your students know or are thinking.<br />Write-pair-share, a variation of think-pair-share, gives students a chance to write down their answer before discussing it with their neighbor. You may wish to collect written responses from each student or each pair before or after discussing the answer. <br />Advantages of the think-pair-share technique are that <br />it's quick <br />it doesn't take much preparation time <br />the personal interaction motivates many students with little intrinsic interest in science <br />you can ask different kinds and levels of questions <br />it engages the entire class and allows quiet students to answer questions without having to stand out from their classmates. <br />you can assess student understanding by listening in on several groups during the activity, and by collecting responses at the end<br />