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Introduction – Observation – Self-Reporting – Anecdotal Records – Check List – Rating Scale – Types of Tests –Assessment Tools for Affective Domain – Attitude Scale – Motivation Scale – Interest Scale – Types of Test Items – Essay Type Questions – Short Answer Question – Objective Type Questions – Principles for Constructing Test Items
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It discuss about the Reflective level of teaching by Bigge and Hunt Teaching model. It also discusses on types of levels of teaching - how reflective level functions in 1. Focus 2. Syntax 3. Social system and 4. Support system in detail
Introduction – Observation – Self-Reporting – Anecdotal Records – Check List – Rating Scale – Types of Tests –Assessment Tools for Affective Domain – Attitude Scale – Motivation Scale – Interest Scale – Types of Test Items – Essay Type Questions – Short Answer Question – Objective Type Questions – Principles for Constructing Test Items
GALLOWAY’S SYSTEM OF INTERACTION ANALYSIS.pdfBeulahJayarani
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TNTEU - B.Ed New Syllabus - Pedagogy of Mathematics - Semester 1 - Code BD1MA - Unit III Approaches for teaching - Bigge and Hunt Steps - Reflective Level of Teaching Advantages and Disadvantages - Conclusion
Presentation for Assessment for Learning, Gradation, Entrance Examination and Positive and Negative Impact of Examination. Examination for gradation, social selection and placement.
Impact of the prevailing examination system on student learning and stakeholders.
Entrance tests and their influence on students and school system (2)
Impact of examination-driven schooling on pedagogy: Content-confined, Information focused Testing, Memory centric teaching and testing.
De-linking school based assessment from examinations: Some possibilities and alternate Practices
Dimensions and levels of learning to be assessed (Contexts of assessment: subject-related and learner-related)
It talks about paradigm shift meaning with examples. It also talks about what is pedagogy, Andragogy & Heutagogy. It deals about Keys Principles , differences between andragogy, pedagogy &HEUTAGOGY & ROLE of teachers in developing PARADIGMS SHIFT.
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Accurate achievement data are very important for planning curriculum and instruction and for program evaluation
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One major and popular instructional model based the constructivist approach is Interpretation Construction Model or ICON model which emphasizes on learners’ encounter with authentic issues in pair or groups, on constructing interpretation by the learners in groups, searching for information about the problems in groups and facing different interpretations about the problems in groups. In other words, it is group-based teaching-learning co-operative as well as collaborative approach which, as it is evident, lays emphasis and importance on the inclusive and all round socio-academic growth of the learners and also in way has drawn insights from the concept of Multiple Intelligences as propounded by the eminent cognitive scientist Gardner (1993). ICON Model, as Tsai, Chin-Chung. 2011 and other scholars in educational psychology argue, mainly rests on the principles such as observation in authentic activities (Understanding Zone), contextualizing prior knowledge and interpretation construction (Understanding Zone), cognitive conflict and apprenticeship (Understanding Zone), collaboration (Application Zone), multiple interpretations (Higher Order Thinking Skill zone), and multiple manifestations (Higher Order Thinking Skill zone).
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About Saeed Anowar..
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The type of ability test that describes what a person has learned to do is called an achievement test. Different kinds of tests, Achievement test, Concept & Definition of Achievement test, Characteristics of a good Achievement test, Classification of Achievement tests, Uses of Achievement tests
Meaning and Definition - Measurement , Assessment and Evaluation – Role of Assessment in Learning – as learning, for learning, of learning – Formative and Summative Assessment – Purposes of Assessment – Principles of Assessment Practices – principles related to selection of methods for Assessment, collection of Assessment information, judging and scoring of student performance, summarization and interpretation of results, reporting of Assessment findings.
TNTEU - B.Ed New Syllabus - Pedagogy of Mathematics - Semester 1 - Code BD1MA - Unit III Approaches for teaching - Bigge and Hunt Steps - Reflective Level of Teaching Advantages and Disadvantages - Conclusion
Presentation for Assessment for Learning, Gradation, Entrance Examination and Positive and Negative Impact of Examination. Examination for gradation, social selection and placement.
Impact of the prevailing examination system on student learning and stakeholders.
Entrance tests and their influence on students and school system (2)
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De-linking school based assessment from examinations: Some possibilities and alternate Practices
Dimensions and levels of learning to be assessed (Contexts of assessment: subject-related and learner-related)
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Accurate achievement data are very important for planning curriculum and instruction and for program evaluation
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After completing the lesson, the student will be able to understand the concepts of Micro Teaching, Cycle step-by-step of Micro Teaching, Applied Teaching Skills in the field of Teaching and learners also drown the Cycle of Micro Teaching.
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This is a draft of the presentation that will be given at the HEA Social Sciences annual conference - Teaching forward: the future of the Social Sciences.
For further details of the conference: http://bit.ly/1cRDx0p
Bookings open until 14 May 2014 http://bit.ly/1hzCMLR or external.events@heacademy.ac.uk
Part of the 'Apocalypse Now' conference theme, which requires the presenter to imagine their own future world scenario.
IMAGINED WORLD
A New Conservative Dynasty: Choice and Private Enterprise dominate HEA - Today’s students are the first generation to have grown up surrounded by and using computers, videogames, digital music players, video cams, cell phones and other digital media, consequentially they have a different thinking and learning style and different brain structures to previous generations (Prensky 2001). Social science academics are thus teaching in a changed world where traditional lecture/seminar pedagogical practices may no longer be applicable to the teaching and learning needs of contemporary students. This fact combined with the rise of the student as consumer has triggered a shift where private enterprise rules and students pick and choose which aspects of teaching they will engage with. This presentation’s research indicates that already techniques seen as not applicable to their needs are bypassed by students offering an explanation for attendance, participation and low engagement issues and the failure of students to develop independent problem-solving skills. This presentation provides a survival guide for social science academics by identifying the gaps between staff and student perceptions and discussing techniques for teaching the core skills needed in critical thinking and problem solving; adapting pedagogical practices to the contemporary student.
ABSTRACT
What is critical thinking and to what extent do social science students develop analytical problem solving skills through traditional social science teaching? This paper presents the results thus far of an ongoing research project which identified that law and social science students are often not learning the analytical skills that staff think they are teaching. Most social science academics doubtless consider critical thinking to be an integral and inherently embedded aspect of their pedagogical practices. Yet research suggests that contemporary students do not learn this skill through traditional teaching methods and teaching has not adapted to their specific needs.
It discuss on safety and first aid in schools, home & play field. It also discuss on the qualities & responsibilities required for the first aider
1. TO SAVE LIFE
• 2. TO PREVENT FUTHER INJURY / To limit worsening of the situation
• 3. TO PROMOTE RECOVERY
It discuss about what is health, health education, aim, objectives, need, areas, scope, functional objectives, importance and new dimensions of health education.
It discuss on what is tissue, simple & compound animal tissue, it also disscusses on animal tissue structure and function of
a. epithelial
b. muscular
c. connective &
d. nervous
in detail.
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It discusses on what are the policies and programmes helps to combine the special students with main stream of education. It also talks about old to new policies
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B.F. Skinner (1904-1990) chose to study behaviour through the use of what he called a Skinner box. Versions were created for rats and pigeons. It discuss about Types of behaviours - Respondent, operant,: Positive, negative, stimulus & punishment, and 6 elements also.
Robert Glaser developed this model in 1962. It explains the relationship between teaching and learning. Assumptions of Basic Teaching Model, Components. Step 1: Instructional objectives, Step 2: Entering behaviour, Step: 3 Instructional procedures, Step: 4 Performance assessments, Description of Glaser’s Basic Training Model, Principles of reaction
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Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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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
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
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.
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.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
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1.4 modern child centered education - mahatma gandhi-2.pptx
ASSESSMENT FOR LEARNING IN CLASSROOM.pdf
1. ASSESSMENT FOR LEARNING IN
CLASSROOM
DR. C. BEULAH JAYARANI
M.Sc., M.A, M.Ed, M.Phil (Edn), M.Phil (ZOO), NET, Ph.D
ASST. PROFESSOR,
LOYOLA COLLEGE OF EDUCATION, CHENNAI - 34
2. COURSE OBJECTIVES
• To know the principles of assessment
practices
• To understand the types of assessment
• To describe about grading
• To understand the constructivist
approach in assessment
• To point out the formative use of
summative tests
3. ASSESSMENT IN CONSTRUCTIVIST APPROACH
(1) Learning is an active process
(2) The learner has prior knowledge
(3) The learner takes responsibility
for their own learning
4. operationalized ideas
1. Assessments are in a meaningful context that is relevant or has
emerging relevance to students
2. The process of learning does not shut down during assessment
3. Assessments are tailored to specific modules and teaching
situations
4. Assessments include higher order thinking skills, i.e.,
application, evaluation, analysis, synthesis
5. Assessments include application of knowledge and
comprehension
5. CONTD.,
6. A range of techniques is used in assessments
7. Assessments focus on the big pictures on concepts and on
issues and their accompanying facts and evidence
8. Assessment includes inquiry
9. Students go beyond initial information levels (knowledge and
comprehension) through elaboration doing in-depth analysis of
big ideas, issues and concepts
10. Students solve problems in which they extend and re-
conceptualize (accommodation) knowledge in new contexts
6. 11. Students generalize (synthesis) experiences
from earlier concrete experiences to
understand abstract theories and applications
12. Students exhibit knowledge through
application
13. Students interact with each other in all
circumstances including during
assessments
CONTD.,
7. ASSESSMENT
• Assessment can be used to build
understanding through reflection and
interaction.
• There is great promise for deeper
understanding and appreciation of the
creative, generative process
• we call learning when a student is
aware of scholastic expectations and
understands how to effectively review
and critique his or her own work. This
process has three steps:
8. 1. The teacher must
help students
understand from the
outset the criteria by
which their work will
be judged.
2. Students must
document their work
process for the
duration of the project
or unit.
3. Through
performance and
feedback, students
come to understand
the complex nature of
judging and improving
upon one´s work.
CONTD.,
9. Assessment and constructivist classroom
• People construct their own understanding and knowledge of the world, through experiencing
things and reflecting on those experiences.
• When we encounter something new, we have to reconcile it with our previous ideas and
experience, maybe changing what we believe, or maybe discarding the new information as
irrelevant.
• In any case, we are active creators of our own knowledge. To do this, we must ask questions,
explore, and assess what we know.
Constructivism is basically a theory - based on
observation and scientific study - about how people
learn.
10. Constructivist In the classroom
• In the classroom, the constructivist view of learning can
point towards a number of different teaching practices.
• In the most general sense, it usually means encouraging
students to use active techniques (experiments, real-
world problem solving) to create more knowledge and
then to reflect on and talk about what they are doing and
how their understanding is changing.
• Constructivist teachers encourage students to
constantly assess how the activity is helping them gain
understanding.
11. • By questioning themselves and their strategies,
students in the constructivist classroom ideally
become "expert learners."
• This gives them ever-broadening tools to keep
learning.
• With a well planned classroom environment, the
students learn how to learn.
• Constructivism transforms the student from a passive
recipient of information to an active participant in the
learning process.
• Guided by the teacher, students construct their
knowledge actively rather than just mechanically
ingesting knowledge from the teacher or the text book.
• In the constructivist classroom, the focus tends to
shift from the teacher to the students.
CONTD.,
12. • The classroom is no longer a place where
the teacher ("expert") pours knowledge
into passive students, who wait like
empty vessels to be filled.
• In the constructivist model, the students
are urged to be actively involved in their
own process of learning.
• The teacher functions more as a
facilitator who coaches, mediates,
prompts, and helps students develop and
assess their understanding, and thereby
their learning.
CONTD.,
13. • Prompt students to
formulate their own questions
(inquiry)
• Allow multiple interpretations
and expressions of learning
(multiple intelligences)
• Encourage group work and
the use of peers as resources
(collaborative learning).
CONTD.,
• One of the teacher's biggest
jobs becomes asking good
questions. As is the case with
many of the current /popular
paradigms
• Constructivist teachers pose
questions and problems, then
guide students to help them
find their own answers. They
use many techniques in the
teaching process. For
example, they may:
14. Characteristics of assessment
i) Conceptual
understanding
in science
ii) Abilities to
perform
scientific
inquiry
iii)
Understandings
about inquiry
Assessments need to
gauge the progress of
students in achieving the
three major learning
outcomes of
constructivist approach:
15. CONTD.,
• All learners come to a learning tasks with some relevant
knowledge, feelings and skills.
• Constructivist approach to assessment is a formative rather than
a summative.
• Its purpose is to improve the quality of student learning, not to
provide evidence for evaluating or grading students.
• Assessment has to respond to the particular needs and
characteristics of the teachers, students and science content.
• Assessment is context-specific: what works well in one class will
not necessarily work in another.
• Assessment is on-going process.
• Teachers get feedback from students of their learning.
• Teachers then complete the loop by providing students with
feedback on the results of the assessment and suggestions for
improving learning.
16. 4/14/2022 Dr. C. BEULAH JAYARANI 16
References
“Assessment for learning”
• TNTEU – Study Material
• Ram Publications
• Sri Krishna Publications
• Samyukdha Publications
• Google Images