The Student Assessment Inventory for School Districts is a tool district leaders can use to take stock of their assessments and assessment strategy, and do so from a student perspective. The tool supports a process by which districts evaluate the assessments students are taking, determine the minimum testing necessary to serve essential diagnostic, instructional and accountability purposes, and work to ensure that every district-mandated test is of high quality, is providing the information needed for specific school and district purposes, and is supported by structures and routines so that assessment results are actually used and action steps taken that will help students. Visit http://www.achieve.org/publications/student-assessment-inventory-school-districts
The document discusses tests, their characteristics, types, and how to analyze them. It provides definitions of key concepts in educational testing including:
- Tests are tools that measure students' knowledge and learning. They have characteristics like validity, reliability, practicality, and objectivity.
- There are two main types of tests - standardized tests developed by experts and teacher-made tests developed by individual teachers.
- Analyzing test items through methods like item analysis and calculating difficulty and discrimination indices helps improve tests and identify student weaknesses.
- Reliability and validity are important qualities of effective tests. Reliability means a test produces consistent results, while validity means it accurately measures what it is intended to measure.
The document provides an overview of cognitive tools for educational technologies, including their goals, functions, and examples. It discusses how cognitive tools can support learning by reducing cognitive load and helping students externalize and visualize knowledge. Key tools discussed include learning diaries, concept mapping, and simulations. The document emphasizes that cognitive tools should follow constructivist learning theories in providing self-guided, discovery-based learning.
This document provides information on various tools and techniques used for classroom assessment, including observation, checklists, portfolios, anecdotal records, rating scales, questionnaires, and interviews. It describes each technique in 1-3 paragraphs, covering their purpose, characteristics, construction, analysis, advantages, and limitations. Observation involves actively acquiring visual information on student activities and behaviors. Checklists are lists of items to denote presence or absence of traits. Portfolios collect student work over time to represent academic development. Anecdotal records are narrative reports of teacher observations of students. Rating scales involve assigning numerical values to judgments of behavior. Questionnaires collect information through closed and open-ended questions. Interviews are formal meetings to obtain information through oral questions
The file here deals with the techniques of assessment which includes Observation Schedule, Rating Scale, Performance Test, Achievement Test, Attitude Scale, etc. This would help the would be teachers and teacher educators immensely. The author is an Assistant Professor of Siliguri Terai B.Ed. College, Darjeeling.
The document discusses assessment, evaluation, and reporting of student progress in English language arts. It defines assessment as gathering information on a daily basis to understand student learning and needs, while evaluation is interpreting that information to make judgements and decisions about student progress, often for reporting purposes. The key principles outlined are that assessment and evaluation should be integral to teaching and learning, use a variety of techniques appropriate to students and purposes, and aim to support student growth.
Assessment tools and strategies to help you align your course objectives to assessments in your courses. When you align objectives well, you can truly find out whether students are learning what they need to learn from your course.
Recordind and reporting assessment results (1)Mad Jutt
This document discusses assessment, recording, and reporting in education. It defines assessment as gathering, analyzing, and reflecting on evidence to make judgments about student learning. Assessment can be formative, diagnostic, or summative. Recording involves summarizing student success and progress, while reporting provides useful feedback to students, parents, and teachers. The document outlines the assessment process and emphasizes planning assessments, incorporating various teaching methods, and using assessment data to evaluate learning and teaching.
Slide prepared by Santosh V. Varghese, Modern School, Dungarpur for creating awarenss among parents regarding CBSE's new educational schmes particularly CCE.
The document discusses tests, their characteristics, types, and how to analyze them. It provides definitions of key concepts in educational testing including:
- Tests are tools that measure students' knowledge and learning. They have characteristics like validity, reliability, practicality, and objectivity.
- There are two main types of tests - standardized tests developed by experts and teacher-made tests developed by individual teachers.
- Analyzing test items through methods like item analysis and calculating difficulty and discrimination indices helps improve tests and identify student weaknesses.
- Reliability and validity are important qualities of effective tests. Reliability means a test produces consistent results, while validity means it accurately measures what it is intended to measure.
The document provides an overview of cognitive tools for educational technologies, including their goals, functions, and examples. It discusses how cognitive tools can support learning by reducing cognitive load and helping students externalize and visualize knowledge. Key tools discussed include learning diaries, concept mapping, and simulations. The document emphasizes that cognitive tools should follow constructivist learning theories in providing self-guided, discovery-based learning.
This document provides information on various tools and techniques used for classroom assessment, including observation, checklists, portfolios, anecdotal records, rating scales, questionnaires, and interviews. It describes each technique in 1-3 paragraphs, covering their purpose, characteristics, construction, analysis, advantages, and limitations. Observation involves actively acquiring visual information on student activities and behaviors. Checklists are lists of items to denote presence or absence of traits. Portfolios collect student work over time to represent academic development. Anecdotal records are narrative reports of teacher observations of students. Rating scales involve assigning numerical values to judgments of behavior. Questionnaires collect information through closed and open-ended questions. Interviews are formal meetings to obtain information through oral questions
The file here deals with the techniques of assessment which includes Observation Schedule, Rating Scale, Performance Test, Achievement Test, Attitude Scale, etc. This would help the would be teachers and teacher educators immensely. The author is an Assistant Professor of Siliguri Terai B.Ed. College, Darjeeling.
The document discusses assessment, evaluation, and reporting of student progress in English language arts. It defines assessment as gathering information on a daily basis to understand student learning and needs, while evaluation is interpreting that information to make judgements and decisions about student progress, often for reporting purposes. The key principles outlined are that assessment and evaluation should be integral to teaching and learning, use a variety of techniques appropriate to students and purposes, and aim to support student growth.
Assessment tools and strategies to help you align your course objectives to assessments in your courses. When you align objectives well, you can truly find out whether students are learning what they need to learn from your course.
Recordind and reporting assessment results (1)Mad Jutt
This document discusses assessment, recording, and reporting in education. It defines assessment as gathering, analyzing, and reflecting on evidence to make judgments about student learning. Assessment can be formative, diagnostic, or summative. Recording involves summarizing student success and progress, while reporting provides useful feedback to students, parents, and teachers. The document outlines the assessment process and emphasizes planning assessments, incorporating various teaching methods, and using assessment data to evaluate learning and teaching.
Slide prepared by Santosh V. Varghese, Modern School, Dungarpur for creating awarenss among parents regarding CBSE's new educational schmes particularly CCE.
Basic concepts in assessing student learningKaye Batica
The document discusses concepts related to assessing student learning, including defining measurement, methods of data collection, uses of educational measurement, evaluation, assessment of student learning, and principles of assessment. It provides details on formative, summative and evaluative assessment, as well as alternative assessments including performance assessments and incorporating portfolio assessment into the learning process. The relationship between instruction and assessment is that assessment should effectively measure student learning and provide feedback to improve instruction.
This document discusses various techniques for assessing student learning, including observation, projects, assignments, and worksheets. Observation allows assessing practical skills but requires time and can be subjective. Projects promote higher-order thinking but are not suitable for all subjects. Assignments develop important skills but take time to grade. Worksheets are efficient but not for collaboration. Overall, different techniques are suited to different purposes and content areas when evaluating student understanding.
The document describes the assessment structure and strategies used by the College of Arts and Sciences at one university. It discusses the creation of an Assessment and Continuous Improvement Office (A+ Office) to coordinate assessment activities across 13 departments. Each department designates an assessment coordinator and completes at least one learning assessment cycle per year to evaluate student learning outcomes. The college emphasizes closing the assessment loop by using results to improve teaching and learning.
Making assessment an integral part of daily mathematics instruction is challenging as it requires teachers to plan ways to use assignments and discussions to understand what students do and do not comprehend, and to be prepared to address students' responses. Simply identifying incorrect answers is easier than understanding the reasons for errors. Effective assessment also involves using assessments to modify teaching based on student needs and providing timely feedback to support student learning.
The document discusses different types of instruments used to evaluate student learning, including objective and subjective instruments. It provides descriptions of 21 objective instruments, such as achievement tests, intelligence tests, and diagnostic tests. It also discusses 11 subjective instruments like observations, checklists, rating scales, conferences, and interest inventories. Finally, it presents 10 multiple choice questions to test the understanding of the different evaluation instruments.
Evaluation serves several key purposes: 1) Accountability to ensure funds are properly spent and activities carried out as planned, 2) Development to measure success, identify improvements, and select effective actions, and 3) Research to build an evidence base and identify cost-effective solutions that can inform policies. Evaluation provides essential information for all stakeholders and helps maximize impact.
The document provides guidance on writing subject intended learning outcomes (SILOs). It defines learning outcomes and discusses taxonomies for classifying levels of understanding, such as Bloom's Taxonomy. The document outlines steps for writing SILOs, including preparing by deciding content and knowledge type, writing draft SILOs, and revising for clarity and observability. Verbs are suggested to make outcomes concrete and assessable.
Alternative Assessment Techniques In Educationsara sadiq
The document discusses various assessment techniques used in education including diagnostic assessment, formative and summative assessment, observational techniques, peer appraisal, self-report, student portfolios, and anecdotal records. It provides details on each technique such as how to conduct classroom observations, interviews, questionnaires, sociometric assessments, and collecting anecdotal records. The document emphasizes that diagnostic assessment can identify student strengths and needs, while formative and summative assessments provide different perspectives on student learning.
This document discusses alternative assessment and its potential benefits over traditional testing methods. It proposes that alternative assessment, such as portfolios, projects, and performance tasks, can provide a more comprehensive view of student learning compared to standardized tests. The document also notes that alternative assessment empowers students by allowing them to participate in evaluating their own work and progress. Finally, the document argues that using multiple forms of assessment, including both traditional and alternative methods, can generate more credible information about student and school performance than any single assessment tool alone.
Definition of assessment,
ASSESSMENT AND TESTING
EDUCATIONAL DECISION
FACTORS WHY WE PLAN ASSESSMENT DEVICES,
Criteria for selecting Assessment instrument
,PURPOSE OF ASSESSMENT,
Assessment can do more than simply diagnose and identify students’ learning needs; it can be used to assist improvements across the education system in a cycle of continuous improvement:
PRINCIPLES OF ASSESSMENT
TYPES OF ASSESSMENT
Teachers must assess students in three domains: cognitive, psychomotor, and affective. Assessment involves gathering data using various instruments like tests, assignments, observations, and projects. The data is analyzed and interpreted to make educational decisions and evaluate student learning and progress. Common types of assessment include norm-referenced, criterion-referenced, formative, and summative. Proper planning is needed when designing assessment instruments to ensure they are relevant, balanced, efficient, objective, fair, and reliable.
This document discusses key features and purposes of diagnostic assessment. It emphasizes that assessment should empower students as learners, provide guidance to teachers and students on next steps, and value developing long-term skills over short-term performance. Assessment should be formative, diagnostic, and promote self-esteem. It should use criteria-referenced and public standards to lead to diagnostic teaching and self-evaluation. Evidence comes from classroom activities. The document then provides examples of diagnostic assessment tools and strategies teachers can use, such as journals, self-assessments, interviews, and mind maps.
This document discusses authentic assessment, including its meaning, characteristics, and practices. Authentic assessment aims to evaluate students' ability to apply knowledge to real-world tasks, rather than just recall facts. It is characterized by clear performance criteria, emphasis on skills over memorization, and requiring students to demonstrate learning through tasks like projects and portfolios. The document outlines five phases of authentic assessment: identifying outcomes, determining criteria, implementing instruction, measuring performance, and evaluating results for improvement. In contrast to traditional assessment focused on selecting answers, authentic assessment centers on students performing meaningful tasks that simulate real-world challenges.
This document discusses process evaluations, which examine how a program or intervention is implemented to understand why certain outcomes result. Process evaluations answer questions about what activities were delivered, to whom, how, and how participants responded. They can be used formatively to improve programs or summatively to help analyze impact. The document outlines key activities in conducting process evaluations like developing a logic model, determining objectives, measuring implementation quality and reach, and prioritizing evaluation questions. Both qualitative and quantitative methods are discussed for collecting process data.
This document describes five different assessment tools: anecdotal records, checklists, rating scales, rubrics, and learning logs. It provides the characteristics and the teacher's role for each tool. Anecdotal records are short narratives describing a student's behavior in context. Checklists are lists of behaviors or expectations that are checked off as observed. Rating scales use a numeric scale to assess performance. Rubrics describe levels of achievement using qualitative descriptions. Learning logs are records by students of their work on a task or assignment.
Traditionally examination was the purpose of learning. However, our conception of learning is changing and it is being front ended. Now assessment is also being treated as learning. This presentation deals with assessment, feedback and assurance of learning.
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.
Assessment in education refers to the variety of methods used to evaluate student learning and academic progress from preschool through college. There are three main reasons for conducting assessments: 1) to improve educational programs by identifying areas for improvement, 2) for recruitment and accountability purposes such as meeting reporting requirements, and 3) to identify student academic strengths and weaknesses so educators can provide specialized support. The process of assessment involves setting program objectives, designing assessments, collecting and analyzing data, reporting results, and using the results to improve the program.
Informal assessment techniques include observation, rating scales, classification methods, environmental assessments, records and personal documents, and performance-based assessments. While informal assessments may lack reliability and validity, they can provide quick, non-intrusive information to supplement a total assessment. Informal assessments work best when the behavior or attribute being assessed is clearly defined to increase validity and reliability. Care should be taken to avoid cultural bias when using informal techniques.
Principles of assessment of learning 01sandsuraweera
The document outlines six principles for assessing learning:
1) Assessment should promote learning through reflection on strategies and demonstration of outcomes.
2) Goals of learning activities should be clear to students and teachers.
3) Assessment should help students learn better through deeper learning and feedback that motivates improvement.
4) Students should use feedback from assessment for progress.
Basic concepts in assessing student learningKaye Batica
The document discusses concepts related to assessing student learning, including defining measurement, methods of data collection, uses of educational measurement, evaluation, assessment of student learning, and principles of assessment. It provides details on formative, summative and evaluative assessment, as well as alternative assessments including performance assessments and incorporating portfolio assessment into the learning process. The relationship between instruction and assessment is that assessment should effectively measure student learning and provide feedback to improve instruction.
This document discusses various techniques for assessing student learning, including observation, projects, assignments, and worksheets. Observation allows assessing practical skills but requires time and can be subjective. Projects promote higher-order thinking but are not suitable for all subjects. Assignments develop important skills but take time to grade. Worksheets are efficient but not for collaboration. Overall, different techniques are suited to different purposes and content areas when evaluating student understanding.
The document describes the assessment structure and strategies used by the College of Arts and Sciences at one university. It discusses the creation of an Assessment and Continuous Improvement Office (A+ Office) to coordinate assessment activities across 13 departments. Each department designates an assessment coordinator and completes at least one learning assessment cycle per year to evaluate student learning outcomes. The college emphasizes closing the assessment loop by using results to improve teaching and learning.
Making assessment an integral part of daily mathematics instruction is challenging as it requires teachers to plan ways to use assignments and discussions to understand what students do and do not comprehend, and to be prepared to address students' responses. Simply identifying incorrect answers is easier than understanding the reasons for errors. Effective assessment also involves using assessments to modify teaching based on student needs and providing timely feedback to support student learning.
The document discusses different types of instruments used to evaluate student learning, including objective and subjective instruments. It provides descriptions of 21 objective instruments, such as achievement tests, intelligence tests, and diagnostic tests. It also discusses 11 subjective instruments like observations, checklists, rating scales, conferences, and interest inventories. Finally, it presents 10 multiple choice questions to test the understanding of the different evaluation instruments.
Evaluation serves several key purposes: 1) Accountability to ensure funds are properly spent and activities carried out as planned, 2) Development to measure success, identify improvements, and select effective actions, and 3) Research to build an evidence base and identify cost-effective solutions that can inform policies. Evaluation provides essential information for all stakeholders and helps maximize impact.
The document provides guidance on writing subject intended learning outcomes (SILOs). It defines learning outcomes and discusses taxonomies for classifying levels of understanding, such as Bloom's Taxonomy. The document outlines steps for writing SILOs, including preparing by deciding content and knowledge type, writing draft SILOs, and revising for clarity and observability. Verbs are suggested to make outcomes concrete and assessable.
Alternative Assessment Techniques In Educationsara sadiq
The document discusses various assessment techniques used in education including diagnostic assessment, formative and summative assessment, observational techniques, peer appraisal, self-report, student portfolios, and anecdotal records. It provides details on each technique such as how to conduct classroom observations, interviews, questionnaires, sociometric assessments, and collecting anecdotal records. The document emphasizes that diagnostic assessment can identify student strengths and needs, while formative and summative assessments provide different perspectives on student learning.
This document discusses alternative assessment and its potential benefits over traditional testing methods. It proposes that alternative assessment, such as portfolios, projects, and performance tasks, can provide a more comprehensive view of student learning compared to standardized tests. The document also notes that alternative assessment empowers students by allowing them to participate in evaluating their own work and progress. Finally, the document argues that using multiple forms of assessment, including both traditional and alternative methods, can generate more credible information about student and school performance than any single assessment tool alone.
Definition of assessment,
ASSESSMENT AND TESTING
EDUCATIONAL DECISION
FACTORS WHY WE PLAN ASSESSMENT DEVICES,
Criteria for selecting Assessment instrument
,PURPOSE OF ASSESSMENT,
Assessment can do more than simply diagnose and identify students’ learning needs; it can be used to assist improvements across the education system in a cycle of continuous improvement:
PRINCIPLES OF ASSESSMENT
TYPES OF ASSESSMENT
Teachers must assess students in three domains: cognitive, psychomotor, and affective. Assessment involves gathering data using various instruments like tests, assignments, observations, and projects. The data is analyzed and interpreted to make educational decisions and evaluate student learning and progress. Common types of assessment include norm-referenced, criterion-referenced, formative, and summative. Proper planning is needed when designing assessment instruments to ensure they are relevant, balanced, efficient, objective, fair, and reliable.
This document discusses key features and purposes of diagnostic assessment. It emphasizes that assessment should empower students as learners, provide guidance to teachers and students on next steps, and value developing long-term skills over short-term performance. Assessment should be formative, diagnostic, and promote self-esteem. It should use criteria-referenced and public standards to lead to diagnostic teaching and self-evaluation. Evidence comes from classroom activities. The document then provides examples of diagnostic assessment tools and strategies teachers can use, such as journals, self-assessments, interviews, and mind maps.
This document discusses authentic assessment, including its meaning, characteristics, and practices. Authentic assessment aims to evaluate students' ability to apply knowledge to real-world tasks, rather than just recall facts. It is characterized by clear performance criteria, emphasis on skills over memorization, and requiring students to demonstrate learning through tasks like projects and portfolios. The document outlines five phases of authentic assessment: identifying outcomes, determining criteria, implementing instruction, measuring performance, and evaluating results for improvement. In contrast to traditional assessment focused on selecting answers, authentic assessment centers on students performing meaningful tasks that simulate real-world challenges.
This document discusses process evaluations, which examine how a program or intervention is implemented to understand why certain outcomes result. Process evaluations answer questions about what activities were delivered, to whom, how, and how participants responded. They can be used formatively to improve programs or summatively to help analyze impact. The document outlines key activities in conducting process evaluations like developing a logic model, determining objectives, measuring implementation quality and reach, and prioritizing evaluation questions. Both qualitative and quantitative methods are discussed for collecting process data.
This document describes five different assessment tools: anecdotal records, checklists, rating scales, rubrics, and learning logs. It provides the characteristics and the teacher's role for each tool. Anecdotal records are short narratives describing a student's behavior in context. Checklists are lists of behaviors or expectations that are checked off as observed. Rating scales use a numeric scale to assess performance. Rubrics describe levels of achievement using qualitative descriptions. Learning logs are records by students of their work on a task or assignment.
Traditionally examination was the purpose of learning. However, our conception of learning is changing and it is being front ended. Now assessment is also being treated as learning. This presentation deals with assessment, feedback and assurance of learning.
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.
Assessment in education refers to the variety of methods used to evaluate student learning and academic progress from preschool through college. There are three main reasons for conducting assessments: 1) to improve educational programs by identifying areas for improvement, 2) for recruitment and accountability purposes such as meeting reporting requirements, and 3) to identify student academic strengths and weaknesses so educators can provide specialized support. The process of assessment involves setting program objectives, designing assessments, collecting and analyzing data, reporting results, and using the results to improve the program.
Informal assessment techniques include observation, rating scales, classification methods, environmental assessments, records and personal documents, and performance-based assessments. While informal assessments may lack reliability and validity, they can provide quick, non-intrusive information to supplement a total assessment. Informal assessments work best when the behavior or attribute being assessed is clearly defined to increase validity and reliability. Care should be taken to avoid cultural bias when using informal techniques.
Principles of assessment of learning 01sandsuraweera
The document outlines six principles for assessing learning:
1) Assessment should promote learning through reflection on strategies and demonstration of outcomes.
2) Goals of learning activities should be clear to students and teachers.
3) Assessment should help students learn better through deeper learning and feedback that motivates improvement.
4) Students should use feedback from assessment for progress.
This document provides information about assessment, specifically observation and interviews as assessment methods. It discusses:
- Observation as a direct way for teachers to learn about students' abilities through watching them in contexts like P.E. class or working on a project.
- The steps teachers should take when observing students, including defining the behaviors to observe, developing an observation form, practicing observation, and recording notes immediately after.
- Interviews as another direct way to get to know students. It recommends planning questions, contexts, and a data collection tool in advance, as well as focusing during interviews and promptly reviewing notes afterward.
- Additional tips for both methods like avoiding biases and extremes when scoring or judging students.
The document discusses the importance of teachers observing and recording how children interact with materials. It suggests teachers pay attention to not only what children do, but also how they feel and their whole behavior. Effective recording involves combining objective data with subjective interpretation, and taking the form of stories. Records are most valuable when they focus on the child's use of materials over time and consider their development, experiences, and peer comparisons. Teachers are warned to focus their observations on the child and not get caught up in extensive written records.
A high quality assessment has three key characteristics: 1) clear learning targets that specify what students should know and be able to do, 2) appropriate assessment methods that are well-suited to evaluate the targeted learning, and 3) assessments that are valid, reliable, fair, practical and conducted ethically.
Personality assessments can help counselors understand individual behavior, determine appropriate courses of action, and predict future behavior. Personality includes traits, states, and types. Traits are consistent dimensions of individual differences while states are temporary tendencies. Types describe a person generally, such as introverted or extroverted. Structured personality inventories like the MMPI-2 and MCMI-III use standardized questions while projective tests like the Rorschach and TAT use ambiguous stimuli to project unconscious feelings. Personality assessments provide insight into clients but rely on the interpreter's judgment.
Guiding Principles for the Assessment of Student LearningSheila Lavapie
1. The document outlines 8 principles for assessing student learning: clarity of learning objectives, appropriateness of assessment, validity, reliability, fairness, positive consequences, practicality and efficiency, and ethics.
2. It describes different types of assessments including objective tests, subjective tests, performance tests, oral reasoning, observation, and self-reports.
3. Validity is discussed in terms of face validity, content validity, construct validity, predictive validity, concurrent validity, and criterion-related validity. Reliability focuses on test stability, equivalence, and internal consistency.
The document is a navigation page for a company called Westside Bern located in Swiss that provides services in strategy, design, communication, and management. The page lists the same services - strategy, design, communication, and management - multiple times without providing any additional details about the company or its services.
Supplier Development - Desarrollo de Proveedores
Supplier Search - Busqueda de Proveedores
Cost Reduction Projects - Proyectos de Reducción de costos
E-Biddings - Subastas Electrónicas
Quality Audits - Auditorías de Calidad
ISO 9001:2008
ISO TS 16949
Due Diligencie
Join Venture Search
This document discusses biological markers for predicting response to Bacillus Calmette–Guerin (BCG) treatment in patients with non-muscle invasive bladder cancer (NMIBC). It identifies several promising markers based on a literature review, including tumor associated macrophages (TAMs), human leukocyte antigen (HLA) class I, a combination of Ki-67/CK20 proliferation markers, and certain cytokine levels like IL-2, IL-8, and the IL-6/IL-10 ratio. The document advocates using mathematical models along with molecular/cellular biology and clinical data to better understand these complex markers and their relationship to individual patient responses to BCG therapy for NMIBC.
Evaluation question 4 media dtechnologyRachelElizaaa
The document discusses how digital technologies were used at different stages of a music video, digipak, and magazine advert project. In the planning stage, a group blog was created using Blogger to organize research and share posts. YouTube, SoundCloud, and social media were used for music research. Photoshop and Google Images aided design research. During production, a Canon DSLR camera captured high quality footage for the music video. Photoshop and InDesign were used to design the digipak and magazine cover. Final Cut Pro and iMovie helped edit the music video, while Pixlr assisted with font selection for the digipak and magazine. Throughout the project, digital technologies enhanced the process at each stage.
This document provides information about the Maria Mazzini Primary School in Genoa, Italy. It describes the school's location in Genoa and participation in the "New Horizons" multilateral project from 2012-2013. Key details about the school include that it was built in 1893 and located near the old port of Genoa. It is a state school that is part of the larger Istituto Comprensivo Castelletto network of schools, with approximately 550 students attending the primary school. The document outlines the teaching teams and hours at the primary, secondary, and infant levels.
Achieve Closing the Expectations Gap 2014Achieve, Inc.
Achieve's ninth annual "Closing the Expectations Gap" report details states’ progress in adopting and implementing a coherent set of reinforcing policies that will prepare all students for college and careers. Visit http://www.achieve.org
The IIA provides two levels of qualifications for internal auditors - practitioner and professional. The professional level builds on subjects covered at the practitioner level and includes additional coverage of topics like financial management, information systems, and corporate governance. Training and education methods for developing internal auditors include formal qualifications through the IIA, as well as on-the-job training, development programs, and learning new skills on the job. Effective internal audit training covers topics like the new auditing standard, techniques, and hands-on practice exercises to help auditors transition to changes in the standards and focus areas.
- A survey was conducted of attendees at the Integration for Impact Conference to evaluate the event.
- Based on the survey results, the majority of attendees found the conference presentations to be diverse, informative, and relevant to their work. Networking opportunities were also viewed positively.
- Suggestions for improving future conferences included allocating more time for discussion, increasing geographic diversity of presenters, and enhancing logistics regarding materials and accommodating different languages.
Achieve Webinar Slides: Student Assessment Inventory Tool for School DistrictsAchieve, Inc.
June 11, 2014
Achieve Webinar: Student Assessment Inventory Tool for School Districts
On a webinar, Achieve provided an overview of the newly released Student Assessment Inventory Tool for School Districts, designed to guide district administrators and instructional leaders through a process to ensure that students are only taking the minimum number of tests necessary to serve essential instructional, diagnostic and accountability purposes. Beyond teacher-developed classroom assessments that are core to the learning process, it is clear that many students are required to take a host of additional assessments that have too little value. This tool is designed to provide an opportunity for district leaders to take stock and take action. Achieve was joined by state leaders who have been sharing the inventory tool with districts as a framework to guide reflection and decision-making, including Abe Krisst, Technology Readiness Coordinator, Connecticut State Department of Education and Nancy DePalma, Assistant Superintendent for Curriculum, Instruction & Assessment, West Hartford Public Schools. The Student Assessment Inventory for School Districts can be access on the Achieve website at http://www.achieve.org/meetings-webinars
Local school board members are a key link between school districts and communities. They represent public concerns around testing and can hold district officials accountable. Given the critical role that local school boards play, Achieve and the National School Boards Association have developed “Assessment 101” resources for school board members. This professional development module is designed to:
· outline the critical role school boards play in supporting high quality assessment systems;
· introduce school board members to key assessment concepts and issues;
· provide an introduction to the Student Assessment Inventory for School Districts as a process to streamline testing and support limited, high-quality assessments for all students.
2017 short stack - reviewing your current academic programsStamats
This short stack from the Center for Strategic Change at George Fox University will show you how to assess your current academic programs along four dimensions: quality, demand, cost, and revenue
This document provides a guide for benchmarking formal academic professional development opportunities. It outlines a process for benchmarking programs/courses/modules either internally or with partner institutions. The guide includes a benchmarking template in the appendix with details about contextual information and ten benchmarks organized under categories of institutional strategic intent, program outcomes, content/teaching approaches, assessment/feedback, and evaluation. The benchmarks were developed by an OLT extension project team to help institutions review and improve their academic professional development offerings.
The document discusses the importance of program evaluation for transition educators and service providers. It provides examples of evaluation tools that can be used to evaluate different aspects of transition programs, including student development, interagency collaboration, family involvement, program structures, and team performance. Examples of evaluation tools include pre-post tests, questionnaires, self-assessments, and discussion questions. Criteria for effective evaluation include having specific, measurable goals and indicators to assess outcomes. Barriers to evaluation such as lack of resources or support are also addressed.
Topic: Report Test Result to Administration
Student Name: Rooha Shaikh
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
1. The document discusses the six components of curriculum evaluation: defining the purpose and scope, specifying evaluation questions, developing the evaluation design and data collection plan, collecting data, analyzing data and preparing a report, and using the evaluation report for program improvement.
2. Key steps in evaluation include defining goals and objectives, analyzing previous curriculum data, specifying data collection approaches and instruments, and using evaluation results to improve instruction and student success.
3. Critical aspects of data analysis to answer evaluation questions include interest, authenticity, appropriateness, organization, and technical quality.
The document describes a training session on utilizing a revised School-Based Management (SBM) assessment tool. It discusses the key objectives and contents of the session, which include understanding the characteristics of the revised tool, identifying its parts and scoring instructions, and practicing how to use it to rate a school's SBM level of practice. The document then provides details on the components, usage, and scoring of the revised SBM assessment tool, which is designed to be collaborative, evidence-based, and help schools improve their SBM. It outlines the tool's principles, indicators, rating scale, and process for determining a school's SBM level.
Via Evaluation Evaluation Plan presentation for GPAVia Evaluation
The document discusses evaluation plans and their importance. It provides an overview of what an evaluation plan is and when one is necessary, such as when required by a funder. It outlines the key components of an effective evaluation plan, including identifying the evaluator, developing objectives and indicators, creating a logic model and timeline. The presentation aims to help attendees understand how to create strong evaluation plans that can improve their projects and demonstrate accountability.
This document provides a synthesis of 20 studies and tools focused on evidence-based practices for school improvement. It includes resources on implementation tools, school improvement research, school climate research, teacher professional development research, and stakeholder engagement research. Each resource is summarized in a table that describes how it addresses identifying local needs, the evidence base for the intervention, implementation, and use of data. The goal is to present literature and tools that can support an evidence-based decision-making process for selecting and implementing school improvement interventions.
This document provides guidance on monitoring and evaluation for partnership-based programs. It discusses the importance of changing the mindset around M&E from merely justifying expenditures to a collaborative learning process. Donors are encouraged to make M&E a learning partnership rather than a performance test. Effective M&E requires a balanced mix of quantitative and qualitative methods. Numbers alone do not capture impact; seeking contributions to meaningful change is more important. Both donors and partner organizations must commit to supporting M&E throughout implementation and using findings to strengthen future work.
Presented by:
Dr. Lisa D’Adamo-Weinstein, Director of Academic Support , SUNY Empire State College
Dr. Tacy Holliday, Governance Coordinator, Montgomery College, NCLCA Learning Center Leadership Level
Description: Measuring and evaluating student success is crucial to retention efforts and program development. Join us as we talk about the key elements necessary to measure student success in your tutoring and learning centers. We will assist you in developing an assessment plan for your own center.
Curriculum monitoring involves periodically assessing curriculum implementation and making adjustments. It determines how well the curriculum is working and informs decisions about retaining, improving, or modifying aspects. The document outlines the definition, rationale, types, roles, process, and similarities and differences between monitoring and evaluation. An effective monitoring system is simple, provides timely feedback, is cost-effective, flexible, accurate, comprehensive, relevant, and leads to learning. It involves clarifying roles, identifying evidence, data collection tools, training monitors, preparing staff, conducting monitoring, analyzing and sharing results, and determining a plan of action.
Collaborative 2 ingrid margarita and sandraSandra Guevara
This document provides guidance on project evaluation. It discusses what project evaluation is, its importance in project design and implementation, additional benefits like project improvement and capacity building. It outlines the planning, data collection, analysis, and reporting process for evaluations. Key steps include examining issues and objectives, establishing a team, identifying the purpose, focusing on improvement, assessing outcomes and impacts, and creating a report to synthesize findings. The goal is to help determine what is and is not working to improve the project.
SUBJECT: SOCIO EDUCATIONAL PROJECT
TUTOR: DR. MIGUEL PONCE
THEME: PART III. PROJECT EVALUATION
STUDENTS:
MONTESDEOCA BENITEZ DIANA PRISCILA
PACHACAMA SIMBAÑA DAYSI ALEXANDRA
The document discusses monitoring, evaluation, indicators, and data quality in the context of management information systems (MIS). It provides definitions and explanations of key concepts:
Monitoring is the regular tracking of project inputs, activities, outputs, outcomes and impacts. Evaluation determines the relevance, effectiveness, efficiency and sustainability of a project. Good indicators for monitoring and evaluation should be useful, valid, reliable, and understandable. Both quantitative and qualitative data and methods can be used. Ensuring high quality data involves clear goals, training, checks and addressing errors. Together, monitoring, evaluation and quality data support effective project management through information systems.
Innovation Network's own workbook on evaluation planning. Can be used alone or in conjunction with the Evaluation Plan Builder at the Point K Learning Center.
This document discusses different approaches to evaluating educational courses and programs. It describes product-oriented, static-characteristic, process-oriented, and decision-facilitation approaches. It also discusses the dimensions of evaluation, including formative vs summative, process vs product, and quantitative vs qualitative. Formative evaluation aims to improve a curriculum during development, while summative evaluates success after completion. Process evaluation focuses on program workings, and product evaluates goal achievement. Quantitative data are numbers, while qualitative are more holistic observations.
The document discusses monitoring and evaluation of education programs for sustainable development. It aims to identify learning processes aligned with ESD and their contributions. Key learning processes include collaboration, engaging stakeholders, and active participation. ESD learning refers to gaining knowledge as well as learning critical thinking and envisioning positive futures. However, data on ESD processes and outcomes is limited. The review recommends improved data collection focusing on experiences rather than literature. More evidence is still needed to fully understand ESD's contributions to sustainable development.
This document outlines the steps to effectively evaluate a socio-educational project. It discusses:
1) Defining project evaluation and why it is important for improving project design and implementation.
2) The basic steps in planning a project evaluation including establishing objectives, collecting data, analyzing results, and creating a report.
3) Additional considerations like who should conduct the evaluation, associated costs, and ethical guidelines.
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2. Sections of the Training Guide
Background and Context
Downloading the Assessment Inventory
Components of the Assessment Inventory
Reflect and Plan
Conduct the Inventory
Analyze the Inventory
Make Recommendations
Inventory Table
Next Steps
2
4. What is the Student Assessment Inventory for
School Districts?
It is a tool district leaders can use to take stock of their assessments and
assessment strategy, and do so from a student perspective. It supports a
process by which districts evaluate the assessments students are taking
and determine the minimum testing necessary to serve essential
diagnostic, instructional and accountability purposes.
Taking stock and then taking action requires significant district commitment.
The inventory tool is only one element of a thoughtful longer process that
both engages productively with concerns about testing and leads to real changes
in testing time.
The inventory tool is a suggested template, but districts are encouraged to
modify the tool to better meet their needs.
The inventory is not a one-time event. Districts should regularly re-examine their
assessments in light of changing district needs and improvements in available
assessments.
4
5. Why is it needed and what is it designed to do?
Achieve has long recommended that
districts take stock of the tests
students are required to take.
Educators, parents, and students
across the country have expressed
concerns about the amount of time
that testing is taking away from
teaching and learning.
The assessment inventory is
designed to spur action to address
these valid concerns.
5
6. Broad-based concerns with “testing burden”
Tests can play a critical role in improving teaching and learning by
providing consistent measures to monitor progress, identify strengths
and set learning goals for students.
However, in too many districts, there is simply too much testing.
Parents, educators, policymakers and students themselves have raised
concerns about the volume of testing, but to date, there hasn’t been a
clear process for looking at the array of assessments and
considering their intended purpose, actual use as well as critical
characteristics such as alignment and quality.
There are multiple layers of testing that go well beyond the “NCLB” tests
required by states, with additional tests required by districts and some
tests required by schools. The layers do not always add up to a
cohesive and aligned set of tests during a school year.
6
7. How was the Assessment Inventory developed?
7
Achieve has developed the assessment inventory to support a
voluntary, district-led process:
Achieve developed an initial draft of the inventory tool and shared with a
broad network of state and district leaders and experts for feedback.
In partnership with the Connecticut State Department of Education, Achieve
piloted a revised version of the tool with a group of eight districts across
Connecticut. Achieve finalized the tool based on feedback from these
districts.
Based on district feedback, Achieve designed the inventory to be openly
licensed and modifiable based on district needs. Users should feel free
to modify any components of the tool to best suit their needs.
This resource was developed for Adobe Reader XI as a writable pdf. Adobe
Reader is XI is free and can be downloaded here:
http://www.adobe.com/products/reader.html
11. Step 3: Complete the registration form
Note: Achieve will keep all users’ information private. With permission, we may contact
you to get feedback on the inventory’s utility and impact.
11
13. Step 5: Open Writable PDF of Student
Assessment Inventory
Note: Adobe Reader XI is required to use this resource as a “writable pdf.” Adobe Reader
is XI is free and can be downloaded here: http://www.adobe.com/products/reader.html
13
15. Reflect and plan
Conduct the
inventory
Analyze the
inventory
Make
recommendations
The process includes four major stages
15
16. Reflect and Plan: Building a strong team
District leaders should ensure that they have the necessary district and school staff
involved in an inventory leadership team. These roles are highly recommended:
16
District Assessment Director/Coordinator
Assistant Superintendent for Curriculum and Instruction
District financial staff
School board member
Data Coach or other role that works with school-based staff around data
School leaders including principals, instructional coaches, and lead teachers
Teachers
School counselors
Parents
Given that assessment
decisions have often been made
in silos, it is particularly
important that the team crosses
offices and responsibilities to
ensure a holistic approach
17. Reflect and Plan: Building a strong team
17
It is also critical that the team have the support they need to meet the
goals of the inventory process.
Team members will need access to assessment information, including
practice tests, sample items, specifications, test windows.
Team members will also need access to contract, vendor, budget
information.
The team needs to have the authority to make recommendations to the
right decision-makers.
District leaders, including the superintendent and school board, should
communicate internal to the district and to the community about the
purpose and importance of the inventory process.
18. Reflect and Plan: Guiding Questions
Districts use a set of guiding questions to initiate the planning process.
18
What is the district context in which the inventory is being considered?
What are the objectives of the student assessment inventory?
Who will collect the information needed for the inventory table? How will
they access that information?
What is the scope of the inventory? Which assessments should be included
and excluded from the inventory table?
What individual or entity has the authority to act on the results of the
inventory? Who will be making the recommendations?
Note: Answers to guiding questions can be typed directly in the document
(writable pdf format requires Abode Reader XI).
19. Conduct the Inventory
The Inventory Table is designed to capture information the district
collects about the assessments. It is openly licensed, which allows for
modifications as needed to suit the district’s goals and context.
19
20. Analyze the Inventory
In analyzing the inventory, it is critical to do several levels of analysis.
Developing a student-level perspective by looking across all
assessments students take at a particular grade level or grade band, and
then by particular student needs and characteristics.
Identifying assessments that district will continue to administer, and clarify
if any need changes to ensure they are helpful for intended uses.
Identifying the assessments that seem to be on the table for elimination
or significant changes.
Helping districts build toward recommendations while reengaging with
key stakeholders to review potential options and decision points.
20
21. Make Recommendations
Based on the inventory analysis, what recommendations will the district
make to streamline and/or strengthen its assessment program?
Note: This table can also be filled out using the document’s writable .pdf format.
21
23. Inventory Table Overview
23
The inventory table is a chart that guides districts in compiling
information about assessments.
Like the guiding questions and “make recommendations” table, the
inventory table is in a ‘writable PDF’ format, meaning that users can
type directly onto the table and save changes (note: Adobe Acrobat
Reader XI is required to save changes).
The inventory table (as well as the entire assessment inventory tool)
is openly licensed, allowing for modifications to be made as needed to
suit the district’s goals and context. Districts are free to modify the tool
to better meet their needs. Districts can translate the table into
different electronic formats, including online survey tools. Users can
transpose columns and rows, or create additional “snapshots” of the
information – such as a calendar view.
24. Inventory Table Overview
There are three types of questions being asked in the table:
Basic information questions
Use/purpose questions
Operational questions
Some information to complete the table will not be directly available from test
specifications and will require communicating with users of the assessment,
especially with respect to issues of assessment use. A short survey or set of
focus groups is strongly recommended to better understand how
assessments are being used by multiple audiences.
24
25. General guidelines
Initially focus on summative, interim, and benchmark assessments
given across multiple classrooms or schools rather than individual
classroom-based formative assessments (e.g., quizzes)
It is more important to provide key details of each assessment than to
spend significant time classifying an assessment as, for example,
“benchmark” or “interim.” For more discussion on the research base on such
assessments, please see this framework by the National Center for the
Improvement of Educational Assessment.
Several inventory use questions are addressed in the FAQ on p. 9 of the
assessment inventory tool.
25
27. Inventory Table: Basic Information Questions
Information on most basic information questions should be available from
test specification booklets and other information provided by vendors, or
from state and district policy documents (e.g., contracts and/or budgets).
For the question, “To which content standards is the assessment aligned?,”
basic information may be available from the vendor or state (if commonly
used across districts), or districts may undertake an independent alignment
process.
Your district might also want to consider taking a deeper dive on alignment,
to better understand how multiple related assessments can build (or hinder)
understanding of student achievement and needs, or how assessments can
better support alignment to instruction. Resources such as the Student
Achievement Partners Assessment Evaluation Tool may be helpful for this
task.
27
29. Inventory use/purpose questions
What is the difference between the assessment’s intended purposes
and uses? The purpose of the assessment is what it was designed to
measure, while the intended use of the assessment reflects the kinds of
decisions that the assessment is designed to inform. For example, the
purpose of an assessment may be to measure students’ reading
comprehension while the intended use is to identify students in need of extra
support/intervention.
In understanding whether users find assessment results useful or not, we
strongly encourage districts to ask teachers, parents, students, and
community members through a short survey or set of focus groups.
This information will provide critical support for any recommendations that
emerge from the process.
29
30. Inventory use/purpose questions
Closely examining assessment use will help districts better understand why
particular assessments are seen as useful or not by stakeholders
(parents, teachers, principals, central office staff, school board members,
etc). Questions about assessment use districts can ask of stakeholders
might include:
How well are assessment purpose and assessment use aligned?
How are assessment results used to inform instruction (or not)?
How timely are assessment results?
Are assessment results reported transparently so that stakeholders find
them useful?
30
32. Inventory Table: Operational questions
Information to address operational questions will typically be found in
vendor’s assessment descriptions and technical guides, as well as in the
contract between district and vendor.
Test administration frequency and time are critical questions to address
through the inventory table. Aggregating that information across grades and
subjects will help give districts a better sense of the overall ‘testing burden’
faced by administrators, teachers, and students.
32
34. Next steps and potential extensions of the tool
Your district may want to partner with other similar districts (e.g.,
demographics, location, size, instructional focus) to share outcomes of the
inventory and strategies for streamlining the number of assessments. In
collaboration with other districts, your district might also want to consider
taking a deeper dive on alignment, to better understand how multiple related
assessments can build (or hinder) understanding of student achievement
and needs, or how assessments can better support alignment to instruction.
Note: If the district is interested in evaluating alignment and quality of
assessments, they can use resources such as the Student Achievement
Partners Assessment Evaluation Tool individually or in partnership with other
districts. If these are “off-the-shelf” assessments, districts may wish to work
with other districts that use the same assessments to determine if alignment
and quality evaluations have already been conducted, and to work with
vendors in concert to demand improvements.
34
35. Final points
Throughout this process, districts should stress to stakeholders several key
points:
There are legitimate concerns from parents and the public about the
volume of testing.
The volume of testing goes well beyond those required by states,
and the layers of state, district, and school assessment do not always
add up to a cohesive, aligned, informative whole.
The transition to new, high-quality state assessments is a critical
window of opportunity for districts to take stock of the assessments
students are required to take.
This work is a priority, worthy of the time it takes to plan and complete
the process successfully, and requires strong input and buy-in from
stakeholders.
The district will emerge from the process with recommendations that
have impact. If not, the district will need to explain to parents and policy
leaders why not.
35
36. Thank you!
For more information: www.achieve.org/assessmentinventory
Alissa Peltzman, Vice President, State Policy and Implementation Support
apeltzman@achieve.org
Cory Curl, Senior Fellow, Assessment and Accountability
ccurl@achieve.org
Jacob Mishook, Associate Director, Assessment and Accountability
jmishook@achieve.org
We are very interested in continuing to hear your feedback
on the assessment inventory. If you represent a district or state and
would like an individualized training, please contact any of us.
36