This document discusses student assessment and the assessment process. It defines assessment as a systematic process of gathering data related to student learning to understand what students know and can do. The key points are that assessment is ongoing, uses multiple methods, criteria and standards, and provides evidence of student understanding. The assessment process involves setting aims, taking action through assessment, and making adjustments. Assessment is important to understand student knowledge, skills, processes, and motivation. It should involve teachers, students, peers, administrators and parents. The results of assessment should be used to improve instruction, provide feedback, and report on student progress.
Meaning, characteristics of learner-centered teaching, characteristics learner-centered learning, Need for learner-centered approaches in teaching, advantages, learner-centered teaching vs teacher-centered learning, teaching, Learner - centered techniques of teaching and their advantages.
Monitoring and Evaluation Supporting School Improvement and EffectivenessEduEval Consultancy
There is an increasing emphasis on school success. Resources are not limited and the most precious of these is time. The time that teachers and students spend together needs to be effective so that student are capitalizing on opportunities to learn and ultimately achieving pre-determined educational standards. There are many different components to schools and factors that influence success. Educational leaders can readily become overwhelmed with where to start to make a difference. Monitoring and Evaluation (M&E) allows for purposeful evidence-informed decisions to become part of the school culture.
Meaning, characteristics of learner-centered teaching, characteristics learner-centered learning, Need for learner-centered approaches in teaching, advantages, learner-centered teaching vs teacher-centered learning, teaching, Learner - centered techniques of teaching and their advantages.
Monitoring and Evaluation Supporting School Improvement and EffectivenessEduEval Consultancy
There is an increasing emphasis on school success. Resources are not limited and the most precious of these is time. The time that teachers and students spend together needs to be effective so that student are capitalizing on opportunities to learn and ultimately achieving pre-determined educational standards. There are many different components to schools and factors that influence success. Educational leaders can readily become overwhelmed with where to start to make a difference. Monitoring and Evaluation (M&E) allows for purposeful evidence-informed decisions to become part of the school culture.
This describes about the reflective thinking and the action research, teachers reflection, skill and knowledge,reflective thinking, benefits and limitation of reflective thinking, reflection practices and forms, Integrated action research.
This presentation discusses the meaning of assessment . The difference between assessment an evaluation . Kinds of assessment . Finally, it present simple assessment strategies .
This describes about the reflective thinking and the action research, teachers reflection, skill and knowledge,reflective thinking, benefits and limitation of reflective thinking, reflection practices and forms, Integrated action research.
This presentation discusses the meaning of assessment . The difference between assessment an evaluation . Kinds of assessment . Finally, it present simple assessment strategies .
It explains about the material evaluation, learning/study materials, objectives of evaluation, need or requirement of evaluation, steps involved in it, results, formative and summative evaluation, benefits of evaluating the learning material.
Assessment plays an important role in the teaching-learning process. Some of the important types of assessment are
Practice-based assessment
Evidence-based assessment
Performance-based assessment
Examination based assessment
The assessment process emphasizes data collection of student performance to diagnose learning problems, monitor progress and give feedback for improvements.
How to Split Bills in the Odoo 17 POS ModuleCeline George
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Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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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.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
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!
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
2. What is Assessment?
Assessment is a systematic process of gathering,
interpreting, and acting upon data related to student
learning and experience for the purpose of
developing a deep understanding of what students
know, understand, and can do with their knowledge
as a result of their educational experience; the
process culminates when assessment results are
used to improve subsequent learning.
Huba and Freed, 2000
3. Key Points
Assessment is an ongoing
process aimed at
understanding and
improving student learning
Multiple methods
Criteria and standards
Evidence
Students know, can do and
understand
It’s more than just collecting
data
4. Sequence in Preparing Instructionally
Relevant Assessment
INSTRUCTION
Indicates the learning
outcomes to be attained by
students
Is there
close
agreement
?
LEARNING TASK
Specifies the particular set
of learning task(s) to be
assessed.
ASSESSMENT
Provides a procedure
designed to measure a
representative sample of
the instructionally relevant
learning tasks.
5. What is the Assessment Process?
AIMS
ADJUSTMENT
ACTION
ASSESSMENT
6. Importance of Assessment
To find out what the students know (knowledge)
To find out what the students can do, and how well
they can do it (skill; performance)
To find out how students go about the task of doing
their work (process)
To find out how students feel about their work
(motivation, effort)
7. What is Student Assessment for?
To
help us design and modify programs to
better promote learning and student success.
To provide common definitions and
benchmarks for student abilities that will
enable us to act more coherently and
effectively to promote student learning.
8. What is Student Assessment for?
To
provide feedback, guidance, and
mentoring to students so as to help them
better plan and execute their educational
programs.
To provide improved feedback about student
learning to support faculty in their work.
9. Functions of Assessment
Diagnostic:
tell us what the student needs to
learn
Formative: tell us how well the student is
doing as work progresses
Summative: tell us how well the student did
at the end of a unit/task
10. What can be assessed?
Student
learning characteristics
-Ability differences
-Learning styles
Student motivational characteristics
-Interest
-Self-efficacy
-goal orientation
11. What can be assessed? Cont.
Learning
–
–
–
–
–
Content knowledge
Ability to apply content knowledge
Skills
Dispositions and attitudes
Performances
13. Criteria In Choosing an Assessment
Method
It should be reliable.
It should be valid.
It should be simple to
operate, and should not
be too costly.
It should be seen by
students and society in
general.
It should benefit all
students.
14. Who should be involved in
assessment?
The teacher
The student
The student’s peer
Administrator
Parents
15. What should we do with the
information from our assessment?
Use
it to improve the focus of our teaching
(diagnosis)
Use it to focus student attention of strengths
and weaknesses (motivation)
Use it to improve program planning (program
assessment)
Use it for reporting to parents
16. Classroom Assessment
Paper
and pencil assessments: Ask students
to respond in writing to questions or problem
-Item level: Assessing lower vs. higher skills
-Knowledge vs. application, analysis,
synthesis, and evaluation
-Authentic tasks
e.g. multiple choice, T/F, matching
(recognition), short answer, essay (recall)
17. Paper and Pencil Assessment
Strengths
-Can cover a lot of material reasonably well
-Fair
-Effective in assessing declarative knowledge of content
- Easier to construct and administer than performance assessments
Weaknesses
-Require forethought and skill
-Less effective in assessing procedural knowledge and creative
thinking
-Construction of good higher level recognition items is difficult
-Recall items that do a good job of assessing higher level thinking
(essay questions) are difficult to score.
18. Performance Assessments
1.
2.
- assessment that elicits and evaluates
actual student performances
Types of Performances:
Products: drawings, science experiments,
term papers, poems, solution to authentic
problems
Behavior: time trial for running a mile,
reciting a poem, acting tryouts, dancing
19. Performance assessments
Strengths
-Effective for assessing higher level thinking and authentic
learning
-Effective for assessing skill and procedural learning
-Interesting and motivating for students
Weaknesses
-Emphasize depth at the expense of breadth
-Difficult to construct
-Time consuming to administer
-Hard to score fairly
20. How can we assess student learning?
Traditional
assessment: assess student
knowledge and skills in relative isolation from
real world context.
Traditional assessment practices reflect what
students are able to recall from memory
through various means, such as, multiple
choice, true/false, fill in the blank, and
matching questions.
21. How can we assess student learning?
Authentic
assessment: assess students’
ability to use what they’ve learning in tasks
similar to those in the outside world.
Occurs when the authenticity of student
learning has been observed. It requires
information from a variety of source such as
content work samples, observation during
class activities, and conferences with
students.
22. Classroom Assessment
Informal
Assessment: teachers’
spontaneous, day to day observations of
student performances.
Examples
Verbal
-Asking questions
-Listening to student discussions
-Conducting student conferences
25. Classroom Assessment
Formal assessment: assessment that is planned in
advance and used to assess a predetermined
content and/or skill domain.
Strengths
-allows the teacher to evaluate all students
systematically on the important skills and concepts
-helps teachers determine how well students are
progressing over the entire year
-provides useful information to parents and
administrators.
26. Portfolios
A
collection of student samples representing
or demonstrating student academic growth. It
can include formative and summative
assessment. It may contain written work,
journals, maps, charts, survey, group reports,
peer reviews and other such items.
Portfolios are systematic, purposeful, and
meaningful collections of students’ work in
one or more subject areas.
27. Importance of Portfolios
For Students
Shows growth over time
Displays student’s accomplishment
Helps students make choices
Encourages them to take responsibility for
their work
Demonstrates how students think
28. Importance of Portfolios
For Teachers
Highlights performance-based activities over year
Provides a framework for organizing student’s work
Encourages collaboration with students, parents, and
teachers
Showcases an ongoing curriculum
Facilitates student information for decision making
29. Importance of Portfolios
For Parents
Offer insight into what their children do in school
Facilitates communication between home and school
Gives the parents an opportunity to react to what
their child is doing in school and to their development
Shows parents how to make a portfolio so they may
do one at home at the same time
30. Importance of Portfolios
For Administrators
Provides evidence that teacher/school goals
are being met
Shows growth of students and teachers
Provides data from various sources
31. What do portfolios contain?
Three basic models:
Showcase model, consisting of work samples
chosen by the student.
Descriptive model, consisting of representative work
of the student, with no attempt at evaluation.
Evaluative model, consisting of representative
products that have been evaluated by criteria.
32. Disadvantages of Portfolio
Require more time for faculty to evaluate than test or
simple-sample assessment.
Require students to compile their own work, usually
outside of class.
Do not easily demonstrate lower-level thinking, such
as recall of knowledge.
May threaten students who limit their learning to
cramming for doing it at the last minute.
33. Rubric
It
is a scoring guide that seeks to evaluate a
student’s performance based on the sum of a
full range of criteria rather than a single
numerical score.
It is a working guide for students and
teachers, usually handed out before the
assignment begins in order to get students to
think about the criteria on which their work
will be judged.
34. Rubrics are scoring criteria for
Free-response Questions
Scientific reports
Oral or Power point
presentations
Reflections/Journals
Essay
Laboratory-based
performance tests
Article review or reactions
Portfolios
Many others
35. Open-ended Question
During a storm, Wendy noticed that she always heard thunder shortly
after she saw a flash of lighting. Explain why there is a difference a
time between seeing lightning and hearing thunder.
Level of Performance
Criteria
Sample Answer
4
Response include the fact that light
travels faster than sound; makes the
connection with scenario
Light is faster than sound.
You can see the lightning
bolt before sound reaches
you.
3
Response only mentions the fact that
light is faster than sound; does not
relate the concept of hearing and
seeing
Sound travels slower
than light
2
Response is scientifically incorrect
Sound is faster than light
1
Question or parts of question
restated
Thunder follows lightning
0
No answer or answer erased
36. Concept Mapping
It requires students to explore
links between two or more related
concepts. When making concept
maps, they clarify in their minds
the links they have made of the
concepts and having visual
representation of these links, they
are better able to rearrange of
form new links when new
concepts are introduced.
37. Laboratory Performance
In
this format students and teachers know
the requirements in advance and prepare
them. The teacher judges the student
performance within a specific time frame and
setting. Students are rated on appropriate
and effective use of laboratory equipment,
measuring tools, and safety laboratory
procedures as well as a hands-on designing
of an investigation.
38. Inventories
Diagnostic
Inventories: Student responses to
a series of questions or statements in any
field, either verbally or in writing. These
responses may indicate an ability or interest
in a particular field.
Interest Inventories: student responses to
questions designed to find out past
experience and or current interest in a topic,
subject or activity.
39. Classroom Assessment
Presentation: a presentation by one student or by a
group of students to demonstrate the skills used in
the completion of an activity or the acquisition of
curricular outcomes/expectations. The presentation
can take the form of a skit, lecture, lab presentation,
debate etc. Computers can also be used for
presentation when using such software as
Hyperstudio, Powerpoint or Corel presentations.
Peer Evaluation: judgments by students about one
another’s performance relative to stated criteria and
program outcomes
40. Journal Assessment
This refer to student’s ongoing record of expressions
experiences and reflections on a given topic. There
are two types: one in which students write with
minimal direction what he/she is thinking and or
feeling and the other requires students to compete a
specific written assignment and establishes
restrictions and guidelines necessary to accurately
accomplish the assignment. Journals can evolve
different types of reflecting writing, drawing, painting,
and role playing.
44. Summary
A fair assessment is one in which students are given
equitable opportunities to demonstrate what they
know and can do.
Classroom assessment is not only for grading or
ranking purposes. Its goal is to inform instruction by
providing teachers with information to help them
make good educational decisions.
Assessment is integrated with student’s day-to-day
learning experiences rather than a series of an endof-course tests.
45. Why link assessment with instruction?
Better assessment
means better teaching.
Better
students
mean better
opportunities
for a better
life.
Better
teaching
means
better
learning.
Better learning
means
better students.
46. (Read and Take Joy in being a Teacher)
THE CREATION OF A TEACHER
Anonymous
The Good Lord was creating teachers. It was His sixth day of
“overtime’’ and He knew that this was a tremendous responsibility
for teachers would touch the lives of so many impressionable
young children. An angel appeared to Him and said, “You are
taking a long time to figure this one out.”
“Yes,” said the Lord, “but have you read the specs on this order?”
TEACHER:
…must stand above all students, yet be on their level
…must be able to do 180 things not connected with the subject being
taught
…must run on coffee and leftovers,
…must communicate vital knowledge to all students daily and be
right most of the time
47. The Creation of a Teacher
…must have more time for others than for herself/himself
…must have a smile that can endure through pay cuts, problematic
children, and worried parents
…must go on teaching when parents question every move and others are
not supportive
…must have 6 pair of hands.
“Six pair of hands, “said the angel, “that’s impossible”
“Well, said the Lord, “it is not the hands that are the problem. It is the three
pairs of eyes that are presenting the most difficulty!”
The angel looked incredulous, “Three pairs of eyes…on a standard
model?”
The Lord nodded His head, “One pair can see a student for what he is and
not what others have labeled him as. Another pair of eyes is in the back
of the teacher’s head to see what should not be seen, but what must be
known. The eyes in the front are only to look at the child as he/she ‘acts
out’ in order to reflect, I understand and I still believe in you”, without so
much as saying a word to the child.” “Lord,” said the angel, “this is a
very large project and I think you should work on it tomorrow”.
48. The Creation of a Teacher
“I can’t, said the Lord, “for I have come very close to creating something
much like Myself. I have one that comes to work when he/she is sick…
teachers a class of children that do not want to learn… has a special
place in his/her heart for children who are not his/her own…
understands the struggles of those who have difficulty…never takes the
students for granted…”
The angel looked closely at the model the Lord was creating. “It is too softhearted, “said the angel. “Yes,” said the Lord, “but also tough, You can
not imagine what this teacher can endure or do, if necessary”. “Can this
teacher think?” asked the angel. “Not only think,” said the Lord,. “but
reason and compromise.” The angel cam closer to have a better look at
the model and ran his finger over the teacher’s cheek. “Well, Lord, “said
the angel, your job looks fine but there is a leak. I told you that you
were putting too much into this model. You can not imagine the stress
that will be placed upon the teacher.” The Lord moved in closer and
lifted the drop of moisture from the teacher’s cheek. It shone and
glistened in the light. “It is not a leak,” He said, “It is a tear.”
49. The Creation of a Teacher
“A tear? What is that?” asked the angel, “What is a tear
for?” The Lord replied with great thought, “It is for the
joy and pride of seeing a child accomplish even the
smallest task. It is for the loneliness of children who
have a hard time to fit in and it is for compassion for
the feelings of their parents. It comes from the pain of
not being able to reach some children and the
disappointment those children feel in themselves. It
comes often when a teacher has been with a class
for a year and must say good- bye to those students
and get ready to welcome a new class.”
“My,” said the angel, "The tear thing is a great idea…
You are a genius!”
The Lord looked somber, “I didn’t put it there.”