Professor Michele Pistone, Villanova University, shares her insights on assessment for legal education, including formative and summative assessment. She explains the difference between formative and summative assessments and the components of effective assessment tools. For more information about online learning, visit, Legaledweb.com and You tube/ LegalED.
Brightspace Rubrics: Everything you Always Wanted to Know - April 2019D2L Barry
Presentation at 2019 D2L Connection at Normandale CC on April 5,, 2019
Brightspace Rubrics: Everything you Always Wanted to Know but Were Too Afraid to Ask- Suzanne Schlangen and Kim Vossen, Minnesota State System
Improving student learning through assessment and feedback in the new higher education landscape by Professor Graham Gibbs presented at the Learning @ City 2012 Conference at City University London.
View the presentation video here: http://www.youtube.com/watch?v=DbzMTXRBcQk&feature=plcp
Brightspace Rubrics: Everything you Always Wanted to Know - April 2019D2L Barry
Presentation at 2019 D2L Connection at Normandale CC on April 5,, 2019
Brightspace Rubrics: Everything you Always Wanted to Know but Were Too Afraid to Ask- Suzanne Schlangen and Kim Vossen, Minnesota State System
Improving student learning through assessment and feedback in the new higher education landscape by Professor Graham Gibbs presented at the Learning @ City 2012 Conference at City University London.
View the presentation video here: http://www.youtube.com/watch?v=DbzMTXRBcQk&feature=plcp
This is NOT my original work. This was created by Janet Holmshaw and Jeff Sapiro of Middlesex University, London. I have simply uploaded it for use in one of my college courses.
Welcome to these slides about using and creating Rubrics for College. Learn, share and enjoy this slideshow, and uncover some useful information that you can immediately apply to make your life easier while enhancing the learning experience of your students!
This PowerPoint by Dr. Dee McKinney & Katie Shepard was presented as a workshop for the East Georgia State College Center for Teaching & Learning for interested faculty & staff in January 2018.
Learning outcomes are statements that specify what learners will know or be able to do as a result of a learning activity. Outcomes are usually expressed as knowledge, skills, or attitudes.
An introduction to the scholarship of teaching and learning (SoTL) for those who wish to explore the possibilities for scholarly research and publishing.
This is NOT my original work. This was created by Janet Holmshaw and Jeff Sapiro of Middlesex University, London. I have simply uploaded it for use in one of my college courses.
Welcome to these slides about using and creating Rubrics for College. Learn, share and enjoy this slideshow, and uncover some useful information that you can immediately apply to make your life easier while enhancing the learning experience of your students!
This PowerPoint by Dr. Dee McKinney & Katie Shepard was presented as a workshop for the East Georgia State College Center for Teaching & Learning for interested faculty & staff in January 2018.
Learning outcomes are statements that specify what learners will know or be able to do as a result of a learning activity. Outcomes are usually expressed as knowledge, skills, or attitudes.
An introduction to the scholarship of teaching and learning (SoTL) for those who wish to explore the possibilities for scholarly research and publishing.
Presentation given on Dec 13, 2019 at DePaul University for the D2L Connection: Chicago Edition.
Creator and presenter: Barry Dahl, Teaching & Learning Advocate, D2L
Evaluating the Quality of Online Teaching D2L Barry
Presentation by Barry Dahl at the 2018 D2L Connection: London Edition.
This session addresses the development of a process that can be used to evaluate the quality of online teaching. The current evaluation processes at many colleges do not specifically address online instruction, and most academic administrators have limited personal experience with online course design and instruction. Two useful documents will be shared in this webinar. The first is a five-part Pre-Evaluation Worksheet. The second document is a five-category rubric for evaluating teaching performance of online instructors. The rubric could be used as a self-evaluation for faculty, as part of a peer review evaluation, or as part of an academic administrator’s evaluation of faculty. These documents are sharable and editable. Use these documents to start a faculty evaluation process or to build upon your existing process.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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!
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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”.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
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.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
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.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
3. Top5Tips forTeaching Law Online
1Shift your mindset
Employ student-centered design
Assess & measure student learning
Use space & time differently
Jump in, ask Qs & have fun!
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10. When creating any assessment:
• Start from course & unit learning goals
• Determine evidence to demonstrate students met goals
• Determine methods for generating evidence
• Determine how to evaluate evidence
• Build those insights into set of summative/formative assessments
Examples of assessment strategies:
• My entire course grade will be based on a single final exam
• Half the course grade is based on a final exam, and the rest will be based
on quizzes, written assignments, and class participation
Student-centered design & assessment
11. • Assessment of learning
• Usually leads to a grade or contribution towards a grade
Examples:
Summative assessment
Final Exam Online Quiz Clinic Performance/Role
Play/Student Presentation
Other Examples: Papers and writing assignments, skills performance/role play (ex. negotiation), portfolios of work, etc.
12. • Assessment as learning
• Designed to identify & close learning gaps in real time
Examples:
Formative assessment
Socratic Questioning Ungraded Quiz/Poll
Check for Understanding
Online Discussion
Other Examples: Classroom discussion, “Do Now” exercises, observed performance/behavior
13. • Linear/Closed response: includes machine-scored item types usually built
into a learning management system (LMS)
• Examples: Multiple-choice, matching, etc.
• Linear/Open response: open-ended items with incorrect and correct
answers
• Examples: Fill-in-the-blank, short answer problems
• Performance-based: students perform open-ended task involving
integrating knowledge and/or demonstrating complex skills/values
• Examples: Written final exam, research paper, student presentation, clinical
evaluation
Types of assessment content
14. • Assessment as learning
• Strategically designed so students get feedback
• Professors know who has and has not mastered a learning goal
• Includes a remediation strategy that allows the professor to close gaps
between those who have/have not mastered a learning goal in real time
Examples: Socratic questioning, quizzes, guided discussions, contributions
a discussion board
Formative assessment
15. 1. A question or task that will elicit whether a students has mastered
a learning goal
2. A remediation strategy for closing learning gaps in real time
3. Content for executing that remediation strategy “at-the-ready”
4. Integration of “assessment as learning” into the design of a lesson
Formative assessment components
16. 1. A question or task that will elicit whether a students has mastered a learning goal:
Multiple-choice question/poll question
2. A remediation strategy for closing learning gaps in real time: Direct instruction
3. Content for executing a remediation strategy “at-the-ready”: Slide providing simple
explanations
4. Integration of “assessment as learning” into the design of a lesson: Lesson plan that
would dive more deeply into each option, building on questions that arise from
responses to the formative item
Example
18. 1. Start from learning goals and a list of evidence needed to determine if
learning has taken place
2. Evidence becomes the basis for a set of evaluation criteria
3. Create a preliminary rubric that assigns criteria and performance levels based
on evidence
4. Create an assignment and a rubric designed to evaluate that assignment in
tandem (do not force fit a rubric to an existing assignment, or vice versa)
5. Work rubric criteria into your assignment instructions (or provide students the
rubric)
Performance-based assessments
22. Why use Discussion Boards?
• Build community;
• Foster in-depth reflection by giving students time to reflect on
their thoughts and compose a thoughtful response;
• Practice giving and receiving advice from colleagues;
• Practice expressing and responding to the viewpoints of others;
• Develop writing and critical thinking skills;
• Share opinions and ideas with others and to see the world
through the perspectives of others; and
• Practice providing constructive criticism and sharing differing
viewpoints.
