What does brilliant learning look like by Pathway College in BirminghamThe Pathway Group
teaching and learning training, information on teaching and learning, improving teaching and learning, ways to improve teaching and learning, what does brilliant training look like, teaching and learning consultant, teaching and learning consultants, teaching and learning consultancy,
What does brilliant learning look like by Pathway College in BirminghamThe Pathway Group
teaching and learning training, information on teaching and learning, improving teaching and learning, ways to improve teaching and learning, what does brilliant training look like, teaching and learning consultant, teaching and learning consultants, teaching and learning consultancy,
A simple presentation related to the types of assessment, mainly summative and formative assessment. At the end of this presentation you will be able to differentiate between these two types of assessment.
This is a presentation prepared for the requirement for my masters programme from Andrews University. It is about the importance of assessment in the classroom and also gives us the idea about different forms of assessment.
Teachers' formative assessment practices in the classroom: a literature revie...Judith Gulikers
This presentation described our literature review on: What teachers DO in the classroom when they implement formative assessment practices. It also describes the formative assessment cycle that we used as conceptual and analytical framework to deduce all teacher activities from literature
Group Assessment in Higher Education - Possibilities & ChallengesDavid Morrison-Love
This presentation explores some of the challenges, opportunities and ways of designing effective group work for students in Higher Education. It draws upon particular structures and examples that have been successfully employed by courses in the School of Education at the University of Glasgow.
This presentation is designed to help teachers consider assessment strategies by using both summative assessment (assessment of learning) and formative assessment (assessment for learning)
Presented at the Scripps Institution of Oceanography in La Jolla, California on November 21, 2014.
Peter Newbury
Center for Teaching Development, UC San Diego
ctd.ucsd.edu
A simple presentation related to the types of assessment, mainly summative and formative assessment. At the end of this presentation you will be able to differentiate between these two types of assessment.
This is a presentation prepared for the requirement for my masters programme from Andrews University. It is about the importance of assessment in the classroom and also gives us the idea about different forms of assessment.
Teachers' formative assessment practices in the classroom: a literature revie...Judith Gulikers
This presentation described our literature review on: What teachers DO in the classroom when they implement formative assessment practices. It also describes the formative assessment cycle that we used as conceptual and analytical framework to deduce all teacher activities from literature
Group Assessment in Higher Education - Possibilities & ChallengesDavid Morrison-Love
This presentation explores some of the challenges, opportunities and ways of designing effective group work for students in Higher Education. It draws upon particular structures and examples that have been successfully employed by courses in the School of Education at the University of Glasgow.
This presentation is designed to help teachers consider assessment strategies by using both summative assessment (assessment of learning) and formative assessment (assessment for learning)
Presented at the Scripps Institution of Oceanography in La Jolla, California on November 21, 2014.
Peter Newbury
Center for Teaching Development, UC San Diego
ctd.ucsd.edu
Formative assessment is an assessment tool to assess you to improve you, by giving feedback and opportunity for remedial.Presentation is for medical students that how it can be helpful to form them into better doctors.
How do we know when our students are learning?Assessment of student learning is necessary to determine students’ strengths and weaknesses so that we can determine if students have learned the objectives and developed their skills. During the next year we will be providing faculty with resources to help them develop meaningful formative assessments to enhance their instruction. Faculty will be expected to include a formative assessment within each course and syllabus. Formative assessments help faculty determine how to modify their instruction from week to week to meet students’ needs. It is an assessment for learning. In contrast, summative assessments, such as course finals, are an assessment of learning. While both assessment approaches are necessary, our focus this year is to increase the use of formative assessments in our classes to improve learning. Fook & Sidhu (2010) succinctly captures the importance of assessment: “Many learning institutes have forgotten the ultimate purpose of the assessment actually is not only to prove but also to improve students’ learning” (p. 154).
The following slide deck highlights specific strategies teachers may utilize to enable students to develop assessment capabilities, a growth mindset, and the knowledge and skills to support others in their learning. This presentation was delivered at ASCD New Orleans 2016
Learning Outcomes: Blueprints for Teaching and LearningPeter Newbury
Slides for learning outcomes workshop I facilitated at 2017 British Columbia Institute of Technology (BCIT) School of Transportation Development Day on October 31, 2017.
Peter Newbury
UBC Okanagan
CC-BY
My keynote presentation at the 2017 British Columbia Institute of Technology (BCIT) School of Transportation Development Day on October 31, 2017.
Peter Newbury
UBC Okanagan
CC-BY
"Getting to Know You"
Presentation to support a jigsaw activity to explore student diversity. Full details at
peternewbury.org/2016/08/getting-to-know-you
CIRTL Spring 2016 The College Classroom Meeting 10 - The First Day of ClassPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
CIRTL Spring 2016 College Classroom Meeting 9: TransparencyPeter Newbury
Tom Holme
Iowa State University
and
Peter Newbury
UC San Diego
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
CIRTL Spring 2016 The College Classroom Meeting 8 - Teaching-as-ResearchPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
CIRTL Spring 2016 The College Classroom Meeting 7 - They're not dumb, they're...Peter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
CIRTL Spring 2016 The College Classroom Meeting 6 - Peer InstructionPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
CIRTL Spring 2016 The College Classroom Meeting 5 - Active LearningPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
CIRTL Spring 2016 The College Classroom Meeting 4 - Fixed and Growth Mindset ...Peter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
1. on target by hans_s on flickr CC-BY-ND
What do you notice?
What do you wonder?
Assessment
1
2. CTD WEEKLY WORKSHOPS:
ASSESSMENT
Peter Newbury
Center for Teaching Development,
University of California, San Diego
pnewbury@ucsd.edu @polarisdotca
ctd.ucsd.edu #ctducsd
resources: ctd.ucsd.edu/programs/weekly-workshops-spring-2014/
Wednesday, April 30, 2014
12:00 – 12:50 pm Center Hall, Rm 316
3. Scholarly approach to teaching:
Assessment3
Carl Wieman
Science Education Initiative
cwsei.ubc.ca
What should
students
learn?
What are
students
learning?
What instructional
approaches
help students
learn?
learning
outcomes
4. Learning outcomes…
Assessment4
clarify to the students and to the instructors the
what it means to “understand” each concept
are statements that complete the sentence, “By this
end of this lesson/unit/course, you will be able to…”
begins with an action verb, typically chosen by the
cognitive Bloom’s Level of the outcome (remember,
comprehend, apply, analyze, evaluate, create)
5. Scholarly approach to teaching:
Assessment5
Carl Wieman
Science Education Initiative
cwsei.ubc.ca
What should
students
learn?
What are
students
learning?
What instructional
approaches
help students
learn?
learning
outcomes
how people learn,
alt to lecture
6. We know How People Learn
Assessment6
…and what it means for teaching [1]:
1. Teachers must draw out and work with the pre-
existing understanding that their students bring with
them. Classrooms must be learner centered.
2. Teachers must teach some subject matter in depth,
providing many examples in which the same concept
is at work and providing a firm foundation of
factual knowledge.
3. The teaching of metacognitive (“thinking about
thinking”) skills should be integrated into the
curriculum in a variety of subject areas.
7. Scholarly approach to teaching:
Assessment7
Carl Wieman
Science Education Initiative
cwsei.ubc.ca
What should
students
learn?
What are
students
learning?
What instructional
approaches
help students
learn?
learning
outcomes
assessment
how people learn,
alt to lecture
8. Vocabulary check: assessment
Assessment8
is that which gives a final
judgment of evaluation of
proficiency, such as grades or
scores.
(How Learning Works, p. 139)
explicitly communicates to
students about some specific
aspects of their performance
relative to specific target
criteria, and … provides
information that helps students
progress toward meeting those
criteria…[It] informs students’
subsequent learning.
(How Learning Works, p. 139)
formative assessmentsummative assessment
9. Feedback and Practice that
Enhance Learning [2]
Assessment9
Goal-directed practice coupled with
targeted feedback are critical to learning.
Music by Piulet on flickr CCExcellent Shot by Varsity Life on flickr CC
10. Feedback and Practice that
Enhance Learning [2]
Assessment10
Goal-directed practice coupled with
targeted feedback are critical to learning.
Goals can direct the nature of focused practice, provide the
basis for evaluating observed performance, and shape the
targeted feedback that guides students’ future efforts.
[p. 127]
Targeted feedback gives students prioritized information
about how their performance does or does not meet the
criteria so they can understand how to improve their future
performance. [p. 141]
11. Feedback and Practice that
Enhance Learning [2]
Assessment11
Goal-directed practice coupled with
targeted feedback are critical to learning.
practice is goal-directed
productive practice
timely feedback
feedback at appropriate level
12. Aside: exploring these characteristics
Assessment12
analogy
Students come to the classroom with preconceptions
about how the world works…Teachers must draw out
and work with the preexisting understandings that their
students bring with them. (How People Learn [1])
contrasting cases
Teachers must teach some subject matter in depth,
providing many examples in which the same concept is
at work and providing a firm foundation of factual
knowledge
(How People Learn [1])
13. Scenarios
Assessment13
feedback at
appropriate level
feedback not at
appropriate level
productive practice unproductive practice
practice is goal-directed practice not goal-directed
timely feedback untimely feedback
In a moment but not yet, find 2-3 others with
the same colored sheet as you. Together, think
of examples/scenarios of both cases, in
sports/hobbies and in teaching and learning.
14. Feedback at Appropriate Level Feedback not at Appropriate Levelsport/hobbyteachingandlearning
Assessment
14
21. Rubrics…
Assessment21
goal-directed
Goals can direct the nature of focused practice,
provide the basis for evaluating observed
performance, and shape the targeted feedback that
guides students’ future efforts.
targeted feedback
Targeted feedback gives students prioritized
information about how their performance does or
does not meet the criteria so they can understand
how to improve their future performance.
22. Rubrics…
Assessment22
need to be given BEFORE and BUILT INTO assignment
outline what it takes to improve: path to improvement
offer an appropriate level of challenge (defined by
the learning outcomes)
support growth mindsets (see Dweck[3])
give students opportunities to practice being
metacognitive
23. Take Away:
Assessment23
Design each activity,
each class, and your
entire course by aligning
and synchronizing the
learning outcomes,
instructional activities, and
assessments (both formative
and summative.)
What should
students
learn?
What are
students
learning?
What instructional
approaches
help students
learn?
24. CTD WEEKLY WORKSHOPS:
ASSESSMENT
Peter Newbury
Center for Teaching Development,
University of California, San Diego
pnewbury@ucsd.edu @polarisdotca
ctd.ucsd.edu #ctducsd
resources: ctd.ucsd.edu/programs/weekly-workshops-spring-2014/
Wednesday, April 30, 2014
12:00 – 12:50 pm Center Hall, Rm 316
May 7 Peer Instruction 1: Writing Good Peer Instruction (“Clicker”) Questions
May 14 Peer Instruction 2: Best Practices for Running Peer Instruction with Clickers
25. References
Assessment25
1. National Research Council (2000). How People Learn: Brain, Mind,
Experience, and School: Expanded Edition. J.D. Bransford, A.L Brown & R.R.
Cocking (Eds.),Washington, DC: The National Academies Press.
2. Ambrose, S.A., Bridges, M.W., DiPietro, M., Lovett, M.C., & Norman, M.K.
(2010). How Learning Works. San Fransisco: Jossey-Bass.
3. Dweck, C. (2007). The Secret to Raising Smart Kids. Sci Am 18, 6, 36-43.