Overall, assessments are used either as a Programmatic Assessment or as a Learning Assessment. One of the most familiar learning assessments is the multiple choice assessment that reflects the typical pen and paper traditional classroom test (Popham, 2006). However, these tests are not very easy to construct to ensure validity due to unclear directions, ambiguous statements, unintended clues, complicated syntax and difficult vocabulary (Popham, 2006). Other learning assessments with construct validity, such as the essay and the reflective journal, tend to focus on student-centered pedagogy. These assessments are ideal for assessing the learning outcomes of the individual and increase the student’s personal responsibility for their own learning. This reading document provides a brief summary of assessment tools that are available for both programmatic and learning.
Presentation content from Electric Paper Ltd. recent seminar series on Effective Course Evaluation based upon interviews from Senior Academics and Student Representatives
A presentation for my Ed. D. Degree Program relating to Program Evaluation Models: Developers of the Management-Oriented Evaluation Approach and their Contributions;
How the Management-Oriented Evaluation Approach Has Been Used; Strengths and Limitations of the Management-Oriented Evaluation Approach; Other References, Questions for Discussion
This gives the information about programme evaluation, planning of evaluation, requirement and purpose of evaluation, steps involved in evaluation, Uses of evaluation, Stakeholder and their role in evaluation, finding and analysing the result of evaluation, Standards of effective evaluation, utilization of evaluation.
Evaluation is critical component in public policy and other forms of policy. Thus this slides gives a short overview of relevance of Evaluation in every capacity.
Building Testing Committees that have the Authority to Create Effective ChangeExamSoft
Incorporation of sound curriculum evaluation measures and related analysis can provide evidence to support changes within the curriculum that close content gaps, as well as support for individual interventions for academically at-risk students as early as possible in the course sequencing, to avoid the prospect of a “too little, too late” response to learning deficits. To promote the process of continual program evaluation and quality improvement, faculty are better defining the data they analyze to drive fine-tuning of curricula, with the ultimate goal of achieving all desired curriculum outcomes. However, many programs lack the assignment of these analysis tasks within their curriculum committee framework, and as a result, changes to testing policy may be implemented without much evidence-based reason, and may be carried out in a way that is irrespective of other curriculum revisions. In best cases, this lack of consistency with the analysis as well as the lack of attention to curriculum impact once these testing policies are implemented results in the lack of any observable increase in desired outcomes like improved pass rates. At worst, this situation results in the “wheels spinning” scenario, where faculty serving on the curriculum committee appear to make random but unrelated policy changes throughout the academic year, with no real clarity about what outcomes they are expecting from these interventions, and no way of accruing data after the fact that can be analyzed for any evidence of improvement.
This webinar will address a common trend that is increasingly being adopted by faculty to avoid this type of scenario: the formulation of a testing committee. The discussion will encompass methods used to evaluate both total program outcome achievement and individual student performance, using methods for both internal and external curriculum evaluation, and will identify how faculty can incorporate consequences associated with students’ scores and other evaluation data within their testing policies that have been shown in research studies to improve outcomes. Another key role of the committee is the design and implementation of all testing-related policies within the curriculum, generally with approval of the overall curriculum committee, but also with input from the student affairs committee, as these testing policies relate to admission, progression, and graduation policies that are generally within the oversight of the student affairs committee. Finally, the testing committee will be described as the regulator of the school’s testing style manual with respect to item creation, editing, and removal of test items from the item bank used for teacher-made exams, based on a systematic review of item analysis data in concert with sound item writing skills designed to produce test items at the application-and-above level within the cognitive taxonomy.
Evaluation serves two main purposes: accountability and learning. Development agencies have tended to prioritize the first, and given responsibility for that to centralized units. But evaluation for learning is the area where observers find the greatest need today and tomorrow. A learning approach to evaluation looks to designing evaluation with learning in mind.
The presentation is a systematic and comprehensive formative evaluation plan to investigate the implementation of social studies education for Democratic citizenship (SSEDC) in the mature stage. The lead evaluator will select a team to guide and conduct key actions throughout the evaluation process. The plan will begin with the Grades K-6 program description, followed by the theoretical framework, including the research questions that will guide the project over a 12-week period. The methodology will be mixed method survey design, using multiple methods to collect quantitative and qualitative data. The sampled target group will include various stakeholders in the school community, including the implementers and others as the need arises. Content and descriptive data analyses will be the suggested methods to extract themes and concepts and highlight possible findings influenced by (a) teachers’ understanding of SSEDC goal; (b) methods used by teachers; and (c) problems the teachers are experiencing during the implementation process. The evidence will form the basis for findings and conclusions, and for recommending strategies for improvement of SSEDC. The evaluation team will put measures in place to promote accurate results, and efficient reporting procedures. The evaluation team will put efficient reporting procedures or measures in place respected by the internal stakeholders – designers and implementers.
Presentation content from Electric Paper Ltd. recent seminar series on Effective Course Evaluation based upon interviews from Senior Academics and Student Representatives
A presentation for my Ed. D. Degree Program relating to Program Evaluation Models: Developers of the Management-Oriented Evaluation Approach and their Contributions;
How the Management-Oriented Evaluation Approach Has Been Used; Strengths and Limitations of the Management-Oriented Evaluation Approach; Other References, Questions for Discussion
This gives the information about programme evaluation, planning of evaluation, requirement and purpose of evaluation, steps involved in evaluation, Uses of evaluation, Stakeholder and their role in evaluation, finding and analysing the result of evaluation, Standards of effective evaluation, utilization of evaluation.
Evaluation is critical component in public policy and other forms of policy. Thus this slides gives a short overview of relevance of Evaluation in every capacity.
Building Testing Committees that have the Authority to Create Effective ChangeExamSoft
Incorporation of sound curriculum evaluation measures and related analysis can provide evidence to support changes within the curriculum that close content gaps, as well as support for individual interventions for academically at-risk students as early as possible in the course sequencing, to avoid the prospect of a “too little, too late” response to learning deficits. To promote the process of continual program evaluation and quality improvement, faculty are better defining the data they analyze to drive fine-tuning of curricula, with the ultimate goal of achieving all desired curriculum outcomes. However, many programs lack the assignment of these analysis tasks within their curriculum committee framework, and as a result, changes to testing policy may be implemented without much evidence-based reason, and may be carried out in a way that is irrespective of other curriculum revisions. In best cases, this lack of consistency with the analysis as well as the lack of attention to curriculum impact once these testing policies are implemented results in the lack of any observable increase in desired outcomes like improved pass rates. At worst, this situation results in the “wheels spinning” scenario, where faculty serving on the curriculum committee appear to make random but unrelated policy changes throughout the academic year, with no real clarity about what outcomes they are expecting from these interventions, and no way of accruing data after the fact that can be analyzed for any evidence of improvement.
This webinar will address a common trend that is increasingly being adopted by faculty to avoid this type of scenario: the formulation of a testing committee. The discussion will encompass methods used to evaluate both total program outcome achievement and individual student performance, using methods for both internal and external curriculum evaluation, and will identify how faculty can incorporate consequences associated with students’ scores and other evaluation data within their testing policies that have been shown in research studies to improve outcomes. Another key role of the committee is the design and implementation of all testing-related policies within the curriculum, generally with approval of the overall curriculum committee, but also with input from the student affairs committee, as these testing policies relate to admission, progression, and graduation policies that are generally within the oversight of the student affairs committee. Finally, the testing committee will be described as the regulator of the school’s testing style manual with respect to item creation, editing, and removal of test items from the item bank used for teacher-made exams, based on a systematic review of item analysis data in concert with sound item writing skills designed to produce test items at the application-and-above level within the cognitive taxonomy.
Evaluation serves two main purposes: accountability and learning. Development agencies have tended to prioritize the first, and given responsibility for that to centralized units. But evaluation for learning is the area where observers find the greatest need today and tomorrow. A learning approach to evaluation looks to designing evaluation with learning in mind.
The presentation is a systematic and comprehensive formative evaluation plan to investigate the implementation of social studies education for Democratic citizenship (SSEDC) in the mature stage. The lead evaluator will select a team to guide and conduct key actions throughout the evaluation process. The plan will begin with the Grades K-6 program description, followed by the theoretical framework, including the research questions that will guide the project over a 12-week period. The methodology will be mixed method survey design, using multiple methods to collect quantitative and qualitative data. The sampled target group will include various stakeholders in the school community, including the implementers and others as the need arises. Content and descriptive data analyses will be the suggested methods to extract themes and concepts and highlight possible findings influenced by (a) teachers’ understanding of SSEDC goal; (b) methods used by teachers; and (c) problems the teachers are experiencing during the implementation process. The evidence will form the basis for findings and conclusions, and for recommending strategies for improvement of SSEDC. The evaluation team will put measures in place to promote accurate results, and efficient reporting procedures. The evaluation team will put efficient reporting procedures or measures in place respected by the internal stakeholders – designers and implementers.
Assessment, Classroom Assessment, WH Questions
Definition of Assessment, The role of Assessment, How is classroom assessment different?, Types of Assessment, General Principal of Assessment, Effective Assessment, Purpose of Classroom Assessment, Characteristics of Classroom Assessment, Importance of Assessment, Improve Learning Through Assessment, Classroom Assessment Techniques, How do I use Classroom Assessment Techniques?, Conclusion and then References
Creating the 21st Century Learning ExperienceLisa MacLeod
Administrators today are faced with pressures to improve the teaching and learning in their schools and experience the pressure from all stakeholders. The school inspection results from year to year create a reaction towards education rather than creating a movement towards focusing on a calculated action plan for improvement. By designing and implementing a tailor made school improvement plan, all stakeholders will be aware of the action intended to improve on areas that will encourage and support learning.
Start today, create your 21st century learning environment and prepare your students for tomorrow.
Do you find yourself running through the day, no time to stop, no time to think, next meeting you are already late for? Sit back, take the time, scroll through the presentation and breath.
Something small to make you smile!
Studies have shown that adult learning occurs best when tasks are purposeful and can be immediately implemented, resulting in improved employee performance. Moreover, learner motivation is greater when existing personal experience and/or interest is an integral factor in course operation. Courses need to invite the learner to maximize understanding of course theories, concepts, and facts by recasting and relating his or her experience with those theories, concepts, and facts, culminating in the employment of new performance-enhancing skills. This presentation briefly outlines the best practices that are to be met to enhance and support Learning in the Workplace.
Historical Background on Management TheoryLisa MacLeod
The theories and the underlying aspects which have determined our current management and leadership systems and processes have gone through several changes and developments for centuries. Those who have been actively involved in determining the processes required to achieve a common goal between employers and employees have incorporated both studies of management as a science and management as an art. Do you know why you do what you do?
This is an intensive two week Entrepreneurship Program that provides Emiratis the opportunity to dramatically improve career choices for high school graduates and college students. All participants will have the chance to train for the business world through Transform Your Future: a business simulation and educational program, aimed at improving work placement chances and potential job choices and entrepreneurship opportunities for the future. At the end of the program, there will be a competition among participants to identify the best business plan presented.
Emiratization is regarded as an initiative by the government of the United Arab Emirates to employ its citizens in a meaningful and efficient manner in the public and private sectors. However, Emiratization means so much more than this. This presentation outlines the highlights for the year of Emiratization and how companies can become active participants.
Today, there are those who have reverted back to Follett's concepts and believe that her ideas are very valuable and they should be applied to society (Morse, 2006). According to Morse (2006), there are communities that lack respect and are in constant conflict. People tend to be acting out of self interest and do not take the group into consideration when making serious decisions that affect the members of the group. Morse (2006) strongly implies that leaders today should incorporate Follett's ideas regarding that all those involved should work together towards a common vision. In addition, the task of the leader is to reduce conflict through cooperation and to obey the laws of the situation. What is necessary in implementing these ideas and concepts is for the group to build a common psychology and to achieve the goals together. The leader does not have
followers in this situation but men and women work together to realize a common goal.
An increasing number of educational institutions in the UAE offer or plan to start using web-based mode of course delivery. According to Haughey and Anderson (1998), all types of education are affected as technology is used to enhance and deliver courses online. There are several colleges and universities in the UAE that are considering incorporating online education to support the traditional face-to-face classes in addition to offering courses as distance learning.
This presentation outlines the purpose and benefits of online instruction while describing the target audience, required technology, resources, staffing, and necessary curriculum development and quality assurance program to support the delivery of education online.
Transformational Synergies International (TSI) offers educational institutions guidance, support and professional development workshops that cover a variety of pedagogical trends and are tailored to meet the needs of the school. These workshops are practical, highly interactive and are designed to further enhance the educator’s skills and knowledge required for the 21st century student. All workshops are designed to provide an individualized blueprint for continual school improvement and success.
Social Theory and Contemporary EducationLisa MacLeod
Over the years, Social Theorists have explored and presented concepts based on the structure of our societies. Key factors which contributed to the structure of society are economical, political and social transmissions. Societies existed in compliance with preconceived social rules of society. Today, Post-Modern Theorists consider it pertinent to become more aware of the underlying factors that mold our state of being. Educators are uncovering the hidden curriculum that limits opportunities and experiences of those from various cultural groups. This presentation summarizes the Functionalism, Interpretivism, Marxism, and Post-Modernism theories and suggests the most compatible approach to educations based on the author’s current pedagogical situation.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
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!
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
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.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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.
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. Assessments
Overall, assessments are used either as a Programmatic
Assessment or as a Learning Assessment. One of the most familiar
learning assessments is the multiple choice assessment that reflects
the typical pen and paper traditional classroom test (Popham, 2006).
However, these tests are not very easy to construct to ensure validity
due to unclear directions, ambiguous statements, unintended clues,
complicated syntax and difficult vocabulary (Popham, 2006). Other
learning assessments that are constructive in manner such as the
essay and the reflective journal and tend to focus on the students-centered
pedagogy that increases the student’s personal responsibility
for their own learning.
3. Assessments
Students practice critical thinking, problem solving and self-awareness
that are all considered as survival skills in today’s global
community (Wagner, 2010). In addition, the activities around such
activities can also be incorporated into the assessment scheme to
demonstrate the process of the student’s learning (Ballantyne and
Packer, 1995). The only negative aspect of these assessments is the
amount of allocated time that is required to complete the tasks and the
amount of correcting is very time consuming for the teacher (Popham,
2006).
4. Assessments
Regarding the Programmatic Assessments, although there are
many alternatives to assess programs, the most common non-preferred
instrument is the standardized test. According to Leathwood (
2005), “Assessment is used to provide a rationale and legitimacy for
the social structures and power relations of modern day societies, and
for one’s place within these.” (Leathwood, 205, p.307). Unfortunately,
this tends to be very common among educators. Due to the number of
standardized assessments that are required today, educators need to
take a step back and focus on the learning and the development of the
whole student. A tool that addresses such are the Attitude Surveys: an
instrument that determines the attitudes, interests and the values of
students and to encourage the development of the individual through
the instructed curriculum.
5. Objective Assessment
(multiple choice, true/false, short answer)
Strengths
• Traditional style of pen and paper
assessment ensures a sense of
confidence with the students as
presenting an either or answer
• Provides the student to select the
correct response rather than
constructing it
• These assessments are the most
widely used selected-response type of
item, and are applicable to a number
of different testing situations.
Weakness
• They are very difficult to write –often
there are unclear directions,
ambiguous statements, unintended
clues, complicated syntax and difficult
vocabulary (Popham, 2006).
• They Do not test student ability to
develop and organize; ideas. and
present in a coherent argument .
These tests can be used to assess recall of factual knowledge, a variety
of intellectual skills, or significant attitudinal dispositions. These tests
are both used as programmatic and learning outcome assessments.
6. Learner Essay
Strengths
• Promotes the development of effective
written communication skills, critical
thinking and academic development.
• Effective in assessing the broader
kinds of subject matter.
• Most common type of construct-response.
Weakness
• Assessment is subjective.
• A detail criteria needs to be set and
outlined to the students prior to the test
being administered.
• Crafty students can write a lot but may
be way off topic.
• The amount of time required to take
the test is extensive.
• Correcting the responses is very time
consuming (Butler and McMunn,
2006).
Is used as a learning tool for students to demonstrate knowledge in a
constructive manner while emphasizing on the organization skills,
planning skills, use of vocabulary and being able to express through
written communication. This tool is for both programmatic and learning.
7. Standardized Tests
Strength
• Provides a benchmark and sets the
standard.
• Easy to grade and construct; Student
answer choices limited.
Weakness
• Expensive
• Only provide a snap shot of the
student’s learning.
• Difficult to report the scores to the
families and to the public.
• Standardized tests are bias
(Leathwood, 2005).
These are large-scale tests that are used to collect information about
student learning and are administered in the same way across many
classrooms so that the data can be used for making comparisons. This is
for both programmatic and learning.
8. Goals-Based Evaluation
Strength
• The goals based evaluation can
determine how the predetermined
goals are being met of a program.
• Allows the learner and instructor to
mold their respective efforts based on
individual need.
• An evaluation confirms whether or not
a goal has been attained.
Weakness
• The data is not able to predict long
term outcomes.
• Do not list specific objectives based on
goals presented.
A Goals Based Evaluation is “any type of evaluation based on and
knowledge of—and referenced to—the goals and objectives of the
program, person, or product, (Scriven, 1991, p. 178).” This assessment is
for both learning and programmatic.
9. Self Assessment
Strength
• The learner’s take more responsibility
of their own learning and reflect on
their successes.
• Promotes lifelong learning and
learning to learn.
• Focuses on student attitudes, interests
and values.
Weakness
• Very subjective
• Students tend to be more critical with
personal performance that the teacher.
• One dimensional assessment with one
point of view.
The teacher encourages students to come up with personal appraisals of
their own work. The students reflect and can compare their work with
earlier work. This assessment is for learning.
10. Concept Maps
Strength
• Student schema is activated.
• Real life experiences are related to the
classroom.
• Continual assessment of the
individual’s learning is being reflected
upon.
Weakness
• Difficult to assess.
• Grading scheme needs to be clearly
defined in a rubric.
• Not all students bring to class the
same background knowledge which
makes it difficult to incorporate
everyone as part of modifications to
the curriculum if any.
Student incorporate their schemata to draw and outline a mind map of
what they know prior to learning and continuously are adding to their
mind map as they go through the class. This assessment too is for both
learning and programmatic.
11. Process-Based Evaluation
Strength
• There is not one snap shot of the
student’s learning but a series that
determine what and how the students
acquired knowledge.
• Provides order and accuracy to the
evaluation process.
Weakness
• This type of evaluation does not and
cannot compare with outcomes of
other programs to ensure goals are
being met in the program that is being
evaluated (Phillips,2009).
• May contain inaccurate data not based
on research.
This is a process of stringing along assessments or evaluations the
determine the students’ learning. This assessment is programmatic and
learning.
12. Reflective Journal
Strength
• Students search out evidence and
analyzing it.
• Students reflect on it, reflect on it
discovering meaning.
• Students draw conclusions based on
the evidence.
• Students evaluate in order to make a
pronouncement about value, Students
provide constructive comment about
each other's work.
• Students make changes to improve
student learning (Ballantyne and
Packer, 1995).
Weakness
• Very subjective
• Difficult to assess
• Length of time to assess is extensive.
Students are encouraged to write freely as a process of learning that
helps them reflect of what they are experiencing in the classroom. This
assessment is for learning outcomes.
13. Attitude Survey
Strength
• Promotes positive attitudes towards
learning.
• Promotes a positive attitude towards
self.
• Promotes positive attitude towards self
as a learner.
• There are numerous other subject-specific
kinds of attitudes that teacher
can foster.
Weakness
• These can be very complex and not
very reliable.
• Very subjective
To determine the attitudes, interests and the values of students and to
encourage the development of the individual through the instructed
curriculum (Popham, 2006). This assessment is for learning outcomes.
14. References
Ballantyne, R & Packer, J; (1995). Making Connections: Using Student Journals as a
Teaching/Learning Aid. HERDSA ACT. Retrieved
from http://www.clt.uts.edu.au/Scholarship/Reflective.journal.htm
Butler, S. M., & McMunn, N. D. (2006). A teacher’s guide to classroom assessment:
Understanding and using assessment to improve student learning. San
Francisco: Jossey-Bass.
Leathwood, C. (2005). Assessment policy and practice in higher education: purpose,
standards and equity. Assessment and Evaluation in Higher Education, 30(3),
307-324. Retrieved March 10, 2011 from EBSCOhost database.
Phillips, Fred (2009, November 6). Philosophies of Evaluation. SciTopics. Retrieved
March 14, 2011, from
http://www.scitopics.com/Philosophies_of_Evaluation.html
Popham, W. J. (2006). Assessment for Educational Leaders. Boston: Pearson/Allyn and
Bacon.
Scriven, M. (1991). Evaluation Thesaurus (4th ed,). New York: Sage
Wagner, T. (2010). The Global Achievement Gap: Why Even Our Best Schools Don't
Teach the New Survival Skills Our Children Need and What We Can Do About
It. Basic Books, New York.