This document discusses grading practices and provides 15 fixes for broken grades. It begins with an introduction and agenda, then outlines objectives of examining grading practices and defining key terms. Several perspectives on grading are presented, including that grading is complicated, subjective, and can damage students if not done properly. The primary purposes of grading are to communicate student achievement and support learning. The document concludes by discussing standards-based grading and reflections on improving grading practices.
Pearson/ATI Introduction to How to Grade for LearningKen O'Connor
This document outlines 15 fixes for improving grading practices presented by Ken O'Connor. It discusses issues with current grading such as including non-achievement factors, using low quality assessments, and inappropriate scoring methods. It then presents 15 strategies for fixing broken grading systems, such as only including achievement in grades, organizing evidence by standards rather than assessment type, using clear performance standards, and involving students in assessment and grading. For each fix, the presenter prompts attendees to consider pros, cons, current practices, goals, and steps for implementation. The overall document provides research-based strategies for making grades more accurate, consistent, meaningful and supportive of learning.
This document discusses the implementation of play-based curriculum in K-2 classrooms. It begins with defining key terms like achievement, play-based curriculum, scaffolding, and the four developmental domains. It then reviews the legislation around standards and testing, specifically No Child Left Behind and Every Student Succeeds Act. The literature review finds that while these laws aim to improve achievement, the methods used are not producing desired results. Research suggests a play-based curriculum targeting cognitive, social, emotional and physical development could better help students meet standards and prepare them for life. The document argues integrating such a curriculum in K-2 would provide a solid foundation for future success.
Transforming Student Learning: Feedback and CriteriaTansy Jessop
Interactive session shooting holes in feedback myths and exploring complexity of criteria, and marking as social practice with the Department of Performing Arts at Winchester.
A half day session - continuing the conversation about the impact of formative assessment and how formative assessment differs in intent and purpose and impact from summative assessment. Several cross-content secondary examples included.
The document discusses strategies for formative assessment. It describes formative assessment as informal processes used by teachers and students to gather evidence to improve learning, as opposed to summative assessments used to make judgements about student competence. The document outlines seven strategies for formative assessment: 1) provide clear learning targets, 2) use examples of strong and weak work, 3) offer descriptive feedback, 4) teach self-assessment, 5) focus lessons on learning targets, 6) teach focused revision, and 7) engage students in self-reflection. The rest of the document provides details on implementing these strategies, including how to communicate learning targets to students in an understandable way.
Directing young learners towards effective self assessmentDavid Dodgson
Directing Young Learners Towards Effective Self-Assessment discusses how self-assessment can be a useful tool for primary school students when done properly. The document outlines steps teachers can take to guide students towards effective self-assessment, including involving students in the assessment process, having teachers model self-assessment techniques, incorporating daily informal self-assessment activities, and creating a supportive classroom environment where students feel comfortable providing peer feedback. When implemented correctly using these steps, self-assessment can help students better understand their own learning progress and strengths.
The Doon School boarding school, best school in india, best boarding school i...RishabhRawat53
The document provides an overview of the admission process and criteria for The Doon School, one of the top boarding schools in India. It details the assessments candidates will take which evaluate English, maths, reasoning, and scientific skills, as well as what traits the school looks for like curiosity, teamwork, and character. The process involves an initial online test followed by interviews for top scorers to determine admissions offers.
Pearson/ATI Introduction to How to Grade for LearningKen O'Connor
This document outlines 15 fixes for improving grading practices presented by Ken O'Connor. It discusses issues with current grading such as including non-achievement factors, using low quality assessments, and inappropriate scoring methods. It then presents 15 strategies for fixing broken grading systems, such as only including achievement in grades, organizing evidence by standards rather than assessment type, using clear performance standards, and involving students in assessment and grading. For each fix, the presenter prompts attendees to consider pros, cons, current practices, goals, and steps for implementation. The overall document provides research-based strategies for making grades more accurate, consistent, meaningful and supportive of learning.
This document discusses the implementation of play-based curriculum in K-2 classrooms. It begins with defining key terms like achievement, play-based curriculum, scaffolding, and the four developmental domains. It then reviews the legislation around standards and testing, specifically No Child Left Behind and Every Student Succeeds Act. The literature review finds that while these laws aim to improve achievement, the methods used are not producing desired results. Research suggests a play-based curriculum targeting cognitive, social, emotional and physical development could better help students meet standards and prepare them for life. The document argues integrating such a curriculum in K-2 would provide a solid foundation for future success.
Transforming Student Learning: Feedback and CriteriaTansy Jessop
Interactive session shooting holes in feedback myths and exploring complexity of criteria, and marking as social practice with the Department of Performing Arts at Winchester.
A half day session - continuing the conversation about the impact of formative assessment and how formative assessment differs in intent and purpose and impact from summative assessment. Several cross-content secondary examples included.
The document discusses strategies for formative assessment. It describes formative assessment as informal processes used by teachers and students to gather evidence to improve learning, as opposed to summative assessments used to make judgements about student competence. The document outlines seven strategies for formative assessment: 1) provide clear learning targets, 2) use examples of strong and weak work, 3) offer descriptive feedback, 4) teach self-assessment, 5) focus lessons on learning targets, 6) teach focused revision, and 7) engage students in self-reflection. The rest of the document provides details on implementing these strategies, including how to communicate learning targets to students in an understandable way.
Directing young learners towards effective self assessmentDavid Dodgson
Directing Young Learners Towards Effective Self-Assessment discusses how self-assessment can be a useful tool for primary school students when done properly. The document outlines steps teachers can take to guide students towards effective self-assessment, including involving students in the assessment process, having teachers model self-assessment techniques, incorporating daily informal self-assessment activities, and creating a supportive classroom environment where students feel comfortable providing peer feedback. When implemented correctly using these steps, self-assessment can help students better understand their own learning progress and strengths.
The Doon School boarding school, best school in india, best boarding school i...RishabhRawat53
The document provides an overview of the admission process and criteria for The Doon School, one of the top boarding schools in India. It details the assessments candidates will take which evaluate English, maths, reasoning, and scientific skills, as well as what traits the school looks for like curiosity, teamwork, and character. The process involves an initial online test followed by interviews for top scorers to determine admissions offers.
The ‘assessment for learning’ pedagogical approach in an Academic Integrity o...Neda Zdravkovic
The document discusses the application of an "assessment for learning" approach in designing an online academic integrity course at the University of Auckland. It describes how formative and summative assessments were incorporated using interactive activities, self-assessments, and scenario-based questions to provide feedback and enhance learning. Challenges included a large and diverse student body and assessment criteria. Solutions involved question banks, randomized questions, and feedback for all answers. The goal was to use assessment to both evaluate understanding and promote problem-solving skills and continued learning.
Professional education set e (without highlighted answers)Lucille Clavero
This document contains multiple choice questions from a teacher exam covering various topics:
- Teachers' responsibilities outside of teaching and compensation
- Dog behavior and conditioning processes
- Reading comprehension strategies
- Influences on developing graduates' character
- Learning theories as they relate to punishment
- Appropriate ways to help students below grade level
- Foundational principles of morality in reporting illegal activities
- Names for instructional methods like Socratic and indirect instruction
- Classroom management techniques
- Learning taxonomies and domains
- Standardized testing practices
- Intellectual development and diagram use according to Bruner
- Synthesizing skills and mean, median, and mode calculations
The document contains a test with 34 multiple choice questions covering various topics in education. The questions cover subjects like classroom management, teaching methods, child development theories, assessment, and the roles and responsibilities of teachers. Some sample questions include identifying the appropriate way to shut down a non-responding application, determining which assessment tool involves a collection of student work, and recognizing which statement communicates a school's vision and mission effectively.
From SLLA Crash Course (2017). This has two complete Practice Tests.
https://rowman.com/ISBN/9781475827842/SLLA-Crash-Course-Approaches-for-Success
The School Leaders Licensure Assessment (SLLA) measures whether entry-level education leaders have the standards-relevant knowledge believed necessary for competent professional practice. There are many different ways to study for the SLLA. One way is to be familiar with test questions and styles. This presentation is meant as an aid for those seeking school administrators licensure. If you questions or comments email me at whozien@gmail.com
1. The document provides a review for a SPED exam, listing multiple choice questions about different types of assessments used for students with special needs.
2. It covers topics like performance assessments, psychoeducational assessments, curriculum-based assessments, portfolio assessments, and screening and eligibility processes.
3. The questions also address areas like reliability in measurements, accommodations in assessments, and the appropriate use of assessment data to improve instruction rather than solely determine eligibility for special education services.
This document discusses assessing young learners in language learning. It addresses the cognitive, social, emotional, physical, and literacy development of learners ages 5-13. Key points include taking learners' development stages into account when designing assessments, using tasks appropriate to their abilities, and providing feedback to motivate learners and improve the learning process. Assessment should consider learners' characteristics to be fair and avoid bias, while also providing useful information to teachers, administrators, parents and learners themselves.
The document discusses seven perspectives on reporting student learning and grading practices. It questions whether current practices focus more on grades than learning, if grading adequately captures a student's learning, and if subjectivity can be screened out. It notes that removing grades faces parental backlash, and grading has a limited research base with inconsistent practices. There is no single best approach, and faulty grading damages students and teachers. The goal is to make grading more meaningful and demonstrate practices that support learning goals and encourage student success.
The document discusses seven perspectives on reporting student learning and grading practices. It questions whether current practices focus more on grades than learning, if grading adequately captures a student's learning, and if subjectivity can be screened out. It notes that removing grades faces strong parental backlash but grades could be improved by clearer goals and feedback. Grading has a limited research base and no single best practice. Faulty grading damages students and teachers, so the goal is more meaningful grading aligned with learning goals that encourage success.
This document discusses formative assessment and providing effective feedback to students. It emphasizes the importance of having clear learning targets, assessing students in a variety of ways, and giving descriptive feedback to help students improve. Some key points covered include setting clear goals for students, communicating expectations, involving students in tracking their own progress, and using assessment to inform instruction and help students advance in their learning.
This document discusses formative assessment and providing effective feedback to students. It emphasizes the importance of having clear learning targets, assessing students in a variety of ways, and giving descriptive feedback to help students improve. Some key points covered include setting clear goals for students, communicating expectations, involving students in self-assessment, and using feedback to guide further learning.
04 Formative and Summative Assessment Practices for the Co-Taught Classroom.pptTubiNaz1
The document discusses formative and summative assessment practices for co-taught classrooms. It defines assessment and describes how assessment should involve students and focus on learning rather than testing. Effective assessment identifies learning goals, involves students, and provides feedback. Formative assessment in particular should help students understand where they are, where they are going, and how to close gaps. The document provides examples of formative assessment strategies and discusses using standards-based grading to focus on achievement over factors like behavior. It emphasizes using assessment to improve learning rather than compare students.
The document summarizes a presentation about improving high school grading practices for the 21st century. It discusses moving away from traditional grading that focuses on tasks and quantity towards a system focused on learning outcomes and quality. Key points include using formative assessment to provide descriptive feedback, differentiating instruction, eliminating ineffective practices like no late penalties or zeros, and a case study of one school that saw failing grades drop after implementing new practices.
The document summarizes a presentation about improving high school grading practices for the 21st century. It discusses moving away from traditional grading that focuses on tasks and quantity towards a system focused on learning outcomes and quality. Key points emphasized are using assessment for learning to provide descriptive feedback and differentiate instruction, and stopping practices like assigning zeros and penalizing late work that don't support learning. The presentation provides an example of one school that successfully implemented these improved grading practices.
The document discusses ethical issues related to student grading practices. It notes that grading is a unique challenge in education and that unethical practices can range from obviously changing grades to more subjective inconsistencies in grading policies. The purpose of grading should be to accurately reflect student learning, though determining fair grading practices is an ongoing debate between standards-based and more subjective approaches.
This document discusses trends and implications for the future of education, including:
1) The world is becoming more digital, globalized, and unpredictable, making skills like critical thinking and adaptability more important.
2) Competition for spots at top colleges is intense, with acceptance rates under 5%. Colleges seek well-rounded students who excel academically.
3) The amount of information is doubling increasingly quickly, changing the nature of learning from acquiring discrete facts to developing lifelong skills and the ability to learn independently.
Ordinary to Extraordinary: The Role Each of Us Must Playcatapultlearn
Join us for an exciting session with educational thought leader Ray McNulty as he explores what causes one school to become a top performer, while most others seem to struggle with the same challenge. How do some schools seem to meet the needs of their students while others become dropout factories?
The lack of success in most systems isn’t not knowing what to do, but not instituting the needed changes effectively and with fidelity. In this webinar participants will learn about what it takes to become a high-performing education system in today’s rapidly changing world.
The document discusses assessment in geography education. It highlights that assessment should provide constructive feedback to students on their geographical knowledge, skills, and understanding. It also emphasizes that good assessment involves students in self-assessment and peer assessment, helps students know how to improve, and uses assessment results to plan future lessons. Assessment should focus on geography rather than just on students and should evaluate the specific geographical skills and concepts being taught.
This document discusses self-assessment and peer assessment. It defines self-assessment as allowing learners to reflect on and evaluate their own work, and peer assessment as requiring learners to provide feedback on classmates' work. The document outlines the importance, best practices, examples, benefits, and pitfalls of self-assessment and peer assessment. It emphasizes establishing clear criteria, teaching assessment skills, and using assessment formatively rather than summatively.
The document discusses factors that influence Malaysian students' declining performance in mathematics and science based on TIMSS studies. It identifies three main factors - family background, language of instruction, and student attitude. Possible solutions for students to overcome these problems include maintaining a positive self-image, approaching friends with positive thinking, and staying away from negative thinking friends. Implementing these solutions could help students feel more confident and motivated to succeed, be influenced by beneficial activities, and avoid negative influences.
The document discusses trialing an inquiry approach to teaching and learning that enhances student voice and responsibility. It notes that the approach may look different depending on year level as student capabilities vary. While planning has not changed, teachers are now involving students in decision making so they take ownership of their learning. Specific examples are provided of what the approach looks like in different classrooms. The document also discusses setting up an inquiry wall with students, unpacking the central idea, setting goals linked to skills and assessment criteria, and the importance of modeling links, clear reflections, developing vocabulary, and evaluating learning.
This document discusses literacy and assessment strategies in education. It summarizes that literacy involves communication, knowledge, and culture [1]. Those without literacy are excluded from modern communication [2]. The document then discusses assessment models including the gradual release model, assessment of learning versus assessment for learning [3]. It provides examples of using assessment data to guide instruction including identifying at-risk students and focusing literacy lessons [4]. Overall, the key strategies discussed are using assessment to set goals and inform teaching to improve student learning [5].
ECIS Standards-Based Assessment Pre-ConferenceSue Williams
Here are a few responses from the group using the consultative protocol:
On making it a priority:
- Start small by focusing on one subject area or grade level at a time. Make incremental progress rather than trying to overhaul everything at once.
- Emphasize how clear standards and assessments can benefit teaching and learning rather than seeing it as extra work. Frame it as improving instruction.
- Get administrator buy-in and support to help prioritize the work.
On school leadership:
- Strong, clear communication from leadership on the goals and importance of standards-based grading helps set expectations and priorities.
- Consistency between what leadership says is important and how time/resources are allocated is key. Actions
The ‘assessment for learning’ pedagogical approach in an Academic Integrity o...Neda Zdravkovic
The document discusses the application of an "assessment for learning" approach in designing an online academic integrity course at the University of Auckland. It describes how formative and summative assessments were incorporated using interactive activities, self-assessments, and scenario-based questions to provide feedback and enhance learning. Challenges included a large and diverse student body and assessment criteria. Solutions involved question banks, randomized questions, and feedback for all answers. The goal was to use assessment to both evaluate understanding and promote problem-solving skills and continued learning.
Professional education set e (without highlighted answers)Lucille Clavero
This document contains multiple choice questions from a teacher exam covering various topics:
- Teachers' responsibilities outside of teaching and compensation
- Dog behavior and conditioning processes
- Reading comprehension strategies
- Influences on developing graduates' character
- Learning theories as they relate to punishment
- Appropriate ways to help students below grade level
- Foundational principles of morality in reporting illegal activities
- Names for instructional methods like Socratic and indirect instruction
- Classroom management techniques
- Learning taxonomies and domains
- Standardized testing practices
- Intellectual development and diagram use according to Bruner
- Synthesizing skills and mean, median, and mode calculations
The document contains a test with 34 multiple choice questions covering various topics in education. The questions cover subjects like classroom management, teaching methods, child development theories, assessment, and the roles and responsibilities of teachers. Some sample questions include identifying the appropriate way to shut down a non-responding application, determining which assessment tool involves a collection of student work, and recognizing which statement communicates a school's vision and mission effectively.
From SLLA Crash Course (2017). This has two complete Practice Tests.
https://rowman.com/ISBN/9781475827842/SLLA-Crash-Course-Approaches-for-Success
The School Leaders Licensure Assessment (SLLA) measures whether entry-level education leaders have the standards-relevant knowledge believed necessary for competent professional practice. There are many different ways to study for the SLLA. One way is to be familiar with test questions and styles. This presentation is meant as an aid for those seeking school administrators licensure. If you questions or comments email me at whozien@gmail.com
1. The document provides a review for a SPED exam, listing multiple choice questions about different types of assessments used for students with special needs.
2. It covers topics like performance assessments, psychoeducational assessments, curriculum-based assessments, portfolio assessments, and screening and eligibility processes.
3. The questions also address areas like reliability in measurements, accommodations in assessments, and the appropriate use of assessment data to improve instruction rather than solely determine eligibility for special education services.
This document discusses assessing young learners in language learning. It addresses the cognitive, social, emotional, physical, and literacy development of learners ages 5-13. Key points include taking learners' development stages into account when designing assessments, using tasks appropriate to their abilities, and providing feedback to motivate learners and improve the learning process. Assessment should consider learners' characteristics to be fair and avoid bias, while also providing useful information to teachers, administrators, parents and learners themselves.
The document discusses seven perspectives on reporting student learning and grading practices. It questions whether current practices focus more on grades than learning, if grading adequately captures a student's learning, and if subjectivity can be screened out. It notes that removing grades faces parental backlash, and grading has a limited research base with inconsistent practices. There is no single best approach, and faulty grading damages students and teachers. The goal is to make grading more meaningful and demonstrate practices that support learning goals and encourage student success.
The document discusses seven perspectives on reporting student learning and grading practices. It questions whether current practices focus more on grades than learning, if grading adequately captures a student's learning, and if subjectivity can be screened out. It notes that removing grades faces strong parental backlash but grades could be improved by clearer goals and feedback. Grading has a limited research base and no single best practice. Faulty grading damages students and teachers, so the goal is more meaningful grading aligned with learning goals that encourage success.
This document discusses formative assessment and providing effective feedback to students. It emphasizes the importance of having clear learning targets, assessing students in a variety of ways, and giving descriptive feedback to help students improve. Some key points covered include setting clear goals for students, communicating expectations, involving students in tracking their own progress, and using assessment to inform instruction and help students advance in their learning.
This document discusses formative assessment and providing effective feedback to students. It emphasizes the importance of having clear learning targets, assessing students in a variety of ways, and giving descriptive feedback to help students improve. Some key points covered include setting clear goals for students, communicating expectations, involving students in self-assessment, and using feedback to guide further learning.
04 Formative and Summative Assessment Practices for the Co-Taught Classroom.pptTubiNaz1
The document discusses formative and summative assessment practices for co-taught classrooms. It defines assessment and describes how assessment should involve students and focus on learning rather than testing. Effective assessment identifies learning goals, involves students, and provides feedback. Formative assessment in particular should help students understand where they are, where they are going, and how to close gaps. The document provides examples of formative assessment strategies and discusses using standards-based grading to focus on achievement over factors like behavior. It emphasizes using assessment to improve learning rather than compare students.
The document summarizes a presentation about improving high school grading practices for the 21st century. It discusses moving away from traditional grading that focuses on tasks and quantity towards a system focused on learning outcomes and quality. Key points include using formative assessment to provide descriptive feedback, differentiating instruction, eliminating ineffective practices like no late penalties or zeros, and a case study of one school that saw failing grades drop after implementing new practices.
The document summarizes a presentation about improving high school grading practices for the 21st century. It discusses moving away from traditional grading that focuses on tasks and quantity towards a system focused on learning outcomes and quality. Key points emphasized are using assessment for learning to provide descriptive feedback and differentiate instruction, and stopping practices like assigning zeros and penalizing late work that don't support learning. The presentation provides an example of one school that successfully implemented these improved grading practices.
The document discusses ethical issues related to student grading practices. It notes that grading is a unique challenge in education and that unethical practices can range from obviously changing grades to more subjective inconsistencies in grading policies. The purpose of grading should be to accurately reflect student learning, though determining fair grading practices is an ongoing debate between standards-based and more subjective approaches.
This document discusses trends and implications for the future of education, including:
1) The world is becoming more digital, globalized, and unpredictable, making skills like critical thinking and adaptability more important.
2) Competition for spots at top colleges is intense, with acceptance rates under 5%. Colleges seek well-rounded students who excel academically.
3) The amount of information is doubling increasingly quickly, changing the nature of learning from acquiring discrete facts to developing lifelong skills and the ability to learn independently.
Ordinary to Extraordinary: The Role Each of Us Must Playcatapultlearn
Join us for an exciting session with educational thought leader Ray McNulty as he explores what causes one school to become a top performer, while most others seem to struggle with the same challenge. How do some schools seem to meet the needs of their students while others become dropout factories?
The lack of success in most systems isn’t not knowing what to do, but not instituting the needed changes effectively and with fidelity. In this webinar participants will learn about what it takes to become a high-performing education system in today’s rapidly changing world.
The document discusses assessment in geography education. It highlights that assessment should provide constructive feedback to students on their geographical knowledge, skills, and understanding. It also emphasizes that good assessment involves students in self-assessment and peer assessment, helps students know how to improve, and uses assessment results to plan future lessons. Assessment should focus on geography rather than just on students and should evaluate the specific geographical skills and concepts being taught.
This document discusses self-assessment and peer assessment. It defines self-assessment as allowing learners to reflect on and evaluate their own work, and peer assessment as requiring learners to provide feedback on classmates' work. The document outlines the importance, best practices, examples, benefits, and pitfalls of self-assessment and peer assessment. It emphasizes establishing clear criteria, teaching assessment skills, and using assessment formatively rather than summatively.
The document discusses factors that influence Malaysian students' declining performance in mathematics and science based on TIMSS studies. It identifies three main factors - family background, language of instruction, and student attitude. Possible solutions for students to overcome these problems include maintaining a positive self-image, approaching friends with positive thinking, and staying away from negative thinking friends. Implementing these solutions could help students feel more confident and motivated to succeed, be influenced by beneficial activities, and avoid negative influences.
The document discusses trialing an inquiry approach to teaching and learning that enhances student voice and responsibility. It notes that the approach may look different depending on year level as student capabilities vary. While planning has not changed, teachers are now involving students in decision making so they take ownership of their learning. Specific examples are provided of what the approach looks like in different classrooms. The document also discusses setting up an inquiry wall with students, unpacking the central idea, setting goals linked to skills and assessment criteria, and the importance of modeling links, clear reflections, developing vocabulary, and evaluating learning.
This document discusses literacy and assessment strategies in education. It summarizes that literacy involves communication, knowledge, and culture [1]. Those without literacy are excluded from modern communication [2]. The document then discusses assessment models including the gradual release model, assessment of learning versus assessment for learning [3]. It provides examples of using assessment data to guide instruction including identifying at-risk students and focusing literacy lessons [4]. Overall, the key strategies discussed are using assessment to set goals and inform teaching to improve student learning [5].
ECIS Standards-Based Assessment Pre-ConferenceSue Williams
Here are a few responses from the group using the consultative protocol:
On making it a priority:
- Start small by focusing on one subject area or grade level at a time. Make incremental progress rather than trying to overhaul everything at once.
- Emphasize how clear standards and assessments can benefit teaching and learning rather than seeing it as extra work. Frame it as improving instruction.
- Get administrator buy-in and support to help prioritize the work.
On school leadership:
- Strong, clear communication from leadership on the goals and importance of standards-based grading helps set expectations and priorities.
- Consistency between what leadership says is important and how time/resources are allocated is key. Actions
The document discusses different perspectives on grading practices in education. It notes that while grades are not inherently bad, common grading practices can make it difficult for students to feel successful. It advocates for standards-based assessments that focus on what students have learned rather than inputs. The document also discusses the importance of motivation and how grades only motivate students when they are higher than usual or are A's. It outlines grading practices that can inhibit learning, such as inconsistent scales and penalizing students for taking risks.
Six Ideas for Assessment Evolution - Sept 2013Jacob Martens
Exploring manageable changes in assessment & evaluation that have a benefit for students' learner. Provides a framework for teachers to have a professional conversations with each other about practice. Outside voices (brought in via quotes & articles) fuel and inform the local contextualized conversation.
This presentation outlines the changes that are in place for the 2014-15 school year and beyond. Topics shown are the chronological steps leading to CCSS curriculum, teaching, assessing, and reporting learning to standards, and the support systems in place to help students.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.