CantaNet NCEA Analysis
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The document summarizes how NCEA Analysis works: 1) Student virtual classroom (VC) results are compared to their face-to-face results. 2) Each reported outcome level (ROL) is examined and given a numerical value from 1-3, with 1 being the best result. 3) These numbers are totaled and converted to percentages at the end. While VC results generally match or beat face-to-face, some courses in 2009 and 2010 distorted the data by having very poor results with mostly failing externals. The summary states supporting teachers on an individual basis and improving course results can address issues.
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CantaNet NCEA Analysis 2012
NCEA Analysis compares student results from virtual classes (VC) to their face-to-face class results. Each reported learning outcome (ROL) is examined and given a numerical value from 1 to 3, with 1 being the best result. These numbers are totaled and converted to percentages at the end. In 2010, two courses had very poor external exam results with almost all students earning N grades, impacting the overall data even though most students did fine in their regular classes. Two other courses also had weak results that year, while the remaining courses performed strongly.
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CantaNet NCEA Analysis 2012
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The document summarizes an action research paper that examined the effectiveness of intensified grammar review in developing the writing skills of selected learners in Tañong Integrated School. Questionnaires were used to check learners' progress before and after several sessions of daily grammar review conducted by educators. The results showed a significant improvement in learners' grammar knowledge and writing outcomes after the intensified grammar review. It was concluded that intensifying grammar instruction through regular review is an effective way to help learners develop their writing and comprehension skills.
Shannon Knight
The document examines whether NAPLAN test results provide a fair and accurate assessment of student learning ability. It explores known facts about NAPLAN, as well as confusions and contradictions. Evidence from a teacher survey and classroom observation suggest NAPLAN does not adequately assess all students and has negatively impacted teaching practices. However, a resolution proposes that teachers can reduce test pressure, use results to help learning, and remember NAPLAN's purpose is to assess students, not rank schools or teachers. While issues remain, NAPLAN data may still benefit students if its role in the classroom is de-emphasized.
Inside Teacher Training: What Works to Make It Better?
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The University 101 Peer Leader Program at the University of South Carolina
The University of South Carolina uses rising juniors and seniors as peer leaders for its University 101 first-year seminar course. Peer leaders assist instructors by designing lessons to build classroom community and facilitating activities. Data shows that sections with peer leaders have higher ratings of overall program effectiveness than those without. Peer leaders participate in training programs, courses, and reflection activities throughout their experience to support first-year students and develop their own leadership skills.
Chief accountability officers presentation
1. The role of the accountability officer is to create dialogue around improving school systems, provide transparent student achievement data for leaders to discuss, and ensure data integrity.
2. They provide a common report of learning indicators that is mastered by all leaders to form the basis for discussing student achievement.
3. They implement policies to ensure the data used to evaluate schools is valid and not distorted by unreasonable improvement goals that could incentivize cheating.
Parent guidance - reports
The document provides guidance to parents on understanding student reports from school. It discusses the different types of reports, how to understand the data and grading, and how to set targets based on the reports. The key points are:
1) Schools provide different types of reports throughout the year to update parents on students' academic progress, attitudes, and attendance.
2) Reports use color-coding to indicate whether students are on track to meet targets, with purple, green, yellow, and red denoting different performance levels.
3) Written comments provide an area for students to focus on improving as well as how to access help and resources.
4) Parents should review reports with students and set specific, measurable,
Agile Gurugram 2022 - Jyoti Gupta | How Agile Mindset /Methodology can help s...
Agile Gurugram 2022
How Agile Mindset /Methodology can help struggling students to improve in Mathematics
Jyoti Gupta
Deputy Director- Product Owner, Secure Learning Pvt. Ltd.
Hlc for upload
This session describes a portfolio assessment process used at Ozarka College to evaluate student writing. Students complete six essays over the course of a semester with the portfolio essay being required to pass. Faculty then randomly select and score 15-20% of portfolios to assess achievement of general education outcomes. This process provides data to faculty for critical discussion on student learning and informs curriculum improvements. Challenges include calibration of rubric scoring and participation of adjunct faculty. The assessment process has been highlighted by accreditors and involves students, faculty, and administration.
PAM English
This document provides information on using a tracking system to monitor pupil progress in reading, writing, and speaking/listening against long-term targets. It describes setting targets using a formula, tracking progress half-termly, identifying gaps in learning, and modifying teaching to address gaps. Impact examples from schools show increases in SATs scores from using this approach, such as a 25-35% rise in English scores and improvements in the percentage of pupils achieving Level 4 or above.
California administrator symposium nwea
This presentation discusses new approaches to community accountability in education. It proposes that accountability involves a dialogue between stakeholders and school leaders about goals and performance. The presentation recommends establishing community-set accountability goals, reporting annual performance and progress on those goals, and using a management letter and indicators report format. It also suggests including metrics on equity, longitudinal trends, improvement, and leading indicators. The presentation observes that existing reports can be overwhelming, focus too much on status over trends, and lack discussion of unsuccessful results and corrective actions.
Sally Jordan AHEC 2015 presentation
Presentation from International Assessment in Higher Education Conference, June 2015 on the evaluation of the use of formative thresholded assessment at the Open University Science Faculty.
5 Years Later: Tracking Graduates into the Field
This presentation summarizes the results of tracking education graduates from East Carolina University over five years to evaluate the effectiveness of innovations in their teacher preparation program. They partnered with an external organization to access longitudinal data and track graduates teaching in North Carolina public schools. Their evaluations found no significant differences between ECU and comparison teachers in classroom observation scores, student achievement gains, graduates' self-confidence and job satisfaction. ECU graduates had higher retention rates, with over 90% staying in teaching after five years compared to around 85% of comparison teachers. The lessons learned were to use data to drive program improvements, develop systemic innovations across areas, and continue tracking graduates over time.
Retention strategies on a new innovative modules
This document summarizes a scholarship project analyzing retention strategies for a new module called B205. It found completion rates for B205 were similar to comparator modules but made some recommendations to improve student preparation and support progression from level 1 to 2. Suggestions included adding reflective activities to help students see how skills develop over time and relate concepts to real-world applications. Interventions aimed at concurrent study and student background did not significantly impact retention.
PAM Maths
This document provides guidance for teachers on implementing a minimum of 3 levels of pupil progress in maths each year using tracking sheets, target setting, regular assessments and intervention. Key points include:
1) Setting long term targets for all pupils assuming at least 4 sublevels of progress in KS1 and 7 sublevels in KS2.
2) Using pupil tracking sheets to monitor progress against targets with half-termly assessments.
3) Providing weekly basic skills assessments, target sheets, and prompt sheets to help pupils achieve their targets with support from teachers and TAs.
4) Analyzing assessment data to identify gaps and modify teaching to address weaknesses.
Teacher evaluation presentation oregon
Overviews issues in the use of tests for teacher evaluation and implementation of the new Oregon standards for evaluation
Nerang Cluster Leading From the Middle by Nerang State School
Nerang Cluster Leading From the Middle by Nerang State SchoolThe Australian Association of Mathematics Teachers (AAMT) Inc.
The document summarizes a project at Nerang State School aimed at improving math outcomes for indigenous and non-indigenous students through problem-based teaching. Teachers participated in professional development using the Back To Front Math (B2FM) resource and completed action learning cycles. Student performance was assessed before and after the cycles. While results varied, long-term implementation is needed to fully realize benefits. Recommendations include establishing an encouraging classroom, using good questioning techniques, identifying misconceptions, and developing independent problem-based lessons after the B2FM subscription ends.English placement test
This document provides information and instructions for administering placement tests to help teachers determine the appropriate level for students in the World Link English language learning program. It includes a placement test, oral placement test, and writing placement test, as well as guidelines for scoring and recommended levels. Teachers can choose which tests to use based on their program's focus and needs. The tests are designed to place students in the appropriate level of the World Link series or recommend a higher level series if beyond World Link.
ASD budget review
Ways and Means Committee review of previous budgets and metrics evaluation. Some comparisons are made with neighboring towns. Submitted to the administration and the school board.
MED 900 Correlational Studies online safety sake.pptx
This study aimed to compare teacher feedback, student self-regulated learning, and the relationship between these factors in high-achieving versus low-achieving secondary schools. Specifically, the study sought to determine if there were differences in (1) the types of mathematics teacher feedback, (2) students' self-regulated learning in mathematics, and (3) the relationships between teacher feedback and student self-regulated learning between high- and low-achieving schools. The study was motivated by research suggesting school climate and culture can impact these factors differently in high versus low performing schools.
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Transforming learning julia atkin 2014
This document discusses transforming learning environments to meet the needs of modern education. It begins by looking at how education is at a crossroads, needing to either stick with traditional models or undergo radical changes. It then examines how the nature of learning has changed from pre-industrial to industrial to knowledge-based eras. Key drivers for new learning environment designs include preparing students for uncertainty and rapid change. The document advocates for settings that inspire creativity, investigation and self-expression over traditional classrooms. It provides examples of innovative learning space designs.
Socrates Overview
Euthyphro is prosecuting his father for murder after his father left a hired worker in a ditch to die after arresting him. [1] Socrates questions Euthyphro on what holiness is, and Euthyphro provides two flawed definitions before they realize the fundamental issue is determining what makes something approved by the gods in the first place. [2] Their discussion highlights the difficulties in defining concepts like holiness and justice. [3]
Socrates Overview
Euthyphro is prosecuting his father for murder after his father left a hired worker in a ditch to die after arresting him. [1] Socrates questions Euthyphro on what holiness is as Euthyphro claims to know. [2] Euthyphro provides definitions that are examples or have logical flaws around whether holiness causes approval or vice versa. [3] Socrates pushes Euthyphro to clarify but they remain at an aporia regarding the essence of holiness.
Summary of socrates
Socrates was an Athenian philosopher who was tried and convicted for corrupting the youth and believing in supernatural gods. He refused to escape execution and instead accepted his death sentence, believing that a citizen has a duty to obey the laws of their state. In the Phaedo, Socrates argues that death is not bad for a philosopher because it allows them to pursue truth without bodily distractions and potentially converse with gods after death.
The francois vase
The document summarizes the decoration and scenes depicted on the Francois Vase located in Florence, Italy. Dating to around 570 BCE, the vase depicts myths from Greek mythology painted in black figure technique across seven friezes. Major scenes include the wedding of Peleus and Thetis, the hunt for the Calydonian boar, Achilles' pursuit of Troilus, and the battle between the Lapiths and Centaurs. The vase provides important artistic and mythological details from the archaic period of ancient Greece.
CantaNet Student survey results tm2 2012
We surveyed 100 students at our school to understand their experiences this past term. The majority of students, 65%, reported enjoying their classes and feeling engaged by the curriculum. However, 25% said they struggled with time management and balancing their coursework and extracurricular activities. Only 10% had no complaints about the term and said everything went smoothly.
Project presentation
This document outlines a vision for networked schooling from 2012 onwards, with sections discussing the learner, teacher, and school within a networked model. It reflects on the original vision and purpose of the organization, and aims to take stock of progress while planning future directions for networked learning.
Manchester evaluation of teach first 2010
This document summarizes an evaluation of the impact of Teach First teachers in their schools. The evaluation found that Teach First teachers have a positive impact on their classrooms and schools. Specifically, the evaluation found that Teach First teachers are effective classroom practitioners, are seen as leaders in their schools, and their presence in schools is correlated with better pupil performance. Factors like support for Teach First teachers and having a critical mass of them in a school enhance their impact. The evaluation used various methods including surveys, interviews, and performance data analysis.
The causes of the civil war
The document discusses the events leading up to the English Civil War. It describes how the Long Parliament in 1640 aimed to curb the King's power by abolishing his prerogative courts like the Star Chamber, limiting his ability to raise taxes, and gaining the power to appoint his counselors. However, tensions rose as Parliament grew distrustful of King Charles I and his Catholic wife due to events in Ireland and Scotland. The final break came in 1642 when Charles entered Parliament with soldiers to arrest five members of Parliament, but they had been warned and were absent, causing a constitutional crisis.
The short term causes of the civil war
The document discusses the short term causes of the Civil War in three parts. It describes how distrust grew between King Charles I and Parliament from 1641-1642 due to issues like the Act of Attainder against Thomas Wentworth, the Ten Propositions giving Parliament power over the King's councillors, and the Grand Remonstrance which criticized Charles' actions and supported Parliament's rights, leading Constitutional Royalists to support the King and tensions to increase.
Cantanet westnet
This document discusses research on primary and secondary e-learning. It begins by providing a brief history of distance education and e-learning in North America. It then describes the roles of teachers, facilitators, administrators and others in an e-learning environment. The document also discusses characteristics of successful e-learners and tools to predict their success. While research on K-12 online learning is limited, certain teaching strategies and practices like formative feedback have been shown to be effective. The key points are that technology alone is not enough and must be combined with new teaching approaches to improve education.
Uf bi s update and mckinsey short april version
The document discusses plans to provide ultra-fast broadband (UFB) internet access to nearly all New Zealand schools by 2016. It outlines barriers to digital learning currently faced by schools and how UFB can help overcome these barriers. It also discusses efforts to build schools' capability to utilize digital technologies, including professional development programs and potentially developing a dedicated education network.
Reformation reading
Martin Luther initiated the Protestant Reformation in 1517 by nailing his 95 Theses to a church door in Wittenberg, criticizing Catholic Church practices like selling indulgences. This launched decades of religious conflict across Europe as Protestantism spread. John Calvin furthered the Reformation by establishing a theocracy in Geneva with beliefs like predestination and rejection of transubstantiation. In England, King Henry VIII broke with Rome in 1534 to annul his marriage and established the Church of England with himself as its head, though doctrine remained Catholic. During Edward VI's reign, Protestant reforms through the Book of Common Prayer moved England closer to Calvinism. Mary I returned England to Catholicism and persecuted Protestants, earning
England 1558 1667
England between 1558 and 1667 saw significant changes in government, politics, and society. The document outlines three themes: economy and society, government and politics, and revolution, interregnum, and restoration. It describes the themes of government and politics as relating to the relationship with the governing class, religion, foreign policy, and finance. Revolution, interregnum, and restoration are defined as the causes and consequences of the English Civil War, Britain without a king during the interregnum, and the restoration of the monarchy under Charles II.
England 1558 16672
The document summarizes the history of England from the reign of Elizabeth I to the restoration of Charles II. It discusses the religious conflicts between Protestants and Catholics during this period and the resulting civil war between royalists and parliamentarians. It notes that Charles I was unpopular with parliament, which led to the civil war and his eventual execution. After various failed attempts at government during the Interregnum following Cromwell's rule, the monarchy was restored under Charles II in 1660, but with reduced powers compared to previous monarchs.
England geo
England is located in Europe. As the Roman Empire disintegrated, the Roman Catholic Church and the Pope in Rome maintained authority. In the 8th and 9th centuries, Charlemagne conquered territories and unified western Europe under his rule. In 800, Pope Leo III crowned Charlemagne emperor, establishing the Holy Roman Empire that encompassed much of western Europe at that time.
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CantaNet NCEA Analysis
- 1. CantaNet 2011 NCEA Analysis
- 2. NCEA Analysis: How it Works ● We compare the VC results with the face to face results of each student ● Each ROL is examined and a numerical value given to a course ○ 1 = best result, ○ 2 = typical result, ○ 3 = worst result ● These our counted up at the end and converted to percentage figures
- 3. In 2009, one very poor course (change of teacher half way through) distorted results
- 4. Last year we had TWO courses with very poor results (almost all Ns in externals). Most of these students did fine in their face to face class so once again they have impacted on the data here. We had TWO other courses where results were weak. The other courses were all strong.
- 5. Summary Generally speaking, students do just as well or better than face to face when studying online. When we have issues with results it generally comes down to a specific course or courses. The solution is to provide support to teachers on a needs basis and make sure individual course results improve.