Is it possible to explain why the student outputs is as they are through an assessment of the processes which they did in order to arrive at the final product?
YES, through Process oriented, performance-based assessment
This material is an introduction to the subject, The Teacher and the School Curriculum. Class rules and target goals for the subject have been included aside from the definition, concepts, determinants or factors encompassing curriculum.
Is it possible to explain why the student outputs is as they are through an assessment of the processes which they did in order to arrive at the final product?
YES, through Process oriented, performance-based assessment
This material is an introduction to the subject, The Teacher and the School Curriculum. Class rules and target goals for the subject have been included aside from the definition, concepts, determinants or factors encompassing curriculum.
The Teacher as the Knower of the CurriculumQueenie Santos
The Teacher as the Knower of the Curriculum
- Various definitions about curriculum
Note: The font used in this presentation might vary from yours. Lines may seemed to be disorganized.
The Teacher as the Knower of the CurriculumQueenie Santos
The Teacher as the Knower of the Curriculum
- Various definitions about curriculum
Note: The font used in this presentation might vary from yours. Lines may seemed to be disorganized.
Performance Based Assessment with Rubrics
** Reminder
download the presentation for a clear instruction. slide 15 has animation and it is an important part in creating a rubric.
Write Five page Essay.Topic What do you think will be the m.docxherbertwilson5999
Write Five page Essay.
Topic: What do you think will be the most important debatable economic or social problem facing the field of Nursing in the United States 20 years from now? Choose the problem, define it, and defend your position using credible research.
Choose five current, varied (by type), and credible sources to use in writing to support your topic which should result in a five page essay that persuades the reader that your perspective on a debatable topic is the correct position to take. Your APA paper should demonstrate your ability to engage the reader, provide a strong thesis with pattern for development, incorporate in-text citations as needed, and include a final reference page listing and using research resources as described above.
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
· Who is the audience
· What action verb will be measured during instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need .
GCU College of EducationLESSON PLAN TEMPLATESection 1 Lesso.docxshericehewat
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
· Who is the audience
· What action verb will be measured during instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, mus ...
GCU College of EducationLESSON PLAN TEMPLATESection 1 LessoMatthewTennant613
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
· Who is the audience
· What action verb will be measured during instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, mus ...
Integrating technology and unit develop will encourage a curriculum that is both challenging and meaningful for students. This process also will create a coherent, workable framework for teacher instruction. In order to integrate technology into the curriculum, the school must follow six essential steps: selecting content standards, establishing purpose, developing learning tasks, defining methods of assessment, identifying technology tools and applying technology integration. The final step in the process is to submit all technology- based learning units to the steering committee. These units will be made available to teachers in all subject areas once the technology equipment is installed.
Similar to Chapter 5 product-oriented performance-based assessment (20)
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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.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2. Performance-based education poses a
challenge for teachers to design instruction
that is task-oriented. The trend is based on
the premise that learning needs to be
connected to the lives of the students through
relevant tasks that focus on students’ ability to
use their knowledge and skills in meaningful
ways. In this case, performance-based tasks
require performance-based assessment in
which the actual student performance is
assessed through a product, such as a
completed project or work that demonstrates
levels of task achievement.
3. Product-Oriented Leaning Competencies
Student performances can be defined as
targeted tasks that lead to a product or
overall learning outcomes. Product can
include a wide range of student works that
target specific skills.
Examples:
COMMUNICATION SKILLS
Reading Writing
Speaking Listening
4. PSYCHOMOTOR SKILLS (requiring physical
abilities to perform a given task).
Using rubrics is one way that teachers
can evaluate or assess student performance
or proficiency in any given task as it relates
to a final product or leaning outcomes.
The leaning competencies associated
with products or outputs are linked with an
assessment of the level of “expertise”
manifested by the product. Thus, product
oriented learning competencies target at
least three (3) levels: novice or beginner’s
level, skilled level, and expert level.
5. There are other ways to state product-
oriented learning competencies. For
instance, we can define learning
competencies for products or outputs in the
following way:
Level 1: Does the finished product or project
illustrate the minimum expected parts or
functions? (Beginner)
Level 2: Does the finished product or project
contain additional parts and functions on
top of the minimum requirements which
tend to enhance the final output? (Skilled
level)
6. Learning Competencies: The final product
submitted by the students must:
Possess the correct dimensions (5” x 5” x 5”)
– (minimum specifications)
Be sturdy, made of durable cardboard and
properly fastened together – (skilled
specifications)
Be pleasing to the observer, preferably
properly colored for aesthetic purposes –
(Expert level)
Example: The desired product is a scrapbook
illustrating the historical event called EDSA I
People Power.
7. Level 3: Does the finished product contain
the basic minimum parts and functions,
have additional features on top of the
minimum, and us aesthetically pleasing?
(Expert level)
Example: The desired product is a
representation of a cubic prism made out of
cardboard in an elementary geometry class.
8. Learning Competencies: The scrapbook presented
by the students must:
Contain pictures, newspaper clippings and other
illustrations for the main characters of EDSA I
People Power namely: Corazon Aquino, Fidel V.
Ramos, Juan Ponce Enrile, Ferdinand E. Marcos,
Cardinal Sin. – (minimum specifications)
Contain remarks and captions for the illustrations
made by the student himself for the roles played
by the characters of EDSA I People Power –
(skilled level)
Be presentable, complete, informative and
pleasing to the reader of the scrapbook – (expert
level)
9. Performance-based assessment for products
and projects can also be used for assessing
outputs of short-term tasks such as the one
illustrated below for outputs in a typing
class.
Example: The desired output consists of the
output in a typing class.
10. Learning Competencies: The final typing
outputs of the students must:
• Possess no more than five (5) errors in
spelling – (minimum specifications)
• Possess no more than five (5) errors in
spelling observing proper format based
on the document to be typewritten –
(skilled level)
• Possess no more than five (5) errors in
spelling, has the proper format, and is
readable and presentable – (expert level)
11. Notice that in all of the above examples,
product oriented performance based
learning competencies are evidence-based.
The teacher needs concrete evidence that
the student has achieved a certain level of
competence based on submitted products
and projects.
12. Task Designing
How should a teacher design a task for
product-oriented performance based
assessment? The design of the task in this
context depends on what the teacher desires
to observe as output of the students.
The concepts that may be associated with
task designing include:
• Complexity. The level of complexity of the
project needs to be within the range of
ability of the students. Projects that are
too simple tend to be uninteresting for the
students while projects that are too
complicated will most likely frustrate them.
13. • Appeal. The project or activity must be
appealing to the students. It should be
interesting enough so that students are
encouraged to pursue the task to
completion. It should lead self-discovery of
information by the students.
• Creativity. The projects need to encourage
students to exercise creativity and
divergent thinking. Given the same set of
materials and project inputs, how does
one best present the project? It should
lead the students into exploring the
various possible ways of presenting the
final output.
14. Goal-Based. Finally, the teacher must bear
in mind that the project is produced in
order to attain a learning objective. Thus,
projects are assigned to students not just
for the sake of producing something but for
the purpose of reinforcing learning.
Example: Paper folding is a traditional
Japanese art. However, it can be used as an
activity to teach concept of plane and solid
figures in geometry. Provide students with a
given number of colored papers and ask
them to construct as many plane and solid
figures from these papers without cutting
them (by paper folding only)
15. Scoring Rubrics
Scoring rubrics are descriptive scoring
schemes that are developed by teachers or
other evaluators to guide the analysis of the
products or processes of students’ efforts
(Brookhart, 1999). Scoring rubrics are
typically employed when a judgment of
quality is required and may be used to
evaluate a broad range of subjects and
activities.
16. From the major criteria, the next task is to
identify sub-statements that would make the
major criteria more focused ad objectives.
For instance, if we were scoring an essay on :
“Three Hundred Years of Spanish Rules in the
Philippines”, the major criterion “Quality”
may possess the following sub-statements:
Interrelates the chronological events in an
interesting manner
Identifies the key players in each period of
the Spanish rule and the roles that they
played
17. Succeeds in relating the history of
Philippine Spanish rule (related as
Professional, Not quite professional, and
Novice)
The example below displays a scoring rubric
that was developed to aid in the evaluation
of essays written by college students in the
classroom (based loosely on Leydens &
Thompson, 1997).
18. When are scoring rubrics an appropriate
evaluation technique?
Grading essay is just one example of
performances that may be evaluated using
scoring rubrics. There are many other
instances in which scoring rubrics may be
used successfully: evaluate group activities,
extended projects and oral presentations.
Also scoring rubrics scoring cuts across
disciplines and subject matter for they are
equally appropriate in English, Mathematics
and Science classrooms.
19. Other Methods
Authentic assessment schemes apart
from scoring rubrics exist in the arsenal of a
teacher. For example, checklists may be used
rather that scoring rubrics in the evaluation
essays. Checklists enumerate a set of
desirable characteristics for a certain product
and the teacher marks those characteristics
which are actually observed.
20. General versus Task-Specific
In the development of scoring rubrics,
it is well bear in mind that it can be used to
assess or evaluate specific tasks or general or
broad category of tasks. For instance,
suppose that we are interested in assessing
the student’s oral communication skills.
21. Process of Developing Scoring Rubrics
The development through a process.
The first step in the process entails the
identification of the qualities and attributes
that the teacher wishes to observe in the
students’ outputs that would demonstrate
their level of proficiency. (Brookhart, 1992).
The next step after defining the criteria for
the top level of performance is the
identification and definition if the criteria for
the lowest level of performance.
22. Resources
Currently, there is a broad range of
resources available to teachers who wish to
use scoring rubrics in their classrooms. These
resources differ both in the subject that they
cover and the level that they are designed to
assess. The examples provided below are
only a small sample of the information that is
available.
State of Colorado (1998) has developed an
online set of general for K-12 teacher,
holistic scoring rubrics that are designed
for the evaluation of various writing
assessments.
23. Chicago Public Schools (1999) maintain an
extensive electronic list if analytic and holistic
scoring rubrics that span the broad array of
subjects represented throughout K-12
education.
(1997a, 1997b; Danielson & Marquez, 1998)
for mathematics teachers, Danielson has
developed a collection of reference books
that contain scoring rubrics that are
appropriate to the elementary, middle school
and high school mathematics classrooms.
Resources are also available to assist college
instructors who are interested in developing and
using scoring rubrics in their classrooms.
24. Kathy Schrock’s Guide for Educators (2000)
contains electronic materials for both the
pre-college and the college classroom.
Brookhart (1999) The Art and Science of
Classroom Assessment: The Missing Part
of Pedagogy, provides a brief, but
comprehensive review of the literature on
assessment in the college classroom.
Moskal (1999) has developed a web site
that contains links to variety college
assessment resources, including scoring
rubrics.
25. The ERIC Clearinghouse on Assessment and
Evaluation [ERIC/AE] provides several
additional useful websites.
Scoring Rubrics-Definitions and
Constructions (2000b), specially addresses
questions that are frequently asked with
regard to scoring rubrics.
Site also provides electronic links to web
resources and bibliographic references to
books and articles that discuss scoring
rubrics.