The document discusses key characteristics of a good performance assessment. It notes that a good assessment is authentic and measures both knowledge and skills. It allows students to self-assess and peer-assess using rubrics. Complex skills are assessed, like problem-solving. Criteria and scoring rubrics are explained upfront so students understand what is expected.
This presentation includes the following subtopics
• Norm- Referenced and Criterion Referenced Assessment
• Measures of Central Tendency
• Measures of Location/Point Measures
• Measures of Variability
• Standard Scores
• Skewness and Kurtosis
• Correlation
The document discusses the grading and reporting systems used in education. It defines grading as applying standardized measurements of achievement levels in a course, while reporting is presenting conclusions and recommendations on matters referred. Grading and reporting systems are used to enhance student learning, inform parents of student progress, and help administration with promotion decisions, reporting to other schools/employers, and counseling. The document cautions that while grades themselves are not bad, it is their misuse and misinterpretation that can be problematic.
Placement assessments determine if a student has the prerequisite skills and knowledge to participate in a course at the appropriate level, such as assessing readiness for Algebra I. Diagnostic assessments identify student strengths and weaknesses in specific academic areas in order to diagnose learning difficulties and inform remedial teaching. Examples of diagnostic assessments include pre-tests, self-assessments, discussions, and interviews. The results of diagnostic assessments help teachers better understand student capabilities and plan targeted lessons.
The document discusses the roles and types of assessment used in classroom instruction. There are four main roles: placement assessment at the beginning to determine student knowledge and skills; formative assessment during instruction to monitor progress; diagnostic assessment to identify weaknesses; and summative assessment at the end to evaluate learning and teaching effectiveness. There are also different types of assessments discussed like traditional, alternative, performance-based and portfolio assessments. Effective assessment requires clear learning objectives, a variety of procedures, relevance to instruction, adequate samples of student work, fairness, specified evaluation criteria and feedback to students.
(1) The document discusses assessment competencies for teachers, including choosing appropriate assessment methods, administering and interpreting various assessments, using results for instructional decisions, developing valid grading procedures, and communicating results.
(2) It also outlines several standards for teachers related to choosing, developing, interpreting and using assessment results for decision making, grading, and communicating.
(3) The document discusses the concepts of assessment literacy and alternative forms of assessment like performance and portfolio assessments. It provides definitions and characteristics of these approaches.
The document discusses various grading and reporting systems used in education including letter grades, pass/fail systems, criterion-referenced grading, and portfolios. It also covers conducting parent-teacher conferences to discuss student performance and components that make up a student's overall grade such as tests, quizzes, projects, participation, and behavior. Effective grading requires thoughtful professional judgment and should not be used as a weapon against students.
This document discusses portfolio assessment as an alternative method of evaluating student learning. It begins by outlining principles of effective assessment, then defines portfolios as purposeful collections of student work that demonstrate progress toward learning goals. Key points include that portfolios involve student participation in selecting works and self-reflection. The document provides guidelines for developing portfolios, such as establishing clear purposes and criteria. It notes benefits like engaging students in self-evaluation, but also challenges like reliability in scoring. Overall portfolios are presented as a flexible, collaborative approach to assessment.
The document discusses analytic and holistic assessment. Analytic assessment refers to assessing specific learning outcomes and providing feedback on each aspect of a task. Holistic assessment takes a global approach, where the assessor develops an overall mental response to a student's work and assigns a grade with justification. Holistic assessment can include reflection papers, journals, peer assessment, self-assessment, and group presentations. When applied correctly across various areas of study, holistic assessment is expected to improve student learning outcomes.
This presentation includes the following subtopics
• Norm- Referenced and Criterion Referenced Assessment
• Measures of Central Tendency
• Measures of Location/Point Measures
• Measures of Variability
• Standard Scores
• Skewness and Kurtosis
• Correlation
The document discusses the grading and reporting systems used in education. It defines grading as applying standardized measurements of achievement levels in a course, while reporting is presenting conclusions and recommendations on matters referred. Grading and reporting systems are used to enhance student learning, inform parents of student progress, and help administration with promotion decisions, reporting to other schools/employers, and counseling. The document cautions that while grades themselves are not bad, it is their misuse and misinterpretation that can be problematic.
Placement assessments determine if a student has the prerequisite skills and knowledge to participate in a course at the appropriate level, such as assessing readiness for Algebra I. Diagnostic assessments identify student strengths and weaknesses in specific academic areas in order to diagnose learning difficulties and inform remedial teaching. Examples of diagnostic assessments include pre-tests, self-assessments, discussions, and interviews. The results of diagnostic assessments help teachers better understand student capabilities and plan targeted lessons.
The document discusses the roles and types of assessment used in classroom instruction. There are four main roles: placement assessment at the beginning to determine student knowledge and skills; formative assessment during instruction to monitor progress; diagnostic assessment to identify weaknesses; and summative assessment at the end to evaluate learning and teaching effectiveness. There are also different types of assessments discussed like traditional, alternative, performance-based and portfolio assessments. Effective assessment requires clear learning objectives, a variety of procedures, relevance to instruction, adequate samples of student work, fairness, specified evaluation criteria and feedback to students.
(1) The document discusses assessment competencies for teachers, including choosing appropriate assessment methods, administering and interpreting various assessments, using results for instructional decisions, developing valid grading procedures, and communicating results.
(2) It also outlines several standards for teachers related to choosing, developing, interpreting and using assessment results for decision making, grading, and communicating.
(3) The document discusses the concepts of assessment literacy and alternative forms of assessment like performance and portfolio assessments. It provides definitions and characteristics of these approaches.
The document discusses various grading and reporting systems used in education including letter grades, pass/fail systems, criterion-referenced grading, and portfolios. It also covers conducting parent-teacher conferences to discuss student performance and components that make up a student's overall grade such as tests, quizzes, projects, participation, and behavior. Effective grading requires thoughtful professional judgment and should not be used as a weapon against students.
This document discusses portfolio assessment as an alternative method of evaluating student learning. It begins by outlining principles of effective assessment, then defines portfolios as purposeful collections of student work that demonstrate progress toward learning goals. Key points include that portfolios involve student participation in selecting works and self-reflection. The document provides guidelines for developing portfolios, such as establishing clear purposes and criteria. It notes benefits like engaging students in self-evaluation, but also challenges like reliability in scoring. Overall portfolios are presented as a flexible, collaborative approach to assessment.
The document discusses analytic and holistic assessment. Analytic assessment refers to assessing specific learning outcomes and providing feedback on each aspect of a task. Holistic assessment takes a global approach, where the assessor develops an overall mental response to a student's work and assigns a grade with justification. Holistic assessment can include reflection papers, journals, peer assessment, self-assessment, and group presentations. When applied correctly across various areas of study, holistic assessment is expected to improve student learning outcomes.
This document provides instructions and examples for constructing a completion test, which requires test-takers to fill in blanks with words or phrases. It outlines several rules to follow, such as giving reasonable context for the desired response, avoiding clues in wording or blank length, and arranging items to facilitate scoring. Sample test items are included to demonstrate proper formatting. The goal is to design a test that accurately measures knowledge without unintentionally cueing respondents.
This document discusses portfolio assessment methods. It defines a portfolio as a collection of student work that shows their progress and achievements. An effective portfolio includes student input in selecting work, clear criteria for judging quality, and evidence of student self-reflection. The document then outlines the key elements and stages of implementing portfolio assessment, including specifying the portfolio contents and format, introducing the process to students, and providing guidelines for presentation. It also describes different types of portfolios like documentation, process, and showcase portfolios.
The document discusses portfolio assessment and provides details about its contents, types, and process. Some key points:
- Portfolio assessment is a collection of a student's work that is more accurate than transcripts alone. It includes academic and extracurricular activities.
- There are five types of portfolios: working, developmental, documentary, showcase, and evaluation. Each has a specific focus like skills development or grading.
- The portfolio process involves goal setting, selecting entries, performing tasks, gathering data, reflection, exhibition, and evaluation based on criteria like content and originality.
- Portfolios are evaluated by the student, peers, teachers and advisor to provide a holistic assessment of performance.
The document discusses various assessment tools that educators can use to identify students' strengths and weaknesses in literacy and numeracy. It describes objective tests which require selecting a correct response, and subjective tests which allow for original answers. Performance assessments require students to complete real-world tasks demonstrating knowledge and skills. Portfolio assessments are based on collecting a student's work over time. Other tools mentioned include oral questioning, observation techniques like informal or formal observation, and self-reports to evaluate performance and attitude.
Grades can be determined either through norm-referenced or criterion-referenced systems. In a norm-referenced system, a student's grade depends on how their performance compares to others in their group. This makes grades relative and can shift scores up or down based on the overall group's ability. A criterion-referenced system bases grades on how a student's performance matches specified standards, making grades absolute rather than dependent on peers. However, criterion-referenced systems are difficult to implement as standards must be clearly defined and grades do not factor in a group's performance. Both systems have advantages and disadvantages for assessing student learning.
The document discusses different types of assessment used in teaching and learning. It describes traditional assessments like paper-and-pencil tests which measure lower-level skills, while authentic assessments focus on higher-order skills through realistic tasks. Formative assessment provides feedback during instruction, while summative assessment evaluates learning after instruction through exams. Norm-referenced assessment compares students to peers, and criterion-referenced assessment evaluates students against fixed standards. The document also contrasts contextualized versus decontextualized assessment and analytic versus holistic assessment approaches.
The document defines different types of curriculum and their foundations. It discusses 7 types of curriculum operating in schools: recommended, written, taught, supported, assessed, learned, and hidden. It also outlines 4 major foundations of curriculum: philosophical, historical, psychological, and social. Finally, it provides details on defining objectives, selecting content, and considering aims, goals and purposes in curriculum development.
The Nature of Performance-Based Assessment (Assessment of Learning 2)iamina
Performance-based assessment is an alternative form of assessment that evaluates students' demonstration of skills through tasks like projects, presentations, and experiments, rather than traditional tests. It has strengths like clearly identifying learning targets, allowing various approaches to evaluation, and engaging students in an authentic learning process. However, it also has weaknesses such as being time-consuming to develop, administer, and score, and not providing as many samples of student achievement compared to other assessment types. Overall, performance-based assessment integrates evaluation with instruction but can be difficult to implement reliably.
This document discusses affective assessment, which covers behaviors in the affective domain related to attitudes, beliefs, and feelings. It defines various affective traits like attitude, interest, values, opinions, and self-concept. Two main methods for assessing affective learning outcomes are described: teacher observation and student self-reports. Teacher observation can be unstructured, with open-minded noting of behaviors, or structured using checklists or rating scales to record specific behaviors. Multiple assessments over time are recommended to accurately gauge affective traits as emotions can vary.
Definition of assessment,
ASSESSMENT AND TESTING
EDUCATIONAL DECISION
FACTORS WHY WE PLAN ASSESSMENT DEVICES,
Criteria for selecting Assessment instrument
,PURPOSE OF ASSESSMENT,
Assessment can do more than simply diagnose and identify students’ learning needs; it can be used to assist improvements across the education system in a cycle of continuous improvement:
PRINCIPLES OF ASSESSMENT
TYPES OF ASSESSMENT
A high quality assessment has three key characteristics: 1) clear learning targets that specify what students should know and be able to do, 2) appropriate assessment methods that are well-suited to evaluate the targeted learning, and 3) assessments that are valid, reliable, fair, practical and conducted ethically.
Basic concepts in assessing student learningKaye Batica
The document discusses concepts related to assessing student learning, including defining measurement, methods of data collection, uses of educational measurement, evaluation, assessment of student learning, and principles of assessment. It provides details on formative, summative and evaluative assessment, as well as alternative assessments including performance assessments and incorporating portfolio assessment into the learning process. The relationship between instruction and assessment is that assessment should effectively measure student learning and provide feedback to improve instruction.
The document discusses performance-based assessment and constructing performance tasks. It defines performance assessment as testing that requires students to create an answer or product demonstrating their knowledge or skills. It provides guidelines for establishing validity of performance tests and constructing authentic performance tasks, including identifying learning targets, developing prompts and criteria, and using rubrics. Portfolio assessment is also explored as a purposeful, systematic collection of student work used to document progress towards learning targets.
As future educators, one should know the different types of teacher made-test and non-test instruments and the roles of assessment in instructional decision in-order to provide the best assessment possible in evaluating the student learning.
Tools To Assess The Quality Of The Curriculumdbrady3702
How can we assess the quality of the documented curriculum, the enacted curriculum, the assessed curriculum, and the impact of the curriculum on students? From data analysis, to looking at student work, to power standards, to calibration, to professional learning communities, these tools help us to assess the curriculum.
This document discusses different views and approaches to curriculum. It addresses traditional and progressive points of view on curriculum. The traditional view sees curriculum as a set of subjects to be taught, while the progressive view defines curriculum as the total learning experiences of the individual, both in and out of school. The document also summarizes Ralph Tyler's model of curriculum development and Hilda Taba's grassroots approach. It outlines different types of curriculum operating in schools and lists major philosophical foundations of curriculum.
Guidelines in Preparing Different Types of TestsJervis Panis
This document discusses guidelines for preparing different types of tests to assess learning outcomes. It describes four levels of learning outcomes: knowledge, process, understanding, and product/performance. Each level can be assessed using different tools. Objective tests like multiple choice, true/false, and matching are described. Essay tests that allow subjective responses are also covered. The key aspects of a good test discussed are validity, reliability, and usability. Principles for constructing clear test items are provided.
This slide discusses the principles of affective assessment, a method of assessment used in measuring learning, as well as the approaches and tools used in assessing learning.
(c) 2014 Gerard Joseph Atienza. All rights reserved.
Teachers must assess students in three domains: cognitive, psychomotor, and affective. Assessment involves gathering data using various instruments like tests, assignments, observations, and projects. The data is analyzed and interpreted to make educational decisions and evaluate student learning and progress. Common types of assessment include norm-referenced, criterion-referenced, formative, and summative. Proper planning is needed when designing assessment instruments to ensure they are relevant, balanced, efficient, objective, fair, and reliable.
The document discusses various aspects of the research and writing process including: organizing information from secondary sources; developing logical arguments and integrating different perspectives; writing multi-page essays following standard formats; and assessing student learning through diagnostic, formative, and summative assessments. The goals are to help students improve their research, analytical, and writing skills through practicing various techniques.
This document outlines a course on entrepreneurship and enterprise development. The course aims to help students understand key concepts related to entrepreneurship including defining entrepreneurship, understanding small business management issues, developing business plans, product development, marketing strategies, organizing and financing new ventures, and managing growth. The course is taught over 14 weeks and covers these topics through lectures, discussions, assignments and assessments. Students are expected to actively participate in all course activities and complete all readings and assignments on time.
OL 421 Final Project Guidelines and Rubric Overview .docxcherishwinsland
This document provides guidelines and a rubric for a capstone project in an online business course. The capstone consists of two components: an executive summary analyzing a company's performance based on a business simulation, and a professional reflection on skills developed in the course. The executive summary includes sections on the company's progress, current situation using a SWOT analysis, future plans, ethical/legal challenges, and global expansion considerations. The reflection addresses business communication skills, collaboration, and how the capstone and coursework will benefit future academic or professional pursuits. Students are evaluated based on demonstrating proficiency in areas like strategic problem-solving, decision-making, collaboration, and addressing challenges.
This document provides instructions and examples for constructing a completion test, which requires test-takers to fill in blanks with words or phrases. It outlines several rules to follow, such as giving reasonable context for the desired response, avoiding clues in wording or blank length, and arranging items to facilitate scoring. Sample test items are included to demonstrate proper formatting. The goal is to design a test that accurately measures knowledge without unintentionally cueing respondents.
This document discusses portfolio assessment methods. It defines a portfolio as a collection of student work that shows their progress and achievements. An effective portfolio includes student input in selecting work, clear criteria for judging quality, and evidence of student self-reflection. The document then outlines the key elements and stages of implementing portfolio assessment, including specifying the portfolio contents and format, introducing the process to students, and providing guidelines for presentation. It also describes different types of portfolios like documentation, process, and showcase portfolios.
The document discusses portfolio assessment and provides details about its contents, types, and process. Some key points:
- Portfolio assessment is a collection of a student's work that is more accurate than transcripts alone. It includes academic and extracurricular activities.
- There are five types of portfolios: working, developmental, documentary, showcase, and evaluation. Each has a specific focus like skills development or grading.
- The portfolio process involves goal setting, selecting entries, performing tasks, gathering data, reflection, exhibition, and evaluation based on criteria like content and originality.
- Portfolios are evaluated by the student, peers, teachers and advisor to provide a holistic assessment of performance.
The document discusses various assessment tools that educators can use to identify students' strengths and weaknesses in literacy and numeracy. It describes objective tests which require selecting a correct response, and subjective tests which allow for original answers. Performance assessments require students to complete real-world tasks demonstrating knowledge and skills. Portfolio assessments are based on collecting a student's work over time. Other tools mentioned include oral questioning, observation techniques like informal or formal observation, and self-reports to evaluate performance and attitude.
Grades can be determined either through norm-referenced or criterion-referenced systems. In a norm-referenced system, a student's grade depends on how their performance compares to others in their group. This makes grades relative and can shift scores up or down based on the overall group's ability. A criterion-referenced system bases grades on how a student's performance matches specified standards, making grades absolute rather than dependent on peers. However, criterion-referenced systems are difficult to implement as standards must be clearly defined and grades do not factor in a group's performance. Both systems have advantages and disadvantages for assessing student learning.
The document discusses different types of assessment used in teaching and learning. It describes traditional assessments like paper-and-pencil tests which measure lower-level skills, while authentic assessments focus on higher-order skills through realistic tasks. Formative assessment provides feedback during instruction, while summative assessment evaluates learning after instruction through exams. Norm-referenced assessment compares students to peers, and criterion-referenced assessment evaluates students against fixed standards. The document also contrasts contextualized versus decontextualized assessment and analytic versus holistic assessment approaches.
The document defines different types of curriculum and their foundations. It discusses 7 types of curriculum operating in schools: recommended, written, taught, supported, assessed, learned, and hidden. It also outlines 4 major foundations of curriculum: philosophical, historical, psychological, and social. Finally, it provides details on defining objectives, selecting content, and considering aims, goals and purposes in curriculum development.
The Nature of Performance-Based Assessment (Assessment of Learning 2)iamina
Performance-based assessment is an alternative form of assessment that evaluates students' demonstration of skills through tasks like projects, presentations, and experiments, rather than traditional tests. It has strengths like clearly identifying learning targets, allowing various approaches to evaluation, and engaging students in an authentic learning process. However, it also has weaknesses such as being time-consuming to develop, administer, and score, and not providing as many samples of student achievement compared to other assessment types. Overall, performance-based assessment integrates evaluation with instruction but can be difficult to implement reliably.
This document discusses affective assessment, which covers behaviors in the affective domain related to attitudes, beliefs, and feelings. It defines various affective traits like attitude, interest, values, opinions, and self-concept. Two main methods for assessing affective learning outcomes are described: teacher observation and student self-reports. Teacher observation can be unstructured, with open-minded noting of behaviors, or structured using checklists or rating scales to record specific behaviors. Multiple assessments over time are recommended to accurately gauge affective traits as emotions can vary.
Definition of assessment,
ASSESSMENT AND TESTING
EDUCATIONAL DECISION
FACTORS WHY WE PLAN ASSESSMENT DEVICES,
Criteria for selecting Assessment instrument
,PURPOSE OF ASSESSMENT,
Assessment can do more than simply diagnose and identify students’ learning needs; it can be used to assist improvements across the education system in a cycle of continuous improvement:
PRINCIPLES OF ASSESSMENT
TYPES OF ASSESSMENT
A high quality assessment has three key characteristics: 1) clear learning targets that specify what students should know and be able to do, 2) appropriate assessment methods that are well-suited to evaluate the targeted learning, and 3) assessments that are valid, reliable, fair, practical and conducted ethically.
Basic concepts in assessing student learningKaye Batica
The document discusses concepts related to assessing student learning, including defining measurement, methods of data collection, uses of educational measurement, evaluation, assessment of student learning, and principles of assessment. It provides details on formative, summative and evaluative assessment, as well as alternative assessments including performance assessments and incorporating portfolio assessment into the learning process. The relationship between instruction and assessment is that assessment should effectively measure student learning and provide feedback to improve instruction.
The document discusses performance-based assessment and constructing performance tasks. It defines performance assessment as testing that requires students to create an answer or product demonstrating their knowledge or skills. It provides guidelines for establishing validity of performance tests and constructing authentic performance tasks, including identifying learning targets, developing prompts and criteria, and using rubrics. Portfolio assessment is also explored as a purposeful, systematic collection of student work used to document progress towards learning targets.
As future educators, one should know the different types of teacher made-test and non-test instruments and the roles of assessment in instructional decision in-order to provide the best assessment possible in evaluating the student learning.
Tools To Assess The Quality Of The Curriculumdbrady3702
How can we assess the quality of the documented curriculum, the enacted curriculum, the assessed curriculum, and the impact of the curriculum on students? From data analysis, to looking at student work, to power standards, to calibration, to professional learning communities, these tools help us to assess the curriculum.
This document discusses different views and approaches to curriculum. It addresses traditional and progressive points of view on curriculum. The traditional view sees curriculum as a set of subjects to be taught, while the progressive view defines curriculum as the total learning experiences of the individual, both in and out of school. The document also summarizes Ralph Tyler's model of curriculum development and Hilda Taba's grassroots approach. It outlines different types of curriculum operating in schools and lists major philosophical foundations of curriculum.
Guidelines in Preparing Different Types of TestsJervis Panis
This document discusses guidelines for preparing different types of tests to assess learning outcomes. It describes four levels of learning outcomes: knowledge, process, understanding, and product/performance. Each level can be assessed using different tools. Objective tests like multiple choice, true/false, and matching are described. Essay tests that allow subjective responses are also covered. The key aspects of a good test discussed are validity, reliability, and usability. Principles for constructing clear test items are provided.
This slide discusses the principles of affective assessment, a method of assessment used in measuring learning, as well as the approaches and tools used in assessing learning.
(c) 2014 Gerard Joseph Atienza. All rights reserved.
Teachers must assess students in three domains: cognitive, psychomotor, and affective. Assessment involves gathering data using various instruments like tests, assignments, observations, and projects. The data is analyzed and interpreted to make educational decisions and evaluate student learning and progress. Common types of assessment include norm-referenced, criterion-referenced, formative, and summative. Proper planning is needed when designing assessment instruments to ensure they are relevant, balanced, efficient, objective, fair, and reliable.
The document discusses various aspects of the research and writing process including: organizing information from secondary sources; developing logical arguments and integrating different perspectives; writing multi-page essays following standard formats; and assessing student learning through diagnostic, formative, and summative assessments. The goals are to help students improve their research, analytical, and writing skills through practicing various techniques.
This document outlines a course on entrepreneurship and enterprise development. The course aims to help students understand key concepts related to entrepreneurship including defining entrepreneurship, understanding small business management issues, developing business plans, product development, marketing strategies, organizing and financing new ventures, and managing growth. The course is taught over 14 weeks and covers these topics through lectures, discussions, assignments and assessments. Students are expected to actively participate in all course activities and complete all readings and assignments on time.
OL 421 Final Project Guidelines and Rubric Overview .docxcherishwinsland
This document provides guidelines and a rubric for a capstone project in an online business course. The capstone consists of two components: an executive summary analyzing a company's performance based on a business simulation, and a professional reflection on skills developed in the course. The executive summary includes sections on the company's progress, current situation using a SWOT analysis, future plans, ethical/legal challenges, and global expansion considerations. The reflection addresses business communication skills, collaboration, and how the capstone and coursework will benefit future academic or professional pursuits. Students are evaluated based on demonstrating proficiency in areas like strategic problem-solving, decision-making, collaboration, and addressing challenges.
The document discusses strategies for implementing 360-degree feedback in a way that minimizes anxiety and maximizes benefits. It recommends following three core design principles: 1) Keeping the process short and simple, such as using a brief self-assessment questionnaire. 2) Ensuring the feedback focuses on relevant job skills. 3) Giving learners control over aspects of the process, such as choosing which skills to assess and who provides feedback. This empowers learners and reduces fears about how feedback will be used or who will see the results. The goal is to make 360-degree feedback a practical tool for development rather than an anxiety-provoking exercise.
1What did you do best in your undergraduate studies Have you ever.pdfchughakshit42
1
What did you do best in your undergraduate studies? Have you ever had an interdisciplinary
learning experience? If so, what impressed or interested you?
2
What knowledge and skills have you learned by participating in a class, such as an undergraduate
class, that is relevant to the major you are applying for? What do you think will help you succeed
in applying for the major? Please make a summary from the aspects of professional knowledge,
research methods, skills tools, etc.
Course 1
TitleFoundation of Finance (90/100)
Content of the course and your learning focus
Why are you impressed
Your Achievements
Course 2
TitleInvestment Analysis (86/100)
Content of the course and your learning focus
Why are you impressed
Your Achievements
Course3
TitleFinancial Decision Making (92/100)
Content of the course and your learning focus
Why are you impressed
Your Achievements
3
Please list any project activities you have participated in; certain experimental research projects;
or some kind of academic competition; (what research experience do you have related to the
major you are aiming to apply for? And can this experience prove your learning and research
ability to the university? Did you encounter any academic difficulties in your research, how did
you overcome them, or how did you conduct your research? Please mainly describe what you
have done and achieved. Please highlight the professionalism and depth of the activity, please
note that what you have done reflects the quality characteristics of your study target major)
Academic Programs 1
Situation: Project name, purpose, specific academic fields: AIA GROUP LIMITED (HONG
KONG STUDY TOUR) 2019.07-2019.08
Task: Academic key points and what you need to accomplish
Participated in the planning and promotion of insurance products in AIA Group Limited, and
cooperated with team members to design product recommendation advertisements, which won
the second place Participated in a business case analysis competition at the University of Hong
Kong: Why Samsung is successful. Analyzedthe industry competitiveness of the company by
means of SWOT and Porter's Five Forces Model within three hoursParticipated in writing
analysis reports on the development of Samsung products, marketing strategies and enterprise
competitiveness; made PowerPoint independently and participated in presentation of the results
Action: The obstacles you encounter, your academic understanding and practical operation
Result: Your results
Thinking & Reflection: What kind of progress, new ideas and reflections you have generated
throughout the process:
Academic Programs 2
Situation: Project name, purpose, specific academic fields:
Task: Academic key points and what you need to accomplish
Action: The obstacles you encounter, your academic understanding and practical operation
Result: Your results
Thinking & Reflection: What kind of progress, new ideas and reflections you have generated
throughout the process:
4
What has helped you most in your ac.
The document outlines a business success program that aims to:
1) Help businesses in Vietnam prepare for upcoming international standards by developing their businesses and employees now according to these standards.
2) Advises that acquiring international standard training programs is the next best option if international trainers are unavailable internally.
3) Provides examples of how some Vietnamese businesses have already adopted best international practices and standards.
This document provides an overview of analyzing for instructional design. It discusses the importance of the analysis phase in creating effective learning modules. The analysis phase involves needs analysis, business goals, and assessment. The document then covers the ADDIE model of instructional design which includes analysis, design, development, implementation, and evaluation. It emphasizes that a systematic process must be followed to achieve desired results.
The document provides guidance on creating effective assessments. It discusses defining objectives, aligning objectives with test items and instructional content. The ADDIE model is described as applying to assessment development with analysis, design, development, implementation and evaluation phases. Best practices for constructing different types of test items like multiple choice, true/false and short answer are outlined. The key points are that assessments should measure intended objectives, be developed as part of instruction based on learning theory, and follow best practices for reliable and valid evaluation.
This document discusses the analysis phase of the instructional design process. It explains that the analysis phase involves conducting a training needs analysis through various types of analysis like context analysis, user analysis, work analysis, and content analysis. The purpose of needs analysis is to identify performance gaps, set training priorities, and inform training decisions. Needs assessment techniques may include observation, questionnaires, interviews, and focus groups. The output of the analysis phase is a job analysis report containing training recommendations and course content.
How to manage poor performers learningtemplateslidesGhazali Md. Noor
The document discusses performance appraisals and managing poor performers. It notes common complaints about performance appraisals from both appraisers and appraisees, such as bias, lack of differentiation, and lack of follow-up. It questions what performance appraisals are used for and whether the focus should be on results or activities. The document also discusses using intrinsic versus extrinsic motivators and how the latter can diminish problem-solving abilities and encourage short-term thinking. Finally, it provides tips for setting objectives, choosing strong action verbs, providing feedback, and ensuring no surprises during the appraisal process.
Faculty of BusinessMarketing Discipline Group247.docxlmelaine
Faculty of Business
Marketing Discipline Group
24790 Business Project:
Marketing (Capstone)
Course Notes
Spring 2019
INTRODUCTION
David Waller
Lynne Freeman
Today’s WorkshopCourse OverviewClass MinglingDiscuss Project Ideas in Group
Objective: Familiarise yourself with the course and project requirements!
“a capstone is a crown, a shining and fully functional architectural feature that encloses and, for all time, seals into place the culmination of knowledge and experience.”
Capstone:
Subject descriptionThis subject is a simulated business consultancy project that allows students to investigate a specific business activity related to marketing, using a company of the student's choice. It covers many aspects of marketing, marketing strategy and specialist marketing subjects. Students are required to apply a range of marketing and non-marketing theories already covered in their degree.
24790 Business Project: Marketing (Capstone)
Requisites: 48 Credit Points in Master of Marketing Program Completion of 24734 Marketing Management Completion of 24710 Buyer Behaviour
StaffDavid WallerLynne Freeman
email is the preferred method of communication. If making an appointment at least 48hours notice pleaseUse your UTS email address; state your subject/tutorial number
Subject learning objectives (SLOs)
Upon successful completion of this subject students should be able to:
1. apply a broad range of marketing tools, frameworks and decision-making to real world issues and contexts.
2. access and critically analyse relevant information for comprehensive marketing solutions.
3. integrate multifunctional perspectives and frameworks to deliver comprehensive business solutions and progress
organisational initiatives
4. apply innovative problem solving and develop self-directed project planning and solution processes
5. present effectively in an informal and formal manner the project plans and findings.
Course intended learning outcomes (CILOs)Research and critically analyse complex information and concepts for business decisions and apply them in the broader environmental context (1.1)Apply innovative problem-solving processes to address business issues and integrate the solutions in decision making (2.1)Use oral communication appropriately in a professional context to convey information clearly and fluently (3.2)Evidence understanding of ethical and social responsibility in professional practice and accountability for related personal outputs (4.1)Critically evaluate and apply sustainability principles to decisions in business contexts (4.2)Demonstrate knowledge of diverse cultural and Indigenous perspectives and their implications for professional business practice (4.3)Apply high-level technical skills within specialised marketing management, marketing research and strategic marketing practice (5.1)Execute a substantial research-based or professionally focused marketing management, marketing research or strategic marketing proj ...
FlipKart Training Design Document.v2.public.081914John M. Hall
This document provides a design overview for an induction training program to prepare Indian youth for employment in e-commerce. The 5.5 day course will cover topics like retail vs e-commerce models, careers, supply chain management, warehouse operations, delivery processes, and customer service. Training will include lectures, activities, site visits and role plays. The goal is to give participants marketable skills for sustainable jobs. Instructors will also receive training to ensure consistent delivery of the program across India.
The document provides a situational analysis for the Active Sports Apparel company. Some key points:
- Active Sports is a medium-sized apparel manufacturer in Sri Lanka producing t-shirts. It has a 35% market share and sales have been increasing yearly.
- The analysis covers the company's products, sales, revenues, distribution channels, pricing, promotions and competitors. It finds the company is in the growth stage of its product life cycle.
- Marketing objectives are outlined as increasing total sales by 15% and market share. Secondary objectives include increasing production and focusing on product differentiation through new designs.
- A PESTEEL analysis and SWOT analysis are included to evaluate the external environment and
This document provides an overview of a module on personal entrepreneurial competencies (PECs) and environment/market analysis for technical drafting students. It includes tasks for students to assess their own PECs, interview a local entrepreneur, and analyze the business environment and market in their province. The goal is for students to understand important entrepreneurial skills, align their PECs with a successful local entrepreneur, and identify opportunities and constraints in their local market through a SWOT analysis.
The document discusses assessing personal entrepreneurial competencies (PECs). It provides background on entrepreneurs and entrepreneurship. Students will learn about their own PECs and compare them to successful practitioners in their province. The objectives are to identify areas for improvement, align PECs to career/business choices, and create a plan for success. Students complete pre-assessments involving matching competencies and answering questions. They will then set personal goals, complete reading, and group activities to further assess and understand their PECs.
This document provides guidance on using the STAR technique to prepare for job applications and interviews. It begins with learning outcomes around unpacking job ads, understanding the STAR approach, and practicing its use. It then covers an overview of a presentation on using STAR effectively in interviews, how to read job ads and selection criteria, and student activities to identify skills and practice the STAR method. Finally, it discusses the application process, types of interview questions, and tips for assessing fit with an employer.
This document outlines the course details for a Strategic Marketing class at Dow University of Health Sciences. The course will be taught on Wednesdays from 6-9pm by Professor Dr. Akhlas Ahmed. It will focus on strategic thinking, analysis, leadership, communication and cross-functional integration. Students will learn about corporate planning, implementation, structures and change management. Assessment methods include quizzes, assignments, presentations, and exams. The course aims to help students understand strategic management concepts, analyze marketing issues, work in teams, and develop a marketing plan.
This document provides an overview of an 8-step process for developing and presenting effective safety training. The steps include: 1) assessing learner needs; 2) setting goals and objectives; 3) designing the curriculum; 4) selecting methods and media; 5) writing the course outline; 6) coordinating logistics; 7) presenting the training; and 8) documenting and evaluating the training. The overall goal is to help students improve their knowledge, skills, and ability to develop, present, and evaluate safety training outcomes.
Oral Language Grade 7 Quarter 3 Week 2 part 3MhellyRamos
The document discusses using appropriate oral language when giving information, instructions, explanations, and narrating events. It identifies the key types of oral communication as giving information, giving instructions, making explanations, and narrating events. Examples are provided for each type to illustrate how to effectively communicate orally in different situations. Tips are also included for giving effective instructions, such as getting people's attention, being clear and specific, checking for understanding, demonstrating when possible, and not rushing instructions.
Oral Language Grade 7 Quarter 3 Week 2 part 2MhellyRamos
The document discusses using appropriate oral language when giving information, instructions, explanations, and narrating events. It identifies the key types of oral communication as giving information, giving instructions, making explanations, and narrating events. Examples are provided for each type to illustrate how to effectively communicate orally in different situations. Tips are also included for giving effective instructions, such as getting people's attention, being clear and specific, having instructions repeated back, demonstrating when possible, and not rushing instructions.
The document provides an overview and analysis of Daniel H. Wilson's 2017 science fiction novel "The Clockwork Dynasty." It summarizes the book's central themes of identity, humanity, and the impact of technology. The novel tells interweaving stories from two perspectives: June, who discovers a hidden society of mechanical beings called Avtomats in the present day, and Peter, an Avtomat who recounts his experiences over centuries of history. June becomes embroiled in an ancient conflict between two factions of Avtomats with opposing views of humanity's relationship to machines.
The story takes place in colonial India, where a British colonial official and his wife are hosting a large dinner party for other officials and military officers. During a debate about women's abilities in stressful situations, the American guest notices a strange expression come over the hostess' face. She quietly signals for a servant to bring a bowl of milk to the veranda. This alerts the American that there must be a cobra snake somewhere in the room. He calmly devises a plan to have the guests remain still and quiet for five minutes until the snake emerges and exits on its own. In the end, it is revealed that the hostess remained composed despite the snake crawling across her foot the entire time, demonstrating greater nerve control than expected
This document provides an overview of a listening demonstration. It begins by introducing the presenter and dividing participants into two groups for a Simon Says listening game. It then outlines the stages of listening to be covered, including understanding words and short conversations, remembering details, carefully listening to poems and songs, and evaluating messages. Examples are provided for each stage, with answers to comprehension questions. The document concludes by thanking participants and indicating an assessment will follow to check understanding.
The document summarizes Edith Nesbit's 1907 children's fantasy novel "The Enchanted Castle". It describes how three children named Gerald, Cathy, and Jimmy discover an enchanted castle while exploring the countryside. Within the castle's magical garden they find Mabel, who possesses an amulet that can grant wishes. However, the children's wishes lead to confusion and chaos as they are transported through time and space. They must work together to overcome the challenges and return the amulet to its original state. Throughout the story, the children learn lessons about friendship, responsibility, and imagination.
The poem is a critique of the Taj Mahal monument in Agra, India. It describes the Taj Mahal as a quintessential symbol of passion but questions what value it has for ordinary, destitute people who cannot afford such grand monuments. It suggests meeting elsewhere other than the Taj Mahal, which represents the haughty conceit of emperors rather than the real lives and struggles of ordinary people in places like the Yamuna's edge. The poem highlights how many lovers throughout history have lived and loved without being able to erect monuments to their love due to poverty.
This presentation summarizes the myth of Cupid and Psyche. It introduces the characters of Cupid, Psyche, and Venus, and the settings of Cupid's palace, Mount Olympus, and the Underworld. It then describes the plot, where Psyche angers Venus with her beauty and is given impossible tasks by Venus, but completes them with help. Psyche looks upon Cupid in curiosity and falls into a deep sleep. Jupiter intervenes and makes them immortal so they can live happily ever after. The moral of the story is about the importance of trust, perseverance, and sacrifice in love.
GENDER AND SOCIETY: SCHOOL AS AN AGENT OF CHANGEMhellyRamos
This document discusses how schools can act as agents of social change. It covers several topics:
1) The social changes and challenges brought by the 4th Industrial Revolution, including the need for new literacies like data literacy, technology literacy, and human literacy.
2) The forces driving change in schools, including bureaucratic, personal, market, professional, cultural, and democratic forces.
3) For schools to facilitate positive social change, they must build internal commitment to change among teachers and staff and ensure all feel responsible for changes happening in the school.
This document provides an overview of campus journalism presented by Mhelly Ramos. It begins with an introductory activity where students interview partners about trending topics. The document then covers the scope of journalism including written, oral, and visual forms. It discusses common sections of campus papers like news, editorials, and arts/entertainment. The document concludes by explaining the functions of campus papers in providing a platform for student expression and developing important job skills.
Structuralist literary criticism examines the underlying structures and patterns within a work, such as binary oppositions, narrative frameworks, symbolism, and character archetypes. It pays close attention to language and seeks to uncover cultural and symbolic meanings. For example, in analyzing Romeo and Juliet, structuralist critics may look at the binary opposition of love/hate, the five-act narrative structure, symbols like the balcony, character archetypes of the passionate lover and innocent heroine, and how the language conveys deeper themes of fate, consequences, and societal pressures. The goal is to interpret the text through its deep underlying structures and patterns rather than surface details alone.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
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.)
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
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 ...
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
2. Kickoff
Meeting
GROUP 4 MEMBERS
M H E L L Y R A M O S I N T R O D U C T I O N
W I N D S A Y M E R C A D O W H A T I S P E R F O R M A N C E
A S S E S S M E N T ?
D I A N A I B U S C A
A R V I N A M I G O W H A T A R E T H E C H A R A C T E R I S T I C S
O F A G O O D P E R F O R M A N C E
A S S E S S M E N T ?
M H E L L Y R A M O S
D A I S Y C A S T R O
W H A T A R E T H E G E N E R A L
G U I D E L I N E S I N D E S I G N I N G
P E R F O R M A N C E A S S E S S M E N T ?
K Y L A L I S C A N O H O W D O Y O U C O N D U C T
P E R F O R M A N C E A S S E S S M E N T ?
R O S E L L E R B A S I L L I O
7. Kickoff
Meeting
CREATE A 1 MIN COMMERCIAL
1. START WITH A CAPTIVATING HOOK
2. KNOW YOUR AUDIENCE
3. KNOW YOUR PRODUCT
4. SHOWCASE YOUR PRODUCT
5. MAKE IT MEMORABLE
YOU CAN TELL A STORY, CATCHY JINGLE,
MESSAGE
MUST INCLUDE A SLOGAN AND NAME OF
PRODUCT
11. 20.08.21
Kickoff Meeting
Remembering
● Recalling the key features and details about
the product we are promoting.
● Describe the basic features of a pen, such
as its purpose, ink type, and writing
functionality.
13. 20.08.21
Kickoff Meeting
Applying
● We design a commercial that
showcases the unique features and
benefits of a specific pen.
● PEN + COMMERCIAL
■ Connect, relate
14. 20.08.21
Kickoff Meeting
Analyzing
● Analyze the strengths and weaknesses of
the commercial strategy and consider how
well they align with the target audience.
● Compare and contrast
● Pros and cons
15. 20.08.21
Kickoff Meeting
Evaluating
● consider the persuasive techniques used, the
clarity of the message, and the effectiveness in
convincing viewers to choose the advertised pen.
● Judgevalue
24. Business
Meeting
INTRO
With so many different types of performance
assessment tasks or tools that can be used to
measure students' learning outcomes,
deciding which one to use can be confusing
and challenging. In choosing and designing
the best performance assessment, it is
good to evaluate its suitability against the
following criteria:
25. Business
Meeting
IT IS AUTHENTIC, THAT IS,
IT INCLUDES PERFORMANCE
TASKS THAT ARE
MEANINGFUL AND
REALISTIC.
1
Performance assessment
should present or require
tasks that are realistic and
related to everyday life.
26. Kickoff
Meeting
As it involves an authentic task, it should convey its
purpose and reflect its relevance to the students, their
discipline, and the outside world as a whole. For
example, in an Entrepreneur class wherein one of the
learning outcomes is the ability to develop a business
plan, instead of giving final exams to test students'
knowledge of concepts, principles, and processes of
developing a business plan, the students will be
required to submit a proposed business plan for a
putting up a new investment.
27. Business
Meeting
IT PROVIDES OPPORTUNITIES
FOR STUDENTS TO SHOW BOTH
WHAT THEY KNOW AND HOW
WELL THEY CAN DO WHAT
THEY KNOW.
2
Performance assessment should achieve a balanced
approach wherein it gives students opportunities to show
their knowledge-and-skil competencies.
28. Kickoff
Meeting
Since the main goal of teaching and learning is for
students acquisition and application of knowledge
and skills, course assessments should therefore help
answer the questions "Do the students know it?"
and
"How well can they use what they know?" to
determine whether the students have actually
achieved this goal.
29. Kickoff
Meeting
For example, in a Practical Research 2 class, the
teacher may require research output at the end of the
course, since this performance task will not only
inform the teacher whether the students learned the
different parts of a research paper but also whether
the students can conceptualize a good research
paper, conduct review of related literature, apply
appropriate data gathering procedure and analysis,
and make valid interpretations and implications of the
results.
30. Business
Meeting
IT ALLOWS STUDENTS TO BE
INVOLVED IN THE PROCESS OF
EVALUATING THEIR OWN AND
THEIR PEERS' PERFORMANCE
AND OUTPUT.
3
Performance assessment should allow students to be
involved in the process of evaluating themselves and their
peers.
31. Kickoff
Meeting
It should give students the opportunity for self-
reflection or self-assessment, as well as to be involved
in evaluating their classmates' performance. Self-
assessment allows students to make judgment about
their learning process and products of learning, track
their progress, and identify the areas where to focus
or improve on.
32. Kickoff
Meeting
Peer assessment, on the other hand, allows students
to give constructive feedback about the performance
of their classmates or groupmates, which the latter
can use to revise or improve their work. Both
assessments require that scoring or grading is based
on the criteria agreed upon by the teacher and the
students.
The use of a rubric can facilitate self-assessment and
peer assessment.
33. Business
Meeting
IT ASSESSES MORE
COMPLEX SKILLS.
4
Unlike traditional tests that usually assess a single skill and
require simple tasks such as remembering or recalling of
concepts, performance assessment usually taps higher-
order cognitive skills to apply knowledge to solve realistic
and meaningful problems.
34. Kickoff
Meeting
As such, performance assessment allows
students to engage in more challenging
activities that require various skills, such
as planning and decision-making,
problem-solving, critical thinking,
communication, and creative skills,
among others.
35. Kickoff
Meeting
For example, instead of giving final
exams to assess students' learning in a
marketing class, the teacher may require
the students to conduct a marketing
and market research, come up with a
marketing strategy, and/or conduct an
actual marketing for a product of their
choice.
36. Kickoff
Meeting
These performance tasks not only assess
students' knowledge of principles and
processes in marketing but also tap
their creativity, planning skills,
collaborative skills, communication
skills, and research skills.
37. Business
Meeting
IT EXPLAINS THE TASK, REQUIRED
ELEMENTS, AND SCORING CRITERIA
TO THE STUDENTS BEFORE THE
START OF THE ACTIVITY AND THE
ASSESSMENT.
5
At the start of the class, it is important
that the requirements of the subject
are presented and explained to the
students.
38. Kickoff
Meeting
These include the required tasks,
activities or projects, the expected
quality and level performance or output,
the criteria to be included for
assessment, and the rubric to be used.
39. Kickoff
Meeting
Ideally, students should be involved in the
whole assessment process from the very
onset, by providing them assessment options,
getting them involved in discussions and
decision-making on performance standards
and criteria, allowing them opportunity to give
feedback on teacher-made rubrics and to
revise them, and training them on how to
apply rubric for self- and peer-assessment.
43. CREDITS: This presentation template was created by Slidesgo,
including icons by Flaticon, infographics & images by Freepik
THANKS
GROUP
4
Business
Meeting
Kickoff Meeting
Editor's Notes
Grab the viewer's attention from the beginning with a compelling opening scene, catchy jingle, or intriguing statement.
EDUCATIONAL OBJECTIVES
Have students recall and describe the basic features of a pen, such as its purpose, ink type, and writing functionality.
Have students recall and describe the basic features of a pen, such as its purpose, ink type, and writing functionality.
Use the information
Use the information
Use the information
Use the information
EDUCATIONAL OBJECTIVES
Performance assessmentshould present or requiretasks that are realistic and related to everyday life. As it involves an authentic task, it should convey its purpose and reflect its relevance to the students, their discipline, and the outside world as a whole. For example, in an Entrepreneur class wherein one of the learning outcomes is the ability to develop a business plan, instead of giving final exams to test students' knowledge of concepts, principles, and processes of developing a business plan, the students will be required to submit a proposed business plan for a putting up a new investment. This performance task entails students to identify the market needs and gaps. plan out the marketing mix (7Ps) and the 4Ms of operations, and forecast the costs and revenues of the business. This task allows students to have hands-on experience in performing a task that is done in the actual world.
rprovides opportunities for students to show both what they know and how well they can do what they know.
Performance assessment should achieve a balanced approach wherein it gives students opportunities to show their knowledge-and-skil competencies. Since the main goal of teaching and learning is for students acquisition and application of knowledge and skills, course assessments should therefore help answer the questions "Do the students know it?" and
"How well can they use what they know?" to determine whether the students have actually achieved this goal. For example, in a Practical Research 2 class, the teacher may require research output at the end of the course, since this performance task will not only inform the teacher whether the students learned the different parts of a research paper but also whether the students can conceptualize a good research paper, conduct review of related literature, apply appropriate data gathering procedure and analysis, and make valid interpretations and implications of the results. The main challenge is for the teachers to choose performance tasks that can measure both the competencies of "knowing" and
"applying" and at most "creating".
rprovides opportunities for students to show both what they know and how well they can do what they know.
Performance assessment should achieve a balanced approach wherein it gives students opportunities to show their knowledge-and-skil competencies. Since the main goal of teaching and learning is for students acquisition and application of knowledge and skills, course assessments should therefore help answer the questions "Do the students know it?" and
"How well can they use what they know?" to determine whether the students have actually achieved this goal. For example, in a Practical Research 2 class, the teacher may require research output at the end of the course, since this performance task will not only inform the teacher whether the students learned the different parts of a research paper but also whether the students can conceptualize a good research paper, conduct review of related literature, apply appropriate data gathering procedure and analysis, and make valid interpretations and implications of the results. The main challenge is for the teachers to choose performance tasks that can measure both the competencies of "knowing" and
"applying" and at most "creating".
rprovides opportunities for students to show both what they know and how well they can do what they know.
Performance assessment should achieve a balanced approach wherein it gives students opportunities to show their knowledge-and-skil competencies. Since the main goal of teaching and learning is for students acquisition and application of knowledge and skills, course assessments should therefore help answer the questions "Do the students know it?" and
"How well can they use what they know?" to determine whether the students have actually achieved this goal. For example, in a Practical Research 2 class, the teacher may require research output at the end of the course, since this performance task will not only inform the teacher whether the students learned the different parts of a research paper but also whether the students can conceptualize a good research paper, conduct review of related literature, apply appropriate data gathering procedure and analysis, and make valid interpretations and implications of the results. The main challenge is for the teachers to choose performance tasks that can measure both the competencies of "knowing" and
"applying" and at most "creating".
rprovides opportunities for students to show both what they know and how well they can do what they know.
Performance assessment should achieve a balanced approach wherein it gives students opportunities to show their knowledge-and-skil competencies. Since the main goal of teaching and learning is for students acquisition and application of knowledge and skills, course assessments should therefore help answer the questions "Do the students know it?" and
"How well can they use what they know?" to determine whether the students have actually achieved this goal. For example, in a Practical Research 2 class, the teacher may require research output at the end of the course, since this performance task will not only inform the teacher whether the students learned the different parts of a research paper but also whether the students can conceptualize a good research paper, conduct review of related literature, apply appropriate data gathering procedure and analysis, and make valid interpretations and implications of the results. The main challenge is for the teachers to choose performance tasks that can measure both the competencies of "knowing" and
"applying" and at most "creating".