This document provides information about language assessment for teachers. It discusses assessing student progress on language content and performance standards. It also addresses how to evaluate student work in categories like knowledge, thinking, communication and application. The document provides examples of language assessment tasks, rubrics and teacher moderation activities. It describes assessing writing through rubrics and comparing student work to achievement levels. Finally, it discusses using resources like exemplars, continuums and webcasts to guide assessment and moderation.
Actively Learn Q2'13 - ISTE : Effective Literacy StrategiesActively Learn
Presentation: E-reading: Effective Literacy Strategies in the Digital Classroom
Actively Learn is an online literacy platform that empowers educators to transform reading and writing so students understand more, think critically, and build lasting skills.
Brightspace Rubrics: Everything you Always Wanted to Know - April 2019D2L Barry
Presentation at 2019 D2L Connection at Normandale CC on April 5,, 2019
Brightspace Rubrics: Everything you Always Wanted to Know but Were Too Afraid to Ask- Suzanne Schlangen and Kim Vossen, Minnesota State System
LINQ 2015: A Teacher Cohort Model for Supporting Literacy Across DisciplinesISKME
This slide deck was created for an interactive workshop at LINQ 2015, and walks participants through ISKME’s OER model that supports cohorts of teachers in collaboratively creating cross-curricular lessons focused on building students’ literacy skills
Actively Learn Q2'13 - ISTE : Effective Literacy StrategiesActively Learn
Presentation: E-reading: Effective Literacy Strategies in the Digital Classroom
Actively Learn is an online literacy platform that empowers educators to transform reading and writing so students understand more, think critically, and build lasting skills.
Brightspace Rubrics: Everything you Always Wanted to Know - April 2019D2L Barry
Presentation at 2019 D2L Connection at Normandale CC on April 5,, 2019
Brightspace Rubrics: Everything you Always Wanted to Know but Were Too Afraid to Ask- Suzanne Schlangen and Kim Vossen, Minnesota State System
LINQ 2015: A Teacher Cohort Model for Supporting Literacy Across DisciplinesISKME
This slide deck was created for an interactive workshop at LINQ 2015, and walks participants through ISKME’s OER model that supports cohorts of teachers in collaboratively creating cross-curricular lessons focused on building students’ literacy skills
Systematic development of specifications using learning and instructional theoryDiovieLubos2
Boyie, the principal, has decided that eLearning is a good option for covering some training needs.
Georgie, the teacher educator, is in charge of initiating and coordinating an eLearning project involving teacher trainers and teachers from various parts of the country. The eLearning initiatives should consider the institutions’ low level of ICT penetration
Georgie needs to know the process to follow and the resources required to develop eLearning content and deliver the course through the Internet.
Opportunities: Supporting the extended project qualificationJohn Iona
Slides from a workshop delivered at the SLA Conference 2014. The sessions looked at the EPQ, what it involves and how it is assessed, how I am involved and how Librarians might like to get involved in it in their schools.
Disrupting traditional public schooling with personalized learning through blended, mastery-based approaches requires teachers who have a new set of schools for facilitating learning and managing their classrooms. This presentation by Mary Esselman of the Education Achievement Authority of Michigan walks through the five phases of professional development for EAA's teachers: Mindset/mission/vision, Creating the learning environment, planning for instruction, assessing mastery, and using data to drive performance.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
4. The Focus of Language Assessment
….measuring student progress and
achievement in relation to the content
standards and performance standards
identified for Language
5. Content Standards: What is Being Taught
and Assessed in Language?
All curriculum expectations must be
accounted for in instruction,
but evaluation focuses on students'
achievement of the overall expectations.
6. Performance Standards: What is the
Evidence of Language Learning?
Student work is assessed and/or evaluated in
a balanced manner with respect to the 4
categories, and the achievement of particular
expectations is considered within the
appropriate categories.
13. Task
Midway through Gr. 5
• You are a reporter for a newspaper. Your
assignment is to write a report about your
school’s upcoming talent show. All the money
raised by the talent show will help buy books
for the school.
• In your report, give details of the upcoming
event.
• Who? What? When? Where? Why? How?
14. Teacher Moderation
Task
• Each table will select an envelope reflecting one
of the Achievement categories (e.g. Thinking,
Knowledge & Understanding etc.)
• Examine the rubric for the student writing task
• Sort the 4 pieces of student writing into levels
1,2,3,4 for the chosen category only.
• When your table has come to a consensus, pick
up an Answer Key envelope for your category,
compare the ranking with yours, and discuss the
rationale given
• Repeat using a different category of Achievement
16. Example from 2018-2019
• Overall inquiry topic: Writing structures and
organization
• Research question:
How can teachers support students in the
Intermediate Division to organize their
thoughts into a coherent piece of writing?
17. Key Research Findings
Implications for Practice
• Scaffolding via
– Use of graphic organizers
– Acronyms such as D.E.C.I.D.E.
(Draw/Explain/Choose/Ink/Draft/Edit)
• Feedback: Teacher and Peer
19. Learning Object Descriptions
• I will create a ___________(type of resource)
using _________ (digital tool) to teach
__________ (skill/concept)
20. Writing Structure
• Britney will use a Powtoon to explain how to
brainstorm for a topic (i.e. write the pros/cons
for a topic using a graphic organizer) in
addition to specifically focusing on how to
write a thesis statement.
• Nigel will explain how to produce a captivating
introduction and strong conclusion using an
infographic created through Easel.ly.
21. • Rikki will use a digital jigsaw puzzle using
Mentimeter to review the elements of a
persuasive paragraph/essay and how to
organize those elements in a logical order.
• Stephanie will use Thinglink to explain how
writing model acronyms such as P.E.E.L.
and/or D.E.C.I.D.E. can be used to effectively
organize and structure students’ written work.
22. • Using a video created with PlayPosit,
Alexandra will teach how to develop critical
thinking skills about students’ own and their
peers’ papers.
• Kelly will use Book Creator to demonstrate to
students how to give better peer feedback.
This learning object will allow students to see
examples of poor feedback and support them
in creating better feedback.
23. Each Learning Object
• Lesson Plan (Forum plus hard copy for
instructor)
• Learning Object (link)
• Assessment tool
• Uploaded in Forum under your group topic
24. Creation Tools
• Sakai: Class 4 and Resources/Learning Object
Support
30+ Creation Tools for Learning Objects
10+ Ideas to get your creative juices flowing
25. Shared File
• Please set up a Google doc file for your table
group between now and next class
• Upload the file “Reading Assessment
Strategies.docx” found on Sakai Class 5 under
“Reading Assessment Tools”
Prompt TCs to reach back and remember a Language lesson (or literacy lesson) they taught in their first teaching block
Have TCs use the next slide to share specific details about sources of assessment evidence they used in that lesson with the table group
Provide time for each TC to share their review
Growing Success policy
Next slides provide the Overall Expectations and Big Ideas for Reading and Writing.
The attached documents provides more detail.
Reading – Link / Handout
Writing – Link/Handout
Once TCs are introduced to the pattern of unpacking the Reading and Writing OE, have them complete the charts for Oral Communication and Media Literacy
Growing Success policy
Address samples of student learning from these 3 sources
Developmental Continuum for Reading, Writing and Oral Communication are found in The Guide to Effective Literacy Instruction Volume One: Foundations p.70-75
NOTE: they are in the print copies – have been taken out of the digital version
collect and maintain samples of student work
Teacher Moderation process
Little et al. (2003) found that teachers who engaged consistently in the moderation process were able to: • assess student performance more consistently, effectively, confidently, and fairly; • build common knowledge about curriculum expectations and levels of achievement; • identify strengths and areas for growth based on evidence of student learning;
TM monograph and webcast for further investigation
