This document provides a course syllabus for CNSL 5143 Human Growth and Development at Prairie View A&M University. The syllabus outlines key course details including the instructor's contact information, course goals and objectives, required materials, assignments, and schedule. The course examines human development across the lifespan through a psychological, sociological, and physiological lens. Students will analyze major theories of development and learn about developmental tasks and changes at each life stage. The syllabus aligns course outcomes with CACREP and TExES standards to assess understanding of human development concepts.
The document provides information about the science program of study at St. Catherine Academy. It outlines two academic science options, the courses included in each, and prerequisites. It describes the purpose and assessment criteria for School Based Assessments, which contribute 20% to the overall CXC exam grade. Finally, it shares the science department's strong performance on CXC exams from 2003-2009 and highlights of individual student achievements.
eScience3000 is a new core science curriculum for grades 6-8 that differentiates instruction based on students' individual reading levels. It combines Achieve3000's expertise in differentiated instruction with National Geographic's engaging science content. Students take a placement test to determine their Lexile level and are assigned appropriately leveled science lessons. Inquiry-based investigations engage students and help build skills. Formative assessments measure progress toward standards mastery. The program aims to make science accessible to all learners through this individualized approach.
The document provides information about the OCR GCSE Biology B course, including:
- An overview of the course structure which consists of two externally assessed exam units and one internally assessed controlled assessment unit.
- Details of the new linear assessment format where all units will be assessed in the summer series only from 2014.
- An outline of the course content which is divided into six modules covering topics such as understanding organisms, the environment, living and growing, ecology, the human body, and microscopy.
- Information on the assessment objectives and grading, with the exams consisting of structured questions and an analysis of evidence section. The controlled assessment involves a single investigative task split over three parts.
- An introduction
This document introduces assessment tools and their purpose in gathering evidence of competence. It defines assessment tools as the instruments and procedures used to assess competence, including specific questions or activities and instructions for candidates and assessors. Key principles for effective assessment tools are outlined, such as validity, reliability, flexibility and fairness. Guidelines are provided for developing assessment tools, including unpacking competency requirements, selecting methods, developing instructions, reviewing tools, and involving stakeholders. The importance of assessment tool design, review and version control to ensure quality assessment is emphasized.
The document discusses competency needs and gap analysis for the automotive industry. It provides background on the automotive industry and history. It then defines competencies, competency models, and gap analysis. Competencies are sets of defined behaviors that guide evaluation and development of employees. Competency models help align initiatives to business strategy for recruitment, selection, performance management, and succession planning. Gap analysis identifies the differences between current and potential performance to reveal improvement areas. The document discusses types of competencies like organizational, core, technical, behavioral, and management competencies. It concludes that competency models are most effective when linked to an organization's human resource system.
Five Steps to Delivering a Competency-Based Development PlanHuman Capital Media
A competency management strategy is key to an organization’s ability to deliver focused and efficient learning and development plans to employees. Job competencies provide a consistent way to assess and measure the success of learning initiatives, focusing on results of the programs themselves and the positive impact on the business. This webinar will discuss five critical steps in defining and implementing a job-specific competency-based approach to development.
Objectives:
Understand the challenges to deploying competency-based development plans.
Review the five-step methodology to deliver competency-based development.
Learn key tips and tools that can help you overcome common objections and delays.
This document discusses competency-based training and career development. It defines competencies as specific, observable work behaviors that distinguish high and low job performance. An effective competency framework identifies the knowledge, skills, attitudes, and behaviors required for success in different jobs. It benefits both organizations and employees by improving performance, supporting training and development, and providing clear expectations for career advancement. The document provides guidance on designing competency models, assessing training needs, and planning individual careers.
This document provides a course syllabus for CNSL 5143 Human Growth and Development at Prairie View A&M University. The syllabus outlines key course details including the instructor's contact information, course goals and objectives, required materials, assignments, and schedule. The course examines human development across the lifespan through a psychological, sociological, and physiological lens. Students will analyze major theories of development and learn about developmental tasks and changes at each life stage. The syllabus aligns course outcomes with CACREP and TExES standards to assess understanding of human development concepts.
The document provides information about the science program of study at St. Catherine Academy. It outlines two academic science options, the courses included in each, and prerequisites. It describes the purpose and assessment criteria for School Based Assessments, which contribute 20% to the overall CXC exam grade. Finally, it shares the science department's strong performance on CXC exams from 2003-2009 and highlights of individual student achievements.
eScience3000 is a new core science curriculum for grades 6-8 that differentiates instruction based on students' individual reading levels. It combines Achieve3000's expertise in differentiated instruction with National Geographic's engaging science content. Students take a placement test to determine their Lexile level and are assigned appropriately leveled science lessons. Inquiry-based investigations engage students and help build skills. Formative assessments measure progress toward standards mastery. The program aims to make science accessible to all learners through this individualized approach.
The document provides information about the OCR GCSE Biology B course, including:
- An overview of the course structure which consists of two externally assessed exam units and one internally assessed controlled assessment unit.
- Details of the new linear assessment format where all units will be assessed in the summer series only from 2014.
- An outline of the course content which is divided into six modules covering topics such as understanding organisms, the environment, living and growing, ecology, the human body, and microscopy.
- Information on the assessment objectives and grading, with the exams consisting of structured questions and an analysis of evidence section. The controlled assessment involves a single investigative task split over three parts.
- An introduction
This document introduces assessment tools and their purpose in gathering evidence of competence. It defines assessment tools as the instruments and procedures used to assess competence, including specific questions or activities and instructions for candidates and assessors. Key principles for effective assessment tools are outlined, such as validity, reliability, flexibility and fairness. Guidelines are provided for developing assessment tools, including unpacking competency requirements, selecting methods, developing instructions, reviewing tools, and involving stakeholders. The importance of assessment tool design, review and version control to ensure quality assessment is emphasized.
The document discusses competency needs and gap analysis for the automotive industry. It provides background on the automotive industry and history. It then defines competencies, competency models, and gap analysis. Competencies are sets of defined behaviors that guide evaluation and development of employees. Competency models help align initiatives to business strategy for recruitment, selection, performance management, and succession planning. Gap analysis identifies the differences between current and potential performance to reveal improvement areas. The document discusses types of competencies like organizational, core, technical, behavioral, and management competencies. It concludes that competency models are most effective when linked to an organization's human resource system.
Five Steps to Delivering a Competency-Based Development PlanHuman Capital Media
A competency management strategy is key to an organization’s ability to deliver focused and efficient learning and development plans to employees. Job competencies provide a consistent way to assess and measure the success of learning initiatives, focusing on results of the programs themselves and the positive impact on the business. This webinar will discuss five critical steps in defining and implementing a job-specific competency-based approach to development.
Objectives:
Understand the challenges to deploying competency-based development plans.
Review the five-step methodology to deliver competency-based development.
Learn key tips and tools that can help you overcome common objections and delays.
This document discusses competency-based training and career development. It defines competencies as specific, observable work behaviors that distinguish high and low job performance. An effective competency framework identifies the knowledge, skills, attitudes, and behaviors required for success in different jobs. It benefits both organizations and employees by improving performance, supporting training and development, and providing clear expectations for career advancement. The document provides guidance on designing competency models, assessing training needs, and planning individual careers.
This presentation is to prepare administrators and teachers for the Next Generation of Science Standards. It provides an overview of the organization and the three
This document provides an overview of the Next Generation Science Standards. It discusses that the standards were developed by Achieve in partnership with other organizations to create science standards focused on big ideas. It describes the Framework for K-12 Science Education that the standards are based on, which outlines three dimensions for each standard. It then explains the organization and structure of the Next Generation Science Standards, comparing them to previous standards.
This presentation outline covers competency-based education and the Next Generation Science Standards. It includes:
- A definition of competency as having the necessary behaviors, knowledge, skills and abilities to demonstrate understanding.
- Details on New Hampshire's minimum standards for school approval regarding competency-based credits and graduation requirements.
- An overview of the conceptual shifts, structure, and components of the Next Generation Science Standards, including science practices, crosscutting concepts, and disciplinary core ideas.
- Examples of performance expectations combining the three dimensions and connections to common core standards.
- Discussion of effective science teaching practices aligned with common core and how the standards emphasize reasoning with evidence.
Introduction to NGSS - Next Generation Science Standardssoftwareweaver
Marie Bacher talks about the Next Generation Science Standards and it's rollout in Santa Clara Unified School District.
More details here - https://RaynorStem.eventbrite.com
The document summarizes Maryland's Race to the Top World Languages Pipelines project which developed STEM-focused world language curriculum modules for K-5 students. It describes the collaborative process used to create the modules and provides examples of module structures, lessons, worksheets and assessments. The goal is to engage Chinese language students through integrating STEM concepts into world language instruction using these curriculum modules.
1) The NJDOE developed a model curriculum aligned to the Common Core State Standards to provide clearer and more rigorous standards, leverage expertise from many states, and allow for continuous improvement.
2) The model curriculum includes learning objectives, instructional strategies, formative assessments, and summative assessments to improve student achievement.
3) School leaders can implement the standards-aligned curriculum and assessment system with fidelity to improve student outcomes by ensuring effective instruction and using data from assessments.
This document summarizes the Assessment of Higher Education Learning Outcomes (AHELO) feasibility study being conducted by the OECD. The study aims to assess learning outcomes in higher education on an international scale using measures that are valid across cultures and institutions. It will test the feasibility of reliably measuring generic skills as well as discipline-specific competencies in economics and engineering. The study involves developing assessment instruments, implementing them in a small pilot test involving multiple countries, and collecting contextual data about institutions and students. The goal is to provide a proof of concept for assessing higher education quality through learning outcomes while respecting institutional diversity.
A new model and tool for surgical skill development to level of mastery.pdfVaikunthan Rajaratnam
A model incorporating motor imagery and mental practice to develop resources for developing surgical skills to a level of mastery. A tool is discussed that guides through developing the instructional material.
1) The document outlines key concepts from scientific literature on how people learn, including defining learning as an active process done by learners to construct new meaning from prior knowledge and experience.
2) Effective teaching practices discussed include using active learning, continuous assessment, considering students' diverse prior knowledge and learning styles, and designing "teachable units" with aligned learning goals, activities, and assessments.
3) The presenter recommends faculty participate in a seminar series and self-paced modules on applying evidence-based scientific teaching practices to enhance student engagement, collaborative learning, metacognition, and other factors that improve learning outcomes.
This document discusses action research methodology for improving teaching. It covers several key areas:
1. It introduces the major parts of presenting action research, including context, initiatives, and possibilities.
2. It discusses pedagogy, equity, curriculum, and essential learnings.
3. It provides an overview of the action research process, including identifying problems, collecting data, reflecting and analyzing, taking action, and redefining problems. The goal is to try new ideas in practice and improve teaching and learning.
This document provides information about the KeyCoNet partners network. It lists partners from various European countries that represent the areas of policy, research, and practice. It then provides the operational definition of key competences that are the focus of the network's activities. Finally, it outlines the network's methodology, which involves identifying and analyzing strategies for implementing key competences in education reforms through case notes, case studies, peer visits, and disseminating the findings.
1 Nova Southeastern University College of Computing.docxShiraPrater50
1
Nova Southeastern University
College of Computing and Engineering
Master of Management Information Systems
MMIS 643 Data Mining
Fall 2019
(August 19 – December 8, 2019)
Class Project
Due Date: November 17, 2019 (Firm)
Instructor: Dr. Junping Sun
In this project, you will be expected to do a comprehensive literature search and survey, select and
study a specific topic in one subject area of data mining and its applications in business
intelligence and analytics (BIA), and write a research paper on the selected topic by yourself. The
research paper you are required to write can be a detailed comprehensive study on some specific
topic or the original research work that will have been done by yourself.
Requirements and Instructions for the Research Paper:
1. The objective of the paper should be very clear about subject, scope, domain, and the goals to be
achieved.
2. The paper should address the important advanced and critical issues in a specific area of data
mining and its applications in business intelligence and analytics. Your research paper
should emphasize not only breadth of coverage, but also depth of coverage in the specific area.
3. The research paper should give the measurable conclusions and future research directions (this is
your contribution).
4. It might be beneficial to review or browse through about 15 to 20 relevant technical articles
before you make decision on the topic of the research project.
5. The research paper can be:
a. Literature review papers on data mining techniques and their applications for business
intelligence and analytics.
b. Study and examination of data mining techniques in depth with technical details.
c. Applied research that applies a data mining method to solve a real world application in terms
of the domain of BIA.
6. The research paper should reflect the quality at certain academic research level.
7. The paper should be about at least 3000-3500 words double space.
8. The paper should include adequate abstraction or introduction, and reference list.
9. Please write the paper in your words and statements, and please give the names of
references, citations, and resources of reference materials if you want to use the statements from
other reference articles.
2
10. From the systematic study point of view, you may want to read a list of technical papers from
relevant magazines, journals, conference proceedings and theses in the area of the topic you
choose.
11. For the format and style of your research paper, please make reference to CEC Dissertation
Guide (http://cec.nova.edu/doctoral/documents/nsu-cec-dissertation-guides.html), Publication
Manual of APA, or the format of ACM and IEEE journal publications.
Suggested and Possible Topics for Written Report (But Not Limited)
Supervised Learning Methods:
Classification Methods:
Regression Methods
Multiple Linear Regression
Logistic Regression ...
Improving Education Deliverance and Attainment Standards Through Transforming...Mianjamalshah1
This document outlines an agenda for a workshop on improving education standards through transforming academic institutions towards an outcomes-based education system. The workshop will evaluate programmes and address complex problem solving over two days with sessions on taxonomy, programme outcomes, knowledge profiles, and exemplars. Challenges discussed include maintaining fundamentals while encouraging curriculum innovation and avoiding being sidetracked from the objectives. Expectations of accreditation include maintaining education content and quality improvement through an outcomes-based approach. Different levels of outcomes from programme to course are presented, as well as approaches to outcome-based assessment and the relationship between objectives, outcomes and curriculum. Washington Accord graduate attributes and how they map to programme outcomes and knowledge profiles are also detailed.
The document outlines the process for developing an outcomes-based education (OBE) system. It discusses the key components of OBE including what students should achieve (outcomes), how the curriculum will help students achieve outcomes, how teaching and learning will support outcomes achievement, and how outcomes achievement will be assessed. It then provides details on what a curriculum blueprint document contains, such as program visions and missions, program and course learning outcomes, syllabi, and matrices mapping outcomes.
This document summarizes a European policy network called KeyCoNet that is focused on identifying and analyzing strategies for implementing key competences in education reforms. It lists the partner organizations involved in KeyCoNet which represent policy, research, and practice in several European countries. The network's goals are to increase its influence on education policies through disseminating its studies, videos, and newsletters. It will identify and analyze emerging strategies for teaching key competences, which are interdependent skills like critical thinking, initiative, problem solving, and cultural awareness. KeyCoNet will engage in literature reviews, case studies, and peer visits to schools to understand how key competences can be effectively implemented and will produce recommendations to share its findings.
The document discusses issues with the current engineering education system and proposes improvements. It outlines key topics to address such as the meaning of education, comparing old and new models of curriculum design, and analyzing causes of poor teaching and learning. Some recommendations include taking an experimental approach to subjects, focusing on quality over quantity, incorporating risk analysis, and giving students more choice and credit for independent work. The goal is to better prepare engineering students for their professional careers and lives.
The document discusses blueprinting exams and its importance. It explains that a blueprint helps ensure exams sample content representatively and can be used to generalize performance. Blueprints are tables that map exam questions against dimensions like learning outcomes, body systems, or cognitive level. They help with item writing, question retrieval, and documenting exam representativeness. The activity demonstrates reverse blueprinting an exam to analyze question distribution and coverage. Key points are that blueprints chart exam categories, multiple dimensions may be needed, and determining desired weightings of content.
The document summarizes the experiences of an EdD student through four perspectives - the practitioner, student, juggler, and researcher. It describes the practical questions that initially motivated the practitioner's research, the self-doubts of becoming a student again, the challenges of balancing personal and academic responsibilities as a juggler, and the outputs and future directions of the researcher following the EdD. Key stages and findings of the research projects are highlighted.
The document discusses the ALTC Good Practice Reports (GPRs) on technology-enhanced learning and teaching. 11 GPRs were commissioned to evaluate outcomes and practices from ALTC projects. The GPR on technology-enhanced learning covered 33 projects and defined technology-enhanced learning as enriching learning experiences and intellectual expression using digital media. It identified 10 outcomes of exemplar projects and provided recommendations for implementing good practices. The Network of Australasian Tertiary Associations aims to integrate and disseminate the GPRs' findings.
The document provides an update on the Smarter Balanced Assessment Consortium training test, practice test, and field test. It discusses the release dates and features of the training test in January and updated practice test in April. It also outlines new item types, universal tools, and scheduled downtimes for test administrations. The document reviews progress toward recruiting the target number of grade 11 students needed for the field test and strategies for addressing potential shortfalls.
More Related Content
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This presentation is to prepare administrators and teachers for the Next Generation of Science Standards. It provides an overview of the organization and the three
This document provides an overview of the Next Generation Science Standards. It discusses that the standards were developed by Achieve in partnership with other organizations to create science standards focused on big ideas. It describes the Framework for K-12 Science Education that the standards are based on, which outlines three dimensions for each standard. It then explains the organization and structure of the Next Generation Science Standards, comparing them to previous standards.
This presentation outline covers competency-based education and the Next Generation Science Standards. It includes:
- A definition of competency as having the necessary behaviors, knowledge, skills and abilities to demonstrate understanding.
- Details on New Hampshire's minimum standards for school approval regarding competency-based credits and graduation requirements.
- An overview of the conceptual shifts, structure, and components of the Next Generation Science Standards, including science practices, crosscutting concepts, and disciplinary core ideas.
- Examples of performance expectations combining the three dimensions and connections to common core standards.
- Discussion of effective science teaching practices aligned with common core and how the standards emphasize reasoning with evidence.
Introduction to NGSS - Next Generation Science Standardssoftwareweaver
Marie Bacher talks about the Next Generation Science Standards and it's rollout in Santa Clara Unified School District.
More details here - https://RaynorStem.eventbrite.com
The document summarizes Maryland's Race to the Top World Languages Pipelines project which developed STEM-focused world language curriculum modules for K-5 students. It describes the collaborative process used to create the modules and provides examples of module structures, lessons, worksheets and assessments. The goal is to engage Chinese language students through integrating STEM concepts into world language instruction using these curriculum modules.
1) The NJDOE developed a model curriculum aligned to the Common Core State Standards to provide clearer and more rigorous standards, leverage expertise from many states, and allow for continuous improvement.
2) The model curriculum includes learning objectives, instructional strategies, formative assessments, and summative assessments to improve student achievement.
3) School leaders can implement the standards-aligned curriculum and assessment system with fidelity to improve student outcomes by ensuring effective instruction and using data from assessments.
This document summarizes the Assessment of Higher Education Learning Outcomes (AHELO) feasibility study being conducted by the OECD. The study aims to assess learning outcomes in higher education on an international scale using measures that are valid across cultures and institutions. It will test the feasibility of reliably measuring generic skills as well as discipline-specific competencies in economics and engineering. The study involves developing assessment instruments, implementing them in a small pilot test involving multiple countries, and collecting contextual data about institutions and students. The goal is to provide a proof of concept for assessing higher education quality through learning outcomes while respecting institutional diversity.
A new model and tool for surgical skill development to level of mastery.pdfVaikunthan Rajaratnam
A model incorporating motor imagery and mental practice to develop resources for developing surgical skills to a level of mastery. A tool is discussed that guides through developing the instructional material.
1) The document outlines key concepts from scientific literature on how people learn, including defining learning as an active process done by learners to construct new meaning from prior knowledge and experience.
2) Effective teaching practices discussed include using active learning, continuous assessment, considering students' diverse prior knowledge and learning styles, and designing "teachable units" with aligned learning goals, activities, and assessments.
3) The presenter recommends faculty participate in a seminar series and self-paced modules on applying evidence-based scientific teaching practices to enhance student engagement, collaborative learning, metacognition, and other factors that improve learning outcomes.
This document discusses action research methodology for improving teaching. It covers several key areas:
1. It introduces the major parts of presenting action research, including context, initiatives, and possibilities.
2. It discusses pedagogy, equity, curriculum, and essential learnings.
3. It provides an overview of the action research process, including identifying problems, collecting data, reflecting and analyzing, taking action, and redefining problems. The goal is to try new ideas in practice and improve teaching and learning.
This document provides information about the KeyCoNet partners network. It lists partners from various European countries that represent the areas of policy, research, and practice. It then provides the operational definition of key competences that are the focus of the network's activities. Finally, it outlines the network's methodology, which involves identifying and analyzing strategies for implementing key competences in education reforms through case notes, case studies, peer visits, and disseminating the findings.
1 Nova Southeastern University College of Computing.docxShiraPrater50
1
Nova Southeastern University
College of Computing and Engineering
Master of Management Information Systems
MMIS 643 Data Mining
Fall 2019
(August 19 – December 8, 2019)
Class Project
Due Date: November 17, 2019 (Firm)
Instructor: Dr. Junping Sun
In this project, you will be expected to do a comprehensive literature search and survey, select and
study a specific topic in one subject area of data mining and its applications in business
intelligence and analytics (BIA), and write a research paper on the selected topic by yourself. The
research paper you are required to write can be a detailed comprehensive study on some specific
topic or the original research work that will have been done by yourself.
Requirements and Instructions for the Research Paper:
1. The objective of the paper should be very clear about subject, scope, domain, and the goals to be
achieved.
2. The paper should address the important advanced and critical issues in a specific area of data
mining and its applications in business intelligence and analytics. Your research paper
should emphasize not only breadth of coverage, but also depth of coverage in the specific area.
3. The research paper should give the measurable conclusions and future research directions (this is
your contribution).
4. It might be beneficial to review or browse through about 15 to 20 relevant technical articles
before you make decision on the topic of the research project.
5. The research paper can be:
a. Literature review papers on data mining techniques and their applications for business
intelligence and analytics.
b. Study and examination of data mining techniques in depth with technical details.
c. Applied research that applies a data mining method to solve a real world application in terms
of the domain of BIA.
6. The research paper should reflect the quality at certain academic research level.
7. The paper should be about at least 3000-3500 words double space.
8. The paper should include adequate abstraction or introduction, and reference list.
9. Please write the paper in your words and statements, and please give the names of
references, citations, and resources of reference materials if you want to use the statements from
other reference articles.
2
10. From the systematic study point of view, you may want to read a list of technical papers from
relevant magazines, journals, conference proceedings and theses in the area of the topic you
choose.
11. For the format and style of your research paper, please make reference to CEC Dissertation
Guide (http://cec.nova.edu/doctoral/documents/nsu-cec-dissertation-guides.html), Publication
Manual of APA, or the format of ACM and IEEE journal publications.
Suggested and Possible Topics for Written Report (But Not Limited)
Supervised Learning Methods:
Classification Methods:
Regression Methods
Multiple Linear Regression
Logistic Regression ...
Improving Education Deliverance and Attainment Standards Through Transforming...Mianjamalshah1
This document outlines an agenda for a workshop on improving education standards through transforming academic institutions towards an outcomes-based education system. The workshop will evaluate programmes and address complex problem solving over two days with sessions on taxonomy, programme outcomes, knowledge profiles, and exemplars. Challenges discussed include maintaining fundamentals while encouraging curriculum innovation and avoiding being sidetracked from the objectives. Expectations of accreditation include maintaining education content and quality improvement through an outcomes-based approach. Different levels of outcomes from programme to course are presented, as well as approaches to outcome-based assessment and the relationship between objectives, outcomes and curriculum. Washington Accord graduate attributes and how they map to programme outcomes and knowledge profiles are also detailed.
The document outlines the process for developing an outcomes-based education (OBE) system. It discusses the key components of OBE including what students should achieve (outcomes), how the curriculum will help students achieve outcomes, how teaching and learning will support outcomes achievement, and how outcomes achievement will be assessed. It then provides details on what a curriculum blueprint document contains, such as program visions and missions, program and course learning outcomes, syllabi, and matrices mapping outcomes.
This document summarizes a European policy network called KeyCoNet that is focused on identifying and analyzing strategies for implementing key competences in education reforms. It lists the partner organizations involved in KeyCoNet which represent policy, research, and practice in several European countries. The network's goals are to increase its influence on education policies through disseminating its studies, videos, and newsletters. It will identify and analyze emerging strategies for teaching key competences, which are interdependent skills like critical thinking, initiative, problem solving, and cultural awareness. KeyCoNet will engage in literature reviews, case studies, and peer visits to schools to understand how key competences can be effectively implemented and will produce recommendations to share its findings.
The document discusses issues with the current engineering education system and proposes improvements. It outlines key topics to address such as the meaning of education, comparing old and new models of curriculum design, and analyzing causes of poor teaching and learning. Some recommendations include taking an experimental approach to subjects, focusing on quality over quantity, incorporating risk analysis, and giving students more choice and credit for independent work. The goal is to better prepare engineering students for their professional careers and lives.
The document discusses blueprinting exams and its importance. It explains that a blueprint helps ensure exams sample content representatively and can be used to generalize performance. Blueprints are tables that map exam questions against dimensions like learning outcomes, body systems, or cognitive level. They help with item writing, question retrieval, and documenting exam representativeness. The activity demonstrates reverse blueprinting an exam to analyze question distribution and coverage. Key points are that blueprints chart exam categories, multiple dimensions may be needed, and determining desired weightings of content.
The document summarizes the experiences of an EdD student through four perspectives - the practitioner, student, juggler, and researcher. It describes the practical questions that initially motivated the practitioner's research, the self-doubts of becoming a student again, the challenges of balancing personal and academic responsibilities as a juggler, and the outputs and future directions of the researcher following the EdD. Key stages and findings of the research projects are highlighted.
The document discusses the ALTC Good Practice Reports (GPRs) on technology-enhanced learning and teaching. 11 GPRs were commissioned to evaluate outcomes and practices from ALTC projects. The GPR on technology-enhanced learning covered 33 projects and defined technology-enhanced learning as enriching learning experiences and intellectual expression using digital media. It identified 10 outcomes of exemplar projects and provided recommendations for implementing good practices. The Network of Australasian Tertiary Associations aims to integrate and disseminate the GPRs' findings.
Similar to Competency, Assessment, and the Next Genscience Science Standards (20)
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Just a brief slide show that demonstrates the levels of questioning you can use for online discussions in order to facilitate deeper learning and student engagement.
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This document outlines standards and frameworks to support college and career ready teaching in New Hampshire. It discusses standards-based teaching for competency, the Family and Consumer Sciences process framework, National Educational Technology Standards, and using technology to support instruction. Minimum standards for school approval in NH require demonstrating competencies. Backward design is presented as a model for identifying desired learning outcomes and assessing student competency.
The document discusses the Next Generation Science Standards (NGSS) for K-12 science education. It provides background on the development of the NGSS including timelines and conceptual shifts represented in the standards. The NGSS integrate science and engineering practices, crosscutting concepts, and core disciplinary ideas. Key features include performance expectations for students, coherence across grades, focusing on deeper understanding and application of content, and integrating science and engineering.
This workshop will explore what the environmental literacy plan and why it is important to have it. We will discuss how it will be implemented as well as topics as student and teacher environmental literacy competencies. This is an opportunity for you to help guide us in planning the implementation of the plan. We will also talk about connections to Common Core and the Next Generation of Science Standards.
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More from OPEN NH / NH e-Learning for Educators (20)
2. AGENDA
• Competency
• Next Generation
Science Standards
• Common Core
Connections
• Assessment
WORKSHOP PRESENTATION OUTLINE
2
3. SCIENCE COMPETENCY
com·pe·ten·cy [kom-pi-tuhn-see]
having the behaviors, knowledge, skills
and abilities that are necessary for
successful demonstration of knowledge
and understanding.
WORKSHOP PRESENTATION OUTLINE
3
4. ED 306
MINIMUM STANDARDS FOR SCHOOL APPROVAL
Ed 306.27 High School Curriculum, Credits, Graduation
Requirements, and Cocurricular Program.
(b) The required curriculum content shall comply with the following:
(4) If a district chooses to offer extended learning opportunities, the
extended learning opportunities shall:
b. Be governed by a policy adopted by the local school board that:
5. Requires that granting of credits shall be based on a student’s
demonstration of competencies, as approved by certified
educators;
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5. ED 306
MINIMUM STANDARDS FOR SCHOOL APPROVAL
Ed 306.27 High School Curriculum, Credits, Graduation
Requirements, and Cocurricular Program.
(d) The local school board shall require that a high school credit can be earned by
demonstrating mastery of required competencies for the course, as approved by
certified school personnel. Each high school shall determine the number of credits
to be awarded for successful demonstration of competencies following completion
of a classroom course, independent study, distance learning course, or extended
learning opportunity. One credit shall equate to the level of rigor and achievement
necessary to master competencies that have been designed to demonstrate the
knowledge and skills necessary to progress toward college level and career work.
Determination of the weight of each course competency on which credit is based,
as well as the degree of mastery on which credit will be granted, shall be a local
decision.
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6. ED 306
MINIMUM STANDARDS FOR SCHOOL APPROVAL
TA #12 Competency Assessment of Student Mastery (2006)
State Standards indicate that local districts must have a competency
assessment process and defined competencies in place by the 2008-2009
school year. The school approval standards state that local school boards
may implement competency assessment of student mastery at the high
school level at any time, but it is not required by the state standards until the
2008-2009 school year.
http://www.education.nh.gov/standards/documents/advisory12.pdf
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7. LEARN MORE ABOUT COMPETENCY ONLINE
www.CompetencyWorks.org
www.education.nh.gov/innovati
ons/hs_redesign/competencies.
htm
www.inacol.org/research/comp
etency/
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8. COMMENTS OR QUESTIONS
com·pe·ten·cy [kom-pi-tuhn-see]
having the behaviors, knowledge, skills and
abilities that are necessary for successful
demonstration of knowledge and
understanding.
Where are we on course
competencies?
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9. SCIENCE STANDARDS
stan·dard [stan-derd]
something set up and established by
authority as a rule for the measure of
quantity, weight, extent, value, or
quality.
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10. NEXT GENERATION SCIENCE STANDARDS
Phase I Phase II
1990s
1990s-2009
July 2011 – March 2013
1/2010 - 7/2011
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11. TIMELINE OF DEVELOPMENT
• National Research Council develops Framework for Science Literacy –
released July 2011
• Achieve develops Next Generation Standards based on the Framework
• First public draft of Next Generation Science Standards - May 2012
• NH Science Teachers Association develops review team – December
2012
• Second and final public draft of NGSS– January 8, 2013
• Recommendations for adoption provided to Commissioner – March/April,
2013
• FINAL NGSS release – March 2013
• NH Legislature adopts new standards – Spring/Summer 2013 ?
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12. CONCEPTUAL SHIFTS
• K-12 science education should reflect the interconnected nature of
science as it is practiced and experienced in the real world.
• The Next Generation Science Standards are student performance
expectations – not curriculum.
• The science concepts build coherently from K-12.
• The NGSS focus on deeper understanding of content as well as
application of content.
• All the Sciences are integrated in the NGSS from K–12.
• The NGSS and Common Core State Standards ( English Language Arts
and Mathematics) are aligned.
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13. THE DNA OF NEXT GENERATION SCIENCE
• The NGSS are written as
Performance Expectations
• Each Standard represents a
combination of all three
dimensions.
• NGSS will require contextual
application of the three
dimensions by students.
• NGSS promotes Competency
in Science.
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14. SCIENCE PRACTICES Science Curriculum Framework
Science Process Skills
1. Asking questions and defining problems
2. Developing and using models
3. Planning and carrying out investigations PRACTICES
4. Analyzing and interpreting data
5. Using mathematics and computational thinking
6. Constructing explanations and designing solutions
7. Engaging in argument from evidence
8. Obtaining, evaluating, and communicating information
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15. CROSS CUTTING CONCEPTS OF SCIENCE
1. Patterns CROSSCUTTING
2. Cause and effect
3. Scale, proportion and quantity
NECAP Unifying Themes
4. Systems and system models
Scientific Inquiry
Nature of Science
5. Energy and matter
Systems and Energy
Models and Scale 6. Structure and function
Patterns of Change
Form and Function 7. Stability and change
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16. CORE DISCIPLINES OF SCIENCE
1. Physical Sciences
CONTENT
2. Life Sciences
3. Earth and Space Sciences
4. Engineering, Technology, and the
Applications of Science
NH Science Curriculum
Framework Content
Domains
Physical Sciences
Life Sciences
Earth Space Science
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17. Core Disciplines of Science
PHYSICAL SCIENCES
PS1 Matter and its interactions
How can one explain the structure, properties, and interactions of CONTENT
matter?
PS2 Motion and stability: Forces and interactions
How can one explain and predict interactions between objects and
within systems?
PS3 Energy
How is energy transferred and conserved?
PS4 Waves and their applications in technologies for
information transfer
How are waves used to transfer energy and information?
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18. Core Disciplines of Science
LIFE SCIENCES
CONTENT
LS1 From molecules to organisms: Structures and
processes
How do organisms live, grow, respond to their environment, and
reproduce?
LS2 Ecosystems: Interactions, energy, and dynamics
How and why do organisms interact with their environment, and what
are the effects of these interactions?
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19. Core Disciplines of Science
LIFE SCIENCES
LS3 Heredity: Inheritance and variation of traits CONTENT
How are characteristics of one generation passed to the next? How
can individuals of the same species and even siblings have different
characteristics?
LS4 Biological evolution: Unity and diversity
How can there by so many similarities among organisms yet so
many different kinds of plants, animals, and microorganisms? How
does Biodiversity affect humans?
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20. Core Disciplines of Science
EARTH AND SPACE SCIENCES
CONTENT
ESS1 Earth’s place in the universe
What is the universe and what is Earth’s place in it?
ESS2 Earth’s systems
How and why is Earth constantly changing?
ESS3 Earth and human activity
How do Earth’s surface processes and human activities affect each
other?
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21. Core Disciplines of Science
ENGINEERING, TECHNOLOGY, AND
APPLICATIONS OF SCIENCE
CONTENT
ETS1 Engineering design
How does engineering solve problems?
ETS2 Links among engineering, technology, science
and society
How are engineering, technology, science, and society
interconnected?
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22. THE ARCHITECTURE OF NGSS
Illustrate and describe the location of Earth and the Solar System with respect to the sizes and structures of the This is the
Milky Way galaxy and Universe. Performance
Expectation
Assessment Boundary: Mathematical models are not expected; use AU for Solar System scale; use light years for universal scale
Developing and Using ESS1.A: The Universe and Its Stars: Earth Scale, Proportion and
Models: Create and interpret and its solar system are part of the Milky Way Quantity: Different scientific
Foundation scale drawings, scale galaxy, which is one of many galaxies in the phenomena correspond to
Boxes models, or other depictions universe. different powers-of-ten scales.
of differences in scale.
Practice
PRACTICES Disciplinary Core Idea
CONTENT Crosscutting Concept
CROSSCUTTING
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23. THE ARCHITECTURE OF NGSS
CROSSCUTTING
CONTENT
PRACTICES
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24. COMMON CORE CONNECTIONS IN NGSS
The Final Version will be released shortly.
Connections to Common Core are given.
Connection to other disciplinary core ideas will be coming.
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25. NEW WAYS OF TEACHING AND LEARNING
EFFECTIVE SCIENCE TEACHING CAN BE USED AS
A FOCAL POINT THAT EXEMPLIFIES TEACHING
PRACTICES FOR ALL COMMON CORE AREAS.
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26. CONVERGENCE AT THE CORE
• Knowledge through content-rich
text.
• Reason abstractly and
quantitatively.
• Construct arguments.
• Critique the reasoning of others.
• Argue with evidence.
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27. COMMONALITIES AT THE CORE
• REQUIRE THAT TEACHERS FOCUS MORE ATTENTION ON
REASONING AND “THINKING PRACTICES.”
• REQUIRE STUDENTS TO PARTICIPATE IN MAKING THEIR
THINKING PUBLIC AND COGENT.
• STUDENTS WILL NEED GUIDANCE TO MAKING THEIR
THINKING…
• Visible
• Public
• Available to others
…IN SPEAKING AND WRITING!
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28. COMMONALITIES AT THE CORE
TEACHERS WILL HAVE TO HELP ALL STUDENTS:
• EXTERNALIZE THEIR THINKING;
• LISTEN CAREFULLY TO ONE ANOTHER
AND TAKE ONE ANOTHER SERIOUSLY;
• DIG DEEPER INTO THE DATA AND EVIDENCE FOR THEIR
POSITIONS;
• WORK WITH THE REASONING OF OTHERS.
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29. COMMONALITIES AT THE CORE
AT THE CORE OF ALL THESE STANDARDS IS:
• REASONING WITH EVIDENCE.
• BUILDING ARGUMENTS AND CRITIQUING THE ARGUMENTS
OF OTHERS.
• DEVELOPING RIGOROUS, CONCEPTUALLY STRONG,
EVIDENCE-BASED THINKING PRACTICES.
• PARTICIPATING IN REASONING-ORIENTED PRACTICES,
WITH OTHERS.
A FEW MORE OF THESE PRACTICES SEEM TO RELATE
EXPLICITLY TO SENSE-MAKING AND DISCUSSION:
REASONING, IN THE SERVICE OF MAKING ARGUMENTS.
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30. COMMON PRACTICES
Science and Engineering Practices
1. Asking questions and defining problems.
2. Developing and using models.
3. Planning and carrying out investigations.
4. Analyzing and interpreting data.
5. Using mathematics, information and computer technology,
and computational thinking.
6. Constructing explanations and designing solutions .
7. Engaging in argument from evidence.
8. Obtaining, evaluating, and communicating information.
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31. COMMON PRACTICES
English Language Arts Capacities
1. Demonstrate independence.
2. Build strong content knowledge.
3. Respond to the varying demands of
audience, task, purpose, and discipline.
4. Comprehend as well as critique.
5. Value evidence.
6. Use technology and digital media
strategically and capably.
7. Come to understand other perspectives and
cultures.
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32. COMMON PRACTICES
ELA Capacities manifest as:
“construct effective arguments,” “request clarification,” “ask relevant questions,”
“build on others’ ideas,” “articulate their own ideas,” “question assumptions and
premises,” “assess the veracity of claims,” “assess the soundness of reasoning,”
“cite specific evidence,” “make their reasoning clear,” “constructively
evaluate others’ use of evidence,” “evaluate other points of view critically and
constructively,” “express and listen carefully to ideas,” “cite specific textual
evidence to support conclusions,” “delineate and evaluate the argument and
specific claims in a text including the validity of the reasoning as well as the
relevance and sufficiency of the evidence,” “participate effectively in a range of
conversations and collaborations with diverse partners, building on others’
ideas and expressing their own clearly and persuasively.”
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33. COMMON PRACTICES
Points to Consider:
• “Reasoning practices” in all content areas have to be enacted,
and for learners, most are enacted socially, through talk and
writing.
• “Social” does not just mean student-led group work. Well-
structured social interaction builds in time to think as an
individual – making thinking available - metacognition.
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34. THE GOOD NEWS
“Reasoning” practices are common to all 3 sets of standards. Big bang for the
buck.
The practices of discussion transfer from one content domain to another.
We now know a great deal about how to induct students, from all backgrounds,
into these reasoning practices, through rigorous, content-rich, teacher-guided
discussions.
Good science teaching has always supported these practices.
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35. THE BAD NEWS
The dominant forms of talk in classrooms — recitation and direct instruction —
do NOT support reasoning, building arguments with evidence, explaining,
critiquing, and building common ground.
Teachers are often not well-prepared to lead academically productive, reasoning-
oriented discussions.
Teachers often rely on group work, hoping that the hands-on activities, in small
groups, will teach the students what they need to learn.
Even science teachers have a hard time running the discussions. Discussions
are often skipped. “…We just didn’t have time.”
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36. LEARN MORE ABOUT STANDARDS ONLINE
www.NextGenScience.org
www.CoreStandards.org
www.iste.org/standards
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37. COMMENTS OR QUESTIONS
stan·dard [stan-derd]
something set up and established by
authority as a rule for the measure of
quantity, weight, extent, value, or quality.
Where are we on
standards?
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38. SCIENCE ASSESSMENT
as·sess·ment [uh-ses-muhnt]
the process of documenting,
usually in measurable terms,
knowledge, skills, attitudes,
and beliefs.
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39. SCIENCE ASSESSMENT
Innovation in Assessment for understanding
• Performance Expectations
• Integrating the Three Dimensions
Practices
Core Ideas
Crosscutting Concepts
.
The performance expectation is clear and the practice, idea, and
concepts are all described. How do you assess?
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40. SCIENCE ASSESSMENT
Innovation in Assessment for understanding
Do the assessments represent the whole standard? Is the whole greater
than the sum of the parts?
• Standard vs. Statements of Performance Expectations
• Science and Engineering Practices
• Disciplinary Core Ideas
• Crosscutting Concepts
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41. SCIENCE ASSESSMENT
Expand your vision by thinking of innovative
ways to assess
End-of-Course Assessments Practical Tests
Observations Performance Investigations
Presentations PISA-type Units
Fieldwork Selected Response
Computer Simulations/Modeling Open Response
Portfolios Interpreting Graphs, Tables, Figures
Concept Mapping Video
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42. LEARN MORE ABOUT ASSESSMENT ONLINE
www.nciea.org
sites.nationalacademies.org/DB
ASSE/BOSE/Topics/DBASSE_0
70456
assessment.aaas.org
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43. COMMENTS OR QUESTIONS
as·sess·ment [uh-ses-muhnt]
the process of documenting, usually in
measurable terms, knowledge, skills, attitudes,
and beliefs.
Where are we on
assessment?
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44. THE TAKE AWAY
The Bottom Line
We cannot effectively teach and assess kids
on the Next Generation Science Standards or
the Common Core using technology and an
online assessment unless we use the teaching
and learning models suggested by the Next
Generation Science Standards and the
Common Core State Standards.
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45. THE TAKE AWAY
What do we do now?
• We need to take seriously our role as educators in New Hampshire.
• We have to model these core ideas in our actions and teaching.
• We have to insist that our professional development fits this active
teaching model.
• Engages socially through peer interactions
• Stresses metacognitive processes
• Extends learning beyond the “workshop” or “webinar” or “seminar”
• Requires a project based / demonstration product to assess learning
• Incorporates technology to engage and enhance the experience
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47. RESOURCES FOR TEACHERS
New Hampshire Educators Online www.nheon.org
OPEN NH Professional Development www.opennh.org
NH Digital Resources Consortium www.nhdrc.org
NH Educational GIS Partnership www.nhedgis.org
Science www.education.nh.gov/instruction/curriculum/science
Open Education Resources www.oercommons.org
Thinkfinity www.thinkfinity.org
NSTA Learning Center www.learningcenter.nsta.org
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48. OFFICE OF EDUCATIONAL TECHNOLOGY
Contact Information
@
Stan Freeda
New Hampshire Technology Readiness Coordinator
Office of Educational Technology
New Hampshire Department of Education
Stanley.Freeda@doe.nh.gov 603.271.5132
www.education.nh.gov www.nheon.org www.opennh.org
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