In this workshop, the presenter explores participants' perceptions concerning assessment for learning (AfL). She uses a number of tools including surveys that were previously used with 7 Graders back in 2012 to assess how far their teachers really use AfL in actual fact. The workshop will conclude by comparing the results of current participants’ perceptions with previous results reported by 7 Graders and making future recommendations for best AfL practices.
Academic integrity: Shining a light on cheating and ghostwritingLearningandTeaching
Ann Wilson provides an overview of the Academic Integrity framework, and shares her learnings from the APCEI (Asia Pacific Conference on Educational Integrity) conference.
ESL learner independence using 21st Century skills_ESL Pedagogy Research Proj...Francine Harvey
ESl Pedagogy Research Project 2011. Beverly HIlls Intensive English Centre. Francine Harvey, Michael Harmey and Lisa Lum. Funding by Multicultural Project Unit.
Newly arrived ESL students on transition to mainstream high school move from a commonly strongly supported learning environment to a commonly independent learning environment. This study explores ways to give high challenge and high support (through rich assessment tasks and wiki scaffolding) to equip students with the language of self and peer assessment for the purpose of developing learner independence in preparation for high school.
Also to develop students awareness of high school expectations regarding assessments and marking criteria.
Artworks by Chris Lawrie
In this workshop, the presenter explores participants' perceptions concerning assessment for learning (AfL). She uses a number of tools including surveys that were previously used with 7 Graders back in 2012 to assess how far their teachers really use AfL in actual fact. The workshop will conclude by comparing the results of current participants’ perceptions with previous results reported by 7 Graders and making future recommendations for best AfL practices.
Academic integrity: Shining a light on cheating and ghostwritingLearningandTeaching
Ann Wilson provides an overview of the Academic Integrity framework, and shares her learnings from the APCEI (Asia Pacific Conference on Educational Integrity) conference.
ESL learner independence using 21st Century skills_ESL Pedagogy Research Proj...Francine Harvey
ESl Pedagogy Research Project 2011. Beverly HIlls Intensive English Centre. Francine Harvey, Michael Harmey and Lisa Lum. Funding by Multicultural Project Unit.
Newly arrived ESL students on transition to mainstream high school move from a commonly strongly supported learning environment to a commonly independent learning environment. This study explores ways to give high challenge and high support (through rich assessment tasks and wiki scaffolding) to equip students with the language of self and peer assessment for the purpose of developing learner independence in preparation for high school.
Also to develop students awareness of high school expectations regarding assessments and marking criteria.
Artworks by Chris Lawrie
Learning analytics bij de Universiteit van Amsterdam en ROC NoorderpoortSURF Events
Maandag 9 november
Sessieronde 1
Titel: Learning analytics bij de universiteit van amsterdam en roc noorderpoort
Spreker(s): Stefan Mol (Universiteit van Amsterdam), Martijn Broekhuizen (ROC Noorderpoort)
Zaal: Leeuwen I & II
Research, policy and practice in widening participation: the evidence from A...johnroseadams1
The session will include a brief overview of the statistical trends in part-time admissions to HE, a presentation on the approaches used in Aimhigher to track learners and the impact of Aimhigher interventions on their progress and discussion of research methods and the uses of data for targeting.
Questions will be raised about the ways in which researchers and practitioners frame an oppositional discourse and could do things differently.
Discussion groups will include:
• Trend data in part-time applicants and entrants.
• Taking the evidence from Aimhigher - how could/does this translate into research?
• Making a difference in widening participation - the responsibilities of researchers and practitioners
Blackboard Analytics for Learn @JCU – a proactive approach to the use of data...Blackboard APAC
Committed to providing a supportive and safe educational environment that fosters student engagement and success, James Cook University (JCU) has taken a proactive approach to the use of data in a dual-pronged approach to improve the student experience and curriculum design. Blackboard Analytics for Learn is a key tool within these initiatives. Analytics for Learn provides real-time data that can be used by staff in a variety of roles to support student success. This presentation will outline how JCU is adapting Analytics for Learn, including discussion of initial customisations made to 'out-of-the-box' reports and the development of personalised dashboards, as well as providing an overview of the coordinated approach to the staged 'roll-out' and adoption of reports and dashboards.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
AACU 2010: Connecting Assessment Data to Understand Underserved Student Learn...Sukhwant Jhaj
In this session, facilitators from Portland State University’s University Studies program will describe the
ways in which they are combining existing assessment methods to identify underserved students, explore
their learning experiences, and inform programs to support student success—all with few additional resources. Specifically, the facilitators will: (a) describe how results from student surveys, university data,
and student portfolio data were combined to create a rich source of information on student learning and the academic experience; (b) share a holistic model of the student experience developed using the
findings; and (c) discuss strategies for sharing the findings that have led to increased collaboration between the general education program and other areas of campus and that have helped inform wider
campus conversations about underserved student success. Participants will discuss the types of assessment data at their institutions that might be combined to create deeper understanding of the student learning experience. They will also consider ways in which assessment findings can be used as leverage to create conversations regarding underserved students and improve their success.
Rowanna L. Carpenter, Assessment Associate and Sukhwant Jhaj, Director, University Studies—both
of Portland State University
Learning analytics bij de Universiteit van Amsterdam en ROC NoorderpoortSURF Events
Maandag 9 november
Sessieronde 1
Titel: Learning analytics bij de universiteit van amsterdam en roc noorderpoort
Spreker(s): Stefan Mol (Universiteit van Amsterdam), Martijn Broekhuizen (ROC Noorderpoort)
Zaal: Leeuwen I & II
Research, policy and practice in widening participation: the evidence from A...johnroseadams1
The session will include a brief overview of the statistical trends in part-time admissions to HE, a presentation on the approaches used in Aimhigher to track learners and the impact of Aimhigher interventions on their progress and discussion of research methods and the uses of data for targeting.
Questions will be raised about the ways in which researchers and practitioners frame an oppositional discourse and could do things differently.
Discussion groups will include:
• Trend data in part-time applicants and entrants.
• Taking the evidence from Aimhigher - how could/does this translate into research?
• Making a difference in widening participation - the responsibilities of researchers and practitioners
Blackboard Analytics for Learn @JCU – a proactive approach to the use of data...Blackboard APAC
Committed to providing a supportive and safe educational environment that fosters student engagement and success, James Cook University (JCU) has taken a proactive approach to the use of data in a dual-pronged approach to improve the student experience and curriculum design. Blackboard Analytics for Learn is a key tool within these initiatives. Analytics for Learn provides real-time data that can be used by staff in a variety of roles to support student success. This presentation will outline how JCU is adapting Analytics for Learn, including discussion of initial customisations made to 'out-of-the-box' reports and the development of personalised dashboards, as well as providing an overview of the coordinated approach to the staged 'roll-out' and adoption of reports and dashboards.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
AACU 2010: Connecting Assessment Data to Understand Underserved Student Learn...Sukhwant Jhaj
In this session, facilitators from Portland State University’s University Studies program will describe the
ways in which they are combining existing assessment methods to identify underserved students, explore
their learning experiences, and inform programs to support student success—all with few additional resources. Specifically, the facilitators will: (a) describe how results from student surveys, university data,
and student portfolio data were combined to create a rich source of information on student learning and the academic experience; (b) share a holistic model of the student experience developed using the
findings; and (c) discuss strategies for sharing the findings that have led to increased collaboration between the general education program and other areas of campus and that have helped inform wider
campus conversations about underserved student success. Participants will discuss the types of assessment data at their institutions that might be combined to create deeper understanding of the student learning experience. They will also consider ways in which assessment findings can be used as leverage to create conversations regarding underserved students and improve their success.
Rowanna L. Carpenter, Assessment Associate and Sukhwant Jhaj, Director, University Studies—both
of Portland State University
Evaluation of sources: a new sustainable approach using argument analysis and...Elise Wong
Radcliff, S. & Wong, E. Evaluation of sources: a new sustainable approach using argument analysis and critical thinking. Presented at Library Instruction West 2014 conference.
An area of information literacy instruction that has increasingly gained attention is evaluation of sources. Moving away from the checklist approach (timeliness, relevancy, bias, credibility, authority), this session describes a new approach incorporating critical thinking questions and training for students on analyzing arguments using the Toulmin method, which students apply to evaluating articles and to detecting “myside” (confirmation) bias in their own writing.
This approach was used at two institutions, a 2-unit information literacy course at CSU East Bay and several sections of an English Composition course Saint Mary’s College and incorporated a “flipped classroom” design with much of the information being presented online to students prior to the in class session.
The presentation includes a literature review showing past uses of argument analysis and critical thinking in evaluation of sources, the instructional design from both institutions and results from a rubric–based evaluation of student work and student reflections.
In this presentation, we will discuss about the importance of collecting accurate information for market research, defining various types of information and understanding the various sources. We will also talk about the importance of research in international marketing and role of business ethics in global marketing research.
To know more about Welingkar School’s Distance Learning Program and courses offered, visit:
http://www.welingkaronline.org/distance-learning/online-mba.html
Media and Information Literacy (MIL) - 3. Information Literacy - Information ...Arniel Ping
Learning Competencies
Learners will be able to...
1. define information needs (MIL11/12IL-IIIc-8);
2. locate, access, assess, organize, and communicate information (MIL11/12IL-IIIc-8);
3. demonstrate ethical use of information (MIL11/12IL-IIIc-9);
4. create an audio- visual presentation about what information literacy is and why information literacy skills are important (SSHS); and
5. produce and evaluate a creative text, visual, and audio presentation using design principle and elements (MIL11/12TIM-IVb-6/ MIL11/12VIM-IVc-10/ MIL11/12AIM-Ivd)
Topic Outline
I-Information Literacy
A.Definition and Importance
B.Components of Information Literacy
C.Ethical Use of Information
II- Performance Task- Project
A. Cooperative Work: Audio- Visual Presentation
Local school board members are a key link between school districts and communities. They represent public concerns around testing and can hold district officials accountable. Given the critical role that local school boards play, Achieve and the National School Boards Association have developed “Assessment 101” resources for school board members. This professional development module is designed to:
· outline the critical role school boards play in supporting high quality assessment systems;
· introduce school board members to key assessment concepts and issues;
· provide an introduction to the Student Assessment Inventory for School Districts as a process to streamline testing and support limited, high-quality assessments for all students.
This 21 slide presentation Needs Analysis is Module 2 of a nine (9) module online course for adult education policy makers and practitioners to complement an innovative toolkit to guide adult education policy and practice.
Participation in adult education varies significantly across states and regions of Europe! Why? Evidence and literature suggests a wide disparity in policy making, programming and implementation skills in the adult education sector across Europe. It is imperative that policy makers and programme managers address this disparity to foster life-long learning for a smart-sustainable Europe (see EU2020 https://ec.europa.eu/info/business-economy-euro/economic-and-fiscal-policy-coordination/eu-economic-governance-monitoring-prevention-correction/european-semester/framework/europe-2020-strategy_en) and to achieve a European target of 15% of the adult population engaged in learning.
In response to this challenge, the ERASMUS+ DIMA project (See https://dima-project.eu/index.php/en/, 2015 to 2017) developed a practical 9 module online course to complement an innovative toolkit to guide adult education policy and practice. The DIMA toolkit (See https://dima-project.eu/index.php/en/toolkit) introduces tools for developing, implementing, and monitoring adult education policies, strategies, and practices.
Author: Michael Kenny and DIMA Project partners (https://dima-project.eu/index.php/en/partners)
Building Data Literacy Among Middle School Administrators and Teachers
Data literacy is an essential trait for middle school administrators and teachers to possess. In this session, the Research and Accountability Team from Durham Public Schools will discuss how it has expanded its focus on Data-to-Action to building data literacy amongst its middle school administrators and teachers during 2013-14.
J. Brent Cooper, Terri Mozingo & Karin Beckett Durham Public Schools - Durham, NC
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
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.
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.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
2. What is a Needs Assessment?
•The definition of a needs assessment,
typically means that local staff must
collect data that help illuminate the
path to improvement.
3. The No Child Left Behind (NCLB) Act have specific
requirements for conducting a needs assessment.
• These requirements are:
• Title, I, Part A: Basic programs for students from economically
disadvantaged backgrounds.
• Title I, Part C: Migrant education, are programs that must identify special
educational needs of migratory children as part of the comprehensive
planning process.
• Title II: High quality teachers (HQTs) and principals.
• Title III: English Language Learners and immigrant students.
• Title V: Programs that receive character education funds, the needs of gifted
/talented students, and local needs for innovative programs.
4. Let’s talk more about title III (English Language Learners and immigrant
students)
The needs assessment must include:
1. The number of students who are labeled as LEP.
2. Information on the students’ characteristics
a. Native language
b. Achievement data in reading, language arts, and math.
c. Proficiency in English and their native language.
d. Comparison data of ELL and non-ELL students.
e. A summary of the previous schooling experiences of the children.
3. Professional development needs for the teachers should be provided.
5. Components of a Needs Assessment:
• Considers a range of needs or issues
• Includes information gathered from a variety of sources
• Employs the use of valid and reliable data to the maximum extent
possible
• Meaningfully involves many individuals representing a range of
knowledge, skills, and expertise
• Results in the development of goals and plans
• Used as the basis for resource allocation
• Includes regular follow up and evaluation of plans and strategies.
6. What is the Focus?
• The focus should address test scores, drop out
rates, student mobility, attendance rates, and
graduation rates.
• Curriculum and instruction
• Professional Development needs
• Family and community involvement
7. Information Gathering
What is it?
It is a comprehensive needs assessment that is gathered from a variety of sources.
What are these sources?
They are quantitative data sources such as CSAP scores, CSAP Alternate scores,
Colorado English Language Acquisition, (CELA), AYP, and the School Accountability
Report.
8.
9. Who should be a part of this team?
stakeholders
superintendents
Central
office staff
principals
teachers
Parents and guardians
Community members
10. The Planning Steps for a Comprehensive
Needs Assessment
Step 1: Constitute a needs assessment committee
Step 2: Who needs to be involved in data gathering?
a. Key district and school personnel
b. External stakeholders
Step 3: Prepare management plan
Step 4: Identify issues and concerns.
11. The Planning Steps Continued……….
Step 5: Identify measures
Step 6: Decide preliminary priorities
Step 7: Designing a comprehensive needs
assessment.
Step 8: Identify measures to use.
12. Three Parts to Data Collection and Analysis:
• Collecting existing data
• Collecting new data
• Analyzing data to identify needs
13. How Can You Gather Existing Data?
Student Demographics
• Changing the demographics is one of the biggest challenges
that schools face.
Student Achievement Data
• This can be done through formative and summative
assessments.
14. What are Some More Ways?
Curriculum and Instruction
• Is it aligned with state frameworks, what kinds of assessments
are most used, and how effective is the instruction?
Professional Development
• Teacher surveys are the most common.
15. Gathering Existing Data
Technology
• Should align with school’s mission.
Family/Community Involvement Measures
• This includes parenting, communicating, volunteering, learning at
home, decision making, and collaborating.
• Early Childhood Assessment Data can also be added to existing data.
16. Gathering New Data
• This can be done through:
• Data Collection Logistics
• Caution: The needs assessment committee should be aware of the kind of bias
that might be introduced through self assessment convenience samples.
• Collecting Valid and Reliable Data
• The use of surveys with pre-established reliability and validity should be
considered whenever possible. Try to use multiple sources.
18. Now the needs can be prioritized through the data
that was collected and analyzed.
• Decisions can now be made for student achievement and planning.
• The Needs Assessment Results can now be reported.
• Comprehensive Planning can begin: articulation of measureable goals and
devising strategies to meet those goals.
• SMART goal: Specific, Measurable, Attainable, Realistic, and Timely.
• District Improvement Planning (CADI) that can be used as part of a
comprehensive needs assessment.
• Now the district can take action.
19. REFERENCES
SOUTHWEST COMPREHENSIVE CENTER AT WEST ED
PREPARED FOR THE COLORADO DEPARTMENT OF
EDUCATION BY RMC RESEARCH CORPORATION, A
SUBCONTRACTOR TO THE SOUTHWEST COMPREHENSIVE
CENTER OF WEST ED.
