Creativity and Assessment
•Download as PPTX, PDF•
1 like•2,193 views
This document discusses ways to demonstrate and assess creativity. It provides definitions of creativity from various sources, such as a novel work that is useful and satisfying to a group. The document outlines that creativity can be assessed carefully through evaluating the creative process or products using criteria, but students should not be graded directly on their creativity. Assessment methods mentioned include product judgement by moderation/consensus, product rating with rubrics, and self-assessment for formative feedback.
Report
Share
Report
Share
![Creativity and Assessment
Dr Kelli McGraw: QUT
ETAQ Seminar 1, 2016
[ABRIDGED SLIDES]](https://image.slidesharecdn.com/creativityandassessment2016-160318033646/85/Creativity-and-Assessment-1-320.jpg)
Recommended
Creativity Assessment
Creativity Assessment involves, quite simply, determining your unique creative style and how to develop your other creative assets. A creativity assessment helps you know yourself – what makes you uniquely creative, how you innovate, how you solve problems. A creativity assessment is the first step on the path to total creative development.
Erik erikson's psychological theory
Erik Erikson's stages of psychosocial development describes 8 stages from infancy to late adulthood. In each stage, individuals face a psychosocial crisis that can result in a healthy or unhealthy outcome. The first stage from birth to 18 months is trust vs mistrust, where infants must learn to trust caregivers. From 18 months to 3 years is autonomy vs shame and doubt, where toddlers learn independence. Preschool aged children from 3 to 5 years face initiative vs guilt in using their imagination and carrying out plans.
The Project Approach
The document outlines the three phases of a project approach to learning. Phase 1 involves assessing students' prior knowledge through discussion and activities. Phase 2 adds new experiences through fieldwork, experts, and investigations to develop understanding. Phase 3 culminates the project with opportunities to share learning with others and reflect on what was learned. Documentation of the process is displayed and reviewed.
Nurturing Creativity in the Classroom
This document discusses nurturing creativity in the classroom. It provides strategies for differentiating instruction to engage students with varied interests, skills, and learning profiles. Some strategies mentioned include using graphic organizers, flexible grouping, choice boards, and formative assessments. The document emphasizes making room for micromoments of creativity, balancing structured lessons with opportunities for exploration, and providing feedback and chances to revisit ideas.
Ncf 2005
The National Curriculum Framework 2005 document outlines the process undertaken to revise the national school curriculum in India. A National Steering Committee and 21 National Focus Groups composed of experts were formed to research and prepare position papers on various curricular areas and reforms. Their work was informed by nationwide consultations, including with teachers, NGOs, and over 2000 public responses. The framework emphasizes making learning more child-centered, connected to life outside school, and shifting away from rote memorization. It calls for reforms across subject areas as well as systemic reforms to assessment and teacher training.
Teacher As A Counselor
The document discusses the role of teachers as counselors. It defines counselling as a learning process where a counselor helps facilitate personal growth and positive change through self-understanding. A counselor is trained to give guidance on personal or psychological problems. The roles of a counselor include establishing rapport, conducting individual and group counselling, and helping students understand themselves and maximize their potential. As counselors, teachers collect students' information, identify problems, help students adjust and solve learning problems, assist with decision making and refer students to school counselors when needed. Teachers work cooperatively with counselors and parents in their role as student counselors.
Meaning, definitions & need of educational research.
To understand the meaning & nature of research, one must study the different definitions of research. In this presentation, definitions of research & educational research are given. From the definitions important characteristics of the research are listed & need of the educational research is also given.
Motivation and learning - Educational Psychology
This document discusses motivation and learning. Part one covers psychological understandings of motivation including effectance motivation, intrinsic and extrinsic motivation, and how motivation relates to educational contexts. Part two identifies motivations to learn through a case study, discusses interventions for increasing teacher expectations and divergent thinking, and how to create motivating seminars. The document emphasizes that motivation is specific to activities, learning is more motivated when contextualized, and both teacher expectations and developing identities as learners can impact motivation.
Recommended
Creativity Assessment
Creativity Assessment involves, quite simply, determining your unique creative style and how to develop your other creative assets. A creativity assessment helps you know yourself – what makes you uniquely creative, how you innovate, how you solve problems. A creativity assessment is the first step on the path to total creative development.
Erik erikson's psychological theory
Erik Erikson's stages of psychosocial development describes 8 stages from infancy to late adulthood. In each stage, individuals face a psychosocial crisis that can result in a healthy or unhealthy outcome. The first stage from birth to 18 months is trust vs mistrust, where infants must learn to trust caregivers. From 18 months to 3 years is autonomy vs shame and doubt, where toddlers learn independence. Preschool aged children from 3 to 5 years face initiative vs guilt in using their imagination and carrying out plans.
The Project Approach
The document outlines the three phases of a project approach to learning. Phase 1 involves assessing students' prior knowledge through discussion and activities. Phase 2 adds new experiences through fieldwork, experts, and investigations to develop understanding. Phase 3 culminates the project with opportunities to share learning with others and reflect on what was learned. Documentation of the process is displayed and reviewed.
Nurturing Creativity in the Classroom
This document discusses nurturing creativity in the classroom. It provides strategies for differentiating instruction to engage students with varied interests, skills, and learning profiles. Some strategies mentioned include using graphic organizers, flexible grouping, choice boards, and formative assessments. The document emphasizes making room for micromoments of creativity, balancing structured lessons with opportunities for exploration, and providing feedback and chances to revisit ideas.
Ncf 2005
The National Curriculum Framework 2005 document outlines the process undertaken to revise the national school curriculum in India. A National Steering Committee and 21 National Focus Groups composed of experts were formed to research and prepare position papers on various curricular areas and reforms. Their work was informed by nationwide consultations, including with teachers, NGOs, and over 2000 public responses. The framework emphasizes making learning more child-centered, connected to life outside school, and shifting away from rote memorization. It calls for reforms across subject areas as well as systemic reforms to assessment and teacher training.
Teacher As A Counselor
The document discusses the role of teachers as counselors. It defines counselling as a learning process where a counselor helps facilitate personal growth and positive change through self-understanding. A counselor is trained to give guidance on personal or psychological problems. The roles of a counselor include establishing rapport, conducting individual and group counselling, and helping students understand themselves and maximize their potential. As counselors, teachers collect students' information, identify problems, help students adjust and solve learning problems, assist with decision making and refer students to school counselors when needed. Teachers work cooperatively with counselors and parents in their role as student counselors.
Meaning, definitions & need of educational research.
To understand the meaning & nature of research, one must study the different definitions of research. In this presentation, definitions of research & educational research are given. From the definitions important characteristics of the research are listed & need of the educational research is also given.
Motivation and learning - Educational Psychology
This document discusses motivation and learning. Part one covers psychological understandings of motivation including effectance motivation, intrinsic and extrinsic motivation, and how motivation relates to educational contexts. Part two identifies motivations to learn through a case study, discusses interventions for increasing teacher expectations and divergent thinking, and how to create motivating seminars. The document emphasizes that motivation is specific to activities, learning is more motivated when contextualized, and both teacher expectations and developing identities as learners can impact motivation.
Inquiry Training Model-Models of Teaching
Inquiry Training Model is ne of the most important model of teaching especially for Science Classrooms. The presentation gave the important topic of the Inquiry Training Model.
7.emotional development
Emotions are mental feelings that a person experiences knowingly or unknowingly. Various factors influence a person's emotions, including family, health, school environment, teachers, socioeconomic status, and mental ability. Teachers can help develop students' emotions through methods like storytelling, dramatization, practical teaching, and art education. These methods help teach morals and good behavior while making learning engaging and interesting for children.
Methods of Teaching Science
The document discusses various methods of teaching science, including teacher-centered, student-centered, lecture-discussion, laboratory, observation, project, and problem-solving methods. It provides details on the principles, roles of teachers, merits and limitations of each method. The key methods are lecture-discussion, which combines lecture and discussion; laboratory, which emphasizes hands-on learning; observation, where students acquire knowledge through observing; and project and problem-solving methods, which focus on purposeful, real-world activities and problem-solving. The document concludes that teachers must consider their students and circumstances to choose the most suitable teaching method.
Role of textbook in challenging gender inequality
The document discusses how textbooks can play an important role in challenging gender inequalities through formal education. Specifically, it recommends that textbooks 1) ensure gender equality in syllabus topics such as gender studies, 2) include activities that promote gender equality, 3) cite examples giving equal importance to all genders, 4) plan home assignments and projects that ensure equal gender participation, 5) use gender-fair pictures that avoid stereotypical representations, and 6) involve follow-up activities on issues of gender inequality.
National curriculum framework 2005
The document summarizes the key aspects of the National Curriculum Framework 2005 (NCF 2005) in India. The NCF 2005 aims to provide guidelines for educational experiences and reform the school education system. It advocates for a learner-centered and constructivist approach. It emphasizes the holistic development of the child, connecting knowledge to their life experiences and promoting critical thinking. The NCF 2005 also focuses on multilingual education, making learning engaging, continuous and comprehensive assessment, and increasing community participation in schools.
Questioning Skills in Microteaching
This document provides information about effective questioning techniques for teachers. It begins by defining what a question is and discussing the various purposes and types of questions. It then describes different frameworks for categorizing question types, such as Bloom's Taxonomy and Blosser's four categories of questions. The document provides examples of different question types and offers tips for using questions effectively in the classroom. These tips include giving thinking time before answers, varying question difficulty, and using the "APPLE" mnemonic to help remember best practices for asking, pausing, picking students to answer, listening to responses, and explaining or expanding on answers.
Action research
This document discusses action research and its importance for teacher education. Action research is defined as research conducted by practitioners to study problems scientifically and guide decisions and actions. It aims to improve the quality of teaching. Action research is important as it helps develop scientific thinking, solve educational problems, and improve the educational system. For teachers, action research can improve teaching methods, use of aids, discipline issues, and examinations. It also fosters a progressive outlook, mutual understanding, and a research mindset among teachers. Action research utilizes experiences to study problems and changes in natural school conditions. Overall, action research enhances teacher knowledge, skills, and professional development, so it should be part of teacher education programs.
Science fair and exhibitions
This document provides information about coordinating and conducting a school science fair. It discusses the benefits of science fairs for students, including promoting critical thinking and inquiry-based learning. It outlines the key steps for organizing a science fair, such as establishing a planning committee, setting deadlines, recruiting judges, and ordering prizes. The goal is to make the science fair experience as realistic as possible to encourage student interest in science.
Learner profile
A learner profile describes how a student learns best through their skills, interests, barriers and recommendations for support. It includes information on a student's learning preferences, strengths, needs and past supports. A learner profile is dynamic and informs classroom practices like planning, layout and scheduling to enable student participation. They can be created by a student or with parents, and include things like interests, hopes, dislikes, support systems and examples of past supports. Developing a learner profile involves determining the learner's identity and goals, how they navigate education through their choices and independence, and how they demonstrate growth.
Measuring Creativity
The document discusses definitions and assessments of creativity. It notes that creativity has long been a subject of disagreement regarding its definition and measurement. Early definitions focused on the creative process, such as John Watson's definition involving manipulating words to create new patterns. Later definitions used the creative product as the distinguishing sign of creativity. The document also discusses stages of the creative process, including preparation, incubation, illumination, and verification. It provides examples of each stage.
Assessment techniques
The document discusses various innovative assessment techniques that can be used in education. It begins by defining assessment and explaining its purposes, including diagnostic, formative, and summative assessment. It then describes different types of classroom assessment techniques such as exit cards, peer assessment, journal reflections, concept maps, and Socratic seminars. The document also covers personality, aptitude, and achievement tests as well as interpreting test results using norms, criteria, and performance standards. Overall, the document provides an overview of the meaning and goals of assessment along with specific innovative techniques that can be implemented in the classroom.
Psychological test meaning, concept, need & importance
This document discusses psychological testing. It defines psychological testing as a standardized measure of a person's behavior that is used to observe differences among individuals. It notes that tests measure constructs like abilities, functioning, and personality. The document outlines the objectives, need, importance and types of psychological tests. It describes the major characteristics of tests including standardization, norms, reliability and validity. Finally, it provides examples of commonly used psychological tests.
Career conferences
A career conference is a group meeting where representatives from different occupations come together to discuss their careers with students. The objectives are to provide students broader perspectives on career opportunities, collect information directly from experts in various fields of their choice, and learn about the monetary and promotional aspects of different careers. For a successful career conference, an organizing committee of teachers and students plans the schedule, themes, participants, and evaluates the event to enable students to directly learn about different careers from professionals in those fields.
Inclusive education ppt
This document discusses inclusive education, which aims to educate all students, regardless of ability, in regular classrooms with appropriate support. The key benefits are enabling full participation, promoting belonging, and meeting individual needs. An inclusive system provides higher quality education by fostering understanding and respect through diverse interactions. While requiring initial investment, inclusive education is not more expensive long-term. Success depends on collaboration, training, support services, and accommodating individual student needs.
Stages of project approach with young children
Stages of project approach with young childrenDenise Mac Giolla ri @ Athlone Institute of Technology
This document outlines the stages and approach of project-based learning. It discusses choosing an engaging topic for students, finding out what they already know, generating questions to guide research, planning fieldwork and investigations, inviting experts, and concluding the project with a presentation event. It emphasizes including all students and adapting tasks for those with special needs. Projects follow a beginning, middle, end structure and allow students to explore topics in depth through hands-on activities.educational psychology - creativity
creativity, definition, nature and characteristics of creativity,
five factors of creativity, difference between creativity and intelligence, traits of creative people, methods of developing creativity among children
Personality test
Personality refers to the unique characteristics that distinguish an individual, including patterns of thinking, feeling and behaving. There are several methods used to assess personality, including interviews, observation, questionnaires, case studies and projective techniques. Some commonly used personality tests are the Minnesota Multiphasic Personality Inventory (MMPI), NEO PI-R, 16PF, Eysenck Personality Questionnaire, Myers-Briggs Type Indicator, and California Test of Personality. Each method has its strengths and limitations for understanding different aspects of an individual's personality.
Educational Diagnosis - Diagnostic Test and Remedial Instruction
This document discusses educational diagnosis through diagnostic testing and remedial instruction. It defines diagnostic tests as tests designed to locate specific learning deficiencies in order to provide targeted remedial instruction. The purposes of diagnostic tests are to identify areas where students need additional instruction or teaching methods need improvement. Remedial instruction follows diagnostic testing and provides additional learning experiences to help reduce difficulties identified. The goal is to continuously improve instruction through this diagnostic-remedial process.
Subject and discipiline
1. Understand the basic premises of subject/discipline
2. Understand the need for classification of human knowledge
3. Know required basic competencies for effective transaction of knowledge
4. Know how to enhance knowledge of the discipline
5. Importance of research for advancement of subject/discipline
Creative assessment
1) Assessment is fundamentally important to the educational process and can be used to support student progression or demotivate learners.
2) There are various types of assessment including teacher, peer, and self-assessment that can be used formatively or summatively.
3) Effective assessments encourage students, provide meaningful feedback, and are integrated into the teaching and learning process.
Authentic assessment for creativity_Yeo
The document discusses authentic assessment for creativity as a 21st century pedagogy, noting that creativity involves generating novel and useful ideas through effective processes and environments. It examines how Singapore's Curriculum 2015 focuses on skills like critical and inventive thinking, and explores how teachers can better teach and assess these skills through authentic performance tasks that demonstrate real-world application of knowledge. Tensions that teachers may face in facilitating creativity are also discussed, as well as the need for teachers to shift from unilateral control to a mutual learning model in their own facilitation of creative thinking.
More Related Content
What's hot
Inquiry Training Model-Models of Teaching
Inquiry Training Model is ne of the most important model of teaching especially for Science Classrooms. The presentation gave the important topic of the Inquiry Training Model.
7.emotional development
Emotions are mental feelings that a person experiences knowingly or unknowingly. Various factors influence a person's emotions, including family, health, school environment, teachers, socioeconomic status, and mental ability. Teachers can help develop students' emotions through methods like storytelling, dramatization, practical teaching, and art education. These methods help teach morals and good behavior while making learning engaging and interesting for children.
Methods of Teaching Science
The document discusses various methods of teaching science, including teacher-centered, student-centered, lecture-discussion, laboratory, observation, project, and problem-solving methods. It provides details on the principles, roles of teachers, merits and limitations of each method. The key methods are lecture-discussion, which combines lecture and discussion; laboratory, which emphasizes hands-on learning; observation, where students acquire knowledge through observing; and project and problem-solving methods, which focus on purposeful, real-world activities and problem-solving. The document concludes that teachers must consider their students and circumstances to choose the most suitable teaching method.
Role of textbook in challenging gender inequality
The document discusses how textbooks can play an important role in challenging gender inequalities through formal education. Specifically, it recommends that textbooks 1) ensure gender equality in syllabus topics such as gender studies, 2) include activities that promote gender equality, 3) cite examples giving equal importance to all genders, 4) plan home assignments and projects that ensure equal gender participation, 5) use gender-fair pictures that avoid stereotypical representations, and 6) involve follow-up activities on issues of gender inequality.
National curriculum framework 2005
The document summarizes the key aspects of the National Curriculum Framework 2005 (NCF 2005) in India. The NCF 2005 aims to provide guidelines for educational experiences and reform the school education system. It advocates for a learner-centered and constructivist approach. It emphasizes the holistic development of the child, connecting knowledge to their life experiences and promoting critical thinking. The NCF 2005 also focuses on multilingual education, making learning engaging, continuous and comprehensive assessment, and increasing community participation in schools.
Questioning Skills in Microteaching
This document provides information about effective questioning techniques for teachers. It begins by defining what a question is and discussing the various purposes and types of questions. It then describes different frameworks for categorizing question types, such as Bloom's Taxonomy and Blosser's four categories of questions. The document provides examples of different question types and offers tips for using questions effectively in the classroom. These tips include giving thinking time before answers, varying question difficulty, and using the "APPLE" mnemonic to help remember best practices for asking, pausing, picking students to answer, listening to responses, and explaining or expanding on answers.
Action research
This document discusses action research and its importance for teacher education. Action research is defined as research conducted by practitioners to study problems scientifically and guide decisions and actions. It aims to improve the quality of teaching. Action research is important as it helps develop scientific thinking, solve educational problems, and improve the educational system. For teachers, action research can improve teaching methods, use of aids, discipline issues, and examinations. It also fosters a progressive outlook, mutual understanding, and a research mindset among teachers. Action research utilizes experiences to study problems and changes in natural school conditions. Overall, action research enhances teacher knowledge, skills, and professional development, so it should be part of teacher education programs.
Science fair and exhibitions
This document provides information about coordinating and conducting a school science fair. It discusses the benefits of science fairs for students, including promoting critical thinking and inquiry-based learning. It outlines the key steps for organizing a science fair, such as establishing a planning committee, setting deadlines, recruiting judges, and ordering prizes. The goal is to make the science fair experience as realistic as possible to encourage student interest in science.
Learner profile
A learner profile describes how a student learns best through their skills, interests, barriers and recommendations for support. It includes information on a student's learning preferences, strengths, needs and past supports. A learner profile is dynamic and informs classroom practices like planning, layout and scheduling to enable student participation. They can be created by a student or with parents, and include things like interests, hopes, dislikes, support systems and examples of past supports. Developing a learner profile involves determining the learner's identity and goals, how they navigate education through their choices and independence, and how they demonstrate growth.
Measuring Creativity
The document discusses definitions and assessments of creativity. It notes that creativity has long been a subject of disagreement regarding its definition and measurement. Early definitions focused on the creative process, such as John Watson's definition involving manipulating words to create new patterns. Later definitions used the creative product as the distinguishing sign of creativity. The document also discusses stages of the creative process, including preparation, incubation, illumination, and verification. It provides examples of each stage.
Assessment techniques
The document discusses various innovative assessment techniques that can be used in education. It begins by defining assessment and explaining its purposes, including diagnostic, formative, and summative assessment. It then describes different types of classroom assessment techniques such as exit cards, peer assessment, journal reflections, concept maps, and Socratic seminars. The document also covers personality, aptitude, and achievement tests as well as interpreting test results using norms, criteria, and performance standards. Overall, the document provides an overview of the meaning and goals of assessment along with specific innovative techniques that can be implemented in the classroom.
Psychological test meaning, concept, need & importance
This document discusses psychological testing. It defines psychological testing as a standardized measure of a person's behavior that is used to observe differences among individuals. It notes that tests measure constructs like abilities, functioning, and personality. The document outlines the objectives, need, importance and types of psychological tests. It describes the major characteristics of tests including standardization, norms, reliability and validity. Finally, it provides examples of commonly used psychological tests.
Career conferences
A career conference is a group meeting where representatives from different occupations come together to discuss their careers with students. The objectives are to provide students broader perspectives on career opportunities, collect information directly from experts in various fields of their choice, and learn about the monetary and promotional aspects of different careers. For a successful career conference, an organizing committee of teachers and students plans the schedule, themes, participants, and evaluates the event to enable students to directly learn about different careers from professionals in those fields.
Inclusive education ppt
This document discusses inclusive education, which aims to educate all students, regardless of ability, in regular classrooms with appropriate support. The key benefits are enabling full participation, promoting belonging, and meeting individual needs. An inclusive system provides higher quality education by fostering understanding and respect through diverse interactions. While requiring initial investment, inclusive education is not more expensive long-term. Success depends on collaboration, training, support services, and accommodating individual student needs.
Stages of project approach with young children
Stages of project approach with young childrenDenise Mac Giolla ri @ Athlone Institute of Technology
This document outlines the stages and approach of project-based learning. It discusses choosing an engaging topic for students, finding out what they already know, generating questions to guide research, planning fieldwork and investigations, inviting experts, and concluding the project with a presentation event. It emphasizes including all students and adapting tasks for those with special needs. Projects follow a beginning, middle, end structure and allow students to explore topics in depth through hands-on activities.educational psychology - creativity
creativity, definition, nature and characteristics of creativity,
five factors of creativity, difference between creativity and intelligence, traits of creative people, methods of developing creativity among children
Personality test
Personality refers to the unique characteristics that distinguish an individual, including patterns of thinking, feeling and behaving. There are several methods used to assess personality, including interviews, observation, questionnaires, case studies and projective techniques. Some commonly used personality tests are the Minnesota Multiphasic Personality Inventory (MMPI), NEO PI-R, 16PF, Eysenck Personality Questionnaire, Myers-Briggs Type Indicator, and California Test of Personality. Each method has its strengths and limitations for understanding different aspects of an individual's personality.
Educational Diagnosis - Diagnostic Test and Remedial Instruction
This document discusses educational diagnosis through diagnostic testing and remedial instruction. It defines diagnostic tests as tests designed to locate specific learning deficiencies in order to provide targeted remedial instruction. The purposes of diagnostic tests are to identify areas where students need additional instruction or teaching methods need improvement. Remedial instruction follows diagnostic testing and provides additional learning experiences to help reduce difficulties identified. The goal is to continuously improve instruction through this diagnostic-remedial process.
Subject and discipiline
1. Understand the basic premises of subject/discipline
2. Understand the need for classification of human knowledge
3. Know required basic competencies for effective transaction of knowledge
4. Know how to enhance knowledge of the discipline
5. Importance of research for advancement of subject/discipline
What's hot (20)
Psychological test meaning, concept, need & importance
Psychological test meaning, concept, need & importance
Educational Diagnosis - Diagnostic Test and Remedial Instruction
Educational Diagnosis - Diagnostic Test and Remedial Instruction
Viewers also liked
Creative assessment
1) Assessment is fundamentally important to the educational process and can be used to support student progression or demotivate learners.
2) There are various types of assessment including teacher, peer, and self-assessment that can be used formatively or summatively.
3) Effective assessments encourage students, provide meaningful feedback, and are integrated into the teaching and learning process.
Authentic assessment for creativity_Yeo
The document discusses authentic assessment for creativity as a 21st century pedagogy, noting that creativity involves generating novel and useful ideas through effective processes and environments. It examines how Singapore's Curriculum 2015 focuses on skills like critical and inventive thinking, and explores how teachers can better teach and assess these skills through authentic performance tasks that demonstrate real-world application of knowledge. Tensions that teachers may face in facilitating creativity are also discussed, as well as the need for teachers to shift from unilateral control to a mutual learning model in their own facilitation of creative thinking.
The Value of Creativity in a Global Society.
The document discusses the importance of creativity in education. It argues that creativity should be emphasized more in curricula to help students discover their talents and potential. When creativity is pushed to the forefront, students are better prepared for the challenges of society and workforce that increasingly values creative skills. The document also asserts that teachers need flexibility and support at higher levels to foster creativity, and that education should promote creativity across subjects to engage more students.
Creativity PPT ON ENTERPRENUER MANAGEMENT MBA
The document discusses definitions of creativity, objectives of creativity, and techniques to encourage creativity. It defines creativity as generating new ideas through combining existing concepts in novel ways. The objectives of creative thinking are to think beyond boundaries and rely on imagination. Techniques discussed include divergent and convergent thinking, where divergent thinking aims to generate many ideas and convergent thinking focuses those ideas to reach a solution. Personality traits like curiosity and risk-taking promote divergent thinking.
Progression in Creativity: Developing New Forms of Assessment
OECD Conference Educating for Innovative Societies on 26 April 2012 - Session 5: Assessments for Skills in Thinking and Creativity - Progression in Creativity: Developing New Forms of Assessment by Bill Lucas, Guy Claxton and Ellen Spencer, Centre for Real-World Learning, University of Winchester
Creativity Assessment in the Classroom: Paradox or Paramount?
This presentation highlights general assessment principles in relationship to creativity in the classroom.
Audacity of creativity assessment
The Audacity of Creativity Assessment
Bonnie Cramond, Ph.D.
Torrance Center
The University of Georgia
ECCI XII
Formal Assessment of Creativity by Katja Hölttä-Otto (Aalto University)
This presentation was given by Katja Hölttä-Otto of the Aalto University at the project meeting “Fostering and assessing students' creativity and critical thinking in higher education” on 20 June 2016 in Paris, France.
Creativity
Creativity is a mental process involving the generations of new ideas or concepts or new association between existing ideas or concepts.
Creativity involves the generation of new ideas or the recombination of known elements into something new, providing valuable solutions to a problem.
Global perspectives presentation
This document discusses the global circulation and adaptation of television programs. It provides the example of the Colombian telenovela "Ugly Betty", which was adapted for audiences in over 20 countries from 1999 onward. This phenomenon demonstrates tensions between commercial interests of media conglomerates pursuing international expansion, regulatory forces of national broadcasters, and audiences' preferences for local content. The widespread distribution of cultural stories through this process can lead to a homogenization of storytelling and audience experiences that threatens indigenous cultural representation.
Global Perspectives Syllabus
The document provides information about the IGCSE Global Perspectives syllabus, including:
1. The rationale is to develop skills and dispositions students will need as global citizens, such as enquiry and reflection on global changes and their life chances.
2. The syllabus is assessed through a portfolio, project, and written paper accounting for 50%, 20%, and 30% respectively. The portfolio focuses on research and perspectives, the project on analysis and collaboration, and the paper on enquiry and reasoning.
3. For the portfolio, students explore four areas of study from different perspectives and predict scenarios. They also evaluate possible actions. The project requires groupwork connected to another issue and an individual reflection.
Creative Assessment
This document discusses alternative approaches to assessment that focus on feedback rather than marks. Traditional assessment involves pupils receiving criticism and a mark with little time for reflection. Alternative methods discussed include using success criteria to guide pupil reflection and progression, peer assessment based on shared criteria, thumb ratings of skills and knowledge, and the "two stars and a wish" approach where teachers or peers note two strengths and an area for improvement. The goal is to promote pupil reflection and understanding over simply correcting errors. Web tools like Edmodo and wikis can also provide feedback and support learning beyond the classroom. The key questions are determining what we want students to achieve and how to help them get there.
Creativity questionnaire-self-assess
The document is a creativity questionnaire that asks respondents to rate themselves on statements related to generating ideas, digging deeper into ideas, exploring ideas, and listening to their inner voice. For each category, respondents are to indicate whether statements apply to them as "yes" or "no" and assign a corresponding score from 0 to 3. The questionnaire is intended to help respondents assess their strengths and weaknesses across different aspects of the creative process.
Creative Thinking Techniques - Forty Uses For A Brick
Creative thinking techniques help us proliferate ideas. This helps us become better at divergent thinking, an essential skill for problem solving and innovation.
Creativity ppt mba
This document discusses creativity from several perspectives:
1) It defines creativity as having a talent for unique combinations of ideas and conceiving original alternatives to solve problems.
2) A three-component model of creativity includes expertise, creative thinking skills, and personality traits like thinking differently.
3) The creativity process involves stages of saturation, preparation, incubation, illumination, and verification as ideas develop subconsciously and breakthroughs occur.
4) Organizational constraints on creativity include a fear of rejection, competition inhibiting behavior, and viewing problems as too difficult.
CREATIVITY SELECTED ELEMENTS QUESTIONNAIRE (CSEQ): A CREATIVE ASSESSMENT INST...
The document describes a study that developed and tested the Creativity Selected Elements Questionnaire (CSEQ) as a tool to assess creativity. The CSEQ measures 8 elements of creativity based on prior theories. It was administered to 900 students across 3 colleges to examine relationships between creativity and demographic variables. Key findings included relationships between creativity and factors like age, gender, education level. The CSEQ showed potential for use in orientation, curriculum design, and identifying students with creative strengths. Reliability analyses found acceptable internal consistency for the overall CSEQ despite some scales having lower reliability given their small number of items.
Creativity Workshop
The document discusses various techniques for enhancing creativity, including overcoming mental blockades, using incubation and idea generation methods like climbing and flying, practicing skills like postponing judgment and visualization, and following guidelines for defining problems, developing ideas, and selecting among ideas. It provides examples of applying techniques like redefining problems, free association, and metaphor to inspire new solutions.
Techniques for creativity ppt mba HR ppt
The document discusses techniques for creativity. It defines creativity as looking at things from a different point of view. Some common creative techniques are analogical thinking and asking questions like "what if" to help find new ideas and solve problems. It then lists eight specific questioning techniques. The document also discusses advantages to implementing creativity techniques like innovation, improved operations, and increased customer satisfaction and profits. Finally, it covers some specific creative problem-solving techniques like brainstorming, attribute listing, and morphological synthesis.
Techniques of creative thinking
The document discusses various techniques for creative thinking such as focus groups, brainstorming, attribute analysis, synectics, and checklists of questions. It provides details on how each technique works, such as the rules and methods for brainstorming or the steps involved in attribute analysis. The overall goal is to develop creativity and help resolve problems through applying these different creative thinking techniques.
Self Assessment
Assessment as learning involves students reflecting on their own progress, setting learning goals, and developing strategies to achieve those goals. It builds metacognition and helps students take responsibility for their past and future learning. Effective assessment as learning empowers students by having them ask reflective questions, consider different learning strategies, and determine next steps when they don't understand something. Teachers play a role in helping students develop specific and worthwhile learning goals and providing structures to support reflective thinking, while students are responsible for monitoring their goals over time through self-assessment.
Viewers also liked (20)
Progression in Creativity: Developing New Forms of Assessment
Progression in Creativity: Developing New Forms of Assessment
Creativity Assessment in the Classroom: Paradox or Paramount?
Creativity Assessment in the Classroom: Paradox or Paramount?
Formal Assessment of Creativity by Katja Hölttä-Otto (Aalto University)
Formal Assessment of Creativity by Katja Hölttä-Otto (Aalto University)
Creative Thinking Techniques - Forty Uses For A Brick
Creative Thinking Techniques - Forty Uses For A Brick
CREATIVITY SELECTED ELEMENTS QUESTIONNAIRE (CSEQ): A CREATIVE ASSESSMENT INST...
CREATIVITY SELECTED ELEMENTS QUESTIONNAIRE (CSEQ): A CREATIVE ASSESSMENT INST...
Similar to Creativity and Assessment
Creativity Assessments from NAGC 2015
Lisa Rubenstein presented on examining creativity assessments on November 13, 2015. She discussed why assessing creativity is important, such as for personal growth, research and development, and program design. She reviewed traditional methods of assessing creativity, including through teachers, students, peers, and surveys. Rubenstein also examined traditional categories for assessing creativity, such as through a person's personality, processes, and environmental factors. She noted challenges in assessing creativity due to its subjective and fuzzy nature but emphasized the importance of continuing to assess creativity.
Lakeview pbl
This document discusses curriculum design using a project-based learning (PBL) approach. It defines PBL as a teaching method that engages students through inquiry-based projects centered around essential questions. Five key criteria for PBL projects are outlined, including being central to the curriculum and focused on driving questions. The document also discusses designing curriculum using Understanding by Design framework, employing formative and summative assessments, and developing driving questions and authentic projects for students.
Lakeview pbl
This document discusses curriculum design using a project-based learning (PBL) approach. It defines PBL as a teaching method that engages students through inquiry-based projects centered around essential questions. Five key criteria for PBL projects are outlined: they are central to the curriculum, focused on driving questions, involve constructive investigation, are student-driven, and feel realistic. The document provides examples of PBL projects and emphasizes the importance of assessment, collaboration, and reflection in the PBL process.
Project based learning
Project-based learning (PBL) is an instructional methodology that encourages students to learn by applying knowledge and skills to engaging projects. PBL was influenced by the educational philosopher John Dewey's belief in learning by doing. It presents students with open-ended questions or problems and has them research and develop solutions, working collaboratively to hone skills like critical thinking, communication, and creativity. PBL aims to integrate learning across subjects through complex, multi-disciplinary projects and promote autonomous learning through independent research of unstructured problems. Benefits of PBL include boosting student engagement and achievement by developing real-world skills for future careers.
Pbl gwinnett5 30-11
Presentation for PBL workshop. Please credit Jane Krauss and Suzie Boss if you use this presentation.
Chapter 4 portfolios
This document discusses portfolios, including what they are, their contents, purposes, types, and how to implement them. It defines a portfolio as a collection of student work gathered for assessment. Portfolios can include creative covers, letters, artifacts, reflections, and goals. They are useful for documenting standards mastery, growth over time, and concepts learned. Types include writing, literacy, best work, unit, and year-long portfolios. Implementing portfolios involves collecting work, students selecting key pieces, and reflecting on their learning process and selections.
Project Based Learning/Buck Institute
The document summarizes a two-day Project-Based Learning Institute presentation by Dan Cordon. On the first day, Cordon discussed the key elements of project-based learning, including generating project ideas, refining driving questions, and balancing assessment strategies. He shared his experience implementing PBL as a teacher. The second day focused on launching projects, including entry events, forming student teams, and providing formative feedback. Cordon emphasized the importance of student voice and choice and ensuring individual accountability within teams.
Project based learning
This document discusses project based learning (PBL) and its integration of 21st century skills. It provides an overview of PBL, noting that it includes multi-disciplinary content aligned to standards, is problem-based and inquiry-driven, and requires students to collaborate, communicate, think critically, and create authentic products to showcase their learning. The document also outlines six steps for integrating technology into PBL, from defining the problem to sharing the final product. Finally, it emphasizes that PBL engages students in higher-order thinking and problem-solving skills to address real-world problems.
ALS Lesson Log on MYDev Life Skills Module 2 Personal Development (Sessions 1-3)
This document outlines lesson plans for a series of sessions on personal development. The sessions aim to:
1) Help learners identify their personal values, skills, goals and learning styles.
2) Relate personal values to family and career choices.
3) Develop a plan to set and achieve goals by recognizing connections between values, interests and skills.
4) Appreciate that people learn in different ways and identify strategies to learn new skills.
A variety of activities are used including discussion, self-reflection exercises, and group work to help learners understand key concepts and apply them to their own development.
Christine D'Onofrio, CIRCLe 2018
This document summarizes the learning portfolio assignment that Christine D'Onofrio implemented in her VISA 110: Introduction to Digital Visual Art course over two years. The initial goals of the assignment were to promote transformative learning, distinguish disciplinary methods, and cultivate student mindfulness of online self-representation. Based on student feedback, D'Onofrio realized she needed to refocus the assignment from a showcase portfolio to emphasize reflection on learning. She made changes like having students use the university platform and adding an assignment for students to generate research questions.
Development circle professional teaching in higher ed session 5
eaching students is part of academic life. Whether it’s a workshop or a seminar, quality teaching is what matters most in students’ experiences and outcomes. Improve your (online) teaching with just a few tips and tricks. Profit from the opportunity to set and achieve your teaching goal, present your work, and get personal feedback. In this development circle, you will also learn about the principles of efficient and effective communication with students, essential traits of great teachers, resilience and well-being in the workplace, evidence-based teaching practices that work, and a fundamental basis of effective online pedagogy. You can apply the inputs in your own course, developing course content at your own pace. Even if you have a rich teaching experience, you can use this time to reflect on your teaching with close and careful attention and embrace feedback as a learning opportunity (pipes still can become clogged over time and need to be cleaned!). Each of the twelve sessions outlined below will include instructor inputs, reflection on the individual weekly goal, creating and sharing the goal for the next week, and getting feedback from the instructor and other participants of the circle. Participants may volunteer to provide more detailed information about a current challenge; the others contribute their ideas towards a solution. By making contributions that might be helpful to other people (e.g., sharing your work and experiences, offering your attention or feedback), you are making a positive difference and strengthening the meaning of a relationship. With time your contributions build trust and cultivate a greater sense of competence and connection with other people, increasing the chances for information exchange and collaboration. You become more effective at work and feel in control too, because you have access to more people, knowledge, and opportunities. Positive relationships—more opportunities. The Development Circle Workbook will walk you through what to do each week. You will meet your peer support group for 1 hour per week for 12 weeks. The course aims to provide you with the tools to improve your teaching skills as well as offer you the opportunity to develop a meaningful network.
Infusing Creativity and Choice in Lessons.pptx
This document summarizes a staff development presentation on infusing creativity, choice, and student voice into curriculum and assessment. The presentation discusses research from experts on fostering creativity in the classroom, examples of lessons that allow student choice, and alternative assessment strategies. It encourages teachers to work in professional learning communities to modify existing lessons and assessments based on the research in order to increase student motivation and engagement.
Classroom activities and reflections for module 4
This document provides suggestions for classroom activities and reflections for Module 4 that focus on project-based learning. Some of the suggested activities include having students create essential questions on a given topic, analyze examples of performance tasks, reflect in writing on their understanding of project-based learning, help develop a rubric for a proposed project, and discuss past projects they found engaging in advisory. The activities aim to develop students' collaborative skills, understanding of standards-aligned projects, and excitement for self-directed learning.
Project based learning
This document provides an overview of project-based learning (PBL) and its use in intervention classrooms. It begins with common questions about PBL and then discusses how PBL is different from traditional teaching in that it uses extended, student-driven inquiries structured around complex questions. Research supports that PBL increases student motivation, engagement, and retention of knowledge compared to traditional instruction. The document provides examples of how teachers facilitate PBL by framing questions, managing activities, and ensuring high quality outcomes through tasks and goals set by students. It concludes by emphasizing the importance of PBL for engaging students with real-world problems in a way that mirrors life outside of school.
Dublin2016 reflection
Reflection and self-assessment are important for lifelong learning. Portfolios encourage reflection by allowing learners to examine their work and receive feedback over time. This helps learners set goals and identify areas for future growth. Effective reflection involves describing experiences, analyzing them, and considering how to apply lessons learned to improve practice. Digital tools like blogs and digital storytelling can support reflection by allowing learners to document their learning journey and make connections through narrative.
Problem_Based_Learning what is principles and examples.ppt
its all about PBL what is principles and examples
SPS Inquiry Learning PD Session 1 2015
This document provides an overview of inquiry learning. It begins with defining inquiry learning and distinguishing it from inquiry teaching. It then outlines the key components of inquiry learning, including developing questions, relating learning to personal experiences, understanding cognitive and affective processes, and overcoming barriers. The document also discusses Carol Kuhlthau's model of guided inquiry and provides examples of how inquiry learning can be implemented, including through questioning activities, observations, and reflections. Homework involves applying the concepts by identifying opportunities for key components in an existing unit of work.
Project-based learning
This document provides an overview of project-based learning (PBL). It defines PBL as having students investigate or respond to an open-ended question or challenge, applying their understanding to create something new while developing critical thinking and collaboration skills. PBL is presented as better preparing students for solving complex real-world problems compared to traditional instruction. The document distinguishes PBL from typical projects by noting PBL requires sustained inquiry, authenticity, and student voice rather than predetermined outcomes. Examples of PBL from MURSD include Chinese students creating sales pitches for inventions and students collectively organizing a Renaissance faire, involving research, collaboration, and presentations.
Project Based Learning
I modified a presentation I found on Edutopia with my original guidelines, procedures and pics.
I will be sharing this via Elluminate with teachers in Alabama who are part of the 21st Century Teaching and Learning project funded by a grant from Microsoft.
Prof autobiography dr. ian terrell
A talk on writing a Professional Autobiography for MA Education assignments, specifically Action Enquiry and Dissertation modules. Presented by Dr. Ian Terrell.
Similar to Creativity and Assessment (20)
ALS Lesson Log on MYDev Life Skills Module 2 Personal Development (Sessions 1-3)
ALS Lesson Log on MYDev Life Skills Module 2 Personal Development (Sessions 1-3)
Development circle professional teaching in higher ed session 5
Development circle professional teaching in higher ed session 5
Problem_Based_Learning what is principles and examples.ppt
Problem_Based_Learning what is principles and examples.ppt
More from DET
AARE 2014 - Social media technologies and the first year of university
AARE 2014 conference presentation slides.
"Social media technologies and the first year of university: Connecting with teachers, connecting with peers".
Kelli McGraw, Shaun Nykvist & Michelle Mukherjee
(Queensland University of Technology)
ETAQ Seminar 2, 2014 - digital storytelling workshop
This document summarizes a seminar on digital storytelling. It discusses different types of digital stories, provides examples of digital stories online, how to assess digital stories, and why it's important for students to create digital stories. Creating digital stories helps develop higher-order thinking, digital literacy, problem solving, narrative skills, and understanding of imagery and symbolism. Links are provided to examples of digital stories and additional resources on digital storytelling.
Literacy and digital technologies
This document discusses the evolving definition of literacy and how digital technologies can support literacy development and multiliteracies. Literacy now involves mastery of various language modes including reading, writing, speaking, listening, viewing, and creating across traditional and digital texts. Technologies can enrich expression and communication through multimodal texts, new language and culture, and enable writing, modeling, visualizing, and presenting to develop creative and critical literacies.
LATICE Symposium - July 2013
The document discusses the affordances of flexible learning spaces and how teachers can maximize these spaces through their pedagogy. It suggests considering how activities can purposefully use different areas of the classroom, like the camp fire, watering hole, and cave primordial learning spaces. While inquiry learning tends to be individual work, project based learning offers a collaborative approach and can guide adoption of group tasks. The document concludes by recommending utilizing group stations and organically incorporating physical and digital technologies into lessons.
Making Connections: Connecting students with authentic audiences
This document discusses connecting students to authentic audiences through project-based learning, wikis, and Twitter. It provides examples of a poetry project wiki and using Twitter to connect a class to the real world. Key takeaways are that having a public audience for student work increases motivation, adding authenticity, and that graduates need instruction in various communication modes. A blend of online and offline environments provides more opportunities for students to find audiences and build professional learning networks.
Marsden PD session 2
Kelli McGraw uses social media like Twitter and blogging to both teach her students and further her own professional learning. She outlines some of the successes of using social media in the classroom, like increased student participation and motivation, but also notes potential obstacles like cyberbullying and unequal access to technology. The document provides tips and examples for using social media tools like blogs, wikis and Twitter to enhance student projects and allow teachers to monitor student work online. It emphasizes the importance of modeling ethical online behavior and setting clear boundaries for professional social media use.
English teachers who blog
Slides used in the panel discussion at the 'Five Bells' AATE 2012 national conference in Sydney.
Panel with Kelli McGraw, Darcy Moore and Bianca Hewes, chaired by @melanne_k
Alice in Australia: Digital Storytelling
Kelli McGraw presented on digital storytelling and Inanimate Alice. She discussed what digital storytelling is, including different types like digital fictions, embellishments, and transformations. She provided examples of where to find digital stories online, such as the Electronic Literature Collection. Inanimate Alice is an interactive web series that can be used as a teaching tool in Australian classrooms. Students benefit from making their own digital stories as it develops higher order thinking, digital literacy, problem solving, and storytelling skills.
Screen jockey - Managing multiple online learning environments
The document discusses managing multiple online learning environments for teaching. It recommends being organized with passwords, choosing online spaces strategically like Wikis for projects and Twitter for discussions, and scaffolding student engagement with instructions, time to log in, and modeling participation. Screenshots and replacing workbooks with online tasks are also suggested to help students navigate different online spaces.
The digital teacher - ETAQ presentation
The document discusses using digital tools for teaching, including blogs, wikis, and social media. It provides tips for setting up blogs and using them effectively for student work. RSS feeds and email folders are recommended for managing digital content and communication. While digital tools allow for new ways to monitor student work, teachers should also maintain work-life balance and get support from colleagues when adopting new technologies.
AERA slides
Slides used for my 2012 AERA paper in the symposium: 'Producing the Young Citizen in Texts of Families, Neighbourhoods, and Nations.'
Images are screen shots taken from the film versions of 'The Hunger Games', 'Tomorrow When the War Began', and the Australian television soap 'Neighbours'.
TeachMeet Brisbane 2012
The document discusses using project-based learning and assessment strategies to support students in an English class, specifically having students collaborate on an epic poem through workshops and presentations, and ensuring assessment encourages creativity, reflection, and peer feedback rather than hidden punishments. It also notes the driving question is how PBL can support learners in English and explores using workshops, presentations, and a poetry forum to support learning about poetry.
Kelli pecha kucha poetry intro
This document discusses the author's experience with poetry over different stages of their life and career. It begins with poetry they connected with in high school and university, including works by John Keats and Les Murray. It then outlines how they have taught poetry in different year levels, exploring genres like haiku, limericks, and protest poems. The document describes workshops and activities the author led to engage others with poetry, such as walks and notebooks. It concludes by emphasizing the author's ongoing commitment to making further connections between people and poetry through readings, resources, and conversations.
Texts in the 21st century
The document discusses how digital publishing has changed the nature of texts in the 21st century. It notes that the internet allows access to texts that may not otherwise be discovered. Digital publishing has also created new genres like digital narratives and new modes of authorship through features like hyperlinks. Additionally, digital publishing encourages new text forms and can support elements that could also exist in print. The document advocates for writing in many different places and formats.
Speaking and listening lecture
This document discusses speaking and listening approaches to texts. It defines the contexts of culture and situation that surround texts and notes that meaning is represented through semiotic systems beyond just language. It explores the modes of speaking and listening as oral language and examines genres, codes and conventions for prepared public speech, debates, spoken word and other performative approaches. Paralanguage and rhetoric language devices like metaphor and repetition are also discussed as important aspects of speaking and listening.
English curriculum studies 1 - Lecture 4
This document discusses different approaches to change and curriculum development using the metaphors of pirates and ninjas. It suggests that those reluctant to change think like ninjas seeking stability and preservation, while change requires risk-taking like pirates. It notes different contexts may require a pirate or ninja approach. It also discusses theories of text and response relating to conservative preservation versus counterculture exploration of alternatives.
English curriculum studies 1 - Lecture 3
A closer look at operational literacy, the history of language in the English curriculum and contemporary views.
English curriculum studies 1 - Lecture 2
The aims and purposes of secondary English education are to teach literacy skills, cultural heritage, and critical thinking to students aged 8-12. The document discusses different models and approaches to English teaching, including skills-based, sociocultural, and critical cultural frameworks. It encourages students to reflect on the discourses and paradigms that influence their own views of what an English education should encompass based on required readings about the history and approaches to the subject.
English curriculum studies 1 - Lecture 1
This document provides an overview of an introductory lecture for an English curriculum studies unit. It includes quotes from students on why they want to become English teachers and discusses how the unit will help students develop a philosophy of English teaching and learn strategies to support student learning and instructional planning. It also notes that curriculum requirements are changing and introduces some key concepts like literacy, multiliteracy, and the role of literature in the English curriculum. The lecture concludes by outlining required reading and optional additional resources for students.
What the Tweet?
This document provides instructions for using Twitter as a backchannel for a conference. It outlines 3 steps: 1) Join Twitter for free, 2) Follow relevant Twitter accounts related to the conference, 3) Start tweeting your own comments and questions about conference presentations using the conference hashtag #ETAConf09 so others can find and join the discussion.
More from DET (20)
AARE 2014 - Social media technologies and the first year of university
AARE 2014 - Social media technologies and the first year of university
ETAQ Seminar 2, 2014 - digital storytelling workshop
ETAQ Seminar 2, 2014 - digital storytelling workshop
Making Connections: Connecting students with authentic audiences
Making Connections: Connecting students with authentic audiences
Screen jockey - Managing multiple online learning environments
Screen jockey - Managing multiple online learning environments
Recently uploaded
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdবাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS Template 2023-2024 by: Irene S. Rueco
How to Build a Module in Odoo 17 Using the Scaffold Method
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
A Survey of Techniques for Maximizing LLM Performance.pptx
A Survey of Techniques for Maximizing LLM Performance
Advanced Java[Extra Concepts, Not Difficult].docx
This is part 2 of my Java Learning Journey. This contains Hashing, ArrayList, LinkedList, Date and Time Classes, Calendar Class and more.
CACJapan - GROUP Presentation 1- Wk 4.pdf
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.
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptxMohd Adib Abd Muin, Senior Lecturer at Universiti Utara Malaysia
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
A Strategic Approach: GenAI in Education
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
PCOS corelations and management through Ayurveda.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Recently uploaded (20)
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
How to Build a Module in Odoo 17 Using the Scaffold Method
How to Build a Module in Odoo 17 Using the Scaffold Method
A Survey of Techniques for Maximizing LLM Performance.pptx
A Survey of Techniques for Maximizing LLM Performance.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Digital Artefact 1 - Tiny Home Environmental Design
Digital Artefact 1 - Tiny Home Environmental Design
Creativity and Assessment
- 1. Creativity and Assessment Dr Kelli McGraw: QUT ETAQ Seminar 1, 2016 [ABRIDGED SLIDES]
- 2. Some ways to demonstrate creativity: Student completes a piece of creative work Student answers questions about what they’ve created Student keeps a record of the creative process e.g. short story; poem e.g. presentation; viva voce e.g. process diary; portfolio with drafts
- 4. Some definitions of creativity: ‘The process of having original ideas that have value’ (Robinson, 2006) ‘A novel work that is accepted as tenable or useful or satisfying by a group in some point in time’ (Stein, 1953) ‘The interaction among aptitude, process, and environment by which an individual or group produces a perceptible product that is both novel and useful as defined within a social context’ (Plucker et al., 2004)
- 5. Can creativity be assessed? “Yes, you can assess creativity and innovation, but it has to be done carefully. First, let me be clear that I don't think students should be given a grade for how creative they are. But they can and should be assessed and given feedback on how well they follow a process for innovation. And I think it is possible to assess a product (not a student) for creativity, so go ahead – if having a creative idea, product or solution was one of the explicit goals of a project.” (John Larmer, 2014, BIE Blog)
- 6. Some ways to assess creativity: • Product judgement Teachers or other adults evaluate actual student products (e.g. a poem) via moderation and consensus, using their own implicit definition of what is creative. • Product rating Teachers or other adults evaluate actual student products (e.g. a poem) using criteria/rubrics. • Self-assessment Used in formative assessment to guide the development of student thinking.
- 7. References Larmer, J. (Feb 6, 2014). How can we teach and assess creativity and innovation in PBL? BIE Blog. http://bie.org/blog/how_can_we_teach_and_assess_creativity_and_innovation_in_pbl P21 resources on creativity: http://www.p21.org/our-work/4cs-research-series/creativity Plucker, J. A., Beghetto, R. A., & Dow, G. (2004). Why isn’t creativity more important to educational psychologists? Potential, pitfalls, and future directions in creativity research. Educational Psychologist, 39, 83-96. Robinson, K. (2006). Ken Robinson says schools kill creativity. TED Talk http://www.ted.com/talks/lang/eng/ken_robinson_says_schools_kill_creativity.html Stein, M. I. (1953). Creativity and culture. The Journal of Psychology, 36(2), 311-322.