This document discusses shifting assessments to higher levels of depth of knowledge (DOK). It explains that past assessments like CST only measured lower DOK levels like recall and basic skills. The new SBAC assessment will measure higher DOK levels like strategic thinking, rationalization, and real-world application to better align with 21st century skills. An example is provided for each DOK level, with level 1 being recall, level 2 being skills/concepts, and levels 3 and 4 requiring strategic and extended reasoning using evidence. Classrooms should develop lessons to build skills at all DOK levels.
describes the popular tests of intelligence, aptitude and personality and its types. Elaborates the types of intelligence, aptitude and personality and how to clinically assess them
describes the popular tests of intelligence, aptitude and personality and its types. Elaborates the types of intelligence, aptitude and personality and how to clinically assess them
An introductory presentation on WISC-IV, which had just recently been adapted for children and adolescents living in Turkey. Presentation made by Clinical Psychologist Ayşe Canan Altındaş, MA.
An introductory presentation on WISC-IV, which had just recently been adapted for children and adolescents living in Turkey. Presentation made by Clinical Psychologist Ayşe Canan Altındaş, MA.
Principle that are required to come up with valid, reliable, equitable and quality assessment item.
It is a group of attributes which determine characteristics of assessment items
It describe precisely for each competence (standard) the evidence test taker must demonstrate to show mastery
It defines exactly how a competence should be measured.
It is use in developing summative and formative assessment.
What Do You Want Them To Learn Today? Learning Goals and Formative AssessmentStephanie Chasteen
This is the presentation on Learning Goals for FTEP at CU-Boulder by Kathy Perkins and Stephanie Chasteen, February 22 2012.
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Students don’t always learn what it is that we intend to teach them. In several science departments, faculty are addressing this gap by collaboratively deciding on just what it is that they want students to take away from a particular course or lecture. These learning goals have been valuable as a communication tool among faculty and between faculty and students so that everybody knows what the outcomes of the course are meant to be. Once these goals are written, it’s also much easier to write exams and other assessments. But writing clear learning goals takes some practice. In this interactive workshop, you’ll get that practice – in defining goals and designing assessments that address those goals. You will work in groups with faculty from similar disciplines to generate and analyze goals and questions, and will discus how to put ongoing assessment of your students into practice. You are encouraged to work on a class you are currently teaching, so you can apply the techniques immediately.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Embracing GenAI - A Strategic ImperativePeter Windle
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 French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
3. WHY THE SHIFT TOWARDS DEEPER
INQUIRY?
Level 3 and 4 Questioning
Strategic Reasoning –
• complex thinking
• rationalizing,
• more than one possible
answer
Extended Reasoning-
• Multiple Steps
• Across Content Areas
Level 1 and 2 Questioning • Applied to real world and
Recall – novel circumstances
• Facts and basic knowledge
Skills / Concepts –
• Application in predicable circumstances
4. WHY THE SHIFT TOWARDS DEEPER
INQUIRY?
Level 3 and 4 Questioning
Strategic Reasoning –
• complex thinking
• rationalizing,
• more than one possible
answer
CST
Extended Reasoning-
• Multiple Steps
• Across Content Areas
Level 1 and 2 Questioning • Applied to real world and
Recall – novel circumstances
• Facts and basic knowledge
Skills / Concepts –
• Application in predicable circumstances
CST has only assessed students on their ability to think at levels 1
and 2.
5. WHY THE SHIFT TOWARDS DEEPER
INQUIRY?
Level 3 and 4 Questioning
Strategic Reasoning –
• complex thinking
• rationalizing,
• more than one possible
answer
SBAC
Extended Reasoning-
• Multiple Steps
• Across Content Areas
Level 1 and 2 Questioning • Applied to real world and
Recall – novel circumstances
• Facts and basic knowledge
Skills / Concepts –
• Application in predicable circumstances
SBAC will be assessing students both in level 1 and 2, as well as in their ability to think at higher levels.
6. LEVEL 1 EXAMPLE: GRADE 8
Which of these events happened FIRST in the lives of the
characters?
A. Jill and Steve meet at the coffee shop
B. Jill’s parents decide t stay in New Mexico
C. Steve gets a job teaching high school in Colorado
D. Jill and Steve visit Carlsbad Caverns together on a field
trip
This is a grade 8 item that is coded to depth of knowledge level one. This
item requires students to recall identify a single event from a sequence.
7. LEVEL 2 EXAMPLE: GRADE 8
This is a grade 8 item that is coded to depth of knowledge level two. This
item requires students understand two events, and then compare these
events.
8. LEVEL 3 EXAMPLE: GRADE 8
The Shepherd’s Boy and the Wolf
A Shepherd's Boy was tending his flock near a village, and thought it would be
great fun to trick the villagers by pretending that a Wolf was attacking the sheep: so
he shouted out, "Wolf! Wolf!" and when the people came running up he laughed at
them because they believed him. He did this more than once, and every time the
villagers found they had been tricked, for there was no Wolf at all. At last a Wolf
really did come, and the Boy cried, "Wolf! Wolf!" as loud as he could: but the
people were so used to hearing him call that they took no notice of his cries for
help. And so no one came to help the boy, and the Wolf attacked the sheep.
In a few sentences, explain what lesson the reader can learn from the shepherd’s
boy. Use details from the story to support your response.
This is a grade 8 item that is coded to depth of knowledge level three. This
item requires students to 1. Draw Conclusions and 2. Cite Evidence
10. Skills developed
in the various
Depth of
Knowledge
levels.
Classroom
application of
these skills
Editor's Notes
All constructedresponse items are worth 2 to 4 points. {+}Let’s take a look at an example of a 2 point constructedresponse item. Like selectedresponse items, {+} Constructedresponse items have a stimulus {+} and a stem.
