Title: Designing Competency Structures and Learning Objectives.
For a presentation April 21 at Georgia State University.
By Theresa Butori, Univ of North Georgia
FORMATIVE ASSESSMENT
Formative assessment is any method of collecting evidence from students that is used to improve teaching and learning. It is timely and iterative; and can be immediate or planned. Formative assessment is a three-step process by which evidence is collected, interpreted and used.
See Assessment of Student Achievement and Progress Foundation to 10 for definitions of ‘formative assessment’ and ‘summative assessment’.
Best-practice formative assessment uses a rigorous approach in which each step of the assessment process is carefully thought through. This helps to identify the actual learning level against the Victorian Curriculum F-10 achievement standards of each student based on evidence of what the student knows and can do, and to understand what each student is ready to learn next. Best practice formative assessment is embedded in the curriculum program and teachers’ units of work/learning sequences. It helps students and teachers identify students’ strengths and target areas that may need additional work – measured against the Victorian Curriculum F-10 achievement standards – and to set learning goals in the classroom.
Key questions
• Where is the student currently at in their learning along the Victorian Curriculum F-10 learning continuum for each curriculum area?
• What does the student need to do to achieve this learning?
• How can the assessment information be used to influence student goal setting and lesson planning for improved student learning outcomes?
• How will the teacher and student know that they have learned it?
FORMATIVE ASSESSMENT
Formative assessment is any method of collecting evidence from students that is used to improve teaching and learning. It is timely and iterative; and can be immediate or planned. Formative assessment is a three-step process by which evidence is collected, interpreted and used.
See Assessment of Student Achievement and Progress Foundation to 10 for definitions of ‘formative assessment’ and ‘summative assessment’.
Best-practice formative assessment uses a rigorous approach in which each step of the assessment process is carefully thought through. This helps to identify the actual learning level against the Victorian Curriculum F-10 achievement standards of each student based on evidence of what the student knows and can do, and to understand what each student is ready to learn next. Best practice formative assessment is embedded in the curriculum program and teachers’ units of work/learning sequences. It helps students and teachers identify students’ strengths and target areas that may need additional work – measured against the Victorian Curriculum F-10 achievement standards – and to set learning goals in the classroom.
Key questions
• Where is the student currently at in their learning along the Victorian Curriculum F-10 learning continuum for each curriculum area?
• What does the student need to do to achieve this learning?
• • What does the student need to do to achieve this
FORMATIVE ASSESSMENT
Formative assessment is any method of collecting evidence from students that is used to improve teaching and learning. It is timely and iterative; and can be immediate or planned. Formative assessment is a three-step process by which evidence is collected, interpreted and used.
See Assessment of Student Achievement and Progress Foundation to 10 for definitions of ‘formative assessment’ and ‘summative assessment’.
Best-practice formative assessment uses a rigorous approach in which each step of the assessment process is carefully thought through. This helps to identify the actual learning level against the Victorian Curriculum F-10 achievement standards of each student based on evidence of what the student knows and can do, and to understand what each student is ready to learn next. Best practice formative assessment is embedded in the curriculum program and teachers’ units of work/learning sequences. It helps students and teachers identify students’ strengths and target areas that may need additional work – measured against the Victorian Curriculum F-10 achievement standards – and to set learning goals in the classroom.
Key questions
• Where is the student currently at in their learning along the Victorian Curriculum F-10 learning continuum for each curriculum area?
• What does the student need to do to achieve this learning?
• How can the assessment information be used to influence student goal setting and lesson planning for improved student learning outcomes?
• How will the teacher and student know that they have learned it?
FORMATIVE ASSESSMENT
Formative assessment is any method of collecting evidence from students that is used to improve teaching and learning. It is timely and iterative; and can be immediate or planned. Formative assessment is a three-step process by which evidence is collected, interpreted and used.
See Assessment of Student Achievement and Progress Foundation to 10 for definitions of ‘formative assessment’ and ‘summative assessment’.
Best-practice formative assessment uses a rigorous approach in which each step of the assessment process is carefully thought through. This helps to identify the actual learning level against the Victorian Curriculum F-10 achievement standards of each student based on evidence of what the student knows and can do, and to understand what each student is ready to learn next. Best practice formative assessment is embedded in the curriculum program and teachers’ units of work/learning sequences. It helps students and teachers identify students’ strengths and target areas that may need additional work – measured against the Victorian Curriculum F-10 achievement standards – and to set learning goals in the classroom.
Key questions
• Where is the student currently at in their learning along the Victorian Curriculum F-10 learning continuum for each curriculum area?
• What does the student need to do to achieve this learning?
• • What does the student need to do to achieve this
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Resources:
Carnegie Mellon: https://www.cmu.edu/teaching/designteach/teach/classroomclimate/strategies/choice.html
Cult of Pedagogy: https://www.cultofpedagogy.com/udl-equity/
Novak Education: https://www.novakeducation.com/hubfs/Resources/UDL_FlowChart.pdf
C-BEN: https://www.cbenetwork.org/
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Finding good captioned videos on YouTube
Editing the auto-captions on YouTube
Creating a transcript for your video
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VTT caption file format
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Webinar:
Date:Apr 7, 2020
Time:3:00 PM ET
Duration:1 hour
Presenters:
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A day of learning, sharing, and fun at Red Rocks Community College in Arvada, Colorado.
Handout for presentation by Joan Anderssen, Arapahoe Community College at the D2L Connection: 2020 Colorado Edition.
A day of learning, sharing, and fun at Red Rocks Community College in Arvada, Colorado.
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http://sandymillin.wordpress.com/iateflwebinar2024
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2. Learning Objectives
WHO
In this session, we’ll go over how
course developers can create and
use Competency structures and
learning objectives for the purpose
of associating graded assignments with
learning objectives within Brightspace.
Come join me if connecting
competencies, learning objectives, and
activities interests you.
15. Outcomes for Learning
Course LEVEL objectives
Each assignment has a course
level objective
•Measurable and observable
•at a higher-order cognitive
level, e.g. application level or
above
•measured with realistic tasks
•assessed using rubric criteria
WHO
WHAT
16. WHO
WHAT
WHEN
HOW
Assessment for Learning
Module assessments
Each module has an
assessment task that
provides evidence of
the course outcome for
that module
•measured used
relevant or realistic tasks
•student work is
evaluated using criteria