The document discusses several key aspects of designing holistic learning environments and assessments. It begins by discussing the importance of connections between different elements in a design. It states connections can be direct or use intermediaries, and the type of connection depends on the materials and desired effect. It also discusses relationships between elements, noting relationships imply a structure that suggests an effect beyond individual elements. Next, it discusses measuring student learning through pre, formative, and summative assessments to plan instruction, adapt, and evaluate effectiveness. Finally, it emphasizes the importance of alignment between goals, objectives, and assessments for validity. High-quality assessments are valid, reliable, and fair.
The document discusses 22 formative assessment techniques that teachers can use to evaluate student learning in the classroom. The techniques are simple to administer and provide teachers with evidence of student understanding to help adjust lesson plans. They also help students understand where they need to focus their efforts. Some of the techniques discussed include using popsicle sticks to call on random students, exit tickets where students submit answers before leaving class, using whiteboards for students to show answers, and think-pair-share activities.
This document outlines steps for unpacking essential standards and establishing learning targets. It involves identifying key words in standards, mapping out what students will do, know, and understand. Teachers then analyze the level of thinking required and determine big ideas and exemplars. Guiding questions are established to guide instruction and assessments are selected to determine if students have learned the target. An example learning target is provided for explaining relationships between ideas in informational texts based on evidence from the text. The target involves students identifying concepts and explaining interactions using transition words and specific evidence from the text.
Ch. 11 designing and conducting formative evaluationsEzraGray1
The document discusses formative evaluation, which involves collecting data during instructional development to improve effectiveness. It describes the purposes and stages of formative evaluation, including collecting data from individual learners to identify errors and get feedback. The summary focuses on selecting representative learners, collecting data on clarity, impact and feasibility, and establishing rapport to get useful feedback from learners on instructional materials.
The document discusses five key elements of effective mathematics instruction:
1) Conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and productive disposition which are the five strands of mathematical proficiency.
2) The importance of establishing connections with students to build trust before engaging in learning.
3) Having a clear learning goal or outcome for each lesson that is communicated to students.
4) Helping students take ownership of their learning through exploration, dialogue, and explaining their reasoning.
5) The need to balance conceptual learning, procedural fluency, and problem solving practice for a strong mathematical foundation.
This document summarizes a study that aims to determine the optimal number of assignments to collect from teachers and raters needed to accurately assess teacher assignment quality. Previous research found high quality assignments are rare, and that students of all achievement levels benefit from higher quality assignments. The goals of this study are to find the number of assignments needed per teacher and optimal number of raters. The researchers use generalizability theory to analyze the data and determine the best combination of assignments and raters needed to reliably measure teacher quality while minimizing costs and time.
This document discusses concept mapping, simulation, and gradation as teaching techniques. It defines concept mapping as a visual way to show relationships between concepts using circles or boxes connected by words. Simulation is enacting a real situation in class to demonstrate topics like how a cooperative society works. Gradation means introducing concepts step-by-step from simple to complex so students can discover principles on their own. Examples are provided for how to implement these techniques in teaching mathematics.
Running head: EDUCATIONAL RESEARCH 1
EDUCATIONAL RESEARCH 2
Translating Educational Research into Practice
Problem
For a long time, education research has not been able to impact classroom instructional practices and educational policies. Educational based researchers argue that their primary work is to research the various aspects of learning and teaching to then present their findings at various conferences and publishing them in different educational journals. Their busy schedule does not allow them to train practitioners (Powney & Watts, 2018). On the other hand, practitioners are busy concentrating on there, and they do not have time to review new literature. This brings up the question as to who is responsible for this gap. In the real sense, there should be a connection between the two, and both parties should play a role in bridging this gap.
Practices, Policies, and Procedures That Have Led to the Problem
There are various reasons for this persistent gap between the teaching practices that teachers use and the guidance that educational research provides. However, three of them stand out. They include the trustworthiness issue, teacher preparation issues, and the research practice issue. The trustworthiness issue comes in because much of the published educational research and disseminated to teachers, policymakers and researchers are often not good and of uneven quality. Research is incredibly demanding, and it is not always possible to choose the most appropriate methodological approach. It is essential that the methodology is applied rigorously whether it is for qualitative or quantitative research (Suter, 2012).
Teachers, on the other hand, want to provide quality education to their children. When they turn into research to aid in teaching, their main expectation is that the information they get is trustworthy. If the information is not trustworthy both the teacher and the student will fail terribly. The teachers also have to be prepared. The applicability and relevance of a research finding will be minimal if the administrators and teachers are unable to access the data, unable to develop strategies for implementing the research findings and do not understand or are unable to interpret the research findings in a meaningful and accurate manner (Fenwick, Edwards, & Sawchuk, 2012).
While teacher preparation and research trustworthiness play significant roles in determining the extent to which research informs instructional practices and educational policies, a fundamental problem is our inability to understand and identify an environment where the research findings can be applied in complex school systems as well as classrooms. While specific strategies, instructional models and approaches may be useful in a setting that is controlled, there is scanty information about the factors that impede or foster application of these modalities under varying contexts and among diverse teachers and students' pop.
The document discusses traditional strategies for assessing student learning, including tests, questionnaires, and visual identification. It describes different types of test formats like multiple choice, essays, and alternative questioning techniques. Essays are discussed as being useful for assessing higher-order thinking but not factual recall. Questionnaires and inventories are presented as self-report tools to understand student interests and abilities through questions like checklists and Likert scales. Visual identification is defined as having students match images to concepts. The document advocates using a variety of assessment strategies to best evaluate student skills and knowledge in art education.
The document discusses 22 formative assessment techniques that teachers can use to evaluate student learning in the classroom. The techniques are simple to administer and provide teachers with evidence of student understanding to help adjust lesson plans. They also help students understand where they need to focus their efforts. Some of the techniques discussed include using popsicle sticks to call on random students, exit tickets where students submit answers before leaving class, using whiteboards for students to show answers, and think-pair-share activities.
This document outlines steps for unpacking essential standards and establishing learning targets. It involves identifying key words in standards, mapping out what students will do, know, and understand. Teachers then analyze the level of thinking required and determine big ideas and exemplars. Guiding questions are established to guide instruction and assessments are selected to determine if students have learned the target. An example learning target is provided for explaining relationships between ideas in informational texts based on evidence from the text. The target involves students identifying concepts and explaining interactions using transition words and specific evidence from the text.
Ch. 11 designing and conducting formative evaluationsEzraGray1
The document discusses formative evaluation, which involves collecting data during instructional development to improve effectiveness. It describes the purposes and stages of formative evaluation, including collecting data from individual learners to identify errors and get feedback. The summary focuses on selecting representative learners, collecting data on clarity, impact and feasibility, and establishing rapport to get useful feedback from learners on instructional materials.
The document discusses five key elements of effective mathematics instruction:
1) Conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and productive disposition which are the five strands of mathematical proficiency.
2) The importance of establishing connections with students to build trust before engaging in learning.
3) Having a clear learning goal or outcome for each lesson that is communicated to students.
4) Helping students take ownership of their learning through exploration, dialogue, and explaining their reasoning.
5) The need to balance conceptual learning, procedural fluency, and problem solving practice for a strong mathematical foundation.
This document summarizes a study that aims to determine the optimal number of assignments to collect from teachers and raters needed to accurately assess teacher assignment quality. Previous research found high quality assignments are rare, and that students of all achievement levels benefit from higher quality assignments. The goals of this study are to find the number of assignments needed per teacher and optimal number of raters. The researchers use generalizability theory to analyze the data and determine the best combination of assignments and raters needed to reliably measure teacher quality while minimizing costs and time.
This document discusses concept mapping, simulation, and gradation as teaching techniques. It defines concept mapping as a visual way to show relationships between concepts using circles or boxes connected by words. Simulation is enacting a real situation in class to demonstrate topics like how a cooperative society works. Gradation means introducing concepts step-by-step from simple to complex so students can discover principles on their own. Examples are provided for how to implement these techniques in teaching mathematics.
Running head: EDUCATIONAL RESEARCH 1
EDUCATIONAL RESEARCH 2
Translating Educational Research into Practice
Problem
For a long time, education research has not been able to impact classroom instructional practices and educational policies. Educational based researchers argue that their primary work is to research the various aspects of learning and teaching to then present their findings at various conferences and publishing them in different educational journals. Their busy schedule does not allow them to train practitioners (Powney & Watts, 2018). On the other hand, practitioners are busy concentrating on there, and they do not have time to review new literature. This brings up the question as to who is responsible for this gap. In the real sense, there should be a connection between the two, and both parties should play a role in bridging this gap.
Practices, Policies, and Procedures That Have Led to the Problem
There are various reasons for this persistent gap between the teaching practices that teachers use and the guidance that educational research provides. However, three of them stand out. They include the trustworthiness issue, teacher preparation issues, and the research practice issue. The trustworthiness issue comes in because much of the published educational research and disseminated to teachers, policymakers and researchers are often not good and of uneven quality. Research is incredibly demanding, and it is not always possible to choose the most appropriate methodological approach. It is essential that the methodology is applied rigorously whether it is for qualitative or quantitative research (Suter, 2012).
Teachers, on the other hand, want to provide quality education to their children. When they turn into research to aid in teaching, their main expectation is that the information they get is trustworthy. If the information is not trustworthy both the teacher and the student will fail terribly. The teachers also have to be prepared. The applicability and relevance of a research finding will be minimal if the administrators and teachers are unable to access the data, unable to develop strategies for implementing the research findings and do not understand or are unable to interpret the research findings in a meaningful and accurate manner (Fenwick, Edwards, & Sawchuk, 2012).
While teacher preparation and research trustworthiness play significant roles in determining the extent to which research informs instructional practices and educational policies, a fundamental problem is our inability to understand and identify an environment where the research findings can be applied in complex school systems as well as classrooms. While specific strategies, instructional models and approaches may be useful in a setting that is controlled, there is scanty information about the factors that impede or foster application of these modalities under varying contexts and among diverse teachers and students' pop.
The document discusses traditional strategies for assessing student learning, including tests, questionnaires, and visual identification. It describes different types of test formats like multiple choice, essays, and alternative questioning techniques. Essays are discussed as being useful for assessing higher-order thinking but not factual recall. Questionnaires and inventories are presented as self-report tools to understand student interests and abilities through questions like checklists and Likert scales. Visual identification is defined as having students match images to concepts. The document advocates using a variety of assessment strategies to best evaluate student skills and knowledge in art education.
Reflection PaperThe programs at the University of North America .docxaudeleypearl
Reflection Paper
The programs at the University of North America are designed to help our students integrate classroom learning with real-world work environments. To ensure we are serving our students and that students are achieving the outcomes for their program, we ask students to reflect on the experiences of the term as part of the final course assessment.
In a short paper (2-3 pages), please address each of the topics below with a 2-3 paragraph narrative for each section.
1. Course Content: Describe the most important aspects of this course for you with respect to the content that was covered or activities in which you participated. Discuss the relevance and value or the practicum assignment with respect to your knowledge acquisition.
2. Application of Course Content: Describe how you applied what you learned in this course at your workplace. Discuss how this course may have impacted your specific job, techniques you used at work, or other relevant aspects that show how what you learned was linked to your job.
3. Job Experience Integration: Describe how your work experiences were used in the classroom and attributed to your performance in the course. Discuss how integrating your work experiences in class activities assisted in understanding topics discussed within the course.
Complete this assignment and submit it to the appropriate dropbox prior to the end of the course.
PLEASE PUT YOUR NAME AND COURSE # IN THE HEADER OF THE PAPER.
"Chapter 6 — Appendix
Planning Form to Guide the Process of Connecting Curriculum, Assessment and Teaching
Curriculum Goals and Plans, Assessment, and Teaching Strategies
Coaches may want to use this form to document and guide their support of teachers in connecting curriculum goals, assessment, and teaching strategies. The form is too complex to give to a teacher to use alone. It may be used either with collaborative support to work through each section or as a tool for only the Coach to use, which will serve to guide the Coaching process.
A teacher’s focus or goal may be related to a standard, competency, or other desired and appropriate child outcome. The form can be used with any curriculum approach and professional resource to guide goals, assessment, and teaching strategies. In the beginning, using a commonly available curriculum-based tool, such as Teaching Strategies GOLD (2010), will scaffold teacher learning by suggesting ways to link documented milestones to planning for learning experiences.
I. Section One - Begin with the end in mind, and plan for preferred results. Write one phrase.
My broad goal is to explore the developmental domain, subject area, or “big idea” of:
Example: Promote social–emotional development or have warm, supportive relationships in a caring community of learners.
My goal relates to a professional value, standard, or competency, or is influenced by this professional source or reference:
Example of source: “Create a caring community of learners,” Developmentally Ap ...
Constructing fair tests that give teachers accurate information about students' learning is important. A table of specification helps organize test planning and content validity by determining what content will be covered. Rubrics can also help with validity when used appropriately. Multiple choice tests can be valid for assessing certain cognitive levels like knowledge and comprehension, but other assessment types may better measure skills and higher-level thinking. Teachers should consider cognitive level and learning objectives when choosing assessments.
The document discusses aligning learning objectives, assessments, and instructional strategies in course design. It emphasizes that learning objectives should articulate the specific knowledge and skills students should acquire. Objectives should be student-centered, break down complex skills, use action verbs to specify expected cognitive processes, and be measurable to guide assessment selection. Well-aligned objectives, assessments and instruction ensure a consistent course structure that supports student learning.
Running head DATA ANALYSIS PLAN 1DATA ANALYSIS PLAN.docxtodd271
Running head: DATA ANALYSIS PLAN
1
DATA ANALYSIS PLAN
6
Data Analysis Plan
Columbia Southern University
PUH 6301 Public Health Research
February 25, 2020
Data Analysis Plan
Checking for Data Accuracy
Data accuracy checking will incorporate various measures for efficacy. The first method will include using reliable data sources. The data sources are critical to successful data collection as well as further analysis. Therefore, I will ensure the credibility and reliability of the systems as well as personnel responsible for information and data generation. Another significant measure will be aligning the key parameters and factors. It entails analyzing and sifting through the features that contribute to data communication, by figuring out the most relevant parameters that are needed for the performance report of the specific operations or developing the feasibility (Cole & Trinh, 2017). Then, I will design a set of essential and basic parameters and formulate a plan for the data collection.
Equally, maintaining neutrality is essential for checking data accuracy since claims and exaggerations create a negative balance to data sets. Therefore, by ascertaining that data is neutral, it becomes easy to justify the completeness of data. Importantly, I will use computerized and automated programs. There is always room for more mistakes as well as a human error with the use of manual mechanisms during information recording and data entry (Cole & Trinh, 2017). Besides, there can be higher risks of inaccuracy and compromised data entries based on personal favors and biases that wholly affect data results and inferences, leading to loss of portability and efficacy of data accuracy and analysis. However, the data collection through automated and smart systems makes it easier for focusing on parameters and factors, while the system records accurate data and real-time in a perfect manner.
Level of Measurement
The important level of measurement for my research project is the nominal level of measurement. The measurement is essential to the research since it uses elements such as letters, words, numbers, and alpha-numeric (Ekinci, 2017). In the research, the hypothesis is establishing the difference in performance between private and public schools. Specifically, the hypothesis is “private schools perform better than public schools.” Therefore, one of the elements will be a comparison of performance by gender. In this case, female students will be classified as F and male students will be classified as M. The nominal level of measurement is equally essential in this research since it only possess the description of the character meaning the unique label for identifying values to subjects. In this case, it is used to identify male and female students and utilizes a one-on-one correlation between the objects and letters assigned. Therefore, the letters are merely for identifying the gender of the students and not their capabilities in the learning .
Running Header PROJECT BASED LEARNING PROJECT BASED LEARNING .docxagnesdcarey33086
Running Header: PROJECT BASED LEARNING
PROJECT BASED LEARNING 6
Effects of project based learning on education
Marcus Coleman
Ashford University
Effects of in cooperating Project based Learning in the school curriculum
Introduction
Learning is determined by a number of factors, some of which are environmental related while others are not. The approach of teaching is one of the major determinants of learning as far classroom learning is concerned, however there has been a concern that the current approaches to learning are a little too abstract. Lack of real life scenarios and too much theory has been responsible for the growing apathy towards learning. It is for this reason that studies are being contacted to see if the change in tact can improve learning. One of the suggested ways is the project based learning approach which uses non fictional concepts for teaching.
Purpose of the study
The purpose of this study is to find out the effects of in cooperating project based learning in the school curriculum. The study seeks to ascertain if there is any relationship between projects based learning and the improvement in scores for students (Daniel 2012). Previous studies have shown that students are likely to improve in cases where some form of simulation or use of no fictional material. According to these, the use of non fictional approaches stimulates the students to look at issues from the reality perspective hence making it easy to internalize whatever they are learning for the sake of being able to remember, however these studies have not clearly explained the actual relationships that exist between the performance and the project based learning. There are other factors which could have in for the findings to be so, for those studies, this study would critically examine the direct impact that project based learning has on students.
Research questions
1. Will the incorporation of project based learning improve students state assessment scores as it relates to the common core state standards in comprehending non fiction text?
2. Will the inclusion of project based learning improve student application of comprehending non fictional text at a high depth of learning level?
3. How does project based learning integrate clear expectations and essential criteria and remain successful
In research, data is an important factor because it is the one which determines the findings and recommendations for the, decisions to be made (Peter 2011). The main data collection methods will be observation, interviews and artifacts, questionnaires will also be used to collect data concerning the stakeholders. Observation will be effective tools for confirming how students behave in classes, when the various approaches are used. Students will be observed in a classroom setting and comparisons be made between those classes that imp.
For this assignment, you need to assume the role of a classroom educ.docxevonnehoggarth79783
For this assignment, you need to assume the role of a classroom educator. This can be based on a class that you are currently teaching, one that you have previously taught, or one that you hope to teach in the future. Suppose you are participating in a department team meeting with the other teachers in your grade level discussing an upcoming unit.. One of the teachers indicates that she plans to distribute the same packets she used last year and schedule five days of independent seat work for her students to complete the packets by locating answers in the course textbook. This would be followed by a written exam covering the material in the packets.
You have been aware for some time that the students in this teacher’s class are frustrated, bored, and worst of all, not really learning anything important about the content as shown through the student data. This could be your opportunity to get her to try something new and more valuable to students. You explain to this teacher that you plan to implement a week-long problem-based learning experience for your students, involving group projects, computer time, and class presentations; you would like to share this plan with her and to partner together on the project.
In this assignment, you will apply principles of project and problem based learning (https://www.youtube.com/watch?v=xcGOe_JsXUY) to the design of a specific learning experience within a culturally relevant and collaborative learning experience that facilitates the 21st century skills of creativity and innovation. Review the Week Five Instructor Guidance for detailed assistance on preparing for and completing this assignment, including access to resources that will help you identify the characteristics of problem-based learning environments. Next, create your assignment to meet the content and written communication expectations below.
View the video,
problem-based and project-based learning (PBL2) (Links to an external site.)Links to an external site.
, Create a general plan that includes the following six components:
Overview of the general problem you will establish related to the topic, including the following:
A brief description of the grade, subject, and demographics of the class.
An overview of how student groups will be assigned and monitored.
A description of the project that will need to be developed by the group and presented to the class.
Common characteristics of problem-based learning, addressing an open-ended problem posed to each learning group (see guidance).
An explanation of how the creativity and innovation with 21st century skills are learned and/or specifically applied within the project.
An explanation of how culturally relevant strategies are included/applied within the project.
(9 points)
**
Feel free to use this opportunity to design/revise a plan that you will be teaching in the future.**
If you are enrolled in the MAED Program, it is imperative that you keep copies of all assignment.
Name JiahangThis is the grade you would receive if you did not .docxhallettfaustina
Name: Jiahang
This is the grade you would receive if you did not make any revisions to your synthesis paper. You have until April 3 to make all the revisions suggested in the rubric and in the comments posted in the text of your essay.
Content: 30 points
6
(10) The student shows thorough understanding of the effects of modern collaboration
6
(10) The student shows ability to think critically
6
(10) The student seems to have gained new knowledge about globalization through this writing assignment (evidenced by number of citations)
18
Score
Effectiveness of writing: 30 points
2
(3) The introduction catches the reader’s interest
2
(3) The introduction appropriately introduces the topic
1
(3) The main point of the essay is clear
1
(3) The main idea of each paragraph is clear
2
(3) All claims are supported with convincing evidence
1
(3) The essay concludes effectively
1
(3) The essay is well organized
1
(3) The ideas in the essay are easy to follow
2
(3) The topic is covered thoroughly
2
(3) The arguments are logical
15
Score
Incorporation of Sources: 10 points
1
(3) Outside sources are quoted, summarized, or paraphrased appropriately
1
(3) Outside sources are integrated into the essay appropriately
1
(2) In-text citations are properly formatted
0
(2) Reference list is formatted properly
3
Score
Sophistication and language: 10 points
4
(4) The essay contains a mixture of sentence structures (simple, compound, complex)
3
(3) The essay contains advanced vocabulary
3
(3) Formal writing is used
10
Score
Grammar, mechanics, and format: 20 points
1
(2) There are no major grammatical mistakes that leads to incomprehensibility
2
(3) The essay is easy to read because it does not contain many grammatical errors
3
(3) There are minimal errors in subject/verb agreement
4
(3) There are minimal errors in verb tense form
3
(3) There are minimal errors in part of speech
3
(3) There are minimal errors in mechanics (capitalization, spelling, paragraph indentation, punctuation, fragmented and run-on sentences)
2
(3) The essay is formatted according to standard conventions (title, name, date, etc.)
18
Score
64
Total
I believe that you are using the wrong approach when you are writing this essay. It seems like your focus was on using a lot of advanced vocabulary. However, much of the essay did not make sense, as it was groups of beautiful sounding phrases that did not make sense when put together.
When re writing this essay, I would first make an outline of what you want to say. I would write this outline using the simplest English you possibly can, and focusing on making sure your ideas connect clearly to each other. When you actually start to write your essay from this outline, focus on clear and direct topic sentences that either describe your definition of modern collaboration, or clearly indicate what benefit or disadvantage you will be talking about in the paragraph. You should also make sure that each paragraph ends with a direct conclusi.
The document discusses strategies for motivating students to complete assigned readings before class. It identifies the importance of retrieval practice and recommends using pre-class assignments and in-class exercises that require reading to be completed beforehand. Specific techniques are outlined, such as quizzes, one-minute papers, and activities that incorporate the readings into class discussions and presentations. Research supporting these approaches is also referenced.
Learning Success Center - Supplemental Education Service Training 2011-12 Robert Blake
The document provides information about supplemental education services training provided by the Learning Success Center (LSC) in 2011-12. It outlines that LSC will provide an on-site coordinator and site monitor to oversee programs. It also lists expectations for teachers, including being prepared with lesson plans and materials, following training procedures, and notifying LSC of any issues. Teachers are expected to complete and submit required paperwork in a timely manner.
Etr pathworks- la tarea escolar como estrategia educativa - meetings 1, 2 a...stellams
This document outlines an agenda for a series of teacher training meetings on using homework as an educational strategy. The objectives of the first meeting are to define homework, reflect on its impact on English learning, and design homework tasks according to the proposed taxonomy. Teachers will discuss definitions of homework, its purposes and types. They will also complete reflection activities in groups. Subsequent meetings focus on designing differentiated homework for heterogeneous classes, selecting materials for language skills, and evaluating the implemented strategies. The meetings model instructional strategies like collaborative work and use of online resources to support differentiated homework planning.
Stages of test writings final by joy,, language testingpatiluna
The document discusses the various purposes and stages of developing assessments or tests for students. It outlines four main stages of test preparation: 1) planning content and format, 2) writing test items, 3) determining grading criteria, and 4) revisions. General guidelines are provided for writing high-quality test items that accurately measure learning objectives. Tips are also given for determining item types, number of items, and creating tables of specifications to map objectives to assessments.
This document discusses elements of effective math instruction. It identifies five key elements: conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and productive disposition. Effective math instruction incorporates all five elements and attends to students' conceptual grasp, skill in procedures, ability to solve problems, capacity for logical thought, and inclination to see math as useful.
Graphic organizers, word walls, partnering, rubrics, note-taking, and reflection are effective instructional strategies. Graphic organizers help students organize knowledge and make connections. Word walls reinforce vocabulary and connect ideas. Partnering builds collaboration skills. Rubrics provide transparency and feedback. Note-taking allows students to organize, record, and remember ideas. Reflection allows students to evaluate their learning. Combining different strategies meets various learning needs and styles.
The document discusses Bloom's Taxonomy, which is a framework for categorizing levels of thinking skills. It was created by Benjamin Bloom and divides cognitive learning into six categories from simplest to most complex: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The document also discusses the three learning domains in Bloom's Taxonomy - Cognitive, Affective, and Psychomotor - and provides examples of levels within each domain.
This is a North Central University course (EDR 8205-2) week 2 assignemt: Analyze Non-Experimental (Non-Causal) Correlational Designs. It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
This document proposes an ontological model for representing rubrics digitally using Semantic Web standards like RDF and OWL. Currently, most rubrics shared online are in static, non-machine readable formats like Word documents or proprietary learning management systems. The proposed model aims to make rubrics sharable and reusable across different systems on the web by representing them semantically. It discusses how rubrics benefit both students and teachers by providing clear evaluation criteria and allowing for consistent grading. However, existing rubrics online often lack specificity and are not in open, transferable formats between different tools and systems.
EdD and EdS ProgramDiscussion Expectations and ProtocolOne of .docxSALU18
EdD and EdS Program
Discussion Expectations and Protocol
One of the learning principles of the EdD and EdS programs is the development of a learning community composed of both students and Faculty Members. Therefore, we expect you to engage in dialogue with your colleagues on Walden EdD and EdS Discussion boards. However, an advanced graduate-level Discussion is much more than just an assignment in which you fulfill your obligations by posting once and responding twice. Rather, the Discussion board is the heart of the learning community, a dialogical space in which you explore one another’s thinking and expand your own ideas. Ways to respond meaningfully to posts include:
· Suggesting a different perspective
· Asking a probing or clarifying question
· Sharing an insight you gained from having read the post
· Expanding on the post (e.g., validating an idea with your own experience)
· Making a relevant suggestion (e.g., recommending a website)
At this point, it is your turn to reflect on the responses colleagues made to your original post, noting what you have learned and/or any insights you have gained as a result of their comments. Although there is no requirement to do so, we urge you to continue with any dialogues that have potential for further development of the learning community and for your own learning.
Digital Communication and Scholarly Discourse
Digital communication poses a new challenge for EdD and EdS candidates, as it may be the only way that you present yourself to colleagues and faculty. In the following weeks, you will be studying scholarly writing and discovering that communication with a scholarly audience carries different expectations than other types of communication. For the purpose of your program, it is important to establish guidelines for acceptable and appropriate communication via threaded messages and e-mail with your colleagues and faculty.
Please keep the following guidelines in mind:
· Slang, emoticons ( :-) ), and acronyms are frequently used in chat rooms and provide helpful shorthand between friends, but they are not acceptable in scholarly responses.
· Discussion postings and responses to colleagues are to be written in complete sentences with attention to correct punctuation and spelling.
· E-mails to Faculty must always contain the course title and section number in the subject line and your complete name at the end.
Attention to detail is one of the habits that will pay off as you begin developing your written assignments and advanced graduate-level projects.Thought Process Grid
Level of Thought Process
Explanation of Thought Process
Guiding Questions
Self-system thinking (Marzano; no corollary to Bloom)
“Knowledge is expressed in an interrelated system of attitudes, beliefs, and emotions” (pp. 50–54).
How strongly do you believe in ____? What questions come to mind?
Metacognition (Marzano; no corollary to Bloom)
“Knowledge is monitored, evaluated, and regulated by establishing clear goals a ...
The document provides guidance on developing and using a table of specifications (TOS) to help teachers construct valid classroom tests. A TOS helps ensure tests are aligned to instruction by mapping objectives, time spent on each objective, and cognitive level taught to the number and type of test items. It provides evidence that tests accurately measure the intended content and require similar levels of thinking to what was taught. The document explains how to create a sample TOS and use it to determine the proportion of test items devoted to each objective based on class time. An effective TOS can improve the validity of inferences made from classroom tests.
The ASSURE model is a 6 step process for designing instruction that incorporates technology:
1. Analyze learners to understand their characteristics and skills
2. State clear objectives for what learners will be able to do
3. Select appropriate media and materials to meet the objectives
4. Utilize the media and materials in the lesson
5. Require active learner participation and practice
6. Evaluate the results and revise the lesson accordingly
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Reflection PaperThe programs at the University of North America .docxaudeleypearl
Reflection Paper
The programs at the University of North America are designed to help our students integrate classroom learning with real-world work environments. To ensure we are serving our students and that students are achieving the outcomes for their program, we ask students to reflect on the experiences of the term as part of the final course assessment.
In a short paper (2-3 pages), please address each of the topics below with a 2-3 paragraph narrative for each section.
1. Course Content: Describe the most important aspects of this course for you with respect to the content that was covered or activities in which you participated. Discuss the relevance and value or the practicum assignment with respect to your knowledge acquisition.
2. Application of Course Content: Describe how you applied what you learned in this course at your workplace. Discuss how this course may have impacted your specific job, techniques you used at work, or other relevant aspects that show how what you learned was linked to your job.
3. Job Experience Integration: Describe how your work experiences were used in the classroom and attributed to your performance in the course. Discuss how integrating your work experiences in class activities assisted in understanding topics discussed within the course.
Complete this assignment and submit it to the appropriate dropbox prior to the end of the course.
PLEASE PUT YOUR NAME AND COURSE # IN THE HEADER OF THE PAPER.
"Chapter 6 — Appendix
Planning Form to Guide the Process of Connecting Curriculum, Assessment and Teaching
Curriculum Goals and Plans, Assessment, and Teaching Strategies
Coaches may want to use this form to document and guide their support of teachers in connecting curriculum goals, assessment, and teaching strategies. The form is too complex to give to a teacher to use alone. It may be used either with collaborative support to work through each section or as a tool for only the Coach to use, which will serve to guide the Coaching process.
A teacher’s focus or goal may be related to a standard, competency, or other desired and appropriate child outcome. The form can be used with any curriculum approach and professional resource to guide goals, assessment, and teaching strategies. In the beginning, using a commonly available curriculum-based tool, such as Teaching Strategies GOLD (2010), will scaffold teacher learning by suggesting ways to link documented milestones to planning for learning experiences.
I. Section One - Begin with the end in mind, and plan for preferred results. Write one phrase.
My broad goal is to explore the developmental domain, subject area, or “big idea” of:
Example: Promote social–emotional development or have warm, supportive relationships in a caring community of learners.
My goal relates to a professional value, standard, or competency, or is influenced by this professional source or reference:
Example of source: “Create a caring community of learners,” Developmentally Ap ...
Constructing fair tests that give teachers accurate information about students' learning is important. A table of specification helps organize test planning and content validity by determining what content will be covered. Rubrics can also help with validity when used appropriately. Multiple choice tests can be valid for assessing certain cognitive levels like knowledge and comprehension, but other assessment types may better measure skills and higher-level thinking. Teachers should consider cognitive level and learning objectives when choosing assessments.
The document discusses aligning learning objectives, assessments, and instructional strategies in course design. It emphasizes that learning objectives should articulate the specific knowledge and skills students should acquire. Objectives should be student-centered, break down complex skills, use action verbs to specify expected cognitive processes, and be measurable to guide assessment selection. Well-aligned objectives, assessments and instruction ensure a consistent course structure that supports student learning.
Running head DATA ANALYSIS PLAN 1DATA ANALYSIS PLAN.docxtodd271
Running head: DATA ANALYSIS PLAN
1
DATA ANALYSIS PLAN
6
Data Analysis Plan
Columbia Southern University
PUH 6301 Public Health Research
February 25, 2020
Data Analysis Plan
Checking for Data Accuracy
Data accuracy checking will incorporate various measures for efficacy. The first method will include using reliable data sources. The data sources are critical to successful data collection as well as further analysis. Therefore, I will ensure the credibility and reliability of the systems as well as personnel responsible for information and data generation. Another significant measure will be aligning the key parameters and factors. It entails analyzing and sifting through the features that contribute to data communication, by figuring out the most relevant parameters that are needed for the performance report of the specific operations or developing the feasibility (Cole & Trinh, 2017). Then, I will design a set of essential and basic parameters and formulate a plan for the data collection.
Equally, maintaining neutrality is essential for checking data accuracy since claims and exaggerations create a negative balance to data sets. Therefore, by ascertaining that data is neutral, it becomes easy to justify the completeness of data. Importantly, I will use computerized and automated programs. There is always room for more mistakes as well as a human error with the use of manual mechanisms during information recording and data entry (Cole & Trinh, 2017). Besides, there can be higher risks of inaccuracy and compromised data entries based on personal favors and biases that wholly affect data results and inferences, leading to loss of portability and efficacy of data accuracy and analysis. However, the data collection through automated and smart systems makes it easier for focusing on parameters and factors, while the system records accurate data and real-time in a perfect manner.
Level of Measurement
The important level of measurement for my research project is the nominal level of measurement. The measurement is essential to the research since it uses elements such as letters, words, numbers, and alpha-numeric (Ekinci, 2017). In the research, the hypothesis is establishing the difference in performance between private and public schools. Specifically, the hypothesis is “private schools perform better than public schools.” Therefore, one of the elements will be a comparison of performance by gender. In this case, female students will be classified as F and male students will be classified as M. The nominal level of measurement is equally essential in this research since it only possess the description of the character meaning the unique label for identifying values to subjects. In this case, it is used to identify male and female students and utilizes a one-on-one correlation between the objects and letters assigned. Therefore, the letters are merely for identifying the gender of the students and not their capabilities in the learning .
Running Header PROJECT BASED LEARNING PROJECT BASED LEARNING .docxagnesdcarey33086
Running Header: PROJECT BASED LEARNING
PROJECT BASED LEARNING 6
Effects of project based learning on education
Marcus Coleman
Ashford University
Effects of in cooperating Project based Learning in the school curriculum
Introduction
Learning is determined by a number of factors, some of which are environmental related while others are not. The approach of teaching is one of the major determinants of learning as far classroom learning is concerned, however there has been a concern that the current approaches to learning are a little too abstract. Lack of real life scenarios and too much theory has been responsible for the growing apathy towards learning. It is for this reason that studies are being contacted to see if the change in tact can improve learning. One of the suggested ways is the project based learning approach which uses non fictional concepts for teaching.
Purpose of the study
The purpose of this study is to find out the effects of in cooperating project based learning in the school curriculum. The study seeks to ascertain if there is any relationship between projects based learning and the improvement in scores for students (Daniel 2012). Previous studies have shown that students are likely to improve in cases where some form of simulation or use of no fictional material. According to these, the use of non fictional approaches stimulates the students to look at issues from the reality perspective hence making it easy to internalize whatever they are learning for the sake of being able to remember, however these studies have not clearly explained the actual relationships that exist between the performance and the project based learning. There are other factors which could have in for the findings to be so, for those studies, this study would critically examine the direct impact that project based learning has on students.
Research questions
1. Will the incorporation of project based learning improve students state assessment scores as it relates to the common core state standards in comprehending non fiction text?
2. Will the inclusion of project based learning improve student application of comprehending non fictional text at a high depth of learning level?
3. How does project based learning integrate clear expectations and essential criteria and remain successful
In research, data is an important factor because it is the one which determines the findings and recommendations for the, decisions to be made (Peter 2011). The main data collection methods will be observation, interviews and artifacts, questionnaires will also be used to collect data concerning the stakeholders. Observation will be effective tools for confirming how students behave in classes, when the various approaches are used. Students will be observed in a classroom setting and comparisons be made between those classes that imp.
For this assignment, you need to assume the role of a classroom educ.docxevonnehoggarth79783
For this assignment, you need to assume the role of a classroom educator. This can be based on a class that you are currently teaching, one that you have previously taught, or one that you hope to teach in the future. Suppose you are participating in a department team meeting with the other teachers in your grade level discussing an upcoming unit.. One of the teachers indicates that she plans to distribute the same packets she used last year and schedule five days of independent seat work for her students to complete the packets by locating answers in the course textbook. This would be followed by a written exam covering the material in the packets.
You have been aware for some time that the students in this teacher’s class are frustrated, bored, and worst of all, not really learning anything important about the content as shown through the student data. This could be your opportunity to get her to try something new and more valuable to students. You explain to this teacher that you plan to implement a week-long problem-based learning experience for your students, involving group projects, computer time, and class presentations; you would like to share this plan with her and to partner together on the project.
In this assignment, you will apply principles of project and problem based learning (https://www.youtube.com/watch?v=xcGOe_JsXUY) to the design of a specific learning experience within a culturally relevant and collaborative learning experience that facilitates the 21st century skills of creativity and innovation. Review the Week Five Instructor Guidance for detailed assistance on preparing for and completing this assignment, including access to resources that will help you identify the characteristics of problem-based learning environments. Next, create your assignment to meet the content and written communication expectations below.
View the video,
problem-based and project-based learning (PBL2) (Links to an external site.)Links to an external site.
, Create a general plan that includes the following six components:
Overview of the general problem you will establish related to the topic, including the following:
A brief description of the grade, subject, and demographics of the class.
An overview of how student groups will be assigned and monitored.
A description of the project that will need to be developed by the group and presented to the class.
Common characteristics of problem-based learning, addressing an open-ended problem posed to each learning group (see guidance).
An explanation of how the creativity and innovation with 21st century skills are learned and/or specifically applied within the project.
An explanation of how culturally relevant strategies are included/applied within the project.
(9 points)
**
Feel free to use this opportunity to design/revise a plan that you will be teaching in the future.**
If you are enrolled in the MAED Program, it is imperative that you keep copies of all assignment.
Name JiahangThis is the grade you would receive if you did not .docxhallettfaustina
Name: Jiahang
This is the grade you would receive if you did not make any revisions to your synthesis paper. You have until April 3 to make all the revisions suggested in the rubric and in the comments posted in the text of your essay.
Content: 30 points
6
(10) The student shows thorough understanding of the effects of modern collaboration
6
(10) The student shows ability to think critically
6
(10) The student seems to have gained new knowledge about globalization through this writing assignment (evidenced by number of citations)
18
Score
Effectiveness of writing: 30 points
2
(3) The introduction catches the reader’s interest
2
(3) The introduction appropriately introduces the topic
1
(3) The main point of the essay is clear
1
(3) The main idea of each paragraph is clear
2
(3) All claims are supported with convincing evidence
1
(3) The essay concludes effectively
1
(3) The essay is well organized
1
(3) The ideas in the essay are easy to follow
2
(3) The topic is covered thoroughly
2
(3) The arguments are logical
15
Score
Incorporation of Sources: 10 points
1
(3) Outside sources are quoted, summarized, or paraphrased appropriately
1
(3) Outside sources are integrated into the essay appropriately
1
(2) In-text citations are properly formatted
0
(2) Reference list is formatted properly
3
Score
Sophistication and language: 10 points
4
(4) The essay contains a mixture of sentence structures (simple, compound, complex)
3
(3) The essay contains advanced vocabulary
3
(3) Formal writing is used
10
Score
Grammar, mechanics, and format: 20 points
1
(2) There are no major grammatical mistakes that leads to incomprehensibility
2
(3) The essay is easy to read because it does not contain many grammatical errors
3
(3) There are minimal errors in subject/verb agreement
4
(3) There are minimal errors in verb tense form
3
(3) There are minimal errors in part of speech
3
(3) There are minimal errors in mechanics (capitalization, spelling, paragraph indentation, punctuation, fragmented and run-on sentences)
2
(3) The essay is formatted according to standard conventions (title, name, date, etc.)
18
Score
64
Total
I believe that you are using the wrong approach when you are writing this essay. It seems like your focus was on using a lot of advanced vocabulary. However, much of the essay did not make sense, as it was groups of beautiful sounding phrases that did not make sense when put together.
When re writing this essay, I would first make an outline of what you want to say. I would write this outline using the simplest English you possibly can, and focusing on making sure your ideas connect clearly to each other. When you actually start to write your essay from this outline, focus on clear and direct topic sentences that either describe your definition of modern collaboration, or clearly indicate what benefit or disadvantage you will be talking about in the paragraph. You should also make sure that each paragraph ends with a direct conclusi.
The document discusses strategies for motivating students to complete assigned readings before class. It identifies the importance of retrieval practice and recommends using pre-class assignments and in-class exercises that require reading to be completed beforehand. Specific techniques are outlined, such as quizzes, one-minute papers, and activities that incorporate the readings into class discussions and presentations. Research supporting these approaches is also referenced.
Learning Success Center - Supplemental Education Service Training 2011-12 Robert Blake
The document provides information about supplemental education services training provided by the Learning Success Center (LSC) in 2011-12. It outlines that LSC will provide an on-site coordinator and site monitor to oversee programs. It also lists expectations for teachers, including being prepared with lesson plans and materials, following training procedures, and notifying LSC of any issues. Teachers are expected to complete and submit required paperwork in a timely manner.
Etr pathworks- la tarea escolar como estrategia educativa - meetings 1, 2 a...stellams
This document outlines an agenda for a series of teacher training meetings on using homework as an educational strategy. The objectives of the first meeting are to define homework, reflect on its impact on English learning, and design homework tasks according to the proposed taxonomy. Teachers will discuss definitions of homework, its purposes and types. They will also complete reflection activities in groups. Subsequent meetings focus on designing differentiated homework for heterogeneous classes, selecting materials for language skills, and evaluating the implemented strategies. The meetings model instructional strategies like collaborative work and use of online resources to support differentiated homework planning.
Stages of test writings final by joy,, language testingpatiluna
The document discusses the various purposes and stages of developing assessments or tests for students. It outlines four main stages of test preparation: 1) planning content and format, 2) writing test items, 3) determining grading criteria, and 4) revisions. General guidelines are provided for writing high-quality test items that accurately measure learning objectives. Tips are also given for determining item types, number of items, and creating tables of specifications to map objectives to assessments.
This document discusses elements of effective math instruction. It identifies five key elements: conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and productive disposition. Effective math instruction incorporates all five elements and attends to students' conceptual grasp, skill in procedures, ability to solve problems, capacity for logical thought, and inclination to see math as useful.
Graphic organizers, word walls, partnering, rubrics, note-taking, and reflection are effective instructional strategies. Graphic organizers help students organize knowledge and make connections. Word walls reinforce vocabulary and connect ideas. Partnering builds collaboration skills. Rubrics provide transparency and feedback. Note-taking allows students to organize, record, and remember ideas. Reflection allows students to evaluate their learning. Combining different strategies meets various learning needs and styles.
The document discusses Bloom's Taxonomy, which is a framework for categorizing levels of thinking skills. It was created by Benjamin Bloom and divides cognitive learning into six categories from simplest to most complex: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The document also discusses the three learning domains in Bloom's Taxonomy - Cognitive, Affective, and Psychomotor - and provides examples of levels within each domain.
This is a North Central University course (EDR 8205-2) week 2 assignemt: Analyze Non-Experimental (Non-Causal) Correlational Designs. It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
This document proposes an ontological model for representing rubrics digitally using Semantic Web standards like RDF and OWL. Currently, most rubrics shared online are in static, non-machine readable formats like Word documents or proprietary learning management systems. The proposed model aims to make rubrics sharable and reusable across different systems on the web by representing them semantically. It discusses how rubrics benefit both students and teachers by providing clear evaluation criteria and allowing for consistent grading. However, existing rubrics online often lack specificity and are not in open, transferable formats between different tools and systems.
EdD and EdS ProgramDiscussion Expectations and ProtocolOne of .docxSALU18
EdD and EdS Program
Discussion Expectations and Protocol
One of the learning principles of the EdD and EdS programs is the development of a learning community composed of both students and Faculty Members. Therefore, we expect you to engage in dialogue with your colleagues on Walden EdD and EdS Discussion boards. However, an advanced graduate-level Discussion is much more than just an assignment in which you fulfill your obligations by posting once and responding twice. Rather, the Discussion board is the heart of the learning community, a dialogical space in which you explore one another’s thinking and expand your own ideas. Ways to respond meaningfully to posts include:
· Suggesting a different perspective
· Asking a probing or clarifying question
· Sharing an insight you gained from having read the post
· Expanding on the post (e.g., validating an idea with your own experience)
· Making a relevant suggestion (e.g., recommending a website)
At this point, it is your turn to reflect on the responses colleagues made to your original post, noting what you have learned and/or any insights you have gained as a result of their comments. Although there is no requirement to do so, we urge you to continue with any dialogues that have potential for further development of the learning community and for your own learning.
Digital Communication and Scholarly Discourse
Digital communication poses a new challenge for EdD and EdS candidates, as it may be the only way that you present yourself to colleagues and faculty. In the following weeks, you will be studying scholarly writing and discovering that communication with a scholarly audience carries different expectations than other types of communication. For the purpose of your program, it is important to establish guidelines for acceptable and appropriate communication via threaded messages and e-mail with your colleagues and faculty.
Please keep the following guidelines in mind:
· Slang, emoticons ( :-) ), and acronyms are frequently used in chat rooms and provide helpful shorthand between friends, but they are not acceptable in scholarly responses.
· Discussion postings and responses to colleagues are to be written in complete sentences with attention to correct punctuation and spelling.
· E-mails to Faculty must always contain the course title and section number in the subject line and your complete name at the end.
Attention to detail is one of the habits that will pay off as you begin developing your written assignments and advanced graduate-level projects.Thought Process Grid
Level of Thought Process
Explanation of Thought Process
Guiding Questions
Self-system thinking (Marzano; no corollary to Bloom)
“Knowledge is expressed in an interrelated system of attitudes, beliefs, and emotions” (pp. 50–54).
How strongly do you believe in ____? What questions come to mind?
Metacognition (Marzano; no corollary to Bloom)
“Knowledge is monitored, evaluated, and regulated by establishing clear goals a ...
The document provides guidance on developing and using a table of specifications (TOS) to help teachers construct valid classroom tests. A TOS helps ensure tests are aligned to instruction by mapping objectives, time spent on each objective, and cognitive level taught to the number and type of test items. It provides evidence that tests accurately measure the intended content and require similar levels of thinking to what was taught. The document explains how to create a sample TOS and use it to determine the proportion of test items devoted to each objective based on class time. An effective TOS can improve the validity of inferences made from classroom tests.
The ASSURE model is a 6 step process for designing instruction that incorporates technology:
1. Analyze learners to understand their characteristics and skills
2. State clear objectives for what learners will be able to do
3. Select appropriate media and materials to meet the objectives
4. Utilize the media and materials in the lesson
5. Require active learner participation and practice
6. Evaluate the results and revise the lesson accordingly
Similar to Designing-Instructional-Activities.pptx (20)
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
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 ...
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
2. Connection
Consider the effects of the connections
between individual elements in your design
There is an analogy here to connections between physical objects:
when joining together two pieces of wood, we connect them with a
nail or a screw. When joining together pieces of metal, we connect
them with a weld. We can also consider more sophisticated methods
of connecting when we include the idea of an intermediary fastener.
Nails and screws are a direct connector between two pieces of
wood, and the result is a rigid link. But we could connect our wood
using an intermediary: a hinge. We screw the hinge into adjacent
pieces of wood and the result is a connection between the wood that
is more flexible. When building an object, then, we need to consider
what materials we are working with, and this will help us decide what
kinds of connections we can make.
01
3. Then we consider what we want the
connection between the elements to be,
and this will help us further choose an
appropriate link to achieve our objective.
A holistic design will choose connections
that are both appropriate for the material
being used as well as the type of
connection that is desired.
4. Connection
There are at least two applications of this
analogy to instructional design
The first is between different elements of an instructional product that
students experience. What types of connections are possible between the
different pages of an online educational activity, for instance? Or between
elements on the same page? Or between different units of the same course?
The types of connections that are possible will be partly a function of the
material the designer is working with (images, text, web pages, etc.), and
partly a function of the effect the designer wants to have (the student can
choose between these three pages; or the student must go to this page,
etc.). Attentive designers will consider the connections between these
elements as much as a carpenter will consider the connection between wood
beams supporting the structure they are creating.
5. Another type of connection instructional designers can consider is
between the different layers of their instruction.
Different layers that perform different functions in a design.
A. one of the layers is the representations that students experience
(what they see, hear, touch, etc.).
B. Another layer is the controls that students use to input information
back into the instruction (typing into a text box, submitting a form, or
answering a teacher’s question).
There must be some kind of connection between these layers for the
instruction to have its effect. If instructional designers pay attention to the
effects they want each layer to have, they can find connections between the
layers they can intentionally design to help lead to that effect. Similar to
connections between individual elements, designers should both pay
attention to the material each layer is made of (physical or conceptual) as
well as the type of connections that are appropriate for the intended effect.
6. 02 RELATIONSHIP
The second condition of holistic design is the
relationships between elements in a design
Relationships are similar to the idea of connection, since every
relationship connects different entities in some way. So everything just
described about connections applies to relationships as well. But
relationship implies more than the fact that elements are connected.
The idea of relationship implies there is a structure to the connection,
one that suggests an effect that transcends what the individual
elements provide on their own. When two (or more) things are in
relationship with each other, we can see that they belong together.
7. Returning to our previous example of making something out of
wood, we can easily nail together wood of any shape or size.
But a relationship between different pieces of wood implies that
we have done more. We also consider how our joint between
the pieces fits together harmoniously. We might cut one board
so it fits into an existing grove in the other. Or we apply stain or
paint so the coloring of the wood produces a pleasing effect
when placed next to each other. We can also consider the
relationship of what we build with something larger than itself.
For instance, when we ask whether a chair fits in a room, we
usually aren’t talking about if we can actually squeeze it into the
space. Rather, what we usually mean is does the chair feel like
it belongs? Is the relationship between the chair and the rest of
the furniture harmonious? Or does it feel like the chair came
from a different family than everything else in the room?
8. Measuring student learning is critical in the teaching and
learning processes and can serve many purposes.
Measuring Students Learning
Instructors can use assessment results to plan future instruction, adapt current
instruction, communicate levels of understanding to students, and examine the overall
effectiveness of instruction and course design. The measurement of student learning can take
place before, during, or after instruction. Before lessons are even developed, instructors
need to know what students already know and can do related to the content. There is no point
in wasting time teaching something students already know, or in starting at a level that is so
advanced students don’t have the prerequisite knowledge necessary to be successful. To that
end, the learner analysis in instructional design could be considered a type of assessment.
Giving a pre-assessment, also called diagnostic assessment, can provide instructors with this
valuable information. Measuring student learning during instruction a formative assessment,
provides instructors with important information about how students are progressing towards
the learning objectives while there is still time to adjust instruction
9. Are students getting it?
Are they confused about something that needs to
be retaught?
Is it time to move on with new material?
Instructor may ask questions such as:
Finally, measuring student learning at the
end of instruction, a summative assessment,
provides information about the degree to
which students mastered the learning
objectives.
10. High-quality assessments are those that lead to
valid, reliable and fair assessment results.
1. Constructing High-Quality
Assessments
Validity refers to the trustworthiness of the
assessment results. For instance, if a student
gets 80% of test items correct, does that mean
they understand 80% of the material taught?
Does the assessment measure what it purports
to measure, or is the final score polluted by other
factors?
11. For example, consider a test that assesses mathematical ability and is made
up of word problems. When taken by an English language learner or by an
emerging reader, does the test assess math, reading, or a combination of
both? The reliability of an assessment refers to the consistency of the
measure. Multiple-choice test items, when properly constructed, are highly
reliable. There should be only one correct answer and it is easy to grade.
Essay items or performance assessments, on the other hand, are more
subjective to grade. Finally, the extent to which an assessment is fair is a
characteristic of a high-quality assessment. Fairness is the degree to which
an assessment provides all learners an equal opportunity to learn and
demonstrate achievement. While some aspects of validity and reliability can
be measured through statistical analysis, it is uncommon that such complex
measurement procedures are used for typical classroom assessments.
Attending to best practices in assessment alignment and test item and
assessment construction helps instructional designers increase the validity,
reliability, and fairness of assessment instruments.
12. It is critical that assessments and assessment items are
aligned with goals and objectives.
2. Assessment Alignment
Learning taxonomies assists instructional designers in constructing both
learning objectives and assessment items. Bloom’s Revised Taxonomy
and Webb’s Depth of Knowledge (DOK) are two frameworks commonly
used by educators to categorize the academic rigor of an assessment as a
whole or individual assessment items. To increase the content validity of an
assessment, the complexity of the individual test questions should align
with the level of knowledge or skill specified in the learning goal. If a
learning objective states that a student compares and contrasts information,
it is not appropriate for test items to simply ask students to recall
information. Likewise, if the learning goal states that students will be able to
synthesize information, a paper-and-pencil test will likely not be a sufficient
measure of that skill.
13. Bloom’s Revised Taxonomy divides learning into three
domains: cognitive, affective, and psychomotor (Anderson et
al., 2001). This chapter focuses on the cognitive domain
which consists of six levels that vary in complexity. The three
lower levels (remembering, understanding, and applying) are
referred to as lower order thinking skills also called LOTS.
The top three (analyzing, evaluating, and creating) are
referred to as higher order thinking skills, or HOTS. Lists of
verbs associated with each of these levels are readily
available on the web and are very instrumental in helping
instructional designers write measurable learning objectives
and test questions that go beyond recalling definitions
14. Assessment Alignment Tables
Regardless of the assessment method, instructional designers can ensure
that learning goals, objectives, and assessments align by creating an
alignment table. In the example below, course goals, student learning
outcomes, and assessments are aligned in a table. This example is from a
college level course on teaching with technology for pre-service teachers.
This table indicates there is at least one learning objective aligned with
each course goal and at least one assessment method aligned with each
objective. If you find that a particular learning objective isn’t being
assessed, you can go back and develop an assessment to measure the
learner’s progress.
15. Course Goal Student Learning Objective (SLO) Assessment(s)
Plan and implement meaningful
learning opportunities that engage
learners in the appropriate use of
technology to meet learning outcomes.
SLO1. Develop a technology
integrated activity plan that meets the
needs of diverse learners (e.g. ELL, at-
risk, gifted, learners with learning
disabilities).
Technology Integration Portfolio
SLO2. Explain how and why to use
technology to meets the needs of
diverse learners (e.g. ELL, at-risk,
gifted, students with learning
disabilities).
Technology Integration Portfolio
Midterm
Use technology to implement
Universal Design for Learning.
SLO3. Describe the elements of UDL
included in the technology integrated
activity.
Technology Integration Portfolio
Model and require safe, legal, ethical,
and appropriate use of digital
information and technology.
SLO4. Describe legal, ethical, cultural,
and societal issues related to
technology.
Midterm
Final
Table 1
Example Assessment Alignment Table
16. Table of Specifications
In addition to creating an alignment table for all
assessments in the entire course, instructional
designers can also create a table of specifications, or
test blueprint, to align individual test items to course
objectives.
- aligns the learning objective, all items on a single
test, and the level of knowledge being assessed. This
is evidence of content validity.
- helps the instructional designer see if the test
includes items related to all the learning goals, and if
the assessment items are written to elicit knowledge
at the appropriate level of complexity.
17. 3. Assessment Formats
Common assessment formats include multiple-
choice and essay questions, observation, oral-
questioning, and performance-based
assessments. This chapter focuses on paper-
and-pencil tests and performance assessments.
Best practices in constructing each are
described below. These guidelines help
increase the validity, reliability, and fairness of
assessments.
18. Multiple-Choice Best Practice Guidelines
Multiple-choice items are very easy to grade (assuming
there is only one correct answer) but very difficult to
write. Coming up with plausible distractors, or the
incorrect responses, is the hardest part. If some answer
choices aren’t plausible (ones that are meant to be
funny, for example), the probability that a student will be
able to guess the correct answer increases. It is also
difficult, but not impossible, to write multiple-choice
questions that assess higher-order thinking skills. Tips
for constructing multiple-choice test questions that
assess HOTS are provided below.
19. Multiple-Choice Best Practice Guidelines
Tips for constructing multiple-choice test questions that assess
HOTS are provided below.
1. All answer choices should be similar in length and grammatically correct in relation to the
item stem.
2. Avoid “all of the above”, and “none of the above” answer choices.
3. Avoid confusing combinations of answer choices such as “A and B”; “B and C”; “A, B and C
but not D”.
4. Avoid negatively stated stems. If you must use them, bold the negative word to make it what
you are asking clearer to the learner.
5. Avoid overlapping answer choices. (This most commonly occurs with number choices.)
6. The item stem should make sense on its own and not contain any extraneous information.
7. Don't include any clues in the item stem that would give the answer away.
8. Don’t include too many answer choices. Typically, multiple choice questions contain four
options.
9. Ensure the correct answer is the best answer.
10. Randomize the order of the correct answers.
20. Table 3
Examples of Poor and Improved Items
Poor Item Improved Item Explanation
If a boy is swimming two miles an hour down a river that is
polluted and contains no fish and the river is flowing at the
rate of three miles per hour in the same direction as the
boy is swimming, how far will the boy travel in two hours?
a. four miles
b. six miles
c. ten miles
d. twelve miles
A boy is swimming two miles per hour down a river relative
to the water. The water is flowing at the rate of three miles
per hour. How far will the boy travel in two hours?
a. four miles
b. six miles
c. ten miles
d. twelve miles
The poor item contains extraneous information and a
confusing sentence structure. In the improved item, the
extraneous information was removed. In addition, the
prompt was broken up into several sentences and the
actual question stands on its own.
Which one of the following is not a safe driving practice on
icy roads?
a. accelerating slowly
b. jamming on the brakes
c. holding the wheel firmly
d. slowing down gradually
All of the following are safe driving practices on icy
roads EXCEPT
a. accelerating slowly.
b. jamming on the brakes.
c. holding the wheel firmly.
d. slowing down gradually.
When reading the poor item, a test taker may not
recognize that they are being asked to pick a non-example
of a safe driving practice. In the improved item, the word
“except” is in all caps and underlined to call attention to
what is being asked.
In most commercial publishing of a book, galley proofs are
most often used _________ .
page proofs precede galley proofs for minor editing.
to help isolate minor defects prior to printing of page
proofs.
they can be useful for major editing or rewriting.
publishers decide whether book is worth publishing.
In publishing a book, galley proofs are most often used to
aid in minor editing after page proofs.
isolate minor defects prior to page proofs.
assist in major editing or rewriting.
validate menus on large ships.
In the poor item, each answer choice is not grammatically
correct in relation to the item stem. Often, a test taker can
pick out the correct answer choice because it is the only
one that is grammatically correct and not because they
actually knew the answer. In the improved item, the item
stem and answer choices have been edited so that they
are all grammatically correct.
21. Best Practice Guidelines for Writing Essay Items
Essay questions are a good way to assess deep understanding
and reasoning skills. Students can provide more in-depth answers
in essay questions. Essay questions are also much easier to write
than multiple-choice items. They are, however, harder to grade
22. RUBRICS
One way to help ensure scoring consistency is to use rubrics for grading subjective
assessment items, including essay questions and performance assessments.
Rubrics focus the attention of a grader on what is most important about the
assignment. Rubrics include topics or elements and descriptions of levels of
performance. This provides a roadmap for how to assess an assignment that is
more subjective than a multiple-choice question. Without a rubric, it is easy for a
grader to grade for one thing for the first 10 papers and grade for something else
the last 10 papers. This occurs when an instructor has a lot of papers to grade,
grading takes place over several days, and if more than one instructor is grading
the same assignment. Providing a rubric up front is also beneficial to the student.
They communicate to the student from the beginning what is important, on what to
focus, and where to spend time and energy.
24. Figure 1
Numerical Descriptors in an Annotated Bibliography Rubric
4 3 2 1
Quality / Reliability of
Sources
All sources cited are
reliable and
trustworthy.
At least 80% of
sources cited are
reliable and
trustworthy.
At least 50% of
sources are reliable
and trustworthy.
Less than 50% of
sources cited are
reliable and
trustworthy.
5 points 4-3 points 2 points 0-1 point
25. CONCLUSION
Aligning test items and performance assessments to learning objectives,
using best practice guidelines to create assessments, and using rubrics to
grade complex tasks, are strategies instructional designers can use to
develop high-quality assessments. High-quality assessments provide
instructors with accurate information regarding the extent to which learners
met the learning objectives, a critical component of the teaching and
learning process. Accurate assessment results help instructional designers
plan future instruction, adapt current instruction, communicate levels of
understanding to students, and examine the overall effectiveness of
instruction and course design.