Dr. Jameel 8602 day 1.pptx
•Download as PPTX, PDF•
0 likes•5 views
This document provides an overview of measurement, assessment and evaluation in education. It discusses: 1. The key differences between measurement, assessment and evaluation - assessment is a measure of performance, assessment documents knowledge, skills and attitudes, and evaluation makes judgements about performance. 2. The types of formative and summative assessment - formative assessment provides feedback during instruction, summative assessment occurs after learning is completed like exams and projects. 3. The principles of effective assessment including being formative, curriculum-driven, student-centered, and involving reflective teaching.
Report
Share
Report
Share
Recommended
Measurement and evaluation in education
The document discusses measurement and evaluation in education. It defines measurement as quantifying individuals' attributes and skills, and evaluation as making judgements about something using criteria and standards. Evaluation involves systematically determining how well educational objectives are achieved by learners. Key points include:
- Evaluation assesses educational objectives, programs, teachers, and learners.
- Evaluation implies a systematic, continuous, and comprehensive process using various techniques.
- Evaluation assumes instructional objectives have been previously identified.
- Tests, quizzes, and other instruments are used to obtain information for evaluation purposes.
Measurement and evalutaion. cherylasia
The document discusses measurement and evaluation in education. It defines measurement as quantifying attributes like achievement and skills, and evaluation as making judgements about something using criteria and standards. Evaluation involves systematically determining how well educational objectives are achieved by learners. Key aspects of evaluation discussed are that it is a continuous, systematic process using various techniques, and assumes objectives have been identified beforehand. Tests, quizzes and other instruments are used to obtain information for evaluation. Evaluation assesses objectives, programs, teachers and learners, and can be diagnostic, formative, summative or for placement. Good measuring instruments are valid, reliable and usable. Tables of specification are used in test construction to plan content and cognitive levels. The stages of test
Measurement and evalutaion
The document discusses measurement and evaluation in education. It defines measurement as quantifying student achievement, attributes, and skills, and evaluation as making judgments about a subject's merit using standards. Evaluation involves systematically determining if educational objectives are achieved by learners. Key points include:
- Evaluation assesses objectives, programs, teachers, and learners through diagnostic, formative, summative, and placement evaluation.
- Measurement and evaluation serve instructional, administrative, and research purposes such as guiding curriculum development and informing parents.
- Good measuring instruments are valid, reliable, and usable. Tests are constructed through planning content based on objectives, writing items, selecting questions, pre-testing, and preparing papers.
2.Assessment-of-Learners.pptx
The document discusses student assessment methods. It defines assessment, measurement and evaluation. It describes different types of assessments including diagnostic assessment, formative assessment and summative assessment. It also discusses norm-referenced evaluation and criterion-referenced evaluation. The document provides details on various assessment methods and the standard setting process, including the Angoff method.
Assessment and Evaluation.pptx
This document discusses assessment, measurement, and evaluation in education. It defines assessment as a systematic process of collecting and analyzing data to make inferences about student learning. Measurement is assigning a numerical value to student performance for educational decisions. Evaluation determines the value or worth of a process or product through appraisal. The document also describes different types of assessment including self, peer, and teacher assessment. It outlines formative and summative evaluation and their purposes in the learning process. Placement, diagnostic, and formative evaluation are also defined.
Different kinds of evaluation
This 2003 presentation gives a basic idea of different kinds of evaluation and the difference between assessing and testing
Introduction to assessment
This document discusses assessment in education. It defines assessment as a systematic process for measuring a learner's progress against defined criteria to make a judgment about their level of achievement. The key purposes of assessment are to enhance student learning and provide feedback to both teachers and students. There are three main types of assessment: diagnostic to identify strengths and weaknesses, summative to evaluate learning at the end, and formative which provides ongoing feedback during learning. For assessment to be effective, it should have validity, reliability, positively impact education, be acceptable, practical, and cost-effective according to the utility formula.
Edu 703 modern educational practices
This document discusses modern educational practices regarding educational evaluation and research. It defines evaluation as making judgements about something's worth through systematic determination. Evaluation involves assessment, which refers to processes used to describe an attribute's nature and extent, and measurement, which assigns numerals to objects or qualities. Evaluation is qualitative, subjective, and interpretive, while measurement is quantitative, objective, and precise. Evaluation depends on measurement and is continuous. The document also discusses the significance, functions, and types of evaluation including formative, summative, scholastic, and co-scholastic evaluation. It introduces the continuous and comprehensive evaluation (CCE) system implemented in Kerala and norm referenced evaluation.
Recommended
Measurement and evaluation in education
The document discusses measurement and evaluation in education. It defines measurement as quantifying individuals' attributes and skills, and evaluation as making judgements about something using criteria and standards. Evaluation involves systematically determining how well educational objectives are achieved by learners. Key points include:
- Evaluation assesses educational objectives, programs, teachers, and learners.
- Evaluation implies a systematic, continuous, and comprehensive process using various techniques.
- Evaluation assumes instructional objectives have been previously identified.
- Tests, quizzes, and other instruments are used to obtain information for evaluation purposes.
Measurement and evalutaion. cherylasia
The document discusses measurement and evaluation in education. It defines measurement as quantifying attributes like achievement and skills, and evaluation as making judgements about something using criteria and standards. Evaluation involves systematically determining how well educational objectives are achieved by learners. Key aspects of evaluation discussed are that it is a continuous, systematic process using various techniques, and assumes objectives have been identified beforehand. Tests, quizzes and other instruments are used to obtain information for evaluation. Evaluation assesses objectives, programs, teachers and learners, and can be diagnostic, formative, summative or for placement. Good measuring instruments are valid, reliable and usable. Tables of specification are used in test construction to plan content and cognitive levels. The stages of test
Measurement and evalutaion
The document discusses measurement and evaluation in education. It defines measurement as quantifying student achievement, attributes, and skills, and evaluation as making judgments about a subject's merit using standards. Evaluation involves systematically determining if educational objectives are achieved by learners. Key points include:
- Evaluation assesses objectives, programs, teachers, and learners through diagnostic, formative, summative, and placement evaluation.
- Measurement and evaluation serve instructional, administrative, and research purposes such as guiding curriculum development and informing parents.
- Good measuring instruments are valid, reliable, and usable. Tests are constructed through planning content based on objectives, writing items, selecting questions, pre-testing, and preparing papers.
2.Assessment-of-Learners.pptx
The document discusses student assessment methods. It defines assessment, measurement and evaluation. It describes different types of assessments including diagnostic assessment, formative assessment and summative assessment. It also discusses norm-referenced evaluation and criterion-referenced evaluation. The document provides details on various assessment methods and the standard setting process, including the Angoff method.
Assessment and Evaluation.pptx
This document discusses assessment, measurement, and evaluation in education. It defines assessment as a systematic process of collecting and analyzing data to make inferences about student learning. Measurement is assigning a numerical value to student performance for educational decisions. Evaluation determines the value or worth of a process or product through appraisal. The document also describes different types of assessment including self, peer, and teacher assessment. It outlines formative and summative evaluation and their purposes in the learning process. Placement, diagnostic, and formative evaluation are also defined.
Different kinds of evaluation
This 2003 presentation gives a basic idea of different kinds of evaluation and the difference between assessing and testing
Introduction to assessment
This document discusses assessment in education. It defines assessment as a systematic process for measuring a learner's progress against defined criteria to make a judgment about their level of achievement. The key purposes of assessment are to enhance student learning and provide feedback to both teachers and students. There are three main types of assessment: diagnostic to identify strengths and weaknesses, summative to evaluate learning at the end, and formative which provides ongoing feedback during learning. For assessment to be effective, it should have validity, reliability, positively impact education, be acceptable, practical, and cost-effective according to the utility formula.
Edu 703 modern educational practices
This document discusses modern educational practices regarding educational evaluation and research. It defines evaluation as making judgements about something's worth through systematic determination. Evaluation involves assessment, which refers to processes used to describe an attribute's nature and extent, and measurement, which assigns numerals to objects or qualities. Evaluation is qualitative, subjective, and interpretive, while measurement is quantitative, objective, and precise. Evaluation depends on measurement and is continuous. The document also discusses the significance, functions, and types of evaluation including formative, summative, scholastic, and co-scholastic evaluation. It introduces the continuous and comprehensive evaluation (CCE) system implemented in Kerala and norm referenced evaluation.
Didactic assessment
This power point is all about assessment definition, related concepts, types of assessment, tools and techniques in setting good assessment.
Didactic assessment
This document provides information about an assessment unit on didactic assessment. It includes an introduction to assessment, objectives of the unit which are to develop understanding of assessment methods and apply assessment principles for effective lesson planning. It also describes different types of assessment including formative, summative, and continuous assessment. Various assessment techniques are explained such as open-ended questions, short answer questions, and examples of each. The roles and importance of assessment in the teaching and learning process are highlighted.
ASSESSMENT.pptx
This document discusses assessment in education. It states that assessment drives what is valued and taught in curriculums. It also discusses moving from product-oriented assessments, like tests, to process-oriented assessments like formative assessment that provide feedback to improve learning. The document outlines different assessment paradigms like assessment of learning versus assessment for learning, and discusses the principles, purposes, types and methods of educational assessment.
Unit 7 assessment in higher education
The document discusses assessment in higher education. It describes the different types of assessment including diagnostic, formative, and summative assessment. Diagnostic assessment is used to determine a student's knowledge at the beginning, formative assessment provides feedback during learning, and summative assessment evaluates learning at the end. The document also discusses the examination system in Pakistan, principles of good assessment practices, and types of entrance tests used for university admission in Pakistan.
Cas, presentation note
This is the slide of CAS ,what I have coordinated in ETC,Dhanusha during the 2071-1-15 to 2071-1-21.
Assessment in Mathematics
This presentation slide was prepared and presented by Niroj Dahal in TPD at Aksharaa School for the academic year 2075.
MEASUREMENT ASSESSMENT evaluation 1.pptx
This document outlines the course content for a class on assessment for learning. The 6-unit course covers topics such as the basic concepts of assessment, formative and summative evaluation, assessment tools and techniques, issues in classroom assessment, assessment for inclusive practices, and reporting quantitative assessment data. Key concepts that will be addressed include the roles and purposes of assessment, principles of effective assessment practices, and using different types of assessment to support student learning.
Chapter Five.pptx
The document discusses various methods of student assessment in secondary education. It describes three main types of assessment: diagnostic to identify student knowledge and skills, formative to provide feedback during learning, and summative to evaluate learning after instruction. Several assessment methods are outlined for each type, including tests, exams, observations, homework, projects and portfolios. The document also covers preparing assessment materials, analyzing student results, and scheduling assessments.
ASSESSMENT.pptx
Assessment Learning is an indepensable component of all effective teaching including physical education.
Penaksiran Akademik
This document provides an overview of learning assessment concepts and frameworks. It defines key terms like test, measurement, assessment and evaluation. It also outlines different types of tests like proficiency, achievement and diagnostic tests. The document discusses three main purposes of assessment: assessment of learning, for learning, and as learning. It describes teachers' roles in facilitating these different assessment purposes. Finally, it discusses the Malaysian education context and school-based assessment approaches under the Malaysian curriculum framework.
B.ed unit 1.pptx
Classroom assessment plays an important role in the teaching and learning process. It can be formative, to improve instruction, or summative, to evaluate learning. Formative assessment uses tools like observations and questions to assess students throughout instruction. Summative assessment evaluates learning at the end through exams or projects. Effective classroom assessment is clearly aligned to objectives, diagnostic of strengths and weaknesses, well-planned, and flexible. It serves to motivate students and diagnose problems, while also grading performance and improving instruction.
Interrogating evaluation 2015 induction
This is a short session interrogating the purpose and values of carrying out course evaluations in a university context.
Interrogating evaluation 2015 inductionb
This document discusses evaluating coursework from a student perspective. It outlines common purposes of evaluation like quality assurance and improving teaching. The focus of evaluation should be on both teaching/teacher and learning/outcomes. Strategies mentioned include surveys, observations, interviews, pre-/post-testing. Drawbacks include low response rates and students not always accurately assessing teaching. The document advocates using a variety of quantitative and qualitative methods like those in Kirkpatrick's four-level model to gain a holistic view of a course's effectiveness and opportunities for improvement from both a student learning and teaching practice perspective.
Tuning process in education
The presentation based on the tuning process in education. The module presented in training of university faculty. It explain how to apply tuning at course, degree and at programme level.
8602 unit 1.pptx
This document discusses classroom assessment. It defines measurement, assessment and evaluation, and explains that measurement provides quantitative data on student performance, assessment collects and analyzes information to make decisions, and evaluation makes value judgments. It also outlines the why, what, how and when of classroom assessment and describes formative assessment for learning and summative assessment of learning. Key principles of effective classroom assessment and the role of assessment in motivating students and improving teaching are also summarized.
Achievement Test for Assessment Presentation
1) Achievement tests measure students' knowledge and skills in a particular subject area that has been taught. There are two main types: standardized tests which are widely administered and informal classroom tests constructed by teachers.
2) Standardized achievement tests (SATs) are carefully developed by experts, pre-tested on large groups, and administered and scored uniformly according to strict guidelines. They provide norms for comparing students' performance.
3) SATs measure many areas and can be used for diagnostic, competency, or predictive purposes. Formal batteries allow comparison across subjects. Informal tests have more variable quality.
8602 ch 1
The document discusses concepts related to measurement, assessment, and evaluation in education. It defines measurement as assigning numerical values to student performance, assessment as gathering information about student learning through various means, and evaluation as making value judgments about student performance. It also outlines the principles of effective classroom assessment, noting they should be formative, clearly tied to objectives, diagnostic of student strengths and weaknesses, well-planned, and learner-centered. Finally, it discusses the role of classroom assessment in motivating students, diagnosing problems, grading performance, and improving teaching.
8602 unit 1-1.pptx
The document discusses concepts related to measurement, assessment, and evaluation in education. It defines measurement as assigning numerical values to student performance, assessment as gathering information about student learning through various means, and evaluation as making value judgments about student performance. It also outlines the principles of effective classroom assessment, noting they should be formative, clearly tied to objectives, diagnostic of student strengths and weaknesses, well-planned, and learner-centered. Finally, it discusses the role of classroom assessment in motivating students, diagnosing problems, grading performance, and improving teaching.
Purpose and planning of evaluation (ps)
It gives the base/ steps for evaluation of any programs like changes in Curriculum and its implementation.
principle and types of assessment 12.pptx
This document discusses assessment in medical education. It defines assessment as tools used to evaluate students' academic readiness, learning progress, skill acquisition, and educational needs. The main types of assessment discussed are diagnostic, formative, and summative assessment. Formative assessment promotes and improves learning through feedback, while summative assessment determines learning at the end of instruction. Structured assessments aim to objectively measure students' knowledge, skills, and abilities. Good assessments demonstrate validity, reliability, feasibility, and other qualities. The document provides examples of different assessment tools and discusses calculating a utility index to determine tools' usefulness in a given context.
Jameel 6501 day 4 Motivation.pdf
The document discusses theories of motivation, including Maslow's hierarchy of needs, Murray's theory, and Freud's theory. It also discusses how to enhance achievement motivation through goals, reducing helplessness, attribution training, and creating challenges. Additionally, it covers individual differences among students in areas like age, abilities, readiness, and social factors. It proposes measuring these differences through intelligence, aptitude, interest, and personality tests using methods like multiple choice, computerized adaptive testing, and portfolios. The document concludes with questions about motivating students and addressing individual differences.
Jameel 6501 day 5 Mental health.pptx
This document discusses mental health, guidance in schools, and causes of maladjustment. It defines mental health as a state of well-being where one can cope with stress and work productively. Criteria for mental health include adaptability, social skills, emotional satisfaction, and having goals aligned with social norms. Maladjustment can stem from physical, behavioral, or emotional symptoms and is caused by factors like inadequate training, curriculum, facilities, and relationships in schools. The document also outlines how to promote mental health in schools through democratic environments, activities, guidance, and more. It concludes with questions about how teachers can support student mental health and provide counseling.
More Related Content
Similar to Dr. Jameel 8602 day 1.pptx
Didactic assessment
This power point is all about assessment definition, related concepts, types of assessment, tools and techniques in setting good assessment.
Didactic assessment
This document provides information about an assessment unit on didactic assessment. It includes an introduction to assessment, objectives of the unit which are to develop understanding of assessment methods and apply assessment principles for effective lesson planning. It also describes different types of assessment including formative, summative, and continuous assessment. Various assessment techniques are explained such as open-ended questions, short answer questions, and examples of each. The roles and importance of assessment in the teaching and learning process are highlighted.
ASSESSMENT.pptx
This document discusses assessment in education. It states that assessment drives what is valued and taught in curriculums. It also discusses moving from product-oriented assessments, like tests, to process-oriented assessments like formative assessment that provide feedback to improve learning. The document outlines different assessment paradigms like assessment of learning versus assessment for learning, and discusses the principles, purposes, types and methods of educational assessment.
Unit 7 assessment in higher education
The document discusses assessment in higher education. It describes the different types of assessment including diagnostic, formative, and summative assessment. Diagnostic assessment is used to determine a student's knowledge at the beginning, formative assessment provides feedback during learning, and summative assessment evaluates learning at the end. The document also discusses the examination system in Pakistan, principles of good assessment practices, and types of entrance tests used for university admission in Pakistan.
Cas, presentation note
This is the slide of CAS ,what I have coordinated in ETC,Dhanusha during the 2071-1-15 to 2071-1-21.
Assessment in Mathematics
This presentation slide was prepared and presented by Niroj Dahal in TPD at Aksharaa School for the academic year 2075.
MEASUREMENT ASSESSMENT evaluation 1.pptx
This document outlines the course content for a class on assessment for learning. The 6-unit course covers topics such as the basic concepts of assessment, formative and summative evaluation, assessment tools and techniques, issues in classroom assessment, assessment for inclusive practices, and reporting quantitative assessment data. Key concepts that will be addressed include the roles and purposes of assessment, principles of effective assessment practices, and using different types of assessment to support student learning.
Chapter Five.pptx
The document discusses various methods of student assessment in secondary education. It describes three main types of assessment: diagnostic to identify student knowledge and skills, formative to provide feedback during learning, and summative to evaluate learning after instruction. Several assessment methods are outlined for each type, including tests, exams, observations, homework, projects and portfolios. The document also covers preparing assessment materials, analyzing student results, and scheduling assessments.
ASSESSMENT.pptx
Assessment Learning is an indepensable component of all effective teaching including physical education.
Penaksiran Akademik
This document provides an overview of learning assessment concepts and frameworks. It defines key terms like test, measurement, assessment and evaluation. It also outlines different types of tests like proficiency, achievement and diagnostic tests. The document discusses three main purposes of assessment: assessment of learning, for learning, and as learning. It describes teachers' roles in facilitating these different assessment purposes. Finally, it discusses the Malaysian education context and school-based assessment approaches under the Malaysian curriculum framework.
B.ed unit 1.pptx
Classroom assessment plays an important role in the teaching and learning process. It can be formative, to improve instruction, or summative, to evaluate learning. Formative assessment uses tools like observations and questions to assess students throughout instruction. Summative assessment evaluates learning at the end through exams or projects. Effective classroom assessment is clearly aligned to objectives, diagnostic of strengths and weaknesses, well-planned, and flexible. It serves to motivate students and diagnose problems, while also grading performance and improving instruction.
Interrogating evaluation 2015 induction
This is a short session interrogating the purpose and values of carrying out course evaluations in a university context.
Interrogating evaluation 2015 inductionb
This document discusses evaluating coursework from a student perspective. It outlines common purposes of evaluation like quality assurance and improving teaching. The focus of evaluation should be on both teaching/teacher and learning/outcomes. Strategies mentioned include surveys, observations, interviews, pre-/post-testing. Drawbacks include low response rates and students not always accurately assessing teaching. The document advocates using a variety of quantitative and qualitative methods like those in Kirkpatrick's four-level model to gain a holistic view of a course's effectiveness and opportunities for improvement from both a student learning and teaching practice perspective.
Tuning process in education
The presentation based on the tuning process in education. The module presented in training of university faculty. It explain how to apply tuning at course, degree and at programme level.
8602 unit 1.pptx
This document discusses classroom assessment. It defines measurement, assessment and evaluation, and explains that measurement provides quantitative data on student performance, assessment collects and analyzes information to make decisions, and evaluation makes value judgments. It also outlines the why, what, how and when of classroom assessment and describes formative assessment for learning and summative assessment of learning. Key principles of effective classroom assessment and the role of assessment in motivating students and improving teaching are also summarized.
Achievement Test for Assessment Presentation
1) Achievement tests measure students' knowledge and skills in a particular subject area that has been taught. There are two main types: standardized tests which are widely administered and informal classroom tests constructed by teachers.
2) Standardized achievement tests (SATs) are carefully developed by experts, pre-tested on large groups, and administered and scored uniformly according to strict guidelines. They provide norms for comparing students' performance.
3) SATs measure many areas and can be used for diagnostic, competency, or predictive purposes. Formal batteries allow comparison across subjects. Informal tests have more variable quality.
8602 ch 1
The document discusses concepts related to measurement, assessment, and evaluation in education. It defines measurement as assigning numerical values to student performance, assessment as gathering information about student learning through various means, and evaluation as making value judgments about student performance. It also outlines the principles of effective classroom assessment, noting they should be formative, clearly tied to objectives, diagnostic of student strengths and weaknesses, well-planned, and learner-centered. Finally, it discusses the role of classroom assessment in motivating students, diagnosing problems, grading performance, and improving teaching.
8602 unit 1-1.pptx
The document discusses concepts related to measurement, assessment, and evaluation in education. It defines measurement as assigning numerical values to student performance, assessment as gathering information about student learning through various means, and evaluation as making value judgments about student performance. It also outlines the principles of effective classroom assessment, noting they should be formative, clearly tied to objectives, diagnostic of student strengths and weaknesses, well-planned, and learner-centered. Finally, it discusses the role of classroom assessment in motivating students, diagnosing problems, grading performance, and improving teaching.
Purpose and planning of evaluation (ps)
It gives the base/ steps for evaluation of any programs like changes in Curriculum and its implementation.
principle and types of assessment 12.pptx
This document discusses assessment in medical education. It defines assessment as tools used to evaluate students' academic readiness, learning progress, skill acquisition, and educational needs. The main types of assessment discussed are diagnostic, formative, and summative assessment. Formative assessment promotes and improves learning through feedback, while summative assessment determines learning at the end of instruction. Structured assessments aim to objectively measure students' knowledge, skills, and abilities. Good assessments demonstrate validity, reliability, feasibility, and other qualities. The document provides examples of different assessment tools and discusses calculating a utility index to determine tools' usefulness in a given context.
Similar to Dr. Jameel 8602 day 1.pptx (20)
More from MuhammadJamil382420
Jameel 6501 day 4 Motivation.pdf
The document discusses theories of motivation, including Maslow's hierarchy of needs, Murray's theory, and Freud's theory. It also discusses how to enhance achievement motivation through goals, reducing helplessness, attribution training, and creating challenges. Additionally, it covers individual differences among students in areas like age, abilities, readiness, and social factors. It proposes measuring these differences through intelligence, aptitude, interest, and personality tests using methods like multiple choice, computerized adaptive testing, and portfolios. The document concludes with questions about motivating students and addressing individual differences.
Jameel 6501 day 5 Mental health.pptx
This document discusses mental health, guidance in schools, and causes of maladjustment. It defines mental health as a state of well-being where one can cope with stress and work productively. Criteria for mental health include adaptability, social skills, emotional satisfaction, and having goals aligned with social norms. Maladjustment can stem from physical, behavioral, or emotional symptoms and is caused by factors like inadequate training, curriculum, facilities, and relationships in schools. The document also outlines how to promote mental health in schools through democratic environments, activities, guidance, and more. It concludes with questions about how teachers can support student mental health and provide counseling.
6501 day 2 growth and development.pdf
This document discusses child and adolescent growth and development. It defines growth as measurable physical changes that occur over time, such as changes in height, weight, and teeth. Development refers to qualitative changes in intellectual, mental, and emotional skills over time, which can be observed. The types of growth include physical and physiological, while the types of development are motor, cognitive, emotional, and social. Principles of growth and development include that it is a continuous, predictable sequence that varies between individuals and stages influence each other. Theories discussed include Piaget's cognitive development theory and Erikson's psychosocial development stages.
Dr. Jamil 8618 Day 1.pptx
This document provides an overview of a lecture on educational leadership given by Dr. Muhammad Jamil. It introduces Dr. Jamil's qualifications and experience in education. The lecture covers topics like definitions of leadership, sources of power in leadership, John Maxwell's five levels of leadership, the relationship between leadership and management, educational leadership, the need and scope of educational leadership, Pakistan's Vision 2025, and notable Muslim educational leaders from history like Jinnah, Sir Syed Ahmad Khan, and Allama Iqbal. Participants were asked to reflect on the concepts and share their understanding in the chat.
Dr. Jamil 8618 Day 1.pdf
Dr. Muhammad Jamil gave a presentation on educational leadership. He has a PhD in education from UMT Lahore and has 20 years of experience working in school education. The presentation introduced concepts of leadership, discussed different sources of power for leaders, and examined John C. Maxwell's five levels of leadership. It also explored the relationship between leadership and management, defined educational leadership, and discussed Pakistan's Vision 2025 which aims to develop the country across seven pillars through five key enablers such as shared vision and political stability.
Dr Jameel 8602 Day 3.pdf
This document summarizes key points from a lecture on educational assessment and evaluation. It discusses types of test items, including selection items (objective) like multiple choice, true/false, matching, and completion questions, as well as supply items (subjective) like short answers and essays. Guidelines are provided for writing different item types. The document also covers reliability of assessment tools, defining reliability as consistency of test results. It discusses inter-rater, test-retest, and internal consistency reliability.
Dr Jameel 8602 day 2.pdf
This document provides an overview of topics to be covered in a unit on educational assessment and evaluation, including taxonomy of educational objectives, writing cognitive domain objectives, Solo taxonomy, table of specification, types of tests and techniques for assessment, and the purposes and characteristics of tests. Key points covered include Bloom's revised taxonomy, the structure of Solo taxonomy, how to prepare a table of specification to ensure a test measures intended content and skills, different types of tests like achievement, aptitude, attitude, intelligence and personality tests, and examples of norm-referenced and criterion-referenced tests. Techniques for assessment like questionnaires, observation, interviews and rating scales are also outlined.
Dr. Jamil 8625 Day 6.pdf
The document discusses problems in higher education in Pakistan and potential solutions through innovation. It identifies key issues as academic problems, lack of professional growth, management issues, and financial constraints. It suggests improving access to quality education, infrastructure development, adequate faculty, better funding, and making curricula more industry-oriented. The document also explores innovations like distance education, learning styles, educational technology, and continuous education to enhance the teaching and learning process in higher education.
Dr. Jamil 8625 Day 5.pdf
This document discusses assessment in higher education, including reasons for assessment, different types of assessment (diagnostic, formative, summative), and roles of teachers and learners in assessment. It provides guidelines for assessment approved by HEC in Pakistan, including recommendations to minimize malpractices and introduce more frequent evaluation. The document also discusses types of entry tests in Pakistan and guidelines for preparing for tests, such as learning the basics, practicing weak areas, and avoiding gaps in attempting all questions.
Dr. Jamil 8625 Day 4.pdf
This document discusses higher education systems in India, Egypt, Thailand, and Malaysia. It covers higher education institutions, the focus of higher education, how higher education contributes to development, and challenges facing higher education in each country. It also discusses economics of higher education, including the importance of investing in universities, wastage in higher education, cost-effective analysis and its implications, and financing models for higher education.
Dr. Jamil 8625 Day 3.pdf
This document discusses higher education systems in developed countries like the USA, UK, Australia, and Germany. It covers institutions of higher education, academic years, admission criteria, administrative structures, financial aid, the role of federal governments, accreditation systems, and the role of higher education in economic development. The key differences and similarities between the higher education systems in these countries are outlined.
Dr. Jamil 8625 Day 2.pdf
This document discusses the role and importance of universities. It covers the following key points in 3 sentences:
Universities are necessary for societies as they provide higher education, drive innovation through research, and support economic and cultural development. The document outlines the philosophy, needs, modes of delivery, and functions of universities. It also examines the role of educational policies, plans and organizations like HEC in supporting the growth and development of higher education in Pakistan and addressing challenges in the sector.
Dr. Jamil Day 1 intro to HE.pptx
This document provides an introduction to higher education in Pakistan. It discusses the nature, need, and scope of higher education and outlines some of the key challenges facing higher education in Pakistan. Some of the major challenges discussed include issues of quantity and quality, equity, student unrest, administrative reforms, faculty issues, educational policies, budgeting and financing. The document also discusses recommendations for improving higher education, including improving governance and management structures, increasing funding, strengthening faculty, focusing on research, revising curricula, and ensuring implementation of reforms.
827 Day 5.pptx
The document discusses secondary education systems in various countries like the UK, USA, Japan, Germany, Indonesia, Malaysia, China, and Sri Lanka and compares their education systems, curriculum, and policies to secondary education in Pakistan. It then outlines Pakistan's national education policies from 1979 to 2010, which aimed to shift to more scientific, technical, and vocational education while promoting universal access, improving quality, and reducing gender imbalances in secondary education.
Dr. Jamil Research Project day-3.pdf
This document provides guidance for students on developing a topic for their research project. It discusses that a topic should contain three components: what the student will do, how they will do it, and who the participants will be. It gives an example topic as "Developing Creativity through Questioning Technique among Grade 7 Students." The document also notes that topics should be based on the assigned theme and sub-themes to avoid duplication. Students are instructed to get their topic approved by February 10th and to write their project report in English only. Finally, it outlines the marking distribution and questions that will be included in the research manual.
Dr Jameel 8602 Day 3.pdf
This document summarizes key points from a lecture on educational assessment and evaluation. It discusses types of test items, including selection items (objective) like multiple choice, true/false, matching, and completion questions, as well as supply items (subjective) like short answers and essays. Guidelines are provided for writing different item types. The document also covers reliability of assessment tools, defining reliability as consistency of test results. It discusses inter-rater, test-retest, and internal consistency reliability. The importance of reliability for assessment is questioned.
6506 Unit 2 edu movements - Copy.pptx
The document summarizes four major Muslim educational movements in British India: Deoband, Aligarh, Nadva, and Jamia Millia Islamia. It discusses the background, objectives, features, and impact of each movement. The Deoband movement aimed to preserve Islamic education and resist British influence. The Aligarh movement sought to reconcile Muslims with the British and introduce Western education. Nadva focused on reforming curricula and connecting with the Islamic world. Jamia Millia aimed to combine religious and modern/technical education to promote Muslim independence.
827 day 1.pdf
This document provides an introduction and overview of secondary education. It discusses:
- The nature and significance of secondary education, including that it provides middle-level workers, acts as a feeder for higher education, and allows for development during adolescence.
- The objectives of secondary education in Pakistan, which include developing skills for learning and living, promoting values like self-reliance, and providing knowledge as a foundation for further education.
- Details on secondary education in Pakistan, including that it begins in grade 9 and lasts 4 years, involves national examinations, and can include technical education pathways.
Dr. Jamil 8603 day 1.pdf
The document provides an overview of curriculum concepts including:
1. Definitions of curriculum from various scholars emphasizing the sum total of learning experiences.
2. Key components of curriculum including objectives, content, teaching methods, and evaluation. Objectives should be specific, measurable, achievable and time-bound. Content includes the body of knowledge and desired attitudes. Effective teaching methods are student-centered. Evaluation assesses attainment of objectives and provides feedback.
3. Principles of curriculum development emphasize being child-centered, comprehensive, and flexible to meet individual learner needs and allow for creativity while preparing students for life.
The document outlines foundational concepts for understanding curriculum design and implementation.
Dr. Jamil 8603 day 1.pdf
The document provides an overview of curriculum concepts including:
1. Definitions of curriculum from various scholars emphasizing the sum total of learning experiences.
2. Key components of curriculum - objectives, content, methods, and evaluation. Objectives should be SMART, content includes the body of knowledge, and methods can be teacher-centered or student-centered.
3. Principles of curriculum development including being child-centered, comprehensive, and forward-looking to prepare students for life. The planning process involves determining needs, objectives, content, learning experiences, and evaluation.
More from MuhammadJamil382420 (20)
Recently uploaded
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...National Information Standards Organization (NISO)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.Types of Herbal Cosmetics its standardization.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvariaবাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
A Strategic Approach: GenAI in Education
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdHow to Manage Your Lost Opportunities in Odoo 17 CRM
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
CACJapan - GROUP Presentation 1- Wk 4.pdf
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS Template 2023-2024 by: Irene S. Rueco
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama UniversityAkanksha trivedi rama nursing college kanpur.
Natural birth techniques are various type such as/ water birth , alexender method, hypnosis, bradley method, lamaze method etcHindi varnamala | hindi alphabet PPT.pdf
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Advanced Java[Extra Concepts, Not Difficult].docx
This is part 2 of my Java Learning Journey. This contains Hashing, ArrayList, LinkedList, Date and Time Classes, Calendar Class and more.
Recently uploaded (20)
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
Digital Artefact 1 - Tiny Home Environmental Design
Digital Artefact 1 - Tiny Home Environmental Design
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Dr. Jameel 8602 day 1.pptx
- 2. MEASUREMENT, ASSESSMENT AND EVALUATION Course Code: 8602 (Educational Assessment and Evaluation) Dr. Muhammad Jamil PhD (Education) Cell # 03004255912 Email id: jameelphd@gmail.com Unit 1
- 4. • Measurement, Assessment and Evaluation (Difference) • Assessment for learning and Assessment of learning • Types of formative and Summative Assessment • Characteristics of Classroom Assessment • Principles of Effective Assessment • Test: Types and Purpose • Taxonomy of Educational Objectives Today’s session will cover the following aspects
- 5. Why Assessment, Measurement and Evaluation is necessary? (Your previous knowledge)
- 7. Assessment • Assessment is formally defined as a Measure of Performance • Educational Assessment is the process of documenting, usually in measurable terms, Knowledge, Skills,and Attitudes • Assessment is a mechanism for providing instructors with data to improve their Teaching methods and Motivate the students
- 8. Evaluation • Systematic Process of Collecting and Analyzing data to know the degree of achieved objectives. (Gay, 1985) • Making Judgments about performance. • Qualitative Aspect about Outcomes of Learning.
- 9. Classroom Assessment • Why to Assess? Clears goals of instruction • What to Assess? Current abilities in given task • Who to Assess? Students ‘Real Learners’ • How to Assess? Type of Questions • When to Assess? Time
- 10. Need of Assessment •Selection •Certification •Describing •Aiding learning •Improving Teaching
- 11. Assessment for Learning or Formative Assessment •It provides feedback and information during the instructional process. •It measures Student Progress and can also assess progress of an Instructor. Instructional strategies of Formative Assessment • Observation • Questioning Strategies • Self and Peer Assessment • Student Record Keeping
- 12. Assessment of Learning or Summative Assessment • Summative Assessment takes place after the learning has been completed • It provides Information and Feedback Types of Summative Assessment • Examinations (major, high-stakes exams) • Final Examination (a truly summative assessment) • Term Papers (submitted at the end of session) • Projects (submitted at the end of session)
- 13. Characteristics of Classroom Assessment • Achievement of Educational Goals • Multidimensional, and integrated learning • Clear stated Purposes • Ongoing Assessment • Involvement of Educational Community • Meeting Responsibilities of Students and Public
- 14. Principles of Assessment • be Formative • determine Planning • Serve Teaching • Serve Learning • be Curriculum-driven • be Student-centered • be Diagnostic • develop a Mutual Understanding • involve Reflective Teaching It Should
- 15. How Assessment should be used for Quality Education?
- 17. Test and its Types • To assess Students’ Performance, Knowledge and Skills. • Systematic Method of Collecting Information to make inferences about the Characteristics of People or Objects Types of test • Subjective (Essay) type tests • Restricted Response (Short) • Extended Response (Long) • Objective type tests • Multiple Choice Questions (MCQs) • True/False • Completion (Fill in the Blanks) • Matching items (Column)
- 18. Characteristics of a Good Test Valid: Tests what is supposed to test Reliable: Consistent (Each time) Objective: Scores or raters agree Easy to Administer: (Class time, Set up) Low Cost: Equipment
- 19. Purpose of a Test • Monitoring Students’ Progress • Diagnosing Learning Problems • Assigning Grades • Classification and Selection of Students • Improvement in Teaching
- 20. Objectives and Educational Outcomes • Learning objectives are statements that define the expected goals of a lesson acquired by a student through instruction • Used for Selection of Instructional Content and procedures • Facilitate the appropriate Evaluation of the instruction
- 21. How a test might be made effective?
- 22. Thank You for Listening!