Features of Classroom Formative AssessmentCarlo Magno
The present report addresses the need to describe and explain the important features of formative assessment when used with instruction. There are nine principles that explain both theory and practice in the conduct of formative assessment inside the classroom. These nine principles serve as a set of expectations to help teachers ascertain better practice of formative assessment when teaching. These nine principles include: (1) Formative assessment works along with the perspectives of assessment “for” and “as” learning; (2) Formative assessment is embedded with instruction; (3) Helping the students focus on the learning goal; (4) Diagnostic assessment on the target competency serves the function of formative assessment; (5) Formative assessment moves from determining discreet skills to integrated skills; (6) Using continuous and multiple forms of assessment; (7) Feedback practices using assessment results; (8) Working out with students to reach the learning goal; and (9) Deciding to move instruction to the next competency.
Assessment for promoting better learningS. Raj Kumar
Assessment of student learning is not an end in itself. i.e assessment does not stop with evaluating students learning achievement and grading their performance based on the findings of assessment of student-learning.
The teacher is required to provide students appropriate feedback enabling them to know the shortcomings in their learning and the means and methods of removing them Because teacher providing feedback to students is considered as an integral part of the assessment of student learning.
The Impact of Outside the Classroom Activities on Academic Outcomes: A Quanti...natalie_berger
Purpose
This presentation will introduce original research that focuses on the impact non-academic components of higher education institutions have on academic outcomes. By disseminating information regarding the debate surrounding the value of the “co-curriculum,” and presenting research findings, the researcher will give evidence toward the value of the co-curriculum as an integrated part of the university curriculum.
Debate
Higher education in the United States is currently evaluating the value of non-academic components (the co-curriculum) of four-year institutions, particularly in relation to their impact on academic outcomes; the co-curriculum is often seen as separate and secondary to the academic curriculum (Fried, 2007). Astin’s (1999) theory of student involvement points out that the more energy, or effort, students put into their experience—both inside and outside the classroom—the better they will perform academically. Kuh (1995) defines outside the classroom activities as involvement in any extracurricular activities, interactions with faculty and staff outside the classroom, and living in campus residences. Described as the co-curriculum, these areas of involvement actively contribute to student learning (Kinzie & Kuh, 2007). However, it is not often easy to measure in what ways the co-curriculum contributes directly to academic outcomes. Therefore, the debate continues to exist, which questions the impact of non-academic activities on academic performance.
Research
This research project strives to validate the co-curriculum as an integral component of institutions, and explores quantitatively how student involvement outside the classroom affects long term abilities to perform in the work environment post graduation, as measured through academic outcomes. A quantitative correlative study has been performed on a group of 155 graduating students at a US-American private four-year institution. Students were asked to write an essay, which was evaluated to measure academic outcomes, including critical thinking and writing abilities. The researcher collected and scored written essays, which measured student ability to analyze two sides of an issue, as well as present their own opinion, in an unbiased manner, which aligns with several of the institution’s academic outcomes. Students were then asked to complete a survey asking questions about involvement in several different areas on campus. Scores from the essays and the surveys were matched, and then analyzed.
Results
It was found that students who were more involved in the areas of the co-curriculum including multicultural, all campus events, leadership, and residence hall events had higher outcome scores than those students who were less involved in these areas.
Features of Classroom Formative AssessmentCarlo Magno
The present report addresses the need to describe and explain the important features of formative assessment when used with instruction. There are nine principles that explain both theory and practice in the conduct of formative assessment inside the classroom. These nine principles serve as a set of expectations to help teachers ascertain better practice of formative assessment when teaching. These nine principles include: (1) Formative assessment works along with the perspectives of assessment “for” and “as” learning; (2) Formative assessment is embedded with instruction; (3) Helping the students focus on the learning goal; (4) Diagnostic assessment on the target competency serves the function of formative assessment; (5) Formative assessment moves from determining discreet skills to integrated skills; (6) Using continuous and multiple forms of assessment; (7) Feedback practices using assessment results; (8) Working out with students to reach the learning goal; and (9) Deciding to move instruction to the next competency.
Assessment for promoting better learningS. Raj Kumar
Assessment of student learning is not an end in itself. i.e assessment does not stop with evaluating students learning achievement and grading their performance based on the findings of assessment of student-learning.
The teacher is required to provide students appropriate feedback enabling them to know the shortcomings in their learning and the means and methods of removing them Because teacher providing feedback to students is considered as an integral part of the assessment of student learning.
The Impact of Outside the Classroom Activities on Academic Outcomes: A Quanti...natalie_berger
Purpose
This presentation will introduce original research that focuses on the impact non-academic components of higher education institutions have on academic outcomes. By disseminating information regarding the debate surrounding the value of the “co-curriculum,” and presenting research findings, the researcher will give evidence toward the value of the co-curriculum as an integrated part of the university curriculum.
Debate
Higher education in the United States is currently evaluating the value of non-academic components (the co-curriculum) of four-year institutions, particularly in relation to their impact on academic outcomes; the co-curriculum is often seen as separate and secondary to the academic curriculum (Fried, 2007). Astin’s (1999) theory of student involvement points out that the more energy, or effort, students put into their experience—both inside and outside the classroom—the better they will perform academically. Kuh (1995) defines outside the classroom activities as involvement in any extracurricular activities, interactions with faculty and staff outside the classroom, and living in campus residences. Described as the co-curriculum, these areas of involvement actively contribute to student learning (Kinzie & Kuh, 2007). However, it is not often easy to measure in what ways the co-curriculum contributes directly to academic outcomes. Therefore, the debate continues to exist, which questions the impact of non-academic activities on academic performance.
Research
This research project strives to validate the co-curriculum as an integral component of institutions, and explores quantitatively how student involvement outside the classroom affects long term abilities to perform in the work environment post graduation, as measured through academic outcomes. A quantitative correlative study has been performed on a group of 155 graduating students at a US-American private four-year institution. Students were asked to write an essay, which was evaluated to measure academic outcomes, including critical thinking and writing abilities. The researcher collected and scored written essays, which measured student ability to analyze two sides of an issue, as well as present their own opinion, in an unbiased manner, which aligns with several of the institution’s academic outcomes. Students were then asked to complete a survey asking questions about involvement in several different areas on campus. Scores from the essays and the surveys were matched, and then analyzed.
Results
It was found that students who were more involved in the areas of the co-curriculum including multicultural, all campus events, leadership, and residence hall events had higher outcome scores than those students who were less involved in these areas.
Using Formative Assessment in the Classroom Presentationtmcclu
This presenation will help educators learn how to use formative assessments in the classroom. Formative assessment can be done on an individual, small group or large group basis and provides feedback of learning for the teacher and the student.
The challenges of Assessment and Feedback: findings from an HEA projectDenise Whitelock
The challenges of Assessment and Feedback: findings from an HEA project – Denise Whitelock (IET)
This project was undertaken by IET and colleagues from the University of Southampton and is just producing its final report. The project's aim was to produce a synthesis of evidence based research which throws light on the progress made in the practice of Assessment and Feedback in H.E. This presentation will highlight findings with respect to authentic assessment, e-portfolios, peer assessment, feedback for language learning and Advice for Action.
Meaning and Definition - Measurement , Assessment and Evaluation – Role of Assessment in Learning – as learning, for learning, of learning – Formative and Summative Assessment – Purposes of Assessment – Principles of Assessment Practices – principles related to selection of methods for Assessment, collection of Assessment information, judging and scoring of student performance, summarization and interpretation of results, reporting of Assessment findings.
Differences between assessment and evaluationS. Raj Kumar
Assessment is a process of Evaluation is described Collecting, reviewing and using data for the purpose of improvement Evaluation describes as an act of passing judgment basis of evidence
Assessment pays attention‘ to teaching and learning
Evaluation focuses final outcome
Assessment is done at the beginning of the inquiry
Evaluation is usually done at the end
it is diagnostic It is judgmental
It is Formative it is Summative
It is process oriented It is product oriented
Provides feedback on
performance and are as of improvement
Determines to which objectives are achieved.
Based on observation and positive and negative Points Based on the level of quality as per set standard
set by both the parties
jointly (Assessor and Assesseee)
Set by the evaluator
It is absolute. It is comparative
How Students Prepare in Flipped Classrooms: A Case Study in a Physiology ClassSachika Shibukawa
How Students Prepare in Flipped Classrooms: A Case Study in a Physiology Class
◯Sachika SHIBUKAWA
2nd year Master’s degree, Graduate School of Education
Kyoto University
Mana TAGUCHI
Center for the Promotion of Excellence in Higher Education
Kyoto University
This presentation got a best paper award on 2018 ISET.
You can see our proceeding on my researchgate account.
https://www.researchgate.net/profile/Shibukawa_Sachika
Using Formative Assessment in the Classroom Presentationtmcclu
This presenation will help educators learn how to use formative assessments in the classroom. Formative assessment can be done on an individual, small group or large group basis and provides feedback of learning for the teacher and the student.
The challenges of Assessment and Feedback: findings from an HEA projectDenise Whitelock
The challenges of Assessment and Feedback: findings from an HEA project – Denise Whitelock (IET)
This project was undertaken by IET and colleagues from the University of Southampton and is just producing its final report. The project's aim was to produce a synthesis of evidence based research which throws light on the progress made in the practice of Assessment and Feedback in H.E. This presentation will highlight findings with respect to authentic assessment, e-portfolios, peer assessment, feedback for language learning and Advice for Action.
Meaning and Definition - Measurement , Assessment and Evaluation – Role of Assessment in Learning – as learning, for learning, of learning – Formative and Summative Assessment – Purposes of Assessment – Principles of Assessment Practices – principles related to selection of methods for Assessment, collection of Assessment information, judging and scoring of student performance, summarization and interpretation of results, reporting of Assessment findings.
Differences between assessment and evaluationS. Raj Kumar
Assessment is a process of Evaluation is described Collecting, reviewing and using data for the purpose of improvement Evaluation describes as an act of passing judgment basis of evidence
Assessment pays attention‘ to teaching and learning
Evaluation focuses final outcome
Assessment is done at the beginning of the inquiry
Evaluation is usually done at the end
it is diagnostic It is judgmental
It is Formative it is Summative
It is process oriented It is product oriented
Provides feedback on
performance and are as of improvement
Determines to which objectives are achieved.
Based on observation and positive and negative Points Based on the level of quality as per set standard
set by both the parties
jointly (Assessor and Assesseee)
Set by the evaluator
It is absolute. It is comparative
How Students Prepare in Flipped Classrooms: A Case Study in a Physiology ClassSachika Shibukawa
How Students Prepare in Flipped Classrooms: A Case Study in a Physiology Class
◯Sachika SHIBUKAWA
2nd year Master’s degree, Graduate School of Education
Kyoto University
Mana TAGUCHI
Center for the Promotion of Excellence in Higher Education
Kyoto University
This presentation got a best paper award on 2018 ISET.
You can see our proceeding on my researchgate account.
https://www.researchgate.net/profile/Shibukawa_Sachika
This is an academic assignment on performance management, setting up tasks and priorities. It aims to define tasks in terms of behaviors and develops criteria standards.
Ash edu 645 week 6 final paper curriculum based summative assessment design (...chrishjennies
edu 645 week 6 dq 1 standardized testing,edu 645 week 6 dq 2 summary,edu 645 week 6 final paper assessment plans ash edu 645 week 6,ash edu 645 week 6,ash edu 645,ash edu 645 week 6 tutorial,ash edu 645 week 6 assignment,ash edu 645 week 6 help
Ash edu 645 week 6 final paper curriculum based summative assessment design (...Noahliamwilliam
edu 645 week 6 dq 1 standardized testing,edu 645 week 6 dq 2 summary,edu 645 week 6 final paper assessment plans ash edu 645 week 6,ash edu 645 week 6,ash edu 645,ash edu 645 week 6 tutorial,ash edu 645 week 6 assignment,ash edu 645 week 6 help
The Evaluation Of Teaching Has Become A Widely Accepted Practicenoblex1
In the last ten years the evaluation of teaching has become a widely accepted practice in higher education, but methods vary widely from school to school and from department to department. Recent national interest in the quality of teaching in higher education has spawned a movement to include teaching effectiveness in the criteria for promotion and tenure decisions, even in some research universities.
Source: https://ebookscheaper.com/2022/03/07/the-evaluation-of-teaching-has-become-a-widely-accepted-practice/
Retiring Exam Questions? How to Use These Items in Formative AssessmentsExamSoft
Presented by: Dan Thompson, Manager of Instructional Design and Educational Technology, Oklahoma State University Center for Health Sciences
As semesters come and go, new exams are created and used items are retired, never to be used again. While moving on to new exam items due to poor performing statistics or to ensure exam security are sound practices, these retired items can still positively impact student learning. Retired summative assessment items can serve new purposes as formative assessment items that engage students with course content while preparing them for course exams. This presentation addresses the process of using retired exam items in creative ways to develop formative assessments to increase student self-awareness of their content knowledge and improve student retention.
"𝑩𝑬𝑮𝑼𝑵 𝑾𝑰𝑻𝑯 𝑻𝑱 𝑰𝑺 𝑯𝑨𝑳𝑭 𝑫𝑶𝑵𝑬"
𝐓𝐉 𝐂𝐨𝐦𝐬 (𝐓𝐉 𝐂𝐨𝐦𝐦𝐮𝐧𝐢𝐜𝐚𝐭𝐢𝐨𝐧𝐬) is a professional event agency that includes experts in the event-organizing market in Vietnam, Korea, and ASEAN countries. We provide unlimited types of events from Music concerts, Fan meetings, and Culture festivals to Corporate events, Internal company events, Golf tournaments, MICE events, and Exhibitions.
𝐓𝐉 𝐂𝐨𝐦𝐬 provides unlimited package services including such as Event organizing, Event planning, Event production, Manpower, PR marketing, Design 2D/3D, VIP protocols, Interpreter agency, etc.
Sports events - Golf competitions/billiards competitions/company sports events: dynamic and challenging
⭐ 𝐅𝐞𝐚𝐭𝐮𝐫𝐞𝐝 𝐩𝐫𝐨𝐣𝐞𝐜𝐭𝐬:
➢ 2024 BAEKHYUN [Lonsdaleite] IN HO CHI MINH
➢ SUPER JUNIOR-L.S.S. THE SHOW : Th3ee Guys in HO CHI MINH
➢FreenBecky 1st Fan Meeting in Vietnam
➢CHILDREN ART EXHIBITION 2024: BEYOND BARRIERS
➢ WOW K-Music Festival 2023
➢ Winner [CROSS] Tour in HCM
➢ Super Show 9 in HCM with Super Junior
➢ HCMC - Gyeongsangbuk-do Culture and Tourism Festival
➢ Korean Vietnam Partnership - Fair with LG
➢ Korean President visits Samsung Electronics R&D Center
➢ Vietnam Food Expo with Lotte Wellfood
"𝐄𝐯𝐞𝐫𝐲 𝐞𝐯𝐞𝐧𝐭 𝐢𝐬 𝐚 𝐬𝐭𝐨𝐫𝐲, 𝐚 𝐬𝐩𝐞𝐜𝐢𝐚𝐥 𝐣𝐨𝐮𝐫𝐧𝐞𝐲. 𝐖𝐞 𝐚𝐥𝐰𝐚𝐲𝐬 𝐛𝐞𝐥𝐢𝐞𝐯𝐞 𝐭𝐡𝐚𝐭 𝐬𝐡𝐨𝐫𝐭𝐥𝐲 𝐲𝐨𝐮 𝐰𝐢𝐥𝐥 𝐛𝐞 𝐚 𝐩𝐚𝐫𝐭 𝐨𝐟 𝐨𝐮𝐫 𝐬𝐭𝐨𝐫𝐢𝐞𝐬."
The world of search engine optimization (SEO) is buzzing with discussions after Google confirmed that around 2,500 leaked internal documents related to its Search feature are indeed authentic. The revelation has sparked significant concerns within the SEO community. The leaked documents were initially reported by SEO experts Rand Fishkin and Mike King, igniting widespread analysis and discourse. For More Info:- https://news.arihantwebtech.com/search-disrupted-googles-leaked-documents-rock-the-seo-world/
Tata Group Dials Taiwan for Its Chipmaking Ambition in Gujarat’s DholeraAvirahi City Dholera
The Tata Group, a titan of Indian industry, is making waves with its advanced talks with Taiwanese chipmakers Powerchip Semiconductor Manufacturing Corporation (PSMC) and UMC Group. The goal? Establishing a cutting-edge semiconductor fabrication unit (fab) in Dholera, Gujarat. This isn’t just any project; it’s a potential game changer for India’s chipmaking aspirations and a boon for investors seeking promising residential projects in dholera sir.
Visit : https://www.avirahi.com/blog/tata-group-dials-taiwan-for-its-chipmaking-ambition-in-gujarats-dholera/
Digital Transformation and IT Strategy Toolkit and TemplatesAurelien Domont, MBA
This Digital Transformation and IT Strategy Toolkit was created by ex-McKinsey, Deloitte and BCG Management Consultants, after more than 5,000 hours of work. It is considered the world's best & most comprehensive Digital Transformation and IT Strategy Toolkit. It includes all the Frameworks, Best Practices & Templates required to successfully undertake the Digital Transformation of your organization and define a robust IT Strategy.
Editable Toolkit to help you reuse our content: 700 Powerpoint slides | 35 Excel sheets | 84 minutes of Video training
This PowerPoint presentation is only a small preview of our Toolkits. For more details, visit www.domontconsulting.com
LA HUG - Video Testimonials with Chynna Morgan - June 2024Lital Barkan
Have you ever heard that user-generated content or video testimonials can take your brand to the next level? We will explore how you can effectively use video testimonials to leverage and boost your sales, content strategy, and increase your CRM data.🤯
We will dig deeper into:
1. How to capture video testimonials that convert from your audience 🎥
2. How to leverage your testimonials to boost your sales 💲
3. How you can capture more CRM data to understand your audience better through video testimonials. 📊
Cracking the Workplace Discipline Code Main.pptxWorkforce Group
Cultivating and maintaining discipline within teams is a critical differentiator for successful organisations.
Forward-thinking leaders and business managers understand the impact that discipline has on organisational success. A disciplined workforce operates with clarity, focus, and a shared understanding of expectations, ultimately driving better results, optimising productivity, and facilitating seamless collaboration.
Although discipline is not a one-size-fits-all approach, it can help create a work environment that encourages personal growth and accountability rather than solely relying on punitive measures.
In this deck, you will learn the significance of workplace discipline for organisational success. You’ll also learn
• Four (4) workplace discipline methods you should consider
• The best and most practical approach to implementing workplace discipline.
• Three (3) key tips to maintain a disciplined workplace.
Discover the innovative and creative projects that highlight my journey throu...dylandmeas
Discover the innovative and creative projects that highlight my journey through Full Sail University. Below, you’ll find a collection of my work showcasing my skills and expertise in digital marketing, event planning, and media production.
Implicitly or explicitly all competing businesses employ a strategy to select a mix
of marketing resources. Formulating such competitive strategies fundamentally
involves recognizing relationships between elements of the marketing mix (e.g.,
price and product quality), as well as assessing competitive and market conditions
(i.e., industry structure in the language of economics).
Kseniya Leshchenko: Shared development support service model as the way to ma...Lviv Startup Club
Kseniya Leshchenko: Shared development support service model as the way to make small projects with small budgets profitable for the company (UA)
Kyiv PMDay 2024 Summer
Website – www.pmday.org
Youtube – https://www.youtube.com/startuplviv
FB – https://www.facebook.com/pmdayconference
What are the main advantages of using HR recruiter services.pdfHumanResourceDimensi1
HR recruiter services offer top talents to companies according to their specific needs. They handle all recruitment tasks from job posting to onboarding and help companies concentrate on their business growth. With their expertise and years of experience, they streamline the hiring process and save time and resources for the company.
1. EXPLORING THE REASONS OF ATTITUDINAL SHIFTS:
REGULAR CLASS VS. TRAINING CLASS/ AN OVERVIEW AND ANALYSIS OF THE
TRAINING PROCESS
Group No.-6
Presented By:Susanta Kumar Badatya(100101ECR007)
Pravakar Pradhan(100101ECR011)
Kusum Deep(100101ECR013)
Amit Kumar(100101ECR019)
Guided By:Dr.Prajna Pani
2. LOGICAL FRAMEWORK ANALYSIS(LFA)
Situation Analysis
Stakeholder analysis
o
Students
o
Faculty members (Training class and Regular class)
o
Coordinators (Training class and Regular class)
o
Training and Placement cell
o
College Management
3. TIMELINE
Task Name
Start Date
Finish Date
Resources
Task
(Problems Faced
By)
Student Survey
February 27,2013
March 01,2013
Students
Students
Faculty Survey
February 28,2013
March 01,2013
Faculty members
(Training & Regular
class)
Faculty members
with class timing
and students
negative attitude
training Coordinator
Survey
March 01 ,2013
March 02 ,2013
Coordinators Of
Training & Regular
classes
Arranging the class
room according to
schedule
Interaction with
Training Manager
March 01 ,2013
March 02 ,2013
Training manager
Problems &
Alternates
Interaction With
Dean(SOET)
March 22 ,2013
March 22 ,2013
Dean(SOET)
Problems &
Alternates
4.
5.
6. STUDENT SURVEY
NEGATIVE ATTITUDINAL SHIFT
• REASONS
1.
2.
3.
4.
5.
Improper scheduling of class room
Improper time management
Lack of professional trainer
Lack of assessment test & soft skill training
Lack of problem solving technique
9. NUMBER OF STUDENTS SATISFIED WITH TRAINING
CLASSES
Column1: students
satisfied with
vocabulary
Column2: students
satisfied with reasoning
Column3: students
satisfied with aptitude
14. DURATION OF TRAINING CLASS
80
70
NUMBER OF STUDENTS
60
50
40
30
20
10
0
1hour
1.5hour
duration of training class
2hour
2.5hour
15. PROBLEM TREE
AT
AT
MANAGEMENT
STUDENT LEVEL
LEVEL
IMPROPER
SCHEDULING
OF CLASS
ROOM
IMPROPER
TIME
MANAGEMENT
LACK OF
PROFESSIONAL
TRAINER
LACK OF
ASSESMENT TEST &
SOFT SKILL
TRAINING
NEGATIVE
MENTALITY
Loss of interest in students &
negative attitudinal shift towards
training classes
CARELESSNESS
REGARDING
TRAINING
CLASSES
16. LOGICAL FRAMEWORK ANALYSIS(LFA)
Objective Analysis
o
Finding attitudinal shift
Analyzing attitudinal shift (positive/negative)
Finding reasons of negative attitudinal shift
Getting feedback of positive attitudinal shift
Solving the reasons of negative attitudinal shift to bring positive
attitudinal shift in students
o
o
o
o
17. STRATEGY TREE
MOTIVATING &
BRINGING AWARENESS
AMONG STUDENTS
CONVINCING THE
MANAGEMENT
PROPER SCHEDULING OF CLASS ROOMS AND CLASS
TIMINGS
CREATING AWARENESS ABOUT THE
IMPORTANCE OF TRAINING CLASSES
AMONG THE STUDENTS
PROPER TIME MANAGEMENT
PROFESSIONAL TRAINER & IMPROVED TEACHING STYLE
MORE ASSESMENT TEST FOR STUDENTS & SOFT SKILL
CLASSES
MOTIVATE THE STUDENTS TO ATTEND
MORE TRAINING CLASSES
ENHANCE THE INTEREST LEVEL OF STUDENTS & WILL
BRING POSITIVE ATTITUDINAL SHIFT TOWARDS THE
TRAINING CLASSES
18. SUGGESTIONS
• Proper scheduling of class rooms and class timings
• Proper time management
• Hire professional trainers
• Improve teaching style
• More assessment test for students
• Provide soft skill classes
19. CONCLUSION
Finally we conclude that by doing this project we got the
reasons of negative attitudinal shift and tried to rectify those
problems at management level as well as student level to
bring positive attitudinal shift.
