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This document discusses assessing professional English ePortfolios for second language learners. It describes a course at the University of Hong Kong that uses ePortfolios to develop students' language and career skills. The document outlines the course goals, ePortfolio objectives, assessment process and issues around standardizing ePortfolio assessment. Key areas discussed include aligning assessment with learning goals, standardizing rubrics, and improving the efficiency of online assessment.
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![[object Object],[object Object],[object Object],Performance/ outcomes based assessment (OBA) - Writing . - Speaking Experiential learning process: - Online - Community (workplace) ePortfolio ~ mediator - Access to knowledge, interaction, negotiation - Processing of knowledge, skills, awareness, . . . - Presentation of multi-media outcomes/evidence](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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The document discusses sustainable sanitation options for Armenia. It describes the importance of sanitation for public health and the environment. Composting toilets are presented as a sustainable solution that is affordable, uses locally sourced materials, and produces fertilizer. The document outlines goals and plans to build composting toilet prototypes and educate communities about resource recycling and sustainable development.
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The document summarizes a public engagement experiment that aimed to enable school students and teachers to collaborate with scientists on science experiments. Participants used mobile phones to capture data and share it online. They found capturing experiment data and designs using mobile phones worked well. Video conferencing with an expert also engaged participants. However, writing reports for a blog was less successful and alternative reporting methods like video or text messages may work better. The experiment highlighted the importance of mobile connectivity and motivating reflection and reporting on experiments.
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ELF SLOs Adapting Program and Students’ Learning Outcomes January 2014
This document discusses adapting program and student learning outcomes to lesson plans. It begins by outlining the agenda and distinguishing between program learning outcomes (PLOs), student learning outcomes at the syllabus level (SLOs), and student learning outcomes at the lesson level. It describes how to narrow syllabus-level SLOs down to more specific lesson-level SLOs. Finally, it addresses how to link assessments and activities to lesson-level SLOs and some challenges in assessing student learning at the lesson level.
551portfolios
The document discusses the use of electronic portfolios to demonstrate teacher competencies and development over time. It outlines several benefits of electronic portfolios, including their ability to showcase growth through reflections and artifacts linked to teaching standards. The document also provides a framework for developing an electronic portfolio in five stages: defining the portfolio purpose, creating a working portfolio, developing a reflective portfolio, connecting artifacts to standards, and presenting the final portfolio.
Executive Program Practical Connection Assignment Component .docx
Executive Program Practical Connection Assignment
Component
Proficient (15 to 20 points)
Competent (8 to 14 points)
Novice (1 to 7 points)
Score
Assignment Requirements
Student completed all required portions of the assignment
Completed portions of the assignment
Did not complete the required assignment.
Writing Skills, Grammar, and APA Formatting
Assignment strongly demonstrates graduate-level proficiency in organization, grammar, and style.
Assignment is well written, and ideas are well developed and explained. Demonstrates strong writing skills. Student paid close attention to spelling and punctuation. Sentences and paragraphs are grammatically correct.
Proper use of APA formatting. Properly and explicitly cited outside resources. Reference list matches citations.
Assignment demonstrates graduate-level proficiency in organization, grammar, and style.
Assignment is effectively communicated, but some sections lacking clarity. Student paid some attention to spelling and punctuation, but there are errors within the writing. Needs attention to proper writing skills.
Use of APA formatting and citations of outside resources, but has a few instances in which proper citations are missing.
Assignment does not demonstrate graduate-level proficiency in organization, grammar, and style.
Assignment is poorly written and confusing. Ideas are not communicated effectively. Student paid no attention to spelling and punctuation. Demonstrates poor writing skills.
The assignment lacks the use of APA formatting and does not provide proper citations or includes no citations.
Maintains purpose/focus
Submission is well organized and has a tight and cohesive focus that is integrated throughout the document
Submissions has an organizational structure and the focus is clear throughout.
Submission lacks focus or contains major drifts in focus
Understanding of Course Content
Student demonstrates understand of course content and knowledge.
Student demonstrates some understanding of course content and knowledge.
Student does not demonstrate understanding of course content and knowledge.
Work Environment Application
Student strongly demonstrates the practical application, or ability to apply, of course objectives within a work environment.
Student demonstrates some practical application, or ability to apply, of course objectives within a work environment.
Student does not demonstrate the practical application, or ability to apply, of course objectives within a work environment.
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) an ...
Apt eng-i-12 (fidp).docx
This is a FIDP sample of English for Academics and Professional Purposes that English Teachers can use in their respective schools.
EFL Portfolios
This is the power point presentation I used in one of my trainings for the ALC/Moldova staff in July 2009. For more information, contact me at danielamunca@gmail.com.
GCU College of EducationLESSON PLAN TEMPLATESection 1 Lesso
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
· Who is the audience
· What action verb will be measured during instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, mus ...
My teaching portfolio
This document is Celeste Cortés' teaching portfolio for her English teaching program submitted to her tutor, Aurelia Velázquez. The portfolio will be evaluated based on a rubric with criteria such as appearance, organization, originality, variety, breadth of coverage of program outcomes, depth of coverage, and personalization. The rubric rates portfolios as unacceptable, acceptable, or target on a scale of 1 to 5. The portfolio link is provided.
Publish perish as an instruction-end learning opportunity
The document discusses an academic writing program for technical doctoral students with strict constraints. It outlines the program's methodology, which reframed students as "clients" and instructors as "consultants". The curriculum focuses on pragmatic writing skills through tasks like dossier work on language registers. It aims to maximize students' publishing success within constraints like limited time and English abilities through compromise and reframing relationships between students and instructors.
Assessment primer
This document provides an overview of assessment methods and how to create rubrics for assessment. It discusses formative and summative assessment, as well as direct and indirect assessment methods. It also covers different types of assessment tools like rubrics, checklists, rating scales, and portfolios. Rubrics are described as composed of a task description, performance scale, dimensions being assessed, and descriptions of each performance level. The document provides examples of different rubric formats and discusses how to create rubrics and address potential biases. It emphasizes that the goal of assessment is to improve student learning by establishing learning objectives and measuring outcomes to determine if objectives are met.
Portfolio based assessments
With illustrative examples from practice and an exploration of possible advantages of using portfolio-based assessment.
ELSE 6073 Educational Procedures for Moderate to Profound Disa
ELSE 6073 Educational Procedures for Moderate to Profound Disabilities
Task Analysis – 100 pts.
Selecting teaching strategies and arranging educational environments
Graduate candidates will create 1 task analysis from the following skill selections: Functional Academic
Skill, Communication Skill, Interpersonal or Self-help Skill, based on measurable IEP Goals. Thus, a
complex skill can be taught by using chaining.
Chaining – is a way to teach a multi-step or complex skill. There are 3 types of chaining: Backward,
forward, and Total Task. (Watch 4 minute video: https://www.relias.com/resource/chaining-and-task-
analysis ). While often used as a component of ABA instruction, chaining can be used to teach individuals
with moderate/profound disabilities a complex skill. A complex skill is a skill that really consists of
several small behaviors that are linked or chained together, to accomplish a terminal goal. An example of
a skill consisting of several discrete behaviors is wiping a table.
Task Analysis – think of this as a basic GPS... Step-by-step directions to completing a skill. A task
analysis is typically created by completing the skill yourself or watching someone else complete the skill.
It’s important not to just write up a task analysis based on your memory. Even simple tasks, like making a
peanut butter and jelly sandwich, can have small important steps that you may inadvertently skip. If you
don’t teach the step, then you really can’t blame the student for not completing the step.
Chaining and task analysis are teaching procedures that help teach complex behaviors or sequences of
behaviors, such as
Academic Tasks
Social Skills
Self-help Skills
Interpersonal Skills
Design a detailed task analysis (TA) that includes at least the following components:
o Is aligned with the learning goal for which graduate candidate creates; making
sure performance is measurable. For those candidates who have their own
classroom, you may use a target student and use goals from his/her IEP.
o Allows for specific feedback from the teacher to the learner
o Measures the degree to which the learning goal has been achieved
o Provides sufficient information upon which to design subsequent, appropriate
instruction
Explain how the TA enables the learner to monitor his/her own learning progress.
Explain how the design of the TA can inform the levels or types of supports and challenge
the learner might need for subsequent instruction.
Instructional Sequence Assignment: Task Analysis and Chaining
List the instructional strategies and learning tasks you will use for each day of instruction
(You should create a chart designed to reflect the skill being taught) chart should include:
https://www.relias.com/resource/chaining-and-task-analysis
https://www.relias.com/resource/chaining-and-task-analysis
Graduate Candidate/Teacher name, Student learner name, goal/skill acquisition target,
materials needed, recording Key, Criterion, Teaching M ...
Unit 3 final
This document contains an assessment for a unit on analyzing teacher competencies and professionalism. It lists tasks for students to complete, including finalizing lesson content, completing a self-reflection SWOT analysis, and creating a questionnaire about teacher competencies. It then provides definitions and examples of competence and professionalism. Several activities are outlined, such as listing qualities of good teachers, conducting a personal SWOT analysis, and identifying key competencies for lifelong learning. The importance of teacher professional development is discussed. A sample teacher competencies questionnaire is also included.
Sample Assessment RubricThe Sample Assessment requires submiss.docx
Sample Assessment Rubric
The Sample Assessment requires submission of a paper describing a suitable assessment intended for an ESL audience. This assessment should apply some of the principles covered as part of the course and reflect knowledge and ability to implement assessments for ELs. It could consist of formative and/or summative assessment as applicable, and can include any type or alternative form of assessment (e.g., questionnaire, interview, journal, test, quiz, dictation, etc.) deemed suitable for the intended ESL population, grade level, age, etc. For instance, you could consider this assessment as a component in an actual lesson intended to address specific needs for the ESL students, e.g. reading comprehension, vocabulary development, knowledge of Wh-question formation. You will choose the grade level, level of proficiency in ESL, setting (i.e., ESL or EFL, etc.), and the specific assessment suitable to your specific objectives/ activity- a quiz, an interview, a game, a rubric, a journal, etc. The assessment should include three (3) sections: 1) A short description of context for the assessment, 2) The assessment itself, 3) A one-page rationale (a reflection).
Objective/Criteria
Performance Indicators
Need Improvement
Meet Expectations
Exceptional
Content- Issues of assessment
(1 points)
Demonstrates limited understanding of various issues of assessment, the importance of standards–based assessment, & the difference between language proficiency & other types of assessment (4.4.a).
Demonstrates limited understanding of the variety of ways in which assessments of ESOL learners may be biased & how to help ESOL students become familiar with the content and conditions of tests in school (4.4.a).
Demonstrates difficulty assessing ESOL students in order to help distinguish the differences among normal language development, language differences, & learning problems (4.4.a).
(2 points)
Demonstrates understanding of various issues of assessment, the importance of standards–based assessment, and the difference between language proficiency and other types of assessment (4.4.a).
Demonstrates understanding of the variety of ways in which assessments of ESOL learners may be biased & how to help ESOL students become familiar with the content & conditions of tests in school (4.4.a).
Assesses ESOL students in order to help distinguish the differences among normal language development, language differences, & learning problems (4.4.a).
Uses multiple sources of information to make appropriate adjustments (4.4.a).
(3 points)
Demonstrates a well- developed understanding of various issues of assessment, the importance of standards–based assessment, and the difference between language proficiency and other types of assessment (4.4.a).
Demonstrates a well- developed understanding of the variety of ways in which assessments of ESOL learners may be biased & how to effectively help ESOL students become familiar with the content and conditions of.
Strategic communications
The course aims to help students develop effective written and oral communication skills for use in business through assignments like writing business documents and delivering presentations. Students will learn to use a strategic communication model to identify objectives, analyze audiences, and structure messages. Upon completing the course, students will be able to effectively communicate in both individual and group business contexts, including cross-cultural situations.
Assessing and evaluating
Portfolio assessment provides an alternative way for teachers and students to evaluate student learning and progress compared to traditional methods. It involves students and teachers collaborating to identify important work samples and processes to capture in the portfolio. Regular individual student-teacher conferences are also a key part of portfolio assessment, where progress is discussed and future goals are set. This shared and active assessment facilitates formative evaluation, though portfolio assessment does require more time initially than other methods. Student-teacher conferences can additionally be used for summative evaluation at the end.
Professionalportfolio 2012
The document provides guidance for students on completing a professional portfolio assignment that demonstrates achievement of professional standards. Students must choose either the UKPSF standards and address 3 of 5 areas of activity, or the NMC standards for Practice Teachers and complete all 8 domains. For each standard area or domain, students must include:
1) A 500-word reflective narrative for UKPSF or 200-word narrative for NMC explaining their professional development and relating activities to the standard.
2) Examples of evidence from their practice and module to support the narrative.
3) Reference to theoretical concepts and how their professional values inform their practice.
3. cefr pdst seminar frédérique rantz
The document discusses the Common European Framework of Reference (CEFR) and its relevance for modern foreign language (MFL) classrooms. It provides an overview of the CEFR, including its origins in the Council of Europe and objectives of establishing a common system for language learning, teaching and assessment. It outlines key CEFR principles like learner autonomy and plurilingualism. It also discusses how the CEFR's "can-do" approach and use of language portfolios can support learning and teaching in MFL classrooms by focusing on what learners can do and facilitating reflection.
Portfolio For Assessment
A portfolio is a collection of materials that exemplifies a person's qualifications and experiences. A student portfolio specifically contains samples of a student's work, accomplishments, and achievements across subjects. Portfolios are useful for students because the process of creating one helps develop interview skills and identify experiences relevant to career goals. Portfolios come in different types - showcase portfolios contain a student's best work, process portfolios document learning over time, and documentation portfolios include all stages of work. Effective portfolios include various work samples, reflections on learning, and comments from teachers and readers.
e and vportfolios
An ePortfolio is a digital collection of work that shows a student's efforts, progress and achievements over time. It allows students to organize artifacts in various media types and link them to learning outcomes using technology. There are five stages to developing an ePortfolio: defining goals and context, building a working portfolio, adding reflections, connecting artifacts and presenting the portfolio. ePortfolios can be used for summative assessment, formative development, and job marketing. They provide a richer picture of learning compared to traditional assessments and allow performance to be shared more widely.
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