This seminar-workshop was developed at the request of Ephesians Publishing Inc. for the Holy Angel School of Caloocan teacher training series for primary school, intermediate and high school teachers. This was conducted on June 3, 2013.
Construction of standardized test is very important since students are assessed with parallel questions. Sometimes, students fail because tests are not valid.
This presentation helps you understand the nature of the TOS and Objective -type tests. This will also help you remember some guidelines in making the said test questions. Namaste
Here is a presentation which guides the pre-service and the in-service teacher in creating basic problem-solving test items. Whether they are maths or in sciences, the guidelines will help you. Namaste!
This seminar-workshop was developed at the request of Ephesians Publishing Inc. for the Holy Angel School of Caloocan teacher training series for primary school, intermediate and high school teachers. This was conducted on June 3, 2013.
Construction of standardized test is very important since students are assessed with parallel questions. Sometimes, students fail because tests are not valid.
This presentation helps you understand the nature of the TOS and Objective -type tests. This will also help you remember some guidelines in making the said test questions. Namaste
Here is a presentation which guides the pre-service and the in-service teacher in creating basic problem-solving test items. Whether they are maths or in sciences, the guidelines will help you. Namaste!
Here you can find a comparison between approaches with mentioning the strengths and weaknesses of each one. Also, the PPT is provided with examples of tests involved in each approach.
This lesson plan is from an intermediate oral skills class of adult learners. The focus of the lesson is on reviewing pronunciation of vowels as well as using note-taking for comprehension and discussion.
Chapter 6: Writing Objective Test Items
1) What is an objective test items?
2) Examples of an objective test items
a) True or False
• Advantages & Disadvantages
• Suggestions for writing true or false test items
b) Matching Type
• Advantages & Disadvantages
• Suggestions for writing matching type test items
c) Multiple Choice
• Advantages & Disadvantages
• Suggestions for writing multiple choice test items
d) Completion Test
• Advantages & Disadvantages
• Suggestions for writing completion test items
3) Guidelines for writing test items
This is part of my working Strategies Notebook. Hardcopy papers from outside resources are printed or collected and then placed in the appropriate section for later reference.
Here you can find a comparison between approaches with mentioning the strengths and weaknesses of each one. Also, the PPT is provided with examples of tests involved in each approach.
This lesson plan is from an intermediate oral skills class of adult learners. The focus of the lesson is on reviewing pronunciation of vowels as well as using note-taking for comprehension and discussion.
Chapter 6: Writing Objective Test Items
1) What is an objective test items?
2) Examples of an objective test items
a) True or False
• Advantages & Disadvantages
• Suggestions for writing true or false test items
b) Matching Type
• Advantages & Disadvantages
• Suggestions for writing matching type test items
c) Multiple Choice
• Advantages & Disadvantages
• Suggestions for writing multiple choice test items
d) Completion Test
• Advantages & Disadvantages
• Suggestions for writing completion test items
3) Guidelines for writing test items
This is part of my working Strategies Notebook. Hardcopy papers from outside resources are printed or collected and then placed in the appropriate section for later reference.
RESEARCH PROPOSAL ASSIGNMENTDUE 12032018 5PMSUBMIT ON BLACK.docxgholly1
RESEARCH PROPOSAL ASSIGNMENT
DUE: 12/03/2018 5PM
SUBMIT ON BLACKBOARD
For this assignment, you will draw on your lessons from the topic development and data collection you did in the course to write a 10-13 page (double-spaced) proposal outlining details that you propose for a 4-month study. In this proposal, you will be expected to include the following:
I. Introduction and research question: Offer a brief context for your topic. This can include some interesting current event that is connected to your topic, relevant brief historical details, and/or the setting up of the broader theoretical, political or social issues or conversation your question is attempting to address. This introduction should then clearly lead into your research question. In other words, your articulation of your research question should naturally flow from the introductory context you set up. State the research question clearly. You must include citations for any claims you make!
II. Rationale/Significance: Explain to us the significance of your project. Some ways you can think about this question; you don’t have to answer all of these:
a. Why is your study original?
b. Why is it important to ask this question you are posing? What would it help us understand better?
c. Why is doing it qualitatively a valuable contribution?
d. Are the participants or site something other scholars haven’t considered but should? Why?
III. Literature Review: Provide a brief overview of the bodies of literature that will be informing your project. This is an outline of your literature review so remember, this should only be references to secondary and scholarly sources (e.g.—NOT newspapers). Cite some examples (5-7) of the scholarship you would use. Answer the following:
a. Which areas of scholarship (disciplines, sub-disciplines, schools of thought, areas of study, etc.) will you be drawing from?
b. Why are you drawing from these? How does it help inform your work?
c. What are the broader discussions, debates, conversations, etc. that these bodies of literature are having about your topic?
d. What will be your study’s contribution to this discussion? In other words, what do you think is missing in their scholarly conversation? What haven’t they tackled (or adequately tackled) yet?
IV. Methods: In this section, provide full details about your methodological approach to this study [JUSTIFY EVERYTHING].Answer the following:
a. What will be the fieldsite for your study? A center? A government agency? A building? Some meeting? Explain briefly why this would be appropriate for your study.
b. Who will be the participants in your study? Whom will you observe? Whom will you interview? Provide number of individuals, positions, etc. Explain why you are making these decisions.
c. Which methods will you be using? Why? Provide details. How many hours/days will you spend doing participant-observation? How many semi-structured interviews? If relevant, what kind of material culture data do.
Why should English language teachers add something new to their instructional strategies and classroom routines? In this webinar, teachers learn the difference between summative and formative assessments, discover how they are already using formative instruction, and learn new formative assessments strategies. Teachers learn how to choose a formative assessment strategy to inform their instructional practices and to increase student learning, engagement, and involvement in their learning.
This webinar for English language teachers was hosted by the Regional English Language Office at the US Embassy in Peru.
► About the speaker:
▪▪ Lisa Pye is the English Language Fellow in Quito, Ecuador. She brings over 20 years experience in education as a teacher, teacher trainer, professional workshop creator and facilitator, and project manager, in both the U.S. and international environments like the Czech Republic, Madagascar and Costa Rica. Lisa holds a Master’s degree in Art History from CUNY Hunter College, a Master’s degree in Public Administration from Syracuse University, and is currently completing her dissertation in the Cultural Foundations of Education department also at Syracuse University. Lisa supports multicultural, multilingual, and experiential education and learning, Girls Education endeavors, STEAM, and the connections between arts, photography, literacy, and identity.
► Find the webinar here: https://youtu.be/JfZTqqz7e3Q
► Subscribe here for new RELO webinars: http://eepurl.com/gZS7r
★ Follow us on social media! ★
▪▪ RELO Andes
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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.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
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 ...
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
1. CreatingFormative andSummative Assessments 1
Creating Formative and Summative Assessments
Stacy Cox
ED531: Secondary Student Assessment
Professor Jeffry Hawes
April 5, 2012
2. CreatingFormative andSummative Assessments 2
Formative and summative assessments are excellent ways to see how much the students
have learned from the lesson. Assessments are a measuring tool for the teacher to see how
many of the key concepts the students picked up on. According to Brookhart and Nitko (2011),
“The target should represent the key performances expected of a student at a particular grade
level,” (p. 24). They can also be used to see if the teachers are teaching the correct learning
targets that coincide with the assessment.
The assessments chosen for this assignment represent the right target for a 3rd grade
science class. The formative assessment is simply a classroom discussion after the chapter on
soil. It lets the teacher know who was listening to the lesson and how much those students
retained. This was the preferred formative assessment for this topic and grade level, because
science can be a hard subject for students to remember and reviewing as soon as the topic is
discussed gives the students a greater chance of understanding the material. This gives the
students the perfect opportunity to ask questions or get clarification on what they do not
understand. The teacher could have chosen to follow up the discussion with worksheets, but a
question and answer session is much needed when the topic can be confusing or complicated.
This is also a more hands on approach for the teacher.
The purpose of the question and answer session is to hit all the key concepts in the soil
chapters. All of the questions that are asked will reflect all the key concepts that are important
for student to remember for their final exam at the end of the Earth science chapter. As the
teacher asks the questions, it would be important to see that most students get a chance to either
answer a question or to offer feedback or thoughts on the questions asked. This will keep all the
3. CreatingFormative andSummative Assessments 3
students on their toes and the teacher will have an accurate understanding on how well the lesson
was learned.
The second assessment is a summative one. As the teacher I chose to do an individual
project with an oral presentation. The other assessment I was considering was a unit exam, but a
project on the subject matter could be more fun for the students and it gives the teacher a chance
to analyze the student’s critical thinking, creative thinking, and problem-solving skills,
(Brookhart and Nitko, 2011). A unit exam could measure the competency that the student has
for the concepts, but a project requires so much more thought and knowledge on an individual
level. Not only are they expressing the knowledge that they learned, but they are doing it in their
own creative ways and presenting it as their own concept.
The teacher will need a rubric to measure the success of this project based on the learning
targets from the chapter. The teacher will provide each student with a soil type and they will
have to include everything from the rubric to get a decent grade. They need to include the
following: name of the soil, talk about the traits, what it looks like, where to find it, what types
of plants thrive in that soil, and reasons why their soil could be superior to the other types. This
information tells the teacher that they can use the knowledge learned in class and build on it to
present an accurate presentation about their soil. They would have to use critical thinking skills
in order to answer all the questions on the rubric; meaning that they will have to research their
topic to provide additional information to explain to the class. This will help the other students
gain more information about the soil types and each student will have a chance to practice their
oratory skills. Speaking in front of others is a skill that students need to embrace. As adults and
even while they are still in school, the students will have plenty of opportunities to speak in front
4. CreatingFormative andSummative Assessments 4
of others and public speaking is a great skill to have. You never know when they might need to
use it and teachers should try to incorporate it in their lessons from time to time.
Both of these assessment types are perfect for 3rd graders and the subject matter provided.
Given all the information above, these are some of the best assessment choices for the students.
5. CreatingFormative andSummative Assessments 5
Appendix A: Formative Assessment Questions (End of chapter)
1. Name the different types of soil.
2. How do all the different types differ?
3. How do you judge what type of soil to use in your garden?
4. How can you visually tell which type is which?
5. Create a hypothetical soil problem. How could you fix it?
6. Where do all these types of soil come from?
7. What other questions do you have?
6. CreatingFormative andSummative Assessments 6
Appendix B: Summative Assessment information
For the summative assessment is a project. The students will present a poster board and
presentation based on the soil type given to them by the teacher. Their project and presentation
must include the following:
1. Name of the soil and where you can find it
2. Describe the traits of the soil
3. Present a picture (drawn or real) of what it looks like.
4. Create a story about the environment and what plants could survive (and thrive) in their soil.
5. Tell why your soil is better than the other types (point is to understand that all types are not the
same and in some cases it can be better than others).
7. CreatingFormative andSummative Assessments 7
Appendix C: Summative assessment rubric
Mastery Proficient Emergent Introductory Points
Name of soil and
where it can be
found
Lists all
possible places
and mentions
soil type
(9-10 pts)
Lists most
places and
mentions soil
type
(6-8 pts)
Lists some of
the places and
mentions soil
type
(3-5 pts)
List is
inaccurate or
forgets to
mention soil
type
(0-2 pts)
__/10
Describes traits of
soil and includes
illustration
Extremely
detailed and
includes a good
illustration
(16-20 pts)
Good detail
and includes an
illustration
(11-15 pts)
Includes some
detail and an
illustration
(6-10pts)
Missed lots of
details and/or
forgot
illustrations
(0-5 pts)
__/20
Creative story
about soil and
plants
Story explained
the soil-plant
relationship
perfectly
(16-20 pts)
Story was good
and explained
most
conditions
about the
environment
(11-15 pts)
Story lacked
some detail but
otherwise was
a good read.
(6-10 pts)
Story did not
explain the
soil-plant
relationship
and/or it did
not make
sense
(0-5 pts)
__/20
Positive quality of
soil
Student listed
all possible
superior traits
of their soil
(16-20 pts)
Student
touched on
most possible
superior traits
of their soil
(11-15 pts)
Student
mentioned a
few possible
superior traits
of their soil.
(6-10 pts)
Student
mentioned
very few or
none of the
positive
qualities
(0-5 pts)
__/20
Oratory skills Student makes
great eye
contact and
pronounced
everything
right.
(16-20 pts)
Student make
good eye
contacted and
mispronounced
a couple words.
(11-15 pts)
Student
struggled to
keep eye
contact and had
trouble with
speech quality
and/ or tone
(6-10 pts)
Student did
not make eye
contact and/or
could not talk
loud enough
(hard to
follow)
(0-5 pts)
__/10
Poster/Presentation
Board
Poster/Board
was a great
visual. Tied to
presentation
easily.
(16-20 pts)
Poster/Board
was a good
visual, but
could have
been better.
(11-15 pts)
Poster/Board
was a little
detracting from
the
presentation,
but otherwise
included all
required
information
(6-10 pts)
Poster/Board
was not
present or it
did not tie to
the
presentation at
all.
(0-5 pts)
__/20
Total
__/100
8. CreatingFormative andSummative Assessments 8
Reference
Brookhart, S. M., & Nitko, A. J., 2011. Educational Assessment of Students. Upper Saddle River:
NJ. Pearson Publishers.