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Project-based assessment is often a component of project-based learning (PBL), in which the entire focus of a course or unit is to teach via student engagement in problem-solving and exploration. Like PBL, project-based assessment is student-centered and requires reflection on both the process and the content to be meaningful.
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This workshop was delivered on 18th April 2011 at the TFL Development Programme Residential at the Rosspark Hotel in Ballymena. The theme of the Programme was 'Student Engagement' and there were 3 project teams from the University of Ulster exploring this theme.
PROJECT WORK: TOOLS AND TECHNIQUES FOR ASSESSMENTADITYA ARYA
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Project-based assessments are an alternative to tests that allow students to engage with their learning in more concrete ways. Instead of merely studying theory, a hands-on project asks students to apply what they've learned to an in-depth exploration of a topic. You can use projects as part of the ongoing learning process or as a capstone assessment in place of a traditional final exam.
Project-based assessment is often a component of project-based learning (PBL), in which the entire focus of a course or unit is to teach via student engagement in problem-solving and exploration. Like PBL, project-based assessment is student-centered and requires reflection on both the process and the content to be meaningful.
Training & Development - Designing a training program - key factors, strategi...ShatakshiSingh17
This presentation is related to Training and Development which talks about the key factors of designing a training program, the strategies which are faced by the training design managers while designing an effective training program and also the challenges which the design manager has to face on a daily basis while designing the training program.
Training objectives- Training objective- Definition, Importance of training objective, Nut shell -Training objective must be “SMART”, Purpose of training objective, Determining the training objective, The Need of training objective, Training Objective types, Formulation of training objective, Key benefits of Training objectives, Characteristics of Good objective, Consideration for deciding objectives.
Model Attribute Check Company Auto PropertyCeline George
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The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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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.
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2. Table of Contents
• Introduction – Slide 3
• Background – Slide 4
• Unit Topic – Slides 5 and 6
• Goals and Objectives – Slides 7 through 9
• Instructional Strategies – Slides 10 and 11
• Assessment – Slides 12 and 13
• Evaluation Plan – Slides 14 and 15
• Conclusion – Slide 16
• References – Slide 17
3. Introduction
• PPT focuses on the “Investments Simulation” unit within a high school
Personal Finance course
• This lesson will stretch 10 classroom days of 45 minutes each
• Students will have been previously taught the chapter content related
to Investments
• Students will be asked to apply their knowledge of investment
strategies using a simulation tool called Wall Street Survivor
• Goals, objectives, instructional strategies, an assessment, and an
evaluation plan have been developed to keep them on track
• The curriculum unit methodology is based on the theories of Benjamin
Bloom and David Krathwohl
4. Background
• The learning process involved in this unit is heavily based on
the experiential theory of David Kolb
• Using a simulation tool to apply knowledge is equivalent to
experience
• The theory of Benjamin Bloom and David Krathwohl helped
in developing goals, objectives, instructional strategies, the
assessment tool, and the evaluation plan
• The goals, objectives, and instructional strategies were developed
based off of taxonomy stages that best fit with the Investments
Simulation unit
5. Unit Topic
Investments Simulation:
• Knowledge within a Personal Finance course is of great importance
• News outlets continue to report on the uncertain future of pensions and Social
Security benefits
• Due to this it is necessary to make sure students can apply investment
knowledge
• The “Investments Simulation” unit is within a high school Personal Finance
course and will stretch 10 classroom days of 45 minutes each
• Students will have been previously taught the chapter content related to
Investments
• Students will utilize Wall Street Survivor
• The simulation tool allows students to apply their knowledge
• Experiential learning is applied
6. Unit Topic: Using Wall Street Survivor
http://www.wallstreetsurvivor.com/
• Provides videos on
investment information
• Provides investment ideas
• Allows for a single course
setup or to compete against
any other class participating
• Starter Guide and Blog
• Free
• Social Media Friendly – can
earn badges and virtual
money and share with their
friends
• Realistic; while enforcing
concepts
• Great review tool due to the
information available
7. Goals and Objectives: Goals
Two Different Goals Based on Bloom’s and Krathwohl’s Theories:
• Bloom’s Cognitive Taxonomy of Educational Objectives Goal:
• Students will utilize investment simulation to synthesize investment
strategies in a meaningful and structured manner.
• Krathwohl’s Affective Taxonomy of Educational Objectives Goal:
• Students will organize investment strategies to value which strategy will
help them earn the most money within an investment simulation.
8. Goals and Objectives: Objectives
Objectives for 1st Goal
Objective 1: Apply investment and
savings knowledge to make money
within investment simulation.
[Application]
Objective 2: Interpret daily
results/earnings to adjust daily
investment strategy as needed.
[Comprehension]
Objectives for 2nd Goal
Objective 1: Participate in an
individual simulation, problem solving
activity. [Responding Stage]
Objective 2: Revise judgments and
behaviors within the simulation tool
based on previous results when using
simulation tool. [Characterization Stage]
9. Goals and Objectives: Supporting Theory
• Bloom used action words such as synthesize, interpret and apply.
• Krathwohl used terms like organize, participate, and revise.
• My objectives built off of the goals for the Investment Simulation Unit.
• While both theorists have similar styles, the action words they use can
be executed differently. For example, organize and synthesize are
similar action words, but can be interpreted differently.
• With each objective the “taxonomy stage” was referenced, that the
action word was associated with.
10. Instructional Strategies – Bloom
Instructional Strategy 1: During Day 1 of Investment
Simulation Unit apply investment strategy comprehension by
completing the following tasks: short sell a stock, hold a stock,
and purchase a less volatile investiture [bond, CD, etc.].
Instructional Strategy 2: During Day 4 of Investment
Simulation Unit interpret three previous days’ results and
adjust to one strategy you think will earn the most money.
11. Instructional Strategies – Krathwohl
Instructional Strategy 1: During Day 1 of Investment
Simulation Unit participate in simulation by viewing provided
video clips. Use problem solving skills to apply your perceived
best investment strategy.
Instructional Strategy 2: During Day 4 of Investment
Simulation Unit revise your strategy based on previous
experience to earn the most money.
12. Assessment
• One assessment tool will measure student
comprehension and application of their investment
knowledge
• This assessment tool will be a student presentation
on their process and experience
• This assessment tool will feature a rubric defining
necessary topic areas to discuss and scoring
13. Assessment: Rubric Tool
Category Criteria Total Points Score
Organization Info is presented in a
logical sequence
5
Presentation has
appropriate
references
5
Content Clear Introduction 5
Technical terms are
used
15
Accurate info 20
Information matches
simulation experience
and strategies used
30
Conclusion 5
Presentation Eye contact 5
Clear 5
No spelling, grammar,
punctuation errors
5
14. Evaluation Plan
• The presentation assessment tool will be used as part
of the evaluation plan
• In listening to student presentations applicable
strategies for investing must be mentioned and clearly
utilized properly
• The rubric will be used as a guide to see if the class as
a whole was able to apply investment knowledge
• A content review of investment strategies will be
conducted if necessary
15. Evaluation Plan: Continued
• The simulation practice and presentation
assessment allowed for achievement of all learning
goals, objectives, and instructional strategies.
• Assessments allowed them [students] to articulate
their investment knowledge and how they applied
it during the unit.
• The rubric may need to be more clearly defined in
the future.
16. Conclusion
•Students will meet expectations
within applying investment strategies
during the simulation process
•If not a review of content will be
appropriate
17. References
Bloom's Taxonomy of Educational Objectives. (n.d.). Retrieved August 31, 2016,
from http://teaching.uncc.edu/learning-resources/articles-books/best-practice/goals-
objectives/blooms-educational-objectives
Koffman, M. (1980). Using a Content/Behavior Matrix in the Instructional Planning Process.
Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and
development. FT press.
Kolb, A. Y., & Kolb, D. A. (2012). Experiential learning theory. In Encyclopedia of the Sciences
of Learning (pp. 1215-1219). Springer US.
Krathwohl's affective domain taxonomy. (n.d.). Retrieved August 31, 2016,
from http://www.educ.ualberta.ca/staff/olenka.bilash/best of bilash/krathwol.html
Writing Instructional Goals and Objectives. (n.d.). Retrieved August 31, 2016,
from http://www.personal.psu.edu/bxb11/Objectives/GoalsAndObjectives_print.html
References are cited within Curriculum Unit Paper, but not used within this PPT
