Presentation by Terri Manning, Associate Vice President for Institutional Research/Director of the Center for Applied Research, Central Piedmont Community College; LACCD AtD Liaison at the 2nd Annual LACCD AtD Retreat
This gives the information about programme evaluation, planning of evaluation, requirement and purpose of evaluation, steps involved in evaluation, Uses of evaluation, Stakeholder and their role in evaluation, finding and analysing the result of evaluation, Standards of effective evaluation, utilization of evaluation.
Presentation by Terri Manning, Associate Vice President for Institutional Research/Director of the Center for Applied Research, Central Piedmont Community College; LACCD AtD Liaison at the 2nd Annual LACCD AtD Retreat
This gives the information about programme evaluation, planning of evaluation, requirement and purpose of evaluation, steps involved in evaluation, Uses of evaluation, Stakeholder and their role in evaluation, finding and analysing the result of evaluation, Standards of effective evaluation, utilization of evaluation.
The presentation is a systematic and comprehensive formative evaluation plan to investigate the implementation of social studies education for Democratic citizenship (SSEDC) in the mature stage. The lead evaluator will select a team to guide and conduct key actions throughout the evaluation process. The plan will begin with the Grades K-6 program description, followed by the theoretical framework, including the research questions that will guide the project over a 12-week period. The methodology will be mixed method survey design, using multiple methods to collect quantitative and qualitative data. The sampled target group will include various stakeholders in the school community, including the implementers and others as the need arises. Content and descriptive data analyses will be the suggested methods to extract themes and concepts and highlight possible findings influenced by (a) teachers’ understanding of SSEDC goal; (b) methods used by teachers; and (c) problems the teachers are experiencing during the implementation process. The evidence will form the basis for findings and conclusions, and for recommending strategies for improvement of SSEDC. The evaluation team will put measures in place to promote accurate results, and efficient reporting procedures. The evaluation team will put efficient reporting procedures or measures in place respected by the internal stakeholders – designers and implementers.
Rubric to assist schools in establishing the essential elements related to assessments in the collaborative response model. More resources, templates and related blog postings at www.jigsawlearningca.wordpress.com
The presentation is a systematic and comprehensive formative evaluation plan to investigate the implementation of social studies education for Democratic citizenship (SSEDC) in the mature stage. The lead evaluator will select a team to guide and conduct key actions throughout the evaluation process. The plan will begin with the Grades K-6 program description, followed by the theoretical framework, including the research questions that will guide the project over a 12-week period. The methodology will be mixed method survey design, using multiple methods to collect quantitative and qualitative data. The sampled target group will include various stakeholders in the school community, including the implementers and others as the need arises. Content and descriptive data analyses will be the suggested methods to extract themes and concepts and highlight possible findings influenced by (a) teachers’ understanding of SSEDC goal; (b) methods used by teachers; and (c) problems the teachers are experiencing during the implementation process. The evidence will form the basis for findings and conclusions, and for recommending strategies for improvement of SSEDC. The evaluation team will put measures in place to promote accurate results, and efficient reporting procedures. The evaluation team will put efficient reporting procedures or measures in place respected by the internal stakeholders – designers and implementers.
Rubric to assist schools in establishing the essential elements related to assessments in the collaborative response model. More resources, templates and related blog postings at www.jigsawlearningca.wordpress.com
Building Testing Committees that have the Authority to Create Effective ChangeExamSoft
Incorporation of sound curriculum evaluation measures and related analysis can provide evidence to support changes within the curriculum that close content gaps, as well as support for individual interventions for academically at-risk students as early as possible in the course sequencing, to avoid the prospect of a “too little, too late” response to learning deficits. To promote the process of continual program evaluation and quality improvement, faculty are better defining the data they analyze to drive fine-tuning of curricula, with the ultimate goal of achieving all desired curriculum outcomes. However, many programs lack the assignment of these analysis tasks within their curriculum committee framework, and as a result, changes to testing policy may be implemented without much evidence-based reason, and may be carried out in a way that is irrespective of other curriculum revisions. In best cases, this lack of consistency with the analysis as well as the lack of attention to curriculum impact once these testing policies are implemented results in the lack of any observable increase in desired outcomes like improved pass rates. At worst, this situation results in the “wheels spinning” scenario, where faculty serving on the curriculum committee appear to make random but unrelated policy changes throughout the academic year, with no real clarity about what outcomes they are expecting from these interventions, and no way of accruing data after the fact that can be analyzed for any evidence of improvement.
This webinar will address a common trend that is increasingly being adopted by faculty to avoid this type of scenario: the formulation of a testing committee. The discussion will encompass methods used to evaluate both total program outcome achievement and individual student performance, using methods for both internal and external curriculum evaluation, and will identify how faculty can incorporate consequences associated with students’ scores and other evaluation data within their testing policies that have been shown in research studies to improve outcomes. Another key role of the committee is the design and implementation of all testing-related policies within the curriculum, generally with approval of the overall curriculum committee, but also with input from the student affairs committee, as these testing policies relate to admission, progression, and graduation policies that are generally within the oversight of the student affairs committee. Finally, the testing committee will be described as the regulator of the school’s testing style manual with respect to item creation, editing, and removal of test items from the item bank used for teacher-made exams, based on a systematic review of item analysis data in concert with sound item writing skills designed to produce test items at the application-and-above level within the cognitive taxonomy.
It refers to the collection of information on which judgment might be made about the worth and the effectiveness of a particular programme. It includes making those judgments so that decision might be made about the future of programme, whether to retain the program as it stand, modify it or throw it out altogether.
Reviewing the Research and PEAC Recommendations around Principal EvaluationRichard Voltz
Presentation made by Benjamin Fenton, Chief Strategy and Knowledge Officer and Co-Founder of New Leaders for New Schools at the IASA sponsored workshop on November 18, 2011 at the Triple I Conference.
Discussion regarding the ability to accelerate students by reducing the amount of time, number of developmental credits, and number of courses in the developmental sequence so students can be successful in a college level course. Accelerated learning will require a curriculum redesign.
valuation is a methodological area that is closely related to, but distinguishable from more traditional social research. Evaluation utilizes many of the same methodologies used in traditional social research, but because evaluation takes place within a political and organizational context, it requires group skills, management ability, political dexterity, sensitivity to multiple stakeholders and other skills that social research in general does not rely on as much.
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.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
A Strategic Approach: GenAI in EducationPeter Windle
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.
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
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2. 2
How Assessment Can
Benefit the Institution
Used As a basis to inform action
Make decisions that affect student learning
budgeting and planning
Making changes to the overall curriculum or academic
programs, policy changes that support learning
Revising individual courses
Adding new services to address students’ needs
Reveal trends or patterns in how faculty and staff are using
assessment results to make enhancements.
Faculty Development
Improve Student Learning
3. 3
The Importance of
Assessment
Measure goals, objectives, learning
outcomes
Inform decision-making
Improve student learning
Gauge progress of student learning
Improve teaching
Improve institutional effectiveness
4. 4
Accreditation Standards Northwest
Association of Schools and Colleges
Assessment of Student Learning
Engage in on-going
systematic collection and
analysis of meaningful,
assessable, verifiable—
quantitative and /or qualitative
indicators of achievement
Engage in an effective system
of evaluation of its programs
and services wherever offered
and however delivered to
evaluate achievement, of
clearly identified program
goals or intended outcomes.
Communicate academic
intentions, programs and
services to students and
to the public and
demonstrates its
academic programs can
be completed in a timely
fashion.
Operates with the highest
academic and ethical
standards in the awarding
of its degrees.
5. 5
Build a Culture of Evidence
Institutional leaders
must demonstrate
genuine care about
student learning
outcomes
Create trust and
integrity through
consistent actions that
demonstrate
commitment to ethical
and evidence-based
decision-making
Establish connections
between formative and
summative assessment and
between assessment for
improvement and
assessment for
accountability
Connect curriculum design,
pedagogy, and faculty
development to delivery and
evaluation of student
learning.
Connect faculty research and
teaching so they complement
each other in practice and in
the campus reward structure.
6. 6
Assessment Practices of
Northeastern Illinois University,
Chicago (peer Institution)
Embedded assessment; locally
developed instruments (rubrics)
to examine student writing and
critical thinking
Standardized testing (Annually)
Item analysis from NSSE
(National Survey Student
Engagement) (Annually)
Alumni Surveys to discover
trends in response related to
general education.
7. 7
Strategies for Institution-Wide
Assessment
Establish a campus-wide vision
Plan short, mid- and long-range goals
for the institution.
Tie assessment to resources and
processes that count such as program
review, budget requests, general
education review, or reform.
Identify who needs to know what, for
what, and this should guide
assessment planning.
Create a well-represented committee;
Articulate expectations for outcomes-
based assessments
Organize committee roles and
responsibilities
Ensure that the goals live; place on
institution website to be used as a
guide for lower-level programs.
Relate institutional goals to the
mission; gather institutional
documents, self studies.
Identify existing resources and
processes and new processes
Establish a communication
plan
Discuss implementation
barriers and strategies to
overcome them
Move forward with flexibility
Plan Strategically for the future
8. 8
Strategies for Institutional Assessment- System
Diagram
Provost Strategic
Planning Council
VPS
Deans Faculty Senate
Digestion: Institutional Research, Gen Ed Director and Committee, Curriculum Committee
Assessment Director and Committee, Associate/Assistant Provost
-Approve new courses/programs, including how those courses/programs will be assessed
-Support assessment measures; fund and/or conduct come measures
-Monitor how well the assessment system is working and recommend improvements
Aggregate/analyze assessment data from all sources and ensure it is properly distributed
-Recommend actions to enhance student learning, based on data
-Keep records and generate reports.
.
Digestion and
Decision:
Departments or gen ed
Units digest and act on
Their data
Data: Students
Surveys and classroom
Work, gathered by faculty
Used by them for
Improvement
Data: Studies conducted
Within gen ed units, e.g.
Composition, first-year
Studies.
Used by them for
improvement
Data: Portfolios.
Student portfolios
Read by faculty
readers
Data: Collected
Institutionally:
-Surveys, e.g.,
NSSE
-Tests, e.g. CLA
-Retention, etc.
-Alumni Surveys
Data: Studies con-
ducted within
Academic support
And co-curricular
Units,e.g., library,
IT, student affairs,
Athletics.
Used by them for
Improvement.
Diagram Read from the Bottom Up
9. 9
Strategies for Program Level Assessment-The Basic No-
Frills Departmental Assessment System
Incorporate the history of the unit, its
current status, and its aspirations for the
future.
Conduct extensive evaluation of the
assessment, departmental, and program
review purposes, policies, and report
systems.
Use a scoring rubric for gauging the
effectiveness of the assessment plan).
Consolidate all former university-wide
reviews into a single review (annual
department reports, annual assessment
reports, and program review reports).
Examine Personnel and resources
Arrange a forum to discuss data and
identify action items
Gather two measures of how well students are
achieving the goals; one direct measure e.g., a
sample of students’ work completed at the end
of their course of study analyzed by faculty to
find the strengths and weaknesses of the
students as a group; one indirect measure. e.g.,
student surveys and/or focus groups asking
questions.
Involve adjuncts; ask them to submit, along
with grades, a report of students’ strengths and
weaknesses measured against departmental or
general education learning goals.
Follow-up actions: action on one item may take
several years; focus on one or two of them
each year.
Encourage multicampus systems to use a peer
review process to share effective practices and
provide feedback that would facilitate future
action at the campus and system levels.
10. 10
Important (Major) Components of an
Institutional Assessment Plan
Establish Vision, Audience, Purpose, Goals
Analyze Your Overall Assessment System
Make Improvements to the Assessment system
Documenting Assessment for Accreditors and Others
Budgeting for Assessment
Follow-up and Strategic Planning
11. 11
Web-based Resources to Use As
Guidelines in Assessment Planning
AAC&U –The Association of American Colleges and Universities' LEAP (Liberal
Education and America’s Promise) Project http://www.aacu.org/leap/vision.cfm
Principles of Good Practice for Assessing Student Learning:
http://www.assessment.tcu.edu/assessment/aahe.pdf.
Northwest Commission on Colleges and Schools (NWCCU):
http://www.nwccu.org/
Assessment Plan of Northwestern Illinois University:
http://www.neiu.edu/neasses/pdf/GenEd_Assessment_Plan_FINAL_
APPROVED.pdf
League for Innovation in the Community College: www.league.org