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This presentation provides an overview of inquiry as an instructional strategy, the 5E learning cycle, and how elementary teachers can use these to integrate science and literacy instruction.
@kateboshier used this presentation to model to a group of teachers how they could conduct action research in school, as part of www.researchingteachers.wordpress.com
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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.
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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.
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Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
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• 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.
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1. National Forum Seminar Series: Engaging in
Meaningful Change to Assessment Practice
This seminar draws on ten years of research and change
from ‘Transforming the Experience of Students through
Assessment’ (TESTA), in order to explore changing
assessment cultures. Using evidence, models and stories of
change, the seminar will enable participants to weigh up the
benefits of making programmatic changes, troubleshoot
barriers, and identify enabling conditions for assessment
culture change. The workshop will also explore tangible and
practical assessment ideas, and begin to expand the
repertoire of approaches to programmatic assessment.
2. Engaging in meaningful change to
assessment practice
Trinity College Dublin
11 February 2020
3. The workshop
• Your thoughts about programme assessment
• Why programme assessment?
• What might a programme approach look like?
• Programme assessment tactics and approaches
• The challenge of institutional assessment change
• Enabling change: principles, caveats and tactics
5. Reflective jottings
• How does the image express how you
feel about assessment?
• What hopeful thoughts does the
image suggest about the potential of
programme assessment?
• In relation to the picture explore your
fears about programme assessment.
6. Why programme assessment?
A modular
problem
A curriculum
problem
A high-speed
problem
A heavy-load
problem
An alienation
problem
11. An Alienation
problem
Alienation n. the state of a
person who has disengaged
themselves or have been
alienated from the attentions
from a person, place, or thing
they once enjoyed.
19. Model 3: The other half of the hog
• Integrated assessment on
a few units
• Combines with fewer
summative and more
formative
20. Fashion Journalism
Modules Formative plus
50%
summative
Combined 50%
summative
Fashion
photography
Photo portfolio Magazine
(digital and
print)
combining
learning from
all three
modules
Fashion web
journalism
Blogs
Fashion print
media
Articles
21. Model 4: All
the hogs at
the trough
together
• Team approach to
assessment design
• Programme approach
leads to more formative,
less summative
22.
23. Model 5: The warthog
• Block teaching and
assessment design
• No competing modules,
no assessment arms race
25. Chat to a partner
• Which of these models resonates
for you and why?
• Which aligns most closely with
your view of programme-level
assessment?
• Which have you tried or are keen
to try and what might hold you
back?
27. The interplay between curriculum
and pedagogy
In the end, adventurous
curricula will be brought off
through daring pedagogies,
and, in turn, imaginative
pedagogies will ultimately
point to a transformation of
curricula.
(Ron Barnett 2005)
28. There can be no curriculum development
without teacher development
Lawrence Stenhouse 1975
30. A preposition
problem:
assessment of
trumps for
and as
• Low formative to
summative ratio of
1:8 (UK, NZ, Ireland)
• Summative as
‘pedagogy of control’
• Formative weakly
practised and
understood
32. A lot of people don’t do wider
reading. You just focus on your
essay question.
In Weeks 9 to 12 there is hardly
anyone in our lectures. I'd rather
use those two hours of lectures
to get the assignment done.
It’s been non-stop
assignments, and I’m now
free of assignments until
the exams – I’ve had to
rush every piece of work
I’ve done.
CONSEQUENCES
OF HIGH
SUMMATIVE
33. It was really useful. We
were assessed on it but we
weren’t officially given a
grade, but they did give us
feedback on how we did.
It didn’t actually count so
that helped quite a lot
because it was just a
practice and didn’t really
matter what we did and we
could learn from mistakes
so that was quite useful.
The benefits
of formative
34. If there weren’t loads
of other assessments,
I’d do it.
It’s good to know you’re
being graded because
you take it more
seriously.
BUT… If there are no actual
consequences of not doing
it, most students are going
to sit in the bar.
The lecturers do formative
assessment but we don’t get
any feedback on it.
35. Formative is the hardest nut to crack…
Go to www.menti.com and use the code 97 97 66
Type in three reasons why students may be
reluctant to invest time and energy in completing
formative assessment tasks
36. Yet
formative
is vital
Low-risk way of learning from
feedback (Sadler, 1989)
Fine-tune understanding of goals
(Boud 2000, Nicol 2006)
Feedback to lecturers to adapt
teaching (Hattie, 2009)
Cycles of reflection and collaboration
(Biggs 2003; Nicol & McFarlane Dick
2006)
Encourages and distributes student
effort (Gibbs 2004).
37. How do you encourage formative?
Go to www.menti.com and use the code 69 63 95
to choose three ideas that resonate most for you.
38. Case Study 1:
All or nothing
Systematic reduction of summative
across whole business school
Systematic ramping up of formative
All working to similar script
Whole department shift,
experimentation, less risky together
39. Case Study 2
• Problem: silent seminar
• Public platform blogging
• Current academic texts
• In-class
• Threads and live discussion
• Linked to summative
40. Case study 3
Two stage Exam
https://www.youtube.com/watch?v=ZVFwQzlVFy0
44. Coming from a rubbish school (and having got into uni on a contextual
offer), I'd never set foot in a lab before, so the fact that the first labs
were assessed was insulting and stressful. The guy next to me in labs
had gone to Harrow, so got much better marks than me in the initial few
labs.
Too much pressure to get perfect
results, rather than it being a learning
process
I felt like we were constantly
being examined and weren't
given any time to just learn.
45. For many students, coming to grips with and then overcoming false starts, errors, bumbling
attempts and time spent going up blind alleys lead to deep understandings by the end of a course.
48. Dialogic feedback
I feel like this lab went well but there were a
lot of learning points. The TLC plate didn't
work to begin with because we had not
diluted the benzaldehyde so we had to redo
the TLC plate. Our melting point was 113.9
degrees Celsius which is close to the
recorded value of 111 degrees C. I would
give myself a mark of 62 for this lab.
Overall today you worked really well and achieved
the desired product which IR, TLC and melting point
proved was clean. When performing a TLC dilute
every sample you are spotting even if they are oils
otherwise, they will dominate the TLC plate. In your
lab book you need to record observations as you go
along as well as the experimental not at the end as
you may forget something or miss remember. In your
lab book the key IR peaks should also be labelled i.e.
peak at 1648 cm-1 carbonyl/C=O etc.
49. 0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
17-18 18-19 17-18 18-19 17-18 18-19 17-18 18-19 17-18 18-19 17-18 18-19
I found the laboratory course
to be interesting
It was clear to me what I
was supposed to learn from
completing the laboratory
component
Based on the feedback that I
have been provided during
the laboratory component, I
feel that I understand the
experiments and have
developed my laboratory
skills during the year
It was clear to me how the
laboratory experiments
would be assessed
The way in which the
laboratory component is
assessed helps me learn
and improve my
understanding of chemistry
I enjoyed the first-
year chemistry
laboratory
Chart Title
Strongly disagree Disgaree Neutral Agree Strongly agree
50. Are you afraid to tell someone when you've
made a mistake?
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2017 2018
Yes Sometimes No
53. Number of summative experiments
performed
Summatively assessed
experiments performed
0 1 2 3 4 5 6
Number of students 1 0 1 2 16 44 52
54. Conclusions
It is not necessary to continuously assess a course in order to get
>90% attendance.
First year students prefer it if you don’t.
55. Take Five
• Chat to one another about the
principles embedded in the case
studies
• Write down principles on flipchart
paper
• How could you adapt them – or
improve on them?
56. A pronoun
problem with
feedback:
I write; I talk;
you listen.
• One-off feedback,
episodic
• Modular
• Feedback as a
product not a process
• Perpetuates the myth
of objectivity
57. The feedback is
generally focused
on the module
Because it’s at the end
of the module, it doesn’t
feed into our future
work.
If It’s difficult because your
assignments are so detached
from the next one you do for
that subject. They don’t
relate to each other.
I read it and think “Well,
that’s fine but I’ve already
handed it in now and got the
mark. It’s too late”.
STRUCTURAL
58. It was like ‘Who’s
Holly?’ It’s that
relationship where
you’re just a student.
Because they have to mark so
many that our essay becomes
lost in the sea that they have
to mark.
Here they say ‘Oh yes, I don’t
know who you are. Got too
many to remember, don’t
really care, I’ll mark you on
your assignment’.
RELATIONAL
60. Your essay lacked structure and
your referencing is problematic
Your classes are boring and I
don’t really like you
From this dialogue….
61. …to this kind of dialogue
Conversation:
who starts the
dialogue?
Quick generic
feedback to
the class
Time in class
on peer
feedback
Marking
formative
exercises
Audio
feedback
…from
feedback as
telling
To feedback as
a conversation
63. Students to lecturers:
Critical Incident Questionnaire
Stephen Brookfield’s Critical Incident Questionnaire http://bit.ly/1loUzq0
64. Two ways of seeing feedback…
Feedback as product Feedback as process
• Textual production • Oral, gesture and written
• Monologue • Dialogue
• One-off • Iterative
• Teacher main actor • Students main actors
• Students can be passive • Students act on feedback
• Final word • Unfinished business
• Evaluative: looking back • Developmental
70. Write on the cards:
one idea per card
• What would enable more
programmatic assessment to
happen in your context?
• What are the barriers to more
programmatic assessment?
71. “All organizations resist change. After all, that’s
their job. The whole purpose of any organization is
to act in ways that are regular, consistent, and
predictable. And regularity, consistency, and
predictability are natural enemies of change.”
(Buller, 2015, 2)
72. Three big ideas
• Corporate models don’t
work well in HE
• Distributed culture means
need to see multiple
perspectives
• Needs based change wins
over sales talk and
benefits
73. Five propositions
1. Change is difficult. It often involves loss.
2. Change is about people: listen, respect & involve
them, and act together.
3. ‘Shrink the change’ and build on existing practices
4. Change is about taking risks. Jump together.
5. Sustainable change also addresses systems
75. It was heavy, tons of marking for
the tutor. It was such hard work.
It was criminal.
Media Course Leader
I’m really bad at reading
feedback. I’ll look at the mark
and then be like ‘well stuff it, I
can’t do anything about it’
Student, TESTA focus group
1. Responded to a felt need
76. The value was to look at what we do from a scientific
perspective and look at things objectively, and that is
really enabling us to re-think how we do things.
2. Evidence based perspective
77. 3. Shrink the change
It has fed into the changes that are going on in the
curriculum…this helps me go to the team and say
‘Well, look, we’ve got the evidence now to be able
to go ahead and do this’ rather than it being on a
whim…
78. 4. Jumping together
I don’t think it’s just the
tools. The tools are
good and they work
really, really well, but
..[the change] comes
through a kind of
collegiality.
It’s been a collaborative
thing. It hasn’t just been
me saying to the team
“We’re going to do this”
It’s “This is what they’ve
found out folks. What
are we going to do
about it? How are we
going to develop it?
80. Everybody has brought
in more formative. The
idea was to consolidate
the summative
assessment and bring in
more formative.
Do we want to continue
offering twenty different
types of assessment or
do we bite the bullet and
say “We want the
students to be able to
master five of them”?
There has been more of a
spacing of assessments.
5. It has practical impacts…
There is a lot more feed
forward, which is what
came out of the TESTA.
81. 6. Ownership – we, I, we, us
Already today I have seen some of yesterday’s
feedback being put into action across the team
and we are feeling excited about the changes
we are making.
Clearly some things will take a little longer but
yesterday’s meeting has bought about clarity
and given us an insight over the direction we
now want to take the programme.
Email Correspondence, Programme Leader
85. Your change
ideas
• Write about one big idea
you can take away about
changing assessment
practices
• What loose ends are there
for you?
• What might you do next?
Editor's Notes
?
Is anyone listening?
Root, branch, ecological changes – Hargreaves and Fullan