Essay on formative assessment
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Formative assessment is important for facilitating student learning but defining and applying it in classrooms can be complicated. The study aimed to describe formative assessment practices and their impact on student performance in public secondary schools in Badin district. Teachers and male students participated through a questionnaire using a 5-point Likert scale. The analysis showed formative assessment's role in student performance but also confusion from different interpretations and difficulties implementing it effectively in classrooms. Suggestions are provided.
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1.vina serevina ahmad rampiki
This document discusses educational assessment standards and principles of assessment in physics learning. It defines key terms like tests, exams, minimum completeness criteria and outlines how assessment is conducted at different educational levels. The principles of assessment discussed are that it should be valid, objective, fair, integrated, open, comprehensive, systematic and based on criteria. A variety of assessment techniques are mentioned including tests, observations, individual/group tasks. The document also notes how remedial learning and assessment data analysis can improve the learning process and education quality.
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Intro To Educational Assessment
Tests and assessments are used to measure constructs like abilities, traits, and behaviors. They can be classified in different ways, such as being maximum performance tests that assess upper limits, or typical response tests that measure average behaviors. Tests are also categorized as norm-referenced, comparing performance to others, or criterion-referenced, comparing performance to a specific level. While assessments are not perfect measures, they provide useful information to educators for decisions around students, instruction, placement, policy, and counseling.
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The findings showed that sixth formers are most motivated by instrumental goals like acquiring a profession or degree. They want higher education to expand their knowledge through intellectual challenge and self-fulfillment. Career attributes and qualifications recognized by employers are also very important. Social motives like meeting new people or expectations of others ranked lower. Overall, employability is the main driver, as sixth formers see higher education as a means to a high-status job.
Types of assessments ppt
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Sample Education Research Paper Summary on Educational Assessment Issues
Sample Education Research Paper Summary on Educational Assessment IssuesAcademic Research Paper Writing Services
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This document discusses diagnostic evaluation tests which are used to assess students' strengths, weaknesses, and skills prior to instruction. It allows teachers to diagnose student difficulties and guide lesson planning. The tests can identify slow and advanced learners. Teachers can then provide remediation for slow learners or enrichment activities for advanced learners. The purpose is to create a baseline and design instruction that meets each student's needs. An example is provided of a study that used diagnostic tests and found students taught with information and communication technology performed better than those taught without it.Recommended
1.vina serevina ahmad rampiki
This document discusses educational assessment standards and principles of assessment in physics learning. It defines key terms like tests, exams, minimum completeness criteria and outlines how assessment is conducted at different educational levels. The principles of assessment discussed are that it should be valid, objective, fair, integrated, open, comprehensive, systematic and based on criteria. A variety of assessment techniques are mentioned including tests, observations, individual/group tasks. The document also notes how remedial learning and assessment data analysis can improve the learning process and education quality.
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Intro To Educational Assessment
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This research paper aimed to understand the motives of UK sixth formers considering higher education. A survey of 418 sixth formers assessed personal values and motives for pursuing higher education using established measurement instruments.
The findings showed that sixth formers are most motivated by instrumental goals like acquiring a profession or degree. They want higher education to expand their knowledge through intellectual challenge and self-fulfillment. Career attributes and qualifications recognized by employers are also very important. Social motives like meeting new people or expectations of others ranked lower. Overall, employability is the main driver, as sixth formers see higher education as a means to a high-status job.
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There are four main types of assessments: screening, diagnostic, progress monitoring, and outcome measurements. Screening assessments are given to all students to identify those at risk for literacy difficulties. Diagnostic assessments identify specific issues in struggling students. Progress monitoring assessments track the effectiveness of interventions. Outcome measurements determine the overall effectiveness of the literacy program and if students made adequate progress.
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2) Assessments need to be informative, using clear goals and exemplars to guide student learning.
3) A variety of assessment methods should be used to accommodate all students and communicate results to stakeholders.
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Evaluation of Mathematics by Diagnostic Testing
This document discusses diagnostic testing in mathematics education. It defines diagnostic testing as identifying, determining, and pinpointing characteristics of students to diagnose general and specific weaknesses. The key functions of diagnostic tests are to provide feedback to teachers and students on strengths and weaknesses to identify problems students face and find remedies. Effective diagnostic assessment relies on collecting the right data, correctly interpreting it, and clearly defining learning objectives to construct good multiple choice test items.
Summary of Grade Retention Effects
This meta-analysis reviewed 19 studies published between 2010-2019 that examined the efficacy of grade retention. The studies utilized comparison groups that were matched on variables like IQ, academic achievement, socioeconomic status, and gender. Overall results found that retained students performed 0.30 standard deviations below promoted peers on measures of academic achievement and socioemotional adjustment. Specifically, the greatest differences were seen in attendance, reading, math, language, and emotional adjustment. Most (79%) studies concluded that grade retention is ineffective. The analysis demonstrates that grade retention does not provide greater benefits than promotion to the next grade.
Avaliação no ensino e aprendizagem de Língua Estrangeira conforme os PCNs
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Study to Assess the Knowledge on Behavioral Problems of School Children among...
The aim of the study to assess the knowledge on behavioral problems of school children among school teachers. Descriptive research design was adopted for this study. The population for the study includes school teachers who are handling the students in the age group between 6 12 years. The sample selected for the present study was 60 school teachers who fulfilled the inclusion criteria. Purposive sampling technique was adopted for the study. The study result shows that the knowledge of school teachers on behavioral problems of school children shows that 15 25 of school teachers having moderately adequate knowledge and 45 75 of them have inadequate knowledge and none of the school teachers had adequate knowledge regarding behavioral problems of school children among school teachers. The mean and standard deviation of the study is 14.02 4.26. The study concluded that knowledge of school teachers regarding behavioral problem were poor, so there is a need to improve the knowledge of school teachers about behavioral problem of school children. V. Janaki | T. Senthil Thirusangu ""Study to Assess the Knowledge on Behavioral Problems of School Children among School Teachers with a View to Develop an Informational Module in Selected Schools at Chhattarpuir, Madya Prdesh"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-4 , June 2019, URL: https://www.ijtsrd.com/papers/ijtsrd23630.pdf
Paper URL: https://www.ijtsrd.com/medicine/nursing/23630/study-to-assess-the-knowledge-on-behavioral-problems-of-school-children-among-school-teachers-with-a-view-to-develop-an-informational-module-in-selected-schools-at-chhattarpuir-madya-prdesh/v-janaki
Roles of Assessment in Making Classroom Instructional Decision
Roles of Assessment in making Classroom Instructional Decisions
There are four main roles of assessment used in the instructional process:
1) Placement assessment determines students' prerequisite skills and best mode of learning.
2) Formative assessment monitors student learning progress through continuous feedback to improve learning and instruction.
3) Diagnostic assessment identifies student learning difficulties during instruction.
4) Summative assessment evaluates instructional objectives achieved and student mastery at the end of a course unit.
Evaluación ILE (Introduction to the course - Preliminaries)
The document discusses evaluation and assessment in teaching English as a foreign language. It defines evaluation as making systematic value judgments using criteria. Assessment refers to collecting data to understand an issue, while evaluation makes judgments based on that data. The document outlines different types of evaluation and assessment, principles of test design, communicative testing, and the importance of informal assessment and self-assessment.
Diagnostic test
A diagnostic test is used to diagnose specific problems or misconceptions regarding a particular study area. It involves multiple choice or short answer questions designed around common student misconceptions. Diagnostic tests are used to assess students' understanding of key concepts before, during, and after instruction in order to help teachers identify strengths and gaps in students' content knowledge. The results are used to diagnose problems and inform remedial teaching methods targeted at slow learners.
ASSESSMENT x TESTING x MEASUREMENT x EVALUATION
We all do our research and put an effort in making a clear and an accurate presentation, but I'd be glad if this could help especially for those who are taking major in English and/or teaching pronunciation. Good luck!
A proper credit would be appreciated.
• Jay-ar A. Padernal, BSEd Major in English, University of Mindanao
ASSESSMENT vs. TESTING vs. MEASUREMENT vs. EVALUATION
Artikel pengembangan ks
The document analyzes the elementary school principal development program in Yogyakarta, Indonesia. It found that the program involves regulations, standards, grants, and professional development. Success depends on supervisor and principal performance, financial support, and meeting standards. However, limitations include complex administration, bureaucracy, compliance demands, lack of monitoring, and relationship issues.
Enhancing Primary Mathematics learning using assessment practices: an initiat...
This document discusses a study that aimed to foster assessment skills in primary mathematics among pre-service teachers and explore how assessment practices can improve teaching and learning. The study involved pre-service teachers implementing formative assessment practices in primary schools over four phases. Findings showed these practices helped teachers monitor and modify pedagogy, and students' responses improved progressively. However, some teachers struggled with recording individual progress and interpreting responses while teaching. The document provides examples of assessment profiles and rubrics used to record student progress in understanding mathematical concepts.
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Abstrak
This study aims to forecast the difference between teachers' self-assessment of achievements and their actual assessment in primary schools in Bera District, Pahang, Malaysia. 245 teachers were randomly selected from 38 primary schools to determine if there are differences based on gender, age, academic achievement, or self-efficacy. Descriptive analysis and t-tests, ANOVA, and Pearson's correlation were used to analyze the factors. The study found the most dominant factor in teachers' acceptance of achievement assessments was the impression of assessment reports. It also found significant differences based on gender for two factors, age for three factors, academic achievement for three factors, and self-efficacy for three factors. The conclusion is the study identified the most influential
Compartitive And Non Comparitive Study
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Gradding and reporting
This document discusses interpreting test scores and grading. It covers the functions of grading such as enhancing student learning, informing parents of progress, and uses for administrative purposes. There are two main types of grading: absolute, which is based on defined standards, and relative, which compares a student's performance to others in the group. Absolute grading has disadvantages like difficulty setting standards while relative grading can lead to inconsistent interpretations as group ability varies. The document also addresses assigning letter grades based on percentiles and the importance of record keeping for grading.
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The document discusses different types of assessments including formative assessment, which is used to identify if students have achieved the lesson objective and determine gaps. Examples of formative assessments include questioning students and collecting assignments. Summative assessment provides grades based on performance over a period of time, such as final exams. Performance assessment evaluates what students can do in real-world scenarios through demonstrations and projects.
Assessment for Learning
Assessment for learning involves gathering information about students' learning through tasks and rubrics, analyzing the information, and using it to make decisions to improve learning. It seeks to directly assess students' performance through real-life tasks and products, unlike traditional assessments. The goals of assessment for learning are to determine students' learning needs, place them in an optimal learning environment, provide feedback on their strengths and weaknesses, and evaluate curriculum effectiveness.
Evaluación en el proceso de enseñanza del inglés como lengua extranjera
This document discusses evaluation and assessment in the context of teaching English as a foreign language. It defines evaluation as making systematic value judgments using defined criteria, while assessment refers to the measurement of performance to determine if learning goals are achieved. There are four generations of evaluation: measuring, describing, judging, and negotiating with participants. Evaluation can be formative to improve the process, summative to quantify results, or congruent before a process begins. Assessment data should be collected through both formal testing and informal methods like questionnaires, diaries, and projects. Tests should be valid, reliable, and practical, and influence teaching in a positive way. Test design considers item guidelines, formats, and authentic examples. Communicative testing focuses on relevance, context
Comparative and non comparative studies
The first document summarizes a study that compared test scores of students who took midterm and final exams in hardcopy versus electronic formats. An initial analysis found students who took electronic tests scored lower on average. However, a follow up study under controlled conditions found no significant difference in scores between the two test formats.
The second document summarizes a study that examined the relationship between pre-service teachers' learning styles and how important they consider technology in their vision of language teaching and learning. Students created concept maps about their visions, and profiles were established based on the concepts used to see how learning styles influence representations of language learning and teaching.
Validity of problems
This document discusses different types of validity in testing, including external validity, internal validity, population validity, and ecological validity. It defines validity as the extent to which a test measures what it claims to measure. The document also lists 11 potential problems that can threaten internal validity in experimental research, such as history effects, maturation effects, testing effects, instrumentation effects, and selection biases. Maintaining internal validity is important so that any differences observed are due to the independent variable rather than other confounding factors.
Characteristics of 21st Century Assessment
The document discusses the key characteristics of 21st century assessment:
1) Assessments should be responsive, flexible, and integrated into daily instruction rather than isolated events.
2) Assessments need to be informative, using clear goals and exemplars to guide student learning.
3) A variety of assessment methods should be used to accommodate all students and communicate results to stakeholders.
Abstract
The study examined the effectiveness of the flipped classroom (FC) on student achievement in mathematics and perceptions of learning among 96 male secondary students in Saudi Arabia. Students were split into 4 groups, with one group taught using the FC method. Pre- and post-tests were administered, and questionnaires assessed student perceptions of learning and views of the FC. The results showed that the FC did not improve test scores, which were more influenced by prior achievement. Students' perceptions of learning varied by teaching method, with the FC receiving the lowest rating. However, student perceptions of the FC were similar across demographic factors, with the exception of prior grades.
Exam jers
This document discusses a study on students' perspectives of Continuous and Comprehensive Evaluation (CCE) in India. The study surveyed 30 students each from a CBSE school and state board school. It found that the majority of students from both schools supported CCE and felt it reduced exam stress. However, CBSE students preferred internal evaluation and favored four subjects, while state board students preferred external evaluation and only science and math. Overall, the study concluded CCE fulfills its aim of providing stress-free education for students.
Impact Of Diagnostic Test For Enhancing Student Learning At Elementary Level
This document outlines a research study on the impact of diagnostic tests in enhancing students' learning. It discusses how diagnostic tests can identify students' strengths and weaknesses in order to provide targeted support. The study aims to examine student performance, evaluate new data compared to previous results, and investigate the positive effects of diagnostic testing on learning. Key points include that diagnostic tests assess students' prior knowledge before instruction, allow teachers to individualize lessons, and create a baseline for measuring future learning. The characteristics, process, and theoretical framework involving diagnostic tests are also reviewed.
Evaluation of Mathematics by Diagnostic Testing
This document discusses diagnostic testing in mathematics education. It defines diagnostic testing as identifying, determining, and pinpointing characteristics of students to diagnose general and specific weaknesses. The key functions of diagnostic tests are to provide feedback to teachers and students on strengths and weaknesses to identify problems students face and find remedies. Effective diagnostic assessment relies on collecting the right data, correctly interpreting it, and clearly defining learning objectives to construct good multiple choice test items.
Summary of Grade Retention Effects
This meta-analysis reviewed 19 studies published between 2010-2019 that examined the efficacy of grade retention. The studies utilized comparison groups that were matched on variables like IQ, academic achievement, socioeconomic status, and gender. Overall results found that retained students performed 0.30 standard deviations below promoted peers on measures of academic achievement and socioemotional adjustment. Specifically, the greatest differences were seen in attendance, reading, math, language, and emotional adjustment. Most (79%) studies concluded that grade retention is ineffective. The analysis demonstrates that grade retention does not provide greater benefits than promotion to the next grade.
Avaliação no ensino e aprendizagem de Língua Estrangeira conforme os PCNs
Apresentação elaborada em 2008 para disciplina de Laboratório de Ensino de Língua Inglesa do Curso de Letras da UNISINOS.
Study to Assess the Knowledge on Behavioral Problems of School Children among...
The aim of the study to assess the knowledge on behavioral problems of school children among school teachers. Descriptive research design was adopted for this study. The population for the study includes school teachers who are handling the students in the age group between 6 12 years. The sample selected for the present study was 60 school teachers who fulfilled the inclusion criteria. Purposive sampling technique was adopted for the study. The study result shows that the knowledge of school teachers on behavioral problems of school children shows that 15 25 of school teachers having moderately adequate knowledge and 45 75 of them have inadequate knowledge and none of the school teachers had adequate knowledge regarding behavioral problems of school children among school teachers. The mean and standard deviation of the study is 14.02 4.26. The study concluded that knowledge of school teachers regarding behavioral problem were poor, so there is a need to improve the knowledge of school teachers about behavioral problem of school children. V. Janaki | T. Senthil Thirusangu ""Study to Assess the Knowledge on Behavioral Problems of School Children among School Teachers with a View to Develop an Informational Module in Selected Schools at Chhattarpuir, Madya Prdesh"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-4 , June 2019, URL: https://www.ijtsrd.com/papers/ijtsrd23630.pdf
Paper URL: https://www.ijtsrd.com/medicine/nursing/23630/study-to-assess-the-knowledge-on-behavioral-problems-of-school-children-among-school-teachers-with-a-view-to-develop-an-informational-module-in-selected-schools-at-chhattarpuir-madya-prdesh/v-janaki
Roles of Assessment in Making Classroom Instructional Decision
Roles of Assessment in making Classroom Instructional Decisions
There are four main roles of assessment used in the instructional process:
1) Placement assessment determines students' prerequisite skills and best mode of learning.
2) Formative assessment monitors student learning progress through continuous feedback to improve learning and instruction.
3) Diagnostic assessment identifies student learning difficulties during instruction.
4) Summative assessment evaluates instructional objectives achieved and student mastery at the end of a course unit.
Evaluación ILE (Introduction to the course - Preliminaries)
The document discusses evaluation and assessment in teaching English as a foreign language. It defines evaluation as making systematic value judgments using criteria. Assessment refers to collecting data to understand an issue, while evaluation makes judgments based on that data. The document outlines different types of evaluation and assessment, principles of test design, communicative testing, and the importance of informal assessment and self-assessment.
Diagnostic test
A diagnostic test is used to diagnose specific problems or misconceptions regarding a particular study area. It involves multiple choice or short answer questions designed around common student misconceptions. Diagnostic tests are used to assess students' understanding of key concepts before, during, and after instruction in order to help teachers identify strengths and gaps in students' content knowledge. The results are used to diagnose problems and inform remedial teaching methods targeted at slow learners.
ASSESSMENT x TESTING x MEASUREMENT x EVALUATION
We all do our research and put an effort in making a clear and an accurate presentation, but I'd be glad if this could help especially for those who are taking major in English and/or teaching pronunciation. Good luck!
A proper credit would be appreciated.
• Jay-ar A. Padernal, BSEd Major in English, University of Mindanao
ASSESSMENT vs. TESTING vs. MEASUREMENT vs. EVALUATION
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Impact Of Diagnostic Test For Enhancing Student Learning At Elementary Level
Avaliação no ensino e aprendizagem de Língua Estrangeira conforme os PCNs
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Study to Assess the Knowledge on Behavioral Problems of School Children among...
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Evaluación ILE (Introduction to the course - Preliminaries)
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Similar to Essay on formative assessment
Artikel pengembangan ks
The document analyzes the elementary school principal development program in Yogyakarta, Indonesia. It found that the program involves regulations, standards, grants, and professional development. Success depends on supervisor and principal performance, financial support, and meeting standards. However, limitations include complex administration, bureaucracy, compliance demands, lack of monitoring, and relationship issues.
Enhancing Primary Mathematics learning using assessment practices: an initiat...
This document discusses a study that aimed to foster assessment skills in primary mathematics among pre-service teachers and explore how assessment practices can improve teaching and learning. The study involved pre-service teachers implementing formative assessment practices in primary schools over four phases. Findings showed these practices helped teachers monitor and modify pedagogy, and students' responses improved progressively. However, some teachers struggled with recording individual progress and interpreting responses while teaching. The document provides examples of assessment profiles and rubrics used to record student progress in understanding mathematical concepts.
ReferencesCozby, P. C., & Bates, S. C. (2015). Methods In be.docx
References
Cozby, P. C., & Bates, S. C. (2015). Methods In behavioral research (12th ed.). Boston, MA:
McGraw-Hill Higher Education.
Lecorchick III, D., Maynard, J., Morin, M., Nichols, S., Peterson, B. & Ruesch, E. Y. (2018). School-based mentoring: high school students mentor elementary students. Journal of STEM
Mahon, G. A. (2010). Statistical Evaluation of Mutagenicity Test Data. Cambridge University Press.
McDonald, M. (2002). Systematic Assessment of Learning Outcomes: Developing Multiple-choice Exams. Jones & Bartlett Learning.
Nelson, G. & Powell, S. R. (2018). A systematic review of longitudinal studies of mathematics difficulty. Journal of Learning Disabilities; 5(6) 523-539.
Rosenfeld, L. B., Richman, J. M. & Bowen, G. L. (1998). Supportive communication and school outcomes for academically “at risk” and other ow income middle school students. Journal of Communication Education; 47: 309-322.
Sutherland, K. S. & Snyder, A. (2007). Effects of reciprocal peer tutoring and self-graphing on reading fluency and classroom behavior of middle school students with emotional or behavioral disorders. Journal of Emotional and Behavioral Disorders; 15(2) 103-118.
Running head: SHORTENED TITLE UP TO 50 CHARACTERS
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Statement of the problem
The issue to be studied is determining whether or not the tutoring program is effective. There are 60 eighth grade students currently enlisted as tutors for sixth grade students; each tutor has to meet passing grade requirements and show efficiency in being a positive role model for these younger classmen. They have to demonstrate skills in organization, completing work within a timely manner, appropriate social skills, good study habits, etc. Researchers would like to see how effective this program has been for the younger students and see if they improve in grades and how these study habits are affected by the tutoring program.
STEM Program
This study conducted is based on students with disabilities who has entered the STEM program to enhance his and her learning. The disability is based on a learning disability in math. The article has presented how important tutoring younger children with the older grade has not only helped the tutors but the tutees self-esteem, it helps the teachers alleviate the stress of teaching. This article has shown how the younger student’s grades has improved due to the older grade children’s tutoring skills.
“At risk” and low-income students
This study was based on the performance of the middle school to high school students that are at risk for academic failure due to being low-income. The researcher includes how social communication and support can help to improve sociability. Data collected is based on low-income “at risk” students who had not much social support or communication. The study found that childre ...
Factors affecting teacher educators adoption of formative assessment strategi...
Factors affecting teacher educators adoption of formative assessment strategi...Journal of Education and Learning (EduLearn)
The purpose of this study was to look into the factors that influence
mathematics teacher educators' formative assessment practices. This paper
took a qualitative case study research design approach with six educators
teaching mathematics in three teacher Colleges of Education in Ghana. The
exploration focused on factors that hinders teacher educators use of
formative assessment practices. Data were generated through the
administration of semi – structured interviews and lesson observations. The
qualitative data was analyzed using thematic analysis. Findings revealed that
major factors which limit teacher educators formative assessment practices
were: large class size, time, lack of transparency in assessment, and internal
and external summative assessment issues. The factors limiting teacher
educators' use of formative assessment (FA) discussed in this study are
beneficial for teacher college administration in addressing the issues and
educators in assisting pre-service teachers in eliminating these factors during
their training and after passing out from the college of education to the
teaching field. Based on the findings, it is recommended that a large scale
study is conducted on factors that affect teachers formative assessment
practices and the effect on students mathematics learning. An Investigation of Learning-Oriented Assessment (LOA) in Higher Education: A...
An Investigation of Learning-Oriented Assessment (LOA) in Higher Education: A...The Annual International Conference on Languages, Linguistics, Translation and Literature
An Investigation of Learning-Oriented Assessment (LOA) in Higher Education: A Case Study of GFP Instructors at the University of Buraimi
Asma Hamyar Al Azzani,
General Foundation Centre, University of Buraimi (UoB), Al Buraimi Governorate, Sultanate of Oman
The Ninth International Conference on Languages, Linguistics, Translation and Literature
1-2 February 2024 , Ahwaz
For more information, please visit the conference website:
WWW.LLLD.IR
Please feel free to write if there is any query.
The Conference Secretariat,
Ahwaz 61335-4619 Iran
Tel: (+98) 61-32931199
Fax: (+98) 61-32931198
Mobile: (+98) 916-5088772 (WhatsApp Number)
Email: info@llld.ir
Evaluating Quality of Teaching Skills among the Faculty Members at Najran Uni...
This study aims at evaluating quality of teaching skills among faculty members by the perspective of
students at Najran University. To achieve the objectives of the study, a questionnaire was developed and
distributed to (300) male and female students from various colleges. The questionnaire consisted of (54) items
distributed on four domains: Planning, teaching, assessment and communication skills. The results showed an
average level of faculty members' practice of teaching skills. The results also showed that there were
statistically significant differences due to the gender and the type of the college.
Factors affecting teachers' excellence from the perspective of queen rania aw...
This document discusses factors affecting teachers' excellence from the perspective of teachers who have won Jordan's Queen Rania Award. It provides background on Jordan's education reform efforts and the establishment of the Queen Rania Award. A literature review covers research on internal factors like teachers' characteristics and training, as well as external factors such as incentives and community expectations. The Queen Rania Award criteria focus on teaching quality, management skills, career development, parental and community involvement, and student outcomes. The study aims to identify the most influential factors for educational excellence according to teachers' views, to inform ongoing efforts to improve teaching quality in Jordan.
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This study examined teachers' perceptions of factors affecting their effectiveness in private primary schools in Kolfe Keranio Sub-City, Addis Ababa. Data was collected through questionnaires administered to 126 teachers and interviews with 7 principals. The factors analyzed included teacher-related factors like recognition and salary, school-related factors like facilities and leadership, and parent-related factors like cooperation. Results showed that teachers felt recognition, adequate training, and salary influenced their effectiveness, while principals said support, workload, and working conditions also impacted it. The study concluded that addressing these factors through a supportive environment could improve teacher effectiveness and retention.
Developing an authentic assessment model in elementary school science teaching
1) The document describes the development of an authentic assessment model for elementary school science teaching in Indonesia.
2) It aims to develop a model that can reveal student creativity and potential while developing character and fulfilling good assessment requirements.
3) The developed model includes performance assessments with tasks and rubrics, character assessments with criteria, and a scientific attitude questionnaire.
Formative Assessment as an Essential Competence of University Teachers
: In the framework of a competency-based education, teachers require to acquire previously the
formative assessment as a fundamental task to develop an educational process of higher quality. In this article
the complexity of the educational act is analyzed from a socio-cultural approach, presenting the theoretical
bases that support a continuous and ongoing evaluation of student performance. It is highlighted the role of
teachers in order to help students to achieve their learning objectives and it is promoted a comprehensive
evaluation, where self-assessment, peer assessment and hetero assessment are essential stages for feedback of
the teaching-learning-processes. The evaluation will be useful when strengths and weaknesses of the
educational process could be determined holistically, to consolidate and transfer strengths to other areas or
contexts overcoming weaknesses and shortcomings in time, before the end of the semester. It is recommended
that university teachers develop the competence of formative assessment so that they are in a position to redirect
scientific discourse to a scenario in which the educational process unfolds. For this, the teacher needs to
assume its role as a mediator of knowledge, so that the course contents are understood and assimilated by the
student.
Predictors of Success: Student Achievement in Schools
Predictors of Success: Linking Student Achievement to School and Educator Successes through Professional Learning
This study show how some schools have seen a dramatic increase in student achievement after developing a strong, online professional learning program.
Competencies and professional development needs of kindergarten teachers
The study identified the level of competencies and the extent of professional development needs of kindergarten teachers in the Sultan Kudarat Division, during the school year 2019 - 2020. The study employed a descriptive method. The study involved 54 kindergarten teachers in the division in accomplishing the 12-item self-assessment instrument. Data were analyzed using descriptive statistics. The results revealed that kindergarten teachers have a high level of competencies in content knowledge and pedagogy, learning environment and diversity of learners, curriculum and planning, and assessment and reporting. These indicate that they possess almost all of the competencies of efficient teachers. Results further revealed a very high extent of professional needs in content knowledge and pedagogy and the learning environment and diversity of learners, while they had a high extent of professional needs in the remaining domains. Since they reported very high priorities in content knowledge and pedagogy and the learning environment and diversity of learners, these areas would be the main considerations in the crafting of a professional development plan. by Phoebe L. Gallego and Manuel E. Caingcoy 2020. Competencies and professional development needs of kindergarten teachers. International Journal on Integrated Education. 3, 7 (Jul. 2020), 69-81. DOI:https://doi.org/10.31149/ijie.v3i7.491. https://journals.researchparks.org/index.php/IJIE/article/view/491/476 https://journals.researchparks.org/index.php/IJIE/article/view/491
bpp.pptx
This document outlines a thesis proposal on factors affecting student's academic achievement in secondary schools in Kembata Tembaro Zone, Ethiopia. The proposal includes an introduction, background, statement of the problem, objectives, research questions, scope, methodology, and financial plan. The study aims to investigate internal and external factors influencing student performance on national exams. A mixed methods approach will be used, collecting data through questionnaires, interviews, and documents. The target population includes school leaders, teachers, supervisors, and education office experts from selected districts. Data will be analyzed using descriptive and inferential statistics to understand the factors impacting academic achievement.
Thesis chapter 1
1) This study examines the level of effectiveness of social studies teachers in teaching at Bataan National High School for the 2012-2013 school year. It aims to determine how teacher characteristics, student characteristics, and school facilities affect teacher effectiveness.
2) The study surveyed 22 social studies teachers and their students. It assessed teacher effectiveness using a performance appraisal and examined relationships between teacher effectiveness and other factors.
3) The results of this study could help teachers identify strengths and weaknesses, help students and administrators evaluate the curriculum and teaching methods, and provide a basis for future research on social studies teacher effectiveness.
Educations' Students Perception on the Professional Qualities of CUP Teachers...
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PREDICTIVE VALIDITY OF SCHOOL BASED EXAMINATION IN RELATION TO WAEC AND NECO ...
PREDICTIVE VALIDITY OF SCHOOL BASED EXAMINATION IN RELATION TO WAEC AND NECO SSCE EXAMINATION IN ENGLISH LANGUAGE AND HISTORY IN
BORNO STATE, NIGERIA
1Haman Modu, 2Gideon Istifanus and 3Ruth Ishaku
1Department of GST, 2Government Day Secondary School, Bama, Borno State, Nigeria, Department of Public Administration, 1&3College of Business and Management Studies, Konduga, Borno State, Nigeria;
ABSTRACT
Test constructed by the teacher at the class room leve l at the end of a term or end of the year is referred to as school based examination (SBE) student often perform well in the SBE because items are drawn from topic covered by the class teacher. This study is to find out the predictive validity of SBE in relation to NECO and WAEC, SSCE. The population of the study was all (670) senior secondary school in Borno state. Student performance in SBE and WAEC and NECO in English language and history in senior secondary school in 2006, 2007 and 2008 were correlated. Purposive sampling was used in selecting the school. At the time of this study only three school were found to be offering English language but not history) one school in Gwoza zone and two in Maiduguri zone. These three schools were used as samples. The result of the analysis revealed that student’s performance SSCE IN WAEC and SSCE NECO was low but there performance in SBE is high. The student performance is low in English in NECO and WAEC because no student score A or B grade for the three years in school studied. While no student obtained A or B in NECO and WAEC, the student performance in history for the three years show that few student obtained A and B grades the researcher recommend that teacher in senior secondary schools should be made to go for workshops on test construction so that they can construct good test items to match WAEC and NECO standard.
Leading the Instructional Program and its effect on Academic Achievement of s...
ABSTRACT: The purpose of this study was to determine the relationship between instructional program and academic achievement of students in national examinations in public secondary schools in Tinderet sub county Kenya. The objective of this study was: to determine the impact of leading the instructional program on the students’ academic achievement in national examinations. The study was guided by the effective schools model by Lezotte (2010), which states that an effective school is characterized by seven correlates namely: leading the instructional program, focus on school mission, safety and orderliness of schools, expectations for success, home-school relations, frequent monitoring of students progress and opportunity to learn for students. The researcher employed a survey design targeting all the 18 public secondary schools in Tinderet Sub County, all the 18 principals and the 225 teachers. Stratified sampling technique was used to select 10 schools for the study from the total 18 schools in the distinct. The sampled schools were stratified according to the academic performance for the last three years (2011-2013). All the principals of the sampled 10 schools took part in the study. Simple random sampling was used to select 90 teachers (9 teachers from each school selected). The sample size was 100 respondents. Questionnaires and interview guide were used to collect data. The descriptive survey allowed the generation of both qualitative and quantitative data. Quantitative data was analyzed using the descriptive statistics including frequencies and percentages. Pearson product moment correlation coefficient and Anova were used to make inferences. Qualitative data was put under themes consistent with the research objectives. The analyzed data was then presented in form of graphs, pie charts and tables for easy interpretation. Findings from the study showed that, majority of the principals indicated that they always led the instructional program. Majority of the teachers on the other hand indicated that, principals did not always engage in these leadership practices but did engage sometimes. Analysis of variance between principals' and teachers' responses on similar issues indicated that there was a significant difference in the manner teachers and principals were responding to questions. Findings on the effect of leadership practices on academic performance were consistent as the teachers and principals were in agreement that these leadership practices when applied had a positive effect on academic performance. Correlation test however revealed that the effect was weak as indicated by the correlation coefficients which were below 0.5. The study concluded that; leading the instructional program was not being implemented fully. The study recommended that; Implementation of leading the instructional program practices should be effected in schools by all principals. Various stakeholders that is teachers, students, Board of Management and princi
A Comparative Study Of Competency-Based Courses Demonstrating A Potential Mea...
This study evaluated the effectiveness of a rubric for assessing competency-based course design and student success in an undergraduate program. The rubric was used to evaluate 12 new competency-based courses in the program. The results showed a correlation between high-scoring courses on the rubric and higher student assessment scores, suggesting the rubric is effective in evaluating course quality and predicting student success. The study recommends focusing on active student learning, increased mentor support and feedback, and opportunities to practice skills to improve course design.
Entry exit survey summary
This document summarizes research evaluating the development of effective teacher qualities in students participating in the Scottish Teachers for a New Era (STNE) programme. Key findings include:
1) STNE students demonstrated more sophisticated epistemic beliefs, constructivist teaching preferences, emotional intelligence, and commitment to inclusion compared to earlier cohorts.
2) Students showed significant growth over four years in these qualities, indicating the programme's positive impact.
3) STNE students performed well academically and during school experience, associated with strengths in pedagogic content knowledge, reflection, and inclusive mindsets.
4) While most skills improved, subject knowledge and technology use need more focus. The programme enhanced skills but students
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This chapter summarizes the findings, conclusions, and recommendations of the study. The study examined factors affecting mathematics performance of 115 high school students. Descriptive methods were used to determine the extent of student factors like interest and study habits, and teacher factors like personality, teaching skills, and materials. It was concluded that there were no significant relationships between mathematics performance and the student and teacher factors. Recommendations included further research on relationships with mathematics and different teaching techniques to boost interest.
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Evaluating Quality of Teaching Skills among the Faculty Members at Najran Uni...
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Developing an authentic assessment model in elementary school science teaching
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Essay on formative assessment
- 1. Essay on formative assessment By Rehman and Saeed The importance of formative assessment in facilitating student learning has been well established in the literature. However, defining and applying formative assessment in classroom settings is a rather complicated task. The aim of this study is to describe formative assessment practices and its impact on students` performance as implemented in public secondary schools’ in district Badin, and develop a framework of action for analysing and understanding formative assessment processes. The research was quantitative in nature. The selected secondary school teachers and students of the ninth and matric class participated in the study. The teachers differ in their teaching experience and gender while the selection of students was limited to boys. The analysis of the data was carried out with the help of questionnaire using Likert scale 5.0. The analysis denoted the role of formative assessment on students` performance and also pointed out the confusions arising from the various interpretations of the concept and the difficulties in implementing effectively formative assessment in classroom settings. Implications of the findings for policy and practice are drawn and suggestions for further research are finally provided.