Author: Clair Charalambous, Bridgend College.
Presented at the Research - Teaching in Wales 2011 Conference, 13th - 14th September, Gregynog Hall, Newtown (Powys)
The study evaluated training provided to early childhood educators in six European countries on using the Early Childhood Environment Rating Scale-Revised (ECERS-R) through a mixed methods approach. 108 educators participated in the training along with lecturers and external observers. Quantitative results showed educators found the training effective for learning and to use in schools. Qualitatively, strengths included knowledge gained and organization, while weaknesses included language skills and preparation. The mixed methods triangulated sources to understand the training's effectiveness in achieving its goals of enhancing educators' self-evaluation and research skills.
Guidelines on the assessment & rating of learning under the K to 12 Basic Edu...Sonny Meneses Jr.
The document provides guidelines for assessing and rating student learning outcomes under the K to 12 Basic Education Curriculum in the Philippines. It outlines that assessment will be implemented beginning in Grades 1 and 7 to track student progress in attaining standards. Assessment will be holistic and formative, focusing on knowledge, skills, understanding, and performance. Student results will be fed back to promote reflection and improvement. Levels of proficiency are defined on a scale from Beginning to Advanced based on percentages across assessment levels.
This document discusses the differences between course evaluation/grading and program assessment. Course evaluation focuses on measuring course learning outcomes through various assignments, while program assessment measures program learning outcomes through signature assignments across multiple courses. Signature assignments must be consistent and use standardized rubrics to allow aggregation of data to assess program-level outcomes. Program assessment is conducted annually through a Program Annual Report and every five years through a comprehensive program review to evaluate student learning and identify areas for improvement.
Topic: Reporting to Stakeholders
Student Name: Siraj ul-Haque
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
The document summarizes a process called Criterion-Referenced Language Test Development (CRLTD) which links language curricula, teacher experience, and tests. CRLTD involves forming work groups of teachers to select skills from curricula/textbooks and write specifications for those skills. The groups then develop test items and provide feedback to refine the items and ensure they match the specifications. This process identifies mismatches between teaching and testing methods and enhances test validity by linking specifications to instructional goals.
Grading and reporting By: leo domondonLeo Domondon
The document discusses guidelines for an effective grading system in K-12 education in the Philippines. It outlines the purposes of grading as enhancing learning, reporting to parents, and administrative uses. It describes different types of grading systems and levels of assessment including knowledge, skills, understanding, and performance. Students are assessed on a level of proficiency from beginning to advanced based on their demonstration of learning standards. Guidelines are provided for developing fair grading procedures, conducting parent-teacher conferences, and determining student proficiency levels and remediation needs.
Implications of the Changes to the 14-19 CurriculumNIL
The document discusses the key changes to the 14-19 curriculum in the UK, including increased entitlement and flexibility for students. By 2013, all students aged 14-16 will be entitled to study diplomas and those aged 16-18 will have access to all 17 diplomas. Apprenticeships will also be expanded, with a target of 400,000 positions by 2020. Foundation learning tiers will replace programs like E2E and provide progression pathways for students working below level 2. The changes may increase strain on teachers and resources but provide better opportunities for learning and training.
Implications Of The Changes To The 14 19 CurriculumMohammed Naseer
The document summarizes the proposed reforms to the 14-19 curriculum in England, including the introduction of new pathways and qualifications. The key changes are the expansion of apprenticeships and foundation learning programs, revisions to GCSEs and A-Levels, and the introduction of diplomas which combine classroom learning, work experience, and an extended project. While the reforms aim to better prepare students and offer more choices, there are also concerns about potential issues like insufficient work placements, increased workload for teachers, and challenges for schools, colleges, and employers in implementing the major changes.
The study evaluated training provided to early childhood educators in six European countries on using the Early Childhood Environment Rating Scale-Revised (ECERS-R) through a mixed methods approach. 108 educators participated in the training along with lecturers and external observers. Quantitative results showed educators found the training effective for learning and to use in schools. Qualitatively, strengths included knowledge gained and organization, while weaknesses included language skills and preparation. The mixed methods triangulated sources to understand the training's effectiveness in achieving its goals of enhancing educators' self-evaluation and research skills.
Guidelines on the assessment & rating of learning under the K to 12 Basic Edu...Sonny Meneses Jr.
The document provides guidelines for assessing and rating student learning outcomes under the K to 12 Basic Education Curriculum in the Philippines. It outlines that assessment will be implemented beginning in Grades 1 and 7 to track student progress in attaining standards. Assessment will be holistic and formative, focusing on knowledge, skills, understanding, and performance. Student results will be fed back to promote reflection and improvement. Levels of proficiency are defined on a scale from Beginning to Advanced based on percentages across assessment levels.
This document discusses the differences between course evaluation/grading and program assessment. Course evaluation focuses on measuring course learning outcomes through various assignments, while program assessment measures program learning outcomes through signature assignments across multiple courses. Signature assignments must be consistent and use standardized rubrics to allow aggregation of data to assess program-level outcomes. Program assessment is conducted annually through a Program Annual Report and every five years through a comprehensive program review to evaluate student learning and identify areas for improvement.
Topic: Reporting to Stakeholders
Student Name: Siraj ul-Haque
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
The document summarizes a process called Criterion-Referenced Language Test Development (CRLTD) which links language curricula, teacher experience, and tests. CRLTD involves forming work groups of teachers to select skills from curricula/textbooks and write specifications for those skills. The groups then develop test items and provide feedback to refine the items and ensure they match the specifications. This process identifies mismatches between teaching and testing methods and enhances test validity by linking specifications to instructional goals.
Grading and reporting By: leo domondonLeo Domondon
The document discusses guidelines for an effective grading system in K-12 education in the Philippines. It outlines the purposes of grading as enhancing learning, reporting to parents, and administrative uses. It describes different types of grading systems and levels of assessment including knowledge, skills, understanding, and performance. Students are assessed on a level of proficiency from beginning to advanced based on their demonstration of learning standards. Guidelines are provided for developing fair grading procedures, conducting parent-teacher conferences, and determining student proficiency levels and remediation needs.
Implications of the Changes to the 14-19 CurriculumNIL
The document discusses the key changes to the 14-19 curriculum in the UK, including increased entitlement and flexibility for students. By 2013, all students aged 14-16 will be entitled to study diplomas and those aged 16-18 will have access to all 17 diplomas. Apprenticeships will also be expanded, with a target of 400,000 positions by 2020. Foundation learning tiers will replace programs like E2E and provide progression pathways for students working below level 2. The changes may increase strain on teachers and resources but provide better opportunities for learning and training.
Implications Of The Changes To The 14 19 CurriculumMohammed Naseer
The document summarizes the proposed reforms to the 14-19 curriculum in England, including the introduction of new pathways and qualifications. The key changes are the expansion of apprenticeships and foundation learning programs, revisions to GCSEs and A-Levels, and the introduction of diplomas which combine classroom learning, work experience, and an extended project. While the reforms aim to better prepare students and offer more choices, there are also concerns about potential issues like insufficient work placements, increased workload for teachers, and challenges for schools, colleges, and employers in implementing the major changes.
The document discusses the evaluation phase of the ADDIE model for course design in the context of the National Basketball Association. The evaluation phase determines if the course is effective and meets its objectives by assessing the attainment of course outcomes and gathering feedback from learners through direct and indirect assessments during both development and delivery. Course outcomes are also evaluated against program outcomes and program-specific outcomes.
The document describes the education fellowship scheme at WSU. There are four levels of fellowship with increasing requirements.
Associate fellowship requires a 1,400 word application demonstrating engagement in two areas of teaching practice. Fellowship requires a 3,000 word application demonstrating engagement across all five areas of teaching practice.
Senior fellowship requires a 6,000 word application including two case studies and evidence of leadership. Principal fellowship suggests a 7,000 word application addressing educational impact, reflective practice, and advocate statements.
The scheme is aligned with the UK Professional Standards Framework involving areas of teaching activity, core knowledge, professional values, and descriptors for each fellowship level. Applications must provide evidence of teaching quality and continuing professional development.
The Writing Initiative focuses on assuring quality in students’ writing through assessment and intervention. The final exam represents one course-level assessment in which faculty play a key role in measuring students’ writing ability.
This document discusses the DepEd Order No. 8 s. 2015 "Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program". It explains that classroom assessment is an integral part of curriculum implementation and effective learning. It also outlines the theoretical basis for classroom assessment, what is assessed in the classroom, how learners are assessed both formatively and summatively, individually and collaboratively. The grading system is explained as well as how core values are reflected in report cards and who classroom assessments are reported to. The goal is to apply these guidelines to promote self-reflection and accountability among students about their own learning.
The document summarizes the new K-12 grading system implemented in the Philippines. It discusses that assessment is now integrated into daily classroom activities and includes both formative and summative evaluations. Grades are based on weighted scores from written work, performance tasks, and quarterly assessments. Students need a final grade of at least 75 in all subjects to promote to the next grade level, or they may need to take remedial classes. The goal is for assessment to enhance the teaching and learning process.
Performane based assessment aicha abidi & mohamed nafaAbdessamad Ladmim
This document discusses performance-based assessment (PBA), which measures students' ability to apply skills and knowledge through real-world tasks. PBA balances learned knowledge and skills with their practical application. It has several key characteristics, including being complex, authentic, process-oriented and open-ended. PBA can track student work, demonstrate value in processes, and help with self-monitoring. Components include rubrics, observation, and feedback. The document provides examples of PBA for language skills like reading, writing, speaking, and listening, as well as vocabulary and functions. It concludes with alternative forms of assessment and references.
The document discusses the implementation phase of the ADDIE model for course design. It describes how the implementation phase involves delivering instruction in the classroom, lab, online or a combination. It ensures students understand material and can apply knowledge. It also discusses the components of a syllabus like course aims, content, resources, assessments, schedules and policies. The evaluation phase assesses if the course was effective and met its objectives using learner feedback.
The Tennessee Learning Centered Leadership System was adopted by the State Board of Education in November 2009. It establishes new instructional leadership standards to align selection, preparation, licensure, evaluation, and professional development of educational leaders. Collaboration between local education agencies and higher education in leader preparation is now required. The system also implements a more rigorous four-tiered licensure process and defines competency-based completion standards for instructional leader programs.
Educational assessment is used to evaluate student learning and teaching effectiveness. It involves measuring knowledge, skills, attitudes and beliefs. Assessment provides data to guide instructional improvements and motivate learning. It is used for student selection, certification that standards are met, describing student performance, and improving teaching. There are three main types of assessment: diagnostic to identify gaps, formative for ongoing feedback, and summative to evaluate learning outcomes. Effective assessment reflects educational values and is ongoing rather than episodic.
A small action research project focusing on sociolinguistic competencies needed by newcomers for a successful integration into Canadian society has created an opportunity to reflect on the gains and challenges of action research conducted by practitioners.
The document discusses assessment in open and distance learning. It defines assessment as a process of obtaining information about learner progress and achievement. Assessment serves two main purposes: to provide feedback to learners to improve learning, and to report on what has been achieved. There are formative assessments that are continuous and help motivation, and summative assessments that are end-of-course tests. Assessment in open distance learning includes non-assessable study materials, self-assessment questions, assignments, dialogue, and exams. Tutors provide comments on assignments to support learning and create dialogue between teachers and learners.
The ASSURE model is a six step process for designing effective instruction. It includes analyzing learners, stating clear objectives, selecting appropriate methods and materials, utilizing selected media and materials during instruction, requiring learner participation, and evaluating and revising the instruction.
Topic: Functions of Reporting System
Student Name: Aneeqa Hashmi
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
A Cohort Analysis Application developed as part of my Management Information Systems Endeavors at the University of Venda. Look at the data and the SQL Statements.
1. Marks are used to provide feedback on student achievement and should reflect only academic performance, not other factors.
2. Various marking systems exist that compare student performance to other students, established standards, aptitude, effort, or improvement. Comparing to established standards best reflects academic achievement.
3. Common marking symbols are letter grades and numerical scores, sometimes combined with checklists of specific skills. However, inconsistencies in standards make comparisons difficult.
Presentation by Jean-Claude Callens, Vives University at the 2018 European Distance Learning Week's third day webinar on "Innovative Education – Case Studies" - 7 November 2018
Recording of the discussion is available: https://eden-online.adobeconnect.com/pynq0w4ku2b1/
Types of grading (grading and reporting)HennaAnsari
Traditional Letter-Grade System
Assigning Letter Grades
Pass-Fail System
Checklists of Objectives
Letters to Parents/Guardians
Parent-Teacher Conferences
Inside in-service teacher training (RISE)David Evans
This document discusses in-service teacher training programs and efforts to understand what makes them effective. It notes that while some individual programs have shown positive impacts, teacher training is not always effective. The authors conducted a review of studies on in-service teacher training programs in low and middle-income countries to identify common characteristics and what factors are associated with success. They developed a proposed instrument to standardize reporting on key characteristics of teacher training programs. The review found programs tend to focus on pedagogy and language/math, provide materials, and include follow-up visits. Effective programs provided textbooks/materials and had implications for promotion. Next steps include mapping more programs and collecting standardized data to better understand what works.
EDUCARNIVAL 2014 at IIT Delhi - Professional development and opportunities a ...Eduexcellence
- A two-pronged approach to teacher performance and professional development is discussed, focusing on formative assessments and lesson planning support as well as encouraging collaboration with other teachers.
- Multiple choice survey questions are provided related to coaching teachers, developing leadership skills, addressing motivational issues, and handling disagreements or new responsibilities.
- An overview is given of how different countries and systems evaluate teachers at various stages from entry into a teacher education program to induction, certification, hiring, and ongoing professional development. Evaluation stakes and impact on careers varies between high to low or no stakes.
The document discusses the evaluation phase of the ADDIE model for course design in the context of the National Basketball Association. The evaluation phase determines if the course is effective and meets its objectives by assessing the attainment of course outcomes and gathering feedback from learners through direct and indirect assessments during both development and delivery. Course outcomes are also evaluated against program outcomes and program-specific outcomes.
The document describes the education fellowship scheme at WSU. There are four levels of fellowship with increasing requirements.
Associate fellowship requires a 1,400 word application demonstrating engagement in two areas of teaching practice. Fellowship requires a 3,000 word application demonstrating engagement across all five areas of teaching practice.
Senior fellowship requires a 6,000 word application including two case studies and evidence of leadership. Principal fellowship suggests a 7,000 word application addressing educational impact, reflective practice, and advocate statements.
The scheme is aligned with the UK Professional Standards Framework involving areas of teaching activity, core knowledge, professional values, and descriptors for each fellowship level. Applications must provide evidence of teaching quality and continuing professional development.
The Writing Initiative focuses on assuring quality in students’ writing through assessment and intervention. The final exam represents one course-level assessment in which faculty play a key role in measuring students’ writing ability.
This document discusses the DepEd Order No. 8 s. 2015 "Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program". It explains that classroom assessment is an integral part of curriculum implementation and effective learning. It also outlines the theoretical basis for classroom assessment, what is assessed in the classroom, how learners are assessed both formatively and summatively, individually and collaboratively. The grading system is explained as well as how core values are reflected in report cards and who classroom assessments are reported to. The goal is to apply these guidelines to promote self-reflection and accountability among students about their own learning.
The document summarizes the new K-12 grading system implemented in the Philippines. It discusses that assessment is now integrated into daily classroom activities and includes both formative and summative evaluations. Grades are based on weighted scores from written work, performance tasks, and quarterly assessments. Students need a final grade of at least 75 in all subjects to promote to the next grade level, or they may need to take remedial classes. The goal is for assessment to enhance the teaching and learning process.
Performane based assessment aicha abidi & mohamed nafaAbdessamad Ladmim
This document discusses performance-based assessment (PBA), which measures students' ability to apply skills and knowledge through real-world tasks. PBA balances learned knowledge and skills with their practical application. It has several key characteristics, including being complex, authentic, process-oriented and open-ended. PBA can track student work, demonstrate value in processes, and help with self-monitoring. Components include rubrics, observation, and feedback. The document provides examples of PBA for language skills like reading, writing, speaking, and listening, as well as vocabulary and functions. It concludes with alternative forms of assessment and references.
The document discusses the implementation phase of the ADDIE model for course design. It describes how the implementation phase involves delivering instruction in the classroom, lab, online or a combination. It ensures students understand material and can apply knowledge. It also discusses the components of a syllabus like course aims, content, resources, assessments, schedules and policies. The evaluation phase assesses if the course was effective and met its objectives using learner feedback.
The Tennessee Learning Centered Leadership System was adopted by the State Board of Education in November 2009. It establishes new instructional leadership standards to align selection, preparation, licensure, evaluation, and professional development of educational leaders. Collaboration between local education agencies and higher education in leader preparation is now required. The system also implements a more rigorous four-tiered licensure process and defines competency-based completion standards for instructional leader programs.
Educational assessment is used to evaluate student learning and teaching effectiveness. It involves measuring knowledge, skills, attitudes and beliefs. Assessment provides data to guide instructional improvements and motivate learning. It is used for student selection, certification that standards are met, describing student performance, and improving teaching. There are three main types of assessment: diagnostic to identify gaps, formative for ongoing feedback, and summative to evaluate learning outcomes. Effective assessment reflects educational values and is ongoing rather than episodic.
A small action research project focusing on sociolinguistic competencies needed by newcomers for a successful integration into Canadian society has created an opportunity to reflect on the gains and challenges of action research conducted by practitioners.
The document discusses assessment in open and distance learning. It defines assessment as a process of obtaining information about learner progress and achievement. Assessment serves two main purposes: to provide feedback to learners to improve learning, and to report on what has been achieved. There are formative assessments that are continuous and help motivation, and summative assessments that are end-of-course tests. Assessment in open distance learning includes non-assessable study materials, self-assessment questions, assignments, dialogue, and exams. Tutors provide comments on assignments to support learning and create dialogue between teachers and learners.
The ASSURE model is a six step process for designing effective instruction. It includes analyzing learners, stating clear objectives, selecting appropriate methods and materials, utilizing selected media and materials during instruction, requiring learner participation, and evaluating and revising the instruction.
Topic: Functions of Reporting System
Student Name: Aneeqa Hashmi
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
A Cohort Analysis Application developed as part of my Management Information Systems Endeavors at the University of Venda. Look at the data and the SQL Statements.
1. Marks are used to provide feedback on student achievement and should reflect only academic performance, not other factors.
2. Various marking systems exist that compare student performance to other students, established standards, aptitude, effort, or improvement. Comparing to established standards best reflects academic achievement.
3. Common marking symbols are letter grades and numerical scores, sometimes combined with checklists of specific skills. However, inconsistencies in standards make comparisons difficult.
Presentation by Jean-Claude Callens, Vives University at the 2018 European Distance Learning Week's third day webinar on "Innovative Education – Case Studies" - 7 November 2018
Recording of the discussion is available: https://eden-online.adobeconnect.com/pynq0w4ku2b1/
Types of grading (grading and reporting)HennaAnsari
Traditional Letter-Grade System
Assigning Letter Grades
Pass-Fail System
Checklists of Objectives
Letters to Parents/Guardians
Parent-Teacher Conferences
Inside in-service teacher training (RISE)David Evans
This document discusses in-service teacher training programs and efforts to understand what makes them effective. It notes that while some individual programs have shown positive impacts, teacher training is not always effective. The authors conducted a review of studies on in-service teacher training programs in low and middle-income countries to identify common characteristics and what factors are associated with success. They developed a proposed instrument to standardize reporting on key characteristics of teacher training programs. The review found programs tend to focus on pedagogy and language/math, provide materials, and include follow-up visits. Effective programs provided textbooks/materials and had implications for promotion. Next steps include mapping more programs and collecting standardized data to better understand what works.
EDUCARNIVAL 2014 at IIT Delhi - Professional development and opportunities a ...Eduexcellence
- A two-pronged approach to teacher performance and professional development is discussed, focusing on formative assessments and lesson planning support as well as encouraging collaboration with other teachers.
- Multiple choice survey questions are provided related to coaching teachers, developing leadership skills, addressing motivational issues, and handling disagreements or new responsibilities.
- An overview is given of how different countries and systems evaluate teachers at various stages from entry into a teacher education program to induction, certification, hiring, and ongoing professional development. Evaluation stakes and impact on careers varies between high to low or no stakes.
Guidelines on the appointment and promotion of teaching personnelJared Ram Juezan
This document outlines guidelines for appointing and promoting teaching personnel. It establishes criteria points in the following areas: performance (35 points), experience (5 points), outstanding accomplishments (20 points), education (25 points), training (5 points), potential (5 points), and psychosocial attributes (5 points), for a total of 100 points. It provides details on computing points for each criteria, including specific point values assigned for qualifications and achievements within each criteria. For example, under outstanding accomplishments, an national award would receive 4 points while authorship of a book would receive 4 points. The document aims to standardize the evaluation process for appointing and advancing teaching roles.
This year we conducted a small Research in the Project IQAIST by applying a QUESTIONNAIRE FOR TEACHERS – TRAINING NEEDS ANALYSIS. These are the results from Spain.
This document contains a needs analysis questionnaire for an ESP (English for Specific Purposes) course for construction engineering. [1] It collects information about the participant's background, interest and priorities for language skills. [2] The participant is asked to rate their level of interest, how important ESP is compared to other subjects, and how useful different topic areas would be for an ESP course. [3] It also asks the participant to prioritize improving different language skills and the types of materials and situations they want to focus on for reading, speaking, writing and listening.
Correlational research investigates relationships between two variables without manipulating either variable. It can be used for explanatory purposes to help explain behaviors, or for prediction purposes to predict outcomes. Common correlational techniques include scatter plots, regression analysis, multiple regression, and factor analysis. Threats to internal validity like subject characteristics, location, instrumentation, and mortality must be evaluated. The basic steps in correlational research are problem selection, sampling, instrumentation, design, data collection, and evaluating threats to validity.
The document summarizes education in Pakistan. It defines education according to the Pakistani constitution as providing free and compulsory secondary education. It outlines the country's literacy rates, types of educational institutions, and challenges facing the education system. The national education plan aims to achieve universal primary and secondary education through improving governance, teacher quality, access to schools, and increasing education funding and private sector involvement. Future plans include partnerships among families, communities and the state to provide free education, textbooks and scholarships to improve access to education across Pakistan.
Correlational research designs examine relationships between two or more variables without manipulating any variables. They are used to describe and measure the degree of association between variables or sets of scores. There are two main types of correlational designs: explanatory/explanation designs which examine associations between variables, and prediction designs which identify predictor variables that can anticipate outcomes. Key aspects of correlational research include scatterplots, correlation coefficients, significance testing, and multiple variable techniques like partial correlation and multiple regression.
Guidelines in the promotion for master teacherschiriter
The document outlines the guidelines for promotion to Master Teacher positions in the Philippines. It establishes four levels of Master Teacher based on salary grade. It provides criteria for promotion to each level, including education requirements, performance ratings, years of experience, and points in leadership, potential and achievement. The document also specifies quota limits for the number of Master Teacher positions allowed based on the number of authorized teaching positions in a given school or district.
This document provides an overview of the organizational structure and educational system in the Philippines. It begins with an organizational chart showing the different bureaus, offices, and agencies that make up the Department of Education. It then discusses key concepts in school administration and supervision including the significance, types, management functions, and how it operates in the Philippine context. The document also contrasts the traditional and modern concepts of administration as well as the values of clinical and traditional supervision.
This document summarizes six critical challenges of high school reform and evaluates several high school reform models. The six challenges are: creating personalized learning environments, assisting students with poor literacy and math skills, improving instructional content and pedagogy, preparing students for life after high school, stimulating and sustaining change, and building knowledge about what works. Reform models discussed include Talent Development High Schools, First Things First, and Career Academies. The document analyzes evidence on the strengths and limitations of these models and identifies opportunities to address the six reform challenges.
This document summarizes a research project on attracting and retaining teachers in Queensland secondary schools. It identifies challenges such as declining salaries, work conditions and professional status compared to other careers. Survey results found teachers were most satisfied with feeling part of an effective team. The report recommends strategies like increasing salaries to be competitive with other professions, offering flexible working conditions, strengthening teacher training programs, and implementing targeted recruitment and incentive programs for rural or specialist subject areas.
This study compared teaching strategies and student learning outcomes between on-campus and distance courses at a Midwest university. Interviews with history professors revealed common challenges for distance students like time management, attendance, and information overload. A survey of 84 on-campus students found most felt online course platforms had little effect on their success. However, the study was limited by not surveying distance students directly.
DU CTLAT Presentation Assessing Student Learning Outcomes Educational Program...Dillard University Library
Articulate the genesis of development of a culture of assessment; Identifies the components of institutional effectiveness emanating from a system of data sharing and program improvement; Distinguish the purpose and verbage of a program, course, and student learning outcome
Julia Cirillo completed her professional practice placement at Reservoir High School. She taught a variety of science subjects to students in years 7-11 and her lessons were observed on multiple occasions. She undertook various extracurricular activities to support the school. The assessment report gave Julia high marks in all categories of professional knowledge, practice, and engagement. She demonstrated outstanding knowledge of student learning, content, teaching strategies, and assessment. Julia created supportive learning environments and engaged professionally with colleagues. Based on her performance, she was deemed "Ready to Teach" at the satisfactory level required for her Master of Teaching degree.
The study examined post-qualifying social work education in Scotland, which aims to validate professional development and ensure common standards through two levels of awards. It analyzed data on candidates who earned these awards from 2001-2008, finding most completed programs at universities. Interviews will further explore candidates', employers', and assessors' experiences. Preliminary findings suggest factors like employer support and access to education facilitated awards, while job responsibilities and lack of support hindered them. Most candidates reported the education positively impacted their practice and career development.
The document discusses the Standards in Practice Instructional Gap Analysis Strategy, which is a process used to identify and close gaps between what students are learning and what they need to learn to be proficient based on standards. It involves teacher teams analyzing student work and assignments using a 6-step model to ensure rigorous academic work for all students. The goal is to have discussions around improving instructional methods so that assignments fully address standards and better support student learning.
The document discusses the Standards in Practice Instructional Gap Analysis Strategy, which is a process used to identify and close gaps between what students are learning and what they need to learn to be proficient based on standards. It involves teacher teams analyzing student work and assignments using a 6-step model to ensure rigorous academic work for all students. The goal is to have discussions around improving instructional methods so that assignments fully address standards and better support student learning.
The document summarizes a presentation on establishing learning standards in Australian higher education accounting degrees. It discusses the need for robust learning standards and outcomes, benchmarking courses against comparable programs, and calibrating assessment of student work against explicit standards through workshops involving academics from multiple institutions. The goal is to develop a shared understanding of standards and help ensure consistent assessment across providers nationally. Examples are given of past calibration workshops and their positive impact in reducing assessment variation. Potential approaches for external review discussed include developing a coordinated system led by groups like the Business Deans Council to facilitate peer review of student work against calibrated standards on an annual basis.
Assessment Strategies and Innovative Teaching PracticesMostafa Ewees
The document discusses assessment strategies and innovative teaching practices at universities. It describes how universities have responded to calls for improving undergraduate education through numerous disciplinary and cross-disciplinary teaching innovations. The document presents case studies of four universities examining their approaches to assessment, innovations in teaching and learning, and how assessment and improvements are linked. It finds that flexibility in tenure processes, coordination of assessment activities, and linking assessment to improving teaching can encourage further innovations.
This document summarizes National University's assessment plan and processes. It describes the purpose of assessment as ensuring evidence-based decision making and high quality programs and graduates. Key aspects of the assessment plan include identifying program learning outcomes, using both direct and indirect measures to assess student learning, analyzing assessment data, and implementing improvements based on findings. Signature assignments are used across courses and programs to directly assess student work, and rubrics help ensure consistent and reliable evaluation. The goal is to close the assessment loop by reflecting on results and implementing recommended changes.
This document discusses different types of evaluation and test items used in education. It describes formative evaluation as used to provide feedback during instruction, while summative evaluation determines if instructional objectives were achieved and is used for grading. Objective test items include supply, selection, and matching questions, while short answer questions assess a few key points and essays measure higher-order thinking. Standardized tests have established norms and procedures, whereas teacher-made tests focus on class-specific content and objectives.
TDA 14-19 Diploma ITT Strand 2 - "With Experience" Programme Evaluation Of 20...Mike Blamires
This document evaluates a 2008-2009 "with experience" diploma programme for initial teacher training in the UK. It finds the programme had positive impacts, but also some challenges. Trainees generally had a positive experience and benefited from increased collaboration, though school placements and guidance on requirements could be improved. The evaluation highlights some emerging issues around sustainability and capacity as diploma numbers increase.
The document discusses the Higher Education Academy (HEA) and its work to improve teaching quality and student success in higher education. Specifically:
- The HEA aims to continuously improve teaching quality through professional development, best practices, and thought leadership. Its vision is to be globally recognized for inspiring excellent teaching.
- The HEA has been involved in developing the UK's Teaching Excellence Framework (TEF), which evaluates teaching quality and recognizes excellent instruction. Core TEF metrics include student satisfaction, retention, and employment outcomes.
- The HEA proposes additional metrics like qualifications and training of teaching staff. Its frameworks are intended to achieve student success through influencing teaching excellence, priorities, principles, and culture.
Preparing new Teachers for the 21st Century: the New Zealand responseCeppe Chile
This document discusses the challenges of preparing new teachers for the 21st century according to a New Zealand response. It outlines challenges for teacher education programs, research universities, governments, and the teaching profession. It also discusses measuring teacher quality. The document then provides details of one New Zealand university's teacher preparation program and how it aims to address the challenges. It requires graduate degrees, two teaching practicums, and adheres to Graduating Teacher Standards that assess knowledge of content, pedagogy, assessment, and learner development.
The document provides information on two doctoral programs in education: the Ed.D. in Education and the Executive Ed.D. in Educational Leadership offered by the University of Central Florida.
The Ed.D. in Education is a 54-credit hour program focused on solving complex problems of practice. It follows a 9-semester course sequence culminating in a dissertation in practice. The Executive Ed.D. in Educational Leadership is also a 54-credit hour program preparing students to be agents of change in K-12 and higher education organizations. It includes courses in educational leadership, research, and a field project, and follows a similar 9-semester structure. Both programs aim to advance students' careers and have strong placement
CXC presented at the 2015 UWI Symposium on the topic " Transforming Assessment and Evaluation: Potential Impact of New School-Based Assessment Guidelines"
This document summarizes research on students' and teachers' perspectives on effective teaching. According to a student survey, the most important factors for an outstanding professor were rapport (35.8%), delivery (30.3%), and fairness (16.4%). A separate teacher survey found that master teachers emphasize communication skills, real-world experience, caring, student involvement, and organization. Both studies provide insights for improving teaching but caution that pleasing students should not compromise educational standards. The document concludes by inviting discussion on revisiting the art of teaching.
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help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
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Evaluating professional development opportunities for Teaching Assistants within a South Wales college
1. An evaluation of professional development opportunities for Teaching Assistants in a South Wales College Clair Charalambous
2. To evaluate the curriculum offered at a South Wales college for Teaching Assistants 21% increase in support staff in Wales (Blatchford et al 2009) Increase in responsibilities within this role, including specialist and teacher type responsibilities (Burgess and Shelton-Mayes 2009) Increased uptake of high level training for this sector (Blatchford et al 2009) Rationale
3. Questionnaires Distributed to all schools within the LEA Focus Group Comprising a range of TAs from across the LEA working in a range of settings at a range of levels. Interviews With key stake holders in the LEA, university and college. Document Analysis Of a range of job descriptions from within the LEA at different levels in different settings. Methodology
4. Questionnaires 37% Overall response Results also analysed between sectors. Responses analysed and comparisons drawn with the curriculum offered at the college Interviews and Focus Groups Results transcribed and themes identified Results analysed between sectors. Comparisons drawn with the curriculum offered at the college Document Analysis Themes were identified and supported by cross coder analysis. A training gap analysis highlighted parallels and omissions within the college curriculum. Analysis of Results
5. Positive Correlations with Curriculum Clear progression route Opportunities to specialise are offered at appropriate levels Issues largely addressed at appropriate levels and within suitable time frames, in particular ALN. Confidence in practice, and advanced career opportunities Findings
6. Primary and Secondary Settings Very distinct roles and requirements Qualification and Employment Below level 3 TAs tend to be employed at a higher level than their qualifications Conversely above level 3 many TAs hold qualifications above the level they are employed at. Qualification Profile No level 1 or 2 qualification No job descriptions beyond level 4 Work Based Learning Lack of vocational assessment at level Findings
7. For College: Introduce a level 2 qualification Develop links between schools and college Ensure flexible delivery of FDs to ensure they are appropriate for all sectors Specialist modules to be offered at level 4 For LEA: Formalised induction training for unqualified staff Creation of specialist or management type roles Create role and sector specific job descriptions Recommendations
Editor's Notes
Greater implications for lack of appropriate training.Over 600 different qualifications available and each role requires a different set of skillsOur route is a Level 3 certificate, FD, BA. Although there are a range of courses outside of this that also target this audience we focussed particularly on Tas and excluded nursery nurses, child minders etc. This would have made the research too cumbersome!
Q – To establish views of HT or SENCos about the training requiredFG – To establish views of Tas about what training and knowledge they actually needed in order to conduct their roleI – To establish the rationalle behind the route available at the college and identify the wider needs of the LEADA – To establish what precisely the Tas should be doing at each level and what skills and knowledge they might need.
Special schools had to be disregarded
ALN as a priority – key focus of the FD Qualifications. However the specific ALN requirements vary greatly from one role to another, so possibly offering stand alone specific modules. Also the general ALN was not introduced until 2nd year FD (Level 5) might be needed at level 4.
Primary – LSO (L3) 83% employed through school Secondary – 1:1 78% employed through LEAQ and E – This causes concern that Tas are being asked to do roles they are not equipped to conduct. Also that the career progression is not available beyond level 4.QP – despite job descriptions starting at this level. Makes our students over qualified for their roles. Opportunities do exist, but outside of the learning support role.Differences between level 3 and 4 qualifications is not reflected in the job descriptions