Evaluation of Teaching Demonstration
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This document contains an evaluation form for observing a teaching demonstration. The form has several criteria for evaluating the candidate's preparation, oral communication, physical presence, class management, use of visual aids, handling of student questions, presentation of the lesson's purpose, knowledge of the subject matter, ability to engage students, conclusion of the lesson, confidence, time management, and inclusion of all students. The evaluator rates the candidate in each area as strong, good, fair, or weak and provides any remarks on their performance. The evaluator then signs and prints their name at the bottom.
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SLOS Based Learning and Single National Curriculum of Pakistan (SNC)
SLOS-Based Learning and the Single National Curriculum (SNC) in Pakistan:
"In Pakistan, the Single National Curriculum (SNC) is revolutionizing education by emphasizing SLOS-based learning to provide clear, measurable learning outcomes for students across the nation."
The Single National Curriculum (SNC) in Pakistan is a comprehensive educational framework introduced to standardize the curriculum across the country. One of the key components of the SNC is the adoption of Student Learning Outcomes (SLOS) as a guiding principle for designing and evaluating educational content and outcomes. Let's explore the relationship between SLOS-based learning and the SNC in Pakistan.
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SLOS, or Student Learning Outcomes, are specific statements that define what students are expected to know and be able to do after completing a particular educational program or course. These outcomes serve as clear, measurable learning objectives that guide teachers, students, and educational policymakers in understanding the desired outcomes of education.
Integration of SLOS in the SNC:
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Benefits of SLOS-Based Learning in the SNC:
Clarity and Focus: SLOS provide clear learning objectives, which help teachers and students stay focused on what needs to be achieved.
Measurable Progress: SLOS are designed to be measurable, making it easier to assess students' progress and the effectiveness of teaching methods.
Consistency: The use of SLOS in the SNC ensures that students receive a consistent education, regardless of their location or type of school.
Accountability: SLOS create a basis for assessing educational institutions and holding them accountable for delivering on the promised learning outcomes.
Challenges and Concerns:
Implementation: Ensuring that all schools, especially those in remote or underserved areas, effectively implement SLOS-based learning can be a challenge.
Teacher Training: Teachers may require training and support to align their teaching practices with SLOS effectively.
Cultural and Regional Variations: Balancing national standardization with the need to respect regional and cultural variations in educational content can be complex.
SLOS-based learning is a crucial component of the Single National Curriculum (SNC) in Pakistan. It provides a structured approach to defining educational goals and ensuring uniformity in the educational experience for students across the country. While there are implementation challenges, the SNC's emphasis on SLOS holds the potential to raise the quality of education in Pakistan and prepare students for a more competitive and globally connected world.
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SLOS Based Learning and Single National Curriculum of Pakistan
SLOS-Based Learning and the Single National Curriculum (SNC) in Pakistan:
https://ZonOfEducation.com
The Single National Curriculum (SNC) in Pakistan is a comprehensive educational framework introduced to standardize the curriculum nationwide. One of the key components of the SNC is the adoption of Student Learning Outcomes (SLOS) as a guiding principle for designing and evaluating educational content and o tcomes. Let's explore the relationship between SLOS-based learning and the SNC in Pakistan.
What is SLOS?
SLOS, or Student Learning Outcomes, are specific statements that define what students are expected to know and be able to do after completing a particular educational program o course. These outcomes serve as clear, measurable learning objectives that guide teachers, students, and educational policymakers in understanding theresults results of education.
Integration of SLOS in the SNC:
The SNC in Pakistaonstrongly emphasizes the development and implementation of SLOS in educati nal institutions. It seeks to align all curricula, whether in public or private schools, with a common set of earning outcomes. This alignment aims to ensure uniform educational standards and a more equitable learning experience for students nationwide.
Benefits of SLOS-Based Learning in the SNCprovide cleard Focus: Sobjectivessclear learning objectives, which help teachers and students stay focused on what needs to be achieved.
Measurable Progress: SLOS are designed to be measurable, making it easier to assess students' progress and the effectiveness of teaching methods.
Consistency: Using SLOS in the SNC ensures that students receive a consistent education, regardless of their location or type of school.
Accountability: SLO creates a basis for assessing educational institutions and holding them accountable for delivering on the promised learning outcomes.
Challenges and Concerns:
Implementation: Ensuring that all schools, especially those in remote or underserved areas, effectively implchallengingnging learning can bTheseallenging.
Teacher Training: Teachers may align their teeffectively acheffectivelyiss effectively effectivelys with SLOS.
Cultural and Regional Variations: Balancing natiorall the need to respect regional and cultural variations in educational content can be complex.
Conclusion:
SLOS-based learning iPakistan's crucial component of he Sin l. It ise mature defaeducationalrovides a structured approach to defining educational goals and ensuring unifo tnationuni intensions across th reductionplemonanemphasis on SLOS holds the potential to raise the quality of education in Pakistan and prepare students for a more competitive and globally connected world.
In Pakistan, the Single National Curriculu.(SNC) is revolutionizing .ducation by emphasizing SLOS-based learning to prov.ide clear, measurable learning outcomes.
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Student exhibits a defined and clear understanding of the assignment. Thesis is clearly defined and well-constructed to help guide the reader throughout the assignment. Student builds upon the thesis of the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment.
Student exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Introduction of thesis is not clearly evident, and reader must look deeper to discover the focus of the writer. Student’s writing is weak in the inclusion of supporting facts or statements.
/ 20
Content/Subject Knowledge
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
The assignment reveals that the student has a general, fundamental understanding of the course material. There are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.
/ 20
Critical Thinking Skills
Student demonstrates a higher-level of critical thinking necessary for 300-400 level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or world views in the assignment. Student presents a genuine intellectual development of ideas throughout assignment.
Student exhibit ...
S1 using performance tasks to improve proficiency - bacon hakam-shen
S1 using performance tasks to improve proficiency - bacon hakam-shenCenter for Global Education at Asia Society
This document summarizes a presentation about improving Chinese language proficiency in an immersion classroom through effective assessment. It discusses the importance of formative and summative assessments, setting clear outcome targets aligned to proficiency standards, and using assessments to identify gaps and guide instruction. Examples of assessment strategies are provided, like rubrics, student-centered tasks with explicit requirements, scaffolding, and peer review. Target proficiency levels are outlined for different grades, with the goal of students reaching Intermediate to Advanced levels by high school graduation.Intro to rubrics
The document provides an introduction to using rubrics for assessing student work. It defines key terms related to rubrics and their purposes. It then outlines a five step process for developing rubrics, including deciding on dimensions of quality, achievement levels, descriptions for each level, rating schemes, and reviewing/revising. An example rubric for grading research papers is also included.
Intro to rubrics
The document provides an introduction to using rubrics for assessing student work. It defines key terms related to rubrics and their purposes. It then outlines a five step process for developing rubrics, including deciding on dimensions of quality, achievement levels, descriptions for each level, rating schemes, and reviewing/revising. An example rubric for grading research papers is also included.
LA&E PRESENTATION .pptx
Oral presentations can be used to assess students' knowledge and understanding of a topic. They require students to research a topic, prepare a presentation, and deliver it to an audience. Presentations are commonly done individually using PowerPoint or Prezi and can also be done in small groups. It is important to clearly outline the expectations, criteria, and what will be assessed. Presentations can evaluate students' research, problem-solving, communication, and time management skills. While they provide benefits like practicing public speaking skills, challenges include student anxiety and the time required for preparation, delivery, and assessment.
LA&E PRESENTATION .pptx
Oral presentations can be used to assess students' knowledge and understanding of a topic. They require students to research a topic, prepare a presentation, and deliver it to an audience. Presentations are commonly done individually using PowerPoint or Prezi and can also be done in small groups. It is important to clearly outline the expectations, criteria, and what will be assessed. Presentations can evaluate students' research, problem-solving, communication, and time management skills. While they provide benefits like practicing public speaking skills, challenges include student anxiety and the time required for preparation, delivery, and assessment.
Assessment of learning
This document outlines an assessment framework that uses multiple levels and tools to evaluate student learning. It discusses:
1. Four levels of assessment - knowledge, skills, understanding, and products/performances - that will each be weighted and used to measure student attainment of learning standards.
2. Various tools that can be used to measure the different levels, like quizzes, projects, and tests.
3. How student performance will be reported using levels of proficiency like beginning, developing, proficient, and advanced.
4. Guidelines for providing feedback, promoting students to the next grade level, and assisting struggling students through remediation.
Microteaching ppt
The document provides information about microteaching, which is a technique used to improve teaching skills. It involves practicing specific skills in short lessons that are video recorded and reviewed. The microteaching cycle includes planning a short lesson, presenting while recorded, viewing the recording with peers, discussing strengths and areas for improvement, summarizing suggestions, and re-planning the lesson based on the feedback. Ten specific teaching skills are identified that can be practiced through microteaching, including planning, questioning techniques, exemplifying content, and summarizing lessons.
How is my child assessed and how does this affect the report?
This document discusses how student assessment works and how it impacts student reports. It explains that assessment is used to plan learning, identify student outcomes, inform teaching, and report achievement. There are two types of assessment: assessment for learning, which includes teacher observations and student feedback; and assessment of learning, like projects, tests, and presentations. Assessment is criteria-based and linked to syllabus outcomes. Student reports use an A-E grading scale to indicate their level of knowledge, understanding, and skills.
EDU 151 Thematic Unit Required ComponentsThematic Unit Requireme.docx
EDU 151 Thematic Unit Required Components
Thematic Unit Requirements
Component Parts of Selected Thematic Unit
A) Study Topic - Select a specific appropriate topic reflecting children’s interests and experiences. Topics that are too broad or not developmentally applicable will not be considered. Examples of this type of topic include Ocean, Rain Forest, Outer Space. Examples of specific appropriate topics are shoes, worms, rocks.
A)
B) Age Level –“Birth through Second Grade” Select an age or grade level.
B)
C) Focus - Develop a one-sentence focus statement that summarizes the direction and intent of the unit.
C)
D) Objectives - Identify three or four specific objectives you wish children to master by the completion of the unit, use the appropriate NC Early Learning Standards for the age of the child.
D)
E) Resources - You will need to cite all resources used throughout the study topic. For example: Internet resources (specific web site), printed resources, magazines, newspaper, journals, audio/visual resources, field trips, etc.
E)
F) Extensions Activities - Complete the attached Lesson Plan Forms in detail. You should also include two extension activities (extended activities or enrichment activities).
F)
G) Discussion Questions – Include at least three open-ended questions that will help children think about the topic in varied and divergent ways.
G)
H) Literature Selections - Select children’s books that relate to the theme and are developmentally appropriate for the children you will be working with
H)
I) Culminating activity - The culminating activity is a project or activity that engages children in a meaningful summarization of their discoveries and leads to new ideas, understandings and connections.
J) Evaluation - Devise appropriate means of evaluating children’s progress throughout the unit based on the objectives chosen above.
Student Name: _________ Date: _________
Assessment Name: Study Topic Unit
This assessment is used in every section of EDU 151
This assessment is designed to focus on Standards #4 and #5
This assessment is designed to focus on Supportive Skill # 3, #4, and #5
D/F
C
B
A
100
Unsatisfactory
Average
Good
Very Good
Standard or
Supportive Skill
Key Elements
Basic Knowledge
Comprehension
Application
Synthesis
Comments
Standard 4: Using Developmentally Effective Approaches to Connect with Children and Families
(Attach Weekly Planning Form to Standard 4c in School Chapters)
4c. Using a broad repertoire of developmentally appropriate teaching/learning approaches
Activities are not developmentally appropriate and do not incorporate a range of teaching approaches
0 – 12
Activities are mostly developmentally appropriate and incorporate a few teaching approaches
13
Activities are developmentally appropriate and incorporate varied teaching approaches
14
Activities are developmentally appropriate and incorporate a wide array of teaching approache.
PaperGraduate Level RubricAPUS Assignment Graduate Level .docx
Paper
Graduate Level Rubric:
APUS Assignment Graduate Level Rubric
500-600
EXEMPLARY
LEVEL
ACCOMPLISHED
LEVEL
DEVELOPING
LEVEL
BEGINNNIG
LEVEL
TOTAL POINTS
FOCUS AND THESIS
Student exhibits a defined and clear understanding of the assignment. Thesis is clearly defined and well constructed to help guide the reader throughout the assignment. Student builds upon the thesis of the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
10 points
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment.
7 points
Student exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment.
5 points
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Introduction of thesis is not clearly evident, and reader must look deeper to discover the focus of the writer. Student’s writing is weak in the inclusion of supporting facts or statements.
1 point
/10
CONTENT AND SUBJECT KNOWLEDGE
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
25 points
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
20 points
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
15 points
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.
10 points
/25
CRITICAL THINKING SKILLS
Student demonstrates a higher-level of critical thinking necessary for 500-600 level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student provides well-supported ideas.
Assessment primer
This document provides an overview of assessment methods and how to create rubrics for assessment. It discusses formative and summative assessment, as well as direct and indirect assessment methods. It also covers different types of assessment tools like rubrics, checklists, rating scales, and portfolios. Rubrics are described as composed of a task description, performance scale, dimensions being assessed, and descriptions of each performance level. The document provides examples of different rubric formats and discusses how to create rubrics and address potential biases. It emphasizes that the goal of assessment is to improve student learning by establishing learning objectives and measuring outcomes to determine if objectives are met.
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CriteriaExemplary20 pointsAccomplished17 pointsDevelopin
CriteriaExemplary20 pointsAccomplished17 pointsDevelopin
S1 using performance tasks to improve proficiency - bacon hakam-shen
S1 using performance tasks to improve proficiency - bacon hakam-shen
How is my child assessed and how does this affect the report?
How is my child assessed and how does this affect the report?
EDU 151 Thematic Unit Required ComponentsThematic Unit Requireme.docx
EDU 151 Thematic Unit Required ComponentsThematic Unit Requireme.docx
PaperGraduate Level RubricAPUS Assignment Graduate Level .docx
PaperGraduate Level RubricAPUS Assignment Graduate Level .docx
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5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
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本公司拥有海外各大学样板无数，能完美还原海外各大学 Bachelor Diploma degree, Master Degree Diploma
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
The Rules Do Apply: Navigating HR Compliance
https://www.humanresourcestoday.com/frs/26903483/the-rules-do-apply--navigating-hr-compliance
HR Compliance is like a giant game of whack-a-mole. Once you think your company is compliant with all policies and procedures documented and in place, there’s a new or amended law, regulation, or final rule that pops up landing you back at ‘start.’ There are shifts, interpretations, and balancing acts to understanding compliance changes. Keeping up is not easy and it’s very time consuming.
This is a particular pain point for small HR departments, or HR departments of 1, that lack compliance teams and in-house labor attorneys. So, what do you do?
The goal of this webinar is to make you smarter in knowing what you should be focused on and the questions you should be asking. It will also provide you with resources for making compliance more manageable.
Objectives:
• Understand the regulatory landscape, including labor laws at the local, state, and federal levels
• Best practices for developing, implementing, and maintaining effective compliance programs
• Resources and strategies for staying informed about changes to labor laws, regulations, and compliance requirements
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Evaluation of Teaching Demonstration
- 1. Evaluation of Teaching Demonstration Candidate Name _______________________________ Date__________________________ Evaluation Criteria Strong (20-16) Good (15-11) Fair (10-5) Weak (4-0) Remarks Preparation of the candidate Dress, neatness and appearance. Oral communication Speaks clearly and comprehensible Engaging discussion with students Used words and expressions within the student level of understanding Physical presence Avoid distracting mannerisms and gestures Engaging eye contact Class management Was there any element of creativity (by way of certain examples) Writing on the board, figures / diagrams (visual aids) Handling of student questions or comments Purpose of the presentation was clearly presented and clear to the students Apparent knowledge/ mastery of the subject matter Ability to hold the attention of students Showed dynamism and enthusiasm Conclusion / summarization made; or lecture abruptly ended Confidence level exhibited Time management Demonstrates strategies to be inclusive toward students The information listed above is a matter of opinion. The numerical ratings are intended to be used only as a general guide. A high numerical score does not imply the candidate is the best candidate. Evaluator’s Signature ____________________________________________________ Evaluator’s Name ____________________________________________________________________