Flipped assessment
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The document discusses current issues with assessment in higher education and proposes alternatives for the 21st century. It argues that higher education focuses too much on summative assessment like essays and exams that test memorization of facts rather than higher-order skills. A new approach is needed that focuses on formative assessment of skills like problem solving, analysis, and reflection. The document proposes "flipped assessment" where students are assessed on their ability to research and prepare for collaborative problem solving in flipped classrooms, rather than through traditional summative exams.
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Improving student learning through assessment and feedback in the new higher ...
Improving student learning through assessment and feedback in the new higher ...Learning Development Centre
The document summarizes key points from a book about improving student learning through assessment and feedback. It describes a case study of a program that had many innovative coursework assignments but students did not put in much effort or find the feedback useful. The program lacked formative assessment, had too much assessment variety, and provided feedback too slowly. The document recommends focusing assessment, increasing formative tasks, reducing variety, separating feedback from marks, and ensuring consistency across courses to improve the student experience and learning.Alternative assessments in middle school mathematics
Alternative assessments are a way to measure student learning through means other than traditional tests, such as short-answer questions, essays, oral presentations, and portfolios. They allow students to demonstrate knowledge in various ways and provide teachers ongoing feedback on student strengths and weaknesses. Alternative assessments in mathematics should match ideal curriculums, communicate that real problems have multiple solutions and pacing, focus on what students can do, and be integrated with instruction rather than a separate activity.
Blended by Design: Classroom Assessment Techniques & Rubrics
The document discusses classroom assessment techniques (CATs) that can be used to gather feedback from students on their learning. It provides examples of CATs like minute papers, memory matrices, and student-generated test questions. The document advises faculty to choose a CAT, apply it, analyze the results, and use the feedback to modify instruction. It also discusses developing rubrics with students to clarify expectations and promote self-assessment. While blended learning requires more initial preparation time, research shows students in blended courses often achieve higher grades compared to other formats.
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Improving student learning through assessment and feedback in the new higher ...
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Alternative assessments in middle school mathematics
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Blended by Design: Classroom Assessment Techniques & Rubrics
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Assignment, Examination, Portfolio
This document compares and contrasts three methods of student assessment: assignments, examinations, and portfolios. It defines each method and discusses their level of difficulty, types, uses, strengths, and limitations. Assignments involve tasks that require student engagement and a final product. Examinations are systematic sets of questions to assess learning. Portfolios are collections of student work to demonstrate learning. Assignments and portfolios allow for higher-order thinking skills, while examinations can efficiently measure a large amount of content. However, assignments and portfolios require more resources and time to grade than examinations.
Aims for mathematics geared towards excellence
This document discusses traditional versus modern approaches to mathematics curriculum, instruction, and assessment in Asian countries.
It outlines the traditional approaches, which focus on individual subjects taught from textbooks, teacher-centered instruction, and paper-based assessments. In comparison, modern approaches emphasize integrated subjects, student-centered active learning, and performance-based assessments.
The document also examines factors that influence student excellence in math, including curriculum, teacher preparation, parental support, and using multiple instructional methods to engage different learning styles. It provides examples of teaching addition of integers and direct variation to illustrate modern instructional approaches.
5 Simple Strategies for Working with Gifted
Strategies that work with gifted students are just good teaching and work with all children. Included are 5 specific strategies that tend to engage and challenge students.
Continuous Assessment
This document discusses a case study on the use of continuous assessment in an ESL writing course at a university. It describes the four steps of continuous assessment used: self-assessment, peer-assessment, assessment by the lecturer, and use of a portfolio. Results showed that continuous assessment helped students engage more with improving their writing, learn from feedback, and see writing as a process rather than a single graded assignment. Compared to traditional assessment, continuous assessment focuses more on a formative approach, developmental feedback, and student-created work and learning process.
Assessment of-student-learning
This document discusses student assessment and the assessment process. It defines assessment as a systematic process of gathering data related to student learning to understand what students know and can do. The key points are that assessment is ongoing, uses multiple methods, criteria and standards, and provides evidence of student understanding. The assessment process involves setting aims, taking action through assessment, and making adjustments. Assessment is important to understand student knowledge, skills, processes, and motivation. It should involve teachers, students, peers, administrators and parents. The results of assessment should be used to improve instruction, provide feedback, and report on student progress.
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The document discusses different methods of summative assessment used to evaluate student learning and success in meeting intended learning outcomes. It provides examples of summative assessment types like exams, tests, essays, reports and presentations. It also discusses considerations around assessing creative practical projects and using qualitative assessment with holistic judgement. The document advocates for aligning assessment methods with learning outcomes and considering multiple assessment types.
Students' Assessment for learning classroom activities.ppt
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The document discusses trends in differentiated instruction including choice boards, compacting, tiered assignments, and FOSS science. It provides examples of each trend and how teachers can implement them. The document also includes a sample differentiated lesson plan combining math and science that uses trash as a visual example to teach students about landfills and recycling. The lesson incorporates grouping students, hands-on activities, and informal assessment. In closing, the document lists references used to research differentiated instruction strategies and trends.
4 trends presentation website final
The document discusses trends in differentiated instruction including choice boards, compacting, tiered assignments, and FOSS (Full Option Science System). It provides examples of each trend and how they are implemented in the classroom. The document also includes a sample differentiated lesson plan combining math and science that uses landfills and trash as the topic. Students create a "trash pizza" showing the different percentages of materials that end up in landfills. A variety of assessment strategies are used to check student understanding of landfills and recycling.
Gifted and Talented
This document discusses gifted and talented students. It begins by explaining that there is no single accepted definition of giftedness, but references Renzulli's three-ring model involving high ability, creativity, and task commitment as well as Gardner's theory of multiple intelligences. The causes of giftedness include biological and genetic factors as well as an enriched environment with high expectations. Teachers play a key role in identifying gifted students through awareness of their characteristics and classroom behaviors. Strategies for teaching gifted students include acceleration, enrichment, and independent study. The document also notes problematic practices for gifted learners like lack of challenge and issues around social acceptance. It concludes with the importance of teacher training and support to meet the varied needs of gifted students.
Session 2
This document discusses research on factors that impact student achievement and characteristics of effective instruction. It summarizes research finding that family engagement is most effective when linked to student learning and focused on improving achievement. It also lists many researched factors that influence student achievement, more so than a student's background or socioeconomic status, asserting that schools can make a difference through instructional quality. The document then outlines characteristics of effective instruction like student-centered learning, teaching for understanding, formative assessment, rigorous and relevant curriculum, and differentiated instruction. It tasks participants with discussing how these characteristics support and strengthen family engagement.
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Implementing classroom management strategies require technique which may only developed over time. This session was presented to inservice teachers as a review to the roles for a school to function as high performing centers of learning.
TPL Final Presentation
The document discusses reading interventions for struggling grade 3 and 4 students. It notes evidence of declining reading achievement around ages 9-10 and a lack of specialized interventions beyond programs like Reading Recovery. It describes the characteristics of struggling readers as being a diverse group, mostly boys, who are disengaged, disruptive and lack self-management strategies. The document proposes addressing inconsistencies in teaching practices, assessment, teacher capacity, parental involvement and student self-efficacy through interventions like professional development, diagnostic tools, coaching and parent education.
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Week5 varying assessments_dominiqueliggans
This document discusses different types of assessments used in education. It describes portfolio assessments, which measure student progress over time through examples like before/after pieces and portfolio conferences. Performance assessments observe students completing tasks like projects and demonstrations. Selected response assessments include multiple choice, true/false, and matching questions. Constructed response assessments have students create original responses like short answers and essays. The document maintains that while different, all assessments test student knowledge and help teachers evaluate their instruction.
Writing Rubric – Personal Essay Exemplary Accomplish.docx
Writing Rubric – Personal Essay
Exemplary Accomplished Developing Beginning No evidence
4 pts 3 pts 2 pts 1pt 0 pts
Academic Skill Student demonstrates
proficient command of the
subject matter in the
assignment. Assignment
shows an impressive level of
depth of student’s ability to
relate assignment details 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 demonstrates above
average ability in relating
assignment details by
offering supporting evidence
by providing examples and
references. Student
provides a satisfactory
analysis of details, facts, and
concepts in a logical
sequence.
The submission reveals that
the student has a general,
fundamental understanding
of the assignment. However,
there are areas of some
concern 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.
The student does not
attempt to explain concepts,
and does not seem to grasp
the material even in the
most basic way.
Communication Student demonstrates an
excellent command of
grammar, as well as presents
research in a clear and
concise writing style.
Presents a thorough,
extensive understanding of
word usage. Assignment is
error-free and reflects
student’s ability to prepare a
high-quality academic
assignment.
Student provides an
effective display of good
writing and grammar.
Assignment reflects
student’s ability to select
appropriate word usage and
present an above average
presentation of a given topic
or issue. Assignment appears
to be well written with no
more than 3-5 errors.
Student provides a final
written product that covers
the above-minimal
requirements.
Assignment reflects basic
writing and grammar, but
contains more than 5 errors.
Key terms and concepts are
somewhat vague and not
completely explained by
student. Student uses a basic
vocabulary in assignment.
Student’s writing ability is
average, but demonstrates a
basic understanding of the
subject matter.
Topics, concepts, and ideas
are not coherently discussed
or expressed in assignment.
Student’s writing style is
weak and needs
improvement, along with
numerous proofreading
errors. Assignment lacks
clarity, consistency, and
correctness. Student needs
to review and revise
assignment.
Assignment is completely
unclear or unrelated to the
expectations of the
assignment.
Critical Thinking Student provides a strategic
approach in presenting
examples of problem solving
or critical thinking, while ...
Emma Kiely
1) The study sought to determine if an analytic or holistic rubric could reduce teacher bias in grading, and if student attainment level (SEN or HA) played a role.
2) Results found essays labeled as written by SEN students were graded significantly lower than HA essays without a rubric.
3) There was no main effect for rubric type, but there was a significant interaction between rubric type and attainment level, suggesting analytic rubrics may better reduce bias.
Designing a Flipped Classroom
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Workshop was presented by ASSETT - Arts & Science Support of Education Through Technology.
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The document discusses reading interventions for struggling grade 3 and 4 students. It outlines characteristics of struggling readers, such as being predominantly boys, disengaged, and having low self-efficacy. Effective teaching strategies discussed include differentiation, scaffolding, explicit instruction, developing student self-efficacy and engagement. A variety of intervention programs and assessment tools are also described. The document recommends allowing more opportunities to build teacher capacity and promote parent-teacher partnerships to help struggling readers.
Are your students college-ready? Start by ensuring they're research ready.
The document discusses ways to help students become more research-ready for college. It suggests that teachers should make lessons more active and focus on assessing the research process, not just the final product. Some key habits of mind for research success are identified, such as inquisitiveness, critical thinking, and drawing inferences. Several classroom activities are presented to help students improve skills like formulating meaningful questions, using appropriate search terms, and evaluating primary sources.
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Are your students college-ready? Start by ensuring they're research ready.
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This document discusses self-determined learning (heutagogy), an evolution in learning theory where learners take control of their own learning. It notes that humans are inherently conservative and irrational, with mental models that can obstruct change. However, humans are also self-determining agents whose unconscious minds control most behaviors. Heutagogy focuses on learner exploration, experience, hypothesis generation, collaboration, and developing research skills to facilitate deep, self-directed learning. The role of educators is to provide resources and flexibility while empowering learners to design their own learning process and content.
Principles of heutagogy
The principles of heutagogy involve making the learner a partner in designing their own learning process and content. The curriculum should be flexible to allow exploration of new questions and understanding, and learning is recognized as non-linear and individualized. Assessment is flexible or negotiated, and learners contextualize concepts while using experiential learning techniques in a collaborative environment that facilitates reflection and metacognition.
Self-determined learning
- The document discusses the concept of heutagogy, which is defined as self-determined learning. It originated from the idea that people are naturally very efficient learners and current education systems do not fully utilize this.
- Heutagogy is based on humanism and constructivism, which emphasize the learner being at the center of the educational experience. It draws from theories like andragogy and focuses on the learner determining the process and taking control of their own learning.
- Recent advances in neuroscience have provided new insights into how learning occurs in the brain, which challenges traditional definitions of learning that focus more on knowledge acquisition than cognitive processes. Understanding brain plasticity and how neuronal pathways are formed supports a model
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The document discusses heutagogy, which is a self-determined approach to learning where learners are actively involved in deciding what and how they will learn. It mentions resources on heutagogy including a blog post and Slideshare presentation. Several concepts are listed that relate to heutagogy, such as hypothesis testing, exploring, finding, asking questions, thinking, applying knowledge, reflecting, and learning how to learn. The document also notes heutagogy could revolutionize areas like education, research, and policy making.
Euro commissionconversation
This document discusses self-determined learning and heutagogy. It provides resources on heutagogy and discusses evidence from neuroscience on how humans learn best. Some key principles of heutagogy are that it involves learners in designing their own learning process and content, uses a flexible curriculum, provides many resources for exploration, and values informal and collaborative learning. The document advocates applying these heutagogy principles to ensure deep and effective learning.
Heutagogy basics
The document discusses self-determined learning and heutagogy principles. It provides resources on heutagogy and defines heutagogy as learner-managed learning. The key principles of heutagogy are involving learners in designing their own learning process and content as equal partners, making the curriculum flexible, individualizing learning, using social media to connect learners, and providing negotiated assessment.
How humans learn
The document outlines evidence related to how humans learn and develop memory. It notes that experience shapes the brain differently for each person and that brains are influenced by culture and environment. Learning involves effort, occurs in small chunks, and is enhanced through personalization, sharing information with others, and multi-sensory experiences linked with emotion. Repetition, gaining attention initially, and learning in an enriched environment also impact the learning process.
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This document lists several traits and abilities that are important for leadership, including the capacity to deal with ambiguity, foster engagement, learn, and use open systems thinking. It also emphasizes traits like openness to experience, interpersonal effectiveness, empathy, optimism, flexibility, and the ability to motivate, share knowledge, foster collaborative learning, and empower others. Overall, the key leadership qualities highlighted are the ability to learn, motivate others, adapt to changing situations, and empower teams through collaboration, knowledge sharing, and continuous learning.
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This document discusses the concept of heutagogy, which is self-determined learning led by the learner. It provides evidence on how humans learn best, such as learning in small chunks, learning through immersion, and emotions being linked to learning. It suggests that with heutagogy, the learner would be involved in designing their own curriculum based on their needs and interests. The teacher acts more as a coach to help facilitate the learner's goals and questions. Real learning occurs through constructivist and experience-based methods that engage the learner's emotions.
Classification of social media psychopathology
The document classifies and describes various proposed social media-related psychopathologies, including Social Media Anxiety Disorder (SMAD), Social Media Dependency Disorder (SMDD), Borderline Social Media Personality Disorder (BSMPD), Shirley Temple Syndrome (STS), Irrelevance Disorder (ID), Social Media Exhibition Disorder (SMED), God Is Great Syndrome (GIGS), Pithy Message Disorder (PMD), Zuckerbergaphobia (ZBP), Social Media Paranoia, and various "Get a Life Personality Disorders" such as being a troll, fake, lurker, or stalker on social media sites.
Prague2013
Heutagogy is a learner-centered approach where learners determine their own learning needs, processes, and desired outcomes. It is influenced by humanism, constructivism, neuroscience, and complexity theory. Traditional educational systems are based on models from the industrial revolution and do not reflect how the brain works. Evidence shows learning is enhanced through effort, multi-sensory experiences, curiosity, emotion, resolving incongruity, and brain plasticity. Heutagogy involves deep learner engagement, flexible curricula, learner-generated contexts, negotiated assessment, and coaching models. It applies to online learning and allows for self-directed, reflective learning throughout life.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
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Flipped assessment
- 1. Presentation: Dr Stewart Hase
- 2. Current assessment Higher education is great at teaching students how to write essays/reports Focus tends to be on summative assessment Ability to assess higher level Bloom’s Taxonomy is difficult/impossible in essays/reports Testing ability to regurgitate facts is a waste of time in the 21st century environment
- 3. Student competencies for the 21st Century Cognitive agility Being able to research Sorting the wheat from the chaff Problem solving Analysis Experimenting Reflecting Applying
- 4. Internet as the game changer We no longer have to deliver content Provide the GPS coordinates Oversee rather than control Use content to deliver higher order cognitive skills Flipped classrooms Flipped assessment
- 5. Flipped assessment Formative rather than summative assessment-do away with the final essay/report Assess capacity to prepare for the flipped classroom Assess performance in the flipped classroom (Flipped assessment: RYAN, B.. Flipping Over: Student-Centred Learning and Assessment. Journal of Perspectives in Applied Academic Practice, North America, 1, dec. 2013.)
- 6. Assess capacity to prepare for flipped classroom Research ability Hypothesising Summarising Preparation Analysis Resilience
- 7. Assess performance in the flipped classroom Cooperative learning Problem solving Reflection Analysis Synthesis
- 8. See also http://www.facultyfocus.com/seminars/as sessment-strategies-for-the-flippedclassroom/ http://jpaap.napier.ac.uk/index.php/JPAA P/article/view/64 http://heutagogycop.wordpress.com http://www.bloomsbury.com/uk/selfdetermined-learning-9781441142771/