Formative assessment 1
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The document discusses strategies for formative assessment. It focuses on 6 key strategies: learning intentions and success criteria, eliciting evidence of learner achievements, feedback to move learning forward, students as learning resources for each other, students as owners of their own learning, and assessment design. The document provides information on each strategy and emphasizes the importance of setting clear learning intentions and success criteria to guide instruction and assessment. It also describes sharing experiences using a Google Plus learning community and distributing materials on learning intentions and success criteria to teachers.
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This document discusses formative assessment and the journey towards implementing it. It begins by outlining the RGPS school's journey with formative assessment, including training, professional learning communities, and report cards. Next, it asks the audience to reflect on their own journey with formative assessment. It then checks understanding and clarifies some myths about formative assessment, such as the idea that it cannot include grades. It emphasizes that what matters is how an assessment is used, not its format. Finally, it outlines next steps like sharing formative assessment practices and reflections online and during contact time.
Formative assessment 3
This document discusses formative assessment strategies for teachers. It focuses on Strategy 2 of eliciting evidence of learners' achievement. It describes questioning techniques teachers can use, including engaging all students, allowing wait time for responses, using interpretive listening to understand students' thinking, and employing question shells to reveal students' understanding. Various methods are presented for getting real-time feedback from all students, such as thinking thumbs, fist to five, traffic light signals, and exit passes. The purpose of eliciting evidence is to ascertain where students are in their learning.
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This document discusses formative assessments and provides examples of different types of formative assessments that teachers can use in the classroom. It defines formative assessments as tools used by teachers to provide feedback to students and guide instruction, as opposed to summative assessments which are used to assign grades. It then provides over 30 specific examples of formative assessment strategies that teachers can implement, such as exit slips, think-pair-shares, drawing diagrams, and student self-assessments. The purpose of formative assessments is to check student understanding on a daily basis and allow teachers to adjust their instruction accordingly.
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A presentation from the first of the Ryedale Federation Twilight Training Sessions which took place in October where all 4 member schools took part in two training sessions hosted by both Primary and Secondary teaching staff.
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This document discusses formative assessment and the journey towards implementing it. It begins by outlining the RGPS school's journey with formative assessment, including training, professional learning communities, and report cards. Next, it asks the audience to reflect on their own journey with formative assessment. It then checks understanding and clarifies some myths about formative assessment, such as the idea that it cannot include grades. It emphasizes that what matters is how an assessment is used, not its format. Finally, it outlines next steps like sharing formative assessment practices and reflections online and during contact time.
Formative assessment 3
This document discusses formative assessment strategies for teachers. It focuses on Strategy 2 of eliciting evidence of learners' achievement. It describes questioning techniques teachers can use, including engaging all students, allowing wait time for responses, using interpretive listening to understand students' thinking, and employing question shells to reveal students' understanding. Various methods are presented for getting real-time feedback from all students, such as thinking thumbs, fist to five, traffic light signals, and exit passes. The purpose of eliciting evidence is to ascertain where students are in their learning.
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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Formative assessment 1
- 2. Formative Assessment Key Strategie s Learning Intentions & Success Criteria Eliciting Evidence of Learner’s Achievements Feedback to Move Learning Forward Students as Learning Resources for One Another Students as Owners of their Own Learning Assessment Design Assessment Plans for all departments Embed in Lesson Planner Teachers as Lesson Designers
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- 7. LEARNING INTENTIONS AND SUCCESS CRITERIA The learning intention is like the target. It defines, for students, what learning is intended. These are the arrows that help the learner achieve the target and demonstrate mastery.
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- 12. LEARNING INTENTIONS AND SUCCESS CRITERIA
- 13. LEARNING INTENTIONS AND SUCCESS CRITERIA
- 14. LEARNING INTENTIONS AND SUCCESS CRITERIA
- 15. CHECK FOR UNDERSTANDING Is it a learning intention or a success criteria?
- 16. LEARNING INTENTIONS AND SUCCESS CRITERIA Learning Intentions Success Criteria
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- 20. LEARNING INTENTIONS AND SUCCESS CRITERIA Learning Intentions Success Criteria
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