The document provides information on assessment for learning (formative assessment) as a characteristic of effective instruction within the Iowa Core. It defines assessment for learning as a process used by teachers and students during instruction to provide feedback and adjust teaching and learning to improve student achievement. The summary highlights key aspects of assessment for learning, including using a variety of strategies to monitor progress toward learning goals, providing descriptive feedback, incorporating self- and peer-assessment, and establishing a collaborative classroom climate. Research cited found significant learning gains when formative assessment practices were used.
Formative assessment is used during instruction to evaluate student understanding and provide feedback to improve learning. It identifies gaps in knowledge through techniques like quizzes, discussions, and observations. Teachers use formative assessment to adjust their instruction, provide feedback to students, and promote student involvement in the learning process. The goal is to continuously monitor progress towards learning objectives through techniques that are learner-centered and help close the gap between current and desired understanding.
1. The seminar discussed principles of effective assessment including formative and summative assessment. Formative assessment involves gathering evidence of student learning to inform instruction while summative assessment evaluates student achievement.
2. Effective assessment practices include sharing learning goals with students, involving students in self-assessment, and providing feedback to help students improve. Both teachers and students should view assessment as a cooperative process to support learning.
3. The document outlined three main types of assessment: assessment for learning (formative), assessment as learning which develops student metacognition, and assessment of learning (summative evaluation). Quality assessment identifies clear purposes and targets, involves students, and provides effective feedback.
1. The document discusses the important role that teachers play in educating students and shaping society. It describes how teachers are responsible for molding young minds and influencing the growth of the nation by imparting knowledge and serving as role models.
2. An effective teacher understands education from the student's perspective, uses engaging teaching methods, guides students' career and personal development, and forms caring relationships with students.
3. In schools specifically, teachers take on parental responsibilities by ensuring students' well-being, encouraging extracurricular activities, and maintaining a calm demeanor to inspire students.
This document discusses different approaches to classroom assessment: assessment for learning, assessment as learning, and assessment of learning. It provides examples of each type of assessment and emphasizes that assessment should guide teaching practices, engage students in reflecting on their own learning, and evaluate student achievement of learning outcomes. The key purposes of assessment are to improve student learning and inform instruction.
This document introduces the Positive Learning Framework (PLF) for classroom management. It is a three-phase model that includes:
1) Preparation before class through self-awareness and developing a management plan.
2) Effective lesson design that engages students in learning.
3) Corrective actions to address misbehavior, ranging from low-level responses to escalating issues.
The framework is grounded in research on resilience, self-worth, and positive psychology. It aims to build on student strengths and view behavior through a non-deficit lens.
This research paper discusses assessment strategies that can increase student motivation. It analyzes views from five educators on how to make assessment a motivating experience rather than a threatening one. Their strategies include clarifying learning objectives, allowing student goal-setting, rewarding performance, and addressing struggling learners. The author also provides their own analysis, stating that assessment should be an authentic learning tool that considers student needs and interests. Formative assessments can increase motivation by helping students focus on mastery rather than scores. Overall, the key is for assessment strategies to be sensitive, constructive, and avoid harsh judgments that could damage student self-confidence.
The document discusses key elements of instructional system design including:
1) Specifying objectives, assessing student entry behaviors, and selecting learning strategies and resources
2) Organizing the classroom and allocating time and learning space based on objectives
3) Evaluating teacher and student performance and providing feedback
It emphasizes that the choice of methods, grouping of students, use of time and space should all align with and support achieving the specified objectives.
The document provides information on assessment for learning (formative assessment) as a characteristic of effective instruction within the Iowa Core. It defines assessment for learning as a process used by teachers and students during instruction to provide feedback and adjust teaching and learning to improve student achievement. The summary highlights key aspects of assessment for learning, including using a variety of strategies to monitor progress toward learning goals, providing descriptive feedback, incorporating self- and peer-assessment, and establishing a collaborative classroom climate. Research cited found significant learning gains when formative assessment practices were used.
Formative assessment is used during instruction to evaluate student understanding and provide feedback to improve learning. It identifies gaps in knowledge through techniques like quizzes, discussions, and observations. Teachers use formative assessment to adjust their instruction, provide feedback to students, and promote student involvement in the learning process. The goal is to continuously monitor progress towards learning objectives through techniques that are learner-centered and help close the gap between current and desired understanding.
1. The seminar discussed principles of effective assessment including formative and summative assessment. Formative assessment involves gathering evidence of student learning to inform instruction while summative assessment evaluates student achievement.
2. Effective assessment practices include sharing learning goals with students, involving students in self-assessment, and providing feedback to help students improve. Both teachers and students should view assessment as a cooperative process to support learning.
3. The document outlined three main types of assessment: assessment for learning (formative), assessment as learning which develops student metacognition, and assessment of learning (summative evaluation). Quality assessment identifies clear purposes and targets, involves students, and provides effective feedback.
1. The document discusses the important role that teachers play in educating students and shaping society. It describes how teachers are responsible for molding young minds and influencing the growth of the nation by imparting knowledge and serving as role models.
2. An effective teacher understands education from the student's perspective, uses engaging teaching methods, guides students' career and personal development, and forms caring relationships with students.
3. In schools specifically, teachers take on parental responsibilities by ensuring students' well-being, encouraging extracurricular activities, and maintaining a calm demeanor to inspire students.
This document discusses different approaches to classroom assessment: assessment for learning, assessment as learning, and assessment of learning. It provides examples of each type of assessment and emphasizes that assessment should guide teaching practices, engage students in reflecting on their own learning, and evaluate student achievement of learning outcomes. The key purposes of assessment are to improve student learning and inform instruction.
This document introduces the Positive Learning Framework (PLF) for classroom management. It is a three-phase model that includes:
1) Preparation before class through self-awareness and developing a management plan.
2) Effective lesson design that engages students in learning.
3) Corrective actions to address misbehavior, ranging from low-level responses to escalating issues.
The framework is grounded in research on resilience, self-worth, and positive psychology. It aims to build on student strengths and view behavior through a non-deficit lens.
This research paper discusses assessment strategies that can increase student motivation. It analyzes views from five educators on how to make assessment a motivating experience rather than a threatening one. Their strategies include clarifying learning objectives, allowing student goal-setting, rewarding performance, and addressing struggling learners. The author also provides their own analysis, stating that assessment should be an authentic learning tool that considers student needs and interests. Formative assessments can increase motivation by helping students focus on mastery rather than scores. Overall, the key is for assessment strategies to be sensitive, constructive, and avoid harsh judgments that could damage student self-confidence.
The document discusses key elements of instructional system design including:
1) Specifying objectives, assessing student entry behaviors, and selecting learning strategies and resources
2) Organizing the classroom and allocating time and learning space based on objectives
3) Evaluating teacher and student performance and providing feedback
It emphasizes that the choice of methods, grouping of students, use of time and space should all align with and support achieving the specified objectives.
Feasibility Study for Empowering the System of Assessment and Feedback in Hig...AJHSSR Journal
ABSTRACT: The method of assessment is the most important part of the education process to help learners progress from one-step to another. Assessment is about measuring student learning; it is about diagnosing misunderstandings in order to help students to learn more effectively [29].
Teaching with Frequent Tests and its Consequences on Students’ Performance in...AJSSMTJournal
The intricacies of good teaching are known only to experienced teachers. Teaching is assessment
and, learning and retention are functions of regular testing. This study theorises classroom assessments and
links them with implicit theories of learning and retention of knowledge. The subjects of the study were
motivated to maintain the momentum of learning through taking regular tests and subjected to counselling and
regular feedback on the tests they took. The study analysed statistically semester results for five different year
groups of students taught Quantum Mechanics by the same lecturer who adopted weekly testing. The results
show substantial continuous improvements in students’ academic achievement. The results may be indictments
on lecturers who do not use classroom tests to motivate students’ learning.
This document discusses evaluating methods to create a secure learning environment. It explores three important methods: student-teacher relationships, motivation of students, and discipline approaches. The author conducted classroom observations, teacher surveys, and interviews to examine how these methods are implemented at Austin Middle School. The findings reveal specific relationship-building, motivation, and discipline techniques that have been successful in creating an engaging learning environment.
Designing and conducting formative evaluationsJCrawford62
This document discusses formative evaluation, which involves collecting data during instructional development to improve effectiveness and efficiency. It describes four phases of formative evaluation: expert review, one-to-one evaluation, small group evaluation, and field testing. Data from each phase is used to revise instruction before moving to the next phase. The purpose is to identify issues early and allow improvements to be made.
How do i motivate my students white paperquelita1962
According to expectancy-value theory, student motivation is jointly determined by a student's expectancy for success and the value they place on a task. The document provides strategies for instructors to motivate students, including using varied teaching methods, giving students options, designing appropriately challenging assignments, and making lessons relevant. It also emphasizes that an instructor's enthusiasm, expectations of student success, and constructive feedback can positively impact student motivation.
The document discusses various aspects of teaching including:
1. It defines teaching as a process that prepares students for learning and provides structure to enable productive learning.
2. It outlines the key roles of teachers as subject matter experts, pedagogical experts, excellent communicators, student-centered mentors, and assessors.
3. It discusses characteristics of quality teaching including a focus on student achievement, effective links between school and context, and pedagogy that promotes self-regulation and discourse.
ASSESSING STUDENTS PERFOMANCE PURPOSE AND TECHNIQUE.selman ulfaris
The document discusses techniques for assessing student performance. It defines assessment as a systematic process of gathering information about what students know and can do in order to improve learning. The document outlines different types of assessment including formative, diagnostic and summative assessment. It also describes various techniques that can be used to assess students, such as observation, assignments, projects, practical work, interviews and self-reporting. The goal of assessment is to provide feedback to students, evaluate their understanding and skills, and help teachers improve their instruction.
This document discusses human resource management (HRM). It defines HRM as the process of recruiting, selecting, training, and developing employees. The core elements of HRM are organization, people, and management. Some key functions of HRM include personnel management, employee welfare, and industrial relations. HRM aims to achieve organizational goals as well as individual and societal goals. It involves both managerial functions like planning and organizing as well as operational functions like recruitment, training, compensation, and employee separation. The roles of an HRM manager include being a humanitarian, counselor, mediator, spokesperson, problem solver, and change agent. The document also discusses how HRM principles apply specifically in a school setting.
Enhance Good Behaviour And Personality of Students Grade5 by Ashra and Nadia...Pakistan
This document outlines the methodology for a research project aimed at enhancing good behavior and personality in grade 5 students. It will use qualitative methods like observation and interviews. The research questions examine how behavior affects the classroom and what strategies can develop good behavior and personality. A literature review covered theories on educational psychology and behaviorism. The methodology will use reinforcement, analysis of student performance, cooperative learning, and teamwork. The significance is that behavior directly impacts learning, environment, and career prospects.
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
The document discusses open book examinations and provides information on several related topics:
1. It defines open book examinations and notes that they assess higher-order thinking skills like application and analysis, rather than memorization.
2. Guidelines from the AICTE in India mandate open book exams for some engineering courses to encourage problem-solving over rote learning.
3. Effective question design is important for open book exams, focusing on interpretation, critical reasoning, and application of knowledge rather than locating and restating information.
4. A variety of question types can be used, including essay questions, problems to solve, and those based on provided data or scenarios.
Effective classroom management consists of establishing clear rules and procedures, maximizing student engagement, and minimizing disruptions. An effective teacher understands child development, issues affecting adolescents, and recognizes student diversity. They promote high expectations, get to know their students, engage all learners, and organize the classroom in a way that facilitates learning. Developing fair rules, routines, and consequences while planning purposeful instruction helps manage student behavior proactively. Consistently following procedures and seeking support contributes to an optimal learning environment.
Formative assessment: an important teaching tool for any subject billhutchison
This document discusses formative assessment, which is an approach to assessment focused on improving student learning through collaboration between teachers and students. The key aspects of formative assessment are that it helps students answer three questions: where am I going, where am I now, and how do I get there. Teachers integrate formative assessment into their teaching by sharing learning goals, assessing student understanding, and providing feedback to guide future learning. When done effectively, formative assessment develops student independence and creates confident, engaged learners who know how to learn.
The document discusses the teaching profession. It defines teaching, examines its relationship to learning, and explores viewing teaching as a profession, mission, and vocation. Teaching incorporates aspects of both an art and science. While some are teachers by choice or chance, it is most fulfilling as a calling that requires continual learning and development to effectively guide students.
This document outlines seven principles of learning:
1) Students' prior knowledge can help or hinder new learning.
2) How students organize knowledge impacts how they learn and apply it.
3) Students' motivation determines what they learn and how they sustain learning.
4) To develop mastery, students must acquire skills, practice integrating them, and know when to apply learning.
5) Goal-directed practice with targeted feedback enhances learning quality.
The document discusses strategies for improving assessment practices to better support student learning. It distinguishes between formative and summative assessments, with formative assessment aimed at improving learning through feedback. The document outlines seven strategies of formative assessment, including providing clear learning targets, descriptive feedback, self-assessment, and revision practices to help students close gaps in understanding. The goal is to use assessment information to actively guide instruction and support students in taking ownership of their learning.
The document outlines strategies for building an adaptive school. It discusses having adaptive and resilient schools that are optimistic, decisive, have integrity and open communication. Adaptive school leaders build empowered teacher teams, support learners, enable student voice, collaborate globally, and focus on equity outcomes for all students. This requires building commitment to common goals through evidence and success sharing, valuing differences, listening to build understanding, and achieving authentic outcomes for students and teachers. Specific actions outlined include valuing teachers, visiting classrooms, pursuing individual students, partnering teachers with at-risk students, alternative learning days, end-of-year reflection, leveraging crises positively, and finding challenges to address.
The document provides feedback on a construction narrative, noting that the narrative's story is clear but could be improved with more voiceovers, context-providing lines, and sound effects. An action plan is outlined to record additional voiceovers this week, recce a new filming location at the end of the month, modify scenes to feel more like a trailer, change the titles using After Effects this week, and create a new script with more lines by Wednesday.
El documento habla sobre las herramientas de comunicación y documentación, incluyendo la red y las máquinas. Discute la diferencia entre herramientas duras y blandas para gestionar el flujo de información.
1. Agbazue Maduka Stanley is applying for a position and provides his personal details and qualifications.
2. He has a B.Eng in Electrical/Electronic Engineering and work experience including maintenance engineering roles.
3. His technical skills include industrial automation, motor control, computer skills and electrical design, installation, and repairs.
Feasibility Study for Empowering the System of Assessment and Feedback in Hig...AJHSSR Journal
ABSTRACT: The method of assessment is the most important part of the education process to help learners progress from one-step to another. Assessment is about measuring student learning; it is about diagnosing misunderstandings in order to help students to learn more effectively [29].
Teaching with Frequent Tests and its Consequences on Students’ Performance in...AJSSMTJournal
The intricacies of good teaching are known only to experienced teachers. Teaching is assessment
and, learning and retention are functions of regular testing. This study theorises classroom assessments and
links them with implicit theories of learning and retention of knowledge. The subjects of the study were
motivated to maintain the momentum of learning through taking regular tests and subjected to counselling and
regular feedback on the tests they took. The study analysed statistically semester results for five different year
groups of students taught Quantum Mechanics by the same lecturer who adopted weekly testing. The results
show substantial continuous improvements in students’ academic achievement. The results may be indictments
on lecturers who do not use classroom tests to motivate students’ learning.
This document discusses evaluating methods to create a secure learning environment. It explores three important methods: student-teacher relationships, motivation of students, and discipline approaches. The author conducted classroom observations, teacher surveys, and interviews to examine how these methods are implemented at Austin Middle School. The findings reveal specific relationship-building, motivation, and discipline techniques that have been successful in creating an engaging learning environment.
Designing and conducting formative evaluationsJCrawford62
This document discusses formative evaluation, which involves collecting data during instructional development to improve effectiveness and efficiency. It describes four phases of formative evaluation: expert review, one-to-one evaluation, small group evaluation, and field testing. Data from each phase is used to revise instruction before moving to the next phase. The purpose is to identify issues early and allow improvements to be made.
How do i motivate my students white paperquelita1962
According to expectancy-value theory, student motivation is jointly determined by a student's expectancy for success and the value they place on a task. The document provides strategies for instructors to motivate students, including using varied teaching methods, giving students options, designing appropriately challenging assignments, and making lessons relevant. It also emphasizes that an instructor's enthusiasm, expectations of student success, and constructive feedback can positively impact student motivation.
The document discusses various aspects of teaching including:
1. It defines teaching as a process that prepares students for learning and provides structure to enable productive learning.
2. It outlines the key roles of teachers as subject matter experts, pedagogical experts, excellent communicators, student-centered mentors, and assessors.
3. It discusses characteristics of quality teaching including a focus on student achievement, effective links between school and context, and pedagogy that promotes self-regulation and discourse.
ASSESSING STUDENTS PERFOMANCE PURPOSE AND TECHNIQUE.selman ulfaris
The document discusses techniques for assessing student performance. It defines assessment as a systematic process of gathering information about what students know and can do in order to improve learning. The document outlines different types of assessment including formative, diagnostic and summative assessment. It also describes various techniques that can be used to assess students, such as observation, assignments, projects, practical work, interviews and self-reporting. The goal of assessment is to provide feedback to students, evaluate their understanding and skills, and help teachers improve their instruction.
This document discusses human resource management (HRM). It defines HRM as the process of recruiting, selecting, training, and developing employees. The core elements of HRM are organization, people, and management. Some key functions of HRM include personnel management, employee welfare, and industrial relations. HRM aims to achieve organizational goals as well as individual and societal goals. It involves both managerial functions like planning and organizing as well as operational functions like recruitment, training, compensation, and employee separation. The roles of an HRM manager include being a humanitarian, counselor, mediator, spokesperson, problem solver, and change agent. The document also discusses how HRM principles apply specifically in a school setting.
Enhance Good Behaviour And Personality of Students Grade5 by Ashra and Nadia...Pakistan
This document outlines the methodology for a research project aimed at enhancing good behavior and personality in grade 5 students. It will use qualitative methods like observation and interviews. The research questions examine how behavior affects the classroom and what strategies can develop good behavior and personality. A literature review covered theories on educational psychology and behaviorism. The methodology will use reinforcement, analysis of student performance, cooperative learning, and teamwork. The significance is that behavior directly impacts learning, environment, and career prospects.
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
The document discusses open book examinations and provides information on several related topics:
1. It defines open book examinations and notes that they assess higher-order thinking skills like application and analysis, rather than memorization.
2. Guidelines from the AICTE in India mandate open book exams for some engineering courses to encourage problem-solving over rote learning.
3. Effective question design is important for open book exams, focusing on interpretation, critical reasoning, and application of knowledge rather than locating and restating information.
4. A variety of question types can be used, including essay questions, problems to solve, and those based on provided data or scenarios.
Effective classroom management consists of establishing clear rules and procedures, maximizing student engagement, and minimizing disruptions. An effective teacher understands child development, issues affecting adolescents, and recognizes student diversity. They promote high expectations, get to know their students, engage all learners, and organize the classroom in a way that facilitates learning. Developing fair rules, routines, and consequences while planning purposeful instruction helps manage student behavior proactively. Consistently following procedures and seeking support contributes to an optimal learning environment.
Formative assessment: an important teaching tool for any subject billhutchison
This document discusses formative assessment, which is an approach to assessment focused on improving student learning through collaboration between teachers and students. The key aspects of formative assessment are that it helps students answer three questions: where am I going, where am I now, and how do I get there. Teachers integrate formative assessment into their teaching by sharing learning goals, assessing student understanding, and providing feedback to guide future learning. When done effectively, formative assessment develops student independence and creates confident, engaged learners who know how to learn.
The document discusses the teaching profession. It defines teaching, examines its relationship to learning, and explores viewing teaching as a profession, mission, and vocation. Teaching incorporates aspects of both an art and science. While some are teachers by choice or chance, it is most fulfilling as a calling that requires continual learning and development to effectively guide students.
This document outlines seven principles of learning:
1) Students' prior knowledge can help or hinder new learning.
2) How students organize knowledge impacts how they learn and apply it.
3) Students' motivation determines what they learn and how they sustain learning.
4) To develop mastery, students must acquire skills, practice integrating them, and know when to apply learning.
5) Goal-directed practice with targeted feedback enhances learning quality.
The document discusses strategies for improving assessment practices to better support student learning. It distinguishes between formative and summative assessments, with formative assessment aimed at improving learning through feedback. The document outlines seven strategies of formative assessment, including providing clear learning targets, descriptive feedback, self-assessment, and revision practices to help students close gaps in understanding. The goal is to use assessment information to actively guide instruction and support students in taking ownership of their learning.
The document outlines strategies for building an adaptive school. It discusses having adaptive and resilient schools that are optimistic, decisive, have integrity and open communication. Adaptive school leaders build empowered teacher teams, support learners, enable student voice, collaborate globally, and focus on equity outcomes for all students. This requires building commitment to common goals through evidence and success sharing, valuing differences, listening to build understanding, and achieving authentic outcomes for students and teachers. Specific actions outlined include valuing teachers, visiting classrooms, pursuing individual students, partnering teachers with at-risk students, alternative learning days, end-of-year reflection, leveraging crises positively, and finding challenges to address.
The document provides feedback on a construction narrative, noting that the narrative's story is clear but could be improved with more voiceovers, context-providing lines, and sound effects. An action plan is outlined to record additional voiceovers this week, recce a new filming location at the end of the month, modify scenes to feel more like a trailer, change the titles using After Effects this week, and create a new script with more lines by Wednesday.
El documento habla sobre las herramientas de comunicación y documentación, incluyendo la red y las máquinas. Discute la diferencia entre herramientas duras y blandas para gestionar el flujo de información.
1. Agbazue Maduka Stanley is applying for a position and provides his personal details and qualifications.
2. He has a B.Eng in Electrical/Electronic Engineering and work experience including maintenance engineering roles.
3. His technical skills include industrial automation, motor control, computer skills and electrical design, installation, and repairs.
Este documento discute una propuesta para reemplazar la Norma A10 de diseño geométrico de caminos en Argentina. Se menciona que la A10 carecía de consenso interno y recibió algunas críticas. Por ello, la Asociación Argentina de Carreteras estudió manuales de diseño de otros países para hacer recomendaciones. Sin embargo, el autor cree que el primer borrador copia las normas españolas sin consenso y en contra de los modelos tradicionalmente usados en Argentina. Predice que el borrador será rechazado y que la
Benchmark Index Nifty completed its weekly target of 8288 and made high of 8307. Nifty showed profit booking on last day of the week and was down by 0.36% on last Friday. On Friday, Nifty Spot
opened at 8283 and made a high of 8306, achieving its target of 8288. Nifty then corrected for the day to make a
El documento describe las características principales de los foros y blogs en Internet. Explica que los foros son lugares para discutir temas de interés común, moderados por coordinadores, mientras que los blogs permiten que autores publiquen contenido regularmente y otros usuarios comenten. También identifica posibles problemas como spam, trolls y usuarios falsos en ambos medios.
- The document discusses the increased market volatility seen so far in 2016 due to concerns over China's economic slowdown, falling oil prices, and uncertainty around the pace of Fed interest rate hikes.
- It argues that investors should focus on long-term goals and plans rather than trying to predict short-term market movements, which are driven by factors like high-frequency trading and central bank actions.
- While short-term volatility may remain high, fundamental factors like company earnings growth and credit quality will still determine long-term investment returns; investors should stick to strategies focused on identifying attractive long-term value.
The document provides information on assessment for learning (formative assessment) as a characteristic of effective instruction within the Iowa Core. It defines assessment for learning as a process used by teachers and students during instruction to provide feedback and adjust teaching and learning to improve student achievement. The summary highlights key aspects of assessment for learning, including using a variety of strategies to monitor progress toward learning goals, providing descriptive feedback, incorporating self- and peer-assessment, and establishing a collaborative classroom climate. Research cited found significant learning gains when formative assessment practices were used.
The document discusses effective teaching methods for adults. It emphasizes the importance of consistency when teaching adults and avoiding frequent changes, as this can confuse learners. It also stresses introducing new assessment methods to provide multiple opportunities for learners to demonstrate their knowledge in various ways through assignments, projects, and participation. The conclusion reiterates that effective teaching requires caring about learners, being patient, motivating those who lack confidence, and thinking creatively to help all learners succeed.
This document discusses the uses of educational assessment. It states that assessment drives instruction by informing teachers what students know and still need to learn. Assessment also drives student learning by influencing what and how they study. Additionally, assessment informs students of their progress and helps teachers improve their practice by reflecting on student results. The conclusion emphasizes that the primary purposes of assessment are to enhance student learning and improve teaching methods.
Measurement and evaluation are essential in education to determine if students are learning and progressing. Without assessing students' knowledge and abilities through tests, assignments, and evaluations, teachers do not know what students understand, where they struggle, and what their needs are. Evaluation identifies students' strengths and weaknesses so teachers can enhance areas of strength and provide remediation for difficulties. It also allows teachers, administrators, parents and students themselves to monitor growth and progress towards educational objectives. Overall, regular measurement and evaluation are necessary for effective teaching and learning.
Measurement and evaluation are essential in education to determine if students are learning and progressing. Without assessing students' knowledge and abilities through tests, assignments, and evaluations, teachers do not know what students understand, where they struggle, and what their needs are. Evaluation identifies students' strengths and weaknesses so teachers can enhance their skills or provide remediation where needed. It also motivates students by showing them their progress and encourages them to work harder. Overall, measurement and evaluation are critical tools for teachers, schools, parents, and administrators to effectively guide teaching and learning.
1. Assessment of learning refers to strategies designed to confirm what students have learned and determine if they have achieved learning outcomes. It provides evidence of student achievement to various stakeholders. Assessment of learning is important for improving instruction, guiding student learning, and informing students, teachers and parents of student progress.
2. Classroom assessment serves several purposes for teachers. It helps teachers understand student learning, identify strengths and weaknesses, and adjust instruction to meet student needs. When done properly, assessment provides teachers with evidence of what students know and can do.
3. There are differences between measurement, evaluation, testing and assessment. Measurement quantifies performance through numbers, while evaluation makes judgments about success. Testing is a type of measurement using
This documents present an overview of effective teaching such as
What is effective teaching?, What are its characteristics?, What are the steps to become an effective teacher?
K to 12 Grading Sheet Deped Order No. 8 S. 2015 PPT presentationChuckry Maunes
Download Link Found Here
https://teachingtools-stuff.blogspot.com/2017/02/k-to-12-grading-sheet-deped-order-no.html
For the Grading Sheet Spreadsheet
http://www.slideshare.net/chuckrymaunes5/k-to-12-grading-sheet-based-on-deped-order-no-8-series-of-2015
Guided Response Respond to a minimum of two classmates’ posts. jesseniasaddler
Guided Response:
Respond to a minimum of two classmates’ posts. What perceptions did you share? How did your perceptions differ?
I will attach my work so you can see what I share and differ with my Two peers.
Lezlie Porter
How each teacher models what you read and learned about formative assessments?
Mr. Mook used his formative assessments by asking questions and having students respond on the standard. By giving students incorrect answers, and having them figure out where the problem went wrong, is assessing whether students can figure out the strategies he has taught them. The exit tickets in second video are used as an assessment in deciding if students have comprehended the objective of the lesson.
Both teachers make a conscious effort to work with and engage their students throughout the learning process. Both teachers have created a safe learning atmosphere. The students are engaged and feel free to voice their opinions and do not fear answering incorrectly. They are working through problems together. The teachers are interested in how the students are finding their answers rather than right or wrong answers.
Our reading states of formative assessment “It consists of ongoing strategies such as questions, quizzes, and observation of student performances and products. It is designed to provide frequent and timely feedback aimed directly at improving teaching and learning” (Lefrancois, G.R. 2013. Ch. 1 Par. 8). Both teachers show their creativity by hands on activities, as well as the exit ticket method. Being creative and observing their students, will prove beneficial for summative assessment.
What evidence did you see and hear regarding formative assessments being an assessment FOR learning? More specifically, how did each teacher assess during learning?
Each teacher made it a point to observe and come back to items their students needed a little extra help with. By framing it as someone other than his students made an error, gave the students power and safety in reworking the problem backwards and finding the error. By having an exit ticket strategy, the teacher knows where students are struggling and may need extra help. This is transpiring along the way in order to prepare for the final summative assessment.
Both teachers are hands on, and provide instant feedback to their students. The importance of formative assessment as provided by LeFrancois, is “Formative assessment is an integral part of the teaching–learning process rather than something that occurs only before or after instruction” (2012. Ch. 1 Par. 15).
How were they able to determine the current progress of their students in relation to mastering the objective? How did each teacher model the provision of feedback?
Feedback from both teachers was within a couple days, and very positive. By providing students a safe environment, they are able to work together or alone in a manner that is non-threatening. The students know their teachers are more interested ...
1. The document discusses the importance of research in the teaching and learning process. It notes that effective teaching involves applying new research and theory in the classroom.
2. It outlines some key principles of effective teaching and learning, including the teacher's knowledge of the subject matter, active learner involvement, interaction between teachers and students, and providing a variety of learning activities.
3. The conclusion emphasizes that high quality teaching relies on teacher education and professional development to incorporate research findings and advance teaching skills over time. Research can help improve the quality of teaching.
1. The document discusses the importance of research in the teaching and learning process. It notes that effective teaching involves applying new research and theory in the classroom.
2. It outlines some key principles of effective teaching and learning, including the teacher's knowledge of the subject matter, active learner involvement, interaction between teachers and students, and providing a variety of learning activities.
3. The conclusion emphasizes that high quality teaching is the most important school-level factor influencing student achievement, and that ongoing professional development is important for helping teachers advance their skills.
This document discusses assessment in secondary geography education. It explores what constitutes progress in geography and outlines different approaches to assessment, including formative and summative assessment. The key points are:
1) There is no single definition of progress in geography, but it generally involves deepening knowledge and making connections over time. Assessment should support learning progression.
2) Formative assessment (assessment for learning) aims to improve student learning, while summative assessment (assessment of learning) evaluates learning at a point in time. An integrated approach uses both.
3) To make assessment formative, teachers should identify learning goals, assess students individually, and continuously integrate assessment into lessons to adapt teaching based on student needs and
Assessment in education problems causes policy frameSaimsaimon
1. Formative assessment provides feedback to teachers and students to identify gaps in knowledge and skills during the learning process in order to help students achieve learning goals.
2. It occurs throughout a course rather than at the end, and helps close gaps and improve teaching and learning outcomes through ongoing interaction between teachers and students.
3. The document discusses how formative assessment can improve student performance by providing continuous feedback to address weaknesses during classroom instruction.
Creating a Unit PlanCreating a Unit PlanChastity.docxfaithxdunce63732
Creating a Unit Plan
Creating a Unit Plan
Chastity Jones
Laura Wilde
07/07/2014
EDU673: Instruct. Strat. for Differentiated Teach & Learn
Introduction
Classroom unit plans are documents used by teachers to map long-term plan throughout the school term or a year. Teachers should have a long-term unit plan that sets their goals and objectives throughout the term in a bid to enhance student performance. Teachers should be able to understand their students as different students come from different backgrounds and environment; exhibiting different personalities, traits, and intellectual capabilities. Students behave differently whenever they are in school and at home and this defines their ultimate achievement.
Some students come from very poor background while others come from rich families and this could contribute to the variations in academic performances; which is the ultimate goal behind learning institutions. Lack of enough learning materials such as stationeries and classrooms could reduce leaning efficiency. Some of the students are drug addicts and lack proper parental guidelines leading them to mischievous behaviors’ thus creating an environment not conducive for studying. A well designed unit plan will enable teachers to plan their work well and this l also favors the weak students who cannot perform very well in class.
First Step: Identification of the objective
The first thing that a teacher should do is to identify the content, unit title and the unit subject. The teacher should identify the area of study and the specific topics to be studied over that specific period. A mathematics teacher for example may decide on the topics to study such as algebra, subtraction, multiplication and division. However, teachers should be able to understand their learning objectives in creating a big goal and a long-term plan. The teacher should also be able to create two measurable unit objectives that will enable students to think critically as like align with the CCSS. A Physics teacher for example should make students to think critically in their practical work.
Teachers should be able to create a description of what they want their students to master and understand. Taking students out in the field will really make them understand what they are studying. An Environmental teacher for example should take students out for field studies to make them think critically through exposure.
Second step: Evidence of learning, pre-assessments, formative assessments and summative assessments.
· Pre-assessment: In this step, teacher should be able to detect the preparedness of the students. They should test the thinking of the students if indeed their thoughts are in the content of the subject that is about to be studied. In this case, teachers should be able to understand the interest and capability of the students before the learning process begin. Besides that, teachers should be to identify the learning materials.
· Formative assessme.
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Learning Styles : A Learning Style Assessment
This document provides background information and context for a research study about the relationship between learning styles and mathematics academic performance among 10th grade students. It introduces the motivation and purpose of the study, which is to determine how students' learning style preferences may affect their performance in mathematics. The document outlines the specific research questions, assumptions, significance of the study, scope and limitations. Key terms are also defined. The study aims to provide insights that can help teachers, students, administrators and others improve the teaching and learning of mathematics.
This document discusses differentiated instruction, a teaching strategy that aims to meet the individual needs of students. It conducted research in Lebanon to determine if differentiated instruction improved student achievement and satisfaction. The research found that differentiated instruction based on learning styles, interests, and choice was most effective in boosting achievement and engagement. For education to be truly effective, it recommends that teachers understand each student's unique abilities and tailor instruction accordingly rather than using a one-size-fits-all approach.
Criteria for Curriculum Assessment DefinedArjel Diongson
The document discusses different approaches to instruction - the generative approach and the supplantive approach. The generative approach positions the teacher as a facilitator and emphasizes student-directed learning through constructing their own understanding, while the supplantive approach involves direct, explicit instruction from the teacher with a focus on mastery of component skills. The document provides details on the underlying beliefs and common errors associated with each approach, and offers guidelines for selecting an instructional approach based on factors like the student, the task, and the setting.
The document discusses several key aspects of instructional theory:
1. Effective instruction requires assessing student readiness through evaluating their existing knowledge and skills.
2. Instructors must clearly define the learning objectives, procedures for achieving the objectives, and criteria for success.
3. Providing feedback through evaluation and remediation is important for students to diagnose their performance and improve.
4. Instructional strategies like repetition, clarity of communication, smaller student-teacher ratios, and reminders can boost academic achievement.
Similar to Formative Assessment: Supporting Decisions in the Teaching and Learning Moment (20)
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
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Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
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A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Formative Assessment: Supporting Decisions in the Teaching and Learning Moment
1. Alternative Learners Educational Community
The daily activity of teachers involves customer relations
as they interact with parents and learners, crowd control when
they settle and organize large numbers of students as they en-
ter classrooms, record keeping as they note everything from
student attendance to achievement, the administration of jus-
tice as they adjudicate disputes and mete out consequences for
minor in-class infractions, and nurturing as they care for the
well-being of those who look to them as leaders. In the midst
of all of this, teachers are also charged with designing and sup-
porting an environment where diverse learners find the oppor-
tunity to grow in their mastery of content and skills. Popham
(2009) makes the claim that the activity of teaching is steeped
in decision making. Teachers make decisions about what hap-
pens each day and throughout the day. They decide what stu-
dents will learn, the types of activities that students will en-
gage in to promote learning, and they determine when learn-
ing has taken place. Consider these to be three types of teach-
ing and learning decisions. These teaching and learning deci-
sions are heavily dependent on teachers knowing what is going
on inside learners’ heads. With such a daunting requirement,
how are teachers to chart a course that will effectively support
all learners’ continued growth?
Two types of teaching and learning decisions—what students
will learn and what types of activities students will engage in to
promote learning— should be informed by data. Data is col-
lected from assessments where teachers make decisions about
what has been learned. When considering the types of activi-
ties students will engage in to promote learning, decisions
need to be made proactively as teachers plan, but there is also
the need to make decisions about what to do next when a
course correction is needed. These course correction decisions
must be made in the teaching and learning moment, that time
when teachers and students are actively engaged in fitting one
nugget of content into the knowledge paradigm of the learner.
FAST SCASS (CCSSO, 2012) describes various assessments
purposed with supporting different types of inferences around
the state and progress of students’ learning. One, Formative
Assessment, is particularly useful in supporting decisions in
the teaching and learning moment.
In the terms formative assessment and assessment for learn-
ing, the word assessment misleads and distracts. Black and
Wiliam (1998; 2009) explore formative assessment and de-
scribe a multi-faceted activity that supports students’ learning.
FAST SCASS, a body within the Council of Chiefs of State
Schools, (2008) defined formative assessment/assessment for
learning as “a process used by teachers and students during
instruction that provides feedback to adjust ongoing teaching
and learning to improve students’ achievement of intended
instructional outcomes.” While the word assessment leads
one to believe that formative assessment is primarily a type of
assessment that occurs and provides data, the characterization
eschewed by Black and Wiliam and FAST SCASS is one of a
process that includes various attributes. According to FAST
SCASS, these attributes are the awareness of learning progres-
sions with respect to particular content, the establishment of
accessible learning goals, the provision of descriptive feedback
that facilitates next steps, the exercise of self and peer assess-
ment, and the existence of a collaborative climate. In their
work developing the theory of formative assessment for learn-
ing, Black and Wiliam (2009) also mention the eliciting of
evidence of students learning. These formative assessment
process activities can support decision making in the teaching
and learning moment.
F o r m a t i v e A s s e s s m e n t : S u p p o r t i n g D e c i s i o n s i n t h e T e a c h i n g a n d
L e a r n i n g M o m e n t
FORMATIVE ASSESSMENT PROCESS ACTIVITIES
Teachers contemplate the learning progression that leads to mastery
Teachers and students connect around a learning goal that serves as a target
Evidence of learning is solicited in the teaching and learning moment
Descriptive feedback is provided which guides next steps
Learners assess progress and provide feedback to self and peers
Collaboration not just cooperation
“... the teaching and learning
moment, that time when teachers
and students are actively engaged
in fitting one nugget of content
into the knowledge paradigm of
the learner”
2. Page 2
Each of these process activities is important to furthering learning and should be explored in greater detail. For instance, it is
hard to see how teachers can make effective decisions in the teaching and learning moment if they are not aware of and actively
thinking about the likely progression that their students will follow towards mastery. Teachers, as the content and pedagogical
masters in the room, must harness the knowledge of the building blocks of the material under study so that they can anticipate
students’ questions, struggles, and successes. While each learner is different and anticipation will not guarantee that a teacher
will always be able to predict where a student may get stuck, being aware of the progression prepares a teacher to chart a course
towards a learning goal and construct on-ramps for students who get off the highway and find themselves lost.
The instructional landscape today acknowledges that students must play an active role in their own learning. How can they do so
effectively if they are unsure about the learning goals? Learning goals must be accessible, but an accessible learning goal is not
just one stated in student friendly language. It is also one where there is common understanding between student and teacher
around the meaning of language in the goal. Students should also be aware of how the goal connects to their prior knowledge
and enhances their learning. To this end, teachers should direct students to the learning goal and spend time discussing it so
that it is not perceived by students as relevant only to the teacher or a passing administrator. If students understand the learning
goal and are invested in achieving it, they can be far more effective at assessing themselves and their peers, and in following the
teacher’s advice with respect to next steps.
Teachers must elicit evidence of learning as this is the assessment part of the process. However, in the teaching and learning
moment when the student is still constructing his or her understanding, it is just as important to know why a student does what
he or she does than it is to know whether he or she got it right. Therefore, teachers must not just elicit evidence of students’
knowledge but must probe deeply to get at their thinking in order to reveal misconcep-
tions and barriers to learning. A focus on questions of fact only may mislead student
and teacher and create the impression of mastery where there was only fortunate
chance. Getting a handle on students’ thinking can also help the teacher utilize the
learning progression to intervene effectively and expeditiously so that the student is
quickly brought back on track.
Once misconceptions or learning barriers are revealed, the feedback that follows must
stimulate further inquiry not signal the end of an activity. The feedback should describe
what students are doing and align that with the learning goal so that students can see
where course corrections are needed and understand what should be done next. When
an answer is given as feedback or feedback communicates that something is simply wrong, no guidance is given to the recipient
that facilitates taking next steps. Learning is shut down and the teaching and learning moment is starved for data. Feedback
should not be the conclusion of an activity but impulse power that nudges learning along.
The provision of descriptive feedback or the establishment of learning goals is only useful in classrooms where students are en-
couraged to play a central role in their learning. That means that students must be taught to self assess and to respectfully and
effectively assess their peers. A classroom of 25 students who can self and peer assess is a classroom where the teacher has 25
helpers. Effective self and peer assessment is not something that would come naturally to a student, especially since the student
is not a content or pedagogical master. Students must be taught to use the learning goal and success criteria or exemplars, if they
exist, to gauge their progress and interpret received feedback so that they can actively participate in the teaching and learning
moment.
“Students must be taught to
use the learning goal and
success criteria or
exemplars, if they exist, to
gauge their progress and
interpret received feedback
so that they can actively
participate in the teaching
and learning moment”
3. Page 3
None of this works if students are ridiculing each other
when mistakes are made or where there exists a climate that
celebrates the teacher as the sage on the stage. Safe practice
is key if students are to function and learn within the zone
of proximal development. Vygotsky noted that this was a
space where the learners are stretched because they have
not yet mastered the knowledge to move to the next stage.
Students must see mistakes as opportunities to learn and
get better. They must also think that they have a role to
play in the unfolding of their understanding. They should
not feel that they must wait for the teacher before they may
take an intellectual leap, utilize an educated guess, harness
a resource, or consult a peer to continue moving learning
forward. A collaborative climate of scholars must be fos-
tered so that it is safe for everyone to learn from mistakes
and to pursue hunches.
Each of these attributes is important, but they are not easily im-
plemented. Indeed, formative assessment/assessment for learn-
ing is a process and becoming adept at implementation is also a
process. Both teacher and student need to hone skills that will
support the full implementation of the formative assessment/
assessment for learning process. To this end, it might be helpful
to continue exploring each of these formative assessment process
activities in greater detail to reveal the theoretical underpinnings
and best practices that facilitate effective implementation of the
formative assessment process.
References
Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Ac-
countability, 21, 5-31. doi:10.1007 /s11092-008-9068-5.
Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 92,
81-90. Retrieved from http://www.kappanmagazine.org/content/92/1/81.abstract.
Council of Chief State School Officers, Formative Assessment for Students and teachers, State Collaborative on Assessment
and Student Standards. (2008). Attributes of effective formative assessment. Retrieved from http://www.ccsso.org/.
Council of Chief State School Officers, Formative Assessment for Students and teachers, State Collaborative on Assessment
and Student Standards. (2012). Distinguishing formative assessment from other assessment labels. Retrieved from http://
www.ccsso.org/.
Popham, W., J. (2009). Instruction that measures up: Successful teaching in the age of accountability. [Nook Ereader ver-
sion]. http://search.barnesandnoble.com/.
Dr. Gregory Sucre
Project Coordinator,
Alternative Learners Educational Community