The document defines formative assessment as a deliberate process used by teachers and students during instruction to provide feedback and adjust teaching and learning strategies. It describes the formative assessment process as having four steps: clarify the intended learning, elicit evidence of student learning, interpret the evidence, and act on it to adjust instruction. The document provides examples of formative assessment activities and discusses research supporting its benefits, such as doubling student learning speed. It introduces the Smarter Balanced Assessment System and its digital library of instructional and professional development resources aligned with common standards and the formative process.
Advantages and limitations of subjective test itemsTest Generator
In the world of test creation software and online exam makers, we often hear talk of objective and subjective questions and their differing effects on test takers. Take a look at our presentation for a quick overview.
Advantages and limitations of subjective test itemsTest Generator
In the world of test creation software and online exam makers, we often hear talk of objective and subjective questions and their differing effects on test takers. Take a look at our presentation for a quick overview.
Definition of assessment,
ASSESSMENT AND TESTING
EDUCATIONAL DECISION
FACTORS WHY WE PLAN ASSESSMENT DEVICES,
Criteria for selecting Assessment instrument
,PURPOSE OF ASSESSMENT,
Assessment can do more than simply diagnose and identify students’ learning needs; it can be used to assist improvements across the education system in a cycle of continuous improvement:
PRINCIPLES OF ASSESSMENT
TYPES OF ASSESSMENT
A short presentation with information about alternatives in assessment: (a) performance-based assessment, (b) portfolios, (c) journals, (d) conferences and interviews, (e) observations, and (f) self & peer assessment.
A presentation about different types of assessment tools that can be use in assessing language. There are also some meaningful insights about language test and language assessment
ASSESSMENT: The term assessment refers to the wide variety of methods or tools that educators use to evaluate, measure, and document the academic readiness, learning progress, skill acquisition, or educational needs of students.
TYPES OF ASSESSMENT:
There are four types of assessments
1) Prognostic assessment
2) Diagnostic assessment
3) Formative assessment
4) Summative assessment
Meeting about teaching listening.
The meeting &workshop points were:
Quick review about the last meeting.
Reading Vs Listening.
Listening as teaching skill.
Importance of listening.
Activities in teaching listening (communicative & information gap)
How to teach listening accroding to CBA?
Stages of teaching listeniing (PDP) frame work
Type of tasks and activities in teaching listening
Assessing listening
Workshop
Definition of assessment,
ASSESSMENT AND TESTING
EDUCATIONAL DECISION
FACTORS WHY WE PLAN ASSESSMENT DEVICES,
Criteria for selecting Assessment instrument
,PURPOSE OF ASSESSMENT,
Assessment can do more than simply diagnose and identify students’ learning needs; it can be used to assist improvements across the education system in a cycle of continuous improvement:
PRINCIPLES OF ASSESSMENT
TYPES OF ASSESSMENT
A short presentation with information about alternatives in assessment: (a) performance-based assessment, (b) portfolios, (c) journals, (d) conferences and interviews, (e) observations, and (f) self & peer assessment.
A presentation about different types of assessment tools that can be use in assessing language. There are also some meaningful insights about language test and language assessment
ASSESSMENT: The term assessment refers to the wide variety of methods or tools that educators use to evaluate, measure, and document the academic readiness, learning progress, skill acquisition, or educational needs of students.
TYPES OF ASSESSMENT:
There are four types of assessments
1) Prognostic assessment
2) Diagnostic assessment
3) Formative assessment
4) Summative assessment
Meeting about teaching listening.
The meeting &workshop points were:
Quick review about the last meeting.
Reading Vs Listening.
Listening as teaching skill.
Importance of listening.
Activities in teaching listening (communicative & information gap)
How to teach listening accroding to CBA?
Stages of teaching listeniing (PDP) frame work
Type of tasks and activities in teaching listening
Assessing listening
Workshop
Integrating EQuIP Into Your State’s CCSS Implementation Strategy Achieve, Inc.
On April 29, 2014 Achieve hosted a webinar on integrating EQuIP into Common Core State Standards implementation plans. It provided an overview of the available tools and resources developed through Achieve’s EQuIP (Educators Evaluating the Quality of Instructional Products) initiative, designed to identify high-quality materials aligned to the CCSS. We then heard directly from leaders at the state and district level who have put the EQuIP resources into use to support their efforts to identify quality and aligned instructional materials to advance implementation of the CCSS, including Merri Ann Drake, Idaho Core Coach, Idaho State Department of Education; Elissa Farmer, Curriculum Specialist, Seattle Public Schools; Terri King-Hunt, Gifted Support Specialist, Atlanta Public Schools; Linda Schoenbrodt, Elementary Mathematics Program Specialist, Maryland Department of Education; and Amy Youngblood, Founder, Eduoptimus. For more and to hear the recording, go to http://www.achieve.org/meetings-webinars
Process of Assessment- B.Ed syllabus, assessment for learningMAITREYEE BISWAS
this pptx gives a brief description about how various assessment process are done in teaching learning process. it focuses on various methods and strategies used.
Moving Beyond Student Ratings to Evaluate TeachingVicki L. Wise
Evidence of teaching quality needs to take into account multiple sources, as teaching is multidimensional. Moreover, the likelihood of obtaining reliable and valid data and making appropriate judgments are increased with more evidence.
Presentation given on Dec 13, 2019 at DePaul University for the D2L Connection: Chicago Edition.
Creator and presenter: Barry Dahl, Teaching & Learning Advocate, D2L
Evaluating the Quality of Online Teaching D2L Barry
Presentation by Barry Dahl at the 2018 D2L Connection: London Edition.
This session addresses the development of a process that can be used to evaluate the quality of online teaching. The current evaluation processes at many colleges do not specifically address online instruction, and most academic administrators have limited personal experience with online course design and instruction. Two useful documents will be shared in this webinar. The first is a five-part Pre-Evaluation Worksheet. The second document is a five-category rubric for evaluating teaching performance of online instructors. The rubric could be used as a self-evaluation for faculty, as part of a peer review evaluation, or as part of an academic administrator’s evaluation of faculty. These documents are sharable and editable. Use these documents to start a faculty evaluation process or to build upon your existing process.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
3. Definition -
“Formative Assessment is a deliberate process
used by teachers and students during instruction
that provides actionable feedback used to adjust
ongoing teaching and learning strategies and
improves students’ attainment of curricular learning
targets/goals.”
4. The Formative Assessment Process
Clarify
Intended
Learning
Elicit
Evidence
Act on
Evidence
Interpret
Evidence
5. The Formative Assessment Process
Clarify
Intended
Learning Elicit
Evidence
Act on
Evidence
Interpret
Evidence
o Learning Goals
o Success Criteria
6. The Formative Assessment Process
Clarify
Intended
Learning
Elicit
Evidence
Act on
Evidence
Interpret
Evidence
o Interaction with
Students
o Observations
o Questioning
Strategies
o Focused Student
Observations
o Student Work
o Teachers
o Peers
o Individual
Reflection
7. The Formative Assessment Process
Clarify
Intended
Learning
Elicit
Evidenc
e
Act on
Evidence
Interpret
Evidence
Teacher, Peers, or Student
Identify:
• Learning Goal vs.
Success Criteria:
• Gap between the goal
and criteria?
• Misunderstanding?
• Procedural error?
• Lack of skill(s)?
Do I need to adjust
instruction?
8. Planning for Instruction
Formative Assessment
is a deliberate process.
Once educators and
students have had a
chance to interpret
results of gathering
evidence, what should
happen next?
Clarify
Intended
Learning
Elicit
Evidence
Act on
Evidence
Interpret
Evidence
9. Formative assessment involves multiple activities, not just
the administration of a single test.
One of those activities is the use of assessments to elicit
evidence regarding students’ understanding of and
mastery of a given standard or concept.
Popham, Transformative Assessment, 2008
Not just a test!
https://www.smarterbalancedlibrary.org/content/why-formative-assessment
10. • Learning Progressions should clearly articulate the sub-
goals of the ultimate learning goal.
• Learning Goals and Criteria for Success should be
clearly identified and communicated to students.
• Students should be provided with descriptive evidence-
based feedback that is linked to the intended instructional
outcomes and criteria for success.
• Both self- and peer assessment are important for
providing students an opportunity to think meta-cognitively
about their learning.
• A classroom culture in which teachers and students are
collaborative partners in learning should be established.
Five Attributes of Formative Assessment
11. Dylan Wiliam
Consistent use of these formative strategies can
double the speed of student learning.
• from Embedded Formative Assessment
http://www.nwea.org/blog/2012/dylan-wiliam-the-5-formative-
assessment-strategies-to-improve-student-learning
12. Research
• We’ve heard from:
• Margaret Heritage
• James Popham
• Dylan Wiliam
• Rick Wormeli
Turn and Talk:
How are their ways of thinking about
Formative Assessment complimentary?
15. Smarter Balanced
Assessment Consortium
Digital Library
• An online collection of
instructional and professional
learning resources contributed
by educators for educators.
• Resources are aligned with the
intent of the Common Core
State Standards (Washington
State Learning Standards) and
will help educators implement
the Formative Assessment
Process to improve teaching
and learning.
16. Quality Criteria for
Professional Learning Resources
The resource…
1) Reflects research and/or the principles of effective professional learning
2) Incorporates formative assessment practices
3) Supports learner differences and personalized learning
4) Demonstrates utility, engagement, and user-friendliness
5) Integrates technology and media effectively
OFFICE OF SUPERINTENDENT OF PUBLIC
INSTRUCTION
17. Quality Criteria for Instructional Resources
The resource…
1) Aligns with the intent of the Common Core State Standards
2) Incorporates formative assessment practices
3) Contains accurate, complete, high-quality curriculum and instruction
4) Supports learner differences and personalized learning
5) Demonstrates utility, engagement, and user-friendliness
6) Integrates technology and media effectively
OFFICE OF SUPERINTENDENT OF PUBLIC
INSTRUCTION
18. Resources in the Digital Library
* Resources include the following file types: Video, HTML5, Audio, PPT, Excel, Word, and PDF.
• Commissioned professional development modules
• Resources for students and families
• Frame formative assessment within a balanced assessment
system
• Articulate the formative assessment process
• Highlight formative assessment practices and tools
• Commissioned professional development modules
• Instructional materials for educators
• Instructional materials for students
• Demonstrate/support effective implementation of the formative
process
• Focus on key content and practice from the Common Core State
Standards for Mathematics and English Language Arts
• High-quality vetted instructional resources and tools for
educators
• High-quality vetted resources and tools for students and families
• Reflect and support the formative process
• Reflect and support the Common Core State Standards for
Mathematics and English Language Arts
• Create Professional Learning Communities
Assessment
Literacy Modules
Exemplar
Instructional Modules
Education Resources
19. Digital Library
Assessment
Literacy Modules
Exemplar
Instructional Modules
Education Resources
* Resources include the following file types: Video, HTML5, Audio, PPT, Excel, Word, and PDF.
• Not an assessment bank
• Not an item bank
• Not a learning management
system where educators can
register for training or
receive credit by completing
online courses
• Not a library for general
public (requires registration
and login)
• Not a site where any
resource can automatically
be posted; all resources
must be vetted through the
Quality Criteria
28. Digital Library: Highlights
• Find and use resources for:
• Instructional Use
• Professional development
• Create Forum topics that are of current wonderings
• Collaborate with teachers across Smarter Balanced states
• Mark a resource as a favorite
• Send a resource to a colleague
Editor's Notes
Beth/Amber
Amber
2 min. –
CLICK on GRAPHIC TO LAUNCH VIDEO
Formative vs. Summative Assessment (44 seconds) https://www.youtube.com/watch?v=mjmM1iN-m-E
e Smarter Balanced definition, which is developed from, and aligns closely with, experts in Formative Assessment.
Beth
1 minute Facilitator Notes: Slides 8, 9 and 10 are meant as a review of day one’s elicitation of evidence. As the day goes, this is also referenced in referring to the Learning Goal and Success Criteria that are used in this presentation.
Beth
3 minutes - Check in with participants, how is it working in classrooms? Review lessons learned day 1, referencing chart created during day 1. Remind them that the day was set up with clarified learning goals and success criteria.
3 minutes - Review lessons learned day 1, referencing chart created during day 1.
Beth
Beth
Amber
5 min. H.6
Council of Chief State School Officers Dylan Wiliam, Popham, Shepard, Stiggins, Wiggens.
This is the synthesis of the assessment gurus. There are five attributes that have been identified as critical features of effective formative assessment.
H.7* can be used as background information for participants or put on AESD website as a place they can access our resources – the most critical information is on the slide
* Refers to an optional Handout
Amber
We tend to spend all our time thinking about/ focusing on the end product – the summative assessment. However, as stated by Dylan Wiliam, putting our teaching energy into the formative process will ensure summative assessment success.
Beth
Beth
Beth
Educator Contribution:
More than 1,300 educators (members of the State Network of Educators) from 22 states with diverse areas of expertise are populating the library. They are selecting or creating resources (professional learning and instructional) to submit into the Digital Library. These resources are also vetted by the educators with a Quality Criteria. There are 70 educators from Washington who contributed resources and 40 educators who continue as members of the State Network of Educators.
All PL resources are vetted with educators using these quality criteria.
All IR resources are vetted with educators using these quality criteria.
Beth
2 minutes: Give teachers a minute to read over the slide on their own.
Explain that you’ll explain these three components in more detail today, and participants will have a chance to take a closer look at them.
Beth
2 minutes:
Make a big deal out of what the DL is NOT.
Teachers won’t find a bunch of random test items to choose from or be able to earn clock hours or credits.
It’s not Teacher Pay Teacher where anyone can post something.
Educators in SBAC states applied, were selected, and were trained as part of a State Network of Educators to submit and select materials for the DL. Every resource was reviewed by at least 3 people and had to meet rigorous criteria along with following copyright laws. Often, materials were returned to the submitter to be improved.
Most resources submitted through this process have been posted for this initial launch of the DL, but there will be a procedure for submitting new resources in the future.
Beth
Beth
Beth
Beth
Beth
Once you’re logged in, this is the Digital Library Resources page. It shows all the resources that have been posted to the Digital Library.
Beth
Resources are displayed as cards that include the following information:
Resource Title
Image of primary material
The first 140 characters of the resource summary
Selected tags
Number of views
Number of downloads
Star rating
A checkmark in the top right corner of a resource card indicates that a resource has been posted with distinction. This means that it received the highest recommendation from all three reviewers of the resource.
Beth
There are three ways you can search for resources.
First: Filter using as many as 11 categories: Subject, Grade, Attribute of the Formative Assessment Process, Common Core State Standards, etc.
Note: You can hide the categories by clicking Hide Categories in the top right of the filter section.
Beth
Second: Use the search bar in the upper right corner of the screen.
Type in key words and press Enter.
Beth
When you find a resource that interests you, you can mark it as a favorite.