This presentation shares the different types of assessment, formative and summative with ideas and tools to support the management and implementation of these assessments.
Teaching Adults: A 2014 GED Test Resource Book SamplerMeagen Farrell
Most recently updated sampler of the book now available from New Readers Press! Order at NewReadersPress.com or from your state sales representative! Reviewed by GED Testing Service for the most accurate information on the new exam.
Lessons learned on adult student engagement in an online gameful courseAlberto Mora
Gamification has captured the interest of both Human-Computer Interaction and Educational Sciences during the last past years. However, most of the available case studies in the literature are not focused in online higher education environments, even less considering the demographics of adult learners. This paper presents the design and development of an online gameful course of Computer Networks formed by two groups with an average age older than the common university students. This approach aims to encourage adult learners to solve non-graded formative activities and to increase their sense of kinship to the group. After one semester, the results revealed a moderate effect on student engagement, but a low enrolment rate. In contrast, a similar previous study revealed promising outcomes. The main goal of this work is to present the obtained results and to analyse the relevant issues in order to understand the source of the engagement differences perceived.
Teaching Adults: A 2014 GED Test Resource Book SamplerMeagen Farrell
Most recently updated sampler of the book now available from New Readers Press! Order at NewReadersPress.com or from your state sales representative! Reviewed by GED Testing Service for the most accurate information on the new exam.
Lessons learned on adult student engagement in an online gameful courseAlberto Mora
Gamification has captured the interest of both Human-Computer Interaction and Educational Sciences during the last past years. However, most of the available case studies in the literature are not focused in online higher education environments, even less considering the demographics of adult learners. This paper presents the design and development of an online gameful course of Computer Networks formed by two groups with an average age older than the common university students. This approach aims to encourage adult learners to solve non-graded formative activities and to increase their sense of kinship to the group. After one semester, the results revealed a moderate effect on student engagement, but a low enrolment rate. In contrast, a similar previous study revealed promising outcomes. The main goal of this work is to present the obtained results and to analyse the relevant issues in order to understand the source of the engagement differences perceived.
EFL Instruction and Assessment with Portfolios: A Case Study in Taiwan by Bal...Ritha Thän
EFL students’ grammar learning
Baleghizadeh and Zarghami (2012) conducted a study to examine the impact of alternative assessment methods and assessment for learning technique on learners’ attitudes and their achievement in EFL context. The researcher evaluated the learners’ grammar knowledge level before and after treatment period; determined the significant difference between students’ performance in the pre-test and post-tests; and compared their attitudes toward formal grammar learning before and after treatment period. The subject were 42 Iranian intermediate students (22 females and 20 males) majoring in different field (information technology, computer engineering, accounting, etc.) at The University of Applied Science and Technology in Tehran, Iran. To accomplish the purposes of the study, the 3 stages on the procedures were taken: (1) the grammar test and questionnaire were administered to both group. (2) throughout the 10 week semester, the conferencing technique was provided for the experimental group. All the conferences were conducted orally in English and on average lasted for 8 minutes. The instructor allow the learners to talk about their problem freely and then provided them with appropriate feedback. In the control group, the learners were passive most of the time. The instructor taught the units and then the learners did the exercise. (3) The pre-test was used again as a post-test. Both groups were given the post test and grammar learning questionnaire then the data were collected and analyzed. The results showed that the learners who took part in the conferencing assessment showed significantly more improvement in their grammar learning and they also revealed positive attitudes toward formal grammar learning after experiencing this alternative assessment method. This indicated that the conferencing assessment can not only help learners improve their grammar learning, but also enhance learners’ attitudes with their formal grammar learning.
Design, Implementation, and Evaluation of an English Blended CourseParisa Mehran
This presentation outlines the iterative stages involved in designing, implementing, and evaluating a blended course of English for General Academic Purposes (EGAP) at a university in Japan, delivered in the spring semester of 2017 over a period of fifteen weeks. First, the basic Successive Approximation Model (SAM) will be introduced as the guiding instructional design model upon which the course was created. Afterward, the stages of the blended course design will be explicated with a focus upon assessing Japanese students’ English language needs and their e-learning readiness, determining the course overall goals and module learning objectives, optimizing course technologies and the availability of technical support, designing the course syllabus, materials, tasks, and activities, organizing team teaching, as well as managing formative and summative evaluation. Additionally, the way in which the iteration process has allowed for the discovery of some possibilities and problems at the early phases of the blended course design, and the refinements which were made to benefit from the affordable opportunities and to mitigate the difficulties will be discussed. Finally, the Quality Matters Higher Education Rubric and its effectiveness in raising course quality assurance will be reviewed.
Scott Latham Discussion on Best Practices for Online EducationScott Latham
City University of Seattle
Doctoral Student of Applied Leadership in Education
Assignment was to create PowerPoint Presentation over best practices for online education EAD 523 - Best Practices for Online Education.
Transforming a traditional class into a blended or fully online course for use in a Learning Management Systems (LMS) can be a challenging task for educators who lack experience in course design or knowledge of underlying learning theory. Educators may default to hosting static materials (PDFs or text webpages) on an LMS, which can lead to dissimilarities between the syllabus, classroom-teaching approach, and LMS itself. Therefore, the features of an LMS that could support ‘learning’ are underutilized creating a de facto LMS that is in reality a Content Management System. This presentation will provide an overview of established course design and the supporting rationale with concrete examples in the form of individual course units that are aligned with the overarching goals of the course syllabus. Each unit will address the following topics; the theoretical basis of the course, comprehensive course design, the inclusion of game elements and implementing a ‘flipped’ classroom approach. Units will further be subdivided by the supporting research; for example, the topic ‘course design’ will be supported by research in the areas of multimodal resources, pedagogical agents and usability. The presentation LMS will be a Moodle with the Essential theme, however, the information presented will be applicable to the creation of any online course, regardless of the LMS utilized. Additionally, the information presented can be utilized as a template by interested audience members when creating their own peadagocial grounded, online courses.
This presentation by Julian Fraillon and Juliette Mendelovits from Research Conference 2015 considers assessment of general capabilities and cross-curricular learning outcomes such as literacy in information and communication technologies, creative thinking and collaborative and individual problem-solving. As the expectation for such competencies to be taught in schools has increased, so has the need for teachers and schools to validly and reliably assess student learning in those areas, and to report on them in ways that inform future teaching and learning. This presentation will examine the challenges of assessing and reporting on student learning and learning growth in general capabilities and cross-curricular learning areas. The presentation will explore approaches used in research to address some of these challenges and reflect on how these can be applied in the classroom.
EFL Instruction and Assessment with Portfolios: A Case Study in Taiwan by Bal...Ritha Thän
EFL students’ grammar learning
Baleghizadeh and Zarghami (2012) conducted a study to examine the impact of alternative assessment methods and assessment for learning technique on learners’ attitudes and their achievement in EFL context. The researcher evaluated the learners’ grammar knowledge level before and after treatment period; determined the significant difference between students’ performance in the pre-test and post-tests; and compared their attitudes toward formal grammar learning before and after treatment period. The subject were 42 Iranian intermediate students (22 females and 20 males) majoring in different field (information technology, computer engineering, accounting, etc.) at The University of Applied Science and Technology in Tehran, Iran. To accomplish the purposes of the study, the 3 stages on the procedures were taken: (1) the grammar test and questionnaire were administered to both group. (2) throughout the 10 week semester, the conferencing technique was provided for the experimental group. All the conferences were conducted orally in English and on average lasted for 8 minutes. The instructor allow the learners to talk about their problem freely and then provided them with appropriate feedback. In the control group, the learners were passive most of the time. The instructor taught the units and then the learners did the exercise. (3) The pre-test was used again as a post-test. Both groups were given the post test and grammar learning questionnaire then the data were collected and analyzed. The results showed that the learners who took part in the conferencing assessment showed significantly more improvement in their grammar learning and they also revealed positive attitudes toward formal grammar learning after experiencing this alternative assessment method. This indicated that the conferencing assessment can not only help learners improve their grammar learning, but also enhance learners’ attitudes with their formal grammar learning.
Design, Implementation, and Evaluation of an English Blended CourseParisa Mehran
This presentation outlines the iterative stages involved in designing, implementing, and evaluating a blended course of English for General Academic Purposes (EGAP) at a university in Japan, delivered in the spring semester of 2017 over a period of fifteen weeks. First, the basic Successive Approximation Model (SAM) will be introduced as the guiding instructional design model upon which the course was created. Afterward, the stages of the blended course design will be explicated with a focus upon assessing Japanese students’ English language needs and their e-learning readiness, determining the course overall goals and module learning objectives, optimizing course technologies and the availability of technical support, designing the course syllabus, materials, tasks, and activities, organizing team teaching, as well as managing formative and summative evaluation. Additionally, the way in which the iteration process has allowed for the discovery of some possibilities and problems at the early phases of the blended course design, and the refinements which were made to benefit from the affordable opportunities and to mitigate the difficulties will be discussed. Finally, the Quality Matters Higher Education Rubric and its effectiveness in raising course quality assurance will be reviewed.
Scott Latham Discussion on Best Practices for Online EducationScott Latham
City University of Seattle
Doctoral Student of Applied Leadership in Education
Assignment was to create PowerPoint Presentation over best practices for online education EAD 523 - Best Practices for Online Education.
Transforming a traditional class into a blended or fully online course for use in a Learning Management Systems (LMS) can be a challenging task for educators who lack experience in course design or knowledge of underlying learning theory. Educators may default to hosting static materials (PDFs or text webpages) on an LMS, which can lead to dissimilarities between the syllabus, classroom-teaching approach, and LMS itself. Therefore, the features of an LMS that could support ‘learning’ are underutilized creating a de facto LMS that is in reality a Content Management System. This presentation will provide an overview of established course design and the supporting rationale with concrete examples in the form of individual course units that are aligned with the overarching goals of the course syllabus. Each unit will address the following topics; the theoretical basis of the course, comprehensive course design, the inclusion of game elements and implementing a ‘flipped’ classroom approach. Units will further be subdivided by the supporting research; for example, the topic ‘course design’ will be supported by research in the areas of multimodal resources, pedagogical agents and usability. The presentation LMS will be a Moodle with the Essential theme, however, the information presented will be applicable to the creation of any online course, regardless of the LMS utilized. Additionally, the information presented can be utilized as a template by interested audience members when creating their own peadagocial grounded, online courses.
This presentation by Julian Fraillon and Juliette Mendelovits from Research Conference 2015 considers assessment of general capabilities and cross-curricular learning outcomes such as literacy in information and communication technologies, creative thinking and collaborative and individual problem-solving. As the expectation for such competencies to be taught in schools has increased, so has the need for teachers and schools to validly and reliably assess student learning in those areas, and to report on them in ways that inform future teaching and learning. This presentation will examine the challenges of assessing and reporting on student learning and learning growth in general capabilities and cross-curricular learning areas. The presentation will explore approaches used in research to address some of these challenges and reflect on how these can be applied in the classroom.
How to build powerful learning that integrates 21st Century Skills, using the International Center for Leadership in Education's Rigor & Relevance Framework as a guide.
Writing and Refining Information Literacy Learning OutcomesChris Sweet
One of the cornerstones of effective information literacy assessment is having clearly-defined student learning outcomes. Learning outcomes specify what learners will know or be able to do as a result of a learning activity. Accrediting bodies often look for specific learning outcomes as one component of the review process. Most librarians have received little –or no- training in writing learning outcomes. This workshop will provide an overview of learning outcomes, their role in assessment and how to write them. Participants are encouraged to come with an instruction session or class for which they want to write or refine learning outcomes.
In this ASCCC Noncredit Insititute 2024 session, we discussed how to create effective, measurable SLOs that support inclusive, equitable learning opportunities and fosters access, success, and support.
Presentation from a flipped summer classroom workshop held during May and June 2014 for Arts & Science Faculty at CU Boulder.
Workshop was presented by ASSETT - Arts & Science Support of Education Through Technology.
Teachers or tutors strategies for small classesPeter Dye
Teaching smaller classes can sometimes resemble a tutoring session in which a teacher’s favorite communicative techniques may not work. This presentation aims to help EAP teachers make small classes more effective by empowering students to lead activities, incorporating interactive technology, and planning regular out-of-class excursions to achieve learning outcomes.
Instructional Strategies and Lesson Plans for IETMeagen Farrell
Slideshow from “Instructional Strategies & Lesson Plans for IET (Integrated Education & Training)” webinar provided by Meagen Farrell for The Literacy Cooperative of Greater Cleveland on February 18, 2022.
A look at the benefits of portfolios and other forms of assessment. This presentation was given in the Pedagogy Circle on Nov 11 and Nov 12, by Joanne Chesley, Ed.D.
Dear Friends and Supports of Florida CEC,
Please see below and attached info about seeking donors, sponsors, exhibitors or vendors. Keep this handy on your computer so that if you run into a potential donor, sponsor, exhibitor or vendor, you have all the information they will need.
Thanks,
Paula
Florida CEC Vendor and Exhibitor Slide DeckKelly Grillo
Florida CEC hopes you will consider supporting our mission: The Council for Exceptional Children is an international community of professionals who are the voice and vision of special and gifted education. CEC's mission is to improve, through excellence and advocacy, the education and quality of life for children and youth with exceptionalities and to enhance engagement of their families.
Celebrating the Reality of Inclusive STEM Education: Co-Teaching in Science a...Kelly Grillo
Recently, co-teaching in science and mathematics has largely been the result of accountability. Increased numbers of students with special needs placed in general education mathematics and science classrooms challenges educators to jointly deliver instruction to all students. This session provides practical tips aimed at inclusive science and mathematics learning outcomes.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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.
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.
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2. The Teaching Device
The Lesson Organizer
Lesson Organizer: Assessment
Is about
Indentifying student instructional
needs and making adjustment for
learning
2
Relationships
1
4
BACKGROUND
Instructional Planning
Nov 16 NAME: K.Grillo
Can be:
Involves
Difficult
Meeting specific needs of students
getting a clear picture of learning
LESSON TOPIC
Assessment
“ALL Student Success”
DATE:
3
Task-Related Strategies
Examine Technology Tools
5 Lesson Map
Assessment Process
through
Monitor data pre/post
Assessment decisions
Instructional decisions
Formative AND Summative
identifying
Students learning content in the least
restrictive environment with support from
both the general and special education
teachers collaboratively planning, delivering
instruction and assessing learning.
understanding
Formative Strategies
Checklists
Halfway through for 2
Exit Papers
Learning focus with data to back
instructional practice.
6 Challenge Question
Summative Strategies
Unit Test
Performance Task
Product/Exhibit
Demonstration
Portfolio Review
analyzing
Vocabulary
Enhancement
Tech options
quizlet.com
studystack.com
flashcardmachine.com
quia.com
http://www.kucrl.org/sim/brochures/CEoverview.pdf
What area could you improve? What assessment strategies are un/comfortable?
7 Self-test Questions
Can you provide rationale for student self monitoring of
grades/language growth/new ideas generated in your content?
Can you use data to suggest appropriate modifications in
learning environments or new assessment strategies that
uncover student knowledge?
8 Tasks
Isolate KEY big ideas/vocabulary in your curriculum
Examine Technology Tools for use at home, school and for
collaboration to monitor learning.
Identify collaborative project-based assessments that could
be used in your curriculum.
3. We will…
Identify assessment strategies appropriate for
use inclusive middle school classrooms?
Describe a variety of assessment strategies?
Explain how teachers can integrate varied
assessment strategies with confidence?
Provide examples of both formative and
Summative assessment strategies.
9. Humans do not passively
register the world as it really
is; they filter, transform, and
construct the experiences
which constitute their “reality”
Mahoney, 1974
12. Pre-Assessment Strategies
Checklist
Pre-test
KWL Charts
Graphic Organizers
Pre-test
Student Discussions
Student Demonstrations
Student Products
Student Work Samples
Show of hands/EPR
(Every Pupil Response)
Standardized Test Data
Teacher Observation
Writing Prompts/Samples
13. Problem of the day
Word investigation of the day
1/3/5 minute drills with graphing
Brain benders
Collaboration Central
(team problem solving with charted success)
19. Halfway through for 2
Students discuss the resources
needed to solve problems
Discuss ways to organize
materials/data in a meaningful way
and have students defend why they
made choices
Students complete brainstorming
solutions or KWL charts
20. Exit Papers Endings
Individual Assessment
Ask questions that requires a defense if written
Low tech-use note cards/sticky notes for voting
system
High tech-Try PollEverywhere
26. Mathematics Problems
The student missed three of the seven double-digit
addition problems.
These are problems which resulted in a three-digit
solution.
The student correctly answered four of the seven
double-digit addition problems.
The incorrect responses resulted in a two-digit solution.
The student needs to be taught how to move step-bystep through double-digit addition problems which may
result in a three-digit solution with regrouping strategies
to stay organized.
27. Science Problems
The student did not answer the open ended questions when
presented a chart and graph with data.
These are problems which resulted in making a claim with
interrupting what the chart represents.
The student correctly answered 70% of multiple choice
questions using inference and higher order thinking.
The incorrect responses resulted in a multiple data sources.
The student needs to be taught how to move step-by-step
through choosing what data are needed to make plausible
claims and defend those claims. Strategies to stay organized
and evaluate what each data represent is needed.
32. 2010
“Developmental data should be collected on
older students on a variety of complex skills,
such as subsystems of language, literacy, and
academic content areas”
The National Joint Committee on LD, p. 11
33. 1877
“….Do we not need some mile-posts along in the
educational path to the same end? This would
be, in one sense, a form of classification,
namely, in relation to the growth and
development of the pupils.”
Proceedings of the Association of Medical Officers of American
Institutions for Idiotic and Feeble-minded Persons, p. 34
43. Given geometric figures students will find the
area of a convex polygon by decomposing it
into triangles/rectangles
Interview Groups for Your
Tube Video!
47. Universal Design for Assessment
Review
Purpose of test, standards tested
by each item
Description of test takers
(e.g., age, geographic region)
Field test/item analysis subgroup
Test instructions
Overall test and response
formats
Changes allowed to format
without changing meaning or Information on use of
technology
difficulty
State accommodation policies
Goals
Intended constructs
measured
Respect for the diversity
Concise and readable text
Clear format for test
Clear visuals
48. Can we…
Identify assessment strategies appropriate for
use inclusive middle school classrooms?
Describe a variety of assessment strategies?
Explain how teachers can integrate varied
assessment strategies with confidence?
Provide examples of both formative and
Summative assessment strategies.
49.
50.
51.
52. Kelly J. Grillo, PhD
kjgrillo@gmail.com
Follow me on Twitter: @kellygrillo
https://sites.google.com/site/kellygrillophd/home
386-383-0977
Editor's Notes
http://www.nycomprehensivecenter.org/pubs/form_assess/Wilkins, E. A., & Shin, E. (2011). Peer feedback: Who, what, when, why, and how. Using data-driven practices, such as peer feedback, teachers can improve classroom instruction and student learning. Kappa Delta Pi Record, 46(3), 112-117. Among other findings, they discovered that peer feedback had positive impacts on instructional practices as teachers showed more frequent reflection routines for teachers.
Bulkley, K., Olah, L. N., & Blanc, S. (Eds.) (2010). Special issue on benchmarks for success? Interim assessments as a strategy for educational improvement. Peabody Journal of Education, 85(2).article topics include interim assessment systems as formative feedback systems, institutional perspectives, and the technical quality of interim assessments.
http://www.polleverywhere.com/
Johnstone, C. J., Altman, J., & Thurlow, M. (2006). A state guide to the development of universally designed assessments. Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.