Grade based assessment
โขDownload as PPTX, PDFโข
0 likesโข506 views
This document discusses grade-based assessment (GBA), a system used to provide clearer assessment criteria and faster feedback. GBA was piloted in the Department of Art and Design starting in 2013. It uses a graduated marking scheme that separates marks into grade bands aligned with descriptors. Staff and student feedback was generally positive, finding it provided clearer grade boundaries and expectations while saving time. Analysis of student performance found mean scores and standard deviations were consistent with previous years, indicating grades were not inflated.
Report
Share
Report
Share
Recommended
5002 7
This document outlines the grading policies, expectations, and course outline for a Technology in the Classroom course. It discusses that grades will be based on essays, assignments, participation, and communication. Assignments are due by specific dates each week and late assignments will lose 5% per day. Students are expected to actively communicate with classmates and instructors. The course consists of 8 weekly topics on technology integration, with assignments due each week worth between 10-30 points totaling 100 points. Letter grades from A-F will be assigned based on mastery of content, clear writing, and correct formatting.
Increasing Student Success with Pre-enrollment and Self-registration Prep Cou...
Presenter: Dave Kell, New Brunswick Community College
At Holland College in Charlottetown, PEI on May 31, 2019.
D2L Connection: Atlantic Provinces is your opportunity to connect with peers and D2L staff, exchange product feedback, share effective practices, and network with other Learning Professionals.
Gpa,sgpa,cgpa gpa to percentage,sgpa to percentage, cgpa tp percentage, perce...
Gpa,sgpa,cgpa gpa to percentage,sgpa to percentage, cgpa tp percentage, percentage to division,cgpa to division
A Guide to Curriculum and Accreditation Mapping Using Examsoft Categories and...
Presented by Mary-Margaret Finney, Alisha Johnson
Vertical- Nursing
A public university nursing program was searching for a method of tracking student outcomes across multiple levels from exam questions through national accreditation standards. The program chose ExamSoft as the vendor to provide secured testing and assist in categorizing and documenting compliance with standards. The Categories feature offers users the ability to close the loop on accreditation standards and outcome documentation. During the implementation process, several solutions were identified while some challenges remain. The purpose of this presentation is to discuss the faculty development teamโs experience with creating, tagging and verifying outcomes and accreditation standards using the ExamSoft Categories feature. Additionally the process for using the Categories feature in ExamSoft to comply with standards across all levels of curriculum mapping will be demonstrated. The information in this presentation can be applied by any program seeking an efficient method of mapping the relationship between exam questions and accreditation.
At the end of the session, participants will be able to:
1) Design categories specific to individual program needs
2) Construct a plan to implement the use of categories in their programs
3) Demonstrate how to create category folders in exam-soft for unique accreditation standards and course outcomes.
4) Construct an exam blue print using the categories feature in exam-soft
Hanly - TVAAS Summary
Megan Hanly, a chemistry teacher at Glencliff High School, received a growth measure of 7.2 in 2014 and 23.3 in 2015 based on analyses of her students' test scores using SAS EVAAS. In 2015, she was rated a Level 5 teacher, considered the most effective, since her students made significantly more progress than the growth standard as her index was above 2. The document also provides supplemental information about the number of students, average scores, and growth measures for 2014 and 2015 and defines the rules for determining a teacher's effectiveness level based on their index.
Player Results Information
Fernando Nilton completed the course "Giving Feedback" on June 27, 2016, achieving scores of 87% or higher on the course test and all lessons within the course, including the pre-test, thus satisfying the completion criteria of 80% or higher. His highest scores were 87% on the course test and 94% on the lesson "How to Give Feedback".
Accountability update
This document summarizes testing and accountability data from 1992-1993 to 2011-2012 in North Carolina. It shows the percentage of students scoring at or above level 3 in both reading and math has declined from over 80% to around 55-60% as academic standards have become more rigorous. Subgroup performance varies considerably, with economically disadvantaged, limited English, and disabled students scoring much lower than other groups. While proficiency rates have decreased with higher standards, the document emphasizes that students are still learning and growing. It recommends further reviewing data, communicating the changes in expectations, and having discussions around future assessment options.
What is a rubric
A rubric is a scoring scale used to assess student performance on specific criteria. It outlines expectations, weights criteria, diagnoses quality, and informs future work. For instructors, rubrics ensure instruction leads to desired outcomes, aid consistent scoring, and justify grades. A rubric contains criteria, levels of achievement with possible points, and descriptors defining each level. Criteria describe required conditions for success. Descriptors provide specifics for each achievement level, defining expectations at each level from a high score down.
Recommended
5002 7
This document outlines the grading policies, expectations, and course outline for a Technology in the Classroom course. It discusses that grades will be based on essays, assignments, participation, and communication. Assignments are due by specific dates each week and late assignments will lose 5% per day. Students are expected to actively communicate with classmates and instructors. The course consists of 8 weekly topics on technology integration, with assignments due each week worth between 10-30 points totaling 100 points. Letter grades from A-F will be assigned based on mastery of content, clear writing, and correct formatting.
Increasing Student Success with Pre-enrollment and Self-registration Prep Cou...
Presenter: Dave Kell, New Brunswick Community College
At Holland College in Charlottetown, PEI on May 31, 2019.
D2L Connection: Atlantic Provinces is your opportunity to connect with peers and D2L staff, exchange product feedback, share effective practices, and network with other Learning Professionals.
Gpa,sgpa,cgpa gpa to percentage,sgpa to percentage, cgpa tp percentage, perce...
Gpa,sgpa,cgpa gpa to percentage,sgpa to percentage, cgpa tp percentage, percentage to division,cgpa to division
A Guide to Curriculum and Accreditation Mapping Using Examsoft Categories and...
Presented by Mary-Margaret Finney, Alisha Johnson
Vertical- Nursing
A public university nursing program was searching for a method of tracking student outcomes across multiple levels from exam questions through national accreditation standards. The program chose ExamSoft as the vendor to provide secured testing and assist in categorizing and documenting compliance with standards. The Categories feature offers users the ability to close the loop on accreditation standards and outcome documentation. During the implementation process, several solutions were identified while some challenges remain. The purpose of this presentation is to discuss the faculty development teamโs experience with creating, tagging and verifying outcomes and accreditation standards using the ExamSoft Categories feature. Additionally the process for using the Categories feature in ExamSoft to comply with standards across all levels of curriculum mapping will be demonstrated. The information in this presentation can be applied by any program seeking an efficient method of mapping the relationship between exam questions and accreditation.
At the end of the session, participants will be able to:
1) Design categories specific to individual program needs
2) Construct a plan to implement the use of categories in their programs
3) Demonstrate how to create category folders in exam-soft for unique accreditation standards and course outcomes.
4) Construct an exam blue print using the categories feature in exam-soft
Hanly - TVAAS Summary
Megan Hanly, a chemistry teacher at Glencliff High School, received a growth measure of 7.2 in 2014 and 23.3 in 2015 based on analyses of her students' test scores using SAS EVAAS. In 2015, she was rated a Level 5 teacher, considered the most effective, since her students made significantly more progress than the growth standard as her index was above 2. The document also provides supplemental information about the number of students, average scores, and growth measures for 2014 and 2015 and defines the rules for determining a teacher's effectiveness level based on their index.
Player Results Information
Fernando Nilton completed the course "Giving Feedback" on June 27, 2016, achieving scores of 87% or higher on the course test and all lessons within the course, including the pre-test, thus satisfying the completion criteria of 80% or higher. His highest scores were 87% on the course test and 94% on the lesson "How to Give Feedback".
Accountability update
This document summarizes testing and accountability data from 1992-1993 to 2011-2012 in North Carolina. It shows the percentage of students scoring at or above level 3 in both reading and math has declined from over 80% to around 55-60% as academic standards have become more rigorous. Subgroup performance varies considerably, with economically disadvantaged, limited English, and disabled students scoring much lower than other groups. While proficiency rates have decreased with higher standards, the document emphasizes that students are still learning and growing. It recommends further reviewing data, communicating the changes in expectations, and having discussions around future assessment options.
What is a rubric
A rubric is a scoring scale used to assess student performance on specific criteria. It outlines expectations, weights criteria, diagnoses quality, and informs future work. For instructors, rubrics ensure instruction leads to desired outcomes, aid consistent scoring, and justify grades. A rubric contains criteria, levels of achievement with possible points, and descriptors defining each level. Criteria describe required conditions for success. Descriptors provide specifics for each achievement level, defining expectations at each level from a high score down.
St. James Data overview version 1
The document summarizes mathematics benchmark scores for Rivendell Academy's Class of 2013. It shows that while the class scored highest in the state for reading and writing proficiency, their mathematics proficiency was low at 36%. The document analyzes correlations between past NECAP scores, PSAT scores, and current class grades to understand why, and considers whether the curriculum, test preparation, or assessment categories are misaligned.
Mlcs overview handout (2 pages) updated
Mathematical Literacy for College Students (MLCS) is a new course being developed at the national level to provide an alternative path to college-level math courses for non-STEM majors. The course integrates numeracy, proportional reasoning, algebraic reasoning, functions, statistics, and geometry. It focuses on developing problem solving and critical thinking skills. Upon completion, students will be prepared for a statistics course or general education math course, or can take traditional algebra. The course aims to help more students complete their math requirements in one year to improve college completion rates.
Joseph slides-for-20160601
The document summarizes evaluation data collected for an educational program over multiple years, including implementation, improvement and effectiveness data. Feedback from professional learning sessions was highly positive. Teacher self-assessment scale results showed teachers who participated in program professional learning had higher efficacy scores than those who did not participate. Trend lines were analyzed at the school, domain and item levels.
Using ExamSoft and Examination Blueprints to Guide Development of Every 3-Wee...
Presented by Siu Fun Wong and Jason Yamaki
Vertical- Pharmacy
An every 3-week integrated examination is used for summative assessment in each of the trimesters throughout the didactic curriculum. To assure each of the examinations will appropriately represent the breadth, depth and content taught in each course, an examination blueprint is used to guide faculty from different courses to contribute to the integrated examinations and to evaluate its implementation. Each question submitted to ExamSoftโข are coded with 7 categories that include subjects related to the ACPE 2016 pharmacy accreditation standards and cognitive level. These serve as the tracking mechanism to meet the parameters in the exam blueprint. An item analysis will ensure the submitted questions are achieving the agreed upon outcomes and those considered satisfactory will be placed in the CUSP examination question bank for repeated use every 2-3 years as appropriate. On an annual basis, quality assurance review of the ExamSoftโข examination question bank will be conducted to assure the questions are current in content and in appropriate composition as guided by the CUSP Examination Blueprint.
At the end of the session, participants will be able to:
1) Develop a personalized Exam Blueprint (Integrated vs. traditional examinations)
2) Design Examsoftโข category system to align with the Exam Blueprint
3) Maintain and optimize the use of the ExamSoftโข examination question bank
Math literacy for summit 2016
This document provides an overview of Math Literacy for College Students (MLCS), an alternative math pathway for developmental education students. MLCS is a one-semester, 3-6 credit course that uses an integrated approach focusing on numeracy, proportional reasoning, algebraic reasoning, and functions to provide students the mathematical maturity needed for college-level statistics, liberal arts math, or intermediate algebra. The document discusses how MLCS differs from the traditional approach through its layered curriculum, emphasis on conceptual understanding over skills, and use of authentic problems and active learning. Data shows students who take MLCS have comparable or better pass rates in subsequent college-level math courses than those who take traditional beginning algebra. The document also provides implementation options for ML
ALD4ALL TSAS PowerPoint 20150922
The Teacher Self-Assessment Scales (TSAS). Presented to school participants at the 2015 Fall ALD4ALL Kick-Off on September 22, 2015 by Dr. Joseph P. Martinez.
Field testing chunk 1b
Teachers will create an assessment to measure students' problem solving skills after implementing the first part of the TIPS strategy. They will analyze student work and determine the next steps. The meeting will include sharing resources and developing a focus quiz to give students with a word problem and space for justification. Teachers will bring student work and assessment results to the next meeting.
Spanish 1 2 3 common assessments
This document provides an agenda for a meeting on Spanish common assessments. The agenda includes discussing assessment literacy by combining expertise, examining student work samples, discussing the purpose and decisions around common assessments, and developing common assessments in pairs. It also includes reviewing what is known about key assessment concepts like sampling, discrimination, reliability, and score inflation. Teachers will look at previous student writing samples to gain insights and identify areas like struggling students or curriculum changes. Data from Spanish 1, 2, and 3 assessments from 2012-2013 is presented showing performance by mode, ethnicity, and across levels. The document ends by asking how common assessments can be connected to teachers' and students' realities.
Math grade 2 training
The document provides guidance for teachers administering 2nd grade math performance assessments aligned to Common Core standards. It explains that assessments will be administered in September (pre) and May-June (post) and scored using an online system called LinkIt. It provides instructions for logging into LinkIt and outlines which assessment tasks should be administered individually versus to the whole class. Rubrics will be used to score student performance on each task.
Pbl rubrics
This document discusses rubrics and their use in project-based learning. It defines rubrics as tools that provide a common vocabulary for assessment and facilitate peer review. Good project-based learning problems relate to the real world, require decision-making, are multi-stage, and incorporate higher-order thinking skills. Rubrics can be used to evaluate project-based learning problems according to these criteria. The document also explores different types of rubrics and considerations for developing effective rubrics.
Report of training course introduction to statistical analysis using ibm sps ...
This document provides information about a 2-hour training course on Introduction to Statistical Analysis Using IBM SPSS Statistics held on April 17, 2018. The training covered accessing and manipulating data in SPSS, presenting data in tables and graphs, and exploratory data analysis. 12 students attended the course, which included introductions, entering and editing data, computing variables, and describing variable relationships. Student feedback indicated the basics of using SPSS to organize data and diagrams shown in class were most useful. Suggested improvements included dividing material into more classes with extra time and practice to become more proficient in SPSS.
Algebra team. 9.5.12
The document provides information about supporting math instruction aligned to Common Core standards. It includes:
1) Guidelines for teacher collaboration, such as supporting each other, networking, asking questions, and upholding the vision and values of the math program.
2) Descriptions of PARCC assessments and how they integrate or relate to math practices, including examples of standards.
3) A discussion of practice-forward tasks that require engaging in specific math practices to earn full credit.
4) Questions for teacher teams to discuss their math units and gradebooks, including the focus of the unit, standards, practice standards, and processes for reporting learning and reengaging students.
Krickpatrick basic level of evaluation
The four level model of evaluation assesses training effectiveness by building evaluation into four levels - reaction, learning, behavior, and results. Each successive level represents a more precise measure of a training program's effectiveness. Evaluation planning uses the model to identify targeted outcomes at the results level before beginning level one for reactions. The levels assess participant satisfaction, knowledge acquisition, ability to demonstrate learning in the workplace, and achievement of targeted outcomes respectively. While useful, the model has drawbacks as training is replaced by learning and development and levels three and four are difficult to implement.
Naace Strategic Conference 2009: The Next Generation of assessment - GL Asses...
This document discusses assessments in schools and the evolution from standardized tests to assessing pupils' progress (APP). It summarizes GL Assessment's role in providing both formative and summative assessments online and through their Testwise system. Key points covered include the phasing out of KS3 SATs, implementing APP across all subjects by 2011, and using periodic and transitional assessments to make holistic judgments of student progress.
CTHSS SB Share
Combined EDUCATION CONNECTION and CSDE slides that highlight Smarter Balanced Assessment information.
HLPUSD Common Core State Standards for Mathematics Parent Meeting
The document provides an introduction to the Common Core State Standards for mathematics. It discusses that 44 states have adopted the new standards to ensure students are prepared for college and careers. The standards focus on mathematical content and practices. They will be fully implemented in California by 2015. The new Smarter Balanced tests will assess students in grades 3-8 and 11 starting in 2014-2015 and test a range of math skills using computer-adaptive technology. Parents can help their children by knowing struggle is normal, praising the process, and guiding them to learning resources.
Rubrics
A rubric is an explicit set of criteria used to assess student work or performance. Rubrics provide transparency in grading, improve student engagement, promote active learning, and increase consistency in scoring. To create a rubric, determine the grading criteria, levels of achievement for each criterion, and provide measurable, brief, and clear descriptions along with an appropriate point value system. Potential pitfalls to avoid include unequal point allocation between criteria and including too many detailed criteria.
Th summit12914
This document discusses using data strategically to improve reading and math instruction in North Carolina schools. It provides data on test results showing declines in proficiency levels after more rigorous standards were implemented, with decreases ranging from 9-44 percentage points depending on subject area. Subgroup data shows proficiency gaps. The document emphasizes using data sources together, comparing school/class results to state levels, and that students have not learned less but standards are more rigorous. It provides sample data summaries on math and English test results at state and local levels. Achievement level descriptors and an explanation of growth measures in the accountability system are also presented.
Reporting subscales or questionnaire results
Mr. Jones' students rated him on three teaching traits - student rapport, teaching quality, and classroom management - using the Instructor Rating Questionnaire. For each trait, the students' average ratings were reported. Overall, Mr. Jones received a questionnaire average rating of 3.2 out of 5 from his students.
MD6AssignCCornwell PP
This document outlines the goals and procedures of professional learning communities (PLCs) at Newsome High School for the 2014-2015 and 2015-2016 school years. It discusses how PLCs will be used to monitor literacy trends, increase collaboration between departments, and use assessment data to drive instruction with the goal of improving student achievement on standardized tests. Key aspects include having representatives from each department meet monthly to discuss data and professional development, as well as having instructional teams plan literacy activities and enhance literacy instruction across all subjects.
Grading and Scoring Method presentation.ppt
Scoring and grading are different processes for evaluating student performance on tests. Scoring is the direct measurement of performance by determining the number of correct answers. Grading assigns a symbol or letter grade to represent the quality of a student's performance. There are specific steps to scoring, including item analysis and developing an item bank. Grades provide feedback and motivation for students. Grades can be assigned on an absolute scale comparing scores to total possible points or on a relative scale ranking students within the group. The purpose of grading is instructional to indicate achievement, administrative for admissions or progression, and guidance to assist students.
Grading System BEd notes first year.pptx
- The document discusses limitations of the traditional marking system used in education and proposes grading as an alternative.
- Under the marking system, students are given numerical marks that claim to precisely measure abilities but are flawed due to subjectivity and inability to capture human qualities.
- Grading involves placing students into broad ability bands represented by letter grades like A, B, C, etc. based on their performance relative to other students or by comparing to pre-defined standards.
More Related Content
What's hot
St. James Data overview version 1
The document summarizes mathematics benchmark scores for Rivendell Academy's Class of 2013. It shows that while the class scored highest in the state for reading and writing proficiency, their mathematics proficiency was low at 36%. The document analyzes correlations between past NECAP scores, PSAT scores, and current class grades to understand why, and considers whether the curriculum, test preparation, or assessment categories are misaligned.
Mlcs overview handout (2 pages) updated
Mathematical Literacy for College Students (MLCS) is a new course being developed at the national level to provide an alternative path to college-level math courses for non-STEM majors. The course integrates numeracy, proportional reasoning, algebraic reasoning, functions, statistics, and geometry. It focuses on developing problem solving and critical thinking skills. Upon completion, students will be prepared for a statistics course or general education math course, or can take traditional algebra. The course aims to help more students complete their math requirements in one year to improve college completion rates.
Joseph slides-for-20160601
The document summarizes evaluation data collected for an educational program over multiple years, including implementation, improvement and effectiveness data. Feedback from professional learning sessions was highly positive. Teacher self-assessment scale results showed teachers who participated in program professional learning had higher efficacy scores than those who did not participate. Trend lines were analyzed at the school, domain and item levels.
Using ExamSoft and Examination Blueprints to Guide Development of Every 3-Wee...
Presented by Siu Fun Wong and Jason Yamaki
Vertical- Pharmacy
An every 3-week integrated examination is used for summative assessment in each of the trimesters throughout the didactic curriculum. To assure each of the examinations will appropriately represent the breadth, depth and content taught in each course, an examination blueprint is used to guide faculty from different courses to contribute to the integrated examinations and to evaluate its implementation. Each question submitted to ExamSoftโข are coded with 7 categories that include subjects related to the ACPE 2016 pharmacy accreditation standards and cognitive level. These serve as the tracking mechanism to meet the parameters in the exam blueprint. An item analysis will ensure the submitted questions are achieving the agreed upon outcomes and those considered satisfactory will be placed in the CUSP examination question bank for repeated use every 2-3 years as appropriate. On an annual basis, quality assurance review of the ExamSoftโข examination question bank will be conducted to assure the questions are current in content and in appropriate composition as guided by the CUSP Examination Blueprint.
At the end of the session, participants will be able to:
1) Develop a personalized Exam Blueprint (Integrated vs. traditional examinations)
2) Design Examsoftโข category system to align with the Exam Blueprint
3) Maintain and optimize the use of the ExamSoftโข examination question bank
Math literacy for summit 2016
This document provides an overview of Math Literacy for College Students (MLCS), an alternative math pathway for developmental education students. MLCS is a one-semester, 3-6 credit course that uses an integrated approach focusing on numeracy, proportional reasoning, algebraic reasoning, and functions to provide students the mathematical maturity needed for college-level statistics, liberal arts math, or intermediate algebra. The document discusses how MLCS differs from the traditional approach through its layered curriculum, emphasis on conceptual understanding over skills, and use of authentic problems and active learning. Data shows students who take MLCS have comparable or better pass rates in subsequent college-level math courses than those who take traditional beginning algebra. The document also provides implementation options for ML
ALD4ALL TSAS PowerPoint 20150922
The Teacher Self-Assessment Scales (TSAS). Presented to school participants at the 2015 Fall ALD4ALL Kick-Off on September 22, 2015 by Dr. Joseph P. Martinez.
Field testing chunk 1b
Teachers will create an assessment to measure students' problem solving skills after implementing the first part of the TIPS strategy. They will analyze student work and determine the next steps. The meeting will include sharing resources and developing a focus quiz to give students with a word problem and space for justification. Teachers will bring student work and assessment results to the next meeting.
Spanish 1 2 3 common assessments
This document provides an agenda for a meeting on Spanish common assessments. The agenda includes discussing assessment literacy by combining expertise, examining student work samples, discussing the purpose and decisions around common assessments, and developing common assessments in pairs. It also includes reviewing what is known about key assessment concepts like sampling, discrimination, reliability, and score inflation. Teachers will look at previous student writing samples to gain insights and identify areas like struggling students or curriculum changes. Data from Spanish 1, 2, and 3 assessments from 2012-2013 is presented showing performance by mode, ethnicity, and across levels. The document ends by asking how common assessments can be connected to teachers' and students' realities.
Math grade 2 training
The document provides guidance for teachers administering 2nd grade math performance assessments aligned to Common Core standards. It explains that assessments will be administered in September (pre) and May-June (post) and scored using an online system called LinkIt. It provides instructions for logging into LinkIt and outlines which assessment tasks should be administered individually versus to the whole class. Rubrics will be used to score student performance on each task.
Pbl rubrics
This document discusses rubrics and their use in project-based learning. It defines rubrics as tools that provide a common vocabulary for assessment and facilitate peer review. Good project-based learning problems relate to the real world, require decision-making, are multi-stage, and incorporate higher-order thinking skills. Rubrics can be used to evaluate project-based learning problems according to these criteria. The document also explores different types of rubrics and considerations for developing effective rubrics.
Report of training course introduction to statistical analysis using ibm sps ...
This document provides information about a 2-hour training course on Introduction to Statistical Analysis Using IBM SPSS Statistics held on April 17, 2018. The training covered accessing and manipulating data in SPSS, presenting data in tables and graphs, and exploratory data analysis. 12 students attended the course, which included introductions, entering and editing data, computing variables, and describing variable relationships. Student feedback indicated the basics of using SPSS to organize data and diagrams shown in class were most useful. Suggested improvements included dividing material into more classes with extra time and practice to become more proficient in SPSS.
Algebra team. 9.5.12
The document provides information about supporting math instruction aligned to Common Core standards. It includes:
1) Guidelines for teacher collaboration, such as supporting each other, networking, asking questions, and upholding the vision and values of the math program.
2) Descriptions of PARCC assessments and how they integrate or relate to math practices, including examples of standards.
3) A discussion of practice-forward tasks that require engaging in specific math practices to earn full credit.
4) Questions for teacher teams to discuss their math units and gradebooks, including the focus of the unit, standards, practice standards, and processes for reporting learning and reengaging students.
Krickpatrick basic level of evaluation
The four level model of evaluation assesses training effectiveness by building evaluation into four levels - reaction, learning, behavior, and results. Each successive level represents a more precise measure of a training program's effectiveness. Evaluation planning uses the model to identify targeted outcomes at the results level before beginning level one for reactions. The levels assess participant satisfaction, knowledge acquisition, ability to demonstrate learning in the workplace, and achievement of targeted outcomes respectively. While useful, the model has drawbacks as training is replaced by learning and development and levels three and four are difficult to implement.
Naace Strategic Conference 2009: The Next Generation of assessment - GL Asses...
This document discusses assessments in schools and the evolution from standardized tests to assessing pupils' progress (APP). It summarizes GL Assessment's role in providing both formative and summative assessments online and through their Testwise system. Key points covered include the phasing out of KS3 SATs, implementing APP across all subjects by 2011, and using periodic and transitional assessments to make holistic judgments of student progress.
CTHSS SB Share
Combined EDUCATION CONNECTION and CSDE slides that highlight Smarter Balanced Assessment information.
HLPUSD Common Core State Standards for Mathematics Parent Meeting
The document provides an introduction to the Common Core State Standards for mathematics. It discusses that 44 states have adopted the new standards to ensure students are prepared for college and careers. The standards focus on mathematical content and practices. They will be fully implemented in California by 2015. The new Smarter Balanced tests will assess students in grades 3-8 and 11 starting in 2014-2015 and test a range of math skills using computer-adaptive technology. Parents can help their children by knowing struggle is normal, praising the process, and guiding them to learning resources.
Rubrics
A rubric is an explicit set of criteria used to assess student work or performance. Rubrics provide transparency in grading, improve student engagement, promote active learning, and increase consistency in scoring. To create a rubric, determine the grading criteria, levels of achievement for each criterion, and provide measurable, brief, and clear descriptions along with an appropriate point value system. Potential pitfalls to avoid include unequal point allocation between criteria and including too many detailed criteria.
Th summit12914
This document discusses using data strategically to improve reading and math instruction in North Carolina schools. It provides data on test results showing declines in proficiency levels after more rigorous standards were implemented, with decreases ranging from 9-44 percentage points depending on subject area. Subgroup data shows proficiency gaps. The document emphasizes using data sources together, comparing school/class results to state levels, and that students have not learned less but standards are more rigorous. It provides sample data summaries on math and English test results at state and local levels. Achievement level descriptors and an explanation of growth measures in the accountability system are also presented.
Reporting subscales or questionnaire results
Mr. Jones' students rated him on three teaching traits - student rapport, teaching quality, and classroom management - using the Instructor Rating Questionnaire. For each trait, the students' average ratings were reported. Overall, Mr. Jones received a questionnaire average rating of 3.2 out of 5 from his students.
MD6AssignCCornwell PP
This document outlines the goals and procedures of professional learning communities (PLCs) at Newsome High School for the 2014-2015 and 2015-2016 school years. It discusses how PLCs will be used to monitor literacy trends, increase collaboration between departments, and use assessment data to drive instruction with the goal of improving student achievement on standardized tests. Key aspects include having representatives from each department meet monthly to discuss data and professional development, as well as having instructional teams plan literacy activities and enhance literacy instruction across all subjects.
What's hot (20)
Using ExamSoft and Examination Blueprints to Guide Development of Every 3-Wee...
Using ExamSoft and Examination Blueprints to Guide Development of Every 3-Wee...
ย
Report of training course introduction to statistical analysis using ibm sps ...
Report of training course introduction to statistical analysis using ibm sps ...
ย
Naace Strategic Conference 2009: The Next Generation of assessment - GL Asses...
Naace Strategic Conference 2009: The Next Generation of assessment - GL Asses...
ย
HLPUSD Common Core State Standards for Mathematics Parent Meeting
HLPUSD Common Core State Standards for Mathematics Parent Meeting
ย
Similar to Grade based assessment
Grading and Scoring Method presentation.ppt
Scoring and grading are different processes for evaluating student performance on tests. Scoring is the direct measurement of performance by determining the number of correct answers. Grading assigns a symbol or letter grade to represent the quality of a student's performance. There are specific steps to scoring, including item analysis and developing an item bank. Grades provide feedback and motivation for students. Grades can be assigned on an absolute scale comparing scores to total possible points or on a relative scale ranking students within the group. The purpose of grading is instructional to indicate achievement, administrative for admissions or progression, and guidance to assist students.
Grading System BEd notes first year.pptx
- The document discusses limitations of the traditional marking system used in education and proposes grading as an alternative.
- Under the marking system, students are given numerical marks that claim to precisely measure abilities but are flawed due to subjectivity and inability to capture human qualities.
- Grading involves placing students into broad ability bands represented by letter grades like A, B, C, etc. based on their performance relative to other students or by comparing to pre-defined standards.
Using assessment to inform instructional decisions
The document discusses using assessment results to inform instructional decisions. It describes how assessment can be used to identify student strengths and weaknesses, determine what students know and don't know, and provide teachers with information to guide future lessons. The document also discusses organizing assessment results by student, class, subject area, and competency in order to pinpoint specific skills that need more focus. Teachers can then plan targeted instruction, interventions, and formative assessments to help move students towards mastery of learning goals.
Rubrics & Skill Upgradation in Computer Engineering.pptx
Rubrics are scoring guides used to evaluate student work. They contain criteria for grading assignments and quality definitions for those criteria at different achievement levels. Rubrics promote consistent grading and help measure how well students attain learning standards. They provide guidelines for students and teachers and help students understand expectations. Rubrics also help parents understand their child's grades. There is variability in rubrics between disciplines and courses. Rubrics have three main components: dimensions being assessed, descriptors of each dimension, and a rating scale defining performance levels. The document discusses using rubrics to assess a skill upgradation course in a computer engineering curriculum, including activities, periods, and evaluation process.
Rubric
A rubric is a scoring guide used to evaluate performance on a project or product. It has three parts: performance criteria, a rating scale, and indicators. The rubric defines expectations and allows for transparent and fair grading. When designing a rubric, the creator identifies criteria, develops a rating scale, and writes indicators to describe the quality of work at each level of the scale. An effective rubric clearly defines expectations and ensures consistent scoring. Self-reflection and peer evaluation are processes to provide feedback and improve teaching and learning.
K to12 assessment and rating
This presentation discusses the assessment and rating of learning outcomes under the K to 12 Basic Education Curriculum. It outlines the philosophy, nature, levels, and tools of assessment. The levels of assessment include knowledge, skills, understanding, and products/performances, each with a percentage weight. Levels of proficiency are defined on a scale from Beginning to Advanced, tied to numerical values. Rubrics are proposed for each learning outcome to evaluate performance. Formative and summative assessment tools are also prototyped, including a pre-assessment, formative feedback, and authentic performance tasks for summative evaluation.
Designing digital badges for a college course
The document describes the design and implementation of six types of digital badges in an undergraduate educational technology course. The badges were created to motivate students to complete assignments thoroughly and on time, engage in class discussions, and participate in independent learning activities. A survey found that while some students felt badges were meaningful and motivating, others viewed them as redundant or only beneficial for younger learners. The subjective badges for best performance and excellence had the most positive responses. Overall, badges may only motivate 30-40% of learners, while many feel ambivalent toward them.
Scoring Rubric - Michael.pptx
This document discusses scoring rubrics, including their definition, parts, and types. A scoring rubric is a tool used to evaluate student performance, products, or projects. It has three main parts: performance criteria, a rating scale, and indicators. The document compares analytic and holistic rubrics. An analytic rubric explicitly breaks down skills and provides guidelines for each performance level for each skill. A holistic rubric considers all criteria together on a single scale. The document also provides guidance on when and how to use rubrics with students.
Online Assessment Presentation
This document provides an introduction to online assessment. It defines assessment and describes the importance of alignment between objectives, learning activities, and assessments. It distinguishes between formative and summative assessments and objective and subjective assessments. The document outlines strategies for effective implementation of online assessments and explains how to write measurable learning objectives. It emphasizes that assessments should provide evidence that students have achieved the intended learning objectives.
Updated online assessment presentation
This document provides an introduction to online assessment. It defines assessment and describes the importance of alignment between objectives, learning activities, and assessments. It distinguishes between formative and summative assessments and objective and subjective assessments. The document outlines strategies for effective implementation of online assessments and explains how to write measurable learning objectives. It emphasizes that assessments should provide evidence that students have achieved the intended learning objectives.
grading system.pptx
This document discusses different grading systems used in education including absolute grading, relative grading, and common letter grade scales. Absolute grading involves assigning percentages based on how well a student's answers meet the requirements of a model answer. Relative grading compares students' performance to others taking the same test. Common letter grade scales range from A+ to F, with grade point values also defined. The document also defines terms related to grading like semester, semester grade point average, cumulative grade point average, credit points, and transcripts.
As production mark sheet video
This document outlines the marking criteria for three parts of a media portfolio: research and planning, construction, and evaluation. For research and planning, candidates can submit electronic or physical materials showing their preliminary work. Construction refers to the main media product, which should show progression from any preliminary tasks. Evaluation must include audience feedback and address questions about the media product's form, audience, and what the candidate learned. Marks are awarded on a scale of four levels - Minimal, Basic, Proficient, and Excellent. The portfolio will receive an overall mark out of 100.
Teacher evaluation and goal setting connecticut
The document discusses implementing teacher evaluation systems in Connecticut. It covers:
1) The purposes of teacher evaluation, which can include both formative feedback to help teachers improve as well as summative judgments to make decisions about employment.
2) The importance of differentiating evaluations for teachers and principals given their different roles and impact, as well as the risks of not differentiating.
3) Strategies for setting reasonable and rigorous student growth goals for teachers, including using multiple data sources and metrics to set attainable yet ambitious goals.
Intro to rubric
The document discusses various methods of student assessment, including norm-referenced and criteria-based assessments. It also provides details on rubrics, including how they describe criteria and achievement levels. Rubrics provide a systematic way to evaluate student performance and can increase scoring consistency between raters. The document provides examples of rubric components and guidance on developing rubrics.
K to12 ASSESSMENT AND RATING OF LEARNING OUTCOMES
This document outlines the assessment and rating system for learning outcomes under the K to 12 Basic Education Curriculum. It discusses the philosophy, nature, levels, tools, and frequency of assessment. Assessment will be standards-based and focus on knowledge, skills, understanding, and performance. Student proficiency will be rated on a scale and determine promotion. Rubrics will provide clear guidelines for evaluating student work. Formative and summative assessments will track progress and measure proficiency. The system aims to support quality learning through self-reflection and accountability.
administrating test,scoring,grading vs marks
This document discusses administering tests, scoring tests, grading tests, and the differences between grading and marking. It provides steps for administering tests, including motivating students, giving directions, monitoring time, ensuring accuracy, and collecting materials. It also discusses principles of fair testing, avoiding distractions during testing, and preventing cheating. The document then covers scoring tests, including issues with human scoring variability, and methods for grading tests both analytically and globally. Finally, it discusses the differences between grading systems and marking/points systems for assessing student achievement.
Assessment and Evaluation in education
The document discusses assessment and evaluation in education. It defines grading as evaluating student performance using scales and letters or numbers. Various grading systems are described, including percentage grades, letter grades, descriptive evaluations, and pass-fail grading. Factors to consider when grading include the purpose of grading, which systems to use, how to assign grades, reporting non-achievement outcomes, formatting gradebooks, and communicating with families. Both merits and demerits of grading systems are provided.
Administering a test, scoring - grading vs marks
The document discusses various concepts related to administering tests, scoring, grading, and marking. It provides information on:
- The importance of the test administrator's role in creating a calm environment and inspiring confidence in test-takers.
- Different types of tests, such as criterion-referenced tests which measure mastery and norm-referenced tests which provide relative rankings.
- The process of scoring, which determines raw scores, and grading, which assigns symbols or categories to represent performance quality.
- Methods of grading like the analytic method which assigns separate scores to dimensions and the global method which uses general impressions.
- The difference between marking, which awards numbers or symbols to tasks, and
Rating scale
The document discusses different types of rating scales used to evaluate performance or attributes. It describes numerical rating scales, graphic rating scales, descriptive scales, and percentage scales. For each type, it provides examples and discusses advantages like being easy to administer, and disadvantages like potential subjectivity. It also covers issues that can arise like leniency errors, central tendency errors, and halo effects that bias ratings. Overall, the document provides an overview of common rating scale approaches used in performance evaluations.
Rubrics for IPCRF of Teachers per Objective of their KRAs
This document outlines rubrics used to evaluate teachers' performance on various objectives within their Key Result Areas (KRAs) at Pangpang National High School. It provides performance indicators, scales for rating teachers as outstanding, very satisfactory, satisfactory, unsatisfactory or poor on objectives related to lesson planning, facilitating learning, classroom management, and monitoring students. Sample computations are shown to calculate a teacher's average score for each objective based on their ratings in quality, efficiency and timeliness. The rubrics provide a framework for conducting impartial performance reviews of teachers according to clear and measurable standards.
Similar to Grade based assessment (20)
Using assessment to inform instructional decisions
Using assessment to inform instructional decisions
ย
Rubrics & Skill Upgradation in Computer Engineering.pptx
Rubrics & Skill Upgradation in Computer Engineering.pptx
ย
Rubrics for IPCRF of Teachers per Objective of their KRAs
Rubrics for IPCRF of Teachers per Objective of their KRAs
ย
More from SHU Learning & Teaching
Peer Review and Enhancement
This document discusses peer review and enhancement (PRE) at Sheffield Hallam University. It explains that PRE is a development commitment for all academic staff focused on personal development through experiential learning. Staff must engage in peer observation and reflection on their teaching practice. Peer observation can cover various teaching activities like lecturing, assessment design, and student engagement strategies. The enhancement process involves four stages: focusing on yourself, your peer, what was found together, and sharing outcomes. Departments will coordinate PRE activities and staff will agree on, undertake, and record PRE before sharing outcomes through appraisal and with peers. More information on the PRE process and resources can be found on the listed blogs.
Assessment rubrics in Blackboard
This document announces a workshop to teach participants how to create rubrics in Blackboard to provide assessment criteria and consistent feedback. The workshop will demonstrate how to build a rubric, associate it with assignments, use it to give feedback and view statistics. Attendees will learn how rubrics display expectations, can be reused across courses, and allow students to see grading criteria and how they met standards.
Writing Assessment Criteria and Performance Indicators - what & how?
This document provides guidance on writing assessment criteria and performance indicators to effectively evaluate student work. It discusses:
- The purpose and intended outcomes of developing criteria and indicators aligned to learning outcomes.
- How to structure criteria using active verbs from outcomes and descriptive nouns, and to write threshold, differentiated performance indicators using appropriate adjectives.
- Best practices like ensuring criteria sets are coherent, clear, and manageable, and getting feedback from peers on created criteria and indicators.
On Constructive Alignment - what & how?
This short presentation introduces the concept of Constructive Alignment. The idea underpins the design of assessment, learning and teaching to ensure they work in balance.
Being an Academic Advisor
This document provides an overview and objectives for an online tutorial on being an academic advisor at Sheffield Hallam University. It discusses the key principles and practices of academic advising, including:
1) Ensuring every student has a single named academic advisor for consistent support throughout their course. Advisors monitor academic progression, personal development, and professional development.
2) Academic advising is part of a three-pronged student support strategy along with student support advisors and employability advisors. Advisors must be able to refer students to other services as needed.
3) Nine principles underpin academic advising at the university, including equity, coherence, consistency, and developing trust and respect between advisors and students
Teaching on my course
This document discusses the "4Cs" (Consistency, Confidence, Challenge, and Clarity) of effective course-focused teaching practices. It provides activities for teachers to reflect individually and in groups on ordering the importance of the 4Cs and making commitments to improve in these areas. Teachers are asked to identify quick wins and 3 development focuses to improve student experience and engagement on their courses through teaching strategies that demonstrate the 4Cs. The document also includes questions to prompt discussion around how students review their learning and how formative activities can foster student belonging.
Portfolios for Learning
Course-wide course-long learning
What, Why, How?
Supporting students to make connections from assessment across their course
Academic Advising - What, Why, How?
The document discusses academic advising at Sheffield Hallam University. It outlines that academic advising is one of three dimensions of the university's student support strategy. Academic advisors act as a consistent personal point of contact and signpost students. They ensure students successfully transition through different stages of their course. Academic advising is based on nine principles including equity, consistency, and trust between advisors and students. The document prompts discussion on implementing the university's academic advising model and supporting students in line with the principles.
Use of Rubrics to Support Assessment
The Use of Rubrics to Support Assessment
What, Why, How?
This presentation examines the assessment rubric as a powerful tool to support student engagement, consistent academic practice and high quality feedback.
Project-based Learning
Project-based Learning
What, Why, How?
Project-based learning is an active learning approach in which a student engages in their learning by working through a project usually over the period of a module.
Making feedback count
The document discusses key ideas for producing effective feedback, including integrating feedback into curriculum design, providing timely feedback within 3 weeks, and making feedback clear, focused, supportive, and inclusive of student diversity. It also addresses the importance of developing students' self-evaluation skills and engagement with feedback through dialogue in order to improve learning outcomes. The overall focus is on establishing a learning-oriented framework where feedback helps students to self-regulate and take agency over their learning.
Intergrating Employability
Integrating Employability
Applied Learning
What, Why, How?
This presentation explores the flexible idea of Applied Learning, what it means, why it is important in a course-focused practice context, and what it means to your academic practice.
Group Assessments
This document discusses methods for promoting positive student perceptions of group assessments. It suggests that group assessments can promote peer cooperation, collaboration and learning from others if designed well. Key factors in effective group assessment design include clearly explaining the purpose and benefits, ensuring fairness in criteria and effort, and providing feedback to individual students as well as the group. The document provides questions to guide designing groups, assessments, and feedback to make group work a positive experience for students.
Intergrating Employability
Integrating Employability
3+3 Graduate Attributes
What, Why, How?
This presentation explores the adoption of the 3+3 Graduate Attributes model within your discipline, what it means, why it is important in a course-focused practice context, and what it means to your academic practice.
Formative Assessment
Formative assessment ensures learner engagement by providing feedback to students and staff to help students learn and identify misconceptions. It assesses student progress towards goals through both informal and formal assessment activities integrated with feedback, unlike summative assessment which measures learning through marks. To effectively engage students in formative assessment, it should be student-centered, interesting, and develop their identity and interests in authentically relating their learning to future aspirations through enjoyment and a sense of belonging.
Course-Focused Practice
This document discusses course-focused practice in teaching and outlines some challenges and keys ideas. It notes that focusing too much on individual modules can obscure the bigger picture of the course and lead to poor student attendance, engagement, and sense of belonging. It advocates for a more student-centered approach that enhances course meaning and motivation through active learning, formative assessment, group work, and feedback. Key ideas are making connections within and across modules to improve the learning experience and help students find meaning through connection-making.
Course focused assessment
This document discusses course-focused assessment, which aims to assess students holistically based on the overall course, rather than individual modules. It notes challenges with current assessment practices, including over-emphasis on assessment of learning, poor student engagement, and difficulties providing feedback. Course-focused assessment is presented as a student-centered alternative that designs assessment based on overall course learning outcomes. It allows connections across modules, promotes consistency, and supports students developing their disciplinary identity over time through integrated feedback. The document provides examples of how course-focused assessment can be implemented in practice through collaborative course design and aligning assessments to an authentic learning narrative.
Course wide course-long learning
Course-wide course-long learning
Supporting students to make connections from assessment across their course
What, Why, How?
Transformative Learning - A starter for 10
This presentation by Chris Cutforth, Sheffield Hallam University, was developed to introduce academics to the University's Transformational Learning Special Interest Group. The group is open to all academics and welcomes further contributions. Its purpose is to explore how Transformative Learning (Mezirow) and related ideas can be developed and applied in academic practice.
Inclusive Practice - Evidence: The Sector View
Presented by Professor Geoff Layer at Sheffield Hallam University's "All Inclusive" event at Sheffield Town Hall - 18/01/17
More from SHU Learning & Teaching (20)
Writing Assessment Criteria and Performance Indicators - what & how?
Writing Assessment Criteria and Performance Indicators - what & how?
ย
Recently uploaded
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
skeleton System.pdf (skeleton system wow)
๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ
โ โุฅุถุบ ุจูู ุฅูุฏููู
โู
ู ุฃููู ุงูู
ูุงุฒู
ุงูุชู ุตู
ู
ุชูุง
ู
ูุฒู
ุฉ ุชุดุฑูุญ ุงูุฌูุงุฒ ุงูููููู (ูุธุฑู 3)
๐๐๐๐๐๐๐๐๐๐
ุชุชู
ูุฒ ูุฐูู ุงูู
ูุฒู
ุฉ ุจุนูุฏุฉ ู
ูู
ูุฒุงุช :
1- ู
ูุชุฑุฌู
ุฉ ุชุฑุฌู
ุฉ ุชููุงุณุจ ุฌู
ูุน ุงูู
ุณุชููุงุช
2- ุชุญุชูู ุนูู 78 ุฑุณู
ุชูุถูุญู ููู ููู
ุฉ ู
ูุฌูุฏุฉ ุจุงูู
ูุฒู
ุฉ (ููู ููู
ุฉ !!!!)
#ููู
_ู
ุงูู_ุฏุฑุฎ
3- ุฏูุฉ ุงููุชุงุจุฉ ูุงูุตูุฑ ุนุงููุฉ ุฌุฏุงู ุฌุฏุงู ุฌุฏุงู
4- ูููุงูู ุจุนุถ ุงูู
ุนููู
ุงุช ุชู
ุชูุถูุญูุง ุจุดูู ุชูุตููู ุฌุฏุงู (ุชูุนุชุจุฑ ูุฏู ุงูุทุงูุจ ุฃู ุงูุทุงูุจุฉ ุจุฅููุง ู
ุนููู
ุงุช ู
ูุจูู
ุฉ ูู
ุน ุฐูู ุชู
ุชูุถูุญ ูุฐูู ุงูู
ุนููู
ุงุช ุงูู
ูุจูู
ุฉ ุจุดูู ุชูุตููู ุฌุฏุงู
5- ุงูู
ูุฒู
ุฉ ุชุดุฑุญ ููุณูุง ุจ ููุณูุง ุจุณ ุชููู ุชุนุงู ุงูุฑุงูู
6- ุชุญุชูู ุงูู
ูุฒู
ุฉ ูู ุงูู ุณูุงูุฏ ุนูู ุฎุงุฑุทุฉ ุชุชุถู
ู ุฌู
ูุน ุชูุฑูุนุงุช ู
ุนููู
ุงุช ุงูุฌูุงุฒ ุงูููููู ุงูู
ุฐููุฑุฉ ูู ูุฐูู ุงูู
ูุฒู
ุฉ
ูุงุฎูุฑุงู ูุฐูู ุงูู
ูุฒู
ุฉ ุญูุงูู ุนูููู
ูุฅุชู
ูู ู
ููู
ุฅู ุชุฏุนููู ุจุงูุฎูุฑ ูุงูุตุญุฉ ูุงูุนุงููุฉ ููุท
ูู ุงูุชูููู ุฒู
ูุงุฆู ูุฒู
ููุงุชู ุ ุฒู
ูููู
ู
ุญู
ุฏ ุงูุฐูุจู ๐๐
๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Aberdeen
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Ivรกn Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
Agenda
โ What is event processing in MuleSoft?
โ Types of event processing models in Mule 4
โ Distinction between the reactive, parallel, blocking & non-blocking processing
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shivani Yasaswi - https://www.linkedin.com/in/shivaniyasaswi/
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
How to deliver Powerpoint Presentations.pptx
"How to make and deliver dynamic presentations by making it more interactive to captivate your audience attention"
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"National Information Standards Organization (NISO)
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.ย
Bossa Nโ Roll Records by Ismael Vazquez.
Bossa N Roll Records presentation by Izzy Vazquez for Music Retail and Distribution class at Full Sail University
How to Predict Vendor Bill Product in Odoo 17
This slide will guide us through the process of predicting vendor bill products based on previous purchases from the vendor in Odoo 17.
A Visual Guide to 1 Samuel | A Tale of Two Hearts
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Temple of Asclepius in Thrace. Excavation results
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!ย
Recently uploaded (20)
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
ย
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
ย
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
ย
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
ย
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
ย
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
ย
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
ย
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Gender and Mental Health - Counselling and Family Therapy Applications and In...
ย
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
ย
Grade based assessment
- 1. Grade-Based Assessment Simon Clark, Helen Kay, Caroline Heaton, Alan Donnelly and Roger Eccleston
- 2. Grade-Based Assessment (GBA) โข What is it? โข Why use it? โข How do you implement it? โข Outcomes? Pilot in Dept of Art and Design, from Sept 2013
- 3. What is it? Degree class Grade Numerical equivalent Indicative mark range First Perfect 1st 100 100 Exceptional 1st 96 99 - 93 High 1st 89 92 - 85 Mid 1st 81 84 - 78 Low 1st 74 77 - 70 Upper second High 2.1 68 69 - 67 Mid 2.1 65 66 - 64 Low 2.1 62 63 - 60 Lower second High 2.2 58 59 - 57 Mid 2.2 55 56 - 54 Low 2.2 52 53 - 50 Third High 3rd 48 49 - 47 Mid 3rd 45 46 - 44 Low 3rd 42 43 - 40 Fail Marginal fail 38 39 - 35 Mid fail 32 34 - 30 Low fail 18 29 - 1 Zero Zero 0 0 A Graduated Marking Scheme: marking range is separated into a number of bands or grades
- 4. These grades are aligned to generic descriptors - aiming to make assessment criteria clearer
- 5. Why use it? GBA aims to.... โข provide clarity to students โข streamline marking - faster feedback โข achieve clear differentiation at grade boundaries (e.g., a low first = 74%, a high and 2.1 = 68%) โข recognise excellence and poor performance.....
- 6. .... through wider use of marking range...... 0 10 20 30 40 50 60 70 80 90 100 Numericalequivalent Grade awarded
- 7. How do you implement it? With students: โข Clear communication and management of expectations โข Written guidance, with FAQs โข Info of course Blackboard site โข Briefing at induction from Course leaders โข Introductory animation With staff: โข Written guidance, workshops
- 8. Mechanical aspects: โข All work at task and subtask level awarded grades. โข Students received grade as part of feedback โข Each grade has a numerical equivalent โข Grades can be aggregated by weighted averages of numerical equivalents (to combine subtasks, if used) โข Numerical equivalents of task marks entered into SI (grudgingly!) How do you implement it?
- 9. Outcomes? Pilot in the Department of Art and Design, ACES: 2013-14: Introduced to entrants at L4 2014-15: L4 and L5 2015-16: all years at undergraduate level Evaluation through staff surveys, focus groups, evaluation of student performance.
- 10. Staff feedback Question Positive response Clear distinctions at grade boundaries? 82% Greater use of the 'full marking range'? 56% GBA easier than numerical system? 75% Impact on holistic assessment of students' work? 63% Saves time? 69% Overall impact on assessment practice? 75%
- 11. Student feedback 1.a. I have had information which explains how Grade- Based Assessment works 1.b. I have a good understanding of how Grade-Based Assessment works 1.c. The Grading Descriptors help me to understand what I need to do to get a good grade 1.d. Grade-Based Assessment helps me to understand how well I have done on my modules 1.e. Grade-Based Assessment helps me to understand how well I am doing on my course Not Applicable 0.0% 0.0% 2.9% 0.0% 1.5% Disagreed 4.4% 7.4% 14.7% 8.8% 14.7% Agreed 95.6% 92.6% 82.4% 91.2% 83.8% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% ResponseOutcome(%) Responses to the 'Grade-Based Assessment' questionnaire items
- 12. Student performance Level 4 Mean Max Min St Dev %>70 %<40 Weighted average of modules 57.7% 79.6% 15.5% 13.8% 15.6% 8.5% Level 5 Mean Max Min St Dev %>70 %<40 Weighted average of modules 57.1% 78.1% 19.1% 13.4% 18.3% 9.4% Are we inflating or deflating grades?
- 13. Concluding remarks GBA has the potential to provide benefits including: โข Use of the full marking range โข Differentiation at grade boundaries โข Clear student expectations โข Grade feedback matches final outcome โข Expediting feedback
- 14. Thanks - any questions?