Grader assessment and evaluation policy
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The document outlines an assessment and evaluation policy for The Graders School of Learning. The policy acknowledges students who are attempting assignments and still developing critical thinking skills. It aims to provide clear expectations, rubrics, and feedback to help students understand requirements and improve. Students will participate in self-evaluations and peer feedback to take responsibility for their learning. Formative assessments will cultivate critical thinking, broaden perspectives, and teach self-reflection to strengthen essential skills.
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1. The author was motivated to emphasize deep learning and empower students by having them assess their own work using rubrics.
2. Students completed a timed assignment on national income determination and then used a rubric to assess their discussion question response and justify their assessment.
3. The author found advantages like quicker teacher feedback, deeper student understanding, and students becoming more metacognitive and taking ownership of their learning. Challenges included ensuring transparency of rubrics and the time required for lesson preparation.
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Training Session I ran on AFL in the classroom using peer and self assessment.
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Preparing for Success Ananda Global School's Approach to CBSE Board ExaminationsAnanda Global School
Discover the unique approach Ananda Global School takes to prepare students for CBSE board examinations. This blog outlines the school's comprehensive strategies, innovative methodologies, and supportive environment designed to ensure success and holistic developmentCONTINIOUS AND COMPREHENSIVE ASSESSMENT IN EDUCATION
Continuous and Comprehensive Evaluation (CCE) refers to a system of school-based evaluation of students that covers all aspects of students development. It is a developmental process of assessment which emphasizes on two fold objectives. These objectives are continuity in evaluation and assessment of broad based learning and behavioral outcomes on the other.
Running head INITIAL REFLECTIONMays1INITIAL REFLECTIONMay.docx
Running head: INITIAL REFLECTION Mays1
INITIAL REFLECTION Mays2
Initial Reflection on Teaching and Learning
Shawnesty Mays
Walden University
May 14.2017
There are several practices that the instructors use that have encouraged me to take a deep learning approach. They include group discussions, multimedia presentations, and simulations among others. Group discussions allow students to interact with each other that have helped us to tap into our interpersonal intelligence a skill that is important beyond the classroom. Multimedia presentations such as PowerPoint presentation enables those of us who are better at learning visually understand a topic better. Our instructors provide us with choices by allowing us to choose a topic of discussion for our essay writing assignments. For instance, they allow us to choose an organization of our interest for certain assignments then discuss the assignment using this organization. They also provide us with a selection of books and materials to use in our assignments. They allow us to complete research on a topic of their choice within our area of study and report back to the class. By actively engaging us in the learning process using the above practices and many more, I am able to take a deep learning approach.
Most of my instructors use deep learning approaches. However, some surface learning approaches noted include; assessing our assignments for independent facts using short answer questions, emphasizing coverage of a topic at the expense of depth, and having a short assessment cycle.
The online surveys tell me that I can use several methods to enhance learning among my students. For instance, I should engage my students in the learning process as it increases their attention and focus. It also motivates them to engage in higher level of critical thinking as well as promote meaningful learning experiences. A student-centered approach increases opportunities for student engagement that results to achieving of course learning objectives for both the instructor and the students. Teachers should prepare ahead for classroom discussions in order to have a clear focus for the discussion and address important topics from a number of perspectives. They should also design effective evaluation strategies for their students’ and provide meaningful feedback.
My greatest worry is on how to handle students who do not value their education. I belive that students interested in learning are easy to handle since most of them have some focus on the learning process in order to achieve their personal and professional goals. However, those not interested in learning and have just been pushed by their parents to obtain degrees are a difficult lot to handle. I may be willing to help them but as long as they are not interested in the learning process and have no set goals it remains a challenge for me as a teacher who wants to see all her students achieve academic success and obtain careers of their choice. ...
Reflection on standard 6 & 7
This document discusses strategies for effectively planning and implementing instruction to meet student needs. It addresses using assessment to engage students, monitor progress, and guide instruction. Specific strategies mentioned include using tools like Kahoot and Seesaw to assess students and provide evidence of performance to parents. The document also discusses differentiating instruction, content, process and product for diverse learners, providing accommodations, and modifying tests. It provides examples of instructional strategies like visual learning, relational learning, cooperative learning and project-based learning to help students meet learning goals. The importance of organizing lessons with a logical sequence and review of prior knowledge is also emphasized.
Diagnosis of Need in Curriculum Development.pptx
This document discusses key aspects of curriculum development, including defining a curriculum and the process of curriculum development. It outlines six areas that should be diagnosed when developing a curriculum: 1) learners, 2) social needs, 3) achievement, 4) values, 5) school facilities and resources, and 6) curriculum problems. Diagnosing these areas helps ensure the curriculum is tailored to the learners and addresses their needs and interests as well as the needs of society. The document also discusses the importance of establishing educational aims, goals, and objectives to guide curriculum development and provide focus and direction for students.
Sse pp guidelines 21 june 16 final
This document outlines guidelines for school self-evaluation from 2016-2020. It presents a six-step process for schools to engage in self-evaluation: 1) identify a focus, 2) gather evidence, 3) analyze and make judgements, 4) write a report and improvement plan, 5) implement the plan, and 6) monitor progress and evaluate impact. The purpose is for schools to reflect on teaching and learning practices, identify strengths and areas for improvement, and create targeted plans to enhance student outcomes. Schools should use the Quality Framework and statements of effective practice provided to guide their analysis and goal-setting. The process is meant to be collaborative and evidence-based, with schools continually engaging in cycles of evaluation and improvement.
HDP_PPT.pptx
The document outlines the Higher Diploma Programme for teacher educators in Ethiopia. The program aims to improve teacher education quality through developing teacher educators' skills and professionalism. It consists of 4 modules taught using student-centered learning and continuous assessment. Teacher educators are expected to actively participate, complete assignments, and will either pass or be referred to repeat sections. Successful completion requires a portfolio demonstrating reflective teaching development and improvement of student-centered practices.
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Preparing for Success Ananda Global School's Approach to CBSE Board Examinations
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CONTINIOUS AND COMPREHENSIVE ASSESSMENT IN EDUCATION
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Grader assessment and evaluation policy
- 1. Effective: March 15, 2022 Assessment & Evaluation - The Graders School of Learning Mission Statement: We are committed to provide a safe and supportive learning environment where we value individuality and we encourage our learners to continually challenge themselves. Our purpose is to develop lifelong learners who demonstrate respect, diversity and a commitment to advance the well-being of the community. Policy Statement: I. In the Graders school of learning, we have concluded that it is important to acknowledge all learners in their educational journeys who: 1. Are attempting to complete assignments that reflect content understanding and progression of content mastery. 2. Are still learning how to develop critical thinking skills that will benefit them in their educational journeys ahead. This policy has been developed to outline the process of assessment and evaluation in which students will be able to clearly define, adjust, and improve their learning outcomes when class expectations are provided. Student use of feedback and rubrics to analyze work will largely diminish confusion caused by individual interpretation of class of expectations. II. This policy will remain active and in place until the end of the Winter 2022 semester for all students enrolled in the Graders School of Learning who are taking the ADED 408 course, Assessing Adults. III. In an effort to capitalize on the usage of formative assessment in the individualized learning of students, the instructor will: 1. Provide students with rubrics and aids to assist them in the learning process. 2. Ensure that feedback and grades align with the rubric provided. 3. Will attempt, to the best of their ability, to provide assessment and/ or evaluation within a 72-hour period. 4. Provide clear expectations and directions for course assignments. 5. Assess learner needs through private inquiry and discussion. 6. No part of student assignments or work will be shared without explicit student consent.
- 2. III. In an effort to capitalize on the usage of formative assessment in the learning of individuals, a student will: 1. Take part in two self-evaluation processes in an effort to encourage learner responsibility and share in educational decisions. 2. Take part in student-led feedback sessions on discussion forums and peer assignment inquiries. 3. Provide continual feedback to peers through participation and collaboration in discussion forums. V. The purpose of these assessments/ evaluations are to: 1. Cultivate critical thinking/discussion. 2. Broaden perspectives in order to refocus learners on learning processes rather than grades. 3. Teach students how to develop a practice of critical self-reflection. 4. Strengthen and develop essential skills such as communicating ideas, self-improvement, and feedback skills. 5. Encourage students to analyze, examine, and critique personal and peer skills in an educational setting. VI. Term Definitions Self- Assessment: assessment or evaluation of oneself or one's actions and attitudes, in particular, of one's performance at a job or learning task considered in relation to an objective standard. Formative Assessment: to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. More specifically, formative assessments: help students identify their strengths and weaknesses and target areas that need work. VII. References: The assessment process - assessment of Student Learning - Missouri State. (2022, March 8). Retrieved March 16, 2022, from https://www.missouristate.edu/Assessment/the-assessment-process.htm