Is it possible to explain why the student outputs is as they are through an assessment of the processes which they did in order to arrive at the final product?
YES, through Process oriented, performance-based assessment
Course Descriptions of Language Subject Areas and Goals of Language Teaching
English Elementary
English Secondary
Filipino Elementarya
Filipino Sekondarya
Is it possible to explain why the student outputs is as they are through an assessment of the processes which they did in order to arrive at the final product?
YES, through Process oriented, performance-based assessment
Course Descriptions of Language Subject Areas and Goals of Language Teaching
English Elementary
English Secondary
Filipino Elementarya
Filipino Sekondarya
This presentation focuses on:
-Shift of International Focus
-The Outcomes of Education: Focus of Accreditation
-Program Objectives (P.O)
-Student Learning Outcomes (S.L.O)
-Curriculum Mapping
-Determining the Attainment of S.L.O through Outcomes-Based Assessment
Different types of Test
Why do We give tests?
Kinds of tests
Other categories of tests
Two Types of Test (Questions)
Subjective Test Samples
Essay
Types of Essay Items
Matching type
Completion Type
This presentation helps you understand the nature of the TOS and Objective -type tests. This will also help you remember some guidelines in making the said test questions. Namaste
This material is an introduction to the subject, The Teacher and the School Curriculum. Class rules and target goals for the subject have been included aside from the definition, concepts, determinants or factors encompassing curriculum.
This presentation focuses on:
-Shift of International Focus
-The Outcomes of Education: Focus of Accreditation
-Program Objectives (P.O)
-Student Learning Outcomes (S.L.O)
-Curriculum Mapping
-Determining the Attainment of S.L.O through Outcomes-Based Assessment
Different types of Test
Why do We give tests?
Kinds of tests
Other categories of tests
Two Types of Test (Questions)
Subjective Test Samples
Essay
Types of Essay Items
Matching type
Completion Type
This presentation helps you understand the nature of the TOS and Objective -type tests. This will also help you remember some guidelines in making the said test questions. Namaste
This material is an introduction to the subject, The Teacher and the School Curriculum. Class rules and target goals for the subject have been included aside from the definition, concepts, determinants or factors encompassing curriculum.
Using ExamSoft Data to Prepare For and Ease the Accreditation ProcessExamSoft
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When preparing for the accreditation process, ExamSoft data can be used to document student mastery of accreditation standards, the student development of self-awareness, as well as provide data for course and curriculum improvement. Data from ExamSoft can also provide students with report cards providing autonomy supportive feedback (“feed up, feed back, feed forward”). In this model, the first step is to establish a clear goal for the students to obtain (feed up). Next, the teacher responds to the work being done (feed back). Finally, students are provided with ways to improve attainment of their goals (feed forward). This process can also be useful for the teacher as it allows for justifiable improvement in teaching and in the course. Student report cards are autonomy supportive, as they can provide students with the goal to obtain (achievement of the program outcomes) and allow the teacher or advisor to comment on things being done well or needing improvement. It is possible to collate student data so that a college can see which outcomes are being taught well in the curriculum and which may need improvement. Finally, report cards can be useful tools to help students develop and practice their metacognitive skills. The University of Arkansas, University of Kentucky, and Sullivan University Colleges of Pharmacy have been using this type of data to improve student learning and performance. The purpose of this session is to describe how ExamSoft longitudinal assessment data can be used to develop a report card for students showing their progression through a curriculum and how this data can be used for accreditation.
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Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
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A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
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3. Process:
• Multiply the Grades to the Number of
Units.
• Get the average of Grades and the
number of units
• Divide its average to the total units (23)
5. Decision Making- perhaps the most critical
teaching skills
* The key to being a good teacher lies in the
decisions that the teachers make.
6. Roles of Grading
1. Evaluation – the grade claims to be
valid, fair and trustworthy judgment about
the quality of the students work
2. Communication – the grade
communicates the teachers judgment of
the students work
3. Motivation- because it affects the time
and effort students spend, grading is a
powerful part of the motivational structure
of a course
7. 4. Organization – a grade helps mark
transitions, bring closure and focus efforts
for both teachers and students
Teachers need to :
• Establish clear and thoughtful criteria and
standards to students work
• Exercise professional judgment
8. Two Conflicting roles of teaching
• Coaches
• Judges
* Teachers themselves are often judged by
the grades they give
9. Two types of Grading
Norm Referenced Grading or Reflect
Relative Performance - compare an
examinee’s performance to that of other
examinees.
Criterion Referenced Grading or Reflect
Absolute Performance - each
examinee’s performance is compared to a
pre-defined set of criteria or a standard.
10. Grading System from SDCA
Grade
%Equivalent
1.00……….. 98-100
1.25……….. 95-97
1.50……….. 92-94
1.75……….. 89-91
2.00……….. 86-88
2.25……….. 83-85
2.50……….. 80-82
2.75……….. 77-79
3.00……….. 75-76
5.00……….. Below 75
Interpretation
Excellent
Superior
Very Good
Good
Very Satisfactory
Satisfactory
Average
Fair
Passed
Failed
11. Grading System From CVSU
Grade
1.00………..
1.25………..
1.50………..
1.75………..
2.00………..
2.25………..
2.50………..
2.75………..
3.00………..
5.00………..
%Equivalent
95
93
90
89
85
83
80
78
75
FAILED
Interpretation
Excellent
Superior
Very Good
Good
Very Satisfactory
Satisfactory
Average
Fair
Passed
Failed
12. Grading System from SDCA
Grade
%Equivalent
1.00……….. 98-100
1.25……….. 95-97
1.50……….. 92-94
1.75……….. 89-91
2.00……….. 86-88
2.25……….. 83-85
2.50……….. 80-82
2.75……….. 77-79
3.00……….. 75-76
5.00……..Below 75
Interpretation
Excellent
Superior
Very Good
Good
Very Satisfactory
Satisfactory
Average
Fair
Passed
Failed
Grading System From CVSU
Grade
1.00………..
1.25………..
1.50………..
1.75………..
2.00………..
2.25………..
2.50………..
2.75………..
3.00………..
%Equivalent
95
93
90
89
85
83
80
78
75
Interpretation
Excellent
Very Good
Good
Satisfactory
Passing Grade
13. Four Questions in Grading
1.
2.
3.
4.
(Corresponds to the Opinion of Ms. Svinicki)
Should grades reflect absolute achievement level or
achievement relative to others in the same class ?
Should grades reflect achievement only or non
academic components such as attitude, speed, and
diligence?
Should grade report status achieved or amount of
growth?
How can several grades on diverse skills combine to
give a single mark?
15. Two Types of Grading System
Used in the Philippines
1) Cumulative Grading System – the grade
of a student in a grading period equals his
current grading period grade equals his
current grading period grade which is
assumed to have the cumulative effects
of the previous grading periods
16. 2) Averaging Grading System- the grade of
the student in a particular grading period
equals the average of the grades obtained
in the prior grading periods and the
current grading period.