This document discusses guidelines for effective and fair grading. It defines grading as representing the extent to which learning outcomes have been achieved, while scoring involves objectively describing student performance. There are three main types of grading frameworks: absolute, relative, and self-referencing. Absolute grading is based on meeting defined standards, relative grading compares students to each other, and self-referencing focuses on individual student growth. The document also provides guidelines for defining grade boundaries, such as using fixed percentages or total points, and for effective grading practices like basing grades on learning outcomes and using multiple assessments.
This document discusses strategies for scoring assessments and ensuring reliable scoring. It covers:
1. Different item types like multiple choice and constructed response and how they are scored.
2. The importance of reliability in scoring and how moderation can improve consistency between scorers.
3. Techniques for moderation like having multiple raters score a sample of responses and calibrating scores.
4. Issues that can arise in scoring like borderline responses and how to address them.
This document provides information on rubric development including definitions, characteristics of good rubrics, types of rubrics, and strategies for creating rubrics. It defines rubrics as scoring tools that lay out expectations for assessments. Good rubrics are well-defined, context-specific, finite, ordered, and related to learning standards. Rubrics can be analytic (describing each criterion) or holistic (providing an overall score). Strategies for developing rubrics include reflecting on tasks and standards, listing outcomes, grouping criteria, and choosing a format. The document also discusses using rubrics with students to clarify expectations.
Assessment involves collecting evidence of a student's learning over time to improve teaching. It is not based on one test, but uses multiple measures to develop a deep understanding of what students know. Assessment provides feedback to students and teachers to modify instruction. It plays a key role in student learning and motivation. Assessment can be formative, to guide ongoing instruction, or summative, to evaluate learning at an endpoint. Both have important roles in the education process.
This document discusses rubric development. It defines rubrics and their purposes, which include providing clear expectations and feedback to students. Good rubrics are well-defined using specific language, context-specific, ordered, and related to learning standards. There are two main types of rubrics: analytic rubrics evaluate each criterion separately while holistic rubrics provide an overall score. The document outlines strategies for creating rubrics such as reflecting on learning objectives and outcomes, listing criteria, and applying a rubric format. Rubrics should be shared with and explained to students in advance.
This document discusses assessment, evaluation, and measurement in education. It defines key terms like assessment, evaluation, and measurement and explains that while they are related, evaluation is more comprehensive than measurement and includes qualitative descriptions and value judgments. Evaluation can be formative, to guide instruction, or summative, to assign grades. Objectives should be specific, measurable, attainable, realistic and time-bound. A variety of assessment methods and tools are discussed.
This document discusses strategies for scoring assessments and ensuring reliable scoring. It covers:
1. Different item types like multiple choice and constructed response and how they are scored.
2. The importance of reliability in scoring and how moderation can improve consistency between scorers.
3. Techniques for moderation like having multiple raters score a sample of responses and calibrating scores.
4. Issues that can arise in scoring like borderline responses and how to address them.
This document provides information on rubric development including definitions, characteristics of good rubrics, types of rubrics, and strategies for creating rubrics. It defines rubrics as scoring tools that lay out expectations for assessments. Good rubrics are well-defined, context-specific, finite, ordered, and related to learning standards. Rubrics can be analytic (describing each criterion) or holistic (providing an overall score). Strategies for developing rubrics include reflecting on tasks and standards, listing outcomes, grouping criteria, and choosing a format. The document also discusses using rubrics with students to clarify expectations.
Assessment involves collecting evidence of a student's learning over time to improve teaching. It is not based on one test, but uses multiple measures to develop a deep understanding of what students know. Assessment provides feedback to students and teachers to modify instruction. It plays a key role in student learning and motivation. Assessment can be formative, to guide ongoing instruction, or summative, to evaluate learning at an endpoint. Both have important roles in the education process.
This document discusses rubric development. It defines rubrics and their purposes, which include providing clear expectations and feedback to students. Good rubrics are well-defined using specific language, context-specific, ordered, and related to learning standards. There are two main types of rubrics: analytic rubrics evaluate each criterion separately while holistic rubrics provide an overall score. The document outlines strategies for creating rubrics such as reflecting on learning objectives and outcomes, listing criteria, and applying a rubric format. Rubrics should be shared with and explained to students in advance.
This document discusses assessment, evaluation, and measurement in education. It defines key terms like assessment, evaluation, and measurement and explains that while they are related, evaluation is more comprehensive than measurement and includes qualitative descriptions and value judgments. Evaluation can be formative, to guide instruction, or summative, to assign grades. Objectives should be specific, measurable, attainable, realistic and time-bound. A variety of assessment methods and tools are discussed.
NED 203 Criterion Referenced Test & RubricsCarmina Gurrea
The document summarizes a report on the topics of criterion-referenced tests, rubrics, and developing a sample rubric to evaluate an essay test. It defines criterion-referenced tests as those that measure student mastery of a skill based on an established standard, rather than comparing students to each other. It also outlines the steps to create rubrics, which are scoring guides that define criteria and performance levels. The document provides examples of how to write learning objectives, develop test items aligned to objectives, and construct an analytic rubric to evaluate an essay test based on specific criteria.
This document discusses educational assessment, including its purposes, principles, types, and methods of interpretation. Assessment is used to monitor student learning, evaluate teaching strategies and curriculum, and inform decisions to improve the educational process. It should be based on clear goals and standards, provide continuous feedback, and relate to what students are learning. Assessment data is gathered and analyzed to evaluate performance, identify strengths and weaknesses, and guide improvements.
1. The document discusses the process of administration, scoring, and reporting of tests, including planning tests based on learning objectives, preparing blueprints, developing test items, administering tests uniformly, scoring objectively, and evaluating tests and student performance.
2. It also compares grading systems to marking systems, noting advantages of letter grades over numerical marks in providing summaries, combining scores, and comparing performance.
3. Procedures for assigning letter grades include transforming various assessment scores to percentile ranks, weighting scores, summing totals, and using standards to determine grade cutoffs.
This powerpoint presentation is about Formative Assessment. It talks about What is FA?, Process of FA, Elements and the Use of FA. This PPT also talks about the 7 strategies of FA and what are some recommended strategies of FA. It also talks about the benefits and researchers that support Formative Assessment.
Intended Learning Outcome for improving the Quality of higher EducationMd. Nazrul Islam
A Programme defines study or learning required to achieve an award or qualification
A Programme Specification is required by the QAA for each award or qualification and defines the threshold learning outcomes for the programme
A Programme comprises a number of modules each of which is separately assessed and earns credit when successfully completed
Using the outcomes model each Module Description defines the intended (threshold?) learning outcomes, the syllabus coverage and the assessment methods and criteria for the module.
Achievement of Module Learning Outcome should contribute to a student’s satisfaction with the programme learning outcomes
The students of the HEIs will be able to design their learning outcomes and the faculties will be able to improve the respective curriculum design and review by this procedure and at the same time, the standard of the question will also be improved.
This document discusses revising instructional materials based on formative evaluation data. It covers analyzing different types of data from formative evaluations, including learner comments, performance on tests, and time spent on instruction. Data is analyzed to identify weaknesses in the materials and instruction. Revisions are then made based on the analyzed data, with the goal of improving learner achievement and making the materials more effective. The process of revision involves reexamining objectives, instructional strategies, and other components of the materials in light of the formative evaluation findings.
Traditionally examination was the purpose of learning. However, our conception of learning is changing and it is being front ended. Now assessment is also being treated as learning. This presentation deals with assessment, feedback and assurance of learning.
This document discusses various topics related to student evaluation, including:
1. The differences between placement, diagnostic, formative, and summative evaluations.
2. Methods of evaluating students beyond tests, such as observations, group activities, discussions.
3. The advantages and disadvantages of absolute and relative grade standards.
4. The importance of communicating student progress to parents and improving communication.
5. Ways the grading system could be modified to reduce student anxiety and competition.
Ash edu 645 week 6 final paper curriculum based summative assessment design (...Noahliamwilliam
edu 645 week 6 dq 1 standardized testing,edu 645 week 6 dq 2 summary,edu 645 week 6 final paper assessment plans ash edu 645 week 6,ash edu 645 week 6,ash edu 645,ash edu 645 week 6 tutorial,ash edu 645 week 6 assignment,ash edu 645 week 6 help
Ash edu 645 week 6 final paper curriculum based summative assessment design (...chrishjennies
This document provides guidelines for a 3-part final paper on curriculum-based summative assessment design. Part 1 describes conducting a pre-assessment to understand students' existing knowledge and tailor instruction. Part 2 describes using summative assessments to evaluate student learning at the end of a unit on environmental conservation. Part 3 involves student reflection on their experience and assessment of their achievement of learning standards and communication skills.
This document provides guidance on selecting, administering, and evaluating accommodations for students with disabilities. It outlines 5 outcomes: 1) exposing students to grade level content, 2) learning about accommodations, 3) selecting accommodations for students, 4) administering accommodations during instruction and assessment, and 5) evaluating accommodation use. The document discusses the difference between accommodations and modifications, categories of accommodations, and the process for selecting, using, and assessing accommodations to provide access to grade level content for students with disabilities.
This document discusses assessment in education. It defines formative assessment as a process used by teachers and students during instruction to provide feedback and improve learning. Summative assessment measures learning after instruction to determine if long-term goals were met. Examples of formative assessment include concept maps and short responses, while summative examples are exams and final projects. The document also notes assessment should be standards-based and holistic to quality assure student learning.
This document discusses assessment in education. It defines formative assessment as a process used by teachers and students during instruction to provide feedback and improve learning. Summative assessment measures learning after instruction to determine if long-term goals were met. Examples of formative assessment include concept maps and short responses, while summative examples are exams and final projects. The document also addresses levels of assessment and tools used for measuring student achievement and attainment of standards.
What are the different assessment types?Jarrod Main
The document discusses the three main types of assessments: diagnostic, formative, and summative. Diagnostic assessments identify students' prior knowledge to help plan future learning. Formative assessments identify strengths and weaknesses to improve learning without grades. Summative assessments measure student achievement and assign grades/marks. The assessments need to be appropriate for the course content, discipline, and position in a student's degree program.
The document discusses principles of effective grading and assessment. It emphasizes that grades should communicate students' current achievement levels and focus on mastery of learning targets. Multiple factors like effort and work habits should be evaluated separately. Assessments should also differentiate between formative assessments for learning and summative assessments of learning. Portfolios and conferences are discussed as tools to involve students, demonstrate growth, and communicate achievement. Standardized tests represent one way to assess learning but are not the only measure and teachers should communicate test information accurately.
This document discusses the principles of high quality assessment. It defines assessment as gathering information from diverse sources to develop a deep understanding of what students know and can do. High quality assessments provide results that demonstrate and improve targeted student learning. They also inform instructional decision making. Key characteristics of high quality assessments include clear learning targets, appropriate assessment methods, validity, reliability, fairness, positive consequences, and practicality. The document also identifies productive uses of assessments, such as learning analysis and curriculum improvement, and unproductive uses like grading or labeling students.
The document discusses the concepts of constructive alignment and standards-based assessment in education. It is summarized as follows:
1. Constructive alignment is an approach where learning outcomes are defined before teaching, and teaching/assessment methods are designed to achieve those outcomes and assess student achievement of standards. Assessment criteria are referenced to the defined outcomes.
2. The focus is on what and how students learn rather than just the topics taught. Learning outcomes describe what students should be able to do, like apply procedures or compare theories.
3. The goal is to support student meaning and learning through a well-designed, coherent course where intentions and assessments are aligned based on standards of what students should learn and be able to demonstrate.
The document discusses various topics related to assessment of learning, including the key differences between norm-referenced tests and criterion-referenced tests. It also covers the different types of assessment (placement, diagnostic, formative, and summative), modes of assessment (traditional, performance, portfolio), and the importance of aligning objectives, instruction, and assessment. Well-written instructional objectives should be student-oriented, observable, sequentially appropriate, attainable, and developmentally appropriate. Validity and reliability are important factors to consider when constructing good test items.
This document discusses the principles of high quality assessment. It defines assessment as gathering information from diverse sources to develop a deep understanding of what students know and can do. High quality assessments provide results that demonstrate and improve targeted student learning and inform instructional decision making. Key characteristics of high quality assessments include clear learning targets, appropriate assessment methods, validity, reliability, fairness, practicality, and productive uses that improve learning. Unproductive uses include grading, labeling, threatening, and ridiculing students.
The document discusses assessment, feedback, evaluation, and grading in online courses. It emphasizes that assessment should be linked to learning outcomes and used to measure student growth and teacher effectiveness. A variety of assessment types should be used, including assignments, tests, projects, and participation. Clear instructions, grading criteria, and timelines should be provided. Ongoing assessment allows students multiple opportunities to improve and provides instructors with feedback to refine their instruction. Timely, constructive feedback is important for student learning and should clarify mistakes. Rubrics and clear expectations help set student expectations.
NED 203 Criterion Referenced Test & RubricsCarmina Gurrea
The document summarizes a report on the topics of criterion-referenced tests, rubrics, and developing a sample rubric to evaluate an essay test. It defines criterion-referenced tests as those that measure student mastery of a skill based on an established standard, rather than comparing students to each other. It also outlines the steps to create rubrics, which are scoring guides that define criteria and performance levels. The document provides examples of how to write learning objectives, develop test items aligned to objectives, and construct an analytic rubric to evaluate an essay test based on specific criteria.
This document discusses educational assessment, including its purposes, principles, types, and methods of interpretation. Assessment is used to monitor student learning, evaluate teaching strategies and curriculum, and inform decisions to improve the educational process. It should be based on clear goals and standards, provide continuous feedback, and relate to what students are learning. Assessment data is gathered and analyzed to evaluate performance, identify strengths and weaknesses, and guide improvements.
1. The document discusses the process of administration, scoring, and reporting of tests, including planning tests based on learning objectives, preparing blueprints, developing test items, administering tests uniformly, scoring objectively, and evaluating tests and student performance.
2. It also compares grading systems to marking systems, noting advantages of letter grades over numerical marks in providing summaries, combining scores, and comparing performance.
3. Procedures for assigning letter grades include transforming various assessment scores to percentile ranks, weighting scores, summing totals, and using standards to determine grade cutoffs.
This powerpoint presentation is about Formative Assessment. It talks about What is FA?, Process of FA, Elements and the Use of FA. This PPT also talks about the 7 strategies of FA and what are some recommended strategies of FA. It also talks about the benefits and researchers that support Formative Assessment.
Intended Learning Outcome for improving the Quality of higher EducationMd. Nazrul Islam
A Programme defines study or learning required to achieve an award or qualification
A Programme Specification is required by the QAA for each award or qualification and defines the threshold learning outcomes for the programme
A Programme comprises a number of modules each of which is separately assessed and earns credit when successfully completed
Using the outcomes model each Module Description defines the intended (threshold?) learning outcomes, the syllabus coverage and the assessment methods and criteria for the module.
Achievement of Module Learning Outcome should contribute to a student’s satisfaction with the programme learning outcomes
The students of the HEIs will be able to design their learning outcomes and the faculties will be able to improve the respective curriculum design and review by this procedure and at the same time, the standard of the question will also be improved.
This document discusses revising instructional materials based on formative evaluation data. It covers analyzing different types of data from formative evaluations, including learner comments, performance on tests, and time spent on instruction. Data is analyzed to identify weaknesses in the materials and instruction. Revisions are then made based on the analyzed data, with the goal of improving learner achievement and making the materials more effective. The process of revision involves reexamining objectives, instructional strategies, and other components of the materials in light of the formative evaluation findings.
Traditionally examination was the purpose of learning. However, our conception of learning is changing and it is being front ended. Now assessment is also being treated as learning. This presentation deals with assessment, feedback and assurance of learning.
This document discusses various topics related to student evaluation, including:
1. The differences between placement, diagnostic, formative, and summative evaluations.
2. Methods of evaluating students beyond tests, such as observations, group activities, discussions.
3. The advantages and disadvantages of absolute and relative grade standards.
4. The importance of communicating student progress to parents and improving communication.
5. Ways the grading system could be modified to reduce student anxiety and competition.
Ash edu 645 week 6 final paper curriculum based summative assessment design (...Noahliamwilliam
edu 645 week 6 dq 1 standardized testing,edu 645 week 6 dq 2 summary,edu 645 week 6 final paper assessment plans ash edu 645 week 6,ash edu 645 week 6,ash edu 645,ash edu 645 week 6 tutorial,ash edu 645 week 6 assignment,ash edu 645 week 6 help
Ash edu 645 week 6 final paper curriculum based summative assessment design (...chrishjennies
This document provides guidelines for a 3-part final paper on curriculum-based summative assessment design. Part 1 describes conducting a pre-assessment to understand students' existing knowledge and tailor instruction. Part 2 describes using summative assessments to evaluate student learning at the end of a unit on environmental conservation. Part 3 involves student reflection on their experience and assessment of their achievement of learning standards and communication skills.
This document provides guidance on selecting, administering, and evaluating accommodations for students with disabilities. It outlines 5 outcomes: 1) exposing students to grade level content, 2) learning about accommodations, 3) selecting accommodations for students, 4) administering accommodations during instruction and assessment, and 5) evaluating accommodation use. The document discusses the difference between accommodations and modifications, categories of accommodations, and the process for selecting, using, and assessing accommodations to provide access to grade level content for students with disabilities.
This document discusses assessment in education. It defines formative assessment as a process used by teachers and students during instruction to provide feedback and improve learning. Summative assessment measures learning after instruction to determine if long-term goals were met. Examples of formative assessment include concept maps and short responses, while summative examples are exams and final projects. The document also notes assessment should be standards-based and holistic to quality assure student learning.
This document discusses assessment in education. It defines formative assessment as a process used by teachers and students during instruction to provide feedback and improve learning. Summative assessment measures learning after instruction to determine if long-term goals were met. Examples of formative assessment include concept maps and short responses, while summative examples are exams and final projects. The document also addresses levels of assessment and tools used for measuring student achievement and attainment of standards.
What are the different assessment types?Jarrod Main
The document discusses the three main types of assessments: diagnostic, formative, and summative. Diagnostic assessments identify students' prior knowledge to help plan future learning. Formative assessments identify strengths and weaknesses to improve learning without grades. Summative assessments measure student achievement and assign grades/marks. The assessments need to be appropriate for the course content, discipline, and position in a student's degree program.
The document discusses principles of effective grading and assessment. It emphasizes that grades should communicate students' current achievement levels and focus on mastery of learning targets. Multiple factors like effort and work habits should be evaluated separately. Assessments should also differentiate between formative assessments for learning and summative assessments of learning. Portfolios and conferences are discussed as tools to involve students, demonstrate growth, and communicate achievement. Standardized tests represent one way to assess learning but are not the only measure and teachers should communicate test information accurately.
This document discusses the principles of high quality assessment. It defines assessment as gathering information from diverse sources to develop a deep understanding of what students know and can do. High quality assessments provide results that demonstrate and improve targeted student learning. They also inform instructional decision making. Key characteristics of high quality assessments include clear learning targets, appropriate assessment methods, validity, reliability, fairness, positive consequences, and practicality. The document also identifies productive uses of assessments, such as learning analysis and curriculum improvement, and unproductive uses like grading or labeling students.
The document discusses the concepts of constructive alignment and standards-based assessment in education. It is summarized as follows:
1. Constructive alignment is an approach where learning outcomes are defined before teaching, and teaching/assessment methods are designed to achieve those outcomes and assess student achievement of standards. Assessment criteria are referenced to the defined outcomes.
2. The focus is on what and how students learn rather than just the topics taught. Learning outcomes describe what students should be able to do, like apply procedures or compare theories.
3. The goal is to support student meaning and learning through a well-designed, coherent course where intentions and assessments are aligned based on standards of what students should learn and be able to demonstrate.
The document discusses various topics related to assessment of learning, including the key differences between norm-referenced tests and criterion-referenced tests. It also covers the different types of assessment (placement, diagnostic, formative, and summative), modes of assessment (traditional, performance, portfolio), and the importance of aligning objectives, instruction, and assessment. Well-written instructional objectives should be student-oriented, observable, sequentially appropriate, attainable, and developmentally appropriate. Validity and reliability are important factors to consider when constructing good test items.
This document discusses the principles of high quality assessment. It defines assessment as gathering information from diverse sources to develop a deep understanding of what students know and can do. High quality assessments provide results that demonstrate and improve targeted student learning and inform instructional decision making. Key characteristics of high quality assessments include clear learning targets, appropriate assessment methods, validity, reliability, fairness, practicality, and productive uses that improve learning. Unproductive uses include grading, labeling, threatening, and ridiculing students.
The document discusses assessment, feedback, evaluation, and grading in online courses. It emphasizes that assessment should be linked to learning outcomes and used to measure student growth and teacher effectiveness. A variety of assessment types should be used, including assignments, tests, projects, and participation. Clear instructions, grading criteria, and timelines should be provided. Ongoing assessment allows students multiple opportunities to improve and provides instructors with feedback to refine their instruction. Timely, constructive feedback is important for student learning and should clarify mistakes. Rubrics and clear expectations help set student expectations.
Batteries -Introduction – Types of Batteries – discharging and charging of battery - characteristics of battery –battery rating- various tests on battery- – Primary battery: silver button cell- Secondary battery :Ni-Cd battery-modern battery: lithium ion battery-maintenance of batteries-choices of batteries for electric vehicle applications.
Fuel Cells: Introduction- importance and classification of fuel cells - description, principle, components, applications of fuel cells: H2-O2 fuel cell, alkaline fuel cell, molten carbonate fuel cell and direct methanol fuel cells.
Software Engineering and Project Management - Introduction, Modeling Concepts...Prakhyath Rai
Introduction, Modeling Concepts and Class Modeling: What is Object orientation? What is OO development? OO Themes; Evidence for usefulness of OO development; OO modeling history. Modeling
as Design technique: Modeling, abstraction, The Three models. Class Modeling: Object and Class Concept, Link and associations concepts, Generalization and Inheritance, A sample class model, Navigation of class models, and UML diagrams
Building the Analysis Models: Requirement Analysis, Analysis Model Approaches, Data modeling Concepts, Object Oriented Analysis, Scenario-Based Modeling, Flow-Oriented Modeling, class Based Modeling, Creating a Behavioral Model.
Null Bangalore | Pentesters Approach to AWS IAMDivyanshu
#Abstract:
- Learn more about the real-world methods for auditing AWS IAM (Identity and Access Management) as a pentester. So let us proceed with a brief discussion of IAM as well as some typical misconfigurations and their potential exploits in order to reinforce the understanding of IAM security best practices.
- Gain actionable insights into AWS IAM policies and roles, using hands on approach.
#Prerequisites:
- Basic understanding of AWS services and architecture
- Familiarity with cloud security concepts
- Experience using the AWS Management Console or AWS CLI.
- For hands on lab create account on [killercoda.com](https://killercoda.com/cloudsecurity-scenario/)
# Scenario Covered:
- Basics of IAM in AWS
- Implementing IAM Policies with Least Privilege to Manage S3 Bucket
- Objective: Create an S3 bucket with least privilege IAM policy and validate access.
- Steps:
- Create S3 bucket.
- Attach least privilege policy to IAM user.
- Validate access.
- Exploiting IAM PassRole Misconfiguration
-Allows a user to pass a specific IAM role to an AWS service (ec2), typically used for service access delegation. Then exploit PassRole Misconfiguration granting unauthorized access to sensitive resources.
- Objective: Demonstrate how a PassRole misconfiguration can grant unauthorized access.
- Steps:
- Allow user to pass IAM role to EC2.
- Exploit misconfiguration for unauthorized access.
- Access sensitive resources.
- Exploiting IAM AssumeRole Misconfiguration with Overly Permissive Role
- An overly permissive IAM role configuration can lead to privilege escalation by creating a role with administrative privileges and allow a user to assume this role.
- Objective: Show how overly permissive IAM roles can lead to privilege escalation.
- Steps:
- Create role with administrative privileges.
- Allow user to assume the role.
- Perform administrative actions.
- Differentiation between PassRole vs AssumeRole
Try at [killercoda.com](https://killercoda.com/cloudsecurity-scenario/)
Use PyCharm for remote debugging of WSL on a Windo cf5c162d672e4e58b4dde5d797...shadow0702a
This document serves as a comprehensive step-by-step guide on how to effectively use PyCharm for remote debugging of the Windows Subsystem for Linux (WSL) on a local Windows machine. It meticulously outlines several critical steps in the process, starting with the crucial task of enabling permissions, followed by the installation and configuration of WSL.
The guide then proceeds to explain how to set up the SSH service within the WSL environment, an integral part of the process. Alongside this, it also provides detailed instructions on how to modify the inbound rules of the Windows firewall to facilitate the process, ensuring that there are no connectivity issues that could potentially hinder the debugging process.
The document further emphasizes on the importance of checking the connection between the Windows and WSL environments, providing instructions on how to ensure that the connection is optimal and ready for remote debugging.
It also offers an in-depth guide on how to configure the WSL interpreter and files within the PyCharm environment. This is essential for ensuring that the debugging process is set up correctly and that the program can be run effectively within the WSL terminal.
Additionally, the document provides guidance on how to set up breakpoints for debugging, a fundamental aspect of the debugging process which allows the developer to stop the execution of their code at certain points and inspect their program at those stages.
Finally, the document concludes by providing a link to a reference blog. This blog offers additional information and guidance on configuring the remote Python interpreter in PyCharm, providing the reader with a well-rounded understanding of the process.
Redefining brain tumor segmentation: a cutting-edge convolutional neural netw...IJECEIAES
Medical image analysis has witnessed significant advancements with deep learning techniques. In the domain of brain tumor segmentation, the ability to
precisely delineate tumor boundaries from magnetic resonance imaging (MRI)
scans holds profound implications for diagnosis. This study presents an ensemble convolutional neural network (CNN) with transfer learning, integrating
the state-of-the-art Deeplabv3+ architecture with the ResNet18 backbone. The
model is rigorously trained and evaluated, exhibiting remarkable performance
metrics, including an impressive global accuracy of 99.286%, a high-class accuracy of 82.191%, a mean intersection over union (IoU) of 79.900%, a weighted
IoU of 98.620%, and a Boundary F1 (BF) score of 83.303%. Notably, a detailed comparative analysis with existing methods showcases the superiority of
our proposed model. These findings underscore the model’s competence in precise brain tumor localization, underscoring its potential to revolutionize medical
image analysis and enhance healthcare outcomes. This research paves the way
for future exploration and optimization of advanced CNN models in medical
imaging, emphasizing addressing false positives and resource efficiency.
Embedded machine learning-based road conditions and driving behavior monitoringIJECEIAES
Car accident rates have increased in recent years, resulting in losses in human lives, properties, and other financial costs. An embedded machine learning-based system is developed to address this critical issue. The system can monitor road conditions, detect driving patterns, and identify aggressive driving behaviors. The system is based on neural networks trained on a comprehensive dataset of driving events, driving styles, and road conditions. The system effectively detects potential risks and helps mitigate the frequency and impact of accidents. The primary goal is to ensure the safety of drivers and vehicles. Collecting data involved gathering information on three key road events: normal street and normal drive, speed bumps, circular yellow speed bumps, and three aggressive driving actions: sudden start, sudden stop, and sudden entry. The gathered data is processed and analyzed using a machine learning system designed for limited power and memory devices. The developed system resulted in 91.9% accuracy, 93.6% precision, and 92% recall. The achieved inference time on an Arduino Nano 33 BLE Sense with a 32-bit CPU running at 64 MHz is 34 ms and requires 2.6 kB peak RAM and 139.9 kB program flash memory, making it suitable for resource-constrained embedded systems.
2. A grade represents the extent to which the intended
learning outcomes have been achieved
Grading and scoring are not the same
Scoring (using a rubric) involves assigning an objective
description to a student’s performance
Grading involves a value judgment; the same score can be
assigned different grades based on a number of factors
Two different teachers might assign different grades to the same
scores in different classrooms
One teacher might assign a score one grade at the beginning of a
term when the students are just learning, and a lower grade at the
end of the term when students are expected to know much more.
DEFINITION
3. School should have clearly defined grading policies
The grading system should aim to motivate,
encourage, and meet the students’ learning needs
Grading is based on teacher’s academic judgment
DEEFINITION, CONTINUED
4. 1. Absolute
Criterion-/task-referencing based on a defined set of
standards when evaluating a student’s performance
TYPES OF GRADING (1)
Advantages Disadvantages
No reference to the
performance of others
Performance standards are difficult to specify and
justify, as they may vary unintentionally due to
variations in test difficulty, student ability, and
instructional effectiveness
All students can obtain high
grades
May be subject to rater’s subjectivity
5. 2. Relative
Norm-/group-referencing: based on how a student’s
performance compared to others in a group/class
TYPES OF GRADING (2)
Advantages Disadvantages
Easy to interpret as it
describes a rank in a group
Provides inconsistent interpretation as the meaning
of a grade varies with the ability of the student
group
Can discriminate among
levels of student performance
Can be assigned without using a clear reference to
specific student performance
6. 2. Self-referencing
Growth-/change-based: based on the teacher’s/rater’s
perspectives of improvement, growth, or change that a
particular student has performed in comparison with his/her
prior learning.
TYPES OF GRADING (3)
Advantages Disadvantages
Reduces competition among student
as it may induce motivation in
learning
May allow a student not to achieve the
learning targets
Increases teacher’s autonomy in
assessment
Relies on teacher’s judgment
7. Relative to school’s policy and the chosen grading
framework (criterion or norm-referenced)
DEFINING GRADE BOUNDARIES*
* As modified from Nitko & Brookhart (2007, Chapter 15). For further reference,
please consult this book.
Criterion-referenced
Fixed-percentage
Total points
Rubric method
Norm-referenced
Percentage of
students at each
grade
8. 1. Rank order students’ overall scores
2. Set the percentages of letter grade As, Bs, Cs and
so on that a student can fall into
Divide the range of a normal curve into specific intervals
E.g. top 20% of students get A, next 30% get B, next 30% get
C, next 15% get D, lowest 5% get F
3. Record the grade for these set grade boundaries
Can be arbitrary
No reference to the intended learning targets
Should provide sound argument to justify the validity
of the particular percentages used
GRADING ON THE CURVE
9. 1. Give a percentage correct score for each student for
each task
2. Multiply each task’s percentage by its corresponding
weight and add these products together
3. Divide the sum of products by the sum of weights to get
a composite percentage score
4. Translate this final score to letter grade
Relationship between percentage correct and letter grade
is arbitrary follow school policy
This method may encourage us to focus more on the task
difficulty than on the intended learning outcomes.
GRADING USING FIXED-PERCENTAGE
METHOD
10. 1. Assign a maximum point value for each task
2. Sum these maximum points
3. Use the maximum possible total values to set the
letter-grade boundaries
4. Translate this final score to a letter grade
Easy to adjust or give “extra credits” to an
assessment task to increase scores of students with
low performance
GRADING USING TOTAL POINTS METHOD
11. Assign an ordered number to each level of rubrics.
Higher number represents a higher complexity
Summing across components
Calculate the sum or the average of the numbers, or
use fixed percentage method
Care is needed to avoid grade distortion (e.g. 3 on a 4-point
rubric is 75%; converting this to a grade of C may not make
sense)
GRADING USING RUBRIC METHOD* (1)
* As modified from Nitko & Brookhart (2007, Chapter 15). For further reference,
please consult this book.
12. Using minimum attainment
A student meets the minimum standards in order to
pass
A student’s high score on one component of the
assessment does not compensate for his/her low
score on other components
GRADING USING RUBRIC METHOD* (2)
* As modified from Nitko & Brookhart (2007, Chapter 15). For further reference, please consult this book.
13. 1. Inform scoring/grading procedures to students at the
beginning of instruction
To better inform expectations of students
To motivate student’s learning and promote student’s critical
thinking
2. Base grades on student achievement of the intended
learning outcomes, not other factors
Other factors such as student’s tardiness, misbehavior, effort, etc.
should be reported separately, if needed
3. Use a wide variety of valid assessment data
Using several different assessment tasks can provide good validity
evidence to justify the meaning of the grade given
GUIDELINE FOR EFFECTIVE &
FAIR GRADING* (1)
* As modified from Waugh & Gronlund (2013, pp. 200-201)
14. 4. When combining scores for grading, use a proper
weighting technique
Consider the spread/variability of the scores from a particular
test/assessment task when defining weights
5. Select an appropriate frame of reference for grading
Use of Learning Progression Map as the standards of reference
Give examples of standards
For conventional classroom assessment,
Use absolute grading for pass/fail (P/F) decision when the minimum
standards of achievement have been set
Use relative grading to assign a grade above P/F level to describe how
a student has achieved the intended outcomes with higher degree of
cognitive skills
GUIDELINE FOR EFFECTIVE &
FAIR GRADING* (2)
15. 6. Review borderline cases by reexamining all
achievement evidence
Re-evaluate the borderline student’s performance in all
assessment tasks given
Favor a higher grade
Cautions of giving a Failing grade (F):
Given to a student who consistently performs below the minimum
standards of achievement
Notion of measurement error of an observed score
GUIDELINE FOR EFFECTIVE &
FAIR GRADING*
* As modified from Waugh & Gronlund (2013, pp. 200-201)
16. Ebel, R. L., & Frisbie, D. A. (1991). Essentials of educational measurement.
Englewood Cliffs, NJ: Prentice-Hall.
Nitko, A. J., & Brookhart, S. (2007). Educational assessment of students.
Upper Saddle River, NJ: Pearson Education, Inc.
McMillan, J. H. (2007). Classroom assessment. Principles and practice for
effective standard-based instruction (4th ed.). Boston: Pearson - Allyn &
Bacon.
Popham, W. J. (2014). Classroom assessment: What teachers needs to know.
San Francisco, CA: Pearson
Russell, M. K., & Airasian, P. W. (2012). Classroom assessment: Concepts
and applications. New York, NY: McGraw-Hill.
Waugh, C. K., & Gronlund. (2013). Assessment of student achievement (10th
Ed.). Upper Saddle River, NJ: Pearson Education.
BIBLIOGRAPHY
17. Grading PPT by the Oregon Department of Education and Berkeley Evaluation and
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Editor's Notes
In this chapter, we’ll talk about some general ideas involved with grading. We’d like to emphasize the difference between scoring (which involves using a rubric to assign scores to student performances, ideally using objecting descriptions of observable behavior) and grading, which involves assigning weights and value judgments to the scores we’ve assigned.
In most classes, grading is used to represent the extent to which the intended learning outcomes have been achieved by students.
As we mentioned before, there’s a critical difference between scoring and grading
As we all know, two different teachers might use different grading practices in their classrooms, even if the assignments and assessments used are the same.
It’s also quite possible that a teacher will assign a different grade to a particular score at the beginning of a term or year, and a different grade to the same score (i.e. the same performance level) at the end of the term or year, based on relative expectations.
Although we plan to offer some information and advice in this chapter, we also acknowledge that any grading system must take into account
The grading policies of particular schools and/or districts
The particular learning needs of the students in the class
The teacher’s professional judgment.
We’ll discuss several of the most common grading methods. The first is an absolute, or criterion-referenced, grading system
Such a system sets a particular standard for each grading level; any student who has met that standard achieves that grading elvel
Such a system involves no reference to the performance of others in the class, and allows all students to achieve high grades at least in theory
Performance standards (such as 90% correct is an A) can be hard to specify in advance – they may vary due to test difficulties, the particular group of students, and the effectiveness of an instructor’s unit.
They may also be influenced by subjective factors of the particular rater using the scoring rubrics and scoring the tests and assignments
The second common type of grading is relative or norm-referenced (sometimes known as grading on a curve).
This method bases grades on how well a student performs relative to others in the class (for example, the highest 10% of students get an A).
This is easy to interpret, and can be used to discriminate among various levels of student performance
However, a particular grade can have an inconsistent meaning based on the overall ability of the student group; if most students score high, even relatively high scorers can get a low grade. Thus, specific student performances may have less of an impact on a grade than one would like.
The third most common type of grading is self-referenced grading, based on the student’s overall growth or change relative to their prior performance.
Such a system can induce motivation to learn, and perhaps decrease unhealthy classroom competition.
However, it may result in some, or even many, students not achieving the intended learning targets (especially if there were many low-performing students to begin with). It also requires an additional level of judgment – not only where the students are, but how big a change they’ve shown.
Whatever grading system is used, grade boundaries (the cut points between a lower and a higher grade) must be chosen.
Norm-referenced systems require the selection of a fixed percentage of students to achieve each grade
Criterion-ferenced systems require teachers to choose one of the following:
Fixed percentages for each grade level
A fixed number of the total points possible required to get each grade level
Or, the rubric method; assigning a grade to each average rubric level
First, grading on the curve, which is familiar to all of us. The procedure is as follows:
Rank order students’ overall scores
Set the percentages of letter grade As, Bs, Cs and so on that a student can fall into
Divide the range of a normal curve into intervals
E.g. top 20% of students get A, next 30% get B, next 30% get C, next 15% get D, lowest 5% get F
Record the grade for these set grade boundaries
This method can be arbitrary, and does not give students or their parents any reference to the learning targets. However, it can be useful with a sound argument to justify the particular percentages used
The fixed percentage method is probably one of the most common systems used. To do this:
Give a percentage correct score for each student for each task
Multiply each task’s percentage by its corresponding weight and add these products together
Divide the sum of products by the sum of weights to get a composite percentage score
Translate this final score to letter grade (a common one is 90% is A, 80% is B, etc.)
Here, the relationship between percent and grade is arbitrary; it is helpful to follow any existing school policy.
We may also have to adjust for task difficulty; if a particular assignment or assessment is terribly difficult, all students may receive a low percentage score. This is one reason why it is often better not to use pretests for grading purposes in such a system.
The total points method is quite similar to the fixed percentage method.
Assign a maximum point value for each task
Sum these maximum points
Translate this final score to a letter grade by using the maximum possible total values to set the letter-grade boundaries
This system is easy to adjust by having students redo and revise assignments, or by giving extra credit points to students who wish to improve their final grade
The final criterion method we’ll discuss is the rubric method. This involves
Assign an ordered number to each level of rubrics.
Summing across components
Higher number represents a higher complexity
Calculate the sum or the average of the numbers, or use the fixed percentage method
Care is needed to avoid grade distortion (e.g. 3 on a 4-point rubric is 75%; converting this to a grade of C may not make sense)
A variation of the rubric method is the minimum attainment method
a student must meet minimum attainment standards of some sort in order to achieve a passing grade. In this case, a high score on one component does not compensate for low values on another component; all minimum standards must be met.
To achieve fair and effective grading, we should consider the following:
Students should be informed of all grading and scoring procedures at the beginning of instruction
So that they have realistic expectations
To increase motivation
Most often, students grades should be based on achievement of the learning outcomes
Behavior, tardies, and effort are often given separate marks
And, as in all assessments, using a wide variety of valid assessments (both formative and summative) is best to achieve a meaningful grade and provide opportunities for all types of learners.
Additional guidelines include
Using a proper weighting technique, so that more important components receive a higher weight
Selecting an appropriate frame of reference.
Relating grades to a learning progression map may provide useful information for students and parents
Examples of the standards and expectations are also helpful.
In many conventional classroom situations, the pass/fail decision is based on whether the student has met the necessary minimum standards; and another form of grading (curve, or percentage) is used above this.
Finally, we all know the value of reviewing students whose grades are on the border between two marks.
In many cases, leniency is more useful than strictness.
And we all know that caution must be used when assigning a failing grade. Generally, such a mark is reserved for a student who consistently performs below minimum standard.
That’s the end of our chapter on grading. If you’d like more information, here are some references for you.