This document provides guidance on developing high quality assessment items. It discusses aligning items to curriculum standards and considering the depth of knowledge. It reviews Bloom's taxonomy and Webb's depth of knowledge models. Examples are provided of writing multiple choice items, including guidelines for writing clear and unbiased item stems and response options. Developing accessible items for all students, avoiding biases, and ensuring response options are plausible but not obvious are addressed. The document models the item development process and provides opportunities for participants to practice writing items and giving feedback.
This document provides information and examples for differentiating instruction for advanced students. It begins with an overview of characteristics of advanced learners and reasons why teachers may not differentiate. It then provides examples of how teachers can differentiate based on thinking skill, content, resources, and product. Specific examples are given for differentiating in science and math. The document emphasizes starting small with differentiation and growing over time, as well as reflecting on lessons and gaining student input.
This document provides an overview of key concepts from a chapter on students with disabilities. It defines important terms, discusses the pros and cons of labeling students, explains the six principles of IDEA and alternative placements for students with disabilities, and provides strategies for teaching both disabled and gifted students. The reality that there is no "magic special education fairy" to fix students is also noted.
This document provides guidance on developing high quality assessment items. It discusses aligning items to curriculum standards and depth of knowledge levels. It reviews Bloom's taxonomy and Webb's depth of knowledge. Teachers practice writing questions at different levels and sharing with partners. Guidelines are provided for multiple choice items, including content, format, structure, and avoiding bias. Teachers review sample items using a rubric and work on their Session 2 product for disseminating information in their school/district.
Thank you for sharing this document. After reviewing the content, here are the next steps I would recommend:
1. Schedule a follow up meeting with the key stakeholders listed to discuss the priority questions generated and begin developing an action plan to address them. Gathering input from those responsible will help ensure the strategies developed are comprehensive and implementable.
2. Conduct additional research into best practices for environmental sustainability, citizenship and literacy programs at other schools. Benchmarking against others' approaches can provide innovative ideas to consider.
3. Establish metrics and a timeline to track progress towards the goals. Setting measurable objectives and reporting on them will help maintain accountability over time.
4. Engage students in the process as much as possible.
The document discusses strategies for incorporating authentic research projects into secondary curricula using the Independent Investigation Method (IIM). It provides an overview of the IIM process, which includes 5 steps: [1] selecting a topic, [2] setting goals and research questions, [3] gathering information from varied sources, [4] organizing findings, and [5] evaluating if goals were met. The document emphasizes preventing plagiarism and using multiple primary and secondary sources to support conclusions. Sample tools are presented to guide students through each step of the research process.
Creating (more) effective tests and quizzes.spr.15Julie Sievers
The document discusses designing effective tests and quizzes. It provides tips for creating different types of assessment items, including supply items, true/false questions, multiple choice, matching and essay prompts. The document emphasizes writing clear, unambiguous questions that accurately measure learning objectives. It also stresses the importance of culturally responsive assessment practices to ensure equitable evaluation of all students.
The document discusses several topics related to gifted and talented students including:
1. Definitions of giftedness and how giftedness is typically measured which includes intelligence tests, achievement tests, teacher and parent nominations, and evaluations of products and abilities.
2. Approaches to identifying gifted learners through various screening and assessment methods.
3. Suggestions for developing an effective curriculum for gifted students including modifying content, process, products and expectations as well as providing appropriate goals and objectives.
4. Issues to consider when writing behavioral objectives for gifted students' individualized education programs.
5. Websites concerned with gifted education issues.
This document provides information and examples for differentiating instruction for advanced students. It begins with an overview of characteristics of advanced learners and reasons why teachers may not differentiate. It then provides examples of how teachers can differentiate based on thinking skill, content, resources, and product. Specific examples are given for differentiating in science and math. The document emphasizes starting small with differentiation and growing over time, as well as reflecting on lessons and gaining student input.
This document provides an overview of key concepts from a chapter on students with disabilities. It defines important terms, discusses the pros and cons of labeling students, explains the six principles of IDEA and alternative placements for students with disabilities, and provides strategies for teaching both disabled and gifted students. The reality that there is no "magic special education fairy" to fix students is also noted.
This document provides guidance on developing high quality assessment items. It discusses aligning items to curriculum standards and depth of knowledge levels. It reviews Bloom's taxonomy and Webb's depth of knowledge. Teachers practice writing questions at different levels and sharing with partners. Guidelines are provided for multiple choice items, including content, format, structure, and avoiding bias. Teachers review sample items using a rubric and work on their Session 2 product for disseminating information in their school/district.
Thank you for sharing this document. After reviewing the content, here are the next steps I would recommend:
1. Schedule a follow up meeting with the key stakeholders listed to discuss the priority questions generated and begin developing an action plan to address them. Gathering input from those responsible will help ensure the strategies developed are comprehensive and implementable.
2. Conduct additional research into best practices for environmental sustainability, citizenship and literacy programs at other schools. Benchmarking against others' approaches can provide innovative ideas to consider.
3. Establish metrics and a timeline to track progress towards the goals. Setting measurable objectives and reporting on them will help maintain accountability over time.
4. Engage students in the process as much as possible.
The document discusses strategies for incorporating authentic research projects into secondary curricula using the Independent Investigation Method (IIM). It provides an overview of the IIM process, which includes 5 steps: [1] selecting a topic, [2] setting goals and research questions, [3] gathering information from varied sources, [4] organizing findings, and [5] evaluating if goals were met. The document emphasizes preventing plagiarism and using multiple primary and secondary sources to support conclusions. Sample tools are presented to guide students through each step of the research process.
Creating (more) effective tests and quizzes.spr.15Julie Sievers
The document discusses designing effective tests and quizzes. It provides tips for creating different types of assessment items, including supply items, true/false questions, multiple choice, matching and essay prompts. The document emphasizes writing clear, unambiguous questions that accurately measure learning objectives. It also stresses the importance of culturally responsive assessment practices to ensure equitable evaluation of all students.
The document discusses several topics related to gifted and talented students including:
1. Definitions of giftedness and how giftedness is typically measured which includes intelligence tests, achievement tests, teacher and parent nominations, and evaluations of products and abilities.
2. Approaches to identifying gifted learners through various screening and assessment methods.
3. Suggestions for developing an effective curriculum for gifted students including modifying content, process, products and expectations as well as providing appropriate goals and objectives.
4. Issues to consider when writing behavioral objectives for gifted students' individualized education programs.
5. Websites concerned with gifted education issues.
This document provides information and examples for constructing different types of tests, including structured response items, constructed response items, and examples at various cognitive levels. It discusses key characteristics of good tests such as validity, reliability, and usability. Examples of different question types are provided, such as true/false, multiple choice, matching, short answer, and essay. Guidelines are offered for writing effective item stems and response options to avoid issues like negative wording, ambiguity, and guessing. Bloom's taxonomy is referenced for aligning question types and verbs with different cognitive levels.
The document discusses performance assessments and their characteristics. It provides examples of performance assessments, such as having students analyze how accurately a text predicted future trends. It also discusses designing performance assessments, including varying the level of structure, using rubrics, and guidelines like identifying the intended skills and content to be assessed. Creating good performance assessments takes work up front but can save time later.
The document summarizes modifications made to assessments in an 11th grade Environmental Science textbook. It describes the textbook's original assessment methods, such as section reviews and chapter reviews. It then outlines new assessment methods incorporated after modifications, including blogs, news broadcasts, student-made books, hands-on projects, and methods tailored to English language learners and disabled students. A matrix compares the original and modified assessment methods.
Criteria of a Good Research Problem/Objectives BJ AMBAT
This document provides guidance on developing an effective statement of a research problem. It explains that a problem statement should clearly describe an issue that needs to be addressed in order to provide context and generate research questions. The statement may be in a declarative or question form and should indicate the variables and specific relationship being investigated. An example format is provided that includes three parts: (1) the ideal situation, (2) the current reality that prevents the ideal, and (3) proposed consequences to improve the situation. Overall, the document outlines best practices for writing a problem statement that defines a clear research topic.
This document provides objectives and assignments for a reading and explorations class over several days. It introduces class rules and expectations around respect, responsibility, and procedures. It outlines the course goals of developing reading comprehension, using reference materials, and improving skills like summarizing. It also describes activities like taking pre-tests, learning about the explorations board categories, completing 5, 10, and 15-point questions, and introducing study skills lessons.
This document provides objectives and assignments for a reading and explorations class over several days. It introduces class rules and expectations around respect, responsibility, and procedures. It outlines the course goals of developing reading comprehension, using reference materials, and improving skills like summarizing. It also describes activities like taking pre-tests, learning about the explorations board categories, completing 5, 10, and 15-point questions, and introducing study skills lessons.
This document provides an example of an authentic assessment assignment that incorporates multiple disciplines, technologies, and learning styles. It involves students listening to the song "With God on Our Side" by Bob Dylan, analyzing the song's historical references and message, researching a related historical event from the last 30-35 years, writing a new stanza, recording a performance, and posting it online. The assignment is designed to blend history, literature, music, ethics and technology while developing students' communication, collaboration, and creative skills through an active learning project. Rubrics are provided to assess students' work.
Curriculum evaluation through learning assessmentSharon Ballasiw
The document discusses learning outcomes and assessment methods. It defines learning outcomes as the intended results of the learning process. It describes four levels of learning outcomes - knowledge, process, understanding, and performance. Assessment methods discussed include objective tests like multiple choice and matching, as well as subjective tests like restricted response, extended response essays, and authentic or performance-based assessments. Examples are provided for each type of assessment method. The document aims to help teachers choose appropriate assessment methods aligned with the intended learning outcomes.
Research projects use questionnaires to collect standardized data from many people. Questionnaires can be used to collect descriptive information through population or sample surveys. They require asking all respondents the same questions in the same order. Common to all types of surveys is the use of questionnaires to collect data. Questionnaires facilitate measuring what people know, like, think, and experience through their responses. Care must be taken in questionnaire design and administration to obtain accurate self-reports.
This document contains information and assignments for an early childhood education course (ECE 332). It includes links to download course materials and assignments related to child development theories, the benefits of preschool, developmental milestones from conception to age 1, and creating learning centers and activities to promote optimal brain development in young children. The document provides context and discussion prompts for various weekly topics in the course.
Six Steps to Success: Effective Identification ProceduresAngela Housand
Characteristics of gifted students followed by nomination procedures, tests and instruments, and identifying traditionally underserved populations for gifted education programs and services.
This document provides instructions for students on an assignment regarding human health, ecosystems, and toxic substances. It discusses choosing three types of toxic substances and their effects. It also addresses the differences between biomagnification and bioaccumulation of toxins. The document provides formatting guidelines and expectations for citations, references, and APA style. Students are instructed to discuss tectonic plates and how they impact landforms and lives. They are also to compare mining methods and their environmental impacts.
Here are some notes about the effects of the tsunami on people:
Notefact 1:
The tsunami killed over 230,000 people in 14 countries. It left over 1 million people homeless and caused widespread devastation and loss of livelihoods.
Notefact 2:
In Indonesia, the tsunami devastated the province of Aceh, where over 126,000 people were killed. It destroyed houses, schools, mosques, and infrastructure.
Notefact 3:
In Sri Lanka, over 31,000 people lost their lives. Coastal villages were flattened and fishing communities were severely impacted by loss of boats and equipment.
Notefact 4:
The tsunami had
This document discusses research methods and instrument design. It covers sampling procedures, data gathering, research instruments, and statistical analysis. It focuses on questionnaire design, providing tips for writing clear, unbiased questions. These tips include using simple language, short questions, common terms, and scales. The document emphasizes pretesting questionnaires to identify issues before full data collection.
The document discusses an English course for law students and its contributions to their professional training and career development. It explains that the course provides students with skills to succeed in a changing world and access new information in their field. When students study English, they learn the language used for latest developments, allowing them to stay informed. The institution aims to develop students' critical thinking so they can propose solutions to real-world problems. The course covers general English skills applicable to all students through theoretical and practical lessons related to their immediate environment. It assesses students' language learning through greetings, personal information exchanges, and describing plans and events.
The document discusses best practices for constructing tests and writing test questions. It provides guidelines for developing multiple choice, true/false, matching, and essay questions. Key aspects addressed include writing clear questions, avoiding negatives, ensuring answer options are similar in length and structure, and using distractors that could plausibly be chosen. The document emphasizes the importance of validity, reliability, and usability in test design.
This document provides instructions for an assignment on eating disorders among adolescent girls from diverse cultures. Students must submit a 2-4 page paper discussing how biological and psychological development during adolescence relates to eating disorders in minority groups. The paper should be based on research from the sources listed and articulate a position on how cultural experiences may influence eating disorders. It should also discuss implications for social work practice.
This document outlines a curriculum for teaching English language arts to juvenile delinquents in a residential treatment facility. It identifies the overarching goals for students as becoming literate individuals who can communicate effectively, identify themes and tones, evaluate messages, and clarify understanding. Key questions and standards addressed are listed, along with expected knowledge, skills, and content. Formative and summative assessments are recommended to track student progress toward goals.
1. Reflective Essay & Literature Review Report, (total of .docxjeremylockett77
1. Reflective Essay & Literature Review Report, (total of 70%) Each student is required to
submit a five-page paper on a course topic or issue that is particularly significant and personally
meaningful. In other words, choose a problem or issue that you have had some experience
managing. For example, you may use a personal observation (some event you have witnessed)
and/or, personal experience (an incident in which you played a part) for the point of view of your
paper.
The following are guidelines for the Reflective Essay & Literature Review Report:
A. Define the topic or issue by utilizing class material and course terminology. You may use your
textbook and lecture notes, or portal discussion questions as your initial inspiration and source.
(Example topics and the grading rubric for scoring the assignment will be presented during the
3nd week of instruction.)
B. Do research with substantiated, credible sources – this skill demonstrates academic
adeptness and collegiate knowledge! To do this, take your topic idea or issue, put it into context,
and link it with some good research. Please visit the campus library to verify that your research
meets excellent, academic, collegiate standards. Here is our classes library research guide and
tutorial, https://guides.library.pdx.edu/psy317
1. Go deep with your research and refrain from using mainstream, heavily commercialized
media sources, such as WebMD, Psychology today, u-tube, Facebook, non-credible
Internet websites, Google, etc. . . . 2. Must have at least three outside,
academic/good scientific sources, aside
from lecture and the text. Also, the material does not need to be peer reviewed. 3.
Appropriately document all sources throughout paper and include a reference page.
(If the information is in your essay, it must be appropriately documented.) 4.
No block quotes- instead, paraphrase the source material.
C. Format, one-inch margins – adjust right margin to .8, Font size 12 (New Times or Ariel), Title
page includes: Title of Report, Name, Class & Instructor, Date - you do not need an abstract.
Double space. No third space between paragraphs.
Reading Journals (10% or 100 points total / 8) Each week for weeks 2-9, you will complete and submit a reading journal that summarizes the main points from the week’s reading and discusses ideas you developed based on the readings. The length and style are at your discretion. I cannot imagine that you would be able to adequately summarize and reflect on the week’s readings in less than two pages, but you might. It will be most helpful to you if you complete these weekly.
There are three grade possibilities for these assignments:
12.5 = You submitted something and it met expectations by engaging all the readings;
9 = You submitted something and it did not meet expectations;
0 = You did not submit anything. This is almost a simple “check ...
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
This document provides information and examples for constructing different types of tests, including structured response items, constructed response items, and examples at various cognitive levels. It discusses key characteristics of good tests such as validity, reliability, and usability. Examples of different question types are provided, such as true/false, multiple choice, matching, short answer, and essay. Guidelines are offered for writing effective item stems and response options to avoid issues like negative wording, ambiguity, and guessing. Bloom's taxonomy is referenced for aligning question types and verbs with different cognitive levels.
The document discusses performance assessments and their characteristics. It provides examples of performance assessments, such as having students analyze how accurately a text predicted future trends. It also discusses designing performance assessments, including varying the level of structure, using rubrics, and guidelines like identifying the intended skills and content to be assessed. Creating good performance assessments takes work up front but can save time later.
The document summarizes modifications made to assessments in an 11th grade Environmental Science textbook. It describes the textbook's original assessment methods, such as section reviews and chapter reviews. It then outlines new assessment methods incorporated after modifications, including blogs, news broadcasts, student-made books, hands-on projects, and methods tailored to English language learners and disabled students. A matrix compares the original and modified assessment methods.
Criteria of a Good Research Problem/Objectives BJ AMBAT
This document provides guidance on developing an effective statement of a research problem. It explains that a problem statement should clearly describe an issue that needs to be addressed in order to provide context and generate research questions. The statement may be in a declarative or question form and should indicate the variables and specific relationship being investigated. An example format is provided that includes three parts: (1) the ideal situation, (2) the current reality that prevents the ideal, and (3) proposed consequences to improve the situation. Overall, the document outlines best practices for writing a problem statement that defines a clear research topic.
This document provides objectives and assignments for a reading and explorations class over several days. It introduces class rules and expectations around respect, responsibility, and procedures. It outlines the course goals of developing reading comprehension, using reference materials, and improving skills like summarizing. It also describes activities like taking pre-tests, learning about the explorations board categories, completing 5, 10, and 15-point questions, and introducing study skills lessons.
This document provides objectives and assignments for a reading and explorations class over several days. It introduces class rules and expectations around respect, responsibility, and procedures. It outlines the course goals of developing reading comprehension, using reference materials, and improving skills like summarizing. It also describes activities like taking pre-tests, learning about the explorations board categories, completing 5, 10, and 15-point questions, and introducing study skills lessons.
This document provides an example of an authentic assessment assignment that incorporates multiple disciplines, technologies, and learning styles. It involves students listening to the song "With God on Our Side" by Bob Dylan, analyzing the song's historical references and message, researching a related historical event from the last 30-35 years, writing a new stanza, recording a performance, and posting it online. The assignment is designed to blend history, literature, music, ethics and technology while developing students' communication, collaboration, and creative skills through an active learning project. Rubrics are provided to assess students' work.
Curriculum evaluation through learning assessmentSharon Ballasiw
The document discusses learning outcomes and assessment methods. It defines learning outcomes as the intended results of the learning process. It describes four levels of learning outcomes - knowledge, process, understanding, and performance. Assessment methods discussed include objective tests like multiple choice and matching, as well as subjective tests like restricted response, extended response essays, and authentic or performance-based assessments. Examples are provided for each type of assessment method. The document aims to help teachers choose appropriate assessment methods aligned with the intended learning outcomes.
Research projects use questionnaires to collect standardized data from many people. Questionnaires can be used to collect descriptive information through population or sample surveys. They require asking all respondents the same questions in the same order. Common to all types of surveys is the use of questionnaires to collect data. Questionnaires facilitate measuring what people know, like, think, and experience through their responses. Care must be taken in questionnaire design and administration to obtain accurate self-reports.
This document contains information and assignments for an early childhood education course (ECE 332). It includes links to download course materials and assignments related to child development theories, the benefits of preschool, developmental milestones from conception to age 1, and creating learning centers and activities to promote optimal brain development in young children. The document provides context and discussion prompts for various weekly topics in the course.
Six Steps to Success: Effective Identification ProceduresAngela Housand
Characteristics of gifted students followed by nomination procedures, tests and instruments, and identifying traditionally underserved populations for gifted education programs and services.
This document provides instructions for students on an assignment regarding human health, ecosystems, and toxic substances. It discusses choosing three types of toxic substances and their effects. It also addresses the differences between biomagnification and bioaccumulation of toxins. The document provides formatting guidelines and expectations for citations, references, and APA style. Students are instructed to discuss tectonic plates and how they impact landforms and lives. They are also to compare mining methods and their environmental impacts.
Here are some notes about the effects of the tsunami on people:
Notefact 1:
The tsunami killed over 230,000 people in 14 countries. It left over 1 million people homeless and caused widespread devastation and loss of livelihoods.
Notefact 2:
In Indonesia, the tsunami devastated the province of Aceh, where over 126,000 people were killed. It destroyed houses, schools, mosques, and infrastructure.
Notefact 3:
In Sri Lanka, over 31,000 people lost their lives. Coastal villages were flattened and fishing communities were severely impacted by loss of boats and equipment.
Notefact 4:
The tsunami had
This document discusses research methods and instrument design. It covers sampling procedures, data gathering, research instruments, and statistical analysis. It focuses on questionnaire design, providing tips for writing clear, unbiased questions. These tips include using simple language, short questions, common terms, and scales. The document emphasizes pretesting questionnaires to identify issues before full data collection.
The document discusses an English course for law students and its contributions to their professional training and career development. It explains that the course provides students with skills to succeed in a changing world and access new information in their field. When students study English, they learn the language used for latest developments, allowing them to stay informed. The institution aims to develop students' critical thinking so they can propose solutions to real-world problems. The course covers general English skills applicable to all students through theoretical and practical lessons related to their immediate environment. It assesses students' language learning through greetings, personal information exchanges, and describing plans and events.
The document discusses best practices for constructing tests and writing test questions. It provides guidelines for developing multiple choice, true/false, matching, and essay questions. Key aspects addressed include writing clear questions, avoiding negatives, ensuring answer options are similar in length and structure, and using distractors that could plausibly be chosen. The document emphasizes the importance of validity, reliability, and usability in test design.
This document provides instructions for an assignment on eating disorders among adolescent girls from diverse cultures. Students must submit a 2-4 page paper discussing how biological and psychological development during adolescence relates to eating disorders in minority groups. The paper should be based on research from the sources listed and articulate a position on how cultural experiences may influence eating disorders. It should also discuss implications for social work practice.
This document outlines a curriculum for teaching English language arts to juvenile delinquents in a residential treatment facility. It identifies the overarching goals for students as becoming literate individuals who can communicate effectively, identify themes and tones, evaluate messages, and clarify understanding. Key questions and standards addressed are listed, along with expected knowledge, skills, and content. Formative and summative assessments are recommended to track student progress toward goals.
1. Reflective Essay & Literature Review Report, (total of .docxjeremylockett77
1. Reflective Essay & Literature Review Report, (total of 70%) Each student is required to
submit a five-page paper on a course topic or issue that is particularly significant and personally
meaningful. In other words, choose a problem or issue that you have had some experience
managing. For example, you may use a personal observation (some event you have witnessed)
and/or, personal experience (an incident in which you played a part) for the point of view of your
paper.
The following are guidelines for the Reflective Essay & Literature Review Report:
A. Define the topic or issue by utilizing class material and course terminology. You may use your
textbook and lecture notes, or portal discussion questions as your initial inspiration and source.
(Example topics and the grading rubric for scoring the assignment will be presented during the
3nd week of instruction.)
B. Do research with substantiated, credible sources – this skill demonstrates academic
adeptness and collegiate knowledge! To do this, take your topic idea or issue, put it into context,
and link it with some good research. Please visit the campus library to verify that your research
meets excellent, academic, collegiate standards. Here is our classes library research guide and
tutorial, https://guides.library.pdx.edu/psy317
1. Go deep with your research and refrain from using mainstream, heavily commercialized
media sources, such as WebMD, Psychology today, u-tube, Facebook, non-credible
Internet websites, Google, etc. . . . 2. Must have at least three outside,
academic/good scientific sources, aside
from lecture and the text. Also, the material does not need to be peer reviewed. 3.
Appropriately document all sources throughout paper and include a reference page.
(If the information is in your essay, it must be appropriately documented.) 4.
No block quotes- instead, paraphrase the source material.
C. Format, one-inch margins – adjust right margin to .8, Font size 12 (New Times or Ariel), Title
page includes: Title of Report, Name, Class & Instructor, Date - you do not need an abstract.
Double space. No third space between paragraphs.
Reading Journals (10% or 100 points total / 8) Each week for weeks 2-9, you will complete and submit a reading journal that summarizes the main points from the week’s reading and discusses ideas you developed based on the readings. The length and style are at your discretion. I cannot imagine that you would be able to adequately summarize and reflect on the week’s readings in less than two pages, but you might. It will be most helpful to you if you complete these weekly.
There are three grade possibilities for these assignments:
12.5 = You submitted something and it met expectations by engaging all the readings;
9 = You submitted something and it did not meet expectations;
0 = You did not submit anything. This is almost a simple “check ...
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
4. LOOKING BACK
o Activity-Table Share: Use of Session
1 Information Reflection
How have you used information
gained from Session 1 in your
practice?
How have you shared the
information from Session 1 in your
school or district?
8. ACCESS CURRICULAR DOCUMENTS
Activity- Take a moment to locate
curriculum standards materials
Common Core
ELA and Math
Essential Standards
Next Generation Science Standards
Unpacking documents completed by
school/district
Curriculum Maps/Pacing Guides
Begin to think about which ones you want
to address today
9. REVISED BLOOM’S TAXONOMY-KNOWLEDGE
PROCESS DIMENSION
FACTUAL KNOWLEDGE-basic elements students must
know to be acquainted with a discipline or solve problems in
it
CONCEPTUAL KNOWLEDGE-The interrelationships among
the basic elements within a larger structure that enable them
to function together
PROCEDURAL KNOWLEDGE-How to do
something, methods of inquiry, and criteria for using
skills, algorithms, techniques, and methods
METACOGNITIVE KNOWLEDGE-Knowledge of cognition in
general as well as awareness and knowledge of one's own
cognition
11. WEBB’S DEPTH OF KNOWLEDGE
Level 1: Recall
Recall a fact, information, or procedure
Level 2: Skill/Concept
Use information or conceptual knowledge, two or
more steps
Level 3: Strategic Thinking
Requires reasoning, developing a plan or a
sequence of steps, some complexity
Level 4: Extended Thinking
Requires an investigation, time to think and
process multiple conditions of the problem.
12.
13. PRACTICE ALIGNMENT
o Activity-Write items (open ended- that align
to your content area and Revised Bloom’s
Taxonomy/Webb’s Depth of Knowledge)
• Write four questions to address each of
the four levels.
• Record your responses using the tool of
your choice for your own records.
• Share your responses on the Google
Spreadsheet
14. PRACTICE ALIGNMENT
o Activity-Find a partner who
teaches/supports in the same grade
span in a different district. Share your
questions and discuss how you might
approach the content differently.
o Reflect #R7DLA
15. MULTIPLE CHOICE ITEM GUIDELINES
Content General
Format Structure
• Stem
• Foil
Accessibility
• SWD and LEP
Bias/Sensitivity
16. MULTIPLE CHOICE TERMINOLOGY
Which is the state bird of North
Carolina?
A. bluebird
B. cardinal
C. robin
D. sparrow
Stem
Distractor
Foils
Distractor
Key
Distractor
19. MULTIPLE CHOICE GUIDELINES-CONTENT
Base items on curriculum standards and
DOK.
Keep the testing vocabulary consistent
with grade level.
Measure a single
concept, principle, procedure, or
competency.
Write items with a mixture of difficulty
levels-Easy, Medium, Hard
20. MULTIPLE CHOICE GUIDELINES-CONTENT
Choose to assess important
information, not trivial material.
POOR ITEM
How many different elements make up the Noble Gases?
A. 3
B. 4
C. 5
D. 6
IMPROVED ITEM
What common property is shared by all the noble gases?
A. They are highly reactive and must be stored in air-tight containers.
B. They are inert, and do not easily form chemical compounds.
C. They are metallic in nature, and have basic oxides.
D. When mixed with water, they form a toxic blue-green solution.
21. MULTIPLE CHOICE GUIDELINES-GENERAL
Test the content, not the test-taking or
reading ability of students-avoid tricky
or misleading items.
Avoid errors of
grammar, abbreviations, punctuation
and spelling.
Do not use contractions.
Do not use first or second person.
Do not use humor.
22. MULTIPLE CHOICE GUIDELINES-FORMAT
Write clear, concise instructions.
Format foils vertically.
Use space in a balanced manner to
produce an easy to follow format
23. MULTIPLE CHOICE GUIDELINES-STRUCTURE
Avoid writing complex format multiple-choice
items.
Which of the following are fruits?
1. Tomatoes
2. Tomatillos
3. Habanero peppers
A. 1 & 2
B. 2 & 3
C. 1 & 3
D. 1, 2, & 3
24. MULTIPLE CHOICE GUIDELINES-STRUCTURE
Do not use fill-in-the blank format. Pose a question.
Be brief . Wordiness in the stem can clue or confuse the
student. (“window-dressing”)
POOR ITEM
High temperatures and heavy rainfall characterize a humid climate. People who live in this
kind of climate usually complain of problems dealing with heavy amounts of perspiration.
Even moderately warm days are uncomfortable for most people in this climate. Which
biome is being described?
A. savanna
B. taiga
C. tundra
D. tropical rainforest
IMPROVED ITEM
Which term describes a biome with high temperatures and heavy rainfall?
A. savanna
B. taiga
C. tundra
D. tropical rainforest
25. MULTIPLE CHOICE GUIDELINES-STEM
Word the stems positively. Do not use any
negative phrasing, such as words NOT or
EXCEPT.
Do not write stems that ask for or express
opinions.
Write the items so that the central idea and any
common elements are included in the stem
instead of the foils.
Place the interrogative as close to the foils as
possible.
Use qualifying words in a stem, when needed, to
emphasize the “best answer.” Words such as
best, most likely, and most appropriate are bold
and italicized.
26. MULTIPLE CHOICE GUIDELINES- FOIL
DEVELOPMENT
Each item must contain four foils (A,B,C,D)
Order the answer choices in a logical
order, such as ascending or descending value
for numbers, the order in which the words
appear in a chart, chronological order, etc.
Each item written should contain foils that are
independent and not overlapping.
To the extent possible, foils for an item should
be homogeneous in content and length.
27. MULTIPLE CHOICE GUIDELINES- FOIL
DEVELOPMENT
Do not use the following as foils: all of the
above, none of the above, I don’t know.
Word the foils positively, avoid any negative
phrasing.
Avoid providing clues to the correct
response.
Avoid writing items in which phrases in the
stem are repeated in the foils.
28. MULTIPLE CHOICE GUIDELINES- FOIL
DEVELOPMENT
Avoid absolutes such as
ALWAYS, NEVER, TOTALLY, and
ABSOLUTELY should not be used when writing
items.
Qualifiers such as best, most
likely, approximately, etc. should be bold and
italic.
Present one and only one best (correct)
answer.
Use the common errors made by students as
29. MULTIPLE CHOICE GUIDELINES- FOIL
DEVELOPMENT
Use plausible distractors. The best
(correct) answer must clearly be the best
(correct) answer and the incorrect
responses must clearly be inferior to the
best (correct) answer. No distractor
should be obviously wrong.
POOR ITEM
Which example best describes the adhesion
property of water?
A. drops of water on the outside of a glass
B. sugar dissolving in water
C. ice floating in water
D. melting of aluminum
30. MULTIPLE CHOICE GUIDELINES- FOIL
DEVELOPMENT
Use plausible distractors.
IMPROVED ITEM
Which example best describes the adhesion
property of water?
A. drops of water on the outside of a glass
B. sugar dissolving in water
C. ice floating in water
D. water changing from a liquid to a gas
31. MULTIPLE CHOICE GUIDELINES-UNIVERSAL
DESIGN
Make items accessible and usable by students
of all abilities, including students with
disabilities and students with limited English
proficiency.
Use simple language and sentence structure.
Do not use colloquial language.
32. MULTIPLE CHOICE GUIDELINES-UNIVERSAL
DESIGN
Limit the use of homonyms, homophones, and
homographs
fair
1. Adjective. Meaning lovely or beautiful, when
describing someone
2. Adjective. Meaning of light complexion, or light
colored (blonde) hair
3. Adjective. Meaning reasonable, equitable, free from
self-interest
3. Noun. Meaning a gathering of people to sell and
barter goods, or to enjoy entertainment, and also a
travelling show of rides, stalls and sideshows
33. SENSITIVITY AND BIAS
Do not use stereotypes based on
gender, race, religion, socio-economic
status, or other factors.
Respect diversity by including people from
all walks of life in use of names and artwork.
Ensure items do not highlight socio-
economic disparities.
Avoid espousing religious and political
beliefs.
34. REVISING AND WRITING QUESTIONS
o Activity-- Would you change any of the
questions that you posed, initially? Make
any necessary changes.
o Create 3 Multiple Choice Questions-
Record the questions using the same
tool you used before for your personal
use and share your responses on the
Google Spreadsheet
o Reflect #R7DLA
35. ASSESSING ITEMS
o Activity- Review Questions
o Find a trio
o Use the item review document to gauge
the quality of each of the items
o What changes would you make to the
items?
Reflect #R7DLA
37. SCHOOL NET
o Activity- Tasks in School Net
Access the User Guide
o Log into School Net
o Try these:
o Create an Item in School Net
o Create an Express Test
o Create a Test using items from Item
Central
Reflect #R7DLA
39. ONLINE RESOURCES/SCHOOL NET
Activity- Explore the resources presented. How
could these be used in your instructional delivery or
assessment program? Are there other resources
you would like to share? Share your ideas to
Padlet.
40. FINAL PRODUCT IDEA BRAINSTORM/WORK
SESSION
Activity- Table Talk-With your team, discuss what
your product for School Net will be at the
culmination of DLA. What is the proposed product?
How do you anticipate incorporating future
information? How will it be disseminated in your
school/district?
Develop Concrete Next Steps
Share your ideas to wiki Padlet.
Curriculum Standards- formerly Standard Course of Study; Common Core, Essential Standards, Next Generation Stds.We must be clear about what students need to know and be able to do, and we need to be skillful in how we teach it. To be certain that students have learned what we intend for them to learn, we must develop balanced assessment systems that provide data on how students are progressing, systems that also use the classroom assessment process to promote even greater learning. What we teach, how we teach it, how well we assess, and how we use assessment to improve student achievement will all determine the success of our efforts, and ultimately, how we are judged.
FACTUAL-Aar. Knowledge of terminology; Technical vocabulary, music symbolsAb. Knowledge of specific details and elements; Major natural resources, reliable sources of informationCONCEPTUAL-Ba. Knowledge of classifications and categories; Periods of geological time, forms of business ownership| Bb. Knowledge of principles and generalizations; Pythagorean theorem, law of supply and demand | BSc. Knowledge of theories, models, and structures; Theory of evolution, structure of CongressPROCEDURAL-Ca. Knowledge of subject-specific skills and algorithmsSkills used in painting with water colors, whole-number division algorithmCb. Knowledge of subject-specific techniques and methodsInterviewing techniques, scientific methodCc. Knowledge of criteria for determining when to use appropriate proceduresCriteria used to determine when to apply a procedure involving Newton's second law, criteria used to judge the feasibility of using a particular method to estimate business costsMETACOGNITIVE-Da. Strategic knowledgeKnowledge of outlining as a means of capturing the structure of a unit of subject matter in a text book, knowledge of the use of heuristicsDb. Knowledge about cognitive tasks, including appropriate contextual and conditional knowledgeKnowledge of the types of tests particular teachers administer, knowledge of the cognitive demands of different tasksDc. Self-knowledgeKnowledge that critiquing essays is a personal strength, whereas writing essays is a personal weakness; awareness of one's own knowledge level
Thinking Skills!!!We must remember a concept before we can understand it.We must understand a concept before we can apply it.We must be able to apply a concept before we analyze it.We must have analyzed a concept before we can evaluate it.We must have remembered, understood, applied, analyzed, and evaluated a concept before we can create.
The concept of Universal Design originated in architecture with the goal to provide maximum accessibility and usability of buildings, outdoor spaces, and living environments. This concept centered on the belief that our environments should be accessible and usable by everyone regardless of their age, ability, or circumstance
The concept of Universal Design originated in architecture with the goal to provide maximum accessibility and usability of buildings, outdoor spaces, and living environments. This concept centered on the belief that our environments should be accessible and usable by everyone regardless of their age, ability, or circumstance
Each of you came to the session with an idea of how would apply the content to your practice-Improve existing assessments-Begin the process for creating new benchmark tests