This Powerpoint Presentation helps you to clear and score well in NTA UGC Paper 1 Unit wise Preparation Strategy. 100% Success on following the tip given. Refer Always Seek Knowledge Academy Videos on Youtube for clarification
NET an acronym for National Eligibility Test, is a test compiled for all learners to exhibit their skills.All eligible candidates are required to appear accordingly for the exam. All question papers compiled include all queries according to the syllabus covered. NET exam is conducted by UGC and other educational institutes to discover the skills and learn through their knowledge for analysing their skills.NET exam clearance needs dedication and hard work along with a smart approach towards the exam. All probable candidates are selected by an aptitude test followed by an interview process for them to clear. Candidates are strong contenders for the NET exam. A candidate who clears the interview process and aptitudes are selected for the post of lecturers in various government organizations.
UGC NET General Paper previous years question papers , Online test series, syllabus and preparation tips to
crack UGC/CBSE NET exam 2017.ugc net paper1 study material and multiple choice questions answers with explanation.
The document discusses different types of essay items that can be used to assess students, including extended response and restricted response essays. Extended response essays allow students more freedom in their answers but are more difficult to construct and score. Restricted response essays place limits on the content and length of answers, making them easier to create and grade but providing less opportunity for students to demonstrate higher-level thinking. Guidelines for developing effective essay questions focus on relating items to learning outcomes and providing clear, consistent instructions.
JRF/National Eligibility Test for Lectureship an Overview NOV 2019jagannath Dange
This document provides information about the National Eligibility Test (NET) conducted by the University Grants Commission (UGC) in India. The NET determines eligibility for lectureship and junior research fellowship positions. It is conducted twice per year and tests candidates' teaching and research aptitude. Candidates must have a postgraduate degree with over 55% marks to be eligible. The test consists of two papers - a general teaching and research aptitude paper, and a subject-specific paper. Candidates who pass can receive a junior research fellowship for up to 4 years to pursue a PhD. The document provides details on the exam structure, syllabus, eligibility criteria, age limits, fellowships awarded, and tips for preparation.
The document discusses facilitating lesson study discussions. It describes observing a research lesson using frameworks to guide observations. The facilitator will then demonstrate a post-lesson discussion focusing on six elements: the key question, instructions between desks, polishing, turning point of the lesson, summing up, and board writing. Professional learning goals are discussed to guide observations and the post-lesson discussion. An example format of observation-interpretation-question is provided for observers to share findings. The difference between post-lesson and lesson refinement discussions is defined.
Evaluation of Computer-Based Instruction Alaa Sadik
The document discusses various perspectives on teaching and learning with computers including behaviorism, constructivism, cooperative learning, multiple intelligences, perception, and assessment. It provides examples of how these perspectives can be applied to computer-based instruction and evaluates different dimensions such as pedagogical aspects, technical aspects, navigation, presentation, and accuracy. Workshop examples are given for evaluating aspects like navigation, presentation, accuracy, and teacher guides.
UGC NET Paper - 1 Teaching and Research Aptitude Objective Set - 2Test Shopping
The document contains a practice test for the UGC NET exam with multiple choice questions about teaching aptitude and education theories. The questions cover Lev Vygotsky's zone of proximal development, Jean Piaget's pre-operational stage of development, dyslexia, inclusive education, learning theories, teaching methods for gifted students, teacher training recognition organizations, levels of teaching and learning, and formative assessment tools.
This document provides information on the Mathematics module MTH30104 at the School of Architecture, Building & Design. The 4-credit, 18-week module covers topics including algebra, trigonometry, differentiation, integration, and statistics. Assessment includes a test, group assignment, final exam, and individual e-portfolio. The module aims to equip students with essential mathematical skills and analyze and solve problems using various principles. It is taught through lectures and self-directed study.
NET an acronym for National Eligibility Test, is a test compiled for all learners to exhibit their skills.All eligible candidates are required to appear accordingly for the exam. All question papers compiled include all queries according to the syllabus covered. NET exam is conducted by UGC and other educational institutes to discover the skills and learn through their knowledge for analysing their skills.NET exam clearance needs dedication and hard work along with a smart approach towards the exam. All probable candidates are selected by an aptitude test followed by an interview process for them to clear. Candidates are strong contenders for the NET exam. A candidate who clears the interview process and aptitudes are selected for the post of lecturers in various government organizations.
UGC NET General Paper previous years question papers , Online test series, syllabus and preparation tips to
crack UGC/CBSE NET exam 2017.ugc net paper1 study material and multiple choice questions answers with explanation.
The document discusses different types of essay items that can be used to assess students, including extended response and restricted response essays. Extended response essays allow students more freedom in their answers but are more difficult to construct and score. Restricted response essays place limits on the content and length of answers, making them easier to create and grade but providing less opportunity for students to demonstrate higher-level thinking. Guidelines for developing effective essay questions focus on relating items to learning outcomes and providing clear, consistent instructions.
JRF/National Eligibility Test for Lectureship an Overview NOV 2019jagannath Dange
This document provides information about the National Eligibility Test (NET) conducted by the University Grants Commission (UGC) in India. The NET determines eligibility for lectureship and junior research fellowship positions. It is conducted twice per year and tests candidates' teaching and research aptitude. Candidates must have a postgraduate degree with over 55% marks to be eligible. The test consists of two papers - a general teaching and research aptitude paper, and a subject-specific paper. Candidates who pass can receive a junior research fellowship for up to 4 years to pursue a PhD. The document provides details on the exam structure, syllabus, eligibility criteria, age limits, fellowships awarded, and tips for preparation.
The document discusses facilitating lesson study discussions. It describes observing a research lesson using frameworks to guide observations. The facilitator will then demonstrate a post-lesson discussion focusing on six elements: the key question, instructions between desks, polishing, turning point of the lesson, summing up, and board writing. Professional learning goals are discussed to guide observations and the post-lesson discussion. An example format of observation-interpretation-question is provided for observers to share findings. The difference between post-lesson and lesson refinement discussions is defined.
Evaluation of Computer-Based Instruction Alaa Sadik
The document discusses various perspectives on teaching and learning with computers including behaviorism, constructivism, cooperative learning, multiple intelligences, perception, and assessment. It provides examples of how these perspectives can be applied to computer-based instruction and evaluates different dimensions such as pedagogical aspects, technical aspects, navigation, presentation, and accuracy. Workshop examples are given for evaluating aspects like navigation, presentation, accuracy, and teacher guides.
UGC NET Paper - 1 Teaching and Research Aptitude Objective Set - 2Test Shopping
The document contains a practice test for the UGC NET exam with multiple choice questions about teaching aptitude and education theories. The questions cover Lev Vygotsky's zone of proximal development, Jean Piaget's pre-operational stage of development, dyslexia, inclusive education, learning theories, teaching methods for gifted students, teacher training recognition organizations, levels of teaching and learning, and formative assessment tools.
This document provides information on the Mathematics module MTH30104 at the School of Architecture, Building & Design. The 4-credit, 18-week module covers topics including algebra, trigonometry, differentiation, integration, and statistics. Assessment includes a test, group assignment, final exam, and individual e-portfolio. The module aims to equip students with essential mathematical skills and analyze and solve problems using various principles. It is taught through lectures and self-directed study.
This document provides information about the English 1 module offered at Taylor's University. It introduces the module synopsis, teaching objectives, learning outcomes, modes of delivery, assessment plan and schedule. The synopsis explains that the module focuses on developing academic writing, reading, listening and speaking skills. The objectives are to develop 5-paragraph essay writing skills, introduce referencing, and improve analytical skills. Upon completion, students will be able to write essays, apply referencing, analyze texts critically, and improve presentation, listening and note-taking abilities. Students will be assessed through essays, presentations, portfolios and exams. The schedule outlines the topics to be covered each week.
The document discusses the steps involved in preparing a question paper for nursing education. These include: 1) Designing the format and structure of the paper; 2) Creating a blueprint to map learning objectives, topics, and question types; 3) Developing model questions and a marking scheme; 4) Refining the questions for clarity, difficulty level, and grammar; 5) Editing and numbering the paper; and 6) Reviewing the paper for coverage, abilities tested, adherence to blueprint, precision, and errors. The goal is to create an objective and standardized exam that reliably evaluates students.
Maths project brief jan 2015 project - statisticsJenny Huoy Miin
This document outlines the requirements for a statistics project assigned to students. It instructs students to form groups of 4-5 members and conduct a survey comparing understanding of a chronic disease (such as stroke or diabetes) between male and female students. Students must design a 15+ question survey, interview at least 200 people total, analyze the results statistically, and submit a poster and report summarizing their findings. The assessment criteria evaluate students' understanding of comparative surveys, statistical analysis abilities, communication skills, and individual contributions to the group work.
This document provides guidance on constructing a table of specifications (TOS) for test questions. It discusses the key elements needed for an effective TOS, including: thorough knowledge of Bloom's Revised Taxonomy; reference to budgeted lesson plans; simple mathematical computations; recall of teaching experiences; and preparation of budgeted lessons. The document reviews Bloom's Revised Taxonomy in detail and provides a step-by-step process for developing a TOS, including: determining the desired number of test items, listing topics and time spent, calculating the number of items per topic, adjusting totals, and allocating items across cognitive domains and topics.
Table of Specifications (TOS) and Test Construction ReviewRivera Arnel
The presentation provided an overview of test construction and highlighted the importance of creating a table of specifications to ensure tests adequately sample the intended learning outcomes. It also discussed guidelines for writing different types of test items like multiple choice and situational judgment questions, emphasizing the need for clarity, relevance, and avoiding flaws that could introduce errors. Effective test development requires understanding cognitive taxonomies and applying principles of validity, reliability, and usability.
This document discusses theme-based authentic performance and assessment. It outlines a 5-step process for carrying out theme-based teaching and learning: 1) review learning competencies, 2) review module content, 3) find commonalities among content and tasks, 4) identify where content and tasks can be experienced in real life, and 5) shortlist possible thematic experiences. The document emphasizes planning carefully for theme-based approaches, considering all students' abilities and avoiding overly simple activities.
This document discusses numeracy and provides recommendations for developing numeracy in schools. It defines numeracy as involving thinking and communicating quantitatively, making sense of data, understanding patterns and sequences, and recognizing situations where mathematical reasoning can be applied. The document notes a decline in mathematics scores for students in transition year and recommends whole-school, subject-based, and extra-curricular approaches to strengthen numeracy, including identifying weaknesses, collaboration among teachers, and activities to promote positive attitudes toward mathematics.
1) The study examined a teacher trainer's efforts to integrate technology into her classroom teaching.
2) The trainer had a positive attitude towards technology and was willing to learn new tools to improve her teaching. She shared what she learned with her trainees.
3) Through observations, the study found that the trainer distributed her knowledge among her trainees and adapted her teaching based on their needs and technological constraints.
4) New activities and practices emerged as both the trainer and trainees became more accustomed to using technology in the classroom.
A blueprint provides a detailed guide for developing an assessment. It outlines the key topics to be covered, learning objectives to be assessed, and the number and type of questions to include. The document presented discusses how to create a blueprint by analyzing content, determining learning objectives based on Bloom's taxonomy, allocating questions to each topic based on objectives, and specifying question types and their weightings. Blueprints benefit students, teachers and administrators by ensuring assessments comprehensively and validly measure the intended curriculum.
This document discusses evaluating the effectiveness of educational technology in the classroom. It provides an evaluation cycle that includes evaluating technology before, during, and after instruction. The document also discusses evaluating software programs based on content, documentation/support, ability levels, assessment, technical quality, and ease of use. Several types of student assessments are mentioned, including traditional, alternative, project-based, and portfolio assessments. Checklists, rating scales, and rubrics are presented as tools for developing evaluations.
A question bank is a planned collection of test items designed to fulfill predetermined purposes like improving teaching, learning, and evaluation processes. It provides a pool of readymade quality questions for teachers and examiners to select from for assessments. Developing a question bank involves writing questions, screening, coding, classifying them according to content and difficulty, and validating the questions. Moderation of exams by expert panels helps reduce grievances and avoid injustice to students. A question bank must be utilized properly and have practical features for easy administration, scoring, and interpretation to be effective.
This document provides information about a Building Materials module offered at the School of Architecture, Building & Design. The 3-credit, 14-week module aims to inform students about various building materials, their properties, manufacturing processes, and typical uses. It will be delivered through lectures, tutorials, field trips, and self-study. Students will be assessed through two projects, a portfolio, and a final exam. The module schedule outlines the topics, assignments, and deadlines for the semester.
Kpup and standards based assessment policy analysis by dr. platasterling plata
This document analyzes and compares the Philippines' Standards-Based Assessment and Reporting (SBAR) policy to standards-based grading (SBG) literature. While SBAR and SBG share similarities like focusing on standards and personal accountability, SBAR differs in its unclear reporting audience, recording of knowledge and skills instead of mastery evidence, and single subject grades. The author recommends professional development on standards-based assessment, expanding report cards, and reviewing proficiency scales to better align SBAR with SBG principles and improve learning.
This document discusses organization and management. It defines a manager as someone who sustains, upholds and assumes responsibility for the work of others. It also discusses managerial functions like supervising and encouraging high performance. Finally, it categorizes managerial skills into conceptual skills, technical skills, and human skills. Conceptual skills involve thinking of solutions to complex problems. Technical skills involve proficiency in tasks through expertise. Human skills involve relating well with people. Some examples are given for each type of skill.
This document compares and contrasts three methods of student assessment: assignments, examinations, and portfolios. It defines each method and discusses their level of difficulty, types, uses, strengths, and limitations. Assignments involve tasks that require student engagement and a final product. Examinations are systematic sets of questions to assess learning. Portfolios are collections of student work to demonstrate learning. Assignments and portfolios allow for higher-order thinking skills, while examinations can efficiently measure a large amount of content. However, assignments and portfolios require more resources and time to grade than examinations.
This document provides guidance for an Edexcel CTLLS course on preparing for lesson observations. It discusses researching minimum core requirements and completing learning style questionnaires. It also covers understanding what observers look for such as engaging students, using technology, and having prepared documentation like lesson plans and student profiles. Presentation topics include defining adjectives to describe feelings about observations, understanding empowerment, and evaluating lessons against assessment criteria. Between sessions students are asked to re-evaluate a prior lesson plan considering topics from the session.
This document discusses guidelines for setting effective question papers and evaluating answer scripts. It outlines the important factors to consider when framing questions, such as the purpose, objectives, and type of assessment. The types of questions that can be used are described, including objective, short answer, and essay questions. Guidelines are provided for framing questions effectively and evaluating different question types, including preparing scoring keys and marking rubrics. The conclusion emphasizes the importance of teachers playing a role in the evaluation process to create a healthy learning environment.
The document discusses KPUP, which stands for Knowledge, Process, Understanding, and Product/Performance - the four levels of assessment in the Philippines' K-12 education system. It explains that KPUP assessments should cover each of the four levels and be weighted accordingly for grading purposes. Examples are provided of how to formulate exercise questions and assessments aligned with each KPUP level using various subjects like Math, Science, and Filipino.
Engineering Knowledge, Skills, and AbilitiesLisa Benson
This document discusses key knowledge, skills, and abilities (KSAs) that engineering students need to develop for successful careers. It defines three ways of knowing - "knowing that" which involves declarative knowledge, "knowing how" which involves procedural knowledge, and "knowing why" which involves curiosity and continuous learning. The document proposes assessing students' problem-solving processes and provides examples of activities that develop different ways of knowing in engineering courses. It assigns reflection essays for students to discuss experiences with "knowing that, how, why" and how to develop important KSAs in future teaching.
Questions whether used in classroom teaching or for oral / written Examination, are the most important tool for effective teaching & learning. Teachers are expected to have mastery over framing questions.
This document provides information about the English 1 module offered at Taylor's University. It introduces the module synopsis, teaching objectives, learning outcomes, modes of delivery, assessment plan and schedule. The synopsis explains that the module focuses on developing academic writing, reading, listening and speaking skills. The objectives are to develop 5-paragraph essay writing skills, introduce referencing, and improve analytical skills. Upon completion, students will be able to write essays, apply referencing, analyze texts critically, and improve presentation, listening and note-taking abilities. Students will be assessed through essays, presentations, portfolios and exams. The schedule outlines the topics to be covered each week.
The document discusses the steps involved in preparing a question paper for nursing education. These include: 1) Designing the format and structure of the paper; 2) Creating a blueprint to map learning objectives, topics, and question types; 3) Developing model questions and a marking scheme; 4) Refining the questions for clarity, difficulty level, and grammar; 5) Editing and numbering the paper; and 6) Reviewing the paper for coverage, abilities tested, adherence to blueprint, precision, and errors. The goal is to create an objective and standardized exam that reliably evaluates students.
Maths project brief jan 2015 project - statisticsJenny Huoy Miin
This document outlines the requirements for a statistics project assigned to students. It instructs students to form groups of 4-5 members and conduct a survey comparing understanding of a chronic disease (such as stroke or diabetes) between male and female students. Students must design a 15+ question survey, interview at least 200 people total, analyze the results statistically, and submit a poster and report summarizing their findings. The assessment criteria evaluate students' understanding of comparative surveys, statistical analysis abilities, communication skills, and individual contributions to the group work.
This document provides guidance on constructing a table of specifications (TOS) for test questions. It discusses the key elements needed for an effective TOS, including: thorough knowledge of Bloom's Revised Taxonomy; reference to budgeted lesson plans; simple mathematical computations; recall of teaching experiences; and preparation of budgeted lessons. The document reviews Bloom's Revised Taxonomy in detail and provides a step-by-step process for developing a TOS, including: determining the desired number of test items, listing topics and time spent, calculating the number of items per topic, adjusting totals, and allocating items across cognitive domains and topics.
Table of Specifications (TOS) and Test Construction ReviewRivera Arnel
The presentation provided an overview of test construction and highlighted the importance of creating a table of specifications to ensure tests adequately sample the intended learning outcomes. It also discussed guidelines for writing different types of test items like multiple choice and situational judgment questions, emphasizing the need for clarity, relevance, and avoiding flaws that could introduce errors. Effective test development requires understanding cognitive taxonomies and applying principles of validity, reliability, and usability.
This document discusses theme-based authentic performance and assessment. It outlines a 5-step process for carrying out theme-based teaching and learning: 1) review learning competencies, 2) review module content, 3) find commonalities among content and tasks, 4) identify where content and tasks can be experienced in real life, and 5) shortlist possible thematic experiences. The document emphasizes planning carefully for theme-based approaches, considering all students' abilities and avoiding overly simple activities.
This document discusses numeracy and provides recommendations for developing numeracy in schools. It defines numeracy as involving thinking and communicating quantitatively, making sense of data, understanding patterns and sequences, and recognizing situations where mathematical reasoning can be applied. The document notes a decline in mathematics scores for students in transition year and recommends whole-school, subject-based, and extra-curricular approaches to strengthen numeracy, including identifying weaknesses, collaboration among teachers, and activities to promote positive attitudes toward mathematics.
1) The study examined a teacher trainer's efforts to integrate technology into her classroom teaching.
2) The trainer had a positive attitude towards technology and was willing to learn new tools to improve her teaching. She shared what she learned with her trainees.
3) Through observations, the study found that the trainer distributed her knowledge among her trainees and adapted her teaching based on their needs and technological constraints.
4) New activities and practices emerged as both the trainer and trainees became more accustomed to using technology in the classroom.
A blueprint provides a detailed guide for developing an assessment. It outlines the key topics to be covered, learning objectives to be assessed, and the number and type of questions to include. The document presented discusses how to create a blueprint by analyzing content, determining learning objectives based on Bloom's taxonomy, allocating questions to each topic based on objectives, and specifying question types and their weightings. Blueprints benefit students, teachers and administrators by ensuring assessments comprehensively and validly measure the intended curriculum.
This document discusses evaluating the effectiveness of educational technology in the classroom. It provides an evaluation cycle that includes evaluating technology before, during, and after instruction. The document also discusses evaluating software programs based on content, documentation/support, ability levels, assessment, technical quality, and ease of use. Several types of student assessments are mentioned, including traditional, alternative, project-based, and portfolio assessments. Checklists, rating scales, and rubrics are presented as tools for developing evaluations.
A question bank is a planned collection of test items designed to fulfill predetermined purposes like improving teaching, learning, and evaluation processes. It provides a pool of readymade quality questions for teachers and examiners to select from for assessments. Developing a question bank involves writing questions, screening, coding, classifying them according to content and difficulty, and validating the questions. Moderation of exams by expert panels helps reduce grievances and avoid injustice to students. A question bank must be utilized properly and have practical features for easy administration, scoring, and interpretation to be effective.
This document provides information about a Building Materials module offered at the School of Architecture, Building & Design. The 3-credit, 14-week module aims to inform students about various building materials, their properties, manufacturing processes, and typical uses. It will be delivered through lectures, tutorials, field trips, and self-study. Students will be assessed through two projects, a portfolio, and a final exam. The module schedule outlines the topics, assignments, and deadlines for the semester.
Kpup and standards based assessment policy analysis by dr. platasterling plata
This document analyzes and compares the Philippines' Standards-Based Assessment and Reporting (SBAR) policy to standards-based grading (SBG) literature. While SBAR and SBG share similarities like focusing on standards and personal accountability, SBAR differs in its unclear reporting audience, recording of knowledge and skills instead of mastery evidence, and single subject grades. The author recommends professional development on standards-based assessment, expanding report cards, and reviewing proficiency scales to better align SBAR with SBG principles and improve learning.
This document discusses organization and management. It defines a manager as someone who sustains, upholds and assumes responsibility for the work of others. It also discusses managerial functions like supervising and encouraging high performance. Finally, it categorizes managerial skills into conceptual skills, technical skills, and human skills. Conceptual skills involve thinking of solutions to complex problems. Technical skills involve proficiency in tasks through expertise. Human skills involve relating well with people. Some examples are given for each type of skill.
This document compares and contrasts three methods of student assessment: assignments, examinations, and portfolios. It defines each method and discusses their level of difficulty, types, uses, strengths, and limitations. Assignments involve tasks that require student engagement and a final product. Examinations are systematic sets of questions to assess learning. Portfolios are collections of student work to demonstrate learning. Assignments and portfolios allow for higher-order thinking skills, while examinations can efficiently measure a large amount of content. However, assignments and portfolios require more resources and time to grade than examinations.
This document provides guidance for an Edexcel CTLLS course on preparing for lesson observations. It discusses researching minimum core requirements and completing learning style questionnaires. It also covers understanding what observers look for such as engaging students, using technology, and having prepared documentation like lesson plans and student profiles. Presentation topics include defining adjectives to describe feelings about observations, understanding empowerment, and evaluating lessons against assessment criteria. Between sessions students are asked to re-evaluate a prior lesson plan considering topics from the session.
This document discusses guidelines for setting effective question papers and evaluating answer scripts. It outlines the important factors to consider when framing questions, such as the purpose, objectives, and type of assessment. The types of questions that can be used are described, including objective, short answer, and essay questions. Guidelines are provided for framing questions effectively and evaluating different question types, including preparing scoring keys and marking rubrics. The conclusion emphasizes the importance of teachers playing a role in the evaluation process to create a healthy learning environment.
The document discusses KPUP, which stands for Knowledge, Process, Understanding, and Product/Performance - the four levels of assessment in the Philippines' K-12 education system. It explains that KPUP assessments should cover each of the four levels and be weighted accordingly for grading purposes. Examples are provided of how to formulate exercise questions and assessments aligned with each KPUP level using various subjects like Math, Science, and Filipino.
Engineering Knowledge, Skills, and AbilitiesLisa Benson
This document discusses key knowledge, skills, and abilities (KSAs) that engineering students need to develop for successful careers. It defines three ways of knowing - "knowing that" which involves declarative knowledge, "knowing how" which involves procedural knowledge, and "knowing why" which involves curiosity and continuous learning. The document proposes assessing students' problem-solving processes and provides examples of activities that develop different ways of knowing in engineering courses. It assigns reflection essays for students to discuss experiences with "knowing that, how, why" and how to develop important KSAs in future teaching.
Questions whether used in classroom teaching or for oral / written Examination, are the most important tool for effective teaching & learning. Teachers are expected to have mastery over framing questions.
The UGC-NET 1st Paper PowerPoint presentation provides an overview of the general paper on teaching and research aptitude. It includes key topics such as teaching methods, research methodology, logical reasoning, comprehension, communication, and higher education system in India, essential for candidates preparing for the UGC-NET exam.
This document provides an overview of a presentation about aligning science, math, and literacy practices and themes. The presentation discusses the challenges of limited resources in the classroom and opportunities for authentic interdisciplinary learning. It introduces the math and science practices and compares them to literacy capacities. The presentation encourages finding ways for these practices to inform instruction and provide coherence across subjects.
This document provides information about the TECO602 Economic Environment of Business unit, including:
- An introduction to the basic microeconomic and macroeconomic concepts covered in the unit.
- Details on the unit coordinator, lectures, workshops, and other teaching arrangements.
- A list of the assessment tasks (forum discussions, quizzes, exams, assignment) and their weightings and due dates.
- Descriptions of the format and topics covered for each assessment task.
- Policies on assignment submissions, late penalties, and group work assessments.
This document provides an overview of a professional development session on implementing a holistic rubric for scoring extended responses based on the Common Core State Standards. The session aims to build teacher capacity for literacy instruction across all subjects by exploring the research on the benefits of writing and practicing scoring sample essays using the rubric. Key points include that writing improves learning, common guidelines for writing assignments aid instruction, and the CCSS demand increased literacy skills and critical thinking.
This document discusses curriculum alignment and its importance. It defines curriculum alignment as ensuring instruction at each grade level and subject area is focused on the appropriate academic standards. This allows for an equitable education for all students based on high standards. The document outlines steps for curriculum development, including understanding academic standards, developing a scope and sequence, and creating curriculum units. It also discusses using a Rigor/Relevance Framework to analyze lessons and ensure they have appropriate levels of difficulty and real-world application. School leaders must facilitate daily implementation of curriculum and assessments to support student learning.
This presentation by Julian Fraillon and Juliette Mendelovits from Research Conference 2015 considers assessment of general capabilities and cross-curricular learning outcomes such as literacy in information and communication technologies, creative thinking and collaborative and individual problem-solving. As the expectation for such competencies to be taught in schools has increased, so has the need for teachers and schools to validly and reliably assess student learning in those areas, and to report on them in ways that inform future teaching and learning. This presentation will examine the challenges of assessing and reporting on student learning and learning growth in general capabilities and cross-curricular learning areas. The presentation will explore approaches used in research to address some of these challenges and reflect on how these can be applied in the classroom.
The document discusses learning outcomes and learning domains. It defines learning outcomes as statements describing what students should know, understand, and be able to do upon completing their studies. Learning outcomes fall under three categories - levels of qualification, fields of study, and specific programs. There are nine learning domains: knowledge, practical skills, thinking/scientific skills, communication, social/teamwork, values/ethics, information management, management/entrepreneurial, and leadership skills. Learning outcomes are important as they define expected learning, provide benchmarks for assessment, communicate expectations, and guide teaching and learning.
This document provides the syllabus for an education course focused on teaching science. The course will take place over 10 sessions from January to May, with specific dates and times listed. It will be taught by instructor Tim Welsh at the CTECH building.
The course aims to help emerging teachers design content-specific science lessons that engage all learners. Students will develop lessons aligned to state standards and learn to incorporate assessments to inform instruction. Assignments include observing a science lesson, creating 10 lesson plans, a lab report, and an integrated lesson plan addressing common core standards. Students are expected to actively participate in class discussions and complete all readings and assignments. Grades are based on a 200-point scale, with criteria provided for letter
The document discusses closing the learning gap in mathematics through the Common Core State Standards. It identifies two primary causes of the gap: an emphasis on procedural fluency over conceptual understanding, and isolated decision making without a coherent instructional system. It advocates for teacher collaboration through professional learning communities to align practices with research, ensure equity, and agree on content, assessment, and response to intervention.
This document provides information about the Foundation in Natural and Built Environments module offered at Taylor's University. The 5-credit, 18-week module aims to expose students to natural and built environments and establish a symbiotic relationship between the two. Students will learn observational, data compilation, and presentation skills. Modes of delivery include lectures, tutorials, and self-directed study. Assessment includes class participation, assignments, and a final presentation. The module focuses on developing students' critical thinking, problem solving, communication and digital literacy skills.
The document discusses planning assessments and instruction. It emphasizes starting with clear learning goals and determining how student understanding will be measured. Formative and summative assessments are described, as are different assessment types. The document also stresses knowing students' needs and providing tiered support. Planning should involve considering what students should know, understand, and be able to do. Adjusting instruction based on assessment data is key to helping all students achieve.
This webinar is conducted by the Centre for Academic Development and Leadership Excellence (CADe-Lead) on 14th April 2023. Here is the link to the event page https://cadelead.upm.edu.my/kandungan/olcpd2023_14_apr_ada_apa_dengan_chatgpt_tanyalah_dr_fadh-72294
The document discusses assessment in secondary schools and strategies for improving assessment systems. It explores how assessment is currently done and its shortcomings, such as being separated from daily teaching and focusing too much on tests. Ideas are generated for a new assessment system, including involving students more and using assessment to inform teaching. The importance of changing mindsets around assessment is also discussed.
This document discusses a peer support program implemented at the Institute of Technology Tallaght to help develop first year students' information and digital literacy skills. The program aimed to enhance students' transition to college and facilitate engagement through a mandatory 5-credit module. Peer tutors provided small group tutorials and workshops to help students develop skills like time management, critical thinking, and avoiding plagiarism. Feedback from students and tutors found the program useful but identified needs like improving attendance and support when tutors were unavailable. The program aimed to address skills shortfalls identified in the national higher education strategy.
Recent Advances in Math Interventions. Programs Tactics Strategies.Handouts.pdfsilvia
This document summarizes a presentation on recent advances in math interventions. It discusses key concepts like math proficiency, foundational math skills, and common math myths. It also outlines a multi-tiered system of supports including strategies for Tier 1 core instruction, Tier 2 small group interventions, and Tier 3 individualized supports. Specific evidence-based practices are recommended, such as explicit instruction, strategic use of math vocabulary, and targeting foundational skills like whole number knowledge before rational numbers.
Action Research Preparation 2019-Mike R..pptxTezy Rangel
The document provides an overview of the key aspects of preparing an action research proposal, including understanding the purpose and processes of action research, determining a research problem, and identifying the benefits of conducting action research. It discusses the various components that should be included in an action research proposal such as the context and rationale, research questions, proposed intervention, research methods, work plan, cost estimates, and plans for dissemination. Templates for an action research proposal and basic research proposal are also presented.
Similar to How to score well in ugc paper 1 unitwise preparation strategy-S,LOGANAYAGI (20)
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
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How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
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Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
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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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
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3. UGC NET/SET Syllabus 2020
PAPER I
1. Teaching Aptitude
2. Research Aptitude
3. Reading Comprehension
4. Communication
5. Mathematical Reasoning and Aptitude
6. Logical Reasoning
7. Data Interpretation
8. Information & Communication Technology (ICT)
9. People , Development & Environment,
10. Higher Education System
4. 1. Teaching Aptitude Topics
Teaching : Nature, objectives, characteristics and
basic requirements
Learner’s characteristics
Factors affecting teaching
Methods of teaching
Teaching aids
Evaluation systems
5. 2. Research Aptitude Topics
Meaning, characteristics and types
Research Ethics
Paper, article, workshop, seminar, conference
and symposium
Thesis writing: its characteristics and format
6. 3. Comprehension Topics
Sets of passages with questions to be answered
4. Communication Topics
Communication Nature
Characteristics
Types
Barriers
Effective classroom communication
5. Mathematical Reasoning & AptitudeTopics
Number series Relationships
Classification Letter Series
Codes
7. 6. Logical Reasoning Topics
Understanding the structure of arguments
Evaluating and distinguishing deductive and
inductive reasoning
Verbal analogies: Word analogy — Applied analogy
Verbal classification
Reasoning Logical Diagrams: Simple diagrammatic
relationship, multi-diagrammatic relationship
Venn diagram
Indian Logic
Pramanas & Anumana
8. 7. Data Interpretation Topics
Sources, acquisition and interpretation of data
Quantitative and qualitative data
Graphical representation and mapping of data
8. Information and Communication Technology
(ICT)
ICT, General Abbreviations and terminology
ICT and Governance
9. 9. People and Environment Topics
People and environment interaction
Sources of pollution
Pollutants and their impact on human life,
exploitation of natural and energy resources
Natural hazards and mitigation
10. Higher Education System Topics
Structure of the institutions for higher learning and
research in India
Formal and distance education
professional/technical and general education
Value education
Governance, policy and administration
Concept, institutions and their interactions
10. ALL SECTIONS HAVE EQUAL WEIGHTAGE
Totally 10 Sections and 5 Question from each
section
Each question carries 2 marks.
There will be no negative marking in the exam.
The exam duration is 1 hour.
11. Atleast be thorough with 6 sections , so
6 sections*5 questions*2marks= 60 marks can
be easily scored.
Pass %= 40
Min Criteria to clear Paper 1
20 correct answers are required out of 50
questions ,i.e 20 * 2=40 marks, very very easy to
clear and score good marks.
12. Some tips to score well
Knowledge about current affairs.
General Knowledge.
Solve Previous Years Question Papers.
Attend Mock Test.
Allocate Adequate time for each topic and prepare
well.
Build a Proper Study Plan.
Practice Important Topics.
Focus on your weak areas.
Time Management while preparing as well at the
time of the exam.
13. If you have any doubts regarding the UGC NET
SET syllabus or the exam in general, drop down
your queries in the comment section provided
below. We will get back to you at the earliest.
Please Support and Encourage us to build a
Knowledgeable Nation.
THANK YOU…...