Issues in english
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The document discusses the removal of levels for assessing student attainment in England. It notes that the government found the level system too complex and difficult to understand, especially for parents. This change has led to mixed reactions. For English specifically, schools will need to devise new ways to provide summative feedback to students and communicate their progress without levels. The document suggests that assessment should encourage creativity, skills development, use success criteria and quality feedback to help students progress. Schools should define their own standards for what constitutes an exceptional English student.
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Outcome-based education (OBE) is an educational theory that bases each part of an educational system around goals (outcomes). The role of faculty adapts to instructor, trainer, facilitator, and/or mentor depending on the targeted outcomes. OBE can be distinguished from traditional education by how it incorporates educational theory, a systematic structure, and specific instructional practices to organize the entire system towards essential skills for learners. Benefits of OBE include clarity of expectations, flexibility in instruction, and ability to compare outcomes across institutions. Drawbacks include difficulty defining outcomes, problems assessing complex skills, increased workload for instructors, and challenges with community involvement.
Formative Assessment TemplateInformational Text Reading I.docx
Formative Assessment Template
Informational Text:
Reading Informational (RI) Standard: Jason Duesler
ELM- 210
10-30-17
Mr. Cochran
DOK Level
Three Questions from DOK Level
Possible Student Responses/Misunderstandings
Rationale of Why Question Meets DOK Level
Level 1: Recall
1. What can students learn from formative assessment?
Through formative assessment students can learn on how to improve their learning ability
It uses facts for students to recall what they learn from the articles.
2. what role do instructors play in formative assessment
Teachers has a big role in making sure students improve their learning skills
It uses facts for students to recall what they learn from the articles.
3. can you identify the characteristics of formative assessment
Characteristics of formative assessment are dialogue and varying in deferent discipline
Focus on basic initial comprehension
Level 2: Skill/Concept
1. Describe the effect of formative assessment
Formative assessment is very important as it helped students to be able to improve their studies
The response involves initial comprehension and subsequent processing
2.summarize the major events in formative assessments
Formative assessment helps in monitoring how the students in progressing in their learning and help the teachers improve their teaching skills to be able to improve the students learning abilities
It include the summary of events
3. explain the meaning of the word formative assessment
Formative assessments can be defined as informal or formal assessments that are done by teachers to improve the students’ attainment during learning and also to modify the teachers learning process
Includes definition of unfamiliar words
Level 3: Strategic Thinking
1.how do formative assessments vary
Vary within disciplines although at times the methods used in formative assessment can be similar, the use of formative feedback vary between different disciplines. Students have the ability to activate and practice self reflective strategies in the formative feedback loop therefore they have to be given an opportunity in every classroom to be able to develop the skills. Although methods may be similar across disciplines, the precise use of formative feedback will naturally vary between disciplines (Black & William, 2014)
Supports ideas with details
2.Importance of dialogue in formative assessment
The instructor uses dialogue with students to create an opportunity for a feedback loop which help student to be able to shape and improve their performance in learning. This includes the stage where students’ improvement and progress is able to shape the instruction and formative feedback becomes formative assessment benefiting and improving students’ ability to learning.
Supporting the ideas and thinking.
3. what is the purpose of the author
The authors’ purpose is to make one understand the importance of formative assessment and ...
Managing Change
The document outlines a plan to implement differentiated instruction and increase math scores at an elementary school. It identifies that pre-assessments will be used to determine student strengths and weaknesses. A Professional Learning Community will provide teacher training and support customized instruction. The goals are for students to improve math computation skills and achieve proficiency on standardized tests through differentiated lessons and assessments.
Robin Hammerton, HMI,
The document discusses the new Ofsted school inspection framework and focuses on curriculum. It notes that successful schools overcome pressures to teach to tests by having well-planned, motivating curricula that correlate with high inspection grades and achievement. Learning outside the classroom contributes significantly to improvements in achievement, standards, motivation and personal development. Outstanding schools have a culture that encourages innovation and experimentation through a rich, personalized curriculum including substantial learning outside the classroom.
Formative Assessment as an Essential Competence of University Teachers
: In the framework of a competency-based education, teachers require to acquire previously the
formative assessment as a fundamental task to develop an educational process of higher quality. In this article
the complexity of the educational act is analyzed from a socio-cultural approach, presenting the theoretical
bases that support a continuous and ongoing evaluation of student performance. It is highlighted the role of
teachers in order to help students to achieve their learning objectives and it is promoted a comprehensive
evaluation, where self-assessment, peer assessment and hetero assessment are essential stages for feedback of
the teaching-learning-processes. The evaluation will be useful when strengths and weaknesses of the
educational process could be determined holistically, to consolidate and transfer strengths to other areas or
contexts overcoming weaknesses and shortcomings in time, before the end of the semester. It is recommended
that university teachers develop the competence of formative assessment so that they are in a position to redirect
scientific discourse to a scenario in which the educational process unfolds. For this, the teacher needs to
assume its role as a mediator of knowledge, so that the course contents are understood and assimilated by the
student.
Assessment Matters Newsletter_November 2015 (3)
The document discusses effective use of rubrics for international students. It notes that the College of Management and Technology has simplified language on rubrics and broken them into manageable chunks for courses with many international students. Well-composed rubrics provide clear grading expectations and reduce time students spend searching for information. From an instructor's perspective, well-crafted rubrics make grading and feedback less burdensome, especially for classes with international students. Overall, rubrics aid communication between instructors and students and help international students understand expectations for assignments in American universities.
Similar to Issues in english (20)
Advanced Foundations and Methods in EL (Lecture 1)
Advanced Foundations and Methods in EL (Lecture 1)
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The Implications of StandardsPlease respond to the following.docx
The Implications of StandardsPlease respond to the following.docx
Formative Assessment TemplateInformational Text Reading I.docx
Formative Assessment TemplateInformational Text Reading I.docx
Formative Assessment as an Essential Competence of University Teachers
Formative Assessment as an Essential Competence of University Teachers
Issues in english
- 1. Issues in English Assessing without levels
- 2. Assessing without levels The current issue: The Government have stated that: ‘As part of our reforms to the national curriculum , the current system of ‘levels’ used to report children’s attainment and progress will be removed. It will not be replaced.’ (DfE, 2013) It seems that it is the complexity of levels which has been a deciding factor in their abandonment. This is seen in the DfE’s argument that the ‘system is complicated and difficult to understand, especially for parents.’ They feel that Schools should have the freedom to decide how to assess their pupils
- 3. Assessing without levels The debate: The removal of Ks3 assessment levels has left a mixed reaction.
- 4. Assessing without levels The impact: The impact within English will be that Schools will need to devise a new format for providing summative feedback. Although this may seem to add to a teachers workload, it can also enable teachers to provide feedback which doesn’t define their pupils to a certain number. It could provide teachers with the opportunity to develop an effective way of communicating current attainment to learners and providing them with ways in which they can develop their learning and make the progress they need to.
- 5. Assessing without levels The suggestions: Students need to understand how they are being assessed An all-aspects approach, rather than blocks of isolated study, is best Schools should develop a thematic curriculum that stretches students, rather than assessing them on regurgitating information Assessment should encourage creativity and skills developmen Using success criteria to create a language for assessment. Quality feedback so that the student can make progress. Every department needs to define its standards. It should be student centred. We can ask: what knowledge and skills are essential for an exceptional English student? No matter what starting point, we are aiming for every student to make exceptional progress which is relative to their starting point. Setting the highest standards possible for our students is essential
- 6. References: Department for Education (2013a). Assessing Without Levels [online]. Available: www.education.gov.uk/schools/ teachingandlearning/curriculum/nationalcurriculum2014/ a00225864/assessing-without-levels