The first keynote I delivered at #eas14 used Brookfield's notion of lenses of reflection to encourage participants to consider other roles in everyday practice. This presentation focussed on a number of examples, including visualising assessment timelines.
Learning-oriented assessment in an era of high-stakes and insecure testingMark Carver
Presentation at the EUKS conference in Edinburgh, February 23rd 2019. An introduction to how assessment issues in HE may be relevant to language teachers in the future.
Learning-oriented assessment in an era of high-stakes and insecure testingMark Carver
Presentation at the EUKS conference in Edinburgh, February 23rd 2019. An introduction to how assessment issues in HE may be relevant to language teachers in the future.
Topic: Test Testing and Evaluation
Student Name: Abdul Rauf Ansari
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
This presentation covers new perspectives in using books in the classroom. The utility of books are integrated with pedagogical practices such as essential questions, inquiry-based approach, authentic-based tasks, and learner-centeredness
Grading Your Assessments: How to Evaluate the Quality of Your ExamsExamSoft
How satisfied are you with the last assessment you gave? Would you describe your exam as a highly effective evaluation tool? How much information does it reveal about individual student’s abilities, and the overall performance of your current class as compared to previous classes? Do you trust your assessment to accurately identify which students “get it,” and which ones clearly do not grasp the content, nor meet the expected standards required to pass your course?
The use of a 3-step item analysis method based on an item’s difficulty levels, discrimination values, and response frequencies provides a revealing look at the quality of your assessment by focusing your attention on the effectiveness of each test item and its contribution to the exam blueprint. Save time and effort in identifying exactly which exam questions need editing, and how much editing is required, before you take any action. You’ll likely find that replacing the item with a brand new question may not be necessary. Learn how your efforts to make small improvements within just a few exam items, guided by a systematic process of reviewing statistical results before you start editing, can drastically enhance the items’ quality, and eliminate the need to spend hours rewriting the entire exam. By using this item analysis method, your future assessments will be able to provide an accurate measurement of your students’ abilities to apply nursing content and solve clinical problems.
Los Juegos Olímpicos de Londres 2012, oficialmente conocidos como los Juegos de la XXX Olimpiada, fueron un evento multideportivo internacional, celebrado en la ciudad de Londres, Reino Unido, entre el 27 de julio y el 12 de agosto de 2012. En estos Juegos, los terceros celebrados en la capital británica, participaron un total de 10 568 atletas (5892 hombres y 4676 mujeres) de 204 países.
Topic: Test Testing and Evaluation
Student Name: Abdul Rauf Ansari
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
This presentation covers new perspectives in using books in the classroom. The utility of books are integrated with pedagogical practices such as essential questions, inquiry-based approach, authentic-based tasks, and learner-centeredness
Grading Your Assessments: How to Evaluate the Quality of Your ExamsExamSoft
How satisfied are you with the last assessment you gave? Would you describe your exam as a highly effective evaluation tool? How much information does it reveal about individual student’s abilities, and the overall performance of your current class as compared to previous classes? Do you trust your assessment to accurately identify which students “get it,” and which ones clearly do not grasp the content, nor meet the expected standards required to pass your course?
The use of a 3-step item analysis method based on an item’s difficulty levels, discrimination values, and response frequencies provides a revealing look at the quality of your assessment by focusing your attention on the effectiveness of each test item and its contribution to the exam blueprint. Save time and effort in identifying exactly which exam questions need editing, and how much editing is required, before you take any action. You’ll likely find that replacing the item with a brand new question may not be necessary. Learn how your efforts to make small improvements within just a few exam items, guided by a systematic process of reviewing statistical results before you start editing, can drastically enhance the items’ quality, and eliminate the need to spend hours rewriting the entire exam. By using this item analysis method, your future assessments will be able to provide an accurate measurement of your students’ abilities to apply nursing content and solve clinical problems.
Los Juegos Olímpicos de Londres 2012, oficialmente conocidos como los Juegos de la XXX Olimpiada, fueron un evento multideportivo internacional, celebrado en la ciudad de Londres, Reino Unido, entre el 27 de julio y el 12 de agosto de 2012. En estos Juegos, los terceros celebrados en la capital británica, participaron un total de 10 568 atletas (5892 hombres y 4676 mujeres) de 204 países.
Quantified Self, Smart Grid und Smart Home mit UOMo & JSR 363 | Eclipse Dem...Werner Keil
Ein Überblick an Hand von Live Demos wie Eclipse UOMo und JSR 363, Units of Measurement API für Java(TM) im Bereich Gesundheit/Quantified Self, Smart Home oder Smart Grid nutzbar sind
Cette présentation s'est déroulée le 21 avril 2016 dans le cadre des soirées organisées par le Club Molière à Pézenas.
Conférence à destination de chefs d'entreprise désirant améliorer leur visibilité locale sur Google.
Tours Cercano y Lejano Oriente 2013 y 2014. MapaplusMapaplus
Tours o circuitos por Egipto, Crucero por el Nilo, Cleopatra, Jerusalén, Belén, Nazaret, Jordania, Israel, Dubai o Emiratos Árabes Unidos. Compruebe todos los itinerarios disponibles para conocer el Cercano o el Lejano Oriente en un viaje organizado por Mapaplus.
Progettare spazi e costruire community. Il codesign migliora gli esseri umani.Andrea Paoletti
Le persone non sono robot che pensano in maniera meccanica al loro lavoro. Pensano anche a quello che realmente vogliono fare. Quindi non abbiamo bisogno di creare solo spazi confortevoli, ma abbiamo bisogno di creare spazi in cui le persone sono incoraggiate a dare il loro meglio e a trovare un senso in quello che fanno.
Come si fa? Qui lo spiego!
The Cinderella-Project: How retailers have to set out to find their future customers instead of waiting for them to line up at their stores, call-centers or online-shops.
Netlabs IT Diksha diploma for student who appeared for or cleared class 12Netlabs ITS
Netlabs IT Diksha Road to Success Programme
Our highly job oriented Netlabs IT Diksha Road to Success Programme is a package course available for the students who are fresh to the IT field with almost no exposure to IT technologies. This package is suitable for Graduates with or without IT exposure. We are dedicated to instill and inspire confidence in our students to face the job interviews and to prepare them for the industry right from day one of their job. To achieve our goal, not only do we provide excellent technical training but also we insist our students to go through personality development programs to help them enhance their communication skills. With the help of expert faculties with enriched industrial experience and industry oriented curriculum, we help our students to learn the technology for certifications and know the industry beforehand in order to gain confidence for interviews. Our Excellent placement record has proved this strategy to be very successful.The topics covered in this course are: Basics of Computer Architecture and Applications, MS Office, Windows 8 and Mobile Computing Applications, Datacomm, Hardware training, MCSE 2012, CCNA, Exchange Server 2010/13, Information Security & Control, Lotus Domino Server, RHCE & ITIL 2011.
Duration: 15 Months
Programme Eligibility:Students should have appeared for, or cleared Class 12; or currently be in 1st year/2nd year of college in any stream.
Admission Process: Admission to this programme will be on the basis of an English test taken by the applicant at our Center.
¿Cómo gestionar tu marca personal?
¿Qué significa ser visible?
Personal Branding ¿Cómo surge?
Personal Branding. Una necesidad actual
Personal Branding ¿Qué es?
Ventajas de gestionar tu marca personal
Personal Branding Plan
Comunica tu marca personal: online y offline
Blog
LinkedIn
Google+
Twitter
Youtube
Facebook
Pinterest
Instagram
Email Marketing
Plan de contenidos
Monitorización
For the past few years, reading has taken center stage in PD—specifically because this is an area that has been deemed as being one that most of our students struggle with as evidenced by ISAT performance. For the past couple of years, teachers have been exposed to the concept of Reading Across the Curriculum. At first, Haugan received PD from an outside consultant and then last year, most of our PD was delivered on-site by our Master Teachers. This year, we are going full force with Reading Across the Curriculum and marrying it to the Differentiation concept—Haugan personnel will be the driving force behind the initiative; in terms of providing all PD ourselves. So far, we have delivered 4 PowerPoint presentations that have some type of literacy/differentiation element embedded into it: Ex: 1. Formative Assessment; 2. Word Maps to Build Comprehension; 3. Summarizing; and 4. Differentiation.
Formative Assessment ppt: The idea behind this PD session was to expose teachers to techniques that they can implement in any one of the different content-areas that would allow them to frequently monitor students’ understanding. Research has shown that it is through these constant ‘checks for understanding’ that teachers are better able to adjust their instruction to maximize learning. Through formative assessment, teachers are able to cater to students’ individual needs; this is a huge concept behind differentiation.
The second keynote I delivered at #eas14 continued the theme of Brookfield's lenses of reflection, but this time focussed on Assessment Analytics. The two examples identified were from the LIFTUPP project at Liverpool's Dental School, as well as a pilot from Liverpool's Medical School in using data from Turnitin and Grademark to analyse staff and student performance in written assignments.
Triangulating TEL: What's happening; what do students want; and what do staff...Peter Reed
This presentation shares data from a three phase audit that has taken place across the Faculty of Health and Life Sciences at the University of Liverpool. The audit covered the topics of VLE minimum standards; online submission, marking and feedback; and lecture capture.
Presentation of work around VLE Minimum Standards at the North West ALT SIG (...Peter Reed
Presentation of work around VLE Minimum Standards at the North West ALT SIG (7/5/14)
Work covers data captured from across the sector in relation to subscription to minimum standards, as well as internal research and progress/practice at the University of Liverpool
Introduction to Open Education (& OER), including Creative Commons.
This presentation was made at a Learning & Teaching Forum focussing on MOOCs at the University of Liverpool
Presentation at ALT-C 2012 (Manchester).
Questions whether the open content movement has reached mainstream adoption in the UK, in light od Horizon Report suggestions in 2010. Also questions the sustainability of the movement in light of current barriers and challenges.
Awareness, Attitudes and Participation with the Open Content MovementPeter Reed
Pecha Kucha presentation at ALT-C 2012 (Manchester).
Discusses research around awareness, attitudes and actual participation with the Open Content Movement.
This Innovative Practice session introduces learners on the PGCert at Edge Hill to notions of technology enhanced learning, and encourages participants to reflect and action plan to enhance their future practice.
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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
8. AM I CRITICALLY REFLETIVE?
SELF
REFLECTION
STUDENTS LITERATURE
PEERS
PROGRAMME SYSTEM(S)
9. STUDENTS
A BIGGER PICTURE…
THE
INSTITUTION
RECRUITMENT
& RETENTION
NSS as driver
for change
What can we do to improve the student experience?
Is there a danger in using the NSS as a driver for change?
12. SYSTEMS & ‘THE SYSTEM’
STUDENT AS
PRODUCER != TRADITIONAL
COURSEWORK
RECEIPTING
We're operating in a world in which the rules and
processes we have were not invented for
‘Practice remains stubbornly resistant to change’
(JISC, 2012)
18. TECHNOLOGY & THE LIFECYCLE
EFFICIENCY
ENHANCEMENT
TRANSFORMATION
SPECIFYING
SETTING
SUPPORTING
SUBMITTING
MARKING & FEEDBACK
RECORDING GRADES
REFLECTING
Very modular?
19. CONSEQUENTIAL VALIDITY
"Students experience the interaction effects of one form of
assessment on another. In any given month they may have to
complete ten assessment tasks, in another month only one. The ways
in which they approach each of these will be influenced by the others.
A task which is intrinsically interesting and which may be approached
meaningfully at any other time may be given short shrift when it is
located among a thicket of examinations.
Very little attention has been given to the compounding effects of
assessment even when we know that it is the total array of demands
in a given period which influences how each one is tackled.”
(Boud p3, in Knight 1995)
20. ASSESSMENT TIMELINES
What does assessment
look like through the
student lens? As a whole?
What do you see?
Represents high stakes assessments
Represents medium stakes assessment
Represents low stakes assessments
Week 3 6 9 12
Week 3 6 9 12
Week 3 6 9 12
Week 3 6 9 12
24. ASSESSMENT TIMELINES
Strategic planning of
summative assessments
(ESCAPE Project,
Hertfordshire)
JISC Design Studio on
Transforming A&F
Week 3 6 9 12
Traditional summative assessments at the end of module
Week 3 6 9 12
Split one high stakes summative into two medium
stakes assessments & low stakes
Week 3 6 9 12
Continuous or low stakes assessments throughout
Represents high stakes assessments
Represents medium stakes assessment
Represents low stakes assessments
26. ASSESSMENT TIMELINES
Represents summative assessments
10 13 16 22 24 26 29 30 39 43
YEAR 1
WRITTEN EXAM
2 X 1.5 HR PAPERS
RESEARCH &
SCHOLARSHIP
OSCE
RESEARCH &
SCHOLARSHIP
RESIT
WRITTEN EXAM
2 X 1.5 HR PAPERS
4 8 13 21 26 31 34 38 43 45 49
YEAR 2
Represents online formative assessments
Represents re-sit opportunity
RESIT
What things pop out at you?
27. ASSESSMENT TIMELINES
SELF
REFLECTION
STUDENTS LITERATURE PEERS
GOOD PRACTICE LOST STUDENT WORKLOAD
PROGRAMME SYSTEM(S)
GOOD PRACTICE LOST
WEIGHTINGS & FORMATS
IMPACT ON PROCESSES
FEED-FORWARD
LANGUAGE
SYSTEM PERFORMANCE
TESTA Project @ Dundee
29. ONE MORE THING
‘Learning analytics’
‘refers to the interpretation of a wide range of data
produced by and gathered on behalf of students in
order to assess academic progress, predict future
performance, and spot potential issues’ (L. Johnson,
Smith, Willis, Levine, & Haywood, 2011).
30. ONE MORE THING
“Assessment analytics offers the potential for
student attainment to be measured across time, in
comparison with individual students’ starting points
(ipsative development), with their peers and/or
against benchmarks or standards” (Ellis, 2013, p.
663).
32. ONE MORE THING
Ahead of Mark’s keynote, consider:
• How/what might we analyse?
• Reflect through the student lens - ethical issues
your data being analysed?
• Staff lens – what about your data?
• How might we use data to inform future
practice?
Editor's Notes
This perspective calls for us to look at the profile of assessment as students see it - through their lens or from their point of view. The total experience as a whole. I was talking about this very issue with a colleague last year and we spoke about visualising what a student’s assessment profile might look like. I was half way through visualising our medical programme when I came across some other work that already existed around visualising timelines from the ESCAPE Project at Hertfordshire. This gave me some inspiration in my diagrams.
So what we might typically or traditionally see, is for one module, high stakes assessment bunched up at the end of the module. When we consider what else is happening, we realise that students are studying 4 modules at a time, all of which might be assessed in similar ways at similar times.What is the consequential validity here? Which assignments do students spend more time on? What is their experience like in these few weeks?
The point of this is that we can, with a little effort, produce an assessment profile - a birds eye view of a programme which we can use to see the wider impact of assessment, because there are many factors at play.
I’m going to ask you another question - when you see this what is the first thing that comes to mind - any volunteers?:
There are a number of things that pop out for me:
* impact of assessment on student workload - we go back to that point about students having 10 pieces in one month, and none in other months.
Or the point that some really good assessment practice can be swallowed up in the midst of other high stakes assessment. We can then use this to shift timings more efficiently
* Gives us the opportunity to look in more depth about how we’re assessing students - weightings and formats - encourage breaking down high stakes assessment into lower stakes assessment.
* if we are in the paper world, impact of assessment on admin processes to manage this assessment - collecting papers and distributing?
* reliance on system performance to manage - scheduling upgrades, etc, etc.
* potential for feed-forward. Typically we only consider feed-forward on a modular basis. On a very basic level at this programme view - if students are all submitting essays at the end of the module, they could be making fundamental errors which will be reflected across all assignments. Referencing for example. Or the structure itself. Taking this view might amend timings which can enable greater feed forward.
* What about the language we use when communicating with students around assessments? Do they know what formative and summative even mean? Does the use of High Stakes scare them? Does low stakes mean it’s not important? So this is another huge area that we need to think about.
Many programme leaders might already have a spreadsheet or a table with much of this data. Why shouldn’t a clear picture like this be given to students on day 1 so they can see this? I wonder what students would do or could do with this information so easily available. How might they adapt their learning strategies. How might they change their own plans around this view? I think there are a lot of aspects that would come to the fore if we were more open in this regard.
I blogged some of this work and Simon Walker from Greenwich pointed me to a tool they had developed to help visualise this - https://sites.google.com/site/mapmyprogramme/home
So before I finish up for this presentation I just want to summarise.
I’ve emphasised the role of reflection in our everyday practice – aided by Brookfields lenses. I believe this approach can help us re-engineer assessment practices from the ground up, rather than piecemeal approaches to attempting to raise standards.
And we need to consider the holistic bigger picture in assessment to think about the impact on students as well as the impact on other stakeholders in the assessment lifecycle.
As we rely more heavily on systems, whether it’s the VLE or other tool to support learning, teaching and assessment, there is a lot of data being captured, which until recently has lay rather dormant. The concept of learning analytics refers to the zeitgeist of big data and analysing that data to uncover past experiences and/or shape future practice.