Laguardia Assessment and ePortfolio for 5.6.11
•
0 likes•226 views
The document discusses outcomes assessment and the use of ePortfolios at LaGuardia Community College. It describes how assessment is designed to evaluate institutional effectiveness, student growth over time, and student achievement of programmatic and general education competencies. Assessment involves reviewing student work samples from ePortfolios using developed rubrics, with results returned to programs to inform steps for improvement. The process engages an Assessment Leadership Team, administrators, faculty, program directors, faculty who work with students on competencies and portfolios, and students who deposit work for assessment.
Report
Share
Report
Share
Recommended
Networked Learning Communities: School Improvement for Educational Leaders
Networks and professional learning communities of teachers, principals, schools, and even districts have become a common method in education for trying to sustain change in practice. Although there are many positive characteristics that are attributed to networks, there is limited direct investigation of how networks operate and how they can be purposefully and strategically constructed for school improvement and effectiveness.
Using ExamSoft to Evaluate NCLEX Test Plan Success
Presented by: Teresa Darnall, Assistant Dean, Lees-McRae College, May School of Nursing and Health Sciences
Undergraduate nursing educators utilize a variety of tools to evaluate achievement of student competencies in the NCLEX Test Plan categories. In this webinar, Dr. Darnall will review the quality improvement method developed in her school of nursing to drive faculty accountability in testing the course content, evaluation of data from course examinations, and how to utilize this data in quality improvement activities.
Evaluation checklist%20group%203
The document discusses an evaluability assessment of Classworks, an educational software program used in grades K-8. It finds that:
1) There is no contractual requirement for evaluation but the program warrants formal evaluation to determine its effectiveness.
2) Stakeholders agree on the goals of improving student achievement in math and language arts using Classworks.
3) The proposed evaluation is feasible using existing human and fiscal resources from the school system, including Classworks data and stakeholder interviews.
Georgia's Professional Teaching Expectations & Evaluations
Answers to the questions about what Professional Teaching Expectations & Evaluations are in the State of Georgia
Quality Evaluation of the Higher Education Programmes
Quality Evaluation of the Higher Education Programmes
David Bañeres, Laura Porta, Teresa Romeu, Montse Serra
1st International Workshop on Technology-Enhanced Assessment, Analytics and Feedback (TEAAF2014)
Commish Review Team Recs To Admin
The document summarizes findings from a commissioner's review of an education system. It identifies deficiencies in curriculum alignment, access and fairness, and data usage. It recommends developing a district-wide data policy to determine data collection, responsibilities, and review processes. It also recommends a professional development plan including training on examining student work, universal design, rubrics, and aligning curricula to standards using data.
Implementation of odesseyware
The document outlines a plan to implement an online intervention program called Odesseyware to remediate students in identified academic areas. Teachers will be trained on administering benchmark assessments, analyzing assessment data to identify student weaknesses, and using the data to drive instruction. The training will involve introductory sessions, breakout groups for application and practice, and ongoing support throughout the year. Effectiveness will be evaluated based on teachers' ability to develop benchmarks, analyze student performance data, and implement targeted instruction based on results.
K marvel week 6 leadership academy
This document outlines the application of Kirkpatrick's four-level evaluation model to assess the effectiveness of a leadership academy program for afterschool activity coordinators. The levels include: reaction (participant satisfaction), learning (knowledge gained), behavior (job performance), and results (organizational outcomes). Data is collected at each level, including surveys, observations, portfolios. Evaluation found the program improved staff retention, promotions, and student outcomes, leading the organization to continue and expand the leadership academy.
Recommended
Networked Learning Communities: School Improvement for Educational Leaders
Networks and professional learning communities of teachers, principals, schools, and even districts have become a common method in education for trying to sustain change in practice. Although there are many positive characteristics that are attributed to networks, there is limited direct investigation of how networks operate and how they can be purposefully and strategically constructed for school improvement and effectiveness.
Using ExamSoft to Evaluate NCLEX Test Plan Success
Presented by: Teresa Darnall, Assistant Dean, Lees-McRae College, May School of Nursing and Health Sciences
Undergraduate nursing educators utilize a variety of tools to evaluate achievement of student competencies in the NCLEX Test Plan categories. In this webinar, Dr. Darnall will review the quality improvement method developed in her school of nursing to drive faculty accountability in testing the course content, evaluation of data from course examinations, and how to utilize this data in quality improvement activities.
Evaluation checklist%20group%203
The document discusses an evaluability assessment of Classworks, an educational software program used in grades K-8. It finds that:
1) There is no contractual requirement for evaluation but the program warrants formal evaluation to determine its effectiveness.
2) Stakeholders agree on the goals of improving student achievement in math and language arts using Classworks.
3) The proposed evaluation is feasible using existing human and fiscal resources from the school system, including Classworks data and stakeholder interviews.
Georgia's Professional Teaching Expectations & Evaluations
Answers to the questions about what Professional Teaching Expectations & Evaluations are in the State of Georgia
Quality Evaluation of the Higher Education Programmes
Quality Evaluation of the Higher Education Programmes
David Bañeres, Laura Porta, Teresa Romeu, Montse Serra
1st International Workshop on Technology-Enhanced Assessment, Analytics and Feedback (TEAAF2014)
Commish Review Team Recs To Admin
The document summarizes findings from a commissioner's review of an education system. It identifies deficiencies in curriculum alignment, access and fairness, and data usage. It recommends developing a district-wide data policy to determine data collection, responsibilities, and review processes. It also recommends a professional development plan including training on examining student work, universal design, rubrics, and aligning curricula to standards using data.
Implementation of odesseyware
The document outlines a plan to implement an online intervention program called Odesseyware to remediate students in identified academic areas. Teachers will be trained on administering benchmark assessments, analyzing assessment data to identify student weaknesses, and using the data to drive instruction. The training will involve introductory sessions, breakout groups for application and practice, and ongoing support throughout the year. Effectiveness will be evaluated based on teachers' ability to develop benchmarks, analyze student performance data, and implement targeted instruction based on results.
K marvel week 6 leadership academy
This document outlines the application of Kirkpatrick's four-level evaluation model to assess the effectiveness of a leadership academy program for afterschool activity coordinators. The levels include: reaction (participant satisfaction), learning (knowledge gained), behavior (job performance), and results (organizational outcomes). Data is collected at each level, including surveys, observations, portfolios. Evaluation found the program improved staff retention, promotions, and student outcomes, leading the organization to continue and expand the leadership academy.
Driving Digital Fluency, Kirsty Tonks, Shireland October 2013
This document outlines plans to drive digital fluency across an academy. It discusses refining appraisal and CPD processes to improve teaching quality, developing competencies in the curriculum, implementing flipped classroom methodology, and enhancing student support services. Metrics like homework completion rates and use of digital tools will evaluate progress. Leadership will conduct explicit monitoring of technology use through lesson observations, planning reviews, and monitoring key projects. The academy's Literacy for Life curriculum and collapsed timetable days reinforce digital literacy. Case studies show the positive impact of programs like the iFamilies project that use technology to engage families.
Assessing Quality in Online Courses
The document provides guidelines for developing online courses. It discusses ensuring that courses have clear and measurable outcomes aligned with real-world skills. It also addresses ensuring appropriate interaction, assessment, technologies, and resources. Courses should be regularly evaluated and improved, and faculty should receive training and support.
Revised introduction to ee power point
The document introduces Shrewsbury Public Schools' new educator evaluation system which is being implemented to comply with Massachusetts state regulations and improve teaching and learning. The new five step evaluation cycle will involve goal setting, observations, feedback, and using measures such as student growth percentiles and surveys to provide an impact rating for educators. The district will pilot the new system with 50% of educators in 2013-2014 and fully implement it for all educators the following year.
Chapter 4 jessica miller
The document discusses how teachers can design lessons and develop curriculum using technology, including identifying learning objectives, understanding by design principles, using various learning assessments like tests and rubrics, and assessing student performance both normatively and based on standards. It also outlines different types of assessments including electronic, performance-based, and standards-based assessments that utilize grading software and student performance rubrics.
Distance Learning Presentation js
The document discusses considerations for establishing an e-learning program at Forest City School District. It identifies reasons for distance learning like flexibility and preparing students for further education. When choosing a program, it recommends ensuring it is accredited, aligned to standards, and taught by certified instructors. It outlines steps to create the program, including hiring teachers, developing curriculum, and student support services. The document discusses policies around academics, technology, students, and other areas. It identifies critical success factors and roles for the distance education coordinator. Potential barriers to online learning are also presented.
Attendance and student performance arp (1)
The document presents research on the relationship between student attendance and academic performance. It finds that students with higher absenteeism, defined as missing 18 or more days of school, performed at lower levels on standardized tests than students who missed 7 or fewer days. Specifically, higher percentages of chronically absent students scored at the novice level in science and social studies assessments compared to their regularly attending peers. The author concludes that attendance impacts student achievement and that the school needs to implement strategies to improve attendance in order to help more students succeed academically.
Iblc10 making an existing assessment more efficient
1. The document describes changes made to a peer assessment process for a university biology laboratory report to make it more efficient.
2. Previously, peer assessment involved in-class paper marking but this resulted in high moderation needs and workload.
3. For 2009-2010, an online system was introduced where students entered marks using a standardized form and completed a web-based reflection questionnaire.
4. The new system saved an estimated 25-30 hours of staff time needed for moderation while still engaging students in peer learning and feedback.
Cognitive, personality and behavioural predictors of academic success in a la...
In recent years there has been growing interest in the use of e-learning tools that are able to adapt to suit the ability levels, needs, or preferences of individual learners. In this project we aim to test the utility of an adaptive e-learning study tool within the context of a large undergraduate Psychology course (approximately 700 students). The study tool and a number of associated summative tests are hosted on the course’s Blackboard Learning Management System. Pilot data indicates that students that use the tool perform significantly better on the summative tests compared to non-users (t[683] = 4.35, p <0.001). We examine the relationship in the context of 1) learning analytics data that can be obtained via Blackboard, and 2) a number of known psychological predictors of academic success.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
Cited evaluating tech
This document discusses evaluating technology implementation programs in schools. It provides several reasons for evaluating such programs, including determining if the programs are an effective use of funding and if they improve student outcomes. The document also discusses what can happen if programs are not evaluated, such as an inability to show what is and is not working. It then offers guidance on developing an evaluation plan, including determining the program purpose and goals and identifying measurable indicators and data sources. An example is provided of evaluating a program intended to improve math results for all students. The document introduces the CITEd EdTech Locator tool, which can help schools assess their progress in implementing technology and set goals. It emphasizes that evaluating progress toward goals requires monitoring each stakeholder group.
Proposal presentation
This document proposes the development of an Internship Information System (INTERNIS) to help companies better manage internship programs. It outlines problems with current methods of finding and tracking interns. The proposed system would allow companies to store student information, track performance, and generate reports. It would give administrators, coordinators and students different functionalities. The document discusses the rapid application development methodology that will be used and reviews similar existing systems. It provides hardware and software requirements, data flow diagrams, and a timeline for the project. The goal is to help companies save costs while improving workplace quality and efficiency.
Session 1 e-Learning
The document discusses best practices for organizing e-learning programs based on research. It defines distance education and compares teaching approaches for face-to-face vs distance delivered instruction. Key indicators of quality for mission, curriculum, faculty support, students, sustainability, and evaluation are outlined. Rules of thumb are provided for designing distance courses based on an equivalency theory for achieving similar learning outcomes for distant and local learners.
052908teacher Obsev Site Visit
The document summarizes observations from a site visit to a STARTALK teacher training program in 2008. It addresses content, instructional delivery, materials/technology used, assessment of learning, the learning environment, program administration, and alignment with STARTALK standards. The summary provides an overview of what was observed regarding program implementation and administration, and seeks any additional comments about the site visit.
Using Naviance Data to Drive College & Career Readiness
Using Naviance data can help schools focus on college and career readiness outcomes. Schools should (1) use reports to identify careers and colleges to target, (2) focus on measurable outcomes like increasing the percentage of students attending 4-year colleges, and (3) collect relevant career and college planning data from students through activities and surveys to evaluate progress toward goals. Building a data culture requires collaboration across staff and students to make data-driven decisions that improve student success.
Teacher librarians 3 15 14 to becky
The document discusses Colorado's educator effectiveness evaluation system which was implemented statewide in 2013-2014 according to Senate Bill 10-191. It outlines the core components of the bill including basing 50% of evaluations on student growth and requiring three years of effective ratings for non-probationary status. The structure of evaluations for teachers and principals is described, splitting evaluations evenly between professional practice and student academic growth. Implementation support tools provided by the Colorado Department of Education are also summarized.
Design Process
This document outlines a process to improve the design schedule process. It identifies problems with the current process such as a loss of productivity, information, and quality. Three causes are listed: an ineffective design schedule process, poor communication methods between stakeholders, and a lack of performance measures. Three solutions are proposed: implementing quality improvement processes and measures, creating a family of measures to track metrics, and developing a communication network to address miscommunication. The expected results are increased quality, greater faculty collaboration, utilizing institutional expertise, and increased accountability.
Supporting Initial Teacher Training with e-Portfolio
The presentation introduces the MAPS evidence based assessment e-portfolio system and illsutrates how this has been used within the context of supporting trainee teachers in Initial Teacher Training.
The presentation also includes Jeanette Mills talking about the experience of The Pilgrim Partnership, a provider of Initial Teacher Training in Bedford, who have been using the MAPS solution to support their trainees for the last two years.
2007 MESPA Data-Driven Elementary School Principals
The document discusses the essential elements of data-driven professional learning communities (PLCs) in elementary schools, which include frequent formative assessments, communities rooted in student information, making instructional changes based on data, data safety, transparency, technology, alignment of goals and results, baseline data collection, and measurable instructional goals. It then presents results of a statewide survey of educators in Minnesota that show teachers have less positive views of data-driven decision making (DDDM) activities than administrators and significant percentages of teachers are not engaged with DDDM. The document concludes that state test data is not very useful to teachers and there are clear differences in DDDM continuum between elementary, middle and secondary schools as well as between schools meeting
ABSTRACT
1. This dissertation examined the program evaluation practices of principals and teachers at three high schools in Jamaica. The study found that while participants viewed program evaluation positively, their knowledge and practices did not adequately support formal evaluation.
2. Interviews and observations of principals and teachers involved in three special programs revealed limited understanding of evaluation methodology and minimal use of results.
3. The study concluded that professional development is needed to increase knowledge of program evaluation among school leaders and staff and promote its effective use in school improvement.
Making An Impact
The document outlines best practices for using media and technology in schools based on a program called IMPACT. It finds that IMPACT schools saw significant growth in student test scores and computer use. IMPACT schools also had larger media collections, higher circulation, and more classes visiting their media centers compared to non-IMPACT schools. The document recommends that schools prioritize collaboration between teachers and media/technology staff, provide flexible access to resources, and regularly schedule professional development opportunities to integrate technology into teaching.
HE Course and Module Evaluation Conference - Suzanne Cholerton
HE Course and Module Evaluation Conference - Suzanne Cholerton Association of University Administrators
This document discusses Newcastle University's approach to module evaluation as a tool to improve teaching quality. It provides an overview of the university and the context for module evaluations. It describes the process of implementing online module evaluations across the university using a centralized system with common questions. It discusses challenges engaging both staff and students, and strategies used. It concludes by reflecting on lessons learned and plans for continued improvements.Varsha Agarwalla
Varsha Agarwalla has over 2.5 years of experience in audit and accounting roles. She has performed concurrent audits of treasury processes at State Bank of India and retail transactions at RBS Kolkata branch. She has also conducted internal audits of SBI Securities and ICICI Credit Middle Office Group. Her experience includes verifying accounting, examining expenses and TDS compliance, validating deals and reconciliations, and reviewing policies and regulatory guidelines. Prior to her audit roles, she worked as an article assistant preparing financial statements, tax filings and statutory audits for companies and individuals. She is a qualified CA with expertise in accounting software, financial modeling and analysis.
Pa celso bruno mkt de serviço
O plano de aula aborda o tema do comportamento do consumidor nos serviços, com objetivos de aprimorar o conhecimento sobre como os clientes escolhem, vivenciam e avaliam serviços. A estrutura do conteúdo inclui características de pesquisa e experiência do consumidor, escolha, avaliação pós-experiência e diferenças culturais. Recursos como datashow e computador serão usados e haverá uma avaliação por síntese ao final.
More Related Content
What's hot
Driving Digital Fluency, Kirsty Tonks, Shireland October 2013
This document outlines plans to drive digital fluency across an academy. It discusses refining appraisal and CPD processes to improve teaching quality, developing competencies in the curriculum, implementing flipped classroom methodology, and enhancing student support services. Metrics like homework completion rates and use of digital tools will evaluate progress. Leadership will conduct explicit monitoring of technology use through lesson observations, planning reviews, and monitoring key projects. The academy's Literacy for Life curriculum and collapsed timetable days reinforce digital literacy. Case studies show the positive impact of programs like the iFamilies project that use technology to engage families.
Assessing Quality in Online Courses
The document provides guidelines for developing online courses. It discusses ensuring that courses have clear and measurable outcomes aligned with real-world skills. It also addresses ensuring appropriate interaction, assessment, technologies, and resources. Courses should be regularly evaluated and improved, and faculty should receive training and support.
Revised introduction to ee power point
The document introduces Shrewsbury Public Schools' new educator evaluation system which is being implemented to comply with Massachusetts state regulations and improve teaching and learning. The new five step evaluation cycle will involve goal setting, observations, feedback, and using measures such as student growth percentiles and surveys to provide an impact rating for educators. The district will pilot the new system with 50% of educators in 2013-2014 and fully implement it for all educators the following year.
Chapter 4 jessica miller
The document discusses how teachers can design lessons and develop curriculum using technology, including identifying learning objectives, understanding by design principles, using various learning assessments like tests and rubrics, and assessing student performance both normatively and based on standards. It also outlines different types of assessments including electronic, performance-based, and standards-based assessments that utilize grading software and student performance rubrics.
Distance Learning Presentation js
The document discusses considerations for establishing an e-learning program at Forest City School District. It identifies reasons for distance learning like flexibility and preparing students for further education. When choosing a program, it recommends ensuring it is accredited, aligned to standards, and taught by certified instructors. It outlines steps to create the program, including hiring teachers, developing curriculum, and student support services. The document discusses policies around academics, technology, students, and other areas. It identifies critical success factors and roles for the distance education coordinator. Potential barriers to online learning are also presented.
Attendance and student performance arp (1)
The document presents research on the relationship between student attendance and academic performance. It finds that students with higher absenteeism, defined as missing 18 or more days of school, performed at lower levels on standardized tests than students who missed 7 or fewer days. Specifically, higher percentages of chronically absent students scored at the novice level in science and social studies assessments compared to their regularly attending peers. The author concludes that attendance impacts student achievement and that the school needs to implement strategies to improve attendance in order to help more students succeed academically.
Iblc10 making an existing assessment more efficient
1. The document describes changes made to a peer assessment process for a university biology laboratory report to make it more efficient.
2. Previously, peer assessment involved in-class paper marking but this resulted in high moderation needs and workload.
3. For 2009-2010, an online system was introduced where students entered marks using a standardized form and completed a web-based reflection questionnaire.
4. The new system saved an estimated 25-30 hours of staff time needed for moderation while still engaging students in peer learning and feedback.
Cognitive, personality and behavioural predictors of academic success in a la...
In recent years there has been growing interest in the use of e-learning tools that are able to adapt to suit the ability levels, needs, or preferences of individual learners. In this project we aim to test the utility of an adaptive e-learning study tool within the context of a large undergraduate Psychology course (approximately 700 students). The study tool and a number of associated summative tests are hosted on the course’s Blackboard Learning Management System. Pilot data indicates that students that use the tool perform significantly better on the summative tests compared to non-users (t[683] = 4.35, p <0.001). We examine the relationship in the context of 1) learning analytics data that can be obtained via Blackboard, and 2) a number of known psychological predictors of academic success.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
Cited evaluating tech
This document discusses evaluating technology implementation programs in schools. It provides several reasons for evaluating such programs, including determining if the programs are an effective use of funding and if they improve student outcomes. The document also discusses what can happen if programs are not evaluated, such as an inability to show what is and is not working. It then offers guidance on developing an evaluation plan, including determining the program purpose and goals and identifying measurable indicators and data sources. An example is provided of evaluating a program intended to improve math results for all students. The document introduces the CITEd EdTech Locator tool, which can help schools assess their progress in implementing technology and set goals. It emphasizes that evaluating progress toward goals requires monitoring each stakeholder group.
Proposal presentation
This document proposes the development of an Internship Information System (INTERNIS) to help companies better manage internship programs. It outlines problems with current methods of finding and tracking interns. The proposed system would allow companies to store student information, track performance, and generate reports. It would give administrators, coordinators and students different functionalities. The document discusses the rapid application development methodology that will be used and reviews similar existing systems. It provides hardware and software requirements, data flow diagrams, and a timeline for the project. The goal is to help companies save costs while improving workplace quality and efficiency.
Session 1 e-Learning
The document discusses best practices for organizing e-learning programs based on research. It defines distance education and compares teaching approaches for face-to-face vs distance delivered instruction. Key indicators of quality for mission, curriculum, faculty support, students, sustainability, and evaluation are outlined. Rules of thumb are provided for designing distance courses based on an equivalency theory for achieving similar learning outcomes for distant and local learners.
052908teacher Obsev Site Visit
The document summarizes observations from a site visit to a STARTALK teacher training program in 2008. It addresses content, instructional delivery, materials/technology used, assessment of learning, the learning environment, program administration, and alignment with STARTALK standards. The summary provides an overview of what was observed regarding program implementation and administration, and seeks any additional comments about the site visit.
Using Naviance Data to Drive College & Career Readiness
Using Naviance data can help schools focus on college and career readiness outcomes. Schools should (1) use reports to identify careers and colleges to target, (2) focus on measurable outcomes like increasing the percentage of students attending 4-year colleges, and (3) collect relevant career and college planning data from students through activities and surveys to evaluate progress toward goals. Building a data culture requires collaboration across staff and students to make data-driven decisions that improve student success.
Teacher librarians 3 15 14 to becky
The document discusses Colorado's educator effectiveness evaluation system which was implemented statewide in 2013-2014 according to Senate Bill 10-191. It outlines the core components of the bill including basing 50% of evaluations on student growth and requiring three years of effective ratings for non-probationary status. The structure of evaluations for teachers and principals is described, splitting evaluations evenly between professional practice and student academic growth. Implementation support tools provided by the Colorado Department of Education are also summarized.
Design Process
This document outlines a process to improve the design schedule process. It identifies problems with the current process such as a loss of productivity, information, and quality. Three causes are listed: an ineffective design schedule process, poor communication methods between stakeholders, and a lack of performance measures. Three solutions are proposed: implementing quality improvement processes and measures, creating a family of measures to track metrics, and developing a communication network to address miscommunication. The expected results are increased quality, greater faculty collaboration, utilizing institutional expertise, and increased accountability.
Supporting Initial Teacher Training with e-Portfolio
The presentation introduces the MAPS evidence based assessment e-portfolio system and illsutrates how this has been used within the context of supporting trainee teachers in Initial Teacher Training.
The presentation also includes Jeanette Mills talking about the experience of The Pilgrim Partnership, a provider of Initial Teacher Training in Bedford, who have been using the MAPS solution to support their trainees for the last two years.
2007 MESPA Data-Driven Elementary School Principals
The document discusses the essential elements of data-driven professional learning communities (PLCs) in elementary schools, which include frequent formative assessments, communities rooted in student information, making instructional changes based on data, data safety, transparency, technology, alignment of goals and results, baseline data collection, and measurable instructional goals. It then presents results of a statewide survey of educators in Minnesota that show teachers have less positive views of data-driven decision making (DDDM) activities than administrators and significant percentages of teachers are not engaged with DDDM. The document concludes that state test data is not very useful to teachers and there are clear differences in DDDM continuum between elementary, middle and secondary schools as well as between schools meeting
ABSTRACT
1. This dissertation examined the program evaluation practices of principals and teachers at three high schools in Jamaica. The study found that while participants viewed program evaluation positively, their knowledge and practices did not adequately support formal evaluation.
2. Interviews and observations of principals and teachers involved in three special programs revealed limited understanding of evaluation methodology and minimal use of results.
3. The study concluded that professional development is needed to increase knowledge of program evaluation among school leaders and staff and promote its effective use in school improvement.
Making An Impact
The document outlines best practices for using media and technology in schools based on a program called IMPACT. It finds that IMPACT schools saw significant growth in student test scores and computer use. IMPACT schools also had larger media collections, higher circulation, and more classes visiting their media centers compared to non-IMPACT schools. The document recommends that schools prioritize collaboration between teachers and media/technology staff, provide flexible access to resources, and regularly schedule professional development opportunities to integrate technology into teaching.
HE Course and Module Evaluation Conference - Suzanne Cholerton
HE Course and Module Evaluation Conference - Suzanne Cholerton Association of University Administrators
This document discusses Newcastle University's approach to module evaluation as a tool to improve teaching quality. It provides an overview of the university and the context for module evaluations. It describes the process of implementing online module evaluations across the university using a centralized system with common questions. It discusses challenges engaging both staff and students, and strategies used. It concludes by reflecting on lessons learned and plans for continued improvements.What's hot (20)
Driving Digital Fluency, Kirsty Tonks, Shireland October 2013
Driving Digital Fluency, Kirsty Tonks, Shireland October 2013
Iblc10 making an existing assessment more efficient
Iblc10 making an existing assessment more efficient
Cognitive, personality and behavioural predictors of academic success in a la...
Cognitive, personality and behavioural predictors of academic success in a la...
Using Naviance Data to Drive College & Career Readiness
Using Naviance Data to Drive College & Career Readiness
Supporting Initial Teacher Training with e-Portfolio
Supporting Initial Teacher Training with e-Portfolio
2007 MESPA Data-Driven Elementary School Principals
2007 MESPA Data-Driven Elementary School Principals
HE Course and Module Evaluation Conference - Suzanne Cholerton
HE Course and Module Evaluation Conference - Suzanne Cholerton
Viewers also liked
Varsha Agarwalla
Varsha Agarwalla has over 2.5 years of experience in audit and accounting roles. She has performed concurrent audits of treasury processes at State Bank of India and retail transactions at RBS Kolkata branch. She has also conducted internal audits of SBI Securities and ICICI Credit Middle Office Group. Her experience includes verifying accounting, examining expenses and TDS compliance, validating deals and reconciliations, and reviewing policies and regulatory guidelines. Prior to her audit roles, she worked as an article assistant preparing financial statements, tax filings and statutory audits for companies and individuals. She is a qualified CA with expertise in accounting software, financial modeling and analysis.
Pa celso bruno mkt de serviço
O plano de aula aborda o tema do comportamento do consumidor nos serviços, com objetivos de aprimorar o conhecimento sobre como os clientes escolhem, vivenciam e avaliam serviços. A estrutura do conteúdo inclui características de pesquisa e experiência do consumidor, escolha, avaliação pós-experiência e diferenças culturais. Recursos como datashow e computador serão usados e haverá uma avaliação por síntese ao final.
Medicina
O curso de Medicina tem duração de 6 anos e objetiva a restauração e manutenção da saúde através do tratamento e prevenção de doenças. Nos primeiros anos, os alunos aprendem fundamentos teóricos como Anatomia e Bioquímica, e nos anos seguintes estudam doenças e como elas se manifestam no corpo humano. Além de aulas teóricas, o curso inclui estágios práticos em hospitais.
delaware-school-libraries-master-plan2016
This document presents a master plan for improving school libraries in Delaware. It provides an executive summary that outlines research showing quality school libraries are linked to higher student achievement. The summary also presents findings about the current state of understaffed and underfunded school libraries in Delaware. Ten recommendations are provided to enhance staffing, resources, governance, and accountability of school libraries. The recommendations aim to improve student learning outcomes and performance.
Leonardo Savassi: Medicina Rural
Savassi, LCM. Medicina Rural: o rural e a ruralidade. VI CMMFC. Montes Claros: AMMFC, 2012. [aula][online][disponível em https://sites.google.com/site/gtmedicinarural/home/eventos/vi-cmmfc2012] [acesso em ##/##/20##]
UFMG IAPS
MENEZES, PHC; SAVASSI, LCM; PROCOPIO, IA; LINHARES, RC. Intervention Project in a School of Low Income Children. Wonca World Congress (Rio de Janeiro)
2013 demonstracao pratica ferramentas vd congresso belém final
O documento apresenta duas ferramentas para a prática de visita domiciliar do MFC: 1) Uma escala de classificação de risco familiar que avalia a vulnerabilidade da família com base em sentinelas de risco coletadas na primeira visita domiciliar. 2) Um escore de classificação de risco individual para idosos durante a visita domiciliar. O documento discute os objetivos e demonstra como aplicar as ferramentas, incluindo exemplos. Uma revisão integrativa sobre a escala de risco familiar é apresentada, com relatos de uso da
Tipos de Apresentação
O documento descreve diferentes tipos de apresentações em PowerPoint, incluindo palestras, portfólios, projetos, álbuns de fotos e relatórios. Ele explica como cada tipo de apresentação pode ser estruturado para transmitir informações de forma efetiva ao público-alvo, com o uso de recursos visuais, ritmo e texto claro. O documento também oferece serviços de criação e produção de apresentações PowerPoint profissionais.
Metodologia da Problematização
O documento descreve a metodologia da problematização, que envolve a observação de uma realidade problemática, teorização sobre a causa, formulação de hipóteses de solução e aplicação da solução na prática para transformar a realidade. A metodologia baseia-se no método do arco proposto por Charles Maguerez e cita um livro de Bordenave e Pereira sobre estratégias de ensino-aprendizagem.
Catálogo de curativos e coberturas
Catálogo de curativos e coberturas: auxilia a enfermagem a usar corretamente coberturas e auxília farmacêuticos a comprarem e receberem estes materiais pelo portal de compras SIAD.
Aula Centro Cirúrgico 01 - Introdução e Equipe
Curso ministrado em 2009 sobre Enfermagem em Centro Cirúrgico.
Aula 01: Introdução e Equipe do Centro Cirúrgico.
Público-alvo: técnicos e auxiliares de enfermagem.
Viewers also liked (18)
2013 demonstracao pratica ferramentas vd congresso belém final
2013 demonstracao pratica ferramentas vd congresso belém final
Similar to Laguardia Assessment and ePortfolio for 5.6.11
015092579.pdf
This document discusses assessment and its role in the learning college. It provides 10 guiding principles for assessment in the learning college, including that assessment should be driven by college values, have long-term commitment and faculty leadership, clearly define learning outcomes, use sound research methods, and link to college planning. Assessment results should be used by faculty to improve learning. Overall, the document advocates for student outcomes assessment as a way to place learning at the center of the academic program and student experience in the learning college.
Curriculum mapping implementation rubric
The document describes the process of implementing curriculum mapping in schools from the initial pre-mapping stage to a fully operational mapping process. It discusses five key aspects of implementation: 1) student learning, 2) faculty and administrative planning, 3) curriculum development, 4) curriculum mapping entries, and 5) joint decision making. At each successive stage, the collaboration between faculty and administration increases, decisions are increasingly data-driven, standards are more fully integrated, and the curriculum becomes more aligned both within and across subjects and grades.
Designing Global Performance-Based Assessment Tasks
This document discusses the Graduation Portfolio System, which is a performance-based assessment approach that leads students to demonstrate college readiness and global competence through portfolios of their work. The system is centered around performance outcomes aligned to common core standards in six subject areas. Teachers design assessment tasks using a template that incorporates the performance outcomes and rubrics. Students then complete sample tasks like a visual montage assignment reflecting on human nature, and teachers can identify which domains and globally-focused features the tasks address using a performance outcomes worksheet. The system is meant to be an ongoing cycle that improves students' and teachers' work across the curriculum.
Report 5
This document discusses assessment in education. It defines assessment as a systematic process of gathering data on student learning and using it to understand what students know and can do. The goal is to continuously improve student learning outcomes. Effective assessment involves measuring intended learning outcomes, analyzing results, and making changes to instruction or programs based on those results. Assessment should be integrated into daily learning rather than just tests. The document discusses different types of assessment like classroom, performance, portfolios, and rubrics. It also outlines considerations for choosing assessment methods and the importance of assessment for students, teachers, and other stakeholders.
Wsu District Capacity Of Well Crafted District Wide System Of Support
The document discusses the importance of leadership and data in building an effective district-wide system of support for student and staff success. It provides several key components of an effective district system including leadership focused on instructional improvement, aligning policies to support improvement goals, providing teacher learning resources, and using data to drive decisions. The "Data Wise" process of using data to improve teaching and learning is described. Districts should set up data systems, create incentives, support new skills, and find time to model data-driven work. High-performing schools frequently monitor learning, have high standards, collaborate, align curriculum and assessments, and involve families and communities. Multiple measures should be used to understand student performance.
Role on standarized and non standarized test in guidance on counseling
Standardized and non-standardized tests can both be used to develop student profiles and provide guidance. Standardized tests assess student achievement against a benchmark and allow comparisons between students. They are limited in describing individual student needs. Non-standardized tests like portfolios, interviews, and projects are created by teachers and better measure individual performance and learning. Both types of tests can be used for accountability if they inform teaching and show student progress over time.
A Comparative Study Of Competency-Based Courses Demonstrating A Potential Mea...
This study evaluated the effectiveness of a rubric for assessing competency-based course design and student success in an undergraduate program. The rubric was used to evaluate 12 new competency-based courses in the program. The results showed a correlation between high-scoring courses on the rubric and higher student assessment scores, suggesting the rubric is effective in evaluating course quality and predicting student success. The study recommends focusing on active student learning, increased mentor support and feedback, and opportunities to practice skills to improve course design.
Summative Evaluation
Topic: Summative Evaluation
Student Name: Akhtiar Ali
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
Evaluating the guidance program
The document discusses the importance of evaluating guidance programs. Evaluation is defined as determining the value and effectiveness of a program by measuring outcomes and processes. Evaluations are important for improving programs, verifying practices, identifying effective and ineffective components, and providing accountability information. Evaluation results should be used by counselors, administrators, and policy-makers to make modifications to programs and allocate resources.
Test Development and Evaluation
This document discusses evaluating student progress. It begins by outlining the objectives of the unit, which are to define evaluation, describe methods of measuring student progress, analyze the need for evaluation, and discuss tools and using evaluation for instructional feedback. It then covers key concepts around evaluation including defining it as a systematic process of collecting and analyzing data to make decisions. It also discusses using both informal and formal evaluation for different purposes like informing teaching and judging student achievement. Overall, the document emphasizes that evaluation is an important part of the educational process that can provide feedback to improve instruction and measure student learning.
Ldp presentation -assessment
This presentation provides an introduction to assessment for a leadership development program. It defines assessment and differentiates between formative and summative assessment. It outlines the Higher Learning Commission's criteria for assessing student learning, including having clear learning goals and using direct and indirect measures. It discusses Northern Arizona University's assessment processes and its work with the HLC Academy for the Assessment of Student Learning to improve assessment practices across campus. Upcoming revisions to program assessment plans and a new assessment software system are also mentioned.
National university assessment process
This document summarizes National University's assessment plan and processes. It describes the purpose of assessment as ensuring evidence-based decision making and high quality programs and graduates. Key aspects of the assessment plan include identifying program learning outcomes, using both direct and indirect measures to assess student learning, analyzing assessment data, and implementing improvements based on findings. Signature assignments are used across courses and programs to directly assess student work, and rubrics help ensure consistent and reliable evaluation. The goal is to close the assessment loop by reflecting on results and implementing recommended changes.
CityU Air forum 2013
Sabrina Crawford, the (former) VP of Institutional Effectiveness and Dr. Laura Williamson, the Director of the MBA program presented at the Association for Institutional Research (AIR) annual conference May 20, 2013. The AIR Forum is the world’s largest gathering of higher-education professionals working in institutional research, assessment, planning and related post-secondary education fields. The conference included presentations by colleagues representing all sectors of higher education and an exhibit hall that featured the latest tools and resources to support data use for decision making.
City University of Seattle created a program assessment process that utilizes Folio180’s ePortfolio to gather and track both formative feedback and summative analysis of student learning directly related to achievement of program learning outcomes. Sabrina and Laura presented on the utilization of Folio180, program assessment, and the data collection process as well as initial MBA program results.
Students Evaluation and Examination Methods
The document discusses key concepts related to teaching, learning, and assessment. It provides definitions and explanations of important terms like objectives, outcomes, assessment, evaluation, formative and summative assessment, and direct and indirect assessment methods. It emphasizes that the primary purpose of assessment is to improve student learning and that assessment should be connected to learning objectives and used to evaluate and enhance teaching, learning, and programs.
Course Evaluation
This document discusses different approaches to evaluating educational courses and programs. It describes product-oriented, static-characteristic, process-oriented, and decision-facilitation approaches. It also discusses the dimensions of evaluation, including formative vs summative, process vs product, and quantitative vs qualitative. Formative evaluation aims to improve a curriculum during development, while summative evaluates success after completion. Process evaluation focuses on program workings, and product evaluates goal achievement. Quantitative data are numbers, while qualitative are more holistic observations.
Ddim
This document summarizes research conducted on a grant program to develop leadership skills for principals and aspiring principals. The research examined how well schools sustained changes implemented through the program. It found that sustainability means either continuing practices unchanged or evolving them based on new contexts. Facilitators of sustainability included staff participation and leadership support, while barriers included turnover and lack of commitment. The research concluded sustainability results from faithful implementation with ongoing adjustment. It identified ten elements that support sustainability, such as a clear vision, monitoring progress, and aligning resources.
Module 2 Application
The document discusses monitoring a school literacy program through ongoing research and assessment. It proposes the following steps:
1) Gathering data on student achievement and teacher practices systematically to identify strengths and weaknesses in the literacy program.
2) Analyzing the collected data to evaluate various components of the literacy program and how well they support student learning.
3) Developing and implementing action plans based on the findings to improve parts of the program that need enhancement, thus continuing the cycle of monitoring.
The goal is to use research-based monitoring strategies to ensure continuous literacy growth for students.
Using Data
This randomized controlled trial evaluated the efficacy of the Using Data program in improving teacher practices and student achievement in mathematics. Sixty schools were randomly assigned to treatment and control conditions. The study found that after one year, teachers in the treatment schools reported more frequent data use, greater data literacy, and more positive attitudes towards using data compared to the control teachers. For students, no overall effect was found after two years. However, students of teachers in the lowest performing schools at baseline who received the intervention showed moderate improvements in mathematics achievement. The study provides preliminary evidence that the Using Data program can improve teacher practices and student outcomes in high-needs schools.
Mosunich Resume 2016
Daniel Mosunich has over 30 years of experience in K-12 education as a teacher, principal, and district administrator in California. He currently serves as the Director of Assessment, Accountability, and Program Development for the Atascadero Unified School District, where he leads the implementation of common core standards, assessment programs, and data-driven processes to improve student outcomes. Mosunich has a passion for strengthening learning for all students, especially traditionally underachieving groups, through vision, professional development, and evidence-based decision making.
Educational assessment
The document discusses educational assessments in nursing education. It defines formative and summative assessments and describes their purposes, characteristics, uses, advantages, and disadvantages. Formative assessments are ongoing evaluations used to provide feedback and guide student learning, while summative assessments evaluate learning at the end of a period. The document also covers internal assessments conducted by teachers and external assessments from outside examiners. Overall, it provides a comprehensive overview of different assessment types and principles for nursing education.
Similar to Laguardia Assessment and ePortfolio for 5.6.11 (20)
Designing Global Performance-Based Assessment Tasks
Designing Global Performance-Based Assessment Tasks
Wsu District Capacity Of Well Crafted District Wide System Of Support
Wsu District Capacity Of Well Crafted District Wide System Of Support
Role on standarized and non standarized test in guidance on counseling
Role on standarized and non standarized test in guidance on counseling
A Comparative Study Of Competency-Based Courses Demonstrating A Potential Mea...
A Comparative Study Of Competency-Based Courses Demonstrating A Potential Mea...
More from making_connections
Mville c2 l faculty development presentation spring 2011
The document evaluates faculty development practices at Johnson and Wales University. It discusses how JWU emphasizes cross-disciplinary faculty development and pedagogical learning through introducing the DEAL model of critical reflection. The DEAL model provides a framework for faculty to objectively describe experiences, examine them using learning goals, and articulate what was learned. The effectiveness of these practices is seen in the development of trust and learning community among faculty through open discussion.
Facutly development observations - spring 2011
This document summarizes discussions from a forum on faculty development for integrative eportfolios. It outlines several themes discussed, including adoption versus transformation, local versus institutional implementation, and improving faculty teaching versus student learning. Additional themes highlighted trust, redesigning systems holistically, and shifting ownership from support-driven to faculty-driven. The document also lists examples of support structures provided at different institutions, such as workshops, consulting, mentorship, and student assistance. It concludes by posing questions about prioritizing student learning in faculty development, measuring success, and next steps.
C2 l reflective pedagogy spring 2011
The document discusses reflective practice and its importance in learning. It provides insights from scholars on reflection and how it enables meaning making from experiences. Reflection is seen as crucial for connecting experiences and knowledge. The document also outlines John Dewey's criteria for effective reflection, including reflection as connection, systematic/disciplined practice, social pedagogy, and personal growth. Examples of reflective practices from various institutions are presented, highlighting elements like scaffolding, iteration, and facilitating social feedback. The purpose is to examine reflective practices and identify portable elements that could work across disciplines.
C2 l faculty development presentation by salt lake cc spring 2011
SPS plans a series of three linked faculty development sessions in July focused on reflection and producing assignments for fall courses. This raises the question of whether three sessions are enough. Rutgers plans three learning communities around environmental themes, merging sciences, social justice, and women and creativity. This impresses with its integrated approach but raises questions about student work and themes. Suggestions are made for both institutions around future evidence gathering and strengthening practices.
C2 l faculty development presentation by nwcc spring 2011
The document discusses faculty development practices at Pace University and Norwalk Community College focused on ePortfolio implementation. Both schools use a cohort model of 10-15 faculty across disciplines. Pace meets faculty in "Teaching Circles" over three sessions to introduce, exchange ideas on, and plan ePortfolio use. Norwalk holds introductory workshops to generate faculty enthusiasm and understanding of ePortfolios. The discussion highlights collaborative learning opportunities and questions about connecting theory and practice. Evidence of faculty finding the programs worthwhile suggests effectiveness.
2012.06.25 c2 l fall spring survey v3
The document summarizes preliminary findings from the Connect to Learning (C2L) Core Student Survey administered in Fall 2011 and Spring 2012. It provides an overview of the survey, describes the respondent demographics, and presents frequency distributions of selected survey items related to attitudes towards ePortfolios. It also analyzes scales measuring faculty and peer feedback, and their relationship to integrative learning outcomes and students' personalization of their ePortfolios. The document concludes by discussing implications and identifying next steps to improve the survey and guide future C2L research efforts.
C2 l model of ePortfolio practices
This document presents a national developmental model for successful ePortfolio practice from the Center for Teaching and Learning (C2L). The model examines ePortfolio projects from four perspectives: integrative and social pedagogy; digital technology; outcomes assessment; and scaling implementation. For each perspective, it identifies key questions and strategies for students, faculty/staff, programs, and institutional support. The goal is to provide guidance for institutions on strategies, principles and practices that contribute to effective ePortfolio implementation across these levels.
Virginia Tech FYE and ePortfolio
Virginia Tech's First Year Experiences program supports first-year students through various pathways and programs. It began as an accreditation expectation and aims to provide a collaborative, discipline-based environment using e-portfolios and assessments. Key elements include collaborative learning, institutional commitments, discipline-focused curriculum, and assessments aligned with essential learning outcomes. The program involves various faculty, departments, and partners across campus to provide customized instruction and support through initiatives like peer mentoring, first-year seminars, and academic advising. Assessment data shows the program helps with student transition, retention, and career preparation by developing skills like problem-solving and critical thinking.
QBCC freshman academies using ePortfolio to enhance the freshman experience
QBCC freshman academies using ePortfolio to enhance the freshman experience
Lehman College
The document discusses the Freshman Year Initiative (FYI) at Lehman College which includes block scheduling for incoming freshmen. It focuses on the Freshman Seminar course which aims to help students adjust to college and introduces them to liberal arts. The document discusses using Long Range Academic Planning (LRAP) and ePortfolios in the Freshman Seminar to help students plan their academic programs and develop skills. It provides details on templates and assessments of using ePortfolios in the first semester Freshman Seminar courses.
Bronx Community College
The document discusses redesigning the First Year Seminar course at Bronx Community College. It notes many students require remediation and have additional challenges like low income, family responsibilities, and being the first in their family to attend college. The redesign aims to facilitate student success, efficient course taking, and graduation by providing academic and social supports through the seminar. It involves collaborating across departments, training faculty, and integrating ePortfolios to promote student engagement, learning outcomes, self-assessment, and a cohesive first year experience.
Sociology and History
The document discusses ideas for improving writing skills, critical thinking skills, and cross-disciplinary knowledge at both the local college (LC) and broader cross-campus (BCC) levels. It also presents ideas for using ePortfolios to showcase student work, share resources, and facilitate faculty involvement. Finally, it considers how to better facilitate transfer between the LC and BCC, such as through course equivalencies and establishing expectations at receiving institutions.
Natural sciences
The document discusses competencies and expectations for students including critical thinking, global awareness, and information literacy. It then outlines how ePortfolios can help faculty gain insight into students, support collaboration and self-reflection, and showcase accomplishments. The document also notes ePortfolios should articulate career goals and transfer needs, include research components, and enable seamless transfer between institutions. Moving forward, it suggests using ePortfolios for assessment, showcasing success stories, and maintaining discussion around ePortfolio projects.
English
This document discusses the use of ePortfolios to help students develop writing and research skills. It suggests that ePortfolios can help students write for specific audiences using appropriate styles, make their work visible beyond the classroom, and connect with audiences using multimedia. The document also proposes sharing ePortfolios across CUNY campuses to build bridges between community colleges and senior colleges.
Education
This document discusses recommendations for improving transfer connections between community colleges and 4-year institutions. It emphasizes establishing common educational expectations across sectors, developing career awareness resources for students, and identifying liaisons and advisors to facilitate sharing of information and continued communication between institutions to promote student success and transfer.
Business
The document discusses expectations and uses of ePortfolios at two-year and four-year schools, including building self-confidence, critical thinking, and technological literacy. It recommends using ePortfolios for mentoring between campuses, student orientation, setting goals in introductory classes, reflection and showcasing in capstone classes, and assessment. It also suggests creating a committee to develop an ePortfolio framework for business and accounting, incorporating ePortfolios into new student orientation and admissions decisions, making ePortfolios a course requirement, and using ePortfolios to help students choose majors and careers with workshops and tutors.
Administators, advisors, coordinators, and mentors
This document discusses the uses of ePortfolios on college campuses, including as a programmatic tool, for advisement, and for weekly communication between students and instructors. It recommends concentrating ePortfolios on advisement and using them to deepen interactions between students and advisors through mentoring. The document also suggests having more cross-campus conversations, creating a transfer map between institutions, and identifying transfer coordinators.
10.14.11
Making Transfer Connections ePortfolio, Peer-Mentoring & Advisement 10.14.11
Cross Campus Workshop:
As a small group, create visual representations of your design on Post-Its (you may use as many as you need). Please write clearly and with LARGE letters, and include all information discussed, including the prompts to be used. Someone from your group should be prepared to present your pages very briefly (1-2 min) to the whole group. We will then use them in the next seminar activity (Campus Team Time).
Transcribed by Huan Li, LaGuardia Community College Student Technology Mentor
Qbcc Assessment and ePortfolio for 5.6.11
This document discusses the use of ePortfolios for outcomes assessment at a community college. It lists key stakeholders involved and notes that ePortfolios are being used across multiple departments, including the Freshman Academy for advisement. General education competencies like critical thinking are the principal focus of assessment using ePortfolios. The document outlines the assessment timeline and process, providing the SWIG program as an example where students anonymously submit de-identified work to assessors for evaluation against rubrics.
More from making_connections (20)
Mville c2 l faculty development presentation spring 2011
Mville c2 l faculty development presentation spring 2011
C2 l faculty development presentation by salt lake cc spring 2011
C2 l faculty development presentation by salt lake cc spring 2011
C2 l faculty development presentation by nwcc spring 2011
C2 l faculty development presentation by nwcc spring 2011
QBCC freshman academies using ePortfolio to enhance the freshman experience
QBCC freshman academies using ePortfolio to enhance the freshman experience
Administators, advisors, coordinators, and mentors
Administators, advisors, coordinators, and mentors
Recently uploaded
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptxMohd Adib Abd Muin, Senior Lecturer at Universiti Utara Malaysia
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Introduction to AI for Nonprofits with Tapp Network
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.
Types of Herbal Cosmetics its standardization.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
A Strategic Approach: GenAI in Education
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.
How to Build a Module in Odoo 17 Using the Scaffold Method
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Manage Your Lost Opportunities in Odoo 17 CRM
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Top five deadliest dog breeds in America
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Advanced Java[Extra Concepts, Not Difficult].docx
This is part 2 of my Java Learning Journey. This contains Hashing, ArrayList, LinkedList, Date and Time Classes, Calendar Class and more.
Main Java[All of the Base Concepts}.docx
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)Academy of Science of South Africa
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...National Information Standards Organization (NISO)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.Hindi varnamala | hindi alphabet PPT.pdf
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Recently uploaded (20)
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Introduction to AI for Nonprofits with Tapp Network
Introduction to AI for Nonprofits with Tapp Network
Pride Month Slides 2024 David Douglas School District
Pride Month Slides 2024 David Douglas School District
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
Digital Artefact 1 - Tiny Home Environmental Design
Digital Artefact 1 - Tiny Home Environmental Design
How to Build a Module in Odoo 17 Using the Scaffold Method
How to Build a Module in Odoo 17 Using the Scaffold Method
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Laguardia Assessment and ePortfolio for 5.6.11
- 1. Outcomes Assessment and ePortfolio Making Transfer Connections LaGuardia Community College May 6th, 2011 Marisa A. Klages, Director of Outcomes Assessment
- 2. Outcomes Assessment at LaGuardia is designed to: Assess institutional effectiveness Assess student growth over time and use resultant data to improve our pedagogies and programs Assess student achievement of programmatic competencies Assess student achievement of general education core competencies
- 3. The Assessment Process As part of Periodic Program Review, a sampling of student work will be reviewed Student work from the ePortfolios will be assessed utilizing the rubrics developed for each core competency Students deposit work from designated courses into the ePortfolio Assessment area. This work is pulled and read against college rubrics by interdisciplinary teams. Eventually, data will be returned to programs for them to figure out what steps to take in consultation with Academic Affairs.
- 4. Who is Involved? Assessment Leadership Team Administrators, Faculty, and student Program Directors Charged with relating assessment information to their colleagues Assessment happens in the major. Have developed grids, implementation plans, general competency assignments, and data collection plans. Faculty On the ground work with students to deposit work and to talk about competencies. Students Responsible for depositing work into the Assessment area of the ePortfolio
- 5. Using the ePortfolio Collect student work Make work accessible to faculty for classroom assessment purposes Making work accessible anonymously to programs for Program Assessment Involve students in the process of reflection self-assessment