This document provides an overview of Module 8 which teaches how to interpret assessment results from language classrooms. After taking the module, participants will be able to identify frameworks to interpret scores, organize and analyze score data using frequency distributions and descriptive statistics, and calculate measures like mode, median, mean, and percentile ranks to understand assessment outcomes. The module also explains how to report scores using rankings and percentiles and how descriptive statistics can help interpret how difficult or easy tests were for most students.
How's Class? Using Informal Early FeedbackLaura Hahn
Informal Early Feedback is a tool instructors can use to survey students about their impressions and start a dialog about teaching and learning in their classrooms.
Understanding Academic Expectations and Academic IntegrityJosh Gellers
In this talk, I explain the nuances of academic expectations and academic integrity in the U.S. context for international students studying abroad in America. Emphasis is placed on resources available at universities and strategies students can employ to meet American academic standards and avoid issues relating to academic dishonesty.
Topics:
1. Grading and Reporting System
2. Statistics
Overview
In this chapter, the assigning of grades to students and how it should be done in relation to
the intended learning outcomes have been achieved and that grading policies of schools must also
be taken into consideration in developing a grading system.
Section Intended Learning Outcome
At the end of this section, you should be able to:
Demonstrate skills in preparing and interpreting grades
Assess the effectiveness of parent-teacher conference as a venue for reporting learner's
performance
Chapter Intended Learning Outcome
At the end of this chapter, you are expected to demonstrate skills in interpreting test results
and reporting of grades.
GRADING SYSTEM
- a system that is used to assess the educational performance of a child which is entirely
based upon points alone
REPORTING SYSTEM
- a process of communicating comprehensive information about students progress and
learning at a point in time
The guiding premises in developing grading and reporting system are provided below:
1. The primary goal of grading and reporting is communication.
2. Grading and reporting are integral parts of the instructional process.
3. Good reporting is based on good evidence.
4. Changes in grading and reporting are best accomplished through the development of a
comprehensive reporting system
In developing and implementing the grading and reporting systems, these premises must be
taken into consideration to have a meaningful output and help in the attainment of the student
learning objectives, to which the assessment objectives cascaded.
K to 12 GRADING OF LEARNING OUTCOMES
The K to 12 assessment is leaner-centered and carefully considers its learning
environment system.
The 21st century skills such as research, analytical/critical, practical and creative are part
of the indicators included in the K to12 assessment.
Both cognitive and non-cognitive skills which includes values, motivation, attitude,
behavior traits, and interpersonal relations are part of the assessment.
Formative assessment (assessment FOR learning) is given importance to ensure learning.
Learners are encourage to take part in the process of self-assessment (assessment AS
learning)
Summative forms of assessment (assessment OF learning) are also part of the curriculum
assessment under the K to 12.
The K to 12 curriculum prescribes that the assessment process should utilize the wide
variety of traditional and authentic assessment tools and techniques for a valid,
reliable, and realistic assessment of learning.
In K to 12 curriculum, assessment will be standards-based to ensure that there is
standardization in teaching and learning. Department of Education (DepEd) issued an order
(DepEd Order No. 31. s. 2012) stating that Assessment will be done in four levels and will be
weighted accordingly.
How's Class? Using Informal Early FeedbackLaura Hahn
Informal Early Feedback is a tool instructors can use to survey students about their impressions and start a dialog about teaching and learning in their classrooms.
Understanding Academic Expectations and Academic IntegrityJosh Gellers
In this talk, I explain the nuances of academic expectations and academic integrity in the U.S. context for international students studying abroad in America. Emphasis is placed on resources available at universities and strategies students can employ to meet American academic standards and avoid issues relating to academic dishonesty.
Topics:
1. Grading and Reporting System
2. Statistics
Overview
In this chapter, the assigning of grades to students and how it should be done in relation to
the intended learning outcomes have been achieved and that grading policies of schools must also
be taken into consideration in developing a grading system.
Section Intended Learning Outcome
At the end of this section, you should be able to:
Demonstrate skills in preparing and interpreting grades
Assess the effectiveness of parent-teacher conference as a venue for reporting learner's
performance
Chapter Intended Learning Outcome
At the end of this chapter, you are expected to demonstrate skills in interpreting test results
and reporting of grades.
GRADING SYSTEM
- a system that is used to assess the educational performance of a child which is entirely
based upon points alone
REPORTING SYSTEM
- a process of communicating comprehensive information about students progress and
learning at a point in time
The guiding premises in developing grading and reporting system are provided below:
1. The primary goal of grading and reporting is communication.
2. Grading and reporting are integral parts of the instructional process.
3. Good reporting is based on good evidence.
4. Changes in grading and reporting are best accomplished through the development of a
comprehensive reporting system
In developing and implementing the grading and reporting systems, these premises must be
taken into consideration to have a meaningful output and help in the attainment of the student
learning objectives, to which the assessment objectives cascaded.
K to 12 GRADING OF LEARNING OUTCOMES
The K to 12 assessment is leaner-centered and carefully considers its learning
environment system.
The 21st century skills such as research, analytical/critical, practical and creative are part
of the indicators included in the K to12 assessment.
Both cognitive and non-cognitive skills which includes values, motivation, attitude,
behavior traits, and interpersonal relations are part of the assessment.
Formative assessment (assessment FOR learning) is given importance to ensure learning.
Learners are encourage to take part in the process of self-assessment (assessment AS
learning)
Summative forms of assessment (assessment OF learning) are also part of the curriculum
assessment under the K to 12.
The K to 12 curriculum prescribes that the assessment process should utilize the wide
variety of traditional and authentic assessment tools and techniques for a valid,
reliable, and realistic assessment of learning.
In K to 12 curriculum, assessment will be standards-based to ensure that there is
standardization in teaching and learning. Department of Education (DepEd) issued an order
(DepEd Order No. 31. s. 2012) stating that Assessment will be done in four levels and will be
weighted accordingly.
Evaluation plays a lot in teaching. Most of the faculty members have not undergone any pre-service training on teaching and learning. Some attempts to undergo in-service programs. The institutes could offer more in-service courses to improve the competencies of the faculty members.
Types of Evaluation prior to Instructional Actitspetacular
Evaluations prior to instructional act are pre-assessment, formative, and summative test. These three types of evaluation are done to determine the needs and strengths o the students
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.
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
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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?
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.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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.
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.
1. KIỂM TRA ĐÁNH GIÁ
NGOẠI NGỮ
LANGUAGE ASSESSMENT
FOR TEACHERS OF
ENGLISH
Giảng viên tập huấn: ThS Lê Nguyễn Như Anh
Trường Đại Học Sư Phạm TPHCM
Khoa Tiếng Anh
Tập huấn:
3. After learning module 8, you can:
• Identify different frameworks to interpret scores;
• Organize scores/data with frequency distribution;
• Describe the characteristics of frequency
distribution (the range, central tendency,
variability);
• Describe different ways of reporting scores
(ranking, percentile ranks);
• Interpret assessment results from descriptive
statistics;
• Calculate meaningful statistics measures to
interpret assessment results: mode, median, mean,
the range, percentile rank)
