Learners Progress Scheme .docx
•Download as DOCX, PDF•
0 likes•2 views
Monitoring refers to the continuous and systematic collection of learner data through various forms such as daily logs, records, charts, checklists, and anecdotes. This helps teachers track learner performance and address misunderstandings. The individual learning plan customizes learning for each student and helps them achieve goals, while the weekly plan helps teachers organize their lesson schedules. Electronic class records allow teachers to monitor individual learner achievement in specific subjects and assess if they are passing or failing. This helps teachers evaluate each student's progress and provide intervention or enrichment.
Report
Share
Report
Share
Recommended
Roles-of-assessment-in-instructional-decision.pptx
Assessment plays several important roles in instructional decision making. Formative, diagnostic, and summative assessments provide teachers with information to make placement, evaluation, and diagnosis decisions that influence instruction. Formative assessment during instruction monitors student learning and provides feedback. Diagnostic assessment identifies learning difficulties and informs individualized instruction. Summative assessment evaluates learning at the end of a period. Together, various assessment methods and data-informed decisions help teachers enhance instruction.
Using assessment to support the curriculum
Using Assessment that Support the Curriculum
How do I link curriculum to assessment?
Assessment for children is a critical piece of the puzzle. Curriculum, standards and assessment join together to help you provide the best learning experiences for children. Practitioners should assess children’s progress on the curriculum content that is presented to children. The information teachers gather about children’s progress helps determine how to design the classroom, the kinds of experiences, and the content that will help children learn new skills. Regular (or ongoing) assessment gives you the information you need for lesson planning and helps you create stimulating learning environments for children.
Assessment, recording, reporting policy
This document outlines an assessment, recording, and reporting policy for a school. It discusses the rationale for assessment and its various forms, including formative, diagnostic, and summative assessment. The aims of assessment are to recognize achievement, support learning, provide feedback, and inform instruction. Formative assessment should be integrated into teaching and used to evaluate and improve learning. Teachers should record evidence of progress systematically and use it to report to pupils, parents, and other teachers. The school policy includes issuing two written reports per year to parents and using various methods of assessment across subject areas. Assessment data will be evaluated regularly to ensure consistency and improve practice.
Performance effectiveness
This document discusses a plan called the STAR Reading Initiative (SRI) implemented at Dr. Lewis Dolphin Stallworth Sr. Charter School to improve student and teacher performance. The SRI had seven targeted areas to motivate students and improve teacher instructional strategies over six weeks. It assessed student abilities initially and weekly to monitor progress. Teachers used data to refine lessons and partnered with students. While the full 26-point gain on STAR exams was not achieved, 52% of students improved, showing the initiative had a positive impact. Teachers also gained insight into using data and student-centered instruction.
Classroom Assessmentwer335353453s123.pptx
This document discusses diagnostic, formative, and summative assessments used to monitor student progress and achievement. It identifies two types of classroom assessment: formative and summative. Formative assessment is used for learning, during learning, and after learning to provide feedback and guide future planning, while summative assessment measures applied knowledge and skills after a unit or quarter to determine competency. The results of formative assessment should be tracked but not used for grading, whereas summative assessment results are used for grading. Teachers must involve parents by reporting grades on report cards to show student progress.
LIAMES_PPT.pptx
This document outlines interim policies for assessment and grading during distance learning due to COVID-19. It defines key terms like formative and summative assessment and discusses using a variety of assessment strategies to understand student learning. Teachers are responsible for designing flexible assessments and providing timely feedback, while students and parents are responsible for communicating challenges. Assessment methods should align with learning standards and allow students multiple ways to demonstrate understanding. Both formative and summative assessments will continue remotely, with an emphasis on feedback and remediation to support student growth.
Examination record
This document discusses the importance of record keeping in educational institutions. It defines examination records as documented proof of formal tests or assessments. Maintaining accurate records of student progress through tools like examination registers, assessment folders, checklists, and progress reports is important for tracking student growth, supporting grading, and communicating with students and parents. Proper record classification and storage procedures also help teachers effectively organize student records and enhance their pedagogy.
RtIMTSS SPE 501-Spr
The progress monitoring process involves (1) administering formative assessments to monitor student learning over time, (2) choosing appropriate measures and collecting data through progress monitoring assessments, and (3) using data to evaluate student performance against goals, make instructional decisions, and communicate progress to students and parents. Progress monitoring allows teachers to evaluate the effectiveness of instruction and determine if students are making adequate progress toward learning goals.
Recommended
Roles-of-assessment-in-instructional-decision.pptx
Assessment plays several important roles in instructional decision making. Formative, diagnostic, and summative assessments provide teachers with information to make placement, evaluation, and diagnosis decisions that influence instruction. Formative assessment during instruction monitors student learning and provides feedback. Diagnostic assessment identifies learning difficulties and informs individualized instruction. Summative assessment evaluates learning at the end of a period. Together, various assessment methods and data-informed decisions help teachers enhance instruction.
Using assessment to support the curriculum
Using Assessment that Support the Curriculum
How do I link curriculum to assessment?
Assessment for children is a critical piece of the puzzle. Curriculum, standards and assessment join together to help you provide the best learning experiences for children. Practitioners should assess children’s progress on the curriculum content that is presented to children. The information teachers gather about children’s progress helps determine how to design the classroom, the kinds of experiences, and the content that will help children learn new skills. Regular (or ongoing) assessment gives you the information you need for lesson planning and helps you create stimulating learning environments for children.
Assessment, recording, reporting policy
This document outlines an assessment, recording, and reporting policy for a school. It discusses the rationale for assessment and its various forms, including formative, diagnostic, and summative assessment. The aims of assessment are to recognize achievement, support learning, provide feedback, and inform instruction. Formative assessment should be integrated into teaching and used to evaluate and improve learning. Teachers should record evidence of progress systematically and use it to report to pupils, parents, and other teachers. The school policy includes issuing two written reports per year to parents and using various methods of assessment across subject areas. Assessment data will be evaluated regularly to ensure consistency and improve practice.
Performance effectiveness
This document discusses a plan called the STAR Reading Initiative (SRI) implemented at Dr. Lewis Dolphin Stallworth Sr. Charter School to improve student and teacher performance. The SRI had seven targeted areas to motivate students and improve teacher instructional strategies over six weeks. It assessed student abilities initially and weekly to monitor progress. Teachers used data to refine lessons and partnered with students. While the full 26-point gain on STAR exams was not achieved, 52% of students improved, showing the initiative had a positive impact. Teachers also gained insight into using data and student-centered instruction.
Classroom Assessmentwer335353453s123.pptx
This document discusses diagnostic, formative, and summative assessments used to monitor student progress and achievement. It identifies two types of classroom assessment: formative and summative. Formative assessment is used for learning, during learning, and after learning to provide feedback and guide future planning, while summative assessment measures applied knowledge and skills after a unit or quarter to determine competency. The results of formative assessment should be tracked but not used for grading, whereas summative assessment results are used for grading. Teachers must involve parents by reporting grades on report cards to show student progress.
LIAMES_PPT.pptx
This document outlines interim policies for assessment and grading during distance learning due to COVID-19. It defines key terms like formative and summative assessment and discusses using a variety of assessment strategies to understand student learning. Teachers are responsible for designing flexible assessments and providing timely feedback, while students and parents are responsible for communicating challenges. Assessment methods should align with learning standards and allow students multiple ways to demonstrate understanding. Both formative and summative assessments will continue remotely, with an emphasis on feedback and remediation to support student growth.
Examination record
This document discusses the importance of record keeping in educational institutions. It defines examination records as documented proof of formal tests or assessments. Maintaining accurate records of student progress through tools like examination registers, assessment folders, checklists, and progress reports is important for tracking student growth, supporting grading, and communicating with students and parents. Proper record classification and storage procedures also help teachers effectively organize student records and enhance their pedagogy.
RtIMTSS SPE 501-Spr
The progress monitoring process involves (1) administering formative assessments to monitor student learning over time, (2) choosing appropriate measures and collecting data through progress monitoring assessments, and (3) using data to evaluate student performance against goals, make instructional decisions, and communicate progress to students and parents. Progress monitoring allows teachers to evaluate the effectiveness of instruction and determine if students are making adequate progress toward learning goals.
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.
Curriculum Evaluation
The document discusses different types of curriculum evaluation including formative, summative, and diagnostic evaluation. Formative evaluation takes place during curriculum implementation to improve instruction and learning, identifies issues early, and helps future planning. Summative evaluation occurs at the end to assess learning and is used for decision making. Diagnostic evaluation identifies prerequisite knowledge and interests at the beginning. All three types provide benefits like remediating weaknesses, guiding placement decisions, and enhancing teaching and learning.
CONTINIOUS AND COMPREHENSIVE ASSESSMENT IN EDUCATION
Continuous and Comprehensive Evaluation (CCE) refers to a system of school-based evaluation of students that covers all aspects of students development. It is a developmental process of assessment which emphasizes on two fold objectives. These objectives are continuity in evaluation and assessment of broad based learning and behavioral outcomes on the other.
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.
Best home tuition in Chandigarh
You’ll discover the greatest professors for all of the popular disciplines at our home Tuition service in Chandigarh including math, chemistry, science, physics, biology, accountancy, economics, psychology, and sociology.
assessmentforlearningchapter-1-copy-converted-200124131944.pptx
1. Formative assessment occurs throughout instruction to monitor student learning and provide feedback, while summative assessment evaluates student learning at the end of a unit or course.
2. Both forms of assessment are important, as formative assessment guides ongoing instruction and learning, while summative assessment evaluates the achievement of learning outcomes and can be used for grading purposes.
3. Effective assessment involves aligning learning objectives, instructional activities, and evaluation methods to obtain a full picture of student understanding.
EDU 08 ASSIGNEMENT.pdf
1. Evaluation is an integral part of the teaching and learning process that assesses whether educational objectives are being achieved. It helps teachers ensure instruction is effective and students are progressing toward goals.
2. There are different types of evaluation, including formative evaluation during instruction and summative evaluation at the end, that serve various purposes like guiding instruction, student placement, and assessing program effectiveness.
3. Evaluation results are used to make decisions about curriculum, identify students needing remedial support, and allow students to plan future courses based on strengths shown through evaluation. It also motivates learning when used appropriately.
EDU 08 ASSIGNEMENT.pdf
1. Evaluation is an integral part of the teaching and learning process that assesses whether educational objectives are being achieved. It helps teachers ensure instruction is effective and students are progressing toward goals.
2. There are different types of evaluation, including formative evaluation during instruction and summative evaluation at the end, that serve various purposes like guiding instruction, student placement, and assessing program effectiveness.
3. Evaluation results are used to make decisions about curriculum, identify students needing remedial support, and allow students to plan future courses based on strengths shown through evaluation. It also motivates learning when used appropriately.
Basic concepts in assessing student learning
The document discusses concepts related to assessing student learning, including defining measurement, methods of data collection, uses of educational measurement, evaluation, assessment of student learning, and principles of assessment. It provides details on formative, summative and evaluative assessment, as well as alternative assessments including performance assessments and incorporating portfolio assessment into the learning process. The relationship between instruction and assessment is that assessment should effectively measure student learning and provide feedback to improve instruction.
Definition of Assessment,
Definition of assessment,
ASSESSMENT AND TESTING
EDUCATIONAL DECISION
FACTORS WHY WE PLAN ASSESSMENT DEVICES,
Criteria for selecting Assessment instrument
,PURPOSE OF ASSESSMENT,
Assessment can do more than simply diagnose and identify students’ learning needs; it can be used to assist improvements across the education system in a cycle of continuous improvement:
PRINCIPLES OF ASSESSMENT
TYPES OF ASSESSMENT
Module11.ppst5.2.2
Here are some suggestions for Teacher Carla to improve her monitoring of learner performance:
1. Track individual learner progress over time. The DLL and ECR show data by competency/subject but don't show each learner's performance from one grading period to the next. Adding a column to track individual learners' scores/levels over quarters would help monitor progress.
2. Note reasons for low scores/performance. Noting why learners didn't meet targets (e.g. absenteeism, lack of understanding, behavior) helps design appropriate interventions.
3. Categorize learners needing additional support. Grouping learners by level of need (e.g. remedial, enrichment) facilitates targeted interventions like
Module11.ppst5.2.2
Here is my reflection:
As a teacher, I recognize the importance of continuously monitoring my learners' progress to determine if my instructional strategies are working and to identify learners who need additional support. However, I realize I can improve in systematically collecting and analyzing learner attainment data.
While I check for understanding during lessons and provide feedback, I do not have a consistent system for recording this data. I also rely more on summative assessments like tests and quizzes to evaluate learning rather than using a variety of formative and summative strategies.
In evaluating learner achievement, I can improve in analyzing assessment results to identify learning gaps and adjust my teaching approaches accordingly. I also need to effectively communicate results to stakeholders
Assessment
This document discusses assessment in education. It defines assessment as a process used to collect information to improve educational programs and student outcomes. There are three main types of assessment: formative assessment which occurs continuously to guide instruction, summative assessment which evaluates learning at the end of a unit, and authentic assessment which applies knowledge over time with clear criteria. The purposes and roles of assessment are to identify gaps in student learning and inform classroom teaching. Different strategies are used for each assessment type, such as quizzes and questioning for formative and exams or projects for summative. The goal of assessment is to continually improve academic progress.
Continuous Assessment System (CAS In Nepal)
This document discusses continuous assessment, which involves regularly assessing student learning and providing feedback to improve instruction and student outcomes. It defines continuous assessment and describes its purposes, techniques, advantages, and challenges in implementation. Continuous assessment has been piloted and introduced in Nepal up to grade 7/8, though challenges remain in fully realizing its benefits, such as using the data formatively rather than just for promotion. The document outlines basic principles for continuous assessment in Nepal's education system.
Session 3.pptx
The document discusses the implementation of a new assessment pattern with 6 key competencies: 1) critical thinking and problem solving, 2) collaboration and creative thinking, 3) evaluation and inference, 4) value/ethical applications, 5) project and viva, and 6) organizer/portfolio. It defines assessment as the collection of information used to make decisions about students' learning progress. Assessment can be formative to enhance teaching and learning, or summative to evaluate achievement. The new assessment scheme aims to identify gaps, provide feedback, and measure achievement through competency-based evaluations rather than only exams.
Personal learning plan notes
The document discusses the Personal Learning Plan (PLP), which is a tool to help manage a learner's progression, not a learning object. The PLP tracks learners' expected learning progression over time based on data like their starting point, direction, pace, challenges, and circumstances. It provides a record of the college's effort to manage learning and can track changes, exceptions, and detours that occur during learning. Learners should contribute targets, thoughts, and reflections to foster self-managed learning. The PLP captures a personal learning journey that can be revised based on learner needs and circumstances.
Professional Education: Types of Assessment
The document discusses different types of student assessments: placement, diagnostic, formative, and summative. Placement assessments are used to determine the appropriate learning experience for a student, while diagnostic assessments evaluate a student's strengths and weaknesses in a particular subject area. Formative assessments are ongoing evaluations used to provide feedback to students and teachers, and summative assessments are final evaluations to measure learning at the end of a period of instruction. The primary purpose of all assessments is to improve student learning.
LHS TKES orientation powerpoint 19 20
The document provides an overview of the Teacher Keys Effectiveness System (TKES) used to evaluate teachers in Georgia. TKES uses 3 components to generate a Teacher Effectiveness Measure: professional growth (20%), teacher assessment on 10 performance standards (50%), and student growth (30%). Teachers of tested subjects use Student Growth Percentiles while other teachers use LEA Determined Measures. The document reviews the TKES process, components, performance standards, and teacher responsibilities for goal-setting and evaluation conferences.
Types of evaluation by dr.thanuja.k
Types of evaluation by dr.thanuja.k Keyi Sahib Training College, Karimbam, Taliparamba, Kannur, Kerala
There are four main types of evaluation: placement evaluation, formative evaluation, summative evaluation, and diagnostic evaluation. Placement evaluation is conducted at the beginning of instruction to determine a student's knowledge and skills to plan appropriate instruction. Formative evaluation monitors student progress during instruction through feedback. Summative evaluation is conducted at the end of a course to determine if instructional goals were achieved, such as for grading. Diagnostic evaluation identifies specific learning difficulties during formative evaluation in order to provide remedial support.Assessment policy - Key stage 3
This document outlines the key stage 3 curriculum policy for a school. It covers teaching, assessment, learning, outcomes, evaluation criteria, expected progress, planning learning, professional development, and principles of learning. The main goals are to develop independent learners through formative assessment, challenging students to think deeply, and ensuring high outcomes for all student groups. Departments will design schemes of learning to build knowledge from shallow to deep understanding while developing students' learning habits. Differentiation and inclusion are also priorities.
HYPERTENSION - SLIDE SHARE PRESENTATION.
IT WILL BE HELPFULL FOR THE NUSING STUDENTS
IT FOCUSED ON MEDICAL MANAGEMENT AND NURSING MANAGEMENT.
HIGHLIGHTS ON HEALTH EDUCATION.
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...Nguyen Thanh Tu Collection
https://app.box.com/s/tacvl9ekroe9hqupdnjruiypvm9rdaneMore Related Content
Similar to Learners Progress Scheme .docx
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.
Curriculum Evaluation
The document discusses different types of curriculum evaluation including formative, summative, and diagnostic evaluation. Formative evaluation takes place during curriculum implementation to improve instruction and learning, identifies issues early, and helps future planning. Summative evaluation occurs at the end to assess learning and is used for decision making. Diagnostic evaluation identifies prerequisite knowledge and interests at the beginning. All three types provide benefits like remediating weaknesses, guiding placement decisions, and enhancing teaching and learning.
CONTINIOUS AND COMPREHENSIVE ASSESSMENT IN EDUCATION
Continuous and Comprehensive Evaluation (CCE) refers to a system of school-based evaluation of students that covers all aspects of students development. It is a developmental process of assessment which emphasizes on two fold objectives. These objectives are continuity in evaluation and assessment of broad based learning and behavioral outcomes on the other.
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.
Best home tuition in Chandigarh
You’ll discover the greatest professors for all of the popular disciplines at our home Tuition service in Chandigarh including math, chemistry, science, physics, biology, accountancy, economics, psychology, and sociology.
assessmentforlearningchapter-1-copy-converted-200124131944.pptx
1. Formative assessment occurs throughout instruction to monitor student learning and provide feedback, while summative assessment evaluates student learning at the end of a unit or course.
2. Both forms of assessment are important, as formative assessment guides ongoing instruction and learning, while summative assessment evaluates the achievement of learning outcomes and can be used for grading purposes.
3. Effective assessment involves aligning learning objectives, instructional activities, and evaluation methods to obtain a full picture of student understanding.
EDU 08 ASSIGNEMENT.pdf
1. Evaluation is an integral part of the teaching and learning process that assesses whether educational objectives are being achieved. It helps teachers ensure instruction is effective and students are progressing toward goals.
2. There are different types of evaluation, including formative evaluation during instruction and summative evaluation at the end, that serve various purposes like guiding instruction, student placement, and assessing program effectiveness.
3. Evaluation results are used to make decisions about curriculum, identify students needing remedial support, and allow students to plan future courses based on strengths shown through evaluation. It also motivates learning when used appropriately.
EDU 08 ASSIGNEMENT.pdf
1. Evaluation is an integral part of the teaching and learning process that assesses whether educational objectives are being achieved. It helps teachers ensure instruction is effective and students are progressing toward goals.
2. There are different types of evaluation, including formative evaluation during instruction and summative evaluation at the end, that serve various purposes like guiding instruction, student placement, and assessing program effectiveness.
3. Evaluation results are used to make decisions about curriculum, identify students needing remedial support, and allow students to plan future courses based on strengths shown through evaluation. It also motivates learning when used appropriately.
Basic concepts in assessing student learning
The document discusses concepts related to assessing student learning, including defining measurement, methods of data collection, uses of educational measurement, evaluation, assessment of student learning, and principles of assessment. It provides details on formative, summative and evaluative assessment, as well as alternative assessments including performance assessments and incorporating portfolio assessment into the learning process. The relationship between instruction and assessment is that assessment should effectively measure student learning and provide feedback to improve instruction.
Definition of Assessment,
Definition of assessment,
ASSESSMENT AND TESTING
EDUCATIONAL DECISION
FACTORS WHY WE PLAN ASSESSMENT DEVICES,
Criteria for selecting Assessment instrument
,PURPOSE OF ASSESSMENT,
Assessment can do more than simply diagnose and identify students’ learning needs; it can be used to assist improvements across the education system in a cycle of continuous improvement:
PRINCIPLES OF ASSESSMENT
TYPES OF ASSESSMENT
Module11.ppst5.2.2
Here are some suggestions for Teacher Carla to improve her monitoring of learner performance:
1. Track individual learner progress over time. The DLL and ECR show data by competency/subject but don't show each learner's performance from one grading period to the next. Adding a column to track individual learners' scores/levels over quarters would help monitor progress.
2. Note reasons for low scores/performance. Noting why learners didn't meet targets (e.g. absenteeism, lack of understanding, behavior) helps design appropriate interventions.
3. Categorize learners needing additional support. Grouping learners by level of need (e.g. remedial, enrichment) facilitates targeted interventions like
Module11.ppst5.2.2
Here is my reflection:
As a teacher, I recognize the importance of continuously monitoring my learners' progress to determine if my instructional strategies are working and to identify learners who need additional support. However, I realize I can improve in systematically collecting and analyzing learner attainment data.
While I check for understanding during lessons and provide feedback, I do not have a consistent system for recording this data. I also rely more on summative assessments like tests and quizzes to evaluate learning rather than using a variety of formative and summative strategies.
In evaluating learner achievement, I can improve in analyzing assessment results to identify learning gaps and adjust my teaching approaches accordingly. I also need to effectively communicate results to stakeholders
Assessment
This document discusses assessment in education. It defines assessment as a process used to collect information to improve educational programs and student outcomes. There are three main types of assessment: formative assessment which occurs continuously to guide instruction, summative assessment which evaluates learning at the end of a unit, and authentic assessment which applies knowledge over time with clear criteria. The purposes and roles of assessment are to identify gaps in student learning and inform classroom teaching. Different strategies are used for each assessment type, such as quizzes and questioning for formative and exams or projects for summative. The goal of assessment is to continually improve academic progress.
Continuous Assessment System (CAS In Nepal)
This document discusses continuous assessment, which involves regularly assessing student learning and providing feedback to improve instruction and student outcomes. It defines continuous assessment and describes its purposes, techniques, advantages, and challenges in implementation. Continuous assessment has been piloted and introduced in Nepal up to grade 7/8, though challenges remain in fully realizing its benefits, such as using the data formatively rather than just for promotion. The document outlines basic principles for continuous assessment in Nepal's education system.
Session 3.pptx
The document discusses the implementation of a new assessment pattern with 6 key competencies: 1) critical thinking and problem solving, 2) collaboration and creative thinking, 3) evaluation and inference, 4) value/ethical applications, 5) project and viva, and 6) organizer/portfolio. It defines assessment as the collection of information used to make decisions about students' learning progress. Assessment can be formative to enhance teaching and learning, or summative to evaluate achievement. The new assessment scheme aims to identify gaps, provide feedback, and measure achievement through competency-based evaluations rather than only exams.
Personal learning plan notes
The document discusses the Personal Learning Plan (PLP), which is a tool to help manage a learner's progression, not a learning object. The PLP tracks learners' expected learning progression over time based on data like their starting point, direction, pace, challenges, and circumstances. It provides a record of the college's effort to manage learning and can track changes, exceptions, and detours that occur during learning. Learners should contribute targets, thoughts, and reflections to foster self-managed learning. The PLP captures a personal learning journey that can be revised based on learner needs and circumstances.
Professional Education: Types of Assessment
The document discusses different types of student assessments: placement, diagnostic, formative, and summative. Placement assessments are used to determine the appropriate learning experience for a student, while diagnostic assessments evaluate a student's strengths and weaknesses in a particular subject area. Formative assessments are ongoing evaluations used to provide feedback to students and teachers, and summative assessments are final evaluations to measure learning at the end of a period of instruction. The primary purpose of all assessments is to improve student learning.
LHS TKES orientation powerpoint 19 20
The document provides an overview of the Teacher Keys Effectiveness System (TKES) used to evaluate teachers in Georgia. TKES uses 3 components to generate a Teacher Effectiveness Measure: professional growth (20%), teacher assessment on 10 performance standards (50%), and student growth (30%). Teachers of tested subjects use Student Growth Percentiles while other teachers use LEA Determined Measures. The document reviews the TKES process, components, performance standards, and teacher responsibilities for goal-setting and evaluation conferences.
Types of evaluation by dr.thanuja.k
Types of evaluation by dr.thanuja.k Keyi Sahib Training College, Karimbam, Taliparamba, Kannur, Kerala
There are four main types of evaluation: placement evaluation, formative evaluation, summative evaluation, and diagnostic evaluation. Placement evaluation is conducted at the beginning of instruction to determine a student's knowledge and skills to plan appropriate instruction. Formative evaluation monitors student progress during instruction through feedback. Summative evaluation is conducted at the end of a course to determine if instructional goals were achieved, such as for grading. Diagnostic evaluation identifies specific learning difficulties during formative evaluation in order to provide remedial support.Assessment policy - Key stage 3
This document outlines the key stage 3 curriculum policy for a school. It covers teaching, assessment, learning, outcomes, evaluation criteria, expected progress, planning learning, professional development, and principles of learning. The main goals are to develop independent learners through formative assessment, challenging students to think deeply, and ensuring high outcomes for all student groups. Departments will design schemes of learning to build knowledge from shallow to deep understanding while developing students' learning habits. Differentiation and inclusion are also priorities.
Similar to Learners Progress Scheme .docx (20)
CONTINIOUS AND COMPREHENSIVE ASSESSMENT IN EDUCATION
CONTINIOUS AND COMPREHENSIVE ASSESSMENT IN EDUCATION
assessmentforlearningchapter-1-copy-converted-200124131944.pptx
assessmentforlearningchapter-1-copy-converted-200124131944.pptx
Recently uploaded
HYPERTENSION - SLIDE SHARE PRESENTATION.
IT WILL BE HELPFULL FOR THE NUSING STUDENTS
IT FOCUSED ON MEDICAL MANAGEMENT AND NURSING MANAGEMENT.
HIGHLIGHTS ON HEALTH EDUCATION.
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...Nguyen Thanh Tu Collection
https://app.box.com/s/tacvl9ekroe9hqupdnjruiypvm9rdaneNIPER 2024 MEMORY BASED QUESTIONS.ANSWERS TO NIPER 2024 QUESTIONS.NIPER JEE 2...
NIPER JEE PYQ
NIPER JEE QUESTIONS
MOST FREQUENTLY ASK QUESTIONS
NIPER MEMORY BASED QUWSTIONS
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
A Free 200-Page eBook ~ Brain and Mind Exercise.pptx
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
مصحف أحرف الخلاف للقراء العشرةأعد أحرف الخلاف بالتلوين وصلا سمير بسيوني غفر الله له
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Physical pharmaceutics notes for B.pharm students
Benner "Expanding Pathways to Publishing Careers"
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
skeleton System.pdf (skeleton system wow)
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
Recently uploaded (20)
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
NIPER 2024 MEMORY BASED QUESTIONS.ANSWERS TO NIPER 2024 QUESTIONS.NIPER JEE 2...
NIPER 2024 MEMORY BASED QUESTIONS.ANSWERS TO NIPER 2024 QUESTIONS.NIPER JEE 2...
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
A Free 200-Page eBook ~ Brain and Mind Exercise.pptx
A Free 200-Page eBook ~ Brain and Mind Exercise.pptx
Juneteenth Freedom Day 2024 David Douglas School District
Juneteenth Freedom Day 2024 David Douglas School District
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
SWOT analysis in the project Keeping the Memory @live.pptx
SWOT analysis in the project Keeping the Memory @live.pptx
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Learners Progress Scheme .docx
- 1. GRADE 6 COMPASSION Learner’s Progress Monitoring Scheme MONITORING. This refers to the continuous and systematic use of data in order to rack learner progress through a variety of forms such as daily learning log, class record, progress chart, checklist, and anecdotal record. Formative assessment, checking for understanding, providing feedback, and other strategies that are not standardized are used to monitor learner progress in order for teachers to appropriately address misconceptions and other learning problems. Monitoring of learner progress is a practice that helps teachers use learner attainment data to keep track of learners’ daily performance and acquisition of skills. Prepared by: Checked and approved by: BENGIE C. PAINAGAN RUTH B. YORONG Adviser Principal II Learner’s Progress Monitoring Scheme Individual and Weekly Learning Plan . The Individual Learning Plan (ILP) is a pupil- directed planning and monitoring tool that customizes learning opportunities throughout pupils' elementary school experience, broadens their perspectives, and supports attainment of goals. The purpose of weekly learning plan is to help the teachers to manage and get organize in their class schedule. It is a way of recording and monitoring the lesson plans to be tackle for a span of one week. The electronic class record, including the grading sheet and summary of quarterly grades, allows the teacher to monitor individually the learner attainment data per specific learning area and assesses whether the learner passed or failed. With this tool, the teacher can clearly assess the progress and achievement of each learner and can provide him or her with instructional intervention or enrichment. Portfolio assessment can help teachers monitor and evaluate their learners’ progress and achievement effectively Monitoring and Evaluating Learners’ penmanship, sentence construction, spelling and grammar. Report Card and Report on Promotion and Learning Progress and Achievement