This document discusses the importance of measuring and developing non-cognitive skills in students. It provides information from multiple sources supporting the role non-cognitive skills play in student success, retention, and post-college outcomes. SmarterMeasure is introduced as an assessment that measures various non-cognitive skills and attributes. Research examples are given showing how using SmarterMeasure data to target intervention strategies can improve student outcomes such as reducing failure rates in online courses.
This document discusses different types of tests used in education. It begins by defining norm-referenced tests, which compare students to other test-takers, and criterion-referenced tests, which measure students against a preset standard. The document then contrasts norm-referenced and criterion-referenced tests in terms of purpose, content, item characteristics, scoring, and uses. It also discusses the advantages and disadvantages of each. Finally, the document defines formative assessment, used to improve student learning, and summative assessment, used to evaluate learning outcomes.
Criterion-referenced assessment measures student performance against a fixed set of learning standards to determine if students have mastered specific skills or knowledge. It has pros like testing students only on defined goals and allowing teachers to reteach unmastered standards, but can be difficult to set standards boundaries. Criterion-referenced assessment differs from norm-referenced assessment in that the former provides information on an individual's performance on objectives, while the latter compares performance to others in a known group.
teacher made test Vs standardized testathiranandan
Standardized tests are more rigorous and scientifically developed than teacher-made tests. They require a panel of experts including content specialists, test designers, and teachers to plan the test, write items, test the items, and establish validity and reliability through field testing and statistical analysis. The process ensures the tests accurately measure what they aim to without bias. Teacher-made tests are simpler to create by individual teachers and better tied to local classroom needs, but are not as reliable or valid as standardized tests due to less rigorous development and analysis. Both have advantages for different assessment purposes.
This document discusses measurement and evaluation in education. It defines key terms like tests, measurement, assessment, and evaluation. Tests are the most common method of measurement and involve posing uniform questions to measure abilities. Measurement involves assigning numbers or quantities to describe how much a learner has learned. Assessment gathers and organizes data to make decisions, while evaluation makes quality judgments about student performance. For an evaluation to be effective, it needs to be valid, reliable, objective, practical, continuous, equitable, relevant, and discriminating. The document outlines the purposes, processes, and scope of evaluation in education.
Computer-assisted instruction (CAI) refers to using computers to provide drill-and-practice, tutorials, or simulations to students, while computer-managed instruction (CMI) uses computers to track student progress and provide individualized learning objectives, resources, and assessments. CAI involves direct interaction between students and educational software, and can take forms like drill-and-practice, tutorials, games, simulations, discovery, and problem-solving. CMI allows instructors to manage instruction for individual students and choose objectives and activities based on their needs. Both approaches provide benefits like self-paced learning and immediate feedback but also have limitations like over-reliance on multimedia or lack of infrastructure.
This document discusses trends in curriculum development. It notes that curriculum must change with society and keep pace with the modern world. Some key trends discussed include the rise of digital diversity and need-based curriculums, modular credit systems, online courses, a focus on 21st century skills, and international understanding. Constructivism is also highlighted as an important approach in curriculum development. The document also discusses challenges like the information age, changing workplace, mass media influence, and increasing democracy that impact curriculum development.
Tools of Educational Research - Dr. K. ThiyaguThiyagu K
This presentation is related to tools of Educational Research. This presentation slides deals various tools of educational research likes rating scale, opionnaire, checklist, aptitude test, inventory, observation, interview, schedule etc. This presentation slides also describe the item analysis, steps for item analysis and online survey tools.
This document discusses different types of tests used in education. It begins by defining norm-referenced tests, which compare students to other test-takers, and criterion-referenced tests, which measure students against a preset standard. The document then contrasts norm-referenced and criterion-referenced tests in terms of purpose, content, item characteristics, scoring, and uses. It also discusses the advantages and disadvantages of each. Finally, the document defines formative assessment, used to improve student learning, and summative assessment, used to evaluate learning outcomes.
Criterion-referenced assessment measures student performance against a fixed set of learning standards to determine if students have mastered specific skills or knowledge. It has pros like testing students only on defined goals and allowing teachers to reteach unmastered standards, but can be difficult to set standards boundaries. Criterion-referenced assessment differs from norm-referenced assessment in that the former provides information on an individual's performance on objectives, while the latter compares performance to others in a known group.
teacher made test Vs standardized testathiranandan
Standardized tests are more rigorous and scientifically developed than teacher-made tests. They require a panel of experts including content specialists, test designers, and teachers to plan the test, write items, test the items, and establish validity and reliability through field testing and statistical analysis. The process ensures the tests accurately measure what they aim to without bias. Teacher-made tests are simpler to create by individual teachers and better tied to local classroom needs, but are not as reliable or valid as standardized tests due to less rigorous development and analysis. Both have advantages for different assessment purposes.
This document discusses measurement and evaluation in education. It defines key terms like tests, measurement, assessment, and evaluation. Tests are the most common method of measurement and involve posing uniform questions to measure abilities. Measurement involves assigning numbers or quantities to describe how much a learner has learned. Assessment gathers and organizes data to make decisions, while evaluation makes quality judgments about student performance. For an evaluation to be effective, it needs to be valid, reliable, objective, practical, continuous, equitable, relevant, and discriminating. The document outlines the purposes, processes, and scope of evaluation in education.
Computer-assisted instruction (CAI) refers to using computers to provide drill-and-practice, tutorials, or simulations to students, while computer-managed instruction (CMI) uses computers to track student progress and provide individualized learning objectives, resources, and assessments. CAI involves direct interaction between students and educational software, and can take forms like drill-and-practice, tutorials, games, simulations, discovery, and problem-solving. CMI allows instructors to manage instruction for individual students and choose objectives and activities based on their needs. Both approaches provide benefits like self-paced learning and immediate feedback but also have limitations like over-reliance on multimedia or lack of infrastructure.
This document discusses trends in curriculum development. It notes that curriculum must change with society and keep pace with the modern world. Some key trends discussed include the rise of digital diversity and need-based curriculums, modular credit systems, online courses, a focus on 21st century skills, and international understanding. Constructivism is also highlighted as an important approach in curriculum development. The document also discusses challenges like the information age, changing workplace, mass media influence, and increasing democracy that impact curriculum development.
Tools of Educational Research - Dr. K. ThiyaguThiyagu K
This presentation is related to tools of Educational Research. This presentation slides deals various tools of educational research likes rating scale, opionnaire, checklist, aptitude test, inventory, observation, interview, schedule etc. This presentation slides also describe the item analysis, steps for item analysis and online survey tools.
The document discusses two types of tests: norm-referenced tests (NRTs) and criterion-referenced tests (CRTs). NRTs measure global language abilities and compare student performance to others, following a normal distribution. CRTs measure specific instructional objectives and compare student performance to a set criterion or standard. The key differences between the tests are that NRTs use relative interpretation to compare students, measure general proficiency, and aim to rank students, while CRTs use absolute interpretation to measure objective-based learning, specific content mastery, and assess learning against a set standard.
This document discusses different types of online assessment used in education. It identifies formative assessment as used early in instruction to monitor student learning and provide feedback to improve teaching. Summative assessment measures how well learning outcomes are achieved at the end of instruction. Other assessment types discussed include diagnostic pre-assessment, confirmative assessment to check ongoing success, norm-referenced assessment comparing to averages, and criterion-referenced assessment against predetermined standards. The document also lists some popular online assessment tools for teachers.
The document introduces the Technological Pedagogical Content Knowledge (TPACK) framework, which describes the types of knowledge needed by teachers for effective technology-enhanced teaching. The TPACK framework involves the intersection of teachers' technology knowledge, pedagogical knowledge, and content knowledge. It consists of seven knowledge areas including technological content knowledge, technological pedagogical knowledge, and technological pedagogical content knowledge. The framework is used to define what teachers need to know to effectively integrate technology and is becoming popular for developing technology-focused professional development programs.
This document discusses questionnaires, including what they are, their purpose, and how to create them. A questionnaire is a standardized set of questions used to collect statistical data from respondents. It can be administered in-person, by phone, mail, or online. The main purpose is to efficiently obtain large amounts of data from many people. While a questionnaire simply collects responses, a survey is the full process of collecting, analyzing, and reporting results. Questionnaires can be descriptive to document current information or analytical to explore relationships between variables. Questions can be open-ended for free responses or closed-ended with predetermined answer options. Following best practices like clear goals and proper targeting helps ensure an effective questionnaire design.
Here are my slides for my report for my Advanced Measurements and Evaluation subject on Educational Measurement and Evaluation. #Polytechnic University of the Philippines. #GraduateSchool
This document provides information about assessment, specifically observation and interviews as assessment methods. It discusses:
- Observation as a direct way for teachers to learn about students' abilities through watching them in contexts like P.E. class or working on a project.
- The steps teachers should take when observing students, including defining the behaviors to observe, developing an observation form, practicing observation, and recording notes immediately after.
- Interviews as another direct way to get to know students. It recommends planning questions, contexts, and a data collection tool in advance, as well as focusing during interviews and promptly reviewing notes afterward.
- Additional tips for both methods like avoiding biases and extremes when scoring or judging students.
This document discusses the role of higher education and the use of information and communication technologies (ICT) in teaching and learning. It notes that higher education shapes students' behaviors, minds, and values. It also outlines several approaches to integrating ICT in the classroom, such as complementing existing lessons or enhancing student learning. The document emphasizes that effective use of ICT can motivate students and make classes more dynamic, but teachers need training to incorporate digital tools and resources pedagogically.
The document summarizes research on the gap between findings from educational research and government policies on teacher education in India. It outlines some key findings from research, including that teachers agree students should be actively involved in learning but differ on goals for student motivation versus intellectual engagement. However, government policies do not always incorporate research findings and instead consider them as just one input. The document also reviews India's legal framework and policies for teacher education over time.
Assessment Approaches: Quantitative and Qualitative AssessmentKiranMalik37
This document discusses quantitative and qualitative assessment approaches. Quantitative assessment expresses learning outcomes in numerical form using tools like tests. It is objective, easy to administer and summarize but does not provide rich details. Qualitative assessment collects non-numerical data using methods like interviews and observations. It provides more in-depth descriptions of students' thoughts and experiences, but takes more time and is more subjective. Both approaches have advantages and disadvantages for assessing student learning.
This document discusses question banks, which are collections of questions prepared for a given subject. It defines a question bank as a planned library of test items designed to fulfill certain purposes. The document outlines the characteristics, purposes, principles, and uses of question banks. It also discusses the need for question banks and how they can improve the teaching and evaluation processes by providing teachers and examiners with a pool of quality questions to assess students. Finally, it briefly touches on e-trends in question banks and the role of e-teachers in an increasingly digital educational environment.
This document discusses distance education and open learning systems. It defines distance education as education provided outside the formal education system using correspondence or multimedia. The document lists the various names for distance education models. It describes the need for distance education to provide educational access and the objectives of increasing education levels. The key characteristics, merits, and limitations of distance education are outlined. The document also describes open school systems which provide flexible education to those over 16, and open universities like IGNOU which expand access to higher education.
The document discusses three tools of assessment: the cumulative record, questionnaire, and inventory. The cumulative record contains a student's academic results and progress over time. A questionnaire is a form for collecting answers to questions from many respondents efficiently. An inventory is a self-reported survey or questionnaire, often about personal characteristics, that collects subjective information without right or wrong answers.
Type of programmed instruction, linear programmed instruction,meaning,assumpt...Neeraj Goswami
Programmed instruction was introduced in the 1950s as a way for students to learn on their own without a teacher through specially prepared books or equipment. It breaks content down into small sequential steps with frequent responses from the student and immediate feedback. There are two main types - linear programming which presents information in a fixed orderly sequence, and branching programming which allows for different paths. Programmed instruction aims to help students learn at their own pace, present content logically, and allow them to study independently.
Continuous and comprehensive evaluation (CCE) consists of two terms: continuous and comprehensive. It is not focused on one aspect of a student's performance but rather covers all aspects of a student's development in a continuous manner throughout the year using various assessment tools. Formative assessment is used to provide feedback to students during learning activities to help improve acquisition of skills, while summative assessment is used after learning activities to evaluate student acquisition and make decisions about student performance and progress. Performance-based assessment measures a student's ability to apply skills and knowledge through problem solving and completing tasks or projects. An assessment framework helps plan student learning by outlining the objectives, indicators, assessment methods and proofs of learning.
Professional development of a Teacher by Garima Tandongarimatandon10
This document discusses the importance of continuous professional development for teachers. It outlines several aims of continuing professional development programs, including exploring one's own practice, deepening subject knowledge, researching learners and issues in education, and preparing for other roles. It then describes several present practices for the professional development of teachers, including short and long-term courses to develop skills in specific topics, the use of distance media, sabbaticals for study and research, attending professional conferences, establishing professional forums and resource rooms, faculty exchange visits and fellowships, peer observation, workshops, and encouraging action research.
This document discusses the meaning and importance of reliability in testing. It defines reliability as the consistency or stability of test scores if the test is administered multiple times. Several methods for estimating reliability are described, including test-retest reliability, alternate forms reliability, and internal consistency estimates like split-half reliability and Cronbach's alpha. Factors that can impact reliability coefficients like test length, score range, and guessing are also covered.
The document discusses the concept of hidden curriculum, which refers to the unstated lessons, values, and perspectives that students learn in school. It is defined as the informal and often unintended lessons learned from factors like social structures, teacher behavior, rules, and cultural expectations in the school environment. Some key aspects that contribute to the hidden curriculum are peer pressure, cultural values promoted by the school, curricular topics, teaching strategies, and institutional rules. The hidden curriculum can positively or negatively influence students' development depending on the messages communicated.
The document discusses the National Curriculum Framework for Teacher Education (NCFTE) 2009 and issues in teacher education in India. It aims to improve teacher education by preparing ideal, innovative, humane and affectionate teachers. The NCFTE identifies three broad curricular areas for initial teacher preparation: foundations of education, curriculum and pedagogy, and school internship. However, there are still issues like lack of focus on stage-specific training for teacher educators, heavy curriculum with less emphasis on practical application, and insufficient school experience programs. The NCFTE 2009 promises to address these issues and help develop more professional and reflective teachers to improve education quality in India.
Mobile learning has several key characteristics:
1. It is portable as learning resources can be accessed anytime, anywhere through mobile devices.
2. It utilizes wireless networking which avoids problems with internet connectivity and allows for flexible learning.
3. It is interactive as learners can interact with instructors, course materials, and each other through mobile applications and tools like texting, mobile internet, and voice calls.
4. Learners can access a variety of materials from anywhere at any time which provides multiple opportunities for comprehension and retention.
An agreeable person is kind, caring, and helpful. They value social harmony and find it easy to cooperate with others. Agreeable people may struggle with analyzing arguments, making difficult decisions, and delivering bad news. They also prefer working with others rather than alone. More agreeable workers tend to like their jobs less and earn lower incomes. For disagreeable people, being right is more important than getting along. They are more challenging, competitive, and likely to distance themselves from others. Disagreeable personalities may be an advantage for sharing new ideas and convincing others of their merit. Giving and taking are based on values rather than agreeableness or disagreeableness alone.
This document summarizes three seminal theories that inform what we know about teaching and learning: (1) expectancy theory by Robert Rosenthal, which proposes that teacher expectations affect student outcomes; (2) impression formation theory by Solomon Asch, which suggests that preconceived impressions can influence how people are described and perceived; and (3) cognitive processing theory by Edward Tolman, which posits that mental representations and strategies are important for how information is processed and learned. The document also briefly discusses related studies by Bandura, Piaget, and Kohlberg, before concluding that early psychological research paved the way for modern cognitive studies and that educators should stay informed by this research.
The document discusses two types of tests: norm-referenced tests (NRTs) and criterion-referenced tests (CRTs). NRTs measure global language abilities and compare student performance to others, following a normal distribution. CRTs measure specific instructional objectives and compare student performance to a set criterion or standard. The key differences between the tests are that NRTs use relative interpretation to compare students, measure general proficiency, and aim to rank students, while CRTs use absolute interpretation to measure objective-based learning, specific content mastery, and assess learning against a set standard.
This document discusses different types of online assessment used in education. It identifies formative assessment as used early in instruction to monitor student learning and provide feedback to improve teaching. Summative assessment measures how well learning outcomes are achieved at the end of instruction. Other assessment types discussed include diagnostic pre-assessment, confirmative assessment to check ongoing success, norm-referenced assessment comparing to averages, and criterion-referenced assessment against predetermined standards. The document also lists some popular online assessment tools for teachers.
The document introduces the Technological Pedagogical Content Knowledge (TPACK) framework, which describes the types of knowledge needed by teachers for effective technology-enhanced teaching. The TPACK framework involves the intersection of teachers' technology knowledge, pedagogical knowledge, and content knowledge. It consists of seven knowledge areas including technological content knowledge, technological pedagogical knowledge, and technological pedagogical content knowledge. The framework is used to define what teachers need to know to effectively integrate technology and is becoming popular for developing technology-focused professional development programs.
This document discusses questionnaires, including what they are, their purpose, and how to create them. A questionnaire is a standardized set of questions used to collect statistical data from respondents. It can be administered in-person, by phone, mail, or online. The main purpose is to efficiently obtain large amounts of data from many people. While a questionnaire simply collects responses, a survey is the full process of collecting, analyzing, and reporting results. Questionnaires can be descriptive to document current information or analytical to explore relationships between variables. Questions can be open-ended for free responses or closed-ended with predetermined answer options. Following best practices like clear goals and proper targeting helps ensure an effective questionnaire design.
Here are my slides for my report for my Advanced Measurements and Evaluation subject on Educational Measurement and Evaluation. #Polytechnic University of the Philippines. #GraduateSchool
This document provides information about assessment, specifically observation and interviews as assessment methods. It discusses:
- Observation as a direct way for teachers to learn about students' abilities through watching them in contexts like P.E. class or working on a project.
- The steps teachers should take when observing students, including defining the behaviors to observe, developing an observation form, practicing observation, and recording notes immediately after.
- Interviews as another direct way to get to know students. It recommends planning questions, contexts, and a data collection tool in advance, as well as focusing during interviews and promptly reviewing notes afterward.
- Additional tips for both methods like avoiding biases and extremes when scoring or judging students.
This document discusses the role of higher education and the use of information and communication technologies (ICT) in teaching and learning. It notes that higher education shapes students' behaviors, minds, and values. It also outlines several approaches to integrating ICT in the classroom, such as complementing existing lessons or enhancing student learning. The document emphasizes that effective use of ICT can motivate students and make classes more dynamic, but teachers need training to incorporate digital tools and resources pedagogically.
The document summarizes research on the gap between findings from educational research and government policies on teacher education in India. It outlines some key findings from research, including that teachers agree students should be actively involved in learning but differ on goals for student motivation versus intellectual engagement. However, government policies do not always incorporate research findings and instead consider them as just one input. The document also reviews India's legal framework and policies for teacher education over time.
Assessment Approaches: Quantitative and Qualitative AssessmentKiranMalik37
This document discusses quantitative and qualitative assessment approaches. Quantitative assessment expresses learning outcomes in numerical form using tools like tests. It is objective, easy to administer and summarize but does not provide rich details. Qualitative assessment collects non-numerical data using methods like interviews and observations. It provides more in-depth descriptions of students' thoughts and experiences, but takes more time and is more subjective. Both approaches have advantages and disadvantages for assessing student learning.
This document discusses question banks, which are collections of questions prepared for a given subject. It defines a question bank as a planned library of test items designed to fulfill certain purposes. The document outlines the characteristics, purposes, principles, and uses of question banks. It also discusses the need for question banks and how they can improve the teaching and evaluation processes by providing teachers and examiners with a pool of quality questions to assess students. Finally, it briefly touches on e-trends in question banks and the role of e-teachers in an increasingly digital educational environment.
This document discusses distance education and open learning systems. It defines distance education as education provided outside the formal education system using correspondence or multimedia. The document lists the various names for distance education models. It describes the need for distance education to provide educational access and the objectives of increasing education levels. The key characteristics, merits, and limitations of distance education are outlined. The document also describes open school systems which provide flexible education to those over 16, and open universities like IGNOU which expand access to higher education.
The document discusses three tools of assessment: the cumulative record, questionnaire, and inventory. The cumulative record contains a student's academic results and progress over time. A questionnaire is a form for collecting answers to questions from many respondents efficiently. An inventory is a self-reported survey or questionnaire, often about personal characteristics, that collects subjective information without right or wrong answers.
Type of programmed instruction, linear programmed instruction,meaning,assumpt...Neeraj Goswami
Programmed instruction was introduced in the 1950s as a way for students to learn on their own without a teacher through specially prepared books or equipment. It breaks content down into small sequential steps with frequent responses from the student and immediate feedback. There are two main types - linear programming which presents information in a fixed orderly sequence, and branching programming which allows for different paths. Programmed instruction aims to help students learn at their own pace, present content logically, and allow them to study independently.
Continuous and comprehensive evaluation (CCE) consists of two terms: continuous and comprehensive. It is not focused on one aspect of a student's performance but rather covers all aspects of a student's development in a continuous manner throughout the year using various assessment tools. Formative assessment is used to provide feedback to students during learning activities to help improve acquisition of skills, while summative assessment is used after learning activities to evaluate student acquisition and make decisions about student performance and progress. Performance-based assessment measures a student's ability to apply skills and knowledge through problem solving and completing tasks or projects. An assessment framework helps plan student learning by outlining the objectives, indicators, assessment methods and proofs of learning.
Professional development of a Teacher by Garima Tandongarimatandon10
This document discusses the importance of continuous professional development for teachers. It outlines several aims of continuing professional development programs, including exploring one's own practice, deepening subject knowledge, researching learners and issues in education, and preparing for other roles. It then describes several present practices for the professional development of teachers, including short and long-term courses to develop skills in specific topics, the use of distance media, sabbaticals for study and research, attending professional conferences, establishing professional forums and resource rooms, faculty exchange visits and fellowships, peer observation, workshops, and encouraging action research.
This document discusses the meaning and importance of reliability in testing. It defines reliability as the consistency or stability of test scores if the test is administered multiple times. Several methods for estimating reliability are described, including test-retest reliability, alternate forms reliability, and internal consistency estimates like split-half reliability and Cronbach's alpha. Factors that can impact reliability coefficients like test length, score range, and guessing are also covered.
The document discusses the concept of hidden curriculum, which refers to the unstated lessons, values, and perspectives that students learn in school. It is defined as the informal and often unintended lessons learned from factors like social structures, teacher behavior, rules, and cultural expectations in the school environment. Some key aspects that contribute to the hidden curriculum are peer pressure, cultural values promoted by the school, curricular topics, teaching strategies, and institutional rules. The hidden curriculum can positively or negatively influence students' development depending on the messages communicated.
The document discusses the National Curriculum Framework for Teacher Education (NCFTE) 2009 and issues in teacher education in India. It aims to improve teacher education by preparing ideal, innovative, humane and affectionate teachers. The NCFTE identifies three broad curricular areas for initial teacher preparation: foundations of education, curriculum and pedagogy, and school internship. However, there are still issues like lack of focus on stage-specific training for teacher educators, heavy curriculum with less emphasis on practical application, and insufficient school experience programs. The NCFTE 2009 promises to address these issues and help develop more professional and reflective teachers to improve education quality in India.
Mobile learning has several key characteristics:
1. It is portable as learning resources can be accessed anytime, anywhere through mobile devices.
2. It utilizes wireless networking which avoids problems with internet connectivity and allows for flexible learning.
3. It is interactive as learners can interact with instructors, course materials, and each other through mobile applications and tools like texting, mobile internet, and voice calls.
4. Learners can access a variety of materials from anywhere at any time which provides multiple opportunities for comprehension and retention.
An agreeable person is kind, caring, and helpful. They value social harmony and find it easy to cooperate with others. Agreeable people may struggle with analyzing arguments, making difficult decisions, and delivering bad news. They also prefer working with others rather than alone. More agreeable workers tend to like their jobs less and earn lower incomes. For disagreeable people, being right is more important than getting along. They are more challenging, competitive, and likely to distance themselves from others. Disagreeable personalities may be an advantage for sharing new ideas and convincing others of their merit. Giving and taking are based on values rather than agreeableness or disagreeableness alone.
This document summarizes three seminal theories that inform what we know about teaching and learning: (1) expectancy theory by Robert Rosenthal, which proposes that teacher expectations affect student outcomes; (2) impression formation theory by Solomon Asch, which suggests that preconceived impressions can influence how people are described and perceived; and (3) cognitive processing theory by Edward Tolman, which posits that mental representations and strategies are important for how information is processed and learned. The document also briefly discusses related studies by Bandura, Piaget, and Kohlberg, before concluding that early psychological research paved the way for modern cognitive studies and that educators should stay informed by this research.
This document contains summaries of personality types and traits for 6 individuals based on the Myers-Briggs Type Indicator (MBTI) and Big Five personality models. Akanksha Mohanty is described as an ESTJ personality type known as "The Supervisor". Divya Marwah is an ISFP type called "The Performer". Mukul Attri is an ENTJ or "Commander". Prashant Patro is an ENFP known as "The Champion". Zeeshan Ahmed is an ESTP or "Promoter". The final individual is described as an ESFJ or "Provider". Each person's traits are also summarized based on the Big Five factors of Extraversion, Agreeableness, Con
The document summarizes information about the Cognitive Abilities Test (CogAT) administered to third grade students in the Wake County Public School System. It explains that the CogAT measures verbal, quantitative, and nonverbal reasoning and provides scores to help with educational planning, including identification for gifted programs. National age scores are provided on scales from 1 to 9 and as percentiles. The student's profile code indicates their pattern of strengths and weaknesses across the three sections. Scores at or above the 85th percentile make students eligible for further gifted testing using the Iowa Test of Basic Skills.
The document discusses cognition and cognitive skills in the context of CLIL (Content and Language Integrated Learning). It defines cognition as thinking skills that drive the teaching and learning process. It categorizes cognitive skills as lower-order thinking skills like remembering and dividing, or higher-order thinking skills like reasoning and evaluating, and notes the importance of scaffolding tasks to appropriately challenge learners' cognitive abilities.
This document outlines a social media strategy plan for a Chinese restaurant called Busy Cafe. It discusses goals of building customer relationships, attracting new customers, and getting reviews. The plan analyzes the restaurant's social media presence, identifying strengths like its Facebook page but also weaknesses like lack of Facebook communication. Opportunities and threats are also examined. Specific strategies are proposed for improving Facebook, Twitter, YouTube and Foursquare presences with content like food photos, status updates, coupons, and a cooking guide video. Creating a mobile app is also suggested to facilitate online ordering.
The document discusses various measures used to summarize sample data, including measures of central tendency (location) and spread (dispersion). It describes how to calculate the arithmetic mean, mode, and median of raw data and frequency tables. The mean is the average value, the mode is the most frequent observation, and the median is the middle value when data is ordered from lowest to highest. For skewed data, the mode or median may better indicate central tendency than the mean. The document also introduces the interquartile range as a measure of spread and shows how to calculate percentiles from raw and grouped frequency data.
La organizacion administrativa del estado mexicanoDaniel Garcia
El documento describe la organización administrativa del Estado mexicano. Explica que el poder ejecutivo federal se deposita en el Presidente de la República y que las dependencias se organizan bajo su mando jerárquico. Detalla las diferentes formas de organización administrativa como la centralización, descentralización y desconcentración. También explica los diferentes órganos que componen la administración pública federal centralizada y paraestatal de acuerdo con la Ley Orgánica de la Administración Pública Federal.
1. O documento discute o transtorno bipolar, sua história, epidemiologia e tratamento com lítio.
2. Foi aplicado um questionário para 820 psiquiatras brasileiros sobre medicamentos preferidos para tratar o transtorno bipolar.
3. Os resultados mostraram que o lítio é o medicamento de primeira linha no Brasil para todas as fases do transtorno, apesar de variações em outros países.
La resistencia eléctrica representa toda oposición al flujo de la corriente eléctrica en un circuito. Se puede medir la resistencia de varios dispositivos y componentes usando métodos como un óhmetro, el cual mide la caída de voltaje para una corriente conocida a través del resistor. La resistencia también se puede identificar usando un código de colores estándar.
The document discusses career options in organizational communication. It covers influences on career decisions, identifying different career areas and their educational requirements, and preparing for employment searches. These career areas include internal/external communications, sales, education, research, management, and consulting. The document also discusses changing career paradigms in the 21st century and new organizational forms that require skills like networking, teamwork, and adaptability.
Diante do crescimento do portal, pelo espaço atual, conquistamos o respeito de diversos blogs, metablogs e portais de notícias conhecidos na blogosfera do estado de Pernambuco.
Por esta razão, fez-se necessária a criação de um Mídia Kit.
Abaixo vamos descrever nosso tráfego e valores dos anúncios.
Porque anunciar no blog?
Com mais usuários se familiarizando com a internet a cada dia, o blog tornou-se uma excelente ponte de comunicação importante para o público que consome os mais diversos tipos de produtos e serviços diariamente.
London Dine & Wine- A Bloomberg Brief Special Supplement Bloomberg Briefs
Discover the capital's secrets in Bloomberg Brief's special supplement London Dine & Wine. Inside you will find London's 10 most important restaurants for visitors, sommelier tips for picking a good wine, and much more.
To learn more about the Bloomberg Brief Newsletters and Supplements please visit:
http://www.bloombergbriefs.com/
The document summarizes the activities of the Centre for Policy Dialogue (CPD) in Bangladesh for the first quarter of 2016. It discusses several events held by CPD including a lecture on climate compatible development, the release of a report on the state of Bangladesh's economy for FY2015-16, and dialogues on reviving muslin textiles and Bangladesh's liberation war. It also mentions a meeting with the president of the International Development Research Centre who said all parties were responsible for the 2013 Rana Plaza factory collapse in Bangladesh. Young professionals in Bangladesh called for more opportunities to provide input on national policies and budgets at a CPD event.
http://aloemania.tv Un juego educativo para romper mitos nutricionales y aprender a manejar con inteligencia los jugos naturales de aloevera y otros nutrientes de Forever Living
The 9 Circles of Employee Engagement Hell Globoforce
This document provides an escape plan for addressing employee disengagement and lack of alignment in organizations. It identifies 8 key reasons for disengagement: 1) Stagnation, 2) No Alignment, 3) Lack of Support, 4) Budget, 5) Wrath, 6) Heresy, 7) Lack of Respect and Relationships, and 8) Fraud. For each reason, it summarizes relevant data and proposes ways to address the issues to increase engagement, such as focusing on learning and development, building a strong employer brand, and investing in employee recognition programs.
Measuring What Matters; Noncognitive Skills - Webinar Hosted by NUTNSmarterServices Owen
The document discusses the importance of non-cognitive factors in student success. It provides examples of how various organizations view and measure non-cognitive skills, including employers, colleges, faculty, and government agencies. It also summarizes research showing non-cognitive skills account for 80% of the benefits of education. The document advocates for the use of assessments like SmarterMeasure to measure students' non-cognitive skills and help guide academic advising, course placement, and predictions of student performance and retention.
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1) Learning analytics involves measuring, collecting, analyzing, and reporting data about learners in order to better understand their learning needs and influence their learning. Universities are using student data to trigger interventions aimed at supporting students and improving outcomes.
2) Purdue and Arizona State University have developed early warning systems that use predictive models based on student data to identify at-risk students and deploy automated or staff-delivered interventions. The University of Maryland provides a tool allowing students to compare their online engagement to peers.
3) The Open University is piloting student support teams organized by curriculum rather than geography, using a monitoring tool powered by learning analytics to identify and track students against milestones and link them to appropriate interventions. Initial results
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Measuring What Matters: Noncognitive Skills - GRIT
1. Measuring What Matters
The Role of Non-Cognitive Factors
in Student Success
Dr. Mac Adkins, President
SmarterServicesProvided by
2. Question 1?
• How do you determine who can be
enrolled at your school?
– Standardized test scores
– Prior grade point averages
– Admissions exams
3. Top Admissions Factors
• The National Association for College Admission Counseling rated
these factors.
• CONSIDERABLY IMPORTANT
– College prep course grades
– Strength of high school curriculum
– Standardized test scores
– Overall GPA
• MODERATELY IMPORTANT
– Admissions essay
– Letters of recommendation
– Demonstrated interest
– Class rank
– Extracurricular commitment
4. Question 2
Why Do Students Drop Out?
A study funded by the Bill and Melinda Gates Foundation
ranked these reasons:
1. Conflict with work schedule
2. Affordability of tuition
3. Lack of support from family – financial and practical
support
4. Lack of belief that a college degree is valuable
5. Lack of discipline – too much socializing, not enough
studying
http://www.publicagenda.org/pages/with-their-whole-lives-ahead-of-them
5.
6. To Find Out What Matters
Let’s Ask:
Employers
Colleges
Faculty
National Research Council
US Department of Education
Mothers
8. Outcomes Schools Want
Elements of Mission Statements From 35 Universities
Michigan State University, 2004
1. Knowledge, learning, mastery of general principles
2. Continuous learning, intellectual interest, curiosity
3. Artistic cultural appreciation
4. Appreciation for diversity
5. Leadership
6. Interpersonal skills
7. Social responsibility, citizenship and involvement
8. Physical and psychosocial health
9. Career preparation
10.Adaptability and life skills
11.Perseverance
12.Ethics and integrity
10. 2012 National Research Council
COGNITIVE
Problem solving
Critical thinking
Systems thinking
Study skills
Adaptability
Creativity
Meta-cognitive skills
INTERPERSONAL
Communication
Social Intelligence
Teamwork
Leadership
Cultural sensitivity
Tolerance for diversity
INTRAPERSONAL
Anxiety
Self-efficacy
Self-concept
Attributions
Work ethic
Persistence
Organization
Time management
Integrity
Life-long learning
11. US Department of Education
“The test score accountability movement and
conventional educational approaches tend to
focus on intellectual aspects of success, such as
content knowledge. However, this is not sufficient.
If students are to achieve their full potential, they
must have opportunities to engage and develop a
much richer set of skills. There is a growing
movement to explore the potential of the
“noncognitive” factors — attributes, dispositions,
social skills, attitudes, and intrapersonal
resources, independent of intellectual ability—that
high-achieving individuals draw upon to
accomplish success.”
13. Are You Beginning To See The Picture?
• Non-cognitive skills matter
– Determine student retention
– Determine employer satisfaction
– Determine online course success
– Federal agencies recognize their importance
– They are the mission of many schools
– Parents value them
14. “Years of schooling predicts labor market
outcomes — cognitive skills account for only
20%; therefore 80% of the “years of
schooling” benefit is due to noncognitive
skills” (Bowles, Gintis, & Osborne, 2001)
http://www.umass.edu/preferen/gintis/jelpap.pdf
15. Types of Data Used To Predict
Learner Success
APTITUDE ATTITUDE SITUATION
17. Can Non-Cognitive Skills
Be Taught?
You can’t
change a tiger’s
stripes, but you
can teach that
tiger to hunt in a
different
environment.
18. Recommended Uses of
Non-Cognitive Skills Measures
1. Optic – A lens through which students can view their
strengths and opportunities for improvement
2. Student Service – A tool to guide students toward
available resources for support
3. Placement – Developmental / remedial course
placement
4. Talking Points – A collection of statements which
academic advisors can use to advise their students
5. Early Alert – A list of students who are likely to be
benefitted by the instructor reaching out to them early in
the course.
6. Predictive Analytic - A set of data which can be
analyzed at the individual and aggregate level to project
student performance
19. Methods of Measurement
• Instructor ratings – Time and task intensive for the faculty
• Observer records – Expensive and time consuming
• Letters of recommendation – Rarely objective
• Interviews – Time consuming to conduct and code
• Socioeconomic data – Beneficial mostly at the aggregate level due
to exceptions and bias
• Self assessment – Yes, there are limitations, but it is the preferred
method.
20. Construct Comparison Matrix
ACT
Engage
ETS Success
Navigator
Wonderlic
Admissions
Risk Profile
SmarterMeasure
Individual
Attributes
X X X X
Life Factors X
Learning Styles X
Technical Skills X X
Reading Skills X
Keyboarding Skills X
Custom Questions X
21. SmarterMeasure
Learning Readiness Indicator
• A 124-item online skills test and attributes
inventory that measures a student’s level of
readiness for studying online
• Used by over 500 Colleges and Universities
• Since 2002 taken by over 2,500,000 students
22. What Does The Assessment Measure?
INTERNAL
INDIVIDUAL
ATTRIBUTES
Motivation
Procrastination
Time Management
Help Seeking
Locus of Control
LEARNING STYLES
Visual
Verbal
Social
Solitary
Physical
Aural
Logical
EXTERNAL
LIFE FACTORS
Availability of Time
Dedicated Place
Reason
Support from Family
SKILLS
TECHNICAL
Technology Usage
Life Application
Tech Vocabulary
Computing Access
TYPING
Rate
Accuracy
ON-SCREEN
READING
Rate
Recall
35. How Do Schools Use It?
• Orientation Course
• Enrollment Process
• Information Webinar
• Public Website
• Class Participation
• Facebook
• 68% of client schools administer the
assessment to all students, not just
eLearning students
36. Thermometer Analogy
• More important than taking your child’s
temperature is taking appropriate action
based on their temperature.
• More important than measuring student
readiness is taking appropriate action
based on the scores.
40. Middlesex Community College
• 6% to 13% more students failed online
courses than on-ground courses.
• Intervention Plan
- Administer SmarterMeasure
- Identify which constructs best predicted success
- Provide “Success Tips” as identified
Distributed by website, email, orientation
course, records office, library, posters, and
mail
41. Research Findings
• Analyzed 3228 cases over two years
• Significant positive correlation between
individual attributes and grades
GradesImpactsMotivation
42. Results of Middlesex Research
Before SmarterMeasure™ was implemented, 6%
to 13% more students failed online courses than
students taking on-ground courses. After the
implementation, the gaps were narrowed: 1.3%
to 5.8% more online students failed than on-
ground students.
44. Action Plan
• Empower eLearning staff, faculty advisors,
and academic counselors with student
data
Motivation
Self
Discipline
Time
Management
Three
areas of
focus
45. Project Summary
“In summary, the
implementation of
SmarterMeasure
has helped students
to achieve better
academic success
by identifying their
strengths and
weaknesses in
online learning.”
In essence, with various strategies
implemented to promote
SmarterMeasure™, a “culture” was
created during advising and registration
for students, faculty, and support staff to
know that there is a way for students to
see if they are a good fit for learning
online.
46. CEC - The Need
• We need to know which students to advise
to take online, hybrid or on-campus
courses.
• We need to know which students to direct
to which student services to help them
succeed.
• We need to know how to best design our
courses so that new students are not
overwhelmed.
47. The Analysis
• What is the relationship between
measures of student readiness and
variables of:
– Academic Success - GPA
– Engagement – Survey (N=587)
– Satisfaction – Survey (Representative Sample
based on GPA and number of courses taken
per term)
– Retention – Re-enrollment data
48. The Analysis
• Phase One – Summer 2011
– Included data from all three delivery systems – online,
hybrid and on-campus
– Analyzed data at the scale level
• Phase Two – Fall 2011
– Focused the research on online learners only
– Analyzed data at the sub-scale level
• A neutral, third-part research firm (Applied
Measurement Associates) used the following statistical
analyses in the project:
– ANOVA, Independent Samples t-tests, Discriminant
Analysis, Structural Equation Modeling, Multiple
Regression, Correlation.
49. The Findings
• Academic Achievement
– The scales of Individual Attributes, Technical
Knowledge, and Life Factors had statistically
significant mean differences with the
measures of GPA.
50. The Findings
• Retention
– The measure of Learning Styles produced a
statistically significant mean difference
between students who were retained and
those who left.
• A 73% classification accuracy of this retention
measure was achieved.
– The scales of Individual Attributes and
Technical Knowledge were statistically
significant predictors of retention as measured
by the number of courses taken per term.
51. The Findings
• Engagement
– The scales of Individual Attributes and Technical
Competency had statistically significant relationships
with the four survey items related to Engagement.
– The scales of Life Factors, Individual Attributes,
Technical Competency, Technical Knowledge, and
Learning Styles were used to correctly classify
responses to the survey questions related to
engagement and satisfaction with up to 93%
classification accuracy.
52. The Findings
• Satisfaction
– Structural equation modeling was used to create
a hypothesized theoretical model to determine if
SmarterMeasure scores would predict
satisfaction as measured by the survey.
– Results indicated that prior to taking online
courses, student responses to the readiness
variables were statistically significant indicators of
later student satisfaction.
– Therefore, the multiple SmarterMeasure
assessment scores are a predictor of the Career
Education survey responses.
53. The Findings
• Statistically Significant Relationships
Academic
Achievement
Engagement Retention
Individual
Attributes
X X X
Technical
Knowledge
X X X
Learning
Styles
X X
Life Factors X X
Technical
Competency
X
54. The Findings
• Student Categorizations
– Enrollment Status
• Positive – active/graduated (34.3%)
• Negative – withdrew/dismissed/transfer (65.7%)
– Academic Success Status
• Passing – A, B or C (48.9%)
• Failing – D, F or Other (21.1%)
– Transfer Credit – (21.8%)
– Not reported – (8.2%)
55. The Findings - Correlates
Readiness Domain Readiness Domain Subscales
Positive vs. Negative Pass vs. Fail
Life Factor Place, Reason, and Skills Place
Learning Styles
Social
and
Logical
N/A
Personal Attributes
Academic, Help Seeking, Procrastination,
Time Management, and Locus of Control
Time Management
Technical Competency
Internet Competency
Internet Competency
and
Computer Competency
Technical Knowledge
Technology Usage
and
Technical Vocabulary
Technical Vocabulary
56. The Findings - Predictors
Readiness Domains GPA F p
Life Factor Place and Skills 12.35 .0001
Learning Styles Verbal a and Logical 3.95 .02
Personal Attributes
Help Seeking, Time
Management, and Locus of
Control
21.11 .0001
Technical Competency
Computer and Internet
Competency
22.75 .0001
Technical Knowledge
Technology Vocabulary
38.76 .0001
57. The Findings - Predictors
Readiness Domains Credit Hours Earned F p
Life Factor Place 12.37 .0001
Learning Styles Visual 6.81 .01
Personal Attributes
Academic Attributes, Help
Seeking, and Locus of
Control
13.40 .0001
Technical Competency
Computer Competency
and Internet Competency
12.23 .0001
Technical Knowledge
Technology Usage and
Technology Vocabulary 26.97 .0001
58. The Recommendations
• We need to know which students to advise
to take online, hybrid or on-campus
courses.
– A profile of a strong online student is one
who:
• Has a dedicated place to study online
• Possesses strong time management skills
• Demonstrates strong technical skills
• Exhibits a strong vocabulary of technology terms
59. The Recommendations
• We need to know which students to direct
to which student services to help them
succeed.
– An online student who should be directed toward
remedial/support resources is one who:
• Has a weak reason for returning to school
• Has weak prior academic skills
• Is not likely to seek help on their own
• Is prone to procrastinate
• Has low, internal locus of control
• Has weak technology skills
60. The Recommendations
• We need to know how to best design our
courses so that new students are not
overwhelmed.
– Limit advanced technology in courses offered early in
a curriculum
– Foster frequent teacher to student interaction early in
the course
– Require milestones in assignments to prevent
procrastination
– Clearly provide links to people/resources for
assistance
61. Argosy University
• Required in Freshman Experience course
• Students reflect on scores and identify
areas for improvement in their Personal
Development Plan
• Group reflection with others with similar
levels of readiness
62. Argosy University -
COMPARE
• Compared the traits, attributes, and skills of the online
and hybrid students.
• Substantial differences between the two groups existed.
• Changes were made to the instructional design process
for each delivery system.
Online Hybrid
63. Argosy University - EXPLORE
• Correlational analysis between SmarterMeasure scores
and student satisfaction, retention, and academic
success
Satisfaction
Retention
Success
Technical
Motivation
Time
Statistically Significant
Factors:
Technical Competency
Motivation
Availability of Time.
64. Argosy University - TREND
• Aggregate analysis of SmarterMeasure data to
identify mean scores for students.
• Comparison made to the national mean scores
from the Student Readiness Report.
National
Scores
Argosy
Scores
65. Argosy University - APPLY
• Findings were shared with the instructional
design and student services groups and
improvements in processes were made.
For example, since technical
competency scores increase as
the students take more online
courses, the instructional
designers purposefully allowed
only basic forms of technology to
be infused into the first courses
that students take.
66. J. Sargeant Reynolds
Community College
• Required as admissions
assessment
• Integral part of their QEP
• Computed correlations
with grades and
SmarterMeasure
sub-scales of over 4000
students.
• P
Grades
Attributes
Technical
Learning
Styles
Life
Factors
67. Findings
• Statistically significant correlations:
Scores Grades
- Dedicated place, support from employers
and family, access to study resources, and
academic skills (Life Factors)
- Tech vocabulary (Technical Knowledge)
- Procrastination (Individual Attributes)
69. Five Schools
What is the relationship between measures
of online student readiness and measures
of online student satisfaction?
70. Methodology
Data from 1,611 students who completed both the
SmarterMeasure Learning Readiness Indicator
and the Priority Survey for Online Learners were
analyzed.
Incoming vs Outgoing
71. Findings
• There were statistically significant
relationships between factors of readiness
and satisfaction.
73. National Data
• 2013 Student Readiness Report
• Data from 639,324 students from 275
colleges and universities
74. Online Learner Demographics
• 69% were female
• 54% were Caucasian/White
• 54% had never taken an online course before
• 40% were traditional aged college students
• 53% were students at an associate’s level
institution
75. Online Learner Demographics
• Dominant Social learning style
• Highly motivated
• Moderate reading skills
• Pressed for time
• Increasing technical skills
76. Profile of a
Successful Online Student
• Four demographic variables have had a
statistically significant higher mean for five
years in a row.
Females higher in
Individual Attributes,
Academic Attributes, and
Time Management.
Males higher in Technical
Knowledge.
77. Profile of a Successful
Online Student
• Caucasians have had the highest means
for five years in Technical Knowledge.
• Students who have taken five or more
online courses have had the highest
means for five years in Individual
Attributes, and Technical Knowledge.
78. Conclusion
• Statistically significant relationships exist
between measures of online student
readiness and measures of academic
success, engagement, satisfaction and
retention.