My ss lab_3.0_point_and_click_demo
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The document describes updates to a Student Success Career Development program. Key updates include: 1. A new 15-module Learning Path format with pre-and post-module assessments, video interviews, practice activities, and two graded activities per module. 2. The graded activities include an application project and reflective journaling to demonstrate mastery of skills. 3. Additional student resources are added, including a Facebook page, YouTube channel, and MySearchLab for research skills. 4. The updated program is now available for Fall 2011 classes.
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1.Analyze the assessment item by item or task by task.
Problem
or Task
Learning Assessed
# of Points
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
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Learning Target
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Formative Assessment Classroom Techniques using Bloom's Mastery Learning Model
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How do we know when our students are learning?Assessment of student learning is necessary to determine students’ strengths and weaknesses so that we can determine if students have learned the objectives and developed their skills. During the next year we will be providing faculty with resources to help them develop meaningful formative assessments to enhance their instruction. Faculty will be expected to include a formative assessment within each course and syllabus. Formative assessments help faculty determine how to modify their instruction from week to week to meet students’ needs. It is an assessment for learning. In contrast, summative assessments, such as course finals, are an assessment of learning. While both assessment approaches are necessary, our focus this year is to increase the use of formative assessments in our classes to improve learning. Fook & Sidhu (2010) succinctly captures the importance of assessment: “Many learning institutes have forgotten the ultimate purpose of the assessment actually is not only to prove but also to improve students’ learning” (p. 154). portfolio-assessment.ppt
The document outlines 6 stages to implementing portfolio assessment: 1) Identifying teaching goals, 2) Introducing portfolios to students, 3) Specifying portfolio contents, 4) Providing presentation guidelines, 5) Informing stakeholders, and 6) Developing the portfolio with teacher support. It also describes 3 types of portfolios - documentation, process, and showcase - and criteria for assessing portfolios, including thoughtfulness, growth, understanding of processes, and diversity of entries.
Evaluating the curriculum
This document discusses evaluating different aspects of a visual art education curriculum. It describes evaluating the curriculum at various stages, from initial development through classroom implementation and student learning. Key aspects to evaluate include the supported curriculum materials, the written scope and sequence, how the curriculum is taught in the classroom, and whether students achieved the intended learning goals. The document provides frameworks and processes for evaluating each part of the curriculum through methods like alignment analyses, observations, student assessments, and end-of-unit test analyses. The overall goal is to engage in ongoing evaluation to monitor curriculum quality and ensure students are mastering the objectives.
Chapter 3 Keys Presentation
This document outlines a 7-step process for designing performance assessment tasks:
Step 1 involves creating an engaging thematic focus and guiding question. Step 2 identifies what students must do to demonstrate learning. Step 3 evaluates the tasks against targeted proficiency levels.
Step 4 sorts tasks as formative or summative assessments. Step 5 fine-tunes summative tasks to integrate context and assessments in a cycle. Step 6 enriches the unit with other standards. Step 7 pilots the tasks with students and uses results to adjust assessments.
P T Module 4
This document outlines Module 4 of an online course on using technology to support student learning. The module focuses on creating student samples to demonstrate learning. Key points covered include answering essential questions, meeting learning objectives, using appropriate technology tools like presentations, publications, wikis and blogs, and ensuring samples align with standards. Activities guide participants to draft instructional procedures, assess a sample, and reflect on applying the lessons to their teaching.
Action Research Spring 2010
My first attempt at and presentation of functional Action Research applied in a K-12 classroom utilizing pedagogical practices, assessments and interventions (won third place in faculty-wide research competition). Illustrates using data-based analysis of assessments along with student- and class-specific interventions to increase achievement. Note the difference between this presentation and the Spring 2012 presentation just two years later.
Chapter 6
The document discusses instructional planning and lesson plan development. It describes several models for instructional planning including the process of instructional planning, outcomes-based education, and Understanding by Design. It also outlines the key elements and components of effective lesson plans, such as setting objectives and outcomes, designing assessments, and incorporating instructional activities. Various instructional strategies like direct and indirect instruction are also mentioned. Overall, the document provides an overview of different approaches to instructional planning and the essential parts of high-quality lesson plans.
Question bank
The document discusses a seminar presentation on creating a question bank for nursing education. It defines a question bank as a planned library of test items designed for various purposes like improving teaching and evaluation. The objectives are to help examiners select appropriate questions and for teachers to prepare a large pool of valid questions. It provides examples of different question types that could be included in the bank like matching, short answer, true/false and discusses principles of bank planning and development.
Kelloggs edition-10-lesson-suggestions
This lesson plan is for a 1-hour AVCE Business class on product life cycles. The lesson will use a case study about Kellogg's to teach students the five stages of the product life cycle and strategies to extend each stage. Students will participate in an introductory activity, take notes from a presentation, analyze the Kellogg's case study in pairs, and complete a worksheet to assess their understanding. The teacher will conclude by reviewing answers and assigning homework.
9. Planning for teaching.pptx
This document discusses various topics related to planning for teaching, including teacher-student interaction, lesson planning, schemes of work, and addressing individual differences among learners. It covers how teachers can deal with differences by categorizing learners, monitoring performance based on differences, and planning for differences in instruction, evaluation, and resource selection. The document also discusses motivation and attention in learning, including intrinsic vs. extrinsic motivation and managing motivation and attention in the classroom. Finally, it addresses evaluating learning effectiveness through diagnostic, formative, and summative assessments.
Norris Stewart Ch 10 Power Point
An evaluation of the Health Insurance Portability Accountability Act (HIPAA) by both the Brinkerhoff Success Case and Kirkpatrick Four Level Evaluation Methods
DME -- Student Assessment -- Latest.pptx
Student assessment serves several important purposes:
1. To evaluate what students have learned and how well they can apply that knowledge.
2. To provide feedback to students on their progress and help guide their learning.
3. To help teachers improve their teaching methods and curriculum.
Effective student assessment follows key principles such as using valid and reliable measurement tools, employing a variety of assessment techniques, and ensuring students understand the assessment criteria. The primary goal of assessment should be to enhance student learning.
Instructional plan final
This instructional plan outlines a 10-week CNA training course to be offered at a local community college. The plan identifies a need for CNAs at the local hospital and a gap in available training programs. It recommends the college assist the hospital by providing instructors and materials to teach the class. The plan details learner characteristics, instructional strategies including lectures, demonstrations and role plays, formative and summative assessments, and recommendations to improve the program based on evaluation outcomes.
Instructional Planning and Development
[1] The document discusses instructional planning frameworks, specifically comparing a traditional framework (B) to Understanding by Design (UbD) (framework A).
[2] It then provides details on the three stages of the UbD framework - Stage 1 involves defining desired results through content standards, understanding goals, and student objectives; Stage 2 focuses on assessment evidence; and Stage 3 is the learning plan.
[3] Key aspects of each UbD stage are outlined, and important points about aligning instructional planning with department visions and standards are noted.
GROUP 4_MODULE 4_REPORT IN ENGLiISH 05.pptx
This document provides an overview of supporting student participation and developing assessments in English medium instruction courses. It discusses challenges students may face participating in EMI courses and strategies to build participation such as using visual aids and group work. It also covers facilitating student interaction, structuring group work with a case study, and assessing student learning with formative and summative assessments. Various assessment options for EMI courses like presentations, papers, and rubrics are explained.
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My ss lab_3.0_point_and_click_demo
- 1. Student Success Career Development 3.0
- 3. Learning Path features 15 modules
- 4. Learning Path Module Pre-Test Diagnostic on Critical Thinking Step 1 : 20 question pre-test based on level 1 & 2 of Bloom’s taxonomy
- 5. Learning Path Pre-Test Diagnostic: Critical Thinking Each module pre-test includes 20 questions (Blooms 1 & 2) that diagnose students’ comprehension of the skill.
- 6. Topic Overview offers summary of Learning Outcomes/Skills Step 2 : Students receive an overview of what to expect in each step of the learning path.
- 7. Video Interviews now feature reflection questions Step 3 : Student Video Interviews featuring follow-up questions designed to ensure students spend time reflecting on opinions expressed. Student time-on-task is tracked in the gradebook.
- 8. 2 Practice activities per module Step 4 : Two Interactive Practice activities per module give students a comprehensive overview of the topic with multiple opportunities to test their knowledge along the way. Practice modules are “credit for completion” - embedded self-check assessments do not report to grade book.
- 9. 2 Graded Activities per module Step 5 : Two instructor graded activities per module give students an opportunity to demonstrate mastery of the topic using level 3 & 4 of Bloom’s taxonomy. In the first activity , students are asked to apply knowledge by completing a project.
- 10. Journaling always an ACTIVITY Step 5 : Two instructor graded activities per module give students an opportunity to demonstrate mastery of the topic using level 3 & 4 of Bloom’s taxonomy. In the second activity , students are asked to reflect and goal set by journaling about the skills they have learned in the module.
- 11. Return to the Learning Path to complete Post-Test Diagnostic for the topic Final Step :Students return to the learning path where they are now ready to take a 20 question module post-test diagnostic test. The post-test is based on levels 4 & 5 of Blooms and is designed to allow students to demonstrate mastery of strategy and decision making .
- 12. Learning Path results feed the grade book where we encourage instructors to rely on data Gradebook features multiple ways to view and manage student results
- 13. Student Resources feature 3 new items New Student Resources include the Pearson Students Facebook Page, the FinishStrong247 YouTube Channel, and MySearchLab !
- 14. MySearchLab teaches students how to gather credible information for research efficiently & on their own
- 15. Finishstrong247 YouTube channel Assembled in collaboration with students for a “best of” list of how-to videos and explanations that hit home. One channel per topic with multiple videos to choose from.
- 16. Now Live and Available for Fall 2011 Classes! 3.0
Editor's Notes
- MSSL 3.0 We’ve been listening to your requests around MSSL, doing multiple focus groups/reviews/market touches, and we’ve applied all your feedback to create MSSL 3.0!
- The 3 things you asked us to address, we’ve done the following to improve: Registration simplified – only 1 Topical MSSL; streamlined ease of entry Navigation obvious – call things what they are; organize intuitively; include ‘just in time’ learning/resources that are ‘student approved’ and vetted Assessment more/better – pre and post test; questions for each feature-video, practice, activities; time on task with CCNG; big-picture – its scalable now
- This is how the contents look in the Learning Path .
- This is the Critical Thinking Pre-Test start.
- This is what the Critical Thinking Pre-Test looks like.
- Here’s a Practice 1 example, Level 1-2 of Bloom’s. There are 2 Practices within each topic now.
- The are 2 Activities per topic now. Activities are always graded based on performance (as opposed to credit for completion like with practice activities) Here’s an example project activity. Level Bloom’s 3-4.
- Journaling is now an Activity. Instructors and students will be able to easily find it and assess on it.
- Now, you’re back at your list of topics or contents in the Study Plan and ready to take the Post-Test Diagnostic .
- You’ll love the 3 changes we made to the Student Resources tab! Added Student Facebook page – reviewed well with PSAB. Added FinishStrong247 YouTube channel – refined search of videos vetted ‘by students, for students’. Added MySearchLab.
- This is what MySearchLab looks like. It helps students learn how to gather information for research.
- This is the FinishStronger247 YouTube channel we created. We have been collaborating with students for “best of” how to videos and explanations that hit home…And are available on our main navigation panel & as a channel in each topic.