arguing for the need to be true to the notion of "authentic" assessment in pursuing institutional assessment efforts in higher education, despite (or perhaps because of) the strong and growing pressure around a narrow vision of accountability for higher education
Reflective Practice, Collaboration, and Stakeholder CommunicationTiffany Smith
This presentation accompanies the 2014 AEA research presentation entitled "Reflective Practice, Collaboration, and Stakeholder Communication: Where Does the Field of Evaluation Stand?"
Enhancing motivation change in the classroomShaibou Haji
Enhancing Motivation Change in the Classroom is an interesting book that was written in 1976 but the method of study used and the outcomes is very vital in Education, Educational Psychology, Social Psychology and Educational Administration.
Reflective Practice, Collaboration, and Stakeholder CommunicationTiffany Smith
This presentation accompanies the 2014 AEA research presentation entitled "Reflective Practice, Collaboration, and Stakeholder Communication: Where Does the Field of Evaluation Stand?"
Enhancing motivation change in the classroomShaibou Haji
Enhancing Motivation Change in the Classroom is an interesting book that was written in 1976 but the method of study used and the outcomes is very vital in Education, Educational Psychology, Social Psychology and Educational Administration.
Creating Thematic Units Using Inquiry - BCTELA October 23, 2013Jonathan Vervaet
A presentation given and created with English teachers at BCTELA Conference in Ladner, BC on October 23, 2013. Topics were curriculum design, essential questions, and thematic units.
Dispositional tuning is a practice in which we engage in order to be “in tune” with ourselves and others. The Teacher Education programs at SFU are premised upon four guiding dispositions that speak directly to this particular type of attunement: pedagogical sensitivity; other-directedness; reflective capacity; and, critical mindedness.
Topic2 understanding by the design at a glanceMaria Theresa
Underscores the framework and concept of understanding by design, this includes
Teacher as designer, The Big Idea
Stage 1: The Desired Outcomes, Stage 2: The Assessment, Stage 3: Learning Plan
10 Major Principles of UBD, Strength of Ubd
Problems of UbD and Challenges encountered by the educators in the implementation of Ubd.
Describes and defines facilitative leadership, explains the Conditional Leadership Theory (style due to task, relationships AND favorability of conditions), discusses teams and experiential learning, and presents with practical exercise the six techniques to facilitative leadership: fundamentals, funneling, frontloading, freezing, focusing (solution vs. problem), and fortifying.
Creating Thematic Units Using Inquiry - BCTELA October 23, 2013Jonathan Vervaet
A presentation given and created with English teachers at BCTELA Conference in Ladner, BC on October 23, 2013. Topics were curriculum design, essential questions, and thematic units.
Dispositional tuning is a practice in which we engage in order to be “in tune” with ourselves and others. The Teacher Education programs at SFU are premised upon four guiding dispositions that speak directly to this particular type of attunement: pedagogical sensitivity; other-directedness; reflective capacity; and, critical mindedness.
Topic2 understanding by the design at a glanceMaria Theresa
Underscores the framework and concept of understanding by design, this includes
Teacher as designer, The Big Idea
Stage 1: The Desired Outcomes, Stage 2: The Assessment, Stage 3: Learning Plan
10 Major Principles of UBD, Strength of Ubd
Problems of UbD and Challenges encountered by the educators in the implementation of Ubd.
Describes and defines facilitative leadership, explains the Conditional Leadership Theory (style due to task, relationships AND favorability of conditions), discusses teams and experiential learning, and presents with practical exercise the six techniques to facilitative leadership: fundamentals, funneling, frontloading, freezing, focusing (solution vs. problem), and fortifying.
It was taken from the module of grade 7 and 8 as part of the exploratory courses being offered by the DepEd. I'm hoping that this would be a great help on your part, most especially when students need to see those kitchen tools in just simply form in pictures.
10 Insightful Quotes On Designing A Better Customer ExperienceYuan Wang
In an ever-changing landscape of one digital disruption after another, companies and organisations are looking for new ways to understand their target markets and engage them better. Increasingly they invest in user experience (UX) and customer experience design (CX) capabilities by working with a specialist UX agency or developing their own UX lab. Some UX practitioners are touting leaner and faster ways of developing customer-centric products and services, via methodologies such as guerilla research, rapid prototyping and Agile UX. Others seek innovation and fulfilment by spending more time in research, being more inclusive, and designing for social goods.
Experience is more than just an interface. It is a relationship, as well as a series of touch points between your brand and your customer. Here are our top 10 highlights and takeaways from the recent UX Australia conference to help you transform your customer experience design.
For full article, continue reading at https://yump.com.au/10-ways-supercharge-customer-experience-design/
Slidecast based on a presentation given on October 29th 2009. An attempt to drill down to find concrete strategies to encourage optimal motivation for learning. Far from being an expert on this, this was an opportunity for me to explore a topic of interest.
Aligned Course Design meets the principles for Made to Stick in a 1/2 day seminar developed at the UMinn Center for Teaching & Learning. This seminar conducted by
Ilene D. Alexander
David Langley
Jane O’Brien
Christina Petersen
A Lesson about Ideas to Action ImplementationJamietteNolia1
Science is designed to be objective and guided by data; art is subjective and deeply influenced by feelings and opinions. While the outcomes of science and art are quite different, the processes involved have undeniable similarities.
Learning and Teaching Seminar developed and conducted by Ilene Alexander, David Langley, Jane O'Brien and Christina Petersen for the Center for Teaching and Learning at the University of Minnesota.
Unpacking Understanding by Design By Grant Wiggins, et alKaren Hartle
The New Milford Curriculum Handbook is largely based on Understanding by Design. This Powerpoint is an excellent resource for curriculum writers and implementors alike.
On January 31, 2012, Dr. Lisa Leith from School Improvement Network presented a webinar examining the social, emotional and academic profile of the struggling student. She also explored the potential that integration of Common Core Standards offers for meeting the needs of the whole child, for empowering students to drive their own learning pathways, to increase motivation and relevance and to refocus students and teachers on success beyond school.
To download the presentation, or to see the archive of past webinars, visit:
http://www.schoolimprovement.com/pd360-free-pd/webinars/
Similar to Authentic Institutional Assessment (20)
Common Core: Equity & Opportunity - Jan. 2012 Webinar with Lisa Leith
Authentic Institutional Assessment
1. Complex Questions & ‘Kitchen Stories’: Pursuing Authentic Institutional Assessment in an Age of Accountability William S. Moore, Ph.D. Coordinator, Assessment, Teaching & Learning WA State Board for Community & Technical Colleges bmoore@sbctc.ctc.edu 360-704-4346 National Student Affairs Assessment & Retention Conference June 2005 Atlanta, GA
2. Adapted from “Dilbert” & Scott Adams As you can clearly see on slide 397… Oh, no—not another case of PowerPoint poisoning!!!
6. Accounting or Accountability? Assessment as learning can be reconciled with assessment for accountability only if we fundamentally rethink accountability…[as] a deeply human enterprise that depends on open sharing of information and continuing conversations… Lorna Earl & Paul LeMahieu, 1997
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8. Role of Underlying Beliefs in Accountability The question of how we exhibit educational accountability hinges on beliefs about what constitutes knowledge and how it can be demonstrated. Paul Theobald & Ed Mills, 1995
9. Assessment grows out of public discussions of the dimensions of excellence , exchanging informed clinical judgments and uncovering overlaps of or tensions between opinions. Its purpose is not accountability, but learning. Dennie Palmer Wolf & Nancy Pistone, 1991
12. “ The major aim of the freshman year should be to win the student to the intellectual enterprise.” Nevitt Sanford, The Modern American College , 1962
13. Learning as Transforming Understanding … Being able to repeat facts and plug numbers into formulae to get the right answers is handy, even essential. But it is not what education is fundamentally about… Learning should be about changing the ways in which learners understand, or experience, or conceptualize the world around them … Paul Ramsden
14. Hope & Loss: Real Learning Takes Courage … It may be a great joy to discover a new and more complex way of thinking and seeing, but what do we do about the old simple world? What do we do about the hopes that we had invested and experienced in those simpler terms? When we leave those terms behind, are we to leave hope, too? Bill Perry, 1978 “ Sharing in the cost of growth”
18. Assessment as Learning Observing & judging performance based on explicit criteria Providing feedback based on those judgments Reflecting regularly on the strengths & weaknesses of the institution Asking fundamental questions about learning and the conditions for learning
19. Assessment as Meaning-Making Ultimately, however, the real value of science may lie in uncertainty… Scientific knowledge is a body of statements of varying degrees of certainty… We scientists take it for granted that it is perfectly consistent to be unsure, that it is possible to live and not to know. But I don’t know whether everyone realizes that this is true… Richard Feynman, 1970 from “The Value of Science”
20. Assessment as Dialogue What can we truly know about our students—and about each other—without some dialogue and human connection?
29. Collective Sense of Purpose Assessment...requires us to work together, and to do unfamiliar things like setting common goals and standards, devising methods of assessment, interpreting the results, and using them to improve and coordinate our teaching. [It thus] possesses all the appeal and efficiency of committee work, in particular the kind visited upon us by administrators. Robert Holyer, Change , Sept./Oct., 1998
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31. Shared Notions of Quality … It is through developing a shared language about student work and shared set of values and criteria that assessment can affect the larger educational system with the power reformers desire and in the direction they advocate... Karen Sheingold & John Frederiksen, “ Linking Assessment with Reform,” ETS, 1994
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33. Public Trust Much psychometric evaluation is ostensibly in the service of public trust, but there are more effective ways of establishing public trust than through the use of psychometrics . Peter Johnston, 1989
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35. In Conclusion… I know I have not succeeded in answering all of your questions. Indeed, it feels as though I have not completely answered ANY of your questions. The answers I have given often serve simply to raise a new set of questions. In some ways it seems clear that you are as confused as ever. However, you’ll be happy to know that I believe firmly that you are now confused on a much higher level and about much more important things than before! Adapted from John McMahon, Seattle Central Community College