As a result of some learning experience, the learner should be able to do/perform certain tasks. A learning outcome is what a student should be able to do at the end of a program, course, or instructional unit informal education.
As a result of some learning experience, the learner should be able to do/perform certain tasks. A learning outcome is what a student should be able to do at the end of a program, course, or instructional unit informal education.
Advance organiser model AOM definition , implications, types of advance orga...Bhaskar Reddy
This slides contain Advance organizer model types and examples of advance organizer model and also implications, advantages of advance organiser model, principles of advance organizer model
There is a various method of instruction,but only objective is the clue to apply related method of instruction. By this way a instructor can assess easily and create a better learning environment.
Interdisciplinary teaching and learning- objectives and assessmentAbhishek Nayan
There are several approaches of education like Interdisciplinary, Cross disciplinary and Multidisciplinary apprach. Interdisciplinary approach uses methods and concepts from different discipline to achieve its aims and objectives. Check the slides to know more.
Advance organiser model AOM definition , implications, types of advance orga...Bhaskar Reddy
This slides contain Advance organizer model types and examples of advance organizer model and also implications, advantages of advance organiser model, principles of advance organizer model
There is a various method of instruction,but only objective is the clue to apply related method of instruction. By this way a instructor can assess easily and create a better learning environment.
Interdisciplinary teaching and learning- objectives and assessmentAbhishek Nayan
There are several approaches of education like Interdisciplinary, Cross disciplinary and Multidisciplinary apprach. Interdisciplinary approach uses methods and concepts from different discipline to achieve its aims and objectives. Check the slides to know more.
Training program - assessment in education (PYP)NiketaSuri
Presentation during an interactive training program for EYFS & PYP teachers, on Assessments and Evaluations in Education (Emphasis on IB PYP), during our orientation program.
The mission of advising is to use a teaching and learning approach that empowers students as they clarify and realize their goals through both curricular and co-curricular engagement.
The following workshop will be conducted at the VL Conference July 17th-18th. The workshop is designed to support stakeholders in addressing the following driving question: How do we develop an educational system that supports all students in seeing themselves as their own teachers?
Participants will:
- Understand the process by which governance members, administrators, teacher leaders, teachers, and students identified, created, and implemented a system-wide approach to addressing the four fundamental questions: Where is the learner going? Where is the learner now? What are the learner’s next steps?, and, In light of the evidence, what approaches and strategies appeared to efficiently and effectively enhanced the learning process?
- Understand the actions students have taken to see themselves as their own teachers in the classrooms.
- Understand the actions teachers have taken to see learning through the eyes of students
- Relate the six signposts of the VL research to system-wide leadership efforts of TUHSD in developing a learning system infrastructure, including professional development, to enhance students’ clarity of the learning process.
- Explore actions (successes and challenges) that permeate across contexts to achieve the type of alignment and autonomy experienced by the leaders, teachers, and students of the presenting school district.
MindTap ThinkNation Webinar Series: Assessing Learning in Higher EducationCengage Learning
Presented by: Courtney Doyle Chambers, Cengage Learning
How can you successfully measure learning? This webinar will discuss this concern and functionality that exists to help you measure learning outcomes for your class and institution.
Medical Education, Feedback, Undergraduates, Feedback for written exam and assignments, feedback for oral presentations, feedback for laboratory experience
Similar to Our assessment journey teachers edition (20)
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
3. We start and end on time
We are a community of professionals, we
participate fully, encourage participation from
others, and allow ourselves to be learners
We create a safe place to be heard, we can
take risks
We respect everyone’s point of view
We use technology appropriately in the spirit
of professional learning
Our Professional
Growth Commitment
4. What will I be able to do when I
am done here today?
I can identify assessment practices
that are for, as, and of learning.
What is important for me to learn
and understand so that I can hit
the target?
I must learn and understand
formative and summative
assessment strategies.
What will I do to show that I
understand?
I can create a professional goal to
begin implementing effective
assessment strategies that
improve student learning
outcomes.
Moss, C., & Brookhart, M. (2012). Learning targets: Helping students aim for understanding in today’s lesson. Alexandria: ASCD.
Learning Targets
7. Your Assessment Experience
(as a student)
• I remember one time when….
• A really positive experience for me was
when….
• One thing I’ve never forgotten is…..
• Some things I remember my teacher(s) doing
are….
8. How does your past experience as
a recipient of evaluation colour
your present practice as an
evaluator?
9. How have your assessment and
evaluation practices evolved
through your career?
11. What is Assessment?
• Systematically conducted
• Contributes to an overall picture of each
student’s achievement
12. How Do We Assess?
• Assessment For Learning
• Assessment As Learning
• Assessment Of Learning
13. Formative Assessment
• Informs our practice
• Provides information about what students
already know (preassessment), are learning, and
have learned.
• What has been learned? What needs to be
learned?
• Relies on specific, descriptive feedback that relies
on criteria and is focussed on improvement.
14. Popham (2011) states, “recent reviews of more than
4,000 research investigations show clearly that when
the [formative assessment] process is well
implemented in the classroom, it can essentially
double the speed of student learning … it is clear that
the process works, it can produce whopping gains in
students’ achievement, and it is sufficiently robust so
that different teachers can use it is diverse ways, yet
still get great results with their students”.
Source: http://newlearningonline.com/2011/02/23/formative-assessment-best-methods/
Popham, J. (2011) Formative assessment- a process not a test. Education Week. Vol 30 (21) pg. 35.
17. Value
• Ian Krips (SPDU): Even if you’re doing a bad
job of formative assessment, is still doing your
students a world of good.
18. Summative Assessment
• A summary of the level to which students have
reached or mastered outcomes
• Evaluation
• How students performed in relation to a
standard.
• Considers evidence and decides whether or not
students have learned what was needed and how
well they have learned it.
• Reported using grades,
numbers, or checks
20. Formative
During
Learning
To inform decisions
on instruction, and
to help students
understand where
they are in their
learning
Summative
After
Learning
For
communication
to parents and
for placement
21. Shifting the Balance
Western and Northern Canadian Protocol for Collaboration in Education. (2006).
Where we were, where we’re going
22. What will I be able to do when I
am done here today?
I can identify assessment practices
that are for, as, and of learning.
What is important for me to learn
and understand so that I can hit
the target?
I must learn and understand
formative and summative
assessment strategies.
What will I do to show that I
understand?
I can create a professional goal to
begin implementing effective
assessment strategies that
improve student learning
outcomes.
Moss, C., & Brookhart, M. (2012). Learning targets: Helping students aim for understanding in today’s lesson. Alexandria: ASCD.
Learning Targets
23. Education is a journey, where
teachers and leaders are learners
alongside students. Together we need
to make learning more meaningful to
students. Together we learn to create
an education system that addresses
21st century learners, children who
will be competent citizens in a
technological, collaborative global
community.
Editor's Notes
AndreaSlides 1 and 2 = 1 minute
Andrea-Coaches refer to the strategic plan when conducting inservices and when planning with and for teachersStrategic goals: 1- Sustainable infrastructure2- People Engagement3- Accountability for All4- Student Learning and Wellbeing4- Equitable OpportunitiesStrategic Priorities:1 - Excel at key processes -Assessment goes hand in hand with strengthening instruction -Improve effective change management – this is why we a re on a journey, and how we implement and manage the change process2 - Achieve student and family outcomes - effective appropriate assessment lends itself to improving student learning outcomes. Assessment practices allow students to be a part of their learning journey - effective assessment practices also strengthen student and parent engagement, students will have a better picture of where they have been, where they are going, and what steps will be along the way.3 – Achieve financial stewardship4 - Enable people capacity
Cindy2 minutes
Andrea LIST - TargetTime: 5 minutesLearning targets:- Spring from outcomes Guide learningIn student friendly languageWhat students are actually doing and what they are actually going to learnFor todays lesson only – specificTo engage with contentLearning targets triangluates essential content, effective instruction and meaningful learning
Cindy 1 minuteFist to FiveParticipants participate in formative assessment.
Think-Pair-ShareThink about the question to yourself for 30 seconds. Then share your thoughts with your partner. Be prepared to share your thoughts with the larger group.
Cindy3 minutesThink quietly to yourself to yourself first 15 seconds. Find a partner and complete one or more of the speaking probes with them.Its hard to overcome what we believe what is inherently right because of our experiences in school or how e began our careers.
Critical Listening: (5 minute)Think for one minute. Talk to your partner for one minute. Partner listens silently for the full minute. Partner then asks one clarifying question. 30 seconds to respond. Switch.
Shared Writing: First person writes one reason, pass the paper around group, each person adds another reason. Groups share.Andrea: 2 minutes(tap and activate background knowledge)Share ideas in pairs/groups then identify the listed reasons:To show learning gauge student progress inform instruction gather evidence of learningbased on Provincial Curriculum outcomes decide how to differentiate communicate to parents how they can help their child communicate to learners how they can help themselvesto plan interventions to identify students who need extra support to set up peer teaching to group studentsto advise programming
Andrea1 minuteAssessment is something systematically conducted and is plannedAssessment is the gathering of information that informs our teaching and helpsstudents learn more. (Davies)Teachers will be gin to teach differently based on what they find when they assess
Andrea3 minutesAndrea: Assessment for learning involves the use of information about student progress to support and improve student learning, inform instructional practices, and: • is teacher-driven for student, teacher, and parent use • occurs throughout the teaching and learning process, using a variety of tools • engages teachers in providing differentiated instruction, feedback to students to enhance their learning, and information to parents in support of learning. Cindy: Assessment as learning actively involves student reflection on learning and monitoring of her/his own progress and: • supports students in critically analyzing learning related to curricular outcomes • is student-driven with teacher guidance • occurs throughout the learning process. Andrea: Assessment of learning involves teachers’ use of evidence of student learning to make judgements about student achievement and: • provides opportunity to report evidence of achievement related to curricular outcomes • occurs at the end of a learning cycle using a variety of tools • provides the foundation for discussions on placement or promotion.
Cindy: 2 minutes“assessment experiences that result in an ongoing exchange of information between students and teachers about student progress toward clearly specified learning outcomes” (AAC)Key points:Improving formative assessment practices raises student achievement levelsImproved formative assessment practices helps low achievers moreNOT used for grading purposesPosted criteriaModels, samples, exemplars
Give one get oneFormative Assessment from Natalie Regier
What if I collect data and never act on it?Do we record? Are we accountable for that Data? Is it reported?Formative assessment is ONLY formative assessment WHEN we act on it and respond to the data. If not acted upon, the formative assessment is only an activity.
In fact, as Popham (2011) states, “recent reviews of more than 4,000 research investigations show clearly that when the [formative assessment] process is well implemented in the classroom, it can essentially double the speed of student learning … it is clear that the process works, it can produce whopping gains in students’ achievement, and it is sufficiently robust so that different teachers can use it is diverse ways, yet still get great results with their students”. (from Erhlandson, C. 2013 presentation)
Cindy1 minutes“assessment experiences designed to collect information about learning to make judgements about student performance and achievement at the end of a period of instruction to be shared with those outside classrooms.” (AAC)“refers to performance data complied as a grade” (AAC)
Andrea: 2 minutesObservations: Checklists, problem solving group work, presentations, reading skills, listening and speaking skills, digital portfoliosConversations: Peer feedback, student-teacher conferences, math journals, self assessments, digital portfoliosProducts: Notebooks, reader response journals, projects, graphs, writing portfolios, digital portfoliosEvidence collected needs to be reliable and valid
1 minuteAndrea
Andrea LIST - TargetTime: 5 minutesLearning targets:- Spring from outcomes Guide learningIn student friendly languageWhat students are actually doing and what they are actually going to learnFor todays lesson only – specificTo engage with contentLearning targets triangluates essential content, effective instruction and meaningful learning