Lecture on the
different types of
inferential statistics and
when to use them.
Demonstration of
encoding data in SPSS
and computing statistics.
Hands on practice of
encoding a small data set
and computing statistics
in small groups.
This is a brief presentation on Outcome Based Education. Through this presentation we look at:
1. What is Outcome Based Education?
2. Goal of Outcome Based Education
3. The problems with the Traditional Education System
4. Why Outcome Based Education?
5. Differences between Traditional Education System & OBE
6. History of Outcome Based Education
7. Principles of Outcome Based Education
8. Challenges with Outcome Based Education
9. Solution for Challenges with Outcome Based Education
This presentation focuses on:
-Shift of International Focus
-The Outcomes of Education: Focus of Accreditation
-Program Objectives (P.O)
-Student Learning Outcomes (S.L.O)
-Curriculum Mapping
-Determining the Attainment of S.L.O through Outcomes-Based Assessment
This is a brief presentation on Outcome Based Education. Through this presentation we look at:
1. What is Outcome Based Education?
2. Goal of Outcome Based Education
3. The problems with the Traditional Education System
4. Why Outcome Based Education?
5. Differences between Traditional Education System & OBE
6. History of Outcome Based Education
7. Principles of Outcome Based Education
8. Challenges with Outcome Based Education
9. Solution for Challenges with Outcome Based Education
This presentation focuses on:
-Shift of International Focus
-The Outcomes of Education: Focus of Accreditation
-Program Objectives (P.O)
-Student Learning Outcomes (S.L.O)
-Curriculum Mapping
-Determining the Attainment of S.L.O through Outcomes-Based Assessment
Principles of adult learning ,principles of teaching and learningsalmah natoon
Teaching in clinical setting needs a comprehensive skill and be able to switch according to the needs of your audience. Application of various teaching and learning principles help the preceptor to delivered the learning activities successfully.
Ash edu 645 week 6 final paper curriculum based summative assessment design (...chrishjennies
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Ash edu 645 week 6 final paper curriculum based summative assessment design (...Noahliamwilliam
edu 645 week 6 dq 1 standardized testing,edu 645 week 6 dq 2 summary,edu 645 week 6 final paper assessment plans ash edu 645 week 6,ash edu 645 week 6,ash edu 645,ash edu 645 week 6 tutorial,ash edu 645 week 6 assignment,ash edu 645 week 6 help
It refers to the collection of information on which judgment might be made about the worth and the effectiveness of a particular programme. It includes making those judgments so that decision might be made about the future of programme, whether to retain the program as it stand, modify it or throw it out altogether.
In this presentation, you will know the different topics that are useful in implementing a curriculum that will serve as your guide to create a better and effective curriculum that will benefit the students, teachers, and the community.
Credits to this websites for the content:
http://www.fao.org/3/ah650e/ah650e03.htm
http://beonnjuil.blogspot.com/2016/03/reflection-2-roles-of-curriculum-workers.html#:~:text=What%20understand%20about%20Curriculum%20workers,to%20emphasize%20appropriate%20learning%20experience
https://dmiffleton.wordpress.com/2015/03/30/stages-of-curriculum-implementation/#:~:text=The%20curriculum%20implementation%20process%20can,broken%20down%20into%2012%20steps.
This session answers the following questions: (1) What are the implications of the 4IR on Educational Assessment and Education as a whole? (2) What skills do we need to assess given the landscape of the 4IR? (3) How do we assess such skills to prepare students in the 4IR? (4) What standards should schools adapt to prepare students in the 4IR?
The objectives of this session are: (1) Identify the characteristics of an effective research mentor, (2) Identify issues and problems in thesis/research mentoring. (3) Make a flowchart of the mentoring process
Managing technology integration in schoolsCarlo Magno
This session answers the following questions: (1) How do we integrate technology in teaching and learning? (2) Is technology integration effective? (3) How do we support technology integration in our schools? (4) How do we know we are in the right track on technology integration?
This session first describes 21st century learning. Technology integration is described, shift in the use of technology in learning, the use of LMS, and the flipped classroom.
Empowering educators on technology integrationCarlo Magno
This presentation answers the following questions: (1) What is the status of technology integration among private schools? (2)What is needed among teachers to implement well technology integration? (3) What is needed among school administrators to make technology integration work? (4) What are the indicators of successful practice in ICT integration?
This slide tackles the steps, guidelines, and parts of an online lesson. A checklist is provided to assess whether the online lesson conform to quality standards.
This presentation provides an overview of K to 12 Curriculum in the Philippines. The different principles to be considered in teaching and learning the curriculum based on the best teaching and learning practices of the APA is tackled.
Accountability in Developing Student LearningCarlo Magno
This slide emphasizes on the role of instructional leaders to support instruction that would eventually lead to student learning. Different strategies on instructional leadership is tackled in order to achieve student progress overtime.
The Instructional leader: TOwards School ImprovementCarlo Magno
This slide contains (1) Purpose of instructional leadership, (2) What is instructional leadership? (3) Curriculum involvement
Functions of an instructional leader, (4) Roles of the instructional leader (5) Characteristics of instructional leadership, (5) Activities of instructional leadership, (6) Effective instructional leaders, (7) Instructionally effective schools, and (8)
Philippine Professional Standards for Teaching.
Guiding your child on their career decision makingCarlo Magno
This presentation provides perspective for parents to understand the career development of their child and how they get involved in their child's career development.
This presentation emphasizes on assessing science based on learning competencies, selecting appropriate forms of assessment and developing written and performance based tasks on science.
Assessment in the Social Studies CurriculumCarlo Magno
This presentation contains two assessment competencies of teachers in social studies: (1) Constructive alignment and (2) and making decisions as to give written works or performance-based assessment in class. Some guidelines in making paper and pencil items and performance-based task are presented.
This presentation covers new perspectives in using books in the classroom. The utility of books are integrated with pedagogical practices such as essential questions, inquiry-based approach, authentic-based tasks, and learner-centeredness
Acetabularia Information For Class 9 .docxvaibhavrinwa19
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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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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.
Embracing GenAI - A Strategic ImperativePeter 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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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!
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2. Objectives
Construct a one session
plan showing outcomes
with appropriate
assessment and delivery
mode.
3. Case A
Cherry is a staff in Mall X. Her work is to get the
products in the stock room as requested by the sales
lady. Cherry has been working in Mall X for two
months right after her graduation. Cherry finished a
course in computer science and she is expected to
develop softwares. One time the HR called her and
asked her to make a program for the payroll system
of the employees in the computer for an extra pay.
She begged off honestly and said “Sorry I do not
know how to make a program, perhaps you can ask
other computer science graduates from other
schools.”
4. Case B
Cheryl conducted a graduate tracer study to
determine if the teacher education program of the
school is adequate. She found in the survey that:
100% of the graduates were employed as teachers in
different sectors.
100% of the graduates were able to get a job in two
months.
100% of the graduates passed the licensure exam for
teacher.
60% of the faculty are receiving a salary of less than
Php15,000
80% of them working as a teacher were rated satisfactory
in their teaching performance by the school
administrators.
5. Outcomes-based Education
Clearly focusing and organizing everything in an
educational system around what is essential for all
students to be able to do successfully at the end of
their learning experiences.
This means starting with a clear picture of what is
important for students to be able to do, then
organizing the curriculum, instruction and
assessment to make sure this learning ultimately
happens (Spady, 1994).
6. Outcomes-based Education
In the process of designing programme curriculum, the
outcomes of the learning is emphasized and pre-
determined
What is expected from the learning after the students
have graduated in order to equip them with the
necessary skills and capabilities before they enter the
work place
Then go backward with:
curriculum design
programme outcomes and course outcomes,
development of instructions
delivery modes
appropriate assessments methodologies
7. Outcomes-based Education
looking at the level at which the inputs, methods, and
execution produce the desired learning
competencies for the graduates of that program as
determined by the Technical Committees/Technical
Panels and as measured by appropriate
assessments.
It points to the way in which the level of attainment of
the outcomes can be progressively heightened.
8. Outcomes-based Education
Assessing student growth and competency in
relation to these outcomes
Detailing how outcomes based learning at a whole
program level functions within a complex university
context
9. What needs to be set?
Mission and Vision are translated into:
indicators (e.g., professional qualification or
employability)
metrics (e.g., percentage of passing in a licensure
exam or percentage of employment)
targets (e.g., 70% passing or 85% employed).
10. Outcomes-based Education
Outcomes – what learners are expected to know and be
able to do at the desired level of competence
Outcomes-based evaluation – clearly focusing and
organizing everything in an educational system around
what is essential for all students to be able to do
successfully at the end of the learning experiences.
Outcomes-based teaching and learning – constructive
alignment of intended, learning outcomes with
appropriate outcomes-based assessment methods and
teaching and learning activities. OBE applied in the
classroom level.
Performance criteria – specific, measureable
statements identifying the performance(s) required to
meet the outcome; conformed through evidence.
11. Outcomes-based Education
Ensure quality assurance (QA)
1) to translate vision, mission, and goals (VMG) into
desired learning outcomes
2) to establish the proper learning environment
(implementation of teaching-learning systems as well
as support processes and procedures)
3) to review against performance indicators and
standards defined in the assessment system
4) to enhance programs and systems
12. Approaches on OBE
A direct assessment of educational outcomes, with
evaluation of the individual programs that lead to
those outcomes. (To make sure that outcomes are
delivered)
An audit of the quality systems of an institution, to
determine whether these are sufficiently robust and
effective to ensure that all programs are well
designed and deliver appropriate outcomes. (To
deliver effective programs)
13. What needs to be established?
Mission and vision
Program Educational Objectives
Program Outcomes
Matrix of courses with program outcomes
(Curriculum map)
Outcome-based teaching and learning delivery
system
Program assessment and evaluation process
Continuing quality improvement program
14. Example
Learning outcome Indicators Assessment
At the end of the course
students should be able
to:
• decide which
inferential statistics
can be used for a
specific hypothesis
• Encode data
acceptable in SPSS
• use SPSS to compute
for the inferential
statistics
• Suggest which type of
statistics to be used
given a hypothesis
• Use SPSS to encode
survey data
• Click appropriate
menu in SPSS when
computing for
ANOVA, t-test etc.
• Test: Given a
hypothesis, write the
correct stats to be
used
• Performance based:
encode the data from
a survey to the SPSS
worksheet
• Checklist: step by
step procedure in
using SPSS
15. How do you teach in an OBE framework?
Transformative learning
Learner-centered
Understanding by Design
16. Case presentation
A group of psychology students at the start of the term
thinks that doing research is going to the library and
compiling information about a topic from different books.
The teacher knew about it by asking the students at the
start of the class what research is. The teacher started to
show examples of journal articles and how research is
conducted. The different methodologies and the use of
research was assigned. Then the students conducted
their own research using a nonexperimental design.
Towards the end of the term when the teacher asked
again hat is research, students see it as a process of
arriving at new knowledge and supporting the ideas
through data (evidence).
17. Watch a short film segment-school of rock
http://www.youtube.com/watch?v=vMkT8jYh8MI
18. What is transformative learning?
TLT is a cognitive learning theory that results in
changes in meaning perspectives that have
developed over an individual's lifetime based upon
their life experiences (Mezirow, 2000).
Achieved through becoming critically reflective of
assumptions underlying content, process, or premise
through instrumental and communicative learning.
19. What is transformative learning?
View learning as a process of critical reflection and
self-examination of one’s worldview in light of new
knowledge and a fundamental reorganization of
one’s perspective or frame of reference (Taylor,
1998).
Process where learners critically examine their
beliefs, assumptions, and values in light of acquiring
new knowledge and correspondingly shift their
worldviews to incorporate new ideas, values and
expectations (Cranton, 1994; Mezirow, 1994, 2000).
21. Facilitating TL
1) a disorienting dilemma
2) critical questioning and self-reflection
3) sharing of one’s transformation process with
others
4) exploration of new roles and actions
5) planning a course of action
6) provisional trying of new roles
7) building competence and self-confidence in new
roles and relationships
7) a reintegration into one’s life directed by one’s
new perspective (Mezirow, 2000)
22. Show objects and ask for examples how to teach it
using the ways TL facilitation.
23. Pillars of TL
Learning to know - the capability of making
connections, adapting to changes and knowing how
to learn.
Learning to do - framed in the idea of learner-
centered learning and leadership performance tasks
that demonstrate the ability to apply knowledge in a
creative way
Learning to live together – using the concept of
collaboration on a local and global scale
Learning to be - the life-long journey of self-
discovery as part of the process of learning (Monk,
2011).
24. Assessment
What is the function of assessment?
How do you help students learn better through
assessment?
25. Features of performance assessment
Intended to assess what it is that students know and can
do with the emphasis on doing.
Have a high degree of realism about them (authentic).
Involve: (a) activities for which there is no single correct
answer, (b) assessing groups rather than individuals, (c)
testing that would continue over an extended period of
time, (d) self-evaluation of performances.
Likely use open-ended tasks aimed at assessing higher
level cognitive skills.
26. Performance assessment
Bring testing methods
more in line with
instruction.
Assessment should
approximate closely
what it is students
should know and be
able to do.
27. Emphasis of performance assessment
Should assess higher
level cognitive skills
rather than narrow and
lower level discreet
skills.
Direct measures of skills
of interest.
28. Workshop
Create a one session plan that will run for one session.
Indicate atleast one or two learning outcomes
Provide the indicators
How will you assess the aim?
List the procedure how you will teach,Learning outcome Indicators Assessment Mode of delivery
(teaching)
At the end of the
course students
should be able to:
• decide which
inferential
statistics can be
used for a
specific
hypothesis
• Encode data
acceptable in
SPSS
• use SPSS to
compute for the
• Suggest which
type of statistics
to be used given
a hypothesis
• Use SPSS to
encode survey
data
• Click appropriate
menu in SPSS
when computing
for ANOVA, t-test
etc.
• Test: Given a
hypothesis, write
the correct stats
to be used
• Performance
based: encode
the data from a
survey to the
SPSS worksheet
• Checklist: step
by step
procedure in
using SPSS