Performance based-assessment
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This document discusses performance-based assessment in language teaching. It defines performance-based assessment as strategies that require students to apply knowledge and skills through tasks. The document outlines steps for developing performance-based assessments, including identifying the task, listing important aspects, limiting criteria, and expressing criteria as observable behaviors. Advantages include assessing different perspectives and promoting student motivation. Disadvantages include being time-consuming and requiring careful training of raters. The document also discusses constructing language performance tests through needs analysis, task definition, and developing scoring systems and criteria.
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Comparitive Education Performance Based Assessments vs Traditional Assessment
Performance-based assessments (PBAs) evaluate technical and career skills through hands-on demonstrations and portfolios, rather than traditional multiple-choice tests. PBAs allow students in career and technical education (CTE) programs to showcase the practical skills they have learned. The article discusses a pilot program that used PBAs in culinary arts and early childhood education courses. Students completed hands-on assessments evaluated by industry professionals and portfolios containing work samples and reflections. Student feedback indicated PBAs provided a more authentic learning experience than traditional assessments. While more time-consuming for teachers, PBAs help prepare students for real-world work expectations.
Performance based-assessment
This document discusses performance-based assessment in language teaching. It defines performance-based assessment as strategies that require students to apply knowledge and skills through tasks. The document outlines steps for developing performance-based assessments, including identifying the task, listing important aspects, limiting criteria, and expressing criteria as observable behaviors. Advantages include assessing different perspectives and promoting student motivation. Disadvantages include being time-consuming and requiring careful training of raters. The document also discusses constructing language performance tests through needs analysis, task definition, and developing scoring systems and criteria.
Performance based-assessment
This document discusses performance-based assessment in language teaching. It defines performance-based assessment as representing a set of strategies to apply knowledge, skills, and work habits through task performance. When designing performance-based assessments, teachers should define their purpose and consider factors like what is being assessed, required skills and knowledge, performance level, and assessment criteria. Assessment criteria should reflect learning outcomes and be written clearly. Developing performance assessments involves identifying the task, listing important aspects, limiting criteria, expressing criteria as observable behaviors, and arranging criteria for student understanding. Performance assessments can engage students and provide insights into their understanding but also require more resources and subjective ratings.
Classroom based assessment
This document discusses classroom-based assessment and recommends incorporating formative assessment into teaching units to evaluate student progress. Classroom-based assessment, also called informal assessment, allows teachers to regularly track student progress throughout the school year and provide feedback. In order for assessment to be practical, it needs to easily adapt to classroom methodology. The document then provides examples of classroom-based assessments for listening, speaking, reading and writing skills that are recommended for informally evaluating students.
Performance-based Learning and Assessment: Issues
This document discusses performance-based learning and assessment. It defines performance-based learning as an approach where students learn by applying their knowledge and skills to real-world tasks. Assessment involves evaluating students' performance on these authentic tasks using rubrics. The document provides examples of performance-based assessments like projects, presentations, and portfolios. It also notes some potential issues like the time required to provide feedback and ensure individual accountability in group work.
How to Benefit from Meaningful Learning Assessments and Evaluations
In this Master Class, you will learn how to:
1. Illustrate the importance of using language-based assessment methods
2. Be able to use Rubrics and Outcomes for language-based assessments in a course
3. Be able to use competencies and evidence-based assessments
Identifying performance tasks
This document discusses considerations for developing effective performance-based assessments. It addresses identifying learning targets to assess, constructing clear task descriptions, and suggestions for developing high-quality tasks and rubrics. Specifically:
- Performance tasks should be identified to communicate the specific skills and criteria students will be assessed on. Task descriptions need to specify content, activities, individual/group work, resources, roles, and scoring.
- When constructing tasks, the document recommends focusing on complex cognitive skills, selecting content-aligned tasks, minimizing irrelevant skills, providing scaffolding, and clearly communicating expectations and evaluation criteria.
- Rubrics should specify the learning targets, criteria for evaluation, and instructions for completing the task in order to effectively measure student
Performance based assessment
This presentation is intended to help learners have a general idea about performance based assessment
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Comparitive Education Performance Based Assessments vs Traditional Assessment
Performance-based assessments (PBAs) evaluate technical and career skills through hands-on demonstrations and portfolios, rather than traditional multiple-choice tests. PBAs allow students in career and technical education (CTE) programs to showcase the practical skills they have learned. The article discusses a pilot program that used PBAs in culinary arts and early childhood education courses. Students completed hands-on assessments evaluated by industry professionals and portfolios containing work samples and reflections. Student feedback indicated PBAs provided a more authentic learning experience than traditional assessments. While more time-consuming for teachers, PBAs help prepare students for real-world work expectations.
Performance based-assessment
This document discusses performance-based assessment in language teaching. It defines performance-based assessment as strategies that require students to apply knowledge and skills through tasks. The document outlines steps for developing performance-based assessments, including identifying the task, listing important aspects, limiting criteria, and expressing criteria as observable behaviors. Advantages include assessing different perspectives and promoting student motivation. Disadvantages include being time-consuming and requiring careful training of raters. The document also discusses constructing language performance tests through needs analysis, task definition, and developing scoring systems and criteria.
Performance based-assessment
This document discusses performance-based assessment in language teaching. It defines performance-based assessment as representing a set of strategies to apply knowledge, skills, and work habits through task performance. When designing performance-based assessments, teachers should define their purpose and consider factors like what is being assessed, required skills and knowledge, performance level, and assessment criteria. Assessment criteria should reflect learning outcomes and be written clearly. Developing performance assessments involves identifying the task, listing important aspects, limiting criteria, expressing criteria as observable behaviors, and arranging criteria for student understanding. Performance assessments can engage students and provide insights into their understanding but also require more resources and subjective ratings.
Classroom based assessment
This document discusses classroom-based assessment and recommends incorporating formative assessment into teaching units to evaluate student progress. Classroom-based assessment, also called informal assessment, allows teachers to regularly track student progress throughout the school year and provide feedback. In order for assessment to be practical, it needs to easily adapt to classroom methodology. The document then provides examples of classroom-based assessments for listening, speaking, reading and writing skills that are recommended for informally evaluating students.
Performance-based Learning and Assessment: Issues
This document discusses performance-based learning and assessment. It defines performance-based learning as an approach where students learn by applying their knowledge and skills to real-world tasks. Assessment involves evaluating students' performance on these authentic tasks using rubrics. The document provides examples of performance-based assessments like projects, presentations, and portfolios. It also notes some potential issues like the time required to provide feedback and ensure individual accountability in group work.
How to Benefit from Meaningful Learning Assessments and Evaluations
In this Master Class, you will learn how to:
1. Illustrate the importance of using language-based assessment methods
2. Be able to use Rubrics and Outcomes for language-based assessments in a course
3. Be able to use competencies and evidence-based assessments
Identifying performance tasks
This document discusses considerations for developing effective performance-based assessments. It addresses identifying learning targets to assess, constructing clear task descriptions, and suggestions for developing high-quality tasks and rubrics. Specifically:
- Performance tasks should be identified to communicate the specific skills and criteria students will be assessed on. Task descriptions need to specify content, activities, individual/group work, resources, roles, and scoring.
- When constructing tasks, the document recommends focusing on complex cognitive skills, selecting content-aligned tasks, minimizing irrelevant skills, providing scaffolding, and clearly communicating expectations and evaluation criteria.
- Rubrics should specify the learning targets, criteria for evaluation, and instructions for completing the task in order to effectively measure student
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This document discusses performance-based assessment in the EFL classroom. It defines performance-based assessment as an alternative assessment that requires students to construct a response, create a product, or demonstrate application of knowledge in authentic contexts. The benefits of performance-based assessment include using meaningful tasks, promoting hands-on activities, showing what students know and can do, supporting language and cognitive needs of ELL students, and providing feedback. Examples of performance-based assessments are products, performances, and process-oriented assessments. The document also provides details on designing and implementing performance-based assessments, including defining criteria and using rubrics, checklists, and holistic scoring.
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Portfolios can be used by teachers and students in several ways. For teachers, portfolios help monitor student progress, determine if students can apply learning, and improve communication with parents. When building a student portfolio, the teacher should set a purpose, decide on grading, include representative samples of work, and determine student involvement. For students, portfolios encourage ownership of learning and allow students to evaluate their own work and progress. Portfolios can showcase strengths, track development, and place students appropriately depending on the samples included.
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The idea of competency-based education has steadily gained traction in the media, but its appropriateness in the educational arena remains questioned. How does this drive critical thinking? Should we measure learning based on the application of existing knowledge, or the ability to acquire and apply new knowledge?
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The document discusses performance-based assessment and its advantages over traditional assessment. It describes various forms of performance-based assessment like portfolios, extended responses, and project-based learning. Portfolios allow students to showcase their work, growth, and achievements over time. Extended responses require students to conduct inquiries, collect data, collaborate, and present their work. Project-based learning involves meaningful, student-centered tasks that promote critical thinking and collaboration. The document also addresses some potential issues with forms of assessment like practicality, reliability, validity, washback effect, and authenticity.
Designing Outcomes-based Education Assessment Tasks
This document provides an overview of assessment and the process of designing assessment tasks. It begins with definitions and purposes of assessment, including formative and summative assessment. It then discusses different types of assessment such as formal vs informal, qualitative vs quantitative, and standardized vs non-standardized. The document outlines characteristics of exemplary assessment tasks and provides steps for designing outcome-based assessment tasks, including choosing an appropriate task and activities, and creating scoring criteria. Examples are provided throughout to illustrate key concepts.
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The document outlines the process for qualifying and calibrating trainers. It discusses determining trainer competency levels, qualification steps which include co-training with a lead trainer and evaluations, ongoing evaluation of trainers through student feedback and observations, and documenting the entire qualification process.
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The document outlines an assessment plan to evaluate the Instructional Supervision Program in Oman. It will evaluate the program using a nine step model that includes: 1) defining the purpose and scope of the evaluation; 2) specifying evaluation questions; 3) designing the evaluation; 4) creating a data collection plan; 5) collecting data through surveys and interviews of supervisors and teachers; 6) analyzing the data; 7) documenting findings; 8) disseminating results; and 9) providing feedback for program improvement. The evaluation aims to assess the effectiveness of instructional supervision in teaching and the supervisors' training. It will answer whether instructional supervision plays an essential role in the learning process in Oman.
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This document provides an overview of performance assessments and rubrics. It defines a performance assessment as the observation and evaluation of a skill or product. The document outlines the key steps to creating a performance assessment, including identifying the performance to be evaluated, establishing criteria in a rubric, and developing assessment tasks. It also examines the traits of high-quality rubrics, such as having clear content and criteria that are logically categorized into distinct levels of performance. Common rubric errors like emphasizing quantity over quality or including non-essential elements are also discussed.
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The document discusses portfolios as a way to collect student work over time to show growth. Portfolios can include various types of student work and media. They have pros like allowing students to reflect on growth, but scoring them reliably can be difficult. Portfolios can be used to showcase student work and interests, or demonstrate growth with self-assessment. Teachers should establish a clear vision and intended audience for portfolios. They should also determine what types of student work and context will be included, and create examples to help students understand the portfolio process.
Chapter 7 Performance-based assessment
Performance-based tests assess what students know and are able to do by having them complete tasks or solve problems. Rubrics are used to score performance-based tests by listing the criteria for the task and describing varying levels of quality. Exemplars are examples that show the characteristics of high-quality work. Performance tasks require students to apply their knowledge and skills to complete an activity. Procedures for performance-based tests involve using rubrics, exemplars, and having students complete performance tasks.
What are performance assessments?
The document discusses performance assessments, which are extended activities that measure students' ability to integrate knowledge and skills across disciplines. Performance assessments provide a measurement of depth of understanding and complex analysis. They are better than older assessments. The document outlines seven steps for creating performance assessments, which include identifying content and thinking skills, drafting tasks aligned to learning outcomes, and piloting assessments and rubrics. Teachers are asked to work in groups of 2-3 people to create a nonlinguistic representation of performance assessments using pictures and words to convey key components.
Performance assessment
A discussion in Assessment of Learning. This presentation was made to discuss the Performance of learners. Hope you like it. Happy Reporting
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This document discusses performance-based assessment in the EFL classroom. It defines performance-based assessment as an alternative assessment that requires students to construct a response, create a product, or demonstrate application of knowledge in authentic contexts. The benefits of performance-based assessment include using meaningful tasks, promoting hands-on activities, showing what students know and can do, supporting language and cognitive needs of ELL students, and providing feedback. Examples of performance-based assessments are products, performances, and process-oriented assessments. The document also provides details on designing and implementing performance-based assessments, including defining criteria and using rubrics, checklists, and holistic scoring.
Performance Assessment
Performance assessment involves evaluating a student's demonstration of a skill or creation of a product according to defined standards. It is an engaging form of assessment that allows teachers to observe students' skills and reasoning as they perform a task or develop a product. When using performance assessment, teachers should ensure students have equal access to resources, sufficient time is available to complete the task and grade it fairly, and achievement targets are based on standards and focus on defining different levels of proficiency without bias.
Portfolio Assessment
Portfolios allow students to showcase their work and progress over time. A portfolio is a purposeful collection of a student's work and efforts that demonstrates achievements in a subject area. Portfolios provide documentation of student growth, highlight accomplishments, and allow for evaluation of students. The portfolio process helps students develop skills in creativity, critical thinking, communication and collaboration. Portfolios also empower students by putting ownership of learning into their hands and helping them recognize strengths and areas for improvement. Effective portfolios contain dated entries, drafts and revisions, and student reflections on learning, performance, and problems. Rubrics and conferences are used to assess portfolios.
Portfolio
Portfolios can be used by teachers and students in several ways. For teachers, portfolios help monitor student progress, determine if students can apply learning, and improve communication with parents. When building a student portfolio, the teacher should set a purpose, decide on grading, include representative samples of work, and determine student involvement. For students, portfolios encourage ownership of learning and allow students to evaluate their own work and progress. Portfolios can showcase strengths, track development, and place students appropriately depending on the samples included.
Assessment & Feedback Reflective Tool
This document presents a reflective tool for staff at Ulster University to improve their assessment strategies based on principles of good assessment design and the student experience. The tool aims to inform staff about assessment and feedback, inspire changes to assessment practices, and help staff plan new assessment strategies when designing new courses, revising existing courses, or undergoing revalidation. Using the tool provides opportunities for staff to reflect on their assessment practices, get ideas to enhance practices, and better understand assessment and feedback from the student perspective.
Product oriented performance based assessment
Focused on the Product-Oriented Performance Based Assessment based on the book of Authentic Assessment of Student Learning outcomes by Dr. Rosita L. Navarro and Dr. Rosita De Guzman-Santos. Published by LoriMar Publishing.
Developing performance assessments
The process of designing quality performance tasks and projects involves attending to three major elements:
The design of the activity in which students will be engaged
The standards or outcomes that are being addressed by the activity
The traits or criteria used to assess the activity
Childcare Task
Students must complete two vocational tasks in different specialisms over the two year program. Tasks should demonstrate cross-curricular learning and applications in math, IT, and other elements. Vocational Task 1 is assessed at the end of the first year and Task 2 at the end of the second year. Students must provide evidence of completing the task, such as a product or report, and will participate in a 5 minute minimum interview to discuss their work. Tasks will be assessed based on planning, engagement, reflection, integration of learning, and communication skills.
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Competency-based Education: Out with the new, in with the old?
Competency-based Education: Out with the new, in with the old?
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1. The Sign Test is used for paired data and makes no assumptions about the distribution of the data. It looks at the signs of differences between pairs to determine if the median difference is zero.
2. The Mann-Whitney U Test compares two independent groups and uses ranks rather than raw values. It does not assume normality or equal variance like the t-test.
3. The Kruskal-Wallis H Test compares more than two populations and ranks all measurements jointly to compare distributions using rank sums.
It also briefly outlines Spearman's Rank Correlation test, the Run Test for Randomness, and the Cox-Stuart
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This document provides an overview of non-parametric statistics. It defines non-parametric tests as those that make fewer assumptions than parametric tests, such as not assuming a normal distribution. The document compares and contrasts parametric and non-parametric tests. It then explains several common non-parametric tests - the Mann-Whitney U test, Wilcoxon signed-rank test, sign test, and Kruskal-Wallis test - and provides examples of how to perform and interpret each test.
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The document discusses various non-parametric statistical tests that can be used to analyze data when the assumptions of parametric tests are not met. It provides examples of how each test can be used, including chi-square test, binomial test, runs test, Mann-Whitney U test, Kruskal-Wallis test, median test, Wilcoxon test, McNemar test, Friedman test, and Cochran's Q test. For each test, it describes a scenario and states which test should be used to analyze the corresponding data.
Performance based Assessment
Performance-based assessment involves students demonstrating their knowledge and skills through tasks and projects that are meaningful. It provides teachers insight into how students understand and apply their learning. There are various types of performance-based assessment, including individual/group projects, portfolios, performances, and journals. Projects require creativity, critical thinking and collaboration. Portfolios document learning over time through curated work samples. Performances allow students to demonstrate skills through acts like routines. Journals record reflections. Advantages include promoting collaboration, student-centered learning, and knowledge retention. Disadvantages can include potential cheating and high time/cost requirements.
Non parametric tests
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Testing the assumption of normality
Commonly used non-parametric tests
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Non-Parametric Tests
This document provides an overview of nonparametric tests. It defines nonparametric tests as techniques that do not rely on assumptions about the underlying data distribution. Some key points made in the document include:
- Nonparametric tests are used when the sample distribution is unknown or when there are too many variables to assume a normal distribution.
- Common nonparametric tests include the chi-square test, Kruskal-Wallis test, Wilcoxon signed-rank test, median test, and sign test.
- The main difference between parametric and nonparametric tests is that parametric tests make assumptions about the population distribution, while nonparametric tests do not require these assumptions and are distribution-
Performance Assessment
The document discusses performance assessments and provides examples of performance tasks from various grade levels. It discusses the key elements of effective performance tasks, including ensuring they are clearly defined and aligned to learning targets. It also covers constructing rubrics to evaluate performance tasks, including the differences between holistic and analytic rubrics. The importance of providing descriptive feedback on rubrics is emphasized.
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Curriculum development and course design involve 5 major tasks: 1) assessing learner needs, 2) deciding objectives, 3) selecting learning experiences, 4) determining appropriate methodologies/resources, and 5) evaluating effectiveness. Key aspects of the process include determining measurable objectives, using a variety of instructional methods to achieve objectives, and evaluating learner behavior changes over time through methods like tests and observations. The overall goal is to design a curriculum and courses that meet learner needs through clear objectives and engaging learning experiences.
Cd3
Curriculum development and course design involve 5 major tasks: 1) assessing learner needs, 2) deciding objectives, 3) selecting learning experiences, 4) determining appropriate methodologies/resources, and 5) evaluating effectiveness. Key aspects of the process include determining measurable objectives, using a variety of instructional methods to achieve objectives, and evaluating learner behavior changes over time through methods like tests and observations. The overall goal is to design a curriculum and courses that meet learner needs through clear objectives and engaging learning experiences.
Assessment principles
Here are the key steps in planning and implementing a portfolio assessment:
1. Determine the purpose of the portfolio assessment.
2. Establish guidelines for what student work and reflections will be included.
3. Instruct students on selecting portfolio contents and engaging in self-reflection.
4. Establish scoring criteria for evaluating portfolio contents and student self-reflections.
5. Schedule student-teacher conferences to discuss portfolio contents.
6. Iterate the process, allowing students to refine their portfolios over time.
The purpose, contents, and evaluation criteria should all be clearly communicated and aligned to support student learning. Conferences allow for collaborative reflection on progress.
assessment in curriculum development
This document discusses assessment in curriculum design. It outlines various types of assessment including placement assessment, observation of learning, short-term and long-term achievement assessment, diagnostic assessment, and proficiency assessment. It also discusses approaches to assessment including validity, reliability, and practicality. Validity refers to a test measuring what it is supposed to measure. Reliability means a test produces consistent results. Practicality refers to a test being feasible to administer within constraints like time and resources.
M2 PERFORMANCE BASED ASSESSMENT.pdf
The document discusses performance-based assessment, including defining it, describing its characteristics and types, how to develop and score it, and differentiating tasks for diverse learners. Performance-based assessment evaluates student skills through authentic tasks and products/presentations. It aims to simulate real-world application of skills and provide feedback. Scoring rubrics are used to evaluate student performance on set criteria. Developing high-quality performance tasks and differentiating instructions can help address diverse student needs.
Classroom based assessment tools
This document discusses classroom-based assessment tools. It defines classroom assessment as a process of identifying, gathering, organizing and interpreting information about what learners know and can do. The document lists different types of assessment tools used in the classroom, including quizzes, tests, essays, demonstrations, presentations, and performance-based assessments. It distinguishes between formative and summative assessment, noting that formative assessment is used to help students improve their learning, while summative assessment occurs at the end of a learning period to measure student achievement. The key goal of assessment is to use the information gathered to provide remediation, enrichment, or reinforcement activities to help students perform better.
Presentation6
The document discusses formative evaluation and revising instructional materials based on evaluation data. It describes collecting data from learners through observations, assessments, questionnaires and comments. The data is summarized to identify weaknesses in the materials and difficulties learners had in achieving objectives. Revisions are then made to instructional strategies, objectives, content and procedures based on the evaluation findings to improve the effectiveness of the materials.
501 assignment 9 chapter 12 revision
The document discusses revising instructional materials based on formative evaluation data. Key points:
- Formative evaluation data is analyzed to identify weaknesses in instructional materials and lessons. This includes analyzing learner performance, comments, and time on task.
- Based on the analysis, revisions are made to address problems identified. Revisions can improve content, procedures, or supplement materials.
- The goal of revision is to improve the instruction for future learners based on what was learned from the formative evaluation and pilot testing. Revisions may require reexamining objectives, tests, or instructional strategies.
Performance-based Assessment 2023
In today's rapidly evolving educational landscape, traditional methods of evaluation often fall short in capturing the multifaceted skills and competencies our students possess. Performance-based assessment offers an alternative approach that goes beyond standardized testing, allowing individuals to showcase their abilities in authentic, real-world contexts. In this presentation, we will explore the concept of performance-based assessment, its characheristics, benifits, and how it can revolutionize the way we measure achievement.
Updated online assessment presentation
This document provides an introduction to online assessment. It defines assessment and describes the importance of assessment. It discusses the differences between online and traditional assessment, noting that traditional forms of assessment like tests and quizzes may not translate as well to the online environment. The document outlines strategies for implementing effective online assessments and categories assessments as formative or summative and objective or subjective. It also covers learning objectives, explaining they should be clearly stated, measurable, and guide both teaching and assessment. Learning objectives help ensure assessments are aligned with intended learning outcomes.
Authentic Assessment
Assessment does not limit in paper pencil only. Some students excel in performance-based assessment thus they should be tested using authentic assessment to have balance.
1.ppt
The document outlines strategies for effective course and classroom management. It discusses Fink's 12 steps for course design, which include identifying learning goals and outcomes, selecting teaching activities, and integrating feedback and assessment. It provides guidance on syllabus design, including recommended components. For classroom management, it recommends planning for the first day, making a strong impression, setting clear expectations, and dealing with difficult students or fears. The overall document provides guidance to educators on best practices for course and syllabus preparation as well as classroom management techniques.
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原版定做(penn毕业证书)美国宾夕法尼亚大学毕业证文凭学历证书原版一模一样
原版纸张【微信：741003700 】【(penn毕业证书)美国宾夕法尼亚大学毕业证、文凭学历证书】【微信：741003700 】学位证，留信认证（真实可查，永久存档）offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原海外各大学 Bachelor Diploma degree, Master Degree Diploma
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
一比一原版(CITY毕业证书)谢菲尔德哈勒姆大学毕业证如何办理
学校原件一模一样【微信：6496090 】【(CITY毕业证书)谢菲尔德哈勒姆大学毕业证成绩单】【微信：6496090 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微6496090
【主营项目】
一.毕业证【q微6496090】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微6496090】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
办理(CITY毕业证书)谢菲尔德哈勒姆大学毕业证【微信：6496090 】外观非常简单，由纸质材料制成，上面印有校徽、校名、毕业生姓名、专业等信息。
办理(CITY毕业证书)谢菲尔德哈勒姆大学毕业证【微信：6496090 】格式相对统一，各专业都有相应的模板。通常包括以下部分：
校徽：象征着学校的荣誉和传承。
校名:学校英文全称
授予学位：本部分将注明获得的具体学位名称。
毕业生姓名：这是最重要的信息之一，标志着该证书是由特定人员获得的。
颁发日期：这是毕业正式生效的时间，也代表着毕业生学业的结束。
其他信息：根据不同的专业和学位，可能会有一些特定的信息或章节。
办理(CITY毕业证书)谢菲尔德哈勒姆大学毕业证【微信：6496090 】价值很高，需要妥善保管。一般来说，应放置在安全、干燥、防潮的地方，避免长时间暴露在阳光下。如需使用，最好使用复印件而不是原件，以免丢失。
综上所述，办理(CITY毕业证书)谢菲尔德哈勒姆大学毕业证【微信：6496090 】是证明身份和学历的高价值文件。外观简单庄重，格式统一，包括重要的个人信息和发布日期。对持有人来说，妥善保管是非常重要的。
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本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微6496090
【主营项目】
一.毕业证【q微6496090】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微6496090】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
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Architectural and constructions management experience since 2003 including 18 years located in UAE.
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一比一原版(UW毕业证)西雅图华盛顿大学毕业证如何办理
UW毕业证学历书【微信95270640】做UW文凭、办UW文凭、买UW文凭Q微信95270640买办国外文凭UW毕业证买学历咨询/代办美国毕业证成绩单文凭、办澳洲文凭毕业证、办加拿大大学毕业证文凭英国毕业证学历认证-毕业证文凭成绩单、假文凭假毕业证假学历书制作仿制、改成绩、教育部学历学位认证、毕业证、成绩单、文 凭、UW学历文凭、UW假学位证书、毕业证文凭、、文凭毕业证、毕业证认证、留服认证、使馆认证、使馆证明 、使馆留学回国人员证明、留学生认证、学历认证、文凭认证、学位认证
(诚招代理)办理国外高校毕业证成绩单文凭学位证,真实使馆公证（留学回国人员证明）真实留信网认证国外学历学位认证雅思代考国外学校代申请名校保录开请假条改GPA改成绩ID卡
1.高仿业务:【本科硕士】毕业证,成绩单（GPA修改）,学历认证（教育部认证）,大学Offer,,ID,留信认证,使馆认证,雅思,语言证书等高仿类证书；
2.认证服务: 学历认证（教育部认证）,大使馆认证（回国人员证明）,留信认证（可查有编号证书）,大学保录取,雅思保分成绩单。
3.技术服务：钢印水印烫金激光防伪凹凸版设计印刷激凸温感光标底纹镭射速度快。
办理西雅图华盛顿大学西雅图华盛顿大学毕业证假文凭流程：
1客户提供办理信息：姓名生日专业学位毕业时间等（如信息不确定可以咨询顾问：我们有专业老师帮你查询）；
2开始安排制作毕业证成绩单电子图；
3毕业证成绩单电子版做好以后发送给您确认；
4毕业证成绩单电子版您确认信息无误之后安排制作成品；
5成品做好拍照或者视频给您确认；
6快递给客户（国内顺丰国外DHLUPS等快读邮寄）
-办理真实使馆公证（即留学回国人员证明）
-办理各国各大学文凭（世界名校一对一专业服务,可全程监控跟踪进度）
-全套服务：毕业证成绩单真实使馆公证真实教育部认证。让您回国发展信心十足！
（详情请加一下 文凭顾问+微信:95270640）欢迎咨询！实伙伴平时山娃上学阿黑也摇头晃脑地跟去暑假用不着上学阿黑更是天天围着山娃转山娃上山除了察看埋下的野兽铁夹子看护早上逐上山的大黄牛外也觅着采草药摘红菇积攒起来拿到镇上卖山娃知道母亲身体不好家里盖新房也欠了不少钱总想趁假期赚点钱在校寄宿时用不着老向爷爷奶奶要盛夏的乡村仍旧清凉清清爽爽的山娃也过得自由自在不知为啥山娃总情不自禁地思念起城里的父亲每年暑假瞅见远乡近邻的小伙伴都争先恐后地往城里跑山娃就更思片
UNIT V ACTIONS AND COMMANDS, FORMS AND CONTROLS.pptx
Actions and Commands:
Tap, Swipe, and Pinch
Rotate and Shake -Buttons -Menu Bars – Menus
Toolbars - Links- Action Panels
Hover Tools - Keyboard Actions- Drag-and-Drop
Typed Commands-Affordance-Direct Manipulation.
Forms and Controls:
Basics of Form Design
Patterns.
Game Concept Presentation for Ukrainian Mythology Based Game With Designs
The Game Concept created as a Final Project piece for college. Creative Media year 2 student
哪里办理美国中央华盛顿大学毕业证双学位证书原版一模一样
原版一模一样【微信：741003700 】【美国中央华盛顿大学毕业证双学位证书】【微信：741003700 】学位证，留信认证（真实可查，永久存档）offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原海外各大学 Bachelor Diploma degree, Master Degree Diploma
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
EASY TUTORIAL OF HOW TO USE CAPCUT BY: FEBLESS HERNANE
CapCut is an easy-to-use video editing app perfect for beginners. To start, download and open CapCut on your phone. Tap "New Project" and select the videos or photos you want to edit. You can trim clips by dragging the edges, add text by tapping "Text," and include music by selecting "Audio." Enhance your video with filters and effects from the "Effects" menu. When you're happy with your video, tap the export button to save and share it. CapCut makes video editing simple and fun for everyone!
Timeless Principles of Good Design
Timeless Principles of Good Design from my 2015 Presentation at TYPO SF
SECURING BUILDING PERMIT CITY OF CALOOCAN.pdf
How to apply for building permit in the city of Caloocan?
What is a building permit?
Who applies for building permit?
Revolutionizing the Digital Landscape: Web Development Companies in India
Discover unparalleled creativity and technical prowess with India's leading web development companies. From custom solutions to e-commerce platforms, harness the expertise of skilled developers at competitive prices. Transform your digital presence, enhance the user experience, and propel your business to new heights with innovative solutions tailored to your needs, all from the heart of India's tech industry.
一比一原版(毕业证)长崎大学毕业证成绩单如何办理
一模一样【q/微:1954292140】【(毕业证)长崎大学毕业证成绩单Offer】【q/微:1954292140】（留信学历认证永久存档查询）采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【q/微:1954292140】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【q/微:1954292140】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
→ 【关于价格问题（保证一手价格）
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：可来公司面谈，可签订合同，会陪同客户一起到教育部认证窗口递交认证材料，客户在教育部官方认证查询网站查询到认证通过结果后付款，不成功不收费！
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Performance based-assessment
- 1. PERFORMANCE-BASED- ASSESSMENT JUAN PABLO RAMIREZ LUISA FERNANDA GODOY
- 2. IMPLEMENTIG PERFORMANCE-BASED ASSESSMENT IN THE EFL CLASSROOM by Irit Ferman • Represent a set of strategies for the apliaction of knowledge, skills and work habits through the performance of task. • This type of assessment provides the teacher with information about how students understand and applies knowledge. • Students appky their knowledge and skills in context.
- 3. Desing and Implementing Performance- Based-Assessment Defined your purpuse and you must take into account some factors: -What am I trying to assess? -What do my students need to know? -What presrequisite skills do my students need to have? -At what level do my pupils need to perform? -Will it the same level of performance be required of alla my stundets? -what type type of knowledge is being assessed: reasoning, memory, or process?
- 4. Assessment criteria Reflect the elements of the project that will be employed to determine the success of the pupils’s performance. They should also be written with the following factors in mind: • The published aims of the programme • Learning outcomes of the module • The level at which the criteria will apply • The nature of the discipline or subject area • The nature of the assessment task
- 6. Benchmarks
- 7. Steps to develop it : 1. Identify the overall performance or task, and perform it yourself or imagine it. 2. List the important aspect of the performance or product. 3. Try to limite the number of performance criteria, so they can alla be observed during the students’ performance. 4. If possible, have grupos of teacher think through the important behaviours includes in a task 5. Express the performance criteria in terms of observable stundets behaviours 6. Don’t use ambugous words that cloud the meaning of the perfomance criteria 7. Arrange the criteria for stundets understand how theyt would be observed.
- 8. ADVANTAGES AND DISADVANTAGES THIS PARTS WAS TAKED OF A WEB PAGE, BUT IT DOESN’T HAVE A NAME OF THE AUTHOR.
- 9. Advantages • Can be used to assess from multiple perspectives‡ • Using a student-centered design can promote student motivation‡ • Can be used to assess transfer of skills and integration of content‡ Engages student in active learning‡ • Encourages time on academics outside of class‡ • Can provide a dimension of depth not available in classroom‡ • Can promote student creativity‡ • May allow probes by faculty to gain clearer picture of student understanding or though processes‡ • Can provide closing of feedback loop between students and faculty‡ • Can place faculty more in a mentor role than as judge‡ • Can be summative or formative‡ • Can provide an avenue for student self-assessment and reflection‡ • Can adapt current assignments‡
- 10. Disadvantages • ‡Usually the mostly costly approach‡ • Time consuming and labor intensive to design and execute for faculty and students‡ • Must be carefully designed if used to document obtainment of student learning out comes.‡ • Ratings can be more subjective‡ • Requires careful training of rater • Inter-rater reliability must be addressed‡ • Sample of behavior or performance may not be typical, especially if observers a represent
- 11. Performance Assessment in language testing by MOHAMMAD ALI SAMANI-NODUUSHAN • Performance task introduce • Detecting nonlinguistic factor Role with language performance Construction of performance test • Needs Analysis. • Detail description of a context. • Defined the task • Creating judgments.
- 12. Define scoring system • Attributes being evaluated. • Place one self in a hypothetical situation • Developing performance criteria • List the skills and knowledge • Alternatives assessment. --- > Portafolio.
- 13. Students role • Créate • Reflect • Solve problems • Collect • Use information • Formulate question
- 14. LINKS WHERE WERE TAKED ADDITIONAL INFORMATION • http://es.scribd.com/doc/49749305/Advantages- and-disadvantages-of-Performance-based- assessment • http://www.bath.ac.uk/learningandteaching/the mes/assessment-criteria/