Performance task ppt
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This story follows Joshua, a recent math graduate struggling to find work. He gets a job with a landscaping company where his first task is to landscape a lot with measurements that fit a quadratic equation. With his math knowledge, Joshua is able to solve the equation and determine the proper dimensions of the lot. His success in applying quadratic equations to solve a real-world problem helps launch his career.
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Lesson 5 performance based assessment
The document discusses performance-based assessment and constructing performance tasks. It defines performance assessment as testing that requires students to create an answer or product demonstrating their knowledge or skills. It provides guidelines for establishing validity of performance tests and constructing authentic performance tasks, including identifying learning targets, developing prompts and criteria, and using rubrics. Portfolio assessment is also explored as a purposeful, systematic collection of student work used to document progress towards learning targets.
Types of performance tasks
It's one of the teaching learning process where in the evaluation of a learner is based on his performance or the output of each student.
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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.
Performance-Based Assessment (Assessment of Learning 2, Chapter 2))
This document discusses performance-based assessment. It defines performance-based assessment as a direct and systematic observation of student performance based on predetermined criteria. This is presented as an alternative form of assessment to traditional paper-and-pencil tests. The document outlines key features of performance-based assessment, including greater realism and complexity of tasks, as well as greater time needed for assessment and use of judgment in scoring. It also discusses different types of performance-based assessment, developing rubrics to evaluate student performance, and the advantages and limitations of this assessment approach.
Grammar review lesson plan
1) The lesson plan is for a 7th grade English class reviewing the 8 parts of speech.
2) Students will recall the 8 parts of speech through a test and class discussion.
3) The learning procedure involves reviewing the definitions of each part of speech through examples, exercises identifying parts of speech in sentences, and assigning homework to practice.
Performance Based Assessment
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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This document provides a teacher's outline for guiding class instruction. It includes discussing cognitive, affective, and psychomotor domains through activities like dancing, singing, acting and exercising. The outline is content-oriented and lists topics, subtopics, questions and activities. It describes techniques for instruction including practice and drill, questioning, lecture, and demonstration to help transfer learning. It discusses using resources and instructional aids based on objectives, content, learner abilities and interests. Formative assessment methods are outlined including review and chalkboard activities to ensure lesson understanding.
Lesson Planning - ELEM 4525
The document provides guidance on writing an effective lesson plan, outlining six key steps: 1) Focus and Review to engage students and review prior knowledge, 2) Statement of Objective to clearly state the learning goal, 3) Teacher Input where teaching and checking for understanding occurs, 4) Guided Practice for students to practice with support, 5) Independent Practice for students to apply their learning independently, and 6) Closure to summarize key concepts and check final understanding. It also discusses evaluating the lesson plan through reflecting on student and teacher performance and determining what could be improved.
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Lesson 5 performance based assessment
The document discusses performance-based assessment and constructing performance tasks. It defines performance assessment as testing that requires students to create an answer or product demonstrating their knowledge or skills. It provides guidelines for establishing validity of performance tests and constructing authentic performance tasks, including identifying learning targets, developing prompts and criteria, and using rubrics. Portfolio assessment is also explored as a purposeful, systematic collection of student work used to document progress towards learning targets.
Types of performance tasks
It's one of the teaching learning process where in the evaluation of a learner is based on his performance or the output of each student.
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.
Performance-Based Assessment (Assessment of Learning 2, Chapter 2))
This document discusses performance-based assessment. It defines performance-based assessment as a direct and systematic observation of student performance based on predetermined criteria. This is presented as an alternative form of assessment to traditional paper-and-pencil tests. The document outlines key features of performance-based assessment, including greater realism and complexity of tasks, as well as greater time needed for assessment and use of judgment in scoring. It also discusses different types of performance-based assessment, developing rubrics to evaluate student performance, and the advantages and limitations of this assessment approach.
Grammar review lesson plan
1) The lesson plan is for a 7th grade English class reviewing the 8 parts of speech.
2) Students will recall the 8 parts of speech through a test and class discussion.
3) The learning procedure involves reviewing the definitions of each part of speech through examples, exercises identifying parts of speech in sentences, and assigning homework to practice.
Performance Based Assessment
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.
components of a lesson plan
This document provides a teacher's outline for guiding class instruction. It includes discussing cognitive, affective, and psychomotor domains through activities like dancing, singing, acting and exercising. The outline is content-oriented and lists topics, subtopics, questions and activities. It describes techniques for instruction including practice and drill, questioning, lecture, and demonstration to help transfer learning. It discusses using resources and instructional aids based on objectives, content, learner abilities and interests. Formative assessment methods are outlined including review and chalkboard activities to ensure lesson understanding.
Lesson Planning - ELEM 4525
The document provides guidance on writing an effective lesson plan, outlining six key steps: 1) Focus and Review to engage students and review prior knowledge, 2) Statement of Objective to clearly state the learning goal, 3) Teacher Input where teaching and checking for understanding occurs, 4) Guided Practice for students to practice with support, 5) Independent Practice for students to apply their learning independently, and 6) Closure to summarize key concepts and check final understanding. It also discusses evaluating the lesson plan through reflecting on student and teacher performance and determining what could be improved.
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.
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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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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.
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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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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.
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The document provides a detailed lesson plan for teaching English to first year secondary students about the four types of sentences: declarative, interrogative, imperative, and exclamatory. The plan outlines objectives, materials, procedures, activities, and evaluation. It includes examples of each sentence type from a song about loving children. The lesson introduces the concepts and has students practice identifying and constructing different sentence types through group work, role playing, and an assignment.
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This document provides an overview of the key components of a lesson plan and uses an example 9th grade English lesson plan to illustrate how each component fits together. The sample lesson plan introduces students to a young adult novel through videos, group research on topics from the book, and a class discussion. The plan includes sections for standards and objectives, materials, procedures, evaluation, assignments and modifications. The overall summary is that the document reviews the basic structure of a lesson plan and demonstrates how each section works together to teach the objectives through an example first day literature lesson.
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Thanks everybody! The lesson plans presented were actually outdated and can still be improved. I was also a college student when I did these. There were minor errors but the important thing is, the structure and flow of activities (for an hour-long class) are included here. I appreciate all of your comments! Please like my fan page on facebook search for JUNNIE SALUD.
*The detailed LP for English is from Ms. Juliana Patricia Tenzasas. I just revised it a little.
For questions about education-related matters, you can directly email me at mr_junniesalud@yahoo.com
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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.
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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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this presentation is all about the some types of lesson plan from the definition of each types and each parts and functions...
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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.
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PLS LIKE, SHARE AND SUBSCRIBE to our YOUTUBE ACCT. https://www.youtube.com/channel/UCK3Y-xoeMKaRtLWF5TzjSSg
K to 12 classroom assessment ppt
This presentation structures the assessment in the DepEd K to 12 Basic education through 7 principles
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ESL lesson plan sample on explanation of gerund and infinitive. I made an attempt to prepare more student-centered lesson.
A detailed lesson plan in english
The document provides a detailed lesson plan for teaching English to first year secondary students about the four types of sentences: declarative, interrogative, imperative, and exclamatory. The plan outlines objectives, materials, procedures, activities, and evaluation. It includes examples of each sentence type from a song about loving children. The lesson introduces the concepts and has students practice identifying and constructing different sentence types through group work, role playing, and an assignment.
Lesson planning
The document discusses lesson planning and its importance. It provides guidance on what to include in a lesson plan such as aims, stages of a lesson, procedures, and learning aims. It describes the different stages as warmup, contextualization, vocabulary presentation, language input, controlled practice and freer practice. It emphasizes planning aims, considering student engagement, study and activation, and including objectives, notes and feedback.
Communicative approach
The document discusses the key principles and techniques of communicative language teaching (CLT). It emphasizes that CLT focuses on developing students' communicative competence through meaningful, authentic activities that require real communication. CLT aims to engage students in using language functions for different purposes and considers fluency and accuracy equally important goals. Errors are viewed as a natural part of the learning process.
Communicative Language Teaching
This document discusses Communicative Language Teaching (CLT) and Communicative Language Learning (CLL). It provides a brief history of the development of CLT from a focus on grammatical competence to communicative competence. The key principles of CLT/CLL are that it emphasizes communication and meaning over accuracy, prioritizes fluency, uses authentic materials, and encourages student interaction through activities like role plays, surveys and information gap exercises. The teacher acts as a facilitator rather than knowledge provider. Students construct meaning through interaction and practice language through trial and error.
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This document provides an overview of the key components of a lesson plan and uses an example 9th grade English lesson plan to illustrate how each component fits together. The sample lesson plan introduces students to a young adult novel through videos, group research on topics from the book, and a class discussion. The plan includes sections for standards and objectives, materials, procedures, evaluation, assignments and modifications. The overall summary is that the document reviews the basic structure of a lesson plan and demonstrates how each section works together to teach the objectives through an example first day literature lesson.
Communicative Language Teaching
The document discusses techniques for teaching communicative language skills. It addresses increasing student talking time through pair and group work activities. Pair work involves students thinking, sharing with a partner, and sharing with the class. Group work provides more listening time, fun, and exchange of ideas. Challenges with group work like using the native language can be addressed by assigning roles and focusing on cooperation over accuracy. The document also discusses teaching speaking and listening skills through information gap, opinion gap, and fluency activities while addressing challenges students and teachers face and providing possible solutions.
Presentation Didactics
The document discusses the Communicative Approach and Communicative Language Teaching (CLT) method. It describes CLT as focusing on communication as the goal of language teaching through meaningful interaction and real-world tasks. Key aspects of CLT include focusing on functions and notions over structures, contextualizing language learning, and developing students' communicative competence. The document also outlines some of the major theorists and works that helped develop and define CLT in the 1970s.
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The document discusses lesson planning, defining it as a teaching tool that helps teachers decide what, why, when and how to teach. It outlines the key components of an effective lesson plan, including learning objectives, instructional strategies, assessment, and materials. The document also presents the 5Es model for lesson planning and emphasizes the importance of planning for effective teaching and productive use of instructional time.Communicative Language Teaching (CLT/CLL)
Communicative Language Teaching (CLT) originated in the 1960s in response to the limitations of prior language teaching approaches that focused on grammar rules without developing communicative ability. CLT emphasizes using language for meaningful communication and having students engage in interactive activities. Key representatives who advocated for CLT include British applied linguists like Henry Widdowson and American sociolinguists such as Dell Hymes. The goal of CLT is to develop students' "communicative competence" through focus on interaction, problem solving, and performing language functions rather than just mastering structures.
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The document describes three types of lessons: development lessons, review lessons, and drill lessons. Development lessons introduce new material through structured steps. Review lessons revisit past material to reinforce learning. Drill lessons focus on repetition to automate skills and facts. Each type of lesson has distinct purposes, techniques, advantages and disadvantages for supporting student learning.
Detailed Lesson Plan (ENGLISH, MATH, SCIENCE, FILIPINO)
Thanks everybody! The lesson plans presented were actually outdated and can still be improved. I was also a college student when I did these. There were minor errors but the important thing is, the structure and flow of activities (for an hour-long class) are included here. I appreciate all of your comments! Please like my fan page on facebook search for JUNNIE SALUD.
*The detailed LP for English is from Ms. Juliana Patricia Tenzasas. I just revised it a little.
For questions about education-related matters, you can directly email me at mr_junniesalud@yahoo.com
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Buy Verified Payoneer Account: Quick and Secure Way to Receive Payments
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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
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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
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→ 【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
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Maintaining a proper record of your money is important for any business whether it is small or large. It helps you stay one step ahead in the financial race and be aware of your earnings and any tax obligations.
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Performance task ppt
- 1. A Story by Jose Lorenzo Y. Turla and Joshua Jan M. Vivar
- 2. • Objectives • List of Main Characters • Story Proper • Concepts of Quadratic Equations applied
- 3. • To show the readers why Quadratic Equations is important and how is it applicable in real life. • To show the basic concepts of Quadratic Equations through a story. • To show how interesting Math is with Quadratic Equations. • To define the challenge and fun in math. • To give the readers satisfaction. • To make an output that will make us, as writers, proud.
- 4. • Joshua “Josh“ Pangilinan– A graduate of BS Math at the University of the Philippines. Due to the high unemployment rate in the Philippines, the trend continued on Joshua and he had to fight for a job as a landscaper, not a normal job for a BS Math graduate. • Carlito Izuyama– The owner of “Carlito’s Landscaping” business located at the University Avenue. He will employ Joshua as a landscaper/accountant. • Nicole Santos – The customer which had to have a landscaping job done the day where almost all the workers in Carlito’s business was sick. It was Joshua’s lucky day since it will be his first landscaping job and the job that will propel him to success.
- 5. • Lorenzo – The man who works for the catering business, who let the employees of Carlito get sick due to the spoiled food that seemed okay for Nathaniel’s birthday party. • Nathaniel De Lyon – The most wanted man for landscaping jobs in “Carlito’s Landscaping” business. He is the employee of Carlito who got Lorenzo to cater his fellow landscapers for his birthday. • John Thomas Calleje – Joshua’s professor in BS Math.
- 20. • Since Joshua and Nicole know that the measurements of the Length and Width of the Rectangular Lot is “x + 10” and “x” respectively,and they also know the total area of the lot which is 96 m2, and the formula for getting the area of a rectangle is “(l)(w)”, it will be: Area = x(x + 10) = 96 = x2 + 10x – 96 = 0 (96 was transposed) • Using the quadratic formula and further simplifying it, you will get the roots -16 and 6. (Since -16 is not a possible number for length, we will use 16.)