The document discusses pre-formative and summative assessments, noting that formative assessments are used during instruction to provide feedback and guide teaching while summative assessments measure learning at the end of a unit. A variety of tools can be used for assessments, including tests, rubrics, observations and more, with the best assessments using multiple tailored approaches.
Summative assessment focus on what the student has learned at the end of a unit of instruction or at the end of a grade level (e.g. standard one, National Test) ( Johnson & Jenkins, 2009).
Summative assessment purpose is to let the teachers and students know the level of accomplishment attained. The final exam is classic example (Woolfolk et al 2008).
A Summative Assessment/Evaluation At The End Of A Sequence Of Instruction/Unit/Class/Program /Semester Is Designed To Make Judgments About Student Achievement, (E.G., Final Drafts, Tests, Exam, Assignments, Projects, Performances)
▪ It Determines The Extent To Which Objectives Of Instruction Have Been Attained And Used For Assigning Grades And Marks And To Provide Feedback To Students
Placement assessments are used to “place” students into a course, course level, or academic program. For example, an assessment may be used to determine whether a student is ready for Algebra I or a higher-level algebra course, such as an honors-level course.
For this reason, placement assessments are administered before a course or program begins, and the basic intent is to match students with appropriate learning experiences that address their distinct learning needs.
Diagnostic Assessment Is An Essential Device In A Teacher's "Tool Kit", Which Can Be Used To Diagnose Strengths And Area Of Need In All Students.
▪ Diagnostic Assessment Involves The Gathering And Careful Evaluation Of Detailed Data Using Student’s Knowledge And Skills In A Given Learning Area.
Definition of assessment,
ASSESSMENT AND TESTING
EDUCATIONAL DECISION
FACTORS WHY WE PLAN ASSESSMENT DEVICES,
Criteria for selecting Assessment instrument
,PURPOSE OF ASSESSMENT,
Assessment can do more than simply diagnose and identify students’ learning needs; it can be used to assist improvements across the education system in a cycle of continuous improvement:
PRINCIPLES OF ASSESSMENT
TYPES OF ASSESSMENT
Differences between assessment and evaluationS. Raj Kumar
Assessment is a process of Evaluation is described Collecting, reviewing and using data for the purpose of improvement Evaluation describes as an act of passing judgment basis of evidence
Assessment pays attention‘ to teaching and learning
Evaluation focuses final outcome
Assessment is done at the beginning of the inquiry
Evaluation is usually done at the end
it is diagnostic It is judgmental
It is Formative it is Summative
It is process oriented It is product oriented
Provides feedback on
performance and are as of improvement
Determines to which objectives are achieved.
Based on observation and positive and negative Points Based on the level of quality as per set standard
set by both the parties
jointly (Assessor and Assesseee)
Set by the evaluator
It is absolute. It is comparative
This presentation is about diagnostic assessment in Moroccan Public Secondary Schools. Assessment is one of the components of the curruculum along with goals, content, and methodology.
This presentation clarifies what formative assessment is. The purpose and intention of formative assessment on improving student learning is emphasized. The different techniques on conducting formative assessment inside the classroom are provided.
Summative assessment focus on what the student has learned at the end of a unit of instruction or at the end of a grade level (e.g. standard one, National Test) ( Johnson & Jenkins, 2009).
Summative assessment purpose is to let the teachers and students know the level of accomplishment attained. The final exam is classic example (Woolfolk et al 2008).
A Summative Assessment/Evaluation At The End Of A Sequence Of Instruction/Unit/Class/Program /Semester Is Designed To Make Judgments About Student Achievement, (E.G., Final Drafts, Tests, Exam, Assignments, Projects, Performances)
▪ It Determines The Extent To Which Objectives Of Instruction Have Been Attained And Used For Assigning Grades And Marks And To Provide Feedback To Students
Placement assessments are used to “place” students into a course, course level, or academic program. For example, an assessment may be used to determine whether a student is ready for Algebra I or a higher-level algebra course, such as an honors-level course.
For this reason, placement assessments are administered before a course or program begins, and the basic intent is to match students with appropriate learning experiences that address their distinct learning needs.
Diagnostic Assessment Is An Essential Device In A Teacher's "Tool Kit", Which Can Be Used To Diagnose Strengths And Area Of Need In All Students.
▪ Diagnostic Assessment Involves The Gathering And Careful Evaluation Of Detailed Data Using Student’s Knowledge And Skills In A Given Learning Area.
Definition of assessment,
ASSESSMENT AND TESTING
EDUCATIONAL DECISION
FACTORS WHY WE PLAN ASSESSMENT DEVICES,
Criteria for selecting Assessment instrument
,PURPOSE OF ASSESSMENT,
Assessment can do more than simply diagnose and identify students’ learning needs; it can be used to assist improvements across the education system in a cycle of continuous improvement:
PRINCIPLES OF ASSESSMENT
TYPES OF ASSESSMENT
Differences between assessment and evaluationS. Raj Kumar
Assessment is a process of Evaluation is described Collecting, reviewing and using data for the purpose of improvement Evaluation describes as an act of passing judgment basis of evidence
Assessment pays attention‘ to teaching and learning
Evaluation focuses final outcome
Assessment is done at the beginning of the inquiry
Evaluation is usually done at the end
it is diagnostic It is judgmental
It is Formative it is Summative
It is process oriented It is product oriented
Provides feedback on
performance and are as of improvement
Determines to which objectives are achieved.
Based on observation and positive and negative Points Based on the level of quality as per set standard
set by both the parties
jointly (Assessor and Assesseee)
Set by the evaluator
It is absolute. It is comparative
This presentation is about diagnostic assessment in Moroccan Public Secondary Schools. Assessment is one of the components of the curruculum along with goals, content, and methodology.
This presentation clarifies what formative assessment is. The purpose and intention of formative assessment on improving student learning is emphasized. The different techniques on conducting formative assessment inside the classroom are provided.
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Presentation by Rachel Steinacher, on IPA and RCTsTwaweza
A presentation by Rachel Steinacher, Research Manager for IPA-Kenya (Innovations for Poverty Action), on IPA and RCTsThis was presented at the Commission for Science and Technology (COSTECH) in Dar es Salaam, Tanzania, on June 19, 2014, to an audience of researchers.
1
Methods and Statistical Analysis
Name xxx
United State University
Course xxx
Professor xxxx
Date xxx
The Evaluative Criteria
The process of analyzing a healthcare plan to see if it meets its goals takes some time. Because it promotes an evidence-based approach, assessment is crucial in practice consignment. Evaluation can be used to assess the effectiveness of the research. It helps determine what changes could be recommended to improve service delivery and the study's persuasiveness. An impact evaluation analyzes the intervention's direct and indirect, positive and negative, planned and unplanned consequences. If an evaluation fails to deliver fresh recognition regularly, it may result in inaccurate results and conclusions. A healthcare practitioner can utilize the indicators or variables to evaluate programs and determine whether they are legal or not (Dash et al., 2019). The variables are also used to assess if the mediation is on track to meet its objectives and obligations. Participation rates, prevalence, and individual behaviors are among the measures to be addressed.
Individual behaviors are actions taken by individuals to improve their health. People have been denied the assistance and resources they seek because of ethics and plans. In addition, different people have varied perspectives about pressure ulcers treatment. Relevance refers to how the study may contribute to a worthwhile cause (Li et al., 2019). Quality variables give statistics on the precariously rising service consignment while also attempting to provide information on the part of the care that may be changed. The participation rate refers to the total number of people participating in the study.
On the other hand, individuals may be unable to engage in the study due to a lack of cultural knowledge and ineffective consent processes. The overall number of persons in a population who have a health disease at a given time is referred to as prevalence (Li et al., 2019). Although prevalence shows the rate at which new facts arrive, it aids in determining the suitable, complete outcome-positive prestige of people.
Research Approaches
The word "research approaches" refers to techniques and procedures to draw general conclusions concerning data collection, analysis, and explanation methods. In my research, I'll employ both quantitative and qualitative methods. A qualitative research technique will reveal deterrents and hindrances to practicing change by rationalizing the reasons behind specific demeanors (Li et al., 2019). Qualitative research will collect and evaluate non-numerical data to comprehend perspectives or opinions. It will also be utilized to learn everything there is to know about a subject or to develop new research ideologies.
The quantitative method focuses on goal data and statistical or numerical analysis of data collected through a questionnaire. In the healthcare field, quantitative research may develop and execute new or enhanced work meas ...
Final ExamSpend up to the next 2 hours to complete the following.docxcharlottej5
Final Exam
Spend up to the next 2 hours to complete the following task, to the best of your ability. This exam is worth 100 points. There is no specific word count requirement.
Topic: Vitamin C - https://vitamincfoundation.org/squares/
Your submission should be in the form of written paragraphs, but you will not be evaluated on the quality of writing beyond the minimum necessary to understand what you are communicating. Your submission does not need to be as structured as the analysis assignments submitted during the semester. You should answer parts 1-5 of the task individually, each in paragraph form. Number each answer to correspond to parts 1-5, and then references at the end.
1. In one paragraph, summarize the product or service and describe what it is supposed to do.
2. In one paragraph, identify and clearly state at least one scientific claim being made about the product or service.
3. Identify and clearly describe at least two sources that are purported to support the claim. Each source should be described in a single paragraph (i.e., two paragraphs total). You must provide references for these sources (as well as any other that you use to complete the other tasks) at the end of your document, in the same format that you have been using throughout the semester.
4. Briefly evaluate the quality of the sources and whether or not the sources appear to support the claim. This section may be anywhere from one to several paragraphs long, as needed.
◦ State whether or not you believe the claim is justified, correct, and/or relevant based on your overall evaluation. This evaluation must take into account the sources you identified and evaluated (in steps 3 and 4).
◦ You may utilize sources that do not support the claim in your overall evaluation (i.e., sources in addition to the two from step 3).
◦ Your evaluation should explicitly consider at least two logical fallacies. These may be fallacies that you believe are present, or ones that could have been an issue but that you determined were not.
5. Based on your review of the product or service, summarize in one paragraph when use of the product or service might be beneficial: who might benefit and under what circumstances.
You are free to draw on prior knowledge, your textbook, and electronic resources, but should indicate when you have done so by using the same referencing methods utilized during the semester.
You may not use other humans. Communication in any form (verbal, physical, or electronic) with another human being during this exam will be considered academic misconduct and result in an automatic grade of zero. The sole exception is if you have an urgent issue that you communicate to an instructor. Your instructors will not provide assistance with this exam or the resources you utilize to complete it.
Your final document should be uploaded to the Assignments link provided through Brightspace. After verifying that the document has successfully uploaded, you are free to lea.
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.
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?
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.
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.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
3. Assessment
Refers to the full range of information gathered
and synthesized by teachers about their students
and their classroom. Assessment is a continuous
process (Arends, 2007).
There are two general uses or functions of
assessment: Formative assessment and
Summative assessment (Woolfolk et al 2008).
4. Formative assessment
Is an ungraded testing used before and during
teaching to aid in planning and diagnosis
(Woolfolk et al 2008).
Formative assessment is a process used by
teachers and students during instruction that
provides explicit feedback to adjust on-going
teaching and learning in order to improve
student
5. Formative assessment
Formative assessment refers to assessment for
learning which is focused on monitoring
student response to and progress with
instructions. It provides immediate feedback to
both teacher and student.
(Johnson &Jenkins, 2009)
In formative assessment here is a pre-test which
is termed Pre-Assessment.
6. Formative assessment
This pre-assessment or pre-test helps the teacher
to determine what are the students’ knowledge
and skills in order to assist with planning
(Arends, 2007).
There is also a diagnostic test which identifies a
student area of achievement and weakness in a
particular subject, which can give an idea of
difficulty the student is experiencing.
7. Formative assessment
It should be noted that the pre-test and
diagnostic test are not graded and the
formative test do not count toward final
grades (Woolfolk et al 2008).
8. Summative assessment
Are cumulative evaluation used to measure
growth after instruction and are generally given
at the end of a course in order to determine
whether long term goals have been met
(Coffey, 2012)
Summative assessment focus on what the student
has learned at the end of a unit of instruction or at
the end of a grade level (e.g. standard one,
National Test) ( Johnson & Jenkins, 2009).
9. Summative assessment
Summative assessment purpose is to let the
teachers and students know the level of
accomplishment attained. The final exam is
classic example (Woolfolk et al 2008).
20. Tools used in Assessment
The tools used in pre-assessment, summative and
formative assessment are numerous. A variety of
tools are used for assessment including tests,
rubrics, interviews, focus groups, survey,
observation, and portfolio. There is no one-size
fits-all approach in assessment.
A good assessment typically employs multiple
tools and approaches tailored for different
purposes (Stony Brook University, 1999).
21. Tools used in Assessment
Test are used to assess knowledge and thinking
over a range of content or to assess dispositions
and interests. It is the most reliable way to assess
knowledge and thinking in a content area
domain.
It is the best way to cover a large number of fact
and concepts. However it requires clearly written
items that appropriately sample a range of
22. Tools used in Assessment
content material. (Stony Brook University,
1999).
Performance tasks are used to assess in-depth
thinking in one area or to assess skills attained or
products created. It allows measurement of in
depth thinking, skills or products not readily
assessable by tests.
However it requires clear expectations for tasks
and scoring to provide meaningful assessment
information (Stony Brook University, 1999).
23. Tools used in Assessment
Portfolios are used to document progress or
development or to show case complex
achievement of a range of skills. It allows for
assessment of student’s development and some
ownership and control by students
However it require clear purpose, focused
construction, and long-term attention to give any
more useful information than stand-alone
assessments (Stony Brook University, 1999).
24. Tools used in Assessment
Surveys are used to assess opinions and attitudes
from target populations. It is a very efficient
method to collect information from a large
number of people.
However it require a sound sampling strategies,
and good response rates. Survey questions should
be carefully written to keep respondent mistakes
and bias to a minimum
(Stony Brook University, 1999).
25. Tools used in Assessment
Observations are used to assess behavioural
outcomes through direct observation. It is the
least intrusive assessment method that allows for
assessment of student performance.
However it requires a clear guidance to
distinguish what is actually happening and what
the observer's impressions. A rubric or an
observation protocol will help minimize
subjective judgment (Stony Brook University,
1999).
26. Tools used in Assessment
Focus groups are used to brainstorm ideas or
collect in-depth attitudes and opinions from a
group of people. It is an interactive way of
assessing attitudes and opinions, and a cost
effective way of collecting suggestions and
requirements when individual interviews are not
feasible.
However it require good planning and
organization to effectively solicit information
27. Tools used in Assessment
from participants (Stony Brook University,1999).
30. Teaching Plan
Facilitator’s Name: Mrs. Penny
Topic: Sexually Transmitted Diseases
Duration of lesson: Three sessions for two hours
each
Time: 8:00 am-10:00 am
Venue: Mount Plesant Secondary School
Audience: The Students of Mount Plesant
Secondary School attending Ms. Penny’s class
(form three)
31. Teaching Plan
Audience: The Students of Mount Plesant
Secondary School attending Ms. Penny’s
Class (form three)
Number of Students: Approximately 40
students
Date: Wednesday 22nd, 23rd and 24th October,
2012
32. Teaching Plan
Aim
The primary goal of these sessions
Would be to provide information related to
Sexually Transmitted Diseases, clarify myths
and misconceptions and promote behavior
that prevents the spread of STDs.
33. Teaching Plan
Core Objectives
The pupils will:
Understand the nature and modes of
transmission of STDs.
Recognize common signs and symptoms of
STDs.
Be knowledgeable about appropriate resources,
counseling and medical care.
Recognize and refute myths relating to STDs.
34. Teaching Plan
Engage in critical thinking regarding
informed decision making about personal and
social behavior that diminishes the risk of
contracting an STD.
35. Teaching Plan
Learning Outcomes
At the end of the teaching sessions the pupils will
be able to:
Define the term STD.
List the most common STDs and their
causative agents.
Identify the common signs and symptoms of
STDs.
List possible complications of STDs.
36. Teaching Plan
Describe the modes of STD and HIV
transmission and list high risk behaviors for
their acquisition.
Describe current treatment modalities of STDs
and HIV.
Discuss precautionary/preventative measures
that can prevent the spread of STDs and HIV.
Identify, discuss and clarify common myths and
misconceptions about STIs.
37. Teaching Plan
Identify resources to attain help regarding
STDs.
Teaching Methodology:
The subject will facilitated using a mixture of
lectures and discussions delivered by specialists
from the departments of public health and
infectious diseases.
38. Teaching Plan
Role play and movie presentations would also
be integrated to depict real life scenarios and the
impact of their decisions directly and indirectly
on their future.
Teaching Strategies:
Activating prior learning
PowerPoint presentation
Encourage student participation and discussion
40. Summative Assessment
The following represents a summative evaluation
based on the above teaching plan.
Section A
1. Define in your own words the term STD/STI.
2. List 5 risky behaviors that can result in the
acquisition of an STD
__________ __________ __________
__________ __________
41. Summative Assessment
3. Which of the diseases listed is NOT an STD
A. Hand-foot-mouth disease B. Urethritis
C. Chancroid D. Ectoparasitic infections
4. If left untreated which STD can lead to
deafness and death?
A. HIV B. Syphillis
C. Pubic Lice D. Genital Warts
42. Summative Assessment
6.Which of the following is a possible symptom
of an STD?
A. Painful Urination B. Facial swelling
C. Itching on palms and soles.
D. All of the above
7.List 8 common complications of STDs
__________ __________ _________
__________ __________ _________
43. Summative Assessment
Section B
Select True or False for each of the statements
below based on the information you recently
learned.
1.Some STDs have no visible symptoms.
True False
2. Untreated STDs eventually clear up.
True False
44. Summative Assessment
3. Mutually faithful monogamous partners have
little or no risk for HIV infection.
True False
4. Testing for STDs is only available through
private physicians.
True False
45. Summative Assessment
5. It is possible to be infected with more than one
STD at a time.
True False
6. Sex is not the only way that STDs are
transmitted.
True False
46. Summative Assessment
7. By changing sex partners often, you lower
Your risk of contracting an STD.
True False
8. Condoms are the best protection from STDs.
True False
9. Early-stage sexually transmitted diseases
(STDs) without symptoms are not contagious.
True False
47. Summative Assessment
10.Gonorrhea is contracted sexually and from
public or shared toilet seats.
True False
Section C
Match the STD with its causative agent
____Genital herpes a. neisseria gonorrhoeae
____Syphillis b. phthirus pubis
____Chalmydia c. treponella Pallidum
49. Summative Assessment
Section D
Answer all questions in this section.
1. STDs are fast becoming a major concern
among adolescents. Discuss the need for of a
Sexual Education programme in schools noting
the benefits and limitations of the endeavour.
2. You encounter a sexually active 13 year old
who began experiencing itching, redness,
swelling and burning sensation in the genital
50. Summative Assessment
region. What advice would you give to rectify
these signs and symptoms and identify the
resource systems available to the individual
and their family.
53. Rubric
According to Dr. O’Donnell Dean of
education and curriculum development
at Pittsburgh University rubric is
essentially a scaled tool with levels of
achievement and clearly defined criteria
related to each level and placed in a
grid. Rubrics are typically used to
assess some type of performance,
procedure or product.
54. Rubric
A number of studies have
demonstrated the positive impact that
well-designed rubrics have on dental
students pre-clinical learning. Designing
a rubric to capture the key elements of
a skill in an assessment with a grader
friendly format can be a challenge.
Rubrics can help identify areas of
students strengths and weaknesses
and simultaneously provide valuable
detailed feedback to the student.
55. Rubric
Since Biblical times we know about
sexually transmitted diseases. With
reference to 1 Samuel 6:19. “And it was
so, that after they had carried it about,
the hand of the Lord was against the
city with a very great destruction: and
he smote the men of the city, both small
and great, and they had emerods in
their secret parts.”