Describes the Classification of standards, standard-setting models and the Hofsee method of scaling, as employed in Medical University of Americas, as per USMLE guidelines.
Power Point presentation about the article written by: Simonsen, B. et al. (2008). Evidence-Based in Practises in Classroom Management: Considerations for Research to Practise. Education and treatment of children, v31 nº3, 351-380
A non standardized test is one that is not given to people initially to standardize it
Allows for an assessment of an individual's abilities or performances, but doesn't allow for a fair comparison of one student to another
Describes the Classification of standards, standard-setting models and the Hofsee method of scaling, as employed in Medical University of Americas, as per USMLE guidelines.
Power Point presentation about the article written by: Simonsen, B. et al. (2008). Evidence-Based in Practises in Classroom Management: Considerations for Research to Practise. Education and treatment of children, v31 nº3, 351-380
A non standardized test is one that is not given to people initially to standardize it
Allows for an assessment of an individual's abilities or performances, but doesn't allow for a fair comparison of one student to another
Summative Case Study In Nursing
Practice Of Summative Assessment
Comparing Formative And Summative Evaluations
Formative Vs. Summative Assessment
Summative Versus Formative Assessments Essay
Reflection On Summative Assessment
Essay about Summative Assessment Preparation
Summative Paper
Assessment And Summative Assessment
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Summative Assessment
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What Is Formative And Summative Assessment
Running head NEEDLE USE WITH HIVAIDS VICTIMS .docxtoltonkendal
Running head: NEEDLE USE WITH HIV/AIDS VICTIMS 1
Effects of Substance Abuse Through Needles 2
The Widespread of HIV/AIDS through Substance
Abuse by the Use of Needles in the State of Georgia
James C. McGoogan
Grand Canyon University: PCN 527
October 11, 2016
References
Arthur Margolin, S. Kelly Avants, Lara A. Warburton et al. (2003). A Randomized Clinical Trial of a Manual-Guided Risk Reduction Intervention for HIV-Positive Injection Drug Users. Health Psychology. Volume 22, Issue 2, March 2003, Pages 223-228.
A. R. Knowlton, D. R. Hoover, S. Chung, et al. (2001) Access to medical care and service utilization among injection drug users with HIV/AIDS. Drug and Alcohol Dependence. Volume (Issue): 64(1) pp. 55-62.
Carey, Michael P; Chandra, Prabha S; Carey, Kate B; Neal, Dan J (2003) Predictors of HIV risk among men seeking treatment for substance abuse in India. Archives Of Sexual Behavior, Volume 32, Issue 4, August 2003, Pages 339-349.
D. A. Himmelgreen & M. Singer, (1998). HIV, AIDS and other health risks: findings from a multisite study - an introduction. American Journal of Drug and Alcohol Abuse. Volume (Issue): 24(2) pp. 187-197.
https://www.aidatlanta.org/
Theme:_________________________________
Age/Developmental Level:_________________
Monday
Tuesday
Wednesday
Thursday
Friday
Ex. Dramatic Play
Dramatic Play
Dramatic Play
Dramatic Play
Dramatic Play
Restaurant set-up with pads, pencils, aprons, chef’s clothes, play food, dishes, calculator, cash register, restaurant décor.
Ex. Art
Art
Art
Art
Art
Marble painting with tempra paints, several large box tops that students can roll marble in paint onto paper.
Music/Movement
Music/Movement
Music/Movement
Music/Movement
Music/Movement
Science, Technology or Math
Science, Technology or Math
Science, Technology or Math
Science, Technology or Math
Science, Technology or Math
Literacy/Library
Literacy/Library
Literacy/Library
Literacy/Library
Literacy/Library
Lesson Plan Template – Overview
For a more detailed explanation, including examples, of each section within the Lesson Plan Template, please view the Lesson Plan Handbook.
Content Area or Developmental Focus:
Age/Grade of Children:
Length of Lesson:
Goal
The goal is the purpose of the lesson.
Objective
The objective is what students will be able to know or do at the end of the lesson.
Standards Included
Standards are the knowledge or skills that students will be expected to demonstrate. Depending on the age of the children you are working with, you will choose the appropriate standard from the list below:
Birth to Age 3: Developmental Milestones. Click HERE to locate a developmental milestone checklist that includes developmental standards.
Ages 3 to 5: Early Learning Guidelines. Click HERE to locate the Early Learning Guidelines for your state.
Head Start ...
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Writing Measurable Learning Outcomes
Sandi Osters, Director of Student Life Studies
F. Simone Tiu, Assistant Director for Institutional Effectiveness
3rd Annual Texas A&M Assessment Conference
You got to be careful if you don’t know where you’re going,
because you might not get there – Yogi Berra
Assessment is a systematic and on-going process of collecting, interpreting,
and acting on information relating to the goals and outcomes developed to
support the institution’s mission and purpose. It answers the questions: (1)
What we are trying to do? (2) How well are we doing it? And (3) How can we
improve what we are doing? Assessment begins with the articulation of
outcomes. Writing measurable outcomes involves describing the first three
components: outcome, assessment method, criteria for success, in the
assessment cycle.
Assessment CycleAssessment Cycle
Outcome
Assessment
Method
Criteria for
Success
Assessment
Results
Use of
Results
Broadly speaking, there are two types of outcomes: learning outcomes and
program outcomes. Learning outcomes describe what students are expected
to demonstrate and program outcomes describe what a program is expected
to accomplish.
1 of 10
Learning Outcomes
Learning outcomes describe what students are able to demonstrate in terms
of knowledge, skills, and values upon completion of a course, a span of several
courses, or a program. Clear articulation of learning outcomes serves as the
foundation to evaluating the effectiveness of the teaching and learning
process.
The Components of a Measurable Learning Outcome. Three essential
components of a measurable learning outcome are:
Student learning behaviors
Appropriate assessment methods
Specific student performance criteria / criteria for success
When writing a measurable learning outcome, it is important to:
focus on student behavior
use simple, specific action verbs
select appropriate assessment methods
state desired performance criteria
Focus on Student Behavior. Learning outcomes are about what students are
able to demonstrate upon completion of a course or a span of courses or a
program. Learning outcomes are not about what the instructors can provide
but what the students can demonstrate. The following are not learning
outcomes:
Offer opportunities for students to master integrated use of
information technology.
The program will engage a significant number of students in a
formalized language/cultural studies program.
Students who participate in critical writing seminars will write two
essays on critical thinking skills.
Students will be exposed to exceptionality in learning disabilities
including visual and perception disabilities.
Use Simple, Specific Action Verbs. When writing learning outcomes, focus on
student behavior and use simple, specific action verbs to describe what
2 of 10
students are .
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.”