A toolkit that includes a range of assessment strategies is a must for every teacher! Rubrics can provide great feedback to students about their learning and areas for development for them to focus on. A good rubric can be both an assessment strategy for learning and of learning. This session will overview the types of rubrics that can be used and how to develop a set of criteria, supporting statements and assessment values for your students.
Summative assessments measure student understanding of material at set points, such as after a unit or semester, through tests and exams. They help teachers evaluate curriculum and determine if standards are being met. Formative assessments are ongoing, such as feedback, peer reviews, and self-assessments, and are used to guide student learning and improvement. Both summative and formative assessments are useful for technology-based projects to measure acquired skills and provide guidance.
This document discusses the basics of rubrics, including different types of rubrics and how to use them. There are two main types of rubrics - holistic rubrics that provide one overall score, and analytic rubrics that provide feedback on multiple dimensions. Rubrics can also be general and used across tasks, or task-specific. The best type depends on the purpose. Rubrics provide benefits like detailed feedback and consistent scoring when used for assessment. Involving students in rubric development makes assignments more meaningful and helps students understand performance standards.
The document discusses using classroom assessment effectively by prioritizing standards and student needs, using data teams to focus improvement efforts, and sharing strategies. It emphasizes using formative assessments to make decisions about curriculum, instruction, and student understanding. Quick pre-assessments like KWL charts are recommended to evaluate what students already know. Assessments should be valid by aligning with objectives and instruction, and reliable by producing consistent results. Selecting assessments should consider how the results will improve student learning compared to no assessment.
This document discusses summative assessment and compares it to formative assessment. Summative assessment refers to evaluating student learning and skills at the end of an instructional period, such as at the end of a course. It focuses on outcomes rather than process. Examples include final projects, tests, and standardized tests. The goals are to evaluate if students met learning objectives and to measure program effectiveness. Pros are that it determines learning progress and can be used for placement decisions. Cons are that it may not accurately reflect learning and does not help identify instructional problems during the learning process. Formative assessment, in contrast, provides ongoing feedback to improve teaching and learning.
Topic: Formative and Summative Assessment
Student Name: Abdul Hafeez
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Summative assessment( advantages vs. disadvantages)Love Joy Amargo
Summative assessment refers to evaluating student learning at the end of a period of instruction, such as at the end of a project, course, or semester. It is used to determine if learning goals were achieved. Examples include final exams, research papers, and standardized tests. The purpose is to assess learning outcomes compared to benchmarks. Advantages are that it evaluates program effectiveness and student achievement and progress. Disadvantages are that it may not accurately reflect learning and does not provide feedback to improve instruction.
A toolkit that includes a range of assessment strategies is a must for every teacher! Rubrics can provide great feedback to students about their learning and areas for development for them to focus on. A good rubric can be both an assessment strategy for learning and of learning. This session will overview the types of rubrics that can be used and how to develop a set of criteria, supporting statements and assessment values for your students.
Summative assessments measure student understanding of material at set points, such as after a unit or semester, through tests and exams. They help teachers evaluate curriculum and determine if standards are being met. Formative assessments are ongoing, such as feedback, peer reviews, and self-assessments, and are used to guide student learning and improvement. Both summative and formative assessments are useful for technology-based projects to measure acquired skills and provide guidance.
This document discusses the basics of rubrics, including different types of rubrics and how to use them. There are two main types of rubrics - holistic rubrics that provide one overall score, and analytic rubrics that provide feedback on multiple dimensions. Rubrics can also be general and used across tasks, or task-specific. The best type depends on the purpose. Rubrics provide benefits like detailed feedback and consistent scoring when used for assessment. Involving students in rubric development makes assignments more meaningful and helps students understand performance standards.
The document discusses using classroom assessment effectively by prioritizing standards and student needs, using data teams to focus improvement efforts, and sharing strategies. It emphasizes using formative assessments to make decisions about curriculum, instruction, and student understanding. Quick pre-assessments like KWL charts are recommended to evaluate what students already know. Assessments should be valid by aligning with objectives and instruction, and reliable by producing consistent results. Selecting assessments should consider how the results will improve student learning compared to no assessment.
This document discusses summative assessment and compares it to formative assessment. Summative assessment refers to evaluating student learning and skills at the end of an instructional period, such as at the end of a course. It focuses on outcomes rather than process. Examples include final projects, tests, and standardized tests. The goals are to evaluate if students met learning objectives and to measure program effectiveness. Pros are that it determines learning progress and can be used for placement decisions. Cons are that it may not accurately reflect learning and does not help identify instructional problems during the learning process. Formative assessment, in contrast, provides ongoing feedback to improve teaching and learning.
Topic: Formative and Summative Assessment
Student Name: Abdul Hafeez
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Summative assessment( advantages vs. disadvantages)Love Joy Amargo
Summative assessment refers to evaluating student learning at the end of a period of instruction, such as at the end of a project, course, or semester. It is used to determine if learning goals were achieved. Examples include final exams, research papers, and standardized tests. The purpose is to assess learning outcomes compared to benchmarks. Advantages are that it evaluates program effectiveness and student achievement and progress. Disadvantages are that it may not accurately reflect learning and does not provide feedback to improve instruction.
Formative and Summative Assessment - Faculty DevelopmentAmy Lane
Dr. Amy Lane led a workshop on assessment that:
1) Explored concepts related to assessment, discussed contexts and perspectives, and introduced different types of assessment including formative and summative assessment.
2) Described classroom assessment strategies for online courses and how to select assessments aligned with learning objectives.
3) Identified assessment resources for faculty and reflected on learning assessment best practices.
This document discusses formative and summative evaluation in curriculum development. It defines curriculum evaluation as gathering data to decide whether to accept, change, or eliminate a curriculum or textbook. Formative assessment is objective and checks student understanding along the way, while summative assessment is subjective and judges student learning at the end. Both are widely used in education. Formative assessment provides feedback to improve student performance, while summative assessment provides overall monitoring of student progress.
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
A FISA for the qualification focuses on the extent to which a learner can demonstrate applied competence.
Applied competence, in terms of the NQF is evidenced through learner’s ability to integrate concepts, ideas and actions in authentic, real-life contexts and is expressed as practical, foundational and reflexive competence.
Topic: Summative Evaluation
Student Name: Akhtiar Ali
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
This document provides information on SMART goals and examples of SMART and non-SMART goals. SMART goals are specific, measurable, action-oriented, rigorous, realistic, results-focused and timed. Examples of non-SMART goals include vague plans for teacher collaboration. Examples of SMART goals include increasing special needs student math scores by 10% and increasing student physical fitness levels. The document also provides examples of revising non-SMART goals to make them SMART and measurable.
This document discusses techniques and strategies for evaluating teaching. It explains that evaluation involves gathering relevant information using appropriate criteria to assist in decisions that lead to classroom improvement. Evaluations can be done through self-evaluation, peer evaluation, or by supervisors. The areas evaluated should not be limited just to what happens in the classroom, but should also include initial planning, program goals, content selection, and assessment processes. When evaluating teaching strategies, factors that should be considered include classroom management, teacher-student interactions, student grouping, lesson structuring, learning tasks, resources used, classroom interactions, student speaking opportunities, quality of input and output, communicativeness, questions, and feedback/error correction.
This document outlines different types and purposes of assessment as well as strategies for assessing student learning. It discusses formative versus summative assessment, with formative being ongoing to adjust instruction and summative being used to make judgments. Assessment purposes include helping students set goals, assigning grades, and modifying instruction. Strategies described include rubrics, checklists, self-assessment, peer review, observations, learning logs/journals, concept maps, interviews/conferences, and portfolios.
This document discusses assessment in education. It defines assessment as a process used to collect information to improve educational programs and student outcomes. There are three main types of assessment: formative assessment which occurs continuously to guide instruction, summative assessment which evaluates learning at the end of a unit, and authentic assessment which applies knowledge over time with clear criteria. The purposes and roles of assessment are to identify gaps in student learning and inform classroom teaching. Different strategies are used for each assessment type, such as quizzes and questioning for formative and exams or projects for summative. The goal of assessment is to continually improve academic progress.
This document discusses using data to drive instruction and student learning. It emphasizes using multiple sources of student data, including standardized tests, observations, conversations and student work, to identify learning goals and diagnose student strengths and needs. The document also discusses tools like data disaggregation and student work analysis protocols to help teachers understand what students know and still need to learn in order to improve instruction. Finally, it provides information on the Common Core State Standards and 21st century skills emphasized by the Partnership for 21st Century Skills.
Assessment for learning involves gathering information about students' learning through tasks and rubrics, analyzing the information, and using it to make decisions to improve learning. It seeks to directly assess students' performance through real-life tasks and products, unlike traditional assessments. The goals of assessment for learning are to determine students' learning needs, place them in an optimal learning environment, provide feedback on their strengths and weaknesses, and evaluate curriculum effectiveness.
Comparative Chart Advantages and Disadvantages.docxJyuberAlvarez1
This document compares different types of assessments and their advantages and disadvantages. It outlines that achievement assessments evaluate taught objectives but only provide annual proficiency, norm-referencing assesses performance against peers but not overall progress, formative assessment improves learning if recipients integrate feedback, and summative assessment determines achievement but may promote cheating or teaching to the test.
The document discusses summative evaluation, which assesses learner achievement at the end of a teaching period using tests, provides feedback, and measures the effectiveness of curriculum, teaching methods, and programs. Summative evaluations typically use quantitative measures like test scores and occur at the end of a learning process, such as after a chapter, unit, or semester. They allow evaluators to assess whether overall goals and objectives were met and compare learner groups.
Systematic Process To Continuously Gather Evidence And Provide Feedback About Learning While Instruction Is Under Way (Heritage, Kim, Vendlinski, & Herman, 2009)
Formative Assessment Is A Planned Process In Which Teachers Or Students Use Assessment-based Evidence To Adjust What They’re Doing (Popham, 2008)
It monitors progress
Provides frequent feedback
Assessments happens while learning is still underway
Throughput the semester
Ongoing classroom process
Collection Of Practices That All Leads To Student Learning Improvement
Tool For The Teachers To Determine What They Need To Do To Move The Learner Forward
A Technique To Help The Students Enhance Learning
Formative Assessment A Key To Success.
Monitor Learning Progress During Instruction
Evaluación en el proceso de enseñanza del inglés como lengua extranjeraSamcruz5
This document discusses evaluation and assessment in the context of teaching English as a foreign language. It defines evaluation as making systematic value judgments using defined criteria, while assessment refers to the measurement of performance to determine if learning goals are achieved. There are four generations of evaluation: measuring, describing, judging, and negotiating with participants. Evaluation can be formative to improve the process, summative to quantify results, or congruent before a process begins. Assessment data should be collected through both formal testing and informal methods like questionnaires, diaries, and projects. Tests should be valid, reliable, and practical, and influence teaching in a positive way. Test design considers item guidelines, formats, and authentic examples. Communicative testing focuses on relevance, context
IGNIS Webinar 2018 - Improving Student Engagement through Authentic Assessme...SBCTCProfessionalLearning
This document discusses improving student engagement through authentic assessment. It begins with an introduction and agenda, then defines assessment and authentic assessment. Part one discusses the goals and types of assessment, including formative vs summative. Part two outlines the steps to develop a well aligned authentic assessment strategy, including identifying outcomes, skills, appropriate assessments, and rubrics. Part three discusses how the Canvas learning management system can help with assessment through features like quizzes, discussions, assignments and rubrics. The document provides resources for learning more about authentic assessment.
The document summarizes formative and summative assessments. Formative assessments are ongoing and used to improve instruction, while summative assessments evaluate programs and student competency after instruction. The rest of the document provides data from the school year on reading and math assessments to reflect on successes, surprises, concerns, and plans for the future. It concludes by congratulating everyone on a fantastic school year.
The document discusses assessment in education. It defines assessment as measuring student learning and using that information to make judgements to inform decision making. Assessment impacts student learning behavior by guiding their study and influencing their perceptions of what is important. Summative assessment indicates the extent to which learning outcomes are met and is used to make judgements on student performance and determine degrees or awards. The purpose of assessment is to help students and teachers learn, classify students, diagnose student needs, encourage learning, and provide feedback. Assessment should be valid, reliable, and fair to effectively support learning. A variety of assessment methods can be appropriate depending on the subject matter and educational objectives.
CTD Spring 2015 Weekly Workshop: Assessment that supports learningPeter Newbury
This document discusses formative assessment and how it can support learning when used effectively. Formative assessment provides timely feedback aligned with learning goals to guide student practice. Rubrics are discussed as a form of formative assessment that can clarify expectations for students and provide targeted feedback to help them improve. The document emphasizes establishing learning outcomes and aligning assessments and instructional activities to those outcomes in order to best support student learning.
CTD Fa14 Weekly Workshop: Assessment that supports learningPeter Newbury
1) The document discusses assessment that supports learning, focusing on formative assessment that provides timely feedback to guide student practice and improvement.
2) It emphasizes that goal-directed practice coupled with targeted feedback are critical for learning. Formative assessment should give feedback on students' performance relative to clear learning goals.
3) A rubric can serve as a formative assessment tool by providing descriptions of expectations so students understand how to improve. The overall message is that assessment should support learning by guiding students' efforts.
Formative and Summative Assessment - Faculty DevelopmentAmy Lane
Dr. Amy Lane led a workshop on assessment that:
1) Explored concepts related to assessment, discussed contexts and perspectives, and introduced different types of assessment including formative and summative assessment.
2) Described classroom assessment strategies for online courses and how to select assessments aligned with learning objectives.
3) Identified assessment resources for faculty and reflected on learning assessment best practices.
This document discusses formative and summative evaluation in curriculum development. It defines curriculum evaluation as gathering data to decide whether to accept, change, or eliminate a curriculum or textbook. Formative assessment is objective and checks student understanding along the way, while summative assessment is subjective and judges student learning at the end. Both are widely used in education. Formative assessment provides feedback to improve student performance, while summative assessment provides overall monitoring of student progress.
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
A FISA for the qualification focuses on the extent to which a learner can demonstrate applied competence.
Applied competence, in terms of the NQF is evidenced through learner’s ability to integrate concepts, ideas and actions in authentic, real-life contexts and is expressed as practical, foundational and reflexive competence.
Topic: Summative Evaluation
Student Name: Akhtiar Ali
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
This document provides information on SMART goals and examples of SMART and non-SMART goals. SMART goals are specific, measurable, action-oriented, rigorous, realistic, results-focused and timed. Examples of non-SMART goals include vague plans for teacher collaboration. Examples of SMART goals include increasing special needs student math scores by 10% and increasing student physical fitness levels. The document also provides examples of revising non-SMART goals to make them SMART and measurable.
This document discusses techniques and strategies for evaluating teaching. It explains that evaluation involves gathering relevant information using appropriate criteria to assist in decisions that lead to classroom improvement. Evaluations can be done through self-evaluation, peer evaluation, or by supervisors. The areas evaluated should not be limited just to what happens in the classroom, but should also include initial planning, program goals, content selection, and assessment processes. When evaluating teaching strategies, factors that should be considered include classroom management, teacher-student interactions, student grouping, lesson structuring, learning tasks, resources used, classroom interactions, student speaking opportunities, quality of input and output, communicativeness, questions, and feedback/error correction.
This document outlines different types and purposes of assessment as well as strategies for assessing student learning. It discusses formative versus summative assessment, with formative being ongoing to adjust instruction and summative being used to make judgments. Assessment purposes include helping students set goals, assigning grades, and modifying instruction. Strategies described include rubrics, checklists, self-assessment, peer review, observations, learning logs/journals, concept maps, interviews/conferences, and portfolios.
This document discusses assessment in education. It defines assessment as a process used to collect information to improve educational programs and student outcomes. There are three main types of assessment: formative assessment which occurs continuously to guide instruction, summative assessment which evaluates learning at the end of a unit, and authentic assessment which applies knowledge over time with clear criteria. The purposes and roles of assessment are to identify gaps in student learning and inform classroom teaching. Different strategies are used for each assessment type, such as quizzes and questioning for formative and exams or projects for summative. The goal of assessment is to continually improve academic progress.
This document discusses using data to drive instruction and student learning. It emphasizes using multiple sources of student data, including standardized tests, observations, conversations and student work, to identify learning goals and diagnose student strengths and needs. The document also discusses tools like data disaggregation and student work analysis protocols to help teachers understand what students know and still need to learn in order to improve instruction. Finally, it provides information on the Common Core State Standards and 21st century skills emphasized by the Partnership for 21st Century Skills.
Assessment for learning involves gathering information about students' learning through tasks and rubrics, analyzing the information, and using it to make decisions to improve learning. It seeks to directly assess students' performance through real-life tasks and products, unlike traditional assessments. The goals of assessment for learning are to determine students' learning needs, place them in an optimal learning environment, provide feedback on their strengths and weaknesses, and evaluate curriculum effectiveness.
Comparative Chart Advantages and Disadvantages.docxJyuberAlvarez1
This document compares different types of assessments and their advantages and disadvantages. It outlines that achievement assessments evaluate taught objectives but only provide annual proficiency, norm-referencing assesses performance against peers but not overall progress, formative assessment improves learning if recipients integrate feedback, and summative assessment determines achievement but may promote cheating or teaching to the test.
The document discusses summative evaluation, which assesses learner achievement at the end of a teaching period using tests, provides feedback, and measures the effectiveness of curriculum, teaching methods, and programs. Summative evaluations typically use quantitative measures like test scores and occur at the end of a learning process, such as after a chapter, unit, or semester. They allow evaluators to assess whether overall goals and objectives were met and compare learner groups.
Systematic Process To Continuously Gather Evidence And Provide Feedback About Learning While Instruction Is Under Way (Heritage, Kim, Vendlinski, & Herman, 2009)
Formative Assessment Is A Planned Process In Which Teachers Or Students Use Assessment-based Evidence To Adjust What They’re Doing (Popham, 2008)
It monitors progress
Provides frequent feedback
Assessments happens while learning is still underway
Throughput the semester
Ongoing classroom process
Collection Of Practices That All Leads To Student Learning Improvement
Tool For The Teachers To Determine What They Need To Do To Move The Learner Forward
A Technique To Help The Students Enhance Learning
Formative Assessment A Key To Success.
Monitor Learning Progress During Instruction
Evaluación en el proceso de enseñanza del inglés como lengua extranjeraSamcruz5
This document discusses evaluation and assessment in the context of teaching English as a foreign language. It defines evaluation as making systematic value judgments using defined criteria, while assessment refers to the measurement of performance to determine if learning goals are achieved. There are four generations of evaluation: measuring, describing, judging, and negotiating with participants. Evaluation can be formative to improve the process, summative to quantify results, or congruent before a process begins. Assessment data should be collected through both formal testing and informal methods like questionnaires, diaries, and projects. Tests should be valid, reliable, and practical, and influence teaching in a positive way. Test design considers item guidelines, formats, and authentic examples. Communicative testing focuses on relevance, context
IGNIS Webinar 2018 - Improving Student Engagement through Authentic Assessme...SBCTCProfessionalLearning
This document discusses improving student engagement through authentic assessment. It begins with an introduction and agenda, then defines assessment and authentic assessment. Part one discusses the goals and types of assessment, including formative vs summative. Part two outlines the steps to develop a well aligned authentic assessment strategy, including identifying outcomes, skills, appropriate assessments, and rubrics. Part three discusses how the Canvas learning management system can help with assessment through features like quizzes, discussions, assignments and rubrics. The document provides resources for learning more about authentic assessment.
The document summarizes formative and summative assessments. Formative assessments are ongoing and used to improve instruction, while summative assessments evaluate programs and student competency after instruction. The rest of the document provides data from the school year on reading and math assessments to reflect on successes, surprises, concerns, and plans for the future. It concludes by congratulating everyone on a fantastic school year.
The document discusses assessment in education. It defines assessment as measuring student learning and using that information to make judgements to inform decision making. Assessment impacts student learning behavior by guiding their study and influencing their perceptions of what is important. Summative assessment indicates the extent to which learning outcomes are met and is used to make judgements on student performance and determine degrees or awards. The purpose of assessment is to help students and teachers learn, classify students, diagnose student needs, encourage learning, and provide feedback. Assessment should be valid, reliable, and fair to effectively support learning. A variety of assessment methods can be appropriate depending on the subject matter and educational objectives.
CTD Spring 2015 Weekly Workshop: Assessment that supports learningPeter Newbury
This document discusses formative assessment and how it can support learning when used effectively. Formative assessment provides timely feedback aligned with learning goals to guide student practice. Rubrics are discussed as a form of formative assessment that can clarify expectations for students and provide targeted feedback to help them improve. The document emphasizes establishing learning outcomes and aligning assessments and instructional activities to those outcomes in order to best support student learning.
CTD Fa14 Weekly Workshop: Assessment that supports learningPeter Newbury
1) The document discusses assessment that supports learning, focusing on formative assessment that provides timely feedback to guide student practice and improvement.
2) It emphasizes that goal-directed practice coupled with targeted feedback are critical for learning. Formative assessment should give feedback on students' performance relative to clear learning goals.
3) A rubric can serve as a formative assessment tool by providing descriptions of expectations so students understand how to improve. The overall message is that assessment should support learning by guiding students' efforts.
This document discusses assessment in education. It defines formative and summative assessment, with formative assessment providing feedback to students to help them improve, while summative assessment makes final evaluations. It emphasizes that goal-directed practice coupled with timely and targeted feedback are critical for learning. Rubrics can introduce goal-directed practice by aligning learning outcomes, activities, and assessments and providing students a path for improvement through feedback. The document recommends planning courses by synchronizing these elements of learning outcomes, instructional approaches, and assessment.
This document summarizes a workshop on assessment. It discusses establishing learning outcomes, assessing what students are learning through formative and summative assessments, and using feedback and practice to enhance learning. Key points include drawing on student preconceptions, teaching concepts in depth, integrating metacognitive skills, having goal-directed practice and targeted feedback, and aligning learning outcomes, instruction and assessment.
This document discusses assessment and its role in the learning process. It emphasizes that assessment should be formative, providing timely feedback to students at an appropriate level to support goal-directed and productive practice. Rubrics are highlighted as an effective assessment tool that can clarify learning goals, evaluate performance against criteria, and guide future improvement through targeted feedback. The document advocates designing all course elements, like activities and instruction, to align with learning outcomes and assessments.
Presented at the Scripps Institution of Oceanography in La Jolla, California on November 21, 2014.
Peter Newbury
Center for Teaching Development, UC San Diego
ctd.ucsd.edu
The College Classroom Wi16 Meeting 3: Learning OutcomesPeter Newbury
This document discusses learning outcomes and their importance in course design. It provides examples of well-written learning outcomes and explains how course-level and topic-level outcomes relate to each other. Key points covered include:
- Learning outcomes state what students will be able to do by the end of a lesson, unit, or course.
- Outcomes help students understand expectations and monitor their own progress.
- Instructors can use outcomes to design assessments and select teaching activities.
- Course-level outcomes are supported by more specific topic-level outcomes.
- Blooms taxonomy provides verbs for different levels of learning outcomes.
The document discusses effective assessment strategies for classrooms. It begins by stating that effective assessments combined with constructive feedback can lead to higher student success. It then explores the purpose of assessments, different types of assessments including formative and summative, and how to provide effective feedback to students. Examples of different assessment strategies like observations, tests, and rubrics are provided. The importance of ongoing and goal-aligned assessment is emphasized.
Graded Assessment – Myth Or Fact Ppt Jan 2k10KeithH66
Graded assessment in vocational and higher education aims to provide pathways for further education and a measure of academic excellence. It should be criterion-referenced based on competencies and use scoring rubrics and exemplars to transparently assess performance. Assessment tasks should authentically measure important learning goals through scenario-based problems requiring demonstration of skills rather than just testing. Feedback should focus on improvement.
E:\T&La Special Projects\Computer Engineering & Applied Science\Grade...guest3f9d24
Graded assessment in vocational and higher education aims to provide pathways for further education and a measure of academic excellence. It should be criterion-referenced based on competencies and use scoring rubrics, exemplars, and feedback to clearly communicate assessment standards and help students improve. Developing high-quality graded assessment requires consideration of learning outcomes, teaching activities, assessment tasks, grading schemas, and validation processes.
This document discusses assessment strategies for enhancing student learning. It defines different types of assessments, including diagnostic, formative, and summative assessments. Formative assessments are emphasized as being most effective for driving instruction when used ongoing throughout a course. Specific examples are provided for different formative assessment techniques like observations, homework, and reflections. The document also stresses the importance of providing timely and specific feedback to students to allow them to improve.
The following slide deck highlights specific strategies teachers may utilize to enable students to develop assessment capabilities, a growth mindset, and the knowledge and skills to support others in their learning. This presentation was delivered at ASCD New Orleans 2016
This document discusses assessment in education. It defines assessment as a systematic process of gathering data on student learning and using it to understand what students know and can do. The goal is to continuously improve student learning outcomes. Effective assessment involves measuring intended learning outcomes, analyzing results, and making changes to instruction or programs based on those results. Assessment should be integrated into daily learning rather than just tests. The document discusses different types of assessment like classroom, performance, portfolios, and rubrics. It also outlines considerations for choosing assessment methods and the importance of assessment for students, teachers, and other stakeholders.
1. Formative assessment is key to raising student achievement by providing feedback to teachers and students to modify teaching and learning activities.
2. There are five key strategies of formative assessment: sharing learning expectations; questioning; feedback; self-assessment; and peer assessment.
3. These strategies include clarifying learning targets, using effective questioning techniques, and providing feedback that helps students improve.
CIRTL Spring 2016 The College Classroom Meeting 3: Learning OutcomesPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
This document discusses aligning course assessments with learning outcomes. It provides guidance on developing effective learning outcomes and assessments, including characteristics of good outcomes, the difference between formative and summative assessments, and types of authentic assessments. The document encourages faculty to review their assessments to ensure they measure desired learning and provide a skeletal course outline template to help align assessments with one identified course outcome.
The document discusses educational assessments in nursing education. It defines formative and summative assessments and describes their purposes, characteristics, uses, advantages, and disadvantages. Formative assessments are ongoing evaluations used to provide feedback and guide student learning, while summative assessments evaluate learning at the end of a period. The document also covers internal assessments conducted by teachers and external assessments from outside examiners. Overall, it provides a comprehensive overview of different assessment types and principles for nursing education.
The professional development plan for Chester W. Nimitz Middle School focuses on improving teaching practices and student achievement through professional learning communities and interdisciplinary teaming. Teachers will work in subject-specific and grade-level groups on the first and third Tuesdays of each month and interdisciplinary teams on the second and fourth Tuesdays to analyze student work, develop common lessons and assessments, and research effective instructional strategies. The goals are to design standards-aligned curriculum using backward design, incorporate metacognition strategies to increase student understanding, and differentiate instruction to improve access and achievement for all students. Administrative support will include observations and feedback on implementing the professional development strategies in the classroom.
Learning Outcomes: Blueprints for Teaching and LearningPeter Newbury
Slides for learning outcomes workshop I facilitated at 2017 British Columbia Institute of Technology (BCIT) School of Transportation Development Day on October 31, 2017.
Peter Newbury
UBC Okanagan
CC-BY
My keynote presentation at the 2017 British Columbia Institute of Technology (BCIT) School of Transportation Development Day on October 31, 2017.
Peter Newbury
UBC Okanagan
CC-BY
The document describes a workshop where participants will provide advice to the instructor of a freshman STEM course with a diverse set of students. The workshop uses a "jigsaw" method where participants first work in groups to develop advice for one assigned student, then reconvene in new groups to share their advice. The goals are to assure students feel welcome contributing to class, build on their diverse strengths and experiences, and avoid assumptions or isolating underrepresented groups. Over 400 responses were collected addressing these topics for 6 hypothetical students from different backgrounds.
Preparing to Teach 2: Learing Outcomes and AssessmentPeter Newbury
This document provides an overview of a training for graduate teaching scholars on developing learning outcomes and assessments. It discusses key concepts like backward design, formative and summative assessments, Bloom's taxonomy, and creating learning outcomes aligned with course goals. Examples are provided of writing learning outcomes and matching assessments for a driver's education course. The training covers aligning topic-level and course-level outcomes, and designing classroom environments that engage students in natural critical learning.
CIRTL Spring 2016 The College Classroom Meeting 10 - The First Day of ClassPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
CIRTL Spring 2016 College Classroom Meeting 9: TransparencyPeter Newbury
This document summarizes a presentation on implementing evidence-based teaching methods in college classrooms. The presentation discusses how student and faculty expectations often differ, with research showing students have different expectations than professors, especially in introductory courses. The presentation advocates making learning expectations and goals explicit and transparent to students through stating connections between activities, assignments, and outcomes. Specific strategies are provided, such as linking daily lessons to overall learning outcomes and using assignment templates that specify the purpose, skills practiced, and evaluation criteria.
The College Classroom Wi16 Meeting 10: The First Day of ClassPeter Newbury
The document provides guidance for instructors on effectively structuring the first day of class. It recommends that instructors establish motivation for the course, personalize the learning experience, and set clear expectations. Specifically, instructors should explain why the course is interesting and worthwhile, what kind of classroom environment they want to create, and how students can succeed. The document cautions against overly focusing on rules or assuming all students were present on the first day. Overall, it emphasizes making a good first impression to engage students and set the stage for a successful course.
CIRTL Spring 2016 The College Classroom Meeting 8 - Teaching-as-ResearchPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
CIRTL Spring 2016 The College Classroom Meeting 7 - They're not dumb, they're...Peter Newbury
This document summarizes a meeting about improving student learning experiences in college classrooms. It discusses how a passive classroom environment can occur when there is a lack of community between the professor and students. It also emphasizes recognizing the impact of student diversity on learning and designing courses to minimize negative responses to diversity. The document suggests that creating a more positive classroom culture through approaches like fostering more discussion and dissent could help propagate learning.
The College Classroom Wi16 Meeting 9: Writing Your Teaching StatementPeter Newbury
This document provides guidance on writing a teaching statement for an academic job application. It begins by having the reader reflect on their teaching goals and priorities. It then discusses the components of an effective teaching statement, including demonstrating reflection on teaching philosophy and goals, methods, and assessment of student learning. General guidelines are provided, such as keeping it brief and discipline-specific, using first-person narrative, and customizing it for the specific department. Scoring rubrics are included to help evaluate example teaching statement paragraphs. The document concludes with recommendations for getting feedback and preparing for teaching demonstrations during job interviews.
CIRTL Spring 2016 The College Classroom Meeting 6 - Peer InstructionPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
The College Classroom Wi16 Meeting 8: Teaching as ResearchPeter Newbury
The document discusses teaching as research and provides examples of classroom research projects an instructor could conduct. It describes how teaching as research involves using systematic research methods to study student learning and develop teaching practices. Examples of research topics include comparing student performance based on time of day a course is taught, assessing depth of student knowledge, and determining if PowerPoint or video is better for supporting flipped classes. The document also discusses ethical considerations like respecting students and avoiding harm as outlined in the Belmont Report.
The College Classroom Wi16 Meeting 7: They're not dumb, they're differentPeter Newbury
This document summarizes key points from a meeting about creating inclusive college classrooms. It discusses the importance of recognizing student diversity and how it impacts learning. Effective strategies include designing courses to minimize negative impacts, building on student diversity, and creating a sense of community in the classroom. The document also references conclusions that emphasize the need for less condescending pedagogy, more discussion and dissent, and a less hierarchical classroom culture.
CIRTL Spring 2016 The College Classroom Meeting 5 - Active LearningPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
CIRTL Spring 2016 The College Classroom Meeting 4 - Fixed and Growth Mindset ...Peter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
The College Classroom Wi16: Sample Peer Instruction QuestionsPeter Newbury
The document discusses characteristics of effective peer instruction questions for college classrooms. It notes that good questions have clarity, proper context within the course material, assess learning outcomes, include informative distractors in incorrect answers, appropriate difficulty level, and stimulate thoughtful discussion among students. The document is from the Center for Engaged Teaching at UC San Diego and provides guidance on creating high-quality questions to engage students through peer instruction techniques.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
2. Scholarly approach to teaching:
SGTS Practical Stream - collegeclassroom.ucsd.edu
2
Carl Wieman
Science Education Initiative
cwsei.ubc.ca
What should
students
learn?
What are
students
learning?
What instructional
approaches
help students
learn?
learning
outcomes
(goals, objectives)
assessment
3. Vocabulary check: assessment
is that which gives a final
judgment of evaluation of
proficiency, such as grades or
scores.
(How Learning Works, p. 139)
explicitly communicates to
students about some specific
aspects of their performance
relative to specific target
criteria, and … provides
information that helps students
progress toward meeting those
criteria…[It] informs students’
subsequent learning.
(How Learning Works, p. 139)
3
SGTS Theory Stream - collegeclassroom.ucsd.edu
summative assessment formative assessment
4. Feedback and Practice that Enhance Learning
4
How Learning Works: Goal-directed practice coupled
with targeted feedback are critical to learning.
SGTS Theory Stream - collegeclassroom.ucsd.edu
Images:
Excellent Shot by Varsity Life on flickr CC
Music by Piulet on flickr CC
5. Feedback and Practice that Enhance Learning
5
How Learning Works: Goal-directed practice coupled
with targeted feedback are critical to learning.
[G]oals can direct the nature of focused practice, provide
the basis for evaluating observed performance, and shape
the targeted feedback that guides students’ future efforts.
(p. 127)
[T]argeted feedback gives students prioritized information
about how their performance does or does not meet the
criteria so they can understand how to improve their future
performance.
(p. 141)SGTS Theory Stream - collegeclassroom.ucsd.edu
6. Assessment Strategies…
SGTS Theory Stream - collegeclassroom.ucsd.edu
6
addressing the need for goal-directed practice
addressing the need for targeted feedback
Work on the How Learning Works
hand-out, thinking about what
you’ve experienced or what you
aspire to do in your course.
8. Your turn
SGTS Practical Stream - collegeclassroom.ucsd.edu
8
1. Write an assessment question for your course based
on the learning outcome(s) you’ve drafted.
It doesn’t have to be a summative, exam question.
9. Your turn
SGTS Practical Stream - collegeclassroom.ucsd.edu
9
1. Write an assessment question for your course based
on the learning outcome(s) you’ve drafted.
2. Create a marking scheme for your question.
rubric
11. SGTS Theory Stream - collegeclassroom.ucsd.edu
Robert Talbert
tinyurl.com/RobertTalbertRubric
Mathematics Poster and Presentation Rubric
12. Rubrics
12
support growth mindsets
shows the path to improvement
goal-directed
[G]oals can direct the nature of focused practice,
provide the basis for evaluating observed
performance, and shape the targeted feedback that
guides students’ future efforts.
targeted feedback
[T]argeted feedback gives students prioritized
information about how their performance does or
does not meet the criteria so they can understand
how to improve their future performance.
SGTS Theory Stream - collegeclassroom.ucsd.edu
13. Your turn
SGTS Practical Stream - collegeclassroom.ucsd.edu
13
1. Write an assessment question for your course based
on the learning outcome(s) you’ve drafted.
2. Create a rubric for your question.
14. Resources
SGTS Practical Stream - collegeclassroom.ucsd.edu
14
1. Carl Wieman Science Education Initiative
cwsei.ubc.ca
2. Ambrose, S.A., Bridges, M.W., DiPietro, M., Lovett, M.C., &
Norman, M.K. (2010). How Learning Works. San Fransisco:
Jossey-Bass.
3. Talbert, R. Getting students involved with linear algebra
through poster projects. Retrieved May 9, 2013, from
http://chronicle.com/blognetwork/castingoutnines/2013/04
/25/getting-students-involved-with-linear-algebra-through-
poster-projects/