Presentation (1)-1.pptxbzhzjsjzbdbsbsbsbs
•Download as PPTX, PDF•
0 likes•2 views
The document outlines different aspects of scholastic evaluation including knowledge, understanding, application, and creative skills. It discusses activities like projects, assignments, and tests that are used for evaluation. Various grading systems are provided for scholastic, co-scholastic, and non-scholastic evaluations ranging from letters A through E. Co-scholastic areas include general knowledge, art, physical education, and work experience. Non-scholastic evaluation assesses personal qualities like character, leadership, and communication skills.
Report
Share
Report
Share
Recommended
Continuous and Comprehensive Assessment in Schools
The document discusses comprehensive and continuous assessment in schools. It outlines that assessment should go beyond just evaluating academic skills and include assessing other areas like life skills, attitudes, values, and co-curricular activities. The CBSE recommends using both formative and summative assessments across scholastic and co-scholastic domains with grades assigned on a scale. Effective assessment requires teachers to plan lessons, give regular feedback, monitor student growth, and maintain detailed records while involving parents.
Grading system in school education cbse roopendra
This document provides an overview of the grading system used by the Central Board of Secondary Education (CBSE) in India. It discusses the history and introduction of grading in education. Under the CBSE system, students receive grades for scholastic areas like subjects as well as co-scholastic areas like life skills, attitudes, and co-curricular activities. Grades are awarded on a point scale of A+, A, B+, B, C, etc. The grading system aims to provide a more comprehensive evaluation than marks alone and reduce pressure on students. However, some disadvantages are that grades may not accurately reflect performance and lack incentives.
Cc etraining final_cbse_ppt1
CCE: There is nothing more difficult to take in hand, more dangerous to conduct, or more uncertain in its success, than to take the lead in the introduction of a new order of things.
Cce a brieef introduction
Continuous and comprehensive evaluation (CCE) is a system of school-based assessment that evaluates all aspects of a student's development on a regular basis. CCE consists of formative and summative assessments that evaluate students' scholastic, co-scholastic, academic and non-academic performance throughout the school year using various tools and techniques. Students receive grades for subjects like languages, maths, sciences as well as life skills, attitudes, physical education and other activities. The final assessment combines grades from formative and summative assessments to calculate students' overall grades and determine promotion to the next class.
The collegiate learning assessment (CLA+)
The document summarizes Birmingham City University's use of the Collegiate Learning Assessment (CLA+) to measure students' critical thinking, problem solving, and writing skills. It discusses administering the CLA+ as an optional and compulsory assessment, finding issues with optional testing. When made compulsory in the Professional Development module, 201 first year students were tested and results analyzed by demographics. The university has now tested over 700 students total from 2015-2018 using the CLA+ as a diagnostic tool to measure learning gain.
112221, 826 PM Rubric Assessment - MHA6999-Seminar in Healt
The document discusses the ethical debate around stem cell research. It notes the potential medical benefits of stem cell research to cure diseases like Alzheimer's and Parkinson's, but also acknowledges opponents' concerns that it devalues human life and could lead to human cloning. The debate involves differing views on when human life begins and the morality of destroying embryos for research. The document also outlines the four main principles of medical ethics - autonomy, justice, beneficence, and nonmaleficence - and notes that for a medical practice to be considered ethical, it must respect all four principles.
112221, 826 PM Rubric Assessment - MHA6999-Seminar in Healt
11/22/21, 8:26 PM Rubric Assessment - MHA6999-Seminar in Healthcare Cases SU01 - South University
https://myclasses.southuniversity.edu/d2l/lms/competencies/rubric/rubrics_assessment_results.d2l?ou=83314&evalObjectId=426189&evalObjectType=1&userId=4901&viewTypeId=3&rubricId=260758&… 1/3
Close
Print RubricSU MHA6999 Week 5 Project Rubric
Course: MHA6999-Seminar in Healthcare Cases SU01
Criteria
No Submission
0 points
Emerging (F through
D Range) (1–51)
51 points
Satisfactory (C
Range) (52–59)
59 points
Proficient (B Range)
(60–66)
66 points
Exemplary (A
Range) (67–75)
75 points
Criterion Score
Includes all
assignment
components and
meets graduate
level critical
thinking. A
purpose
statement is
identified for the
response.
/ 75
Student did not
submit assignment.
Work minimally
meets assignment
expectations. No
purpose statement
is provided.
Assignment meets
some expectations
with minimal depth
and breath. Purpose
statement is vague.
Assignment meets
most of
expectations with all
components being
addressed in good
depth and breadth.
Purpose statement
is present and
appropriate for the
assignment.
Assignment meets
all expectations with
exceptional depth
and breath. A
comprehensive
purpose statement
delineates all
requirements of the
assignment.
Criteria
No Submission
0 points
Emerging (F through
D Range) (1–51)
51 points
Satisfactory (C
Range) (52–59)
59 points
Proficient (B Range)
(60–66)
66 points
Exemplary (A
Range) (67–75)
75 points
Criterion Score
Integrates and
understands
assignments
concepts and
topics.
/ 75
Student did not
submit assignment.
Shows some degree
of understanding of
assignment
concepts.
Demonstrates a
clear understanding
of assignment
concepts.
Demonstrates the
ability to evaluate
and apply key
assignment
concepts.
Demonstrates the
ability to evaluate,
apply and integrate
key assignment
concepts.
11/22/21, 8:26 PM Rubric Assessment - MHA6999-Seminar in Healthcare Cases SU01 - South University
https://myclasses.southuniversity.edu/d2l/lms/competencies/rubric/rubrics_assessment_results.d2l?ou=83314&evalObjectId=426189&evalObjectType=1&userId=4901&viewTypeId=3&rubricId=260758&… 2/3
Criteria
No Submission
0 points
Emerging (F through
D Range) (1–51)
51 points
Satisfactory (C
Range) (52–59)
59 points
Proficient (B Range)
(60–66)
66 points
Exemplary (A
Range) (67–75)
75 points
Criterion ScoreCriteria
No Submission
0 points
Emerging (F through
D Range) (1–51)
51 points
Satisfactory (C
Range) (52–59)
59 points
Proficient (B Range)
(60–66)
66 points
Exemplary (A
Range) (67–75)
75 points
Criterion Score
Synthesizes,
analyses, and
evaluates
resources to
apply concepts
in the
assignment.
/ 75
Student did not
submit assignment.
Does not interpret,
apply, and
synthesize concepts
and strategies.
Summarizes
information gleaned
from sources to
support major
points, but does not
synthesize. Provides
minimal justification
to sup ...
ASSESSMENT OF LEARNING OUTCOMES.pptx
The document discusses holistic student assessment. It aims to help educators gain understanding of assessment theories and distinguish between assessment of, as, and for learning. Educators are asked to develop assessment tools and tasks that evaluate student knowledge, skills, understanding, and performance. The document emphasizes assessing students before, during and after lessons using both formative and summative methods. It also discusses applying a GRASPS model for performance tasks to holistically assess learning outcomes.
Recommended
Continuous and Comprehensive Assessment in Schools
The document discusses comprehensive and continuous assessment in schools. It outlines that assessment should go beyond just evaluating academic skills and include assessing other areas like life skills, attitudes, values, and co-curricular activities. The CBSE recommends using both formative and summative assessments across scholastic and co-scholastic domains with grades assigned on a scale. Effective assessment requires teachers to plan lessons, give regular feedback, monitor student growth, and maintain detailed records while involving parents.
Grading system in school education cbse roopendra
This document provides an overview of the grading system used by the Central Board of Secondary Education (CBSE) in India. It discusses the history and introduction of grading in education. Under the CBSE system, students receive grades for scholastic areas like subjects as well as co-scholastic areas like life skills, attitudes, and co-curricular activities. Grades are awarded on a point scale of A+, A, B+, B, C, etc. The grading system aims to provide a more comprehensive evaluation than marks alone and reduce pressure on students. However, some disadvantages are that grades may not accurately reflect performance and lack incentives.
Cc etraining final_cbse_ppt1
CCE: There is nothing more difficult to take in hand, more dangerous to conduct, or more uncertain in its success, than to take the lead in the introduction of a new order of things.
Cce a brieef introduction
Continuous and comprehensive evaluation (CCE) is a system of school-based assessment that evaluates all aspects of a student's development on a regular basis. CCE consists of formative and summative assessments that evaluate students' scholastic, co-scholastic, academic and non-academic performance throughout the school year using various tools and techniques. Students receive grades for subjects like languages, maths, sciences as well as life skills, attitudes, physical education and other activities. The final assessment combines grades from formative and summative assessments to calculate students' overall grades and determine promotion to the next class.
The collegiate learning assessment (CLA+)
The document summarizes Birmingham City University's use of the Collegiate Learning Assessment (CLA+) to measure students' critical thinking, problem solving, and writing skills. It discusses administering the CLA+ as an optional and compulsory assessment, finding issues with optional testing. When made compulsory in the Professional Development module, 201 first year students were tested and results analyzed by demographics. The university has now tested over 700 students total from 2015-2018 using the CLA+ as a diagnostic tool to measure learning gain.
112221, 826 PM Rubric Assessment - MHA6999-Seminar in Healt
The document discusses the ethical debate around stem cell research. It notes the potential medical benefits of stem cell research to cure diseases like Alzheimer's and Parkinson's, but also acknowledges opponents' concerns that it devalues human life and could lead to human cloning. The debate involves differing views on when human life begins and the morality of destroying embryos for research. The document also outlines the four main principles of medical ethics - autonomy, justice, beneficence, and nonmaleficence - and notes that for a medical practice to be considered ethical, it must respect all four principles.
112221, 826 PM Rubric Assessment - MHA6999-Seminar in Healt
11/22/21, 8:26 PM Rubric Assessment - MHA6999-Seminar in Healthcare Cases SU01 - South University
https://myclasses.southuniversity.edu/d2l/lms/competencies/rubric/rubrics_assessment_results.d2l?ou=83314&evalObjectId=426189&evalObjectType=1&userId=4901&viewTypeId=3&rubricId=260758&… 1/3
Close
Print RubricSU MHA6999 Week 5 Project Rubric
Course: MHA6999-Seminar in Healthcare Cases SU01
Criteria
No Submission
0 points
Emerging (F through
D Range) (1–51)
51 points
Satisfactory (C
Range) (52–59)
59 points
Proficient (B Range)
(60–66)
66 points
Exemplary (A
Range) (67–75)
75 points
Criterion Score
Includes all
assignment
components and
meets graduate
level critical
thinking. A
purpose
statement is
identified for the
response.
/ 75
Student did not
submit assignment.
Work minimally
meets assignment
expectations. No
purpose statement
is provided.
Assignment meets
some expectations
with minimal depth
and breath. Purpose
statement is vague.
Assignment meets
most of
expectations with all
components being
addressed in good
depth and breadth.
Purpose statement
is present and
appropriate for the
assignment.
Assignment meets
all expectations with
exceptional depth
and breath. A
comprehensive
purpose statement
delineates all
requirements of the
assignment.
Criteria
No Submission
0 points
Emerging (F through
D Range) (1–51)
51 points
Satisfactory (C
Range) (52–59)
59 points
Proficient (B Range)
(60–66)
66 points
Exemplary (A
Range) (67–75)
75 points
Criterion Score
Integrates and
understands
assignments
concepts and
topics.
/ 75
Student did not
submit assignment.
Shows some degree
of understanding of
assignment
concepts.
Demonstrates a
clear understanding
of assignment
concepts.
Demonstrates the
ability to evaluate
and apply key
assignment
concepts.
Demonstrates the
ability to evaluate,
apply and integrate
key assignment
concepts.
11/22/21, 8:26 PM Rubric Assessment - MHA6999-Seminar in Healthcare Cases SU01 - South University
https://myclasses.southuniversity.edu/d2l/lms/competencies/rubric/rubrics_assessment_results.d2l?ou=83314&evalObjectId=426189&evalObjectType=1&userId=4901&viewTypeId=3&rubricId=260758&… 2/3
Criteria
No Submission
0 points
Emerging (F through
D Range) (1–51)
51 points
Satisfactory (C
Range) (52–59)
59 points
Proficient (B Range)
(60–66)
66 points
Exemplary (A
Range) (67–75)
75 points
Criterion ScoreCriteria
No Submission
0 points
Emerging (F through
D Range) (1–51)
51 points
Satisfactory (C
Range) (52–59)
59 points
Proficient (B Range)
(60–66)
66 points
Exemplary (A
Range) (67–75)
75 points
Criterion Score
Synthesizes,
analyses, and
evaluates
resources to
apply concepts
in the
assignment.
/ 75
Student did not
submit assignment.
Does not interpret,
apply, and
synthesize concepts
and strategies.
Summarizes
information gleaned
from sources to
support major
points, but does not
synthesize. Provides
minimal justification
to sup ...
ASSESSMENT OF LEARNING OUTCOMES.pptx
The document discusses holistic student assessment. It aims to help educators gain understanding of assessment theories and distinguish between assessment of, as, and for learning. Educators are asked to develop assessment tools and tasks that evaluate student knowledge, skills, understanding, and performance. The document emphasizes assessing students before, during and after lessons using both formative and summative methods. It also discusses applying a GRASPS model for performance tasks to holistically assess learning outcomes.
Evaluation vi viii
The document discusses examination reforms and continuous and comprehensive evaluation introduced by CBSE. It aims to evaluate students in a more holistic manner, covering scholastic as well as co-scholastic areas like life skills and attitudes. Formative assessment will account for 40% and summative for 60% of the total evaluation. Students will be graded on a 7 point scale for academic subjects and 3-5 point scale for other areas. The new system evaluates students throughout the year via different assessment methods and aims to reduce competition and pressure while improving the learning environment.
Five year contextual_learning_plan
This document outlines the contextual learning plan for students at Wilson Academy of Applied Technology across four grade levels (9th-12th). The plan introduces students to careers in advanced manufacturing in 9th grade, allows career exploration in 10th grade, prepares students for their career pathway in 11th grade, and focuses on workforce development and hands-on training in 12th grade. The 13th grade involves career training through internships and projects with the goal of students graduating with an associate's degree in applied engineering technology. Across all grade levels, soft skills and technical skills are emphasized through various hands-on experiences and interactions with industry professionals to promote workforce readiness.
As production mark sheet video
This document outlines the marking criteria for three parts of a media portfolio: research and planning, construction, and evaluation. For research and planning, candidates can submit electronic or physical materials showing their preliminary work. Construction refers to the main media product, which should show progression from any preliminary tasks. Evaluation must include audience feedback and address questions about the media product's form, audience, and what the candidate learned. Marks are awarded on a scale of four levels - Minimal, Basic, Proficient, and Excellent. The portfolio will receive an overall mark out of 100.
assessment waqas.ppt
This document discusses assessment, scoring, and evaluation. It defines key terms and describes different types of assessments including formative and summative, traditional and alternative, and informal classroom techniques. It also covers evaluation types like criterion-referenced and norm-referenced, and discusses assessing scientific process skills.
Features Of Cce
The document discusses key features of the Continuous and Comprehensive Evaluation (CCE) system implemented by the Central Board of Secondary Education (CBSE) in India. It outlines the assessment structure including formative and summative assessments across scholastic and co-scholastic areas. Formative assessments include classwork, homework, projects while summative assessments include term-end exams. Students receive grades on a 9-point scale for academics and 5-point scale for co-curricular activities. The final assessment combines formative and summative evaluations across both terms.
CCE PATTERN IN INDIAN EDUCATION SYSTEM
ITS A MATTER OF DEBATE - "WHETHER CCE WAS A GOOD EXPERIMENT OR IT KICKED INDIAN EDUCATIONAL REFORMS???
How to conduct online test assessment and evaluation in k-12
Tips and Techniques to conduct online test assessment and evaluation in k-12 education- Techniques to prepare question paper, assignments, and worksheets-Rajeev Ranjan
www.rajeevelt.com
The Instructional Design Process
The document discusses instructional design models and processes. It describes the traditional ADDIE model which involves 5 phases: analysis, design, development, implementation, and evaluation. It also discusses other instructional design models and processes like Gagne's 9 instructional events, Instructional Systems Design (ISD), and the ASSURE model. A key theme is that instructional design is an iterative collaborative process that should be learner-centered and focus on usability.
Grade based assessment
This document discusses grade-based assessment (GBA), a system used to provide clearer assessment criteria and faster feedback. GBA was piloted in the Department of Art and Design starting in 2013. It uses a graduated marking scheme that separates marks into grade bands aligned with descriptors. Staff and student feedback was generally positive, finding it provided clearer grade boundaries and expectations while saving time. Analysis of student performance found mean scores and standard deviations were consistent with previous years, indicating grades were not inflated.
Nebraska Developing Rural Career Academies Ncci June 2009
The document provides information about career education in Nebraska. It notes that Nebraska has a population of 1.78 million people, with 58.3% living in urban areas and 41.7% in rural areas. It also discusses the differences between traditional vocational education and newer career education approaches, which aim to prepare students for both college and careers. The document outlines aspects of career education like career and technical education, career guidance, and career awareness integration. It proposes a new model for career education that is relevant to current workplaces and aligned with postsecondary education.
Administering a test, scoring - grading vs marks
The document discusses various concepts related to administering tests, scoring, grading, and marking. It provides information on:
- The importance of the test administrator's role in creating a calm environment and inspiring confidence in test-takers.
- Different types of tests, such as criterion-referenced tests which measure mastery and norm-referenced tests which provide relative rankings.
- The process of scoring, which determines raw scores, and grading, which assigns symbols or categories to represent performance quality.
- Methods of grading like the analytic method which assigns separate scores to dimensions and the global method which uses general impressions.
- The difference between marking, which awards numbers or symbols to tasks, and
Cbse CCE Teacher Manual
The document discusses the Continuous and Comprehensive Evaluation (CCE) initiative introduced by the Central Board of Secondary Education (CBSE) in India. It aims to move away from one-time high-stakes examinations and instead advocate for continuous school-based assessment that evaluates students in both scholastic and co-scholastic areas throughout the academic year using various tools and techniques. Under CCE, students will receive grades instead of marks and will have multiple opportunities to improve performance. Schools will issue report cards and a CCE completion certificate upon promotion to class 11.
Cc etraining final_cbse_ppt1
- The document discusses examination reforms introduced by CBSE, including replacing traditional exams with Continuous and Comprehensive Evaluation (CCE).
- CCE involves assessing students throughout the year on academic and co-curricular areas through various tools and providing feedback. It aims to make evaluation more holistic and reduce competition/pressure.
- Details are provided on how CCE will be implemented, including grading systems, requirements for promotion to class 11, and support available from CBSE.
PSE 2014 Results
Approximately half (51%) of the students scored a Satisfactory Level of Performance or
better (grade C or better). This is up from the 47% in 2013 who scored a Satisfactory Level
of Performance or better. As in 2013, the mean score is in the adequate range at 58.4
which is slightly higher than 2013 when it was 57.8. The Mode Grade of C indicates that
most students (27%) scored between 60-69, a Satisfactory Level of Performance, and this
is one grade higher than last year when the Mode Grade was D. The median score is 60;
therefore, half the number of scores were below and half above 60. This is slightly higher
than last year when it was 58.
Engaging learners in computer-based summative exams: Reflections on a partici...
This presentation discusses a participant-informed design approach to high stakes computer-based testing for postgraduate students in a research methods module at the University of York. The combined feedback from students has informed the development of an engagement framework to guide instructors in preparing students to perform successfully in computer-based exams, addressing the organisational and cognitive strategies that they need to master.
Cromwell Plan Opening Share
The document provides an overview of materials for strategic planning in the Cromwell Public Schools. It discusses developing a strategic plan that:
1. Gains support from the school community by articulating 2-4 priority goals and suggested indicators, strategies, and action plans for improving performance in focus areas.
2. The plan should align the district's goals for learning, teaching and instruction, curriculum, leadership, professional development, resource allocation, and assessment practices.
3. An effective strategic plan provides a coherent systems approach that connects all elements of the district to achieve common goals for student learning and development.
CCE
Slide prepared by Santosh V. Varghese, Modern School, Dungarpur for creating awarenss among parents regarding CBSE's new educational schmes particularly CCE.
Arte387 Ch6
The document discusses summative assessments, which evaluate completed work or programs. It describes test blueprints that guide summative tests, scoring rubrics, and different methods of referencing student scores against standards or peers. The document also discusses converting scores to grades and determining grading policies for art classrooms.
Seminar at Mary Immaculate College, University of Limerick, Jan 2016
This document summarizes Manchester Metropolitan University's efforts to improve consistency in assessment practices across its faculties and courses. It discusses the university's assessment project which found inconsistencies in recording assignments, feedback and moderation. The university implemented changes like rewriting its assessment code of practice, limiting assignments per module, and improving grade descriptors. Assessment satisfaction rates in national student surveys improved after these changes were made to bring greater alignment and standardization to assessment practices while preserving academic decision making.
3 tool box
This document provides information on creating an assessment toolbox. It discusses learning outcomes and Bloom's taxonomy. Learning outcomes describe how a student will change due to a learning experience. They include knowledge, skills, attitudes, and habits students take away. The document also covers types of assessment like tracking participation, needs assessment, and outcomes assessment. Assessment tools in the toolbox include surveys, rubrics, focus groups, student work, and database/observation tools. The goal is to help participants understand assessment and choose appropriate tools to measure program impact based on learning outcomes.
220711130083 SUBHASHREE RAKSHIT Internet resources for social science
Internet resources for social science
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
مصحف أحرف الخلاف للقراء العشرةأعد أحرف الخلاف بالتلوين وصلا سمير بسيوني غفر الله له
More Related Content
Similar to Presentation (1)-1.pptxbzhzjsjzbdbsbsbsbs
Evaluation vi viii
The document discusses examination reforms and continuous and comprehensive evaluation introduced by CBSE. It aims to evaluate students in a more holistic manner, covering scholastic as well as co-scholastic areas like life skills and attitudes. Formative assessment will account for 40% and summative for 60% of the total evaluation. Students will be graded on a 7 point scale for academic subjects and 3-5 point scale for other areas. The new system evaluates students throughout the year via different assessment methods and aims to reduce competition and pressure while improving the learning environment.
Five year contextual_learning_plan
This document outlines the contextual learning plan for students at Wilson Academy of Applied Technology across four grade levels (9th-12th). The plan introduces students to careers in advanced manufacturing in 9th grade, allows career exploration in 10th grade, prepares students for their career pathway in 11th grade, and focuses on workforce development and hands-on training in 12th grade. The 13th grade involves career training through internships and projects with the goal of students graduating with an associate's degree in applied engineering technology. Across all grade levels, soft skills and technical skills are emphasized through various hands-on experiences and interactions with industry professionals to promote workforce readiness.
As production mark sheet video
This document outlines the marking criteria for three parts of a media portfolio: research and planning, construction, and evaluation. For research and planning, candidates can submit electronic or physical materials showing their preliminary work. Construction refers to the main media product, which should show progression from any preliminary tasks. Evaluation must include audience feedback and address questions about the media product's form, audience, and what the candidate learned. Marks are awarded on a scale of four levels - Minimal, Basic, Proficient, and Excellent. The portfolio will receive an overall mark out of 100.
assessment waqas.ppt
This document discusses assessment, scoring, and evaluation. It defines key terms and describes different types of assessments including formative and summative, traditional and alternative, and informal classroom techniques. It also covers evaluation types like criterion-referenced and norm-referenced, and discusses assessing scientific process skills.
Features Of Cce
The document discusses key features of the Continuous and Comprehensive Evaluation (CCE) system implemented by the Central Board of Secondary Education (CBSE) in India. It outlines the assessment structure including formative and summative assessments across scholastic and co-scholastic areas. Formative assessments include classwork, homework, projects while summative assessments include term-end exams. Students receive grades on a 9-point scale for academics and 5-point scale for co-curricular activities. The final assessment combines formative and summative evaluations across both terms.
CCE PATTERN IN INDIAN EDUCATION SYSTEM
ITS A MATTER OF DEBATE - "WHETHER CCE WAS A GOOD EXPERIMENT OR IT KICKED INDIAN EDUCATIONAL REFORMS???
How to conduct online test assessment and evaluation in k-12
Tips and Techniques to conduct online test assessment and evaluation in k-12 education- Techniques to prepare question paper, assignments, and worksheets-Rajeev Ranjan
www.rajeevelt.com
The Instructional Design Process
The document discusses instructional design models and processes. It describes the traditional ADDIE model which involves 5 phases: analysis, design, development, implementation, and evaluation. It also discusses other instructional design models and processes like Gagne's 9 instructional events, Instructional Systems Design (ISD), and the ASSURE model. A key theme is that instructional design is an iterative collaborative process that should be learner-centered and focus on usability.
Grade based assessment
This document discusses grade-based assessment (GBA), a system used to provide clearer assessment criteria and faster feedback. GBA was piloted in the Department of Art and Design starting in 2013. It uses a graduated marking scheme that separates marks into grade bands aligned with descriptors. Staff and student feedback was generally positive, finding it provided clearer grade boundaries and expectations while saving time. Analysis of student performance found mean scores and standard deviations were consistent with previous years, indicating grades were not inflated.
Nebraska Developing Rural Career Academies Ncci June 2009
The document provides information about career education in Nebraska. It notes that Nebraska has a population of 1.78 million people, with 58.3% living in urban areas and 41.7% in rural areas. It also discusses the differences between traditional vocational education and newer career education approaches, which aim to prepare students for both college and careers. The document outlines aspects of career education like career and technical education, career guidance, and career awareness integration. It proposes a new model for career education that is relevant to current workplaces and aligned with postsecondary education.
Administering a test, scoring - grading vs marks
The document discusses various concepts related to administering tests, scoring, grading, and marking. It provides information on:
- The importance of the test administrator's role in creating a calm environment and inspiring confidence in test-takers.
- Different types of tests, such as criterion-referenced tests which measure mastery and norm-referenced tests which provide relative rankings.
- The process of scoring, which determines raw scores, and grading, which assigns symbols or categories to represent performance quality.
- Methods of grading like the analytic method which assigns separate scores to dimensions and the global method which uses general impressions.
- The difference between marking, which awards numbers or symbols to tasks, and
Cbse CCE Teacher Manual
The document discusses the Continuous and Comprehensive Evaluation (CCE) initiative introduced by the Central Board of Secondary Education (CBSE) in India. It aims to move away from one-time high-stakes examinations and instead advocate for continuous school-based assessment that evaluates students in both scholastic and co-scholastic areas throughout the academic year using various tools and techniques. Under CCE, students will receive grades instead of marks and will have multiple opportunities to improve performance. Schools will issue report cards and a CCE completion certificate upon promotion to class 11.
Cc etraining final_cbse_ppt1
- The document discusses examination reforms introduced by CBSE, including replacing traditional exams with Continuous and Comprehensive Evaluation (CCE).
- CCE involves assessing students throughout the year on academic and co-curricular areas through various tools and providing feedback. It aims to make evaluation more holistic and reduce competition/pressure.
- Details are provided on how CCE will be implemented, including grading systems, requirements for promotion to class 11, and support available from CBSE.
PSE 2014 Results
Approximately half (51%) of the students scored a Satisfactory Level of Performance or
better (grade C or better). This is up from the 47% in 2013 who scored a Satisfactory Level
of Performance or better. As in 2013, the mean score is in the adequate range at 58.4
which is slightly higher than 2013 when it was 57.8. The Mode Grade of C indicates that
most students (27%) scored between 60-69, a Satisfactory Level of Performance, and this
is one grade higher than last year when the Mode Grade was D. The median score is 60;
therefore, half the number of scores were below and half above 60. This is slightly higher
than last year when it was 58.
Engaging learners in computer-based summative exams: Reflections on a partici...
This presentation discusses a participant-informed design approach to high stakes computer-based testing for postgraduate students in a research methods module at the University of York. The combined feedback from students has informed the development of an engagement framework to guide instructors in preparing students to perform successfully in computer-based exams, addressing the organisational and cognitive strategies that they need to master.
Cromwell Plan Opening Share
The document provides an overview of materials for strategic planning in the Cromwell Public Schools. It discusses developing a strategic plan that:
1. Gains support from the school community by articulating 2-4 priority goals and suggested indicators, strategies, and action plans for improving performance in focus areas.
2. The plan should align the district's goals for learning, teaching and instruction, curriculum, leadership, professional development, resource allocation, and assessment practices.
3. An effective strategic plan provides a coherent systems approach that connects all elements of the district to achieve common goals for student learning and development.
CCE
Slide prepared by Santosh V. Varghese, Modern School, Dungarpur for creating awarenss among parents regarding CBSE's new educational schmes particularly CCE.
Arte387 Ch6
The document discusses summative assessments, which evaluate completed work or programs. It describes test blueprints that guide summative tests, scoring rubrics, and different methods of referencing student scores against standards or peers. The document also discusses converting scores to grades and determining grading policies for art classrooms.
Seminar at Mary Immaculate College, University of Limerick, Jan 2016
This document summarizes Manchester Metropolitan University's efforts to improve consistency in assessment practices across its faculties and courses. It discusses the university's assessment project which found inconsistencies in recording assignments, feedback and moderation. The university implemented changes like rewriting its assessment code of practice, limiting assignments per module, and improving grade descriptors. Assessment satisfaction rates in national student surveys improved after these changes were made to bring greater alignment and standardization to assessment practices while preserving academic decision making.
3 tool box
This document provides information on creating an assessment toolbox. It discusses learning outcomes and Bloom's taxonomy. Learning outcomes describe how a student will change due to a learning experience. They include knowledge, skills, attitudes, and habits students take away. The document also covers types of assessment like tracking participation, needs assessment, and outcomes assessment. Assessment tools in the toolbox include surveys, rubrics, focus groups, student work, and database/observation tools. The goal is to help participants understand assessment and choose appropriate tools to measure program impact based on learning outcomes.
Similar to Presentation (1)-1.pptxbzhzjsjzbdbsbsbsbs (20)
How to conduct online test assessment and evaluation in k-12
How to conduct online test assessment and evaluation in k-12
Nebraska Developing Rural Career Academies Ncci June 2009
Nebraska Developing Rural Career Academies Ncci June 2009
Engaging learners in computer-based summative exams: Reflections on a partici...
Engaging learners in computer-based summative exams: Reflections on a partici...
Seminar at Mary Immaculate College, University of Limerick, Jan 2016
Seminar at Mary Immaculate College, University of Limerick, Jan 2016
Recently uploaded
220711130083 SUBHASHREE RAKSHIT Internet resources for social science
Internet resources for social science
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
مصحف أحرف الخلاف للقراء العشرةأعد أحرف الخلاف بالتلوين وصلا سمير بسيوني غفر الله له
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
How to Download & Install Module From the Odoo App Store in Odoo 17
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
A Free 200-Page eBook ~ Brain and Mind Exercise.pptx
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
A Visual Guide to 1 Samuel | A Tale of Two Hearts
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 8 - CẢ NĂM - FRIENDS PLUS - NĂM HỌC 2023-2024 (B...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 8 - CẢ NĂM - FRIENDS PLUS - NĂM HỌC 2023-2024 (B...Nguyen Thanh Tu Collection
https://app.box.com/s/nrwz52lilmrw6m5kqeqn83q6vbdp8yzpGeography as a Discipline Chapter 1 __ Class 11 Geography NCERT _ Class Notes...
Geography as discipline
INTRODUCTION TO HOSPITALS & AND ITS ORGANIZATION
The document discuss about the hospitals and it's organization .
skeleton System.pdf (skeleton system wow)
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
How to Setup Default Value for a Field in Odoo 17
In Odoo, we can set a default value for a field during the creation of a record for a model. We have many methods in odoo for setting a default value to the field.
Recently uploaded (20)
220711130083 SUBHASHREE RAKSHIT Internet resources for social science
220711130083 SUBHASHREE RAKSHIT Internet resources for social science
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
How to Download & Install Module From the Odoo App Store in Odoo 17
How to Download & Install Module From the Odoo App Store in Odoo 17
A Free 200-Page eBook ~ Brain and Mind Exercise.pptx
A Free 200-Page eBook ~ Brain and Mind Exercise.pptx
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 8 - CẢ NĂM - FRIENDS PLUS - NĂM HỌC 2023-2024 (B...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 8 - CẢ NĂM - FRIENDS PLUS - NĂM HỌC 2023-2024 (B...
Geography as a Discipline Chapter 1 __ Class 11 Geography NCERT _ Class Notes...
Geography as a Discipline Chapter 1 __ Class 11 Geography NCERT _ Class Notes...
Presentation (1)-1.pptxbzhzjsjzbdbsbsbsbs
- 1. Welcome
- 2. Scholastic Evaluation The desirable behaviour related to the learner's knowledge, understanding, application evaluation,analysis,and creating subjects and the ability apply it in unfamiliar situations are some of the objectives in scholastic domain.
- 3. Activity Project Assignment Practical work / seminar Record Class Test
- 4. Grading System 90-100 (A+) 80-89(A) 70-79(B+) 60-69(B) 50-59(C+) 40-49(C) 30-39(D+) 20-29(D) Below 20 - E
- 5. CO-Scholastic Evaluation Co-Scholastic Areas of Assessment: These areas focus on enhancing the Skills of a student in general knowledge, environmental education, physical Education, art,music and dance and computers.
- 6. Activity Art Heath and physical education Work Experience
- 7. GradingSystem 17-20 (A) 13-16(B) 9-12(C) 5-8(D) 1-4(E)
- 8. Nonscholastic Evaluation Non-scholastic abilities concerned with the learner's attitude,interest,values, feelings,habits,social interactions which cannot be assessed directly.
- 9. Personal Qualities Character and conduct Group working skill Regularity Leadership Quality Communication skill School club Activities
- 10. GradingSystem Outstanding (A) Very Good (B) Good (C) Average (D) Below Average (E)