From Summative to Formative Assessment in a Traditional ELT InstituteClaudio Fleury
This session describes the process of moving from a summative towards a more formative way of assessing adult students at Casa thomas Jefferson, in Brasili, Brazil.
From Summative to Formative Assessment in a Traditional ELT InstituteClaudio Fleury
This session describes the process of moving from a summative towards a more formative way of assessing adult students at Casa thomas Jefferson, in Brasili, Brazil.
Note on evaluation and assessment Part - 1Babitha Devu
This is the introductory part of Evaluation in CET. The purpose, Principles & types of evaluation are elaborated here.
further, the criteria for selection of assessment techniques are also briefed.
Features of Classroom Formative AssessmentCarlo Magno
The present report addresses the need to describe and explain the important features of formative assessment when used with instruction. There are nine principles that explain both theory and practice in the conduct of formative assessment inside the classroom. These nine principles serve as a set of expectations to help teachers ascertain better practice of formative assessment when teaching. These nine principles include: (1) Formative assessment works along with the perspectives of assessment “for” and “as” learning; (2) Formative assessment is embedded with instruction; (3) Helping the students focus on the learning goal; (4) Diagnostic assessment on the target competency serves the function of formative assessment; (5) Formative assessment moves from determining discreet skills to integrated skills; (6) Using continuous and multiple forms of assessment; (7) Feedback practices using assessment results; (8) Working out with students to reach the learning goal; and (9) Deciding to move instruction to the next competency.
Basic Concept in Assessment. There are four basic concept in assessment such as measurement, Evaluation, Assessment and also the Non-tests. It is being used as a guide to the teacher for them to be effective in their Assessment.
Topic: Concept of Classroom Assessment
Student Name: Ramsha -Saleem
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
Note on evaluation and assessment Part - 1Babitha Devu
This is the introductory part of Evaluation in CET. The purpose, Principles & types of evaluation are elaborated here.
further, the criteria for selection of assessment techniques are also briefed.
Features of Classroom Formative AssessmentCarlo Magno
The present report addresses the need to describe and explain the important features of formative assessment when used with instruction. There are nine principles that explain both theory and practice in the conduct of formative assessment inside the classroom. These nine principles serve as a set of expectations to help teachers ascertain better practice of formative assessment when teaching. These nine principles include: (1) Formative assessment works along with the perspectives of assessment “for” and “as” learning; (2) Formative assessment is embedded with instruction; (3) Helping the students focus on the learning goal; (4) Diagnostic assessment on the target competency serves the function of formative assessment; (5) Formative assessment moves from determining discreet skills to integrated skills; (6) Using continuous and multiple forms of assessment; (7) Feedback practices using assessment results; (8) Working out with students to reach the learning goal; and (9) Deciding to move instruction to the next competency.
Basic Concept in Assessment. There are four basic concept in assessment such as measurement, Evaluation, Assessment and also the Non-tests. It is being used as a guide to the teacher for them to be effective in their Assessment.
Topic: Concept of Classroom Assessment
Student Name: Ramsha -Saleem
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
LF Energy Webinar: Electrical Grid Modelling and Simulation Through PowSyBl -...DanBrown980551
Do you want to learn how to model and simulate an electrical network from scratch in under an hour?
Then welcome to this PowSyBl workshop, hosted by Rte, the French Transmission System Operator (TSO)!
During the webinar, you will discover the PowSyBl ecosystem as well as handle and study an electrical network through an interactive Python notebook.
PowSyBl is an open source project hosted by LF Energy, which offers a comprehensive set of features for electrical grid modelling and simulation. Among other advanced features, PowSyBl provides:
- A fully editable and extendable library for grid component modelling;
- Visualization tools to display your network;
- Grid simulation tools, such as power flows, security analyses (with or without remedial actions) and sensitivity analyses;
The framework is mostly written in Java, with a Python binding so that Python developers can access PowSyBl functionalities as well.
What you will learn during the webinar:
- For beginners: discover PowSyBl's functionalities through a quick general presentation and the notebook, without needing any expert coding skills;
- For advanced developers: master the skills to efficiently apply PowSyBl functionalities to your real-world scenarios.
Elevating Tactical DDD Patterns Through Object CalisthenicsDorra BARTAGUIZ
After immersing yourself in the blue book and its red counterpart, attending DDD-focused conferences, and applying tactical patterns, you're left with a crucial question: How do I ensure my design is effective? Tactical patterns within Domain-Driven Design (DDD) serve as guiding principles for creating clear and manageable domain models. However, achieving success with these patterns requires additional guidance. Interestingly, we've observed that a set of constraints initially designed for training purposes remarkably aligns with effective pattern implementation, offering a more ‘mechanical’ approach. Let's explore together how Object Calisthenics can elevate the design of your tactical DDD patterns, offering concrete help for those venturing into DDD for the first time!
Generating a custom Ruby SDK for your web service or Rails API using Smithyg2nightmarescribd
Have you ever wanted a Ruby client API to communicate with your web service? Smithy is a protocol-agnostic language for defining services and SDKs. Smithy Ruby is an implementation of Smithy that generates a Ruby SDK using a Smithy model. In this talk, we will explore Smithy and Smithy Ruby to learn how to generate custom feature-rich SDKs that can communicate with any web service, such as a Rails JSON API.
DevOps and Testing slides at DASA ConnectKari Kakkonen
My and Rik Marselis slides at 30.5.2024 DASA Connect conference. We discuss about what is testing, then what is agile testing and finally what is Testing in DevOps. Finally we had lovely workshop with the participants trying to find out different ways to think about quality and testing in different parts of the DevOps infinity loop.
State of ICS and IoT Cyber Threat Landscape Report 2024 previewPrayukth K V
The IoT and OT threat landscape report has been prepared by the Threat Research Team at Sectrio using data from Sectrio, cyber threat intelligence farming facilities spread across over 85 cities around the world. In addition, Sectrio also runs AI-based advanced threat and payload engagement facilities that serve as sinks to attract and engage sophisticated threat actors, and newer malware including new variants and latent threats that are at an earlier stage of development.
The latest edition of the OT/ICS and IoT security Threat Landscape Report 2024 also covers:
State of global ICS asset and network exposure
Sectoral targets and attacks as well as the cost of ransom
Global APT activity, AI usage, actor and tactic profiles, and implications
Rise in volumes of AI-powered cyberattacks
Major cyber events in 2024
Malware and malicious payload trends
Cyberattack types and targets
Vulnerability exploit attempts on CVEs
Attacks on counties – USA
Expansion of bot farms – how, where, and why
In-depth analysis of the cyber threat landscape across North America, South America, Europe, APAC, and the Middle East
Why are attacks on smart factories rising?
Cyber risk predictions
Axis of attacks – Europe
Systemic attacks in the Middle East
Download the full report from here:
https://sectrio.com/resources/ot-threat-landscape-reports/sectrio-releases-ot-ics-and-iot-security-threat-landscape-report-2024/
UiPath Test Automation using UiPath Test Suite series, part 4DianaGray10
Welcome to UiPath Test Automation using UiPath Test Suite series part 4. In this session, we will cover Test Manager overview along with SAP heatmap.
The UiPath Test Manager overview with SAP heatmap webinar offers a concise yet comprehensive exploration of the role of a Test Manager within SAP environments, coupled with the utilization of heatmaps for effective testing strategies.
Participants will gain insights into the responsibilities, challenges, and best practices associated with test management in SAP projects. Additionally, the webinar delves into the significance of heatmaps as a visual aid for identifying testing priorities, areas of risk, and resource allocation within SAP landscapes. Through this session, attendees can expect to enhance their understanding of test management principles while learning practical approaches to optimize testing processes in SAP environments using heatmap visualization techniques
What will you get from this session?
1. Insights into SAP testing best practices
2. Heatmap utilization for testing
3. Optimization of testing processes
4. Demo
Topics covered:
Execution from the test manager
Orchestrator execution result
Defect reporting
SAP heatmap example with demo
Speaker:
Deepak Rai, Automation Practice Lead, Boundaryless Group and UiPath MVP
Key Trends Shaping the Future of Infrastructure.pdfCheryl Hung
Keynote at DIGIT West Expo, Glasgow on 29 May 2024.
Cheryl Hung, ochery.com
Sr Director, Infrastructure Ecosystem, Arm.
The key trends across hardware, cloud and open-source; exploring how these areas are likely to mature and develop over the short and long-term, and then considering how organisations can position themselves to adapt and thrive.
Neuro-symbolic is not enough, we need neuro-*semantic*Frank van Harmelen
Neuro-symbolic (NeSy) AI is on the rise. However, simply machine learning on just any symbolic structure is not sufficient to really harvest the gains of NeSy. These will only be gained when the symbolic structures have an actual semantics. I give an operational definition of semantics as “predictable inference”.
All of this illustrated with link prediction over knowledge graphs, but the argument is general.
Dev Dives: Train smarter, not harder – active learning and UiPath LLMs for do...UiPathCommunity
💥 Speed, accuracy, and scaling – discover the superpowers of GenAI in action with UiPath Document Understanding and Communications Mining™:
See how to accelerate model training and optimize model performance with active learning
Learn about the latest enhancements to out-of-the-box document processing – with little to no training required
Get an exclusive demo of the new family of UiPath LLMs – GenAI models specialized for processing different types of documents and messages
This is a hands-on session specifically designed for automation developers and AI enthusiasts seeking to enhance their knowledge in leveraging the latest intelligent document processing capabilities offered by UiPath.
Speakers:
👨🏫 Andras Palfi, Senior Product Manager, UiPath
👩🏫 Lenka Dulovicova, Product Program Manager, UiPath
GraphRAG is All You need? LLM & Knowledge GraphGuy Korland
Guy Korland, CEO and Co-founder of FalkorDB, will review two articles on the integration of language models with knowledge graphs.
1. Unifying Large Language Models and Knowledge Graphs: A Roadmap.
https://arxiv.org/abs/2306.08302
2. Microsoft Research's GraphRAG paper and a review paper on various uses of knowledge graphs:
https://www.microsoft.com/en-us/research/blog/graphrag-unlocking-llm-discovery-on-narrative-private-data/
Securing your Kubernetes cluster_ a step-by-step guide to success !KatiaHIMEUR1
Today, after several years of existence, an extremely active community and an ultra-dynamic ecosystem, Kubernetes has established itself as the de facto standard in container orchestration. Thanks to a wide range of managed services, it has never been so easy to set up a ready-to-use Kubernetes cluster.
However, this ease of use means that the subject of security in Kubernetes is often left for later, or even neglected. This exposes companies to significant risks.
In this talk, I'll show you step-by-step how to secure your Kubernetes cluster for greater peace of mind and reliability.
2. BACKGROUND
• Summarizing and analyzing data obtained
from formative evaluation
• Revising materials
• The changes that are made to the content of
the materials
• The changes that are related to the
procedures employed in using the materials
BACKGROUND
3. OBJECTIVES
• Describe various methods for summarizing data
obtained from formative evaluation studies.
• Summarize data obtained from formative evaluation
studies.
• Given summarized formative evaluation data, identify
weaknesses in instructional materials and instructor-
led instruction.
• Given formative evaluation data for set of
instructional materials, identify problems in the
materials, and suggest revisions for the materials
4. DATA
• Learner characteristics
• Entry behavior
• Direct responses to the instruction
• Learning time
• Posttest performance
• Responses to an attitude questionnaire
• Comments made directly in the materials
5. DATA 1 TO 1
• The designer must look at the similarities and
differences among the responses of the learners, and
determine the best changes to make in the
instruction. Three Sources Of Suggestions For
Changes
• Learner suggestions
• Learner performance
• Your own reactions to the instruction
6. SMALL GROUP DATA
• The fundamental unit of analysis for all the
assessments is the individual assessment item.
Performance on each item must be scored as correct
or incorrect. Methods For Summarizing Data
• Item-by-objective performance
• Graphing learners’ performance
• Descriptive fashion
7. FIELD TRIAL DATA
• Comments can be captured in one-on-one charts
where you list out comments made by each learner
• Assessment scores can be shown in charts or
hierarchies that represent your individual objectives
• Assessment scores can be shown in charts or
hierarchies that represent your individual objectives
8. PERFORMANCE TEST
• Derive assessment instruments based on the objectives to:
• Diagnose an individual’s possessions of the necessary
prerequisites for learning new skills
• Check the results of student learning during the process of
a lesson
• Provide document of students progress for parents or
administrators
• It is useful in evaluating the instructional system itself
(Formative/ Summative evaluation) and for early
determination of performance measures before the
development of lesson plan and instructional materials
9. GRAPHING PERFORMANCE
• The goal of continuous monitoring and charting of student
performance is twofold. First, it provides you, the teacher,
information about student progress on discrete, short-term
objectives. It enables you to adjust your instruction to review or
re-teach concepts or skills immediately, rather than waiting until
you've covered several topics to find out that one or more
students didn't learn a particular skill or concept. Second, it
provides your students with a visual representation of their
learning. Students can become more engaged in their learning
by charting and graphing their own performance
10. DATA
• OBSERVATIONAL ASSESSMENT is the most common form of formative
assessment. Teachers can circulate the room to monitor students' progress.
If students are working independently or in groups, teachers should
intervene when the students are not understanding the material. Teachers
can also take note of students' comments and participation levels during
class discussions to gauge their learning.
• SELECTED RESPONSE ASSESSMENTS are any type of objective exam where
there is only one correct answer for each question. Multiple choice, fill-in-
the-blank, matching and true/false questions are all types of selected
response assessments. This type of assessment allows the teacher to score
exams quickly and with a large degree of reliability in scoring from one exam
to another.
• CONSTRUCTED RESPONSE ASSESSMENTS require students to generate their
own response rather than selecting a single response from several possible
ones. These exams are much more subjective as there is not a single correct
answer. Instead, teachers must grade either with a rubric or holistically to
maintain a fair degree of reliability
11. DATA CONTINUED
• PERFORMANCE ASSESSMENTS require students to perform as a means
of showing they understand class material. The types of performances
can include actual performing, as in a class debate, or performance by
creating, as in making a brochure or TV ad. These assessments evaluate
complex cognitive processes as well as attitude and social skills, and
students often find them engaging.
• PORTFOLIO ASSESSMENTS evaluate a student's progress over the
course of the semester. It is more than a one-time picture of what a
learner has accomplished. Portfolios include all of a student's work in a
particular area. For example, a student in an English class could have a
portfolio for a research paper that includes note cards, outlines, rough
drafts, revisions and a final draft. The teacher would evaluate the
portfolio as a whole, not just the final draft, to see how the student has
grown.
12. DATA SEQUENCING
• The information on the clarity of instruction, impact on learner, and
feasibility of instruction needs to be summarized and focused.
• Particular aspects of the instruction found to be weak can then be
reconsidered in order to plan revisions likely to improve the instruction
for similar learners
13. BEHAVIORS
• A step-by-step determination of what people are doing when they
perform the goal and what entry behaviors are needed.
• Involves identification of the context in which the skills will be learned
and the context in which the skills will be used
14. PRETEST AND POSTTEST
• After the students in the one- to- one trials have completed the
instruction, they should review the posttest and attitude questionnaire in
the same fashion.
• After each item or step in the assessment, ask the learners why they
made the particular responses that they did.
• This will help you spot not only mistakes but also the reasons for the
mistakes, which can be quite helpful during the re-vision process.
15. INSTRUCTIONAL STRATEGY
• Instructional strategy is an overall plan of activities to achieve an
instructional goal; it includes the sequence of intermediate objectives
and the learning activities leading to the instructional goal.
• Its purpose is to identify the strategy to achieve the terminal objective
and to outline how instructional activities will relate to the
accomplishment of the objectives.
• Emphasis is given on presentation of information, practice and
feedback, and testing.
• A well-designed lesson should demonstrating know-ledge about the
learners, tasks reflected in the objectives, and effectiveness of teaching
strategies
16. PROCEDURE
• Instructional strategy is an overall plan of activities to achieve an
instructional goal; it includes the sequence of intermediate objectives
and the learning activities leading to the instructional goal.
• Its purpose is to identify the strategy to achieve the terminal objective
and to outline how instructional activities will relate to the
accomplishment of the objectives.
• Emphasis is given on presentation of information, practice and
feedback, and testing.
• A well-designed lesson should demonstrating know-ledge about the
learners, tasks reflected in the objectives, and effectiveness of teaching
strategies.
17. REVISION
• Use the data, your experience, and sound learning principles as the
bases for your revision.
• The aim is to revise the instruction so as to make it as effective as
possible for larger number of students.
• Data from the formative evaluation are summarized and interpreted to
attempt to identify difficulties experience by learners in achieving the
objectives and to relate these difficulties to specific deficiencies in the
material
18. REVISING
• 1. Omit portions of the instruction.
• 2. Include other available materials.
• 3. Simply develop supplementary instruction
19. SUMMARY
• The final step in the design and development process (and the first step
in a repeat cycle) is revising the instruction. Data from the formative
evaluation are summarized and interpreted to identify difficulties
experienced by learners in achieving the objectives and to relate those
difficulties to specific deficiencies in the instruction. It is used to re-
examine the validity of instructional analysis and the assumptions about
the entry behaviors and characteristics of learners. It may be necessary
to reexamine statements of performance objectives and test times in
light of collected data