Assessment is directed toward the development and selection of assessment methods
and their use in the classroom by teachers. Based on the conceptual framework provided in the
Standards for Teacher Competence in Educational Assessment of Students (1990), it is
organized around five interrelated themes:
I. Developing and Choosing Methods for Assessment
II. Collecting Assessment Information
III. Judging and Scoring Student Performance
IV. Summarizing and Interpreting Results
V. Reporting Assessment Findings
The Joint Advisory Committee acknowledges that not all of the guidelines are equally
applicable in all circumstances. However, consideration of the full set of principles and
guidelines within Assessment should help to achieve fairness and equity for the students to be
assessed
Principles related to selection of methods for assessmentS. Raj Kumar
Assessment is directed toward the development and selection of assessment methods
and their use in the classroom by teachers. Based on the conceptual framework provided in the
Standards for Teacher Competence in Educational Assessment of Students (1990), it is
organized around five interrelated themes:
I. Developing and Choosing Methods for Assessment
II. Collecting Assessment Information
III. Judging and Scoring Student Performance
IV. Summarizing and Interpreting Results
V. Reporting Assessment Findings
The Joint Advisory Committee acknowledges that not all of the guidelines are equally
applicable in all circumstances. However, consideration of the full set of principles and
guidelines within Assessment should help to achieve fairness and equity for the students to be
assessed
GALLOWAY’S SYSTEM OF INTERACTION ANALYSIS.pdfBeulahJayarani
It discuss about Galloway's system of interaction analysis in details. It also explains what is interaction, analysis, class room interaction, importance of interaction analysis, Category wise verbal & non-verbal behaviour, rules and regulations, advantages and disadvantages of it.
Principles related to selection of methods for assessmentS. Raj Kumar
Assessment is directed toward the development and selection of assessment methods
and their use in the classroom by teachers. Based on the conceptual framework provided in the
Standards for Teacher Competence in Educational Assessment of Students (1990), it is
organized around five interrelated themes:
I. Developing and Choosing Methods for Assessment
II. Collecting Assessment Information
III. Judging and Scoring Student Performance
IV. Summarizing and Interpreting Results
V. Reporting Assessment Findings
The Joint Advisory Committee acknowledges that not all of the guidelines are equally
applicable in all circumstances. However, consideration of the full set of principles and
guidelines within Assessment should help to achieve fairness and equity for the students to be
assessed
GALLOWAY’S SYSTEM OF INTERACTION ANALYSIS.pdfBeulahJayarani
It discuss about Galloway's system of interaction analysis in details. It also explains what is interaction, analysis, class room interaction, importance of interaction analysis, Category wise verbal & non-verbal behaviour, rules and regulations, advantages and disadvantages of it.
Recent Trends and Practices in Assessment and EvaluationSuresh Babu
Recent trends and practices in assessment and evaluation -Scholastic, co-scholastic, non-scholastic evaluation, assignments, projects, seminars, group discussion, portfolios, rubrics, student profile, Poster assessment, open book exam, participatory assessment, peer assessment
It discuss about the Morrison teaching model in detail. It also discuss on understanding level of teaching - 1. Focus 2. Syntax and five types 3. Social system and 4. Support system in detail
Meaning and Definition - Measurement , Assessment and Evaluation – Role of Assessment in Learning – as learning, for learning, of learning – Formative and Summative Assessment – Purposes of Assessment – Principles of Assessment Practices – principles related to selection of methods for Assessment, collection of Assessment information, judging and scoring of student performance, summarization and interpretation of results, reporting of Assessment findings.
1. It explains about how to organise team teaching in side the school with cooperation of other teachers.
2. It enhance the teachers with commitment, comprehensive, creative, concern towards the students
It discribes about what is unit plan, definition of unit plan, Characteristics of a Good Unit, Steps in Unit Planning - i. Content analysis, ii. Objectives and specifications, iii. Learning activities & iv. Testing procedures. MODEL UNIT PLANNING, Advantages of Unit Planning & CONCLUSION.
Assessments for learning -B.ed Second year notesAbu Bashar
Understand the nature of assessment and evaluation and their role in teaching-learning process.
2. Understand the perspectives of different schools of learning on learning assessment
3. Realise the need for school based and authentic assessment
4. Examine the contextual roles of different forms of assessment in schools
5. Understand the different dimensions of learning and the related assessment procedures, tools and techniques
6. Develop assessment tasks and tools to assess learners performance
7. Analyse, manage, and interpret assessment data
8. Analyse the reporting procedures of learners performance in schools
9. Develop indicators to assess learners performance on different types of tasks
10. Examine the issues and concerns of assessment and evaluation practices in schools
11. Understand the policy perspectives on examinations and evaluation and their implementation practices
12. Traces the technology bases assessment practices and other trends at the international level
Definition of assessment,
ASSESSMENT AND TESTING
EDUCATIONAL DECISION
FACTORS WHY WE PLAN ASSESSMENT DEVICES,
Criteria for selecting Assessment instrument
,PURPOSE OF ASSESSMENT,
Assessment can do more than simply diagnose and identify students’ learning needs; it can be used to assist improvements across the education system in a cycle of continuous improvement:
PRINCIPLES OF ASSESSMENT
TYPES OF ASSESSMENT
Recent Trends and Practices in Assessment and EvaluationSuresh Babu
Recent trends and practices in assessment and evaluation -Scholastic, co-scholastic, non-scholastic evaluation, assignments, projects, seminars, group discussion, portfolios, rubrics, student profile, Poster assessment, open book exam, participatory assessment, peer assessment
It discuss about the Morrison teaching model in detail. It also discuss on understanding level of teaching - 1. Focus 2. Syntax and five types 3. Social system and 4. Support system in detail
Meaning and Definition - Measurement , Assessment and Evaluation – Role of Assessment in Learning – as learning, for learning, of learning – Formative and Summative Assessment – Purposes of Assessment – Principles of Assessment Practices – principles related to selection of methods for Assessment, collection of Assessment information, judging and scoring of student performance, summarization and interpretation of results, reporting of Assessment findings.
1. It explains about how to organise team teaching in side the school with cooperation of other teachers.
2. It enhance the teachers with commitment, comprehensive, creative, concern towards the students
It discribes about what is unit plan, definition of unit plan, Characteristics of a Good Unit, Steps in Unit Planning - i. Content analysis, ii. Objectives and specifications, iii. Learning activities & iv. Testing procedures. MODEL UNIT PLANNING, Advantages of Unit Planning & CONCLUSION.
Assessments for learning -B.ed Second year notesAbu Bashar
Understand the nature of assessment and evaluation and their role in teaching-learning process.
2. Understand the perspectives of different schools of learning on learning assessment
3. Realise the need for school based and authentic assessment
4. Examine the contextual roles of different forms of assessment in schools
5. Understand the different dimensions of learning and the related assessment procedures, tools and techniques
6. Develop assessment tasks and tools to assess learners performance
7. Analyse, manage, and interpret assessment data
8. Analyse the reporting procedures of learners performance in schools
9. Develop indicators to assess learners performance on different types of tasks
10. Examine the issues and concerns of assessment and evaluation practices in schools
11. Understand the policy perspectives on examinations and evaluation and their implementation practices
12. Traces the technology bases assessment practices and other trends at the international level
Definition of assessment,
ASSESSMENT AND TESTING
EDUCATIONAL DECISION
FACTORS WHY WE PLAN ASSESSMENT DEVICES,
Criteria for selecting Assessment instrument
,PURPOSE OF ASSESSMENT,
Assessment can do more than simply diagnose and identify students’ learning needs; it can be used to assist improvements across the education system in a cycle of continuous improvement:
PRINCIPLES OF ASSESSMENT
TYPES OF ASSESSMENT
Essay Methods for Assessing Students
Unit 301 Essay
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Learning Styles : A Learning Style Assessment
Ash edu 645 week 6 final paper curriculum based summative assessment design (...chrishjennies
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Ash edu 645 week 6 final paper curriculum based summative assessment design (...Noahliamwilliam
edu 645 week 6 dq 1 standardized testing,edu 645 week 6 dq 2 summary,edu 645 week 6 final paper assessment plans ash edu 645 week 6,ash edu 645 week 6,ash edu 645,ash edu 645 week 6 tutorial,ash edu 645 week 6 assignment,ash edu 645 week 6 help
The Use of human Assessment Tests in Educational Settings..docxSatabdiMallick
Hello everyone!! UNIV COUNSELLING LLP is a growing organization, with global quality Psychometric testing online services(copyrights granted by Government of India through department of copyrights), very strong technological platform and multi-talented and highly experienced management.
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A case study is a comprehensive study of a social unit of society,which may be a person,family group, institution, community or event. A case study focuses attention on a single unit thoroughly. The aim is that to find out the influencing factors of a social unit and the relationship between these factors and a social unit.
Interview is an important technique to elicit personal information from the subject in face to face contact. On the basis of interview results most of the selection for different jobs and admission in various courses are made.
An infographics basically an artistic representation of data and information using different elements such as:
Graphs,
Pictures,
Diagrams,
Narrative,
Timelines,
Check lists, etc.
Play allows children to use their creativity while developing their imagination, dexterity, and physical, cognitive, and emotional strength. Play is important to healthy brain development. It is through play that children at a very early age engage and interact in the world around them
Creativity is defined as the tendency to generate or recognize ideas, alternatives, or possibilities that may be useful in solving problems, communicating with others, and entertaining ourselves and others.
David Kolb published his learning styles model in 1984.
The model gave rise to related terms such as Kolb's experiential learning theory (ELT), and Kolb's learning styles inventory (LSI).
In his publications - notably his 1984 book 'Experiential Learning: Experience As The Source Of Learning And Development' Kolb acknowledges the early work on experiential learning by others in the 1900's, including Rogers, Jung, and Piaget.
In turn, Kolb's learning styles model and experiential learning theory are today acknowledged by academics, teachers, managers and trainers as truly seminal works; fundamental concepts towards our understanding and explaining human learning behaviour, and towards helping others to learn.
For this, assessment of learning, particularly the formative assessment helps to a great extent.
Formative assessment that is employed during the teaching of every unit in the subject, aims at improving student learning.
Assessment for promoting better learningS. Raj Kumar
Assessment of student learning is not an end in itself. i.e assessment does not stop with evaluating students learning achievement and grading their performance based on the findings of assessment of student-learning.
The teacher is required to provide students appropriate feedback enabling them to know the shortcomings in their learning and the means and methods of removing them Because teacher providing feedback to students is considered as an integral part of the assessment of student learning.
The concept of ‘appraisal for learning’ emphasizes that appraisal is an opportunity for teachers to learn about their effectiveness.
Teaching and learning helps teachers understand their own practice and as a result ,improve the quality of student learning.
All students including those with different kinds of disabilities
Special children should get all the benefits like normal children, involved in academic and non-academic activities.
Examination is the important focal point in education system.
Parents and teachers and educationist expressing their opinion about examination reforms.
Important reasons are following to reform the present system of examination.
Open book exams allow you to take notes. texts or resource materials into an exam hall.
They test the student’s ability to find and apply information and knowledge. so are often used in subjects requiring direct reference to written materials like law students. statistics or acts to govt. rules.
Tools and Techniques for Classroom Assessment - Observation S. Raj Kumar
Keenly watching or viewing the external behaviour of persons in appropriate situation, controlled or uncontrolled.
Young defined, it’s a careful technique and viewing of selected situation and recording then and there, what is perceived.
Assessment plays an important role in the teaching-learning process. Some of the important types of assessment are
Practice-based assessment
Evidence-based assessment
Performance-based assessment
Examination based assessment
Rote learning can be defined as a memorization technique based on repeating the material again and again till you get through with it and begin to memorize.
The idea behind the rote learning is that one will be able to quickly recall the meaning of the material the more one repeats it. Some of the alternatives to rote learning include meaningful learning, associative learning, and active learning.
Rote learning is generally based on only repeating of the topics, and not the clear understanding of the topics. Rote learning methods are generally used when quick memorization is required, such as learning one's lines in a play or memorizing a telephone number, also some students opt for rote learning instead of meaningful learning method with the clear understanding of the subject.
Rote learning is widely used in the mastery of foundational knowledge.
Continuous and Comprehensive EvaluationS. Raj Kumar
Continuous and Comprehensive Evaluation(CCE) refers to a system of school-based evaluation of students that covers all aspects of students’ development.
It is a developmental process 0f assessment which emphasizes on two fold objectives.
Active learning is a form of learning in which teaching strives to involve students in the learning process more directly than in other methods
The term active learning "was introduced by the English scholar R W Revans (1907–2003).
Active learning is a process whereby students engage in activities, such as reading, writing, discussion, or problem solving that promote analysis, synthesis, and evaluation of class content.
Principles of Assessment Practice
Validity ensures that assessment tasks and associated criteria effectively measure student attainment of the intended learning outcomes at the appropriate level.
Assessment is a process of Evaluation is described Collecting, reviewing and using data for the purpose of improvement Evaluation describes as an act of passing judgment basis of evidence
Assessment pays attention‘ to teaching and learning
Evaluation focuses final outcome
Assessment is done at the beginning of the inquiry
Evaluation is usually done at the end
it is diagnostic It is judgmental
It is Formative it is Summative
It is process oriented It is product oriented
Provides feedback on
performance and are as of improvement
Determines to which objectives are achieved.
Based on observation and positive and negative Points Based on the level of quality as per set standard
set by both the parties
jointly (Assessor and Assesseee)
Set by the evaluator
It is absolute. It is comparative
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2024.06.01 Introducing a competency framework for languag learning materials ...
Principles related to selection of methods for assessment 2
1. S.Raja kumar, M.Sc(Bot).,M.Sc(Psy).,M.Ed.,M.Phil(Edn).,PGDGC.,SET(Edn).,(Ph.D).,
Assistant professor, Thiagarajar College of Preceptors, Madurai-9
1
PRINCIPLES RELATED TO SELECTION OF METHODS FOR ASSESSMENT
Assessment is directed toward the development and selection of assessment methods
and their use in the classroom by teachers. Based on the conceptual framework provided in the
Standards for Teacher Competence in Educational Assessment of Students (1990), it is
organized around five interrelated themes:
I. Developing and Choosing Methods for Assessment
II. Collecting Assessment Information
III. Judging and Scoring Student Performance
IV. Summarizing and Interpreting Results
V. Reporting Assessment Findings
The Joint Advisory Committee acknowledges that not all of the guidelines are equally
applicable in all circumstances. However, consideration of the full set of principles and
guidelines within Assessment should help to achieve fairness and equity for the students to be
assessed
Developing and Choosing Methods for Assessment
1. Assessment methods should be developed or chosen so that inferences drawn from the
knowledge, skills, attitudes, and behaviours possessed by each student are valid and not
open to misinterpretation.
2. Assessment methods should be clearly related to the goals and objectives of instruction,
and be compatible with the instructional approaches used.
3. When developing or choosing assessment methods, consideration should be given to
the consequences of the decisions to be made in light of the obtained information.
4. More than one assessment method should be used to ensure comprehensive and
consistent indications of student performance.
5. Assessment methods should be suited to the backgrounds and prior experiences of
students.
6. Content and language that would generally be viewed as sensitive, sexist, or offensive
should be avoided.
7. Assessment instruments translated into a second language or transferred from another
context or location should be accompanied by evidence that inferences based on these
instruments are valid for the intended purpose.
Collecting Assessment Information
1. Students should be told why assessment information is being collected and how this
Information will be used.
2. S.Raja kumar, M.Sc(Bot).,M.Sc(Psy).,M.Ed.,M.Phil(Edn).,PGDGC.,SET(Edn).,(Ph.D).,
Assistant professor, Thiagarajar College of Preceptors, Madurai-9
2
2. An assessment procedure should be used under conditions suitable to its purpose and
form.
3. In assessments involving observations, checklists, or rating scales, the number of
characteristics to be assessed at one time should be small enough and concretely
described so that the observations can be made accurately.
4. The directions provided to students should be clear, complete, and appropriate for the
ability, age and grade level of the students.
5. In assessments involving selection items (e.g., true-false, multiple-choice), the
directions should encourage students to answer all items without a threat of penalty.
6. When collecting assessment information, interactions with students should be
appropriate and consistent.
7. Unanticipated circumstances that interfere with the collection of assessment
information should be noted and recorded.
8. A written policy should guide decisions about the use of alternate procedures for
collecting assessment information from students with special needs and students
whose proficiency in the language of instruction is inadequate for them to respond in an
anticipated manner.
III. Judging and Scoring Student Performance
1. Before an assessment method is used, a procedure for scoring should be prepared to
guide the process of judging the quality of a performance or product, the
appropriateness of an attitude or behaviour, or the correctness of an answer.
2. Before an assessment method is used, students should be told how their responses or
the information they provide will be judged or scored.
3. Care should be taken to ensure that results are not influenced by factors that are not
relevant to the purpose of the assessment.
4. Comments formed as part of scoring should be based on the responses made by the
students and presented in a way that students can understand and use them.
5. Any changes made during scoring should be based upon a demonstrated problem with
the initial scoring procedure. The modified procedure should then be used to restore all
previously scored responses.
6. An appeal process should be described to students at the beginning of each school year
or course of instruction that they may use to appeal a result.
IV. Summarizing and Interpreting Results
1. Procedures for summarizing and interpreting results for a reporting period should be
guided by a written policy
2. The way in which summary comments and grades are formulated and interpreted
should be explained to students and their parents/guardians.
3. S.Raja kumar, M.Sc(Bot).,M.Sc(Psy).,M.Ed.,M.Phil(Edn).,PGDGC.,SET(Edn).,(Ph.D).,
Assistant professor, Thiagarajar College of Preceptors, Madurai-9
3
3. The individual results used and the process followed in deriving summary comments
and grades should be described in sufficient detail so that the meaning of a summary
comment or grade is clear.
4. Combining disparate kinds of results into a single summary should be done cautiously.
To the extent possible, achievement, effort, participation, and other behaviours should
be graded separately.
5. Summary comments and grades should be based on more than one assessment result so
as to ensure adequate sampling of broadly defined learning outcomes
6. The results used to produce summary comments and grades should be combined in a
way that ensures that each result receives its intended emphasis or weight.
7. The basis for interpretation should be carefully described and justified.
8. Interpretations of assessment results should take account of the backgrounds and
learning experiences of the students.
9. Assessment results that will be combined into summary comments and grades should
be stored in a way that ensures their accuracy at the time they are summarized and
interpreted.
10. Interpretations of assessment results should be made with due regard for limitations in
the assessment methods used, problems encountered in collecting the information and
judging or scoring it, and limitations in the basis used for interpretation.
V. Reporting Assessment Findings
1. The reporting system for a school or jurisdiction should be guided by a written policy.
Elements to consider include such aspects as audiences, medium, format, and content,
level of detail, frequency, timing, and confidentiality.
2. Written and oral reports should contain a description of the goals and objectives of
instruction to which the assessments are referenced.
3. Reports should be complete in their descriptions of the strengths and weaknesses of
students so that strengths can be built upon and problem areas addressed.
4. The reporting system should provide for conferences between teachers and
parents/guardians. Whenever it is appropriate, students should participate in these
conferences.
5. An appeal process should be described to students and their parents/guardians at the
beginning of each school year or course of instruction that they may use to appeal a
report.
6. Access to assessment information should be governed by a written policy that is
consistent with applicable laws and with basic principles of fairness and human rights.
7. Transfer of assessment information from one school to another should be guided by a
written policy with stringent provisions to ensure the maintenance of confidentiality.