Is it possible to explain why the student outputs is as they are through an assessment of the processes which they did in order to arrive at the final product?
YES, through Process oriented, performance-based assessment
Portfolio is an assessment method that monitors the growth and development of student learning. Unlike most assessments, portfolio assessment can contain many different forms of assessments as it is a collection of student's works.
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paper pencil test, Oral test, and Performance test
tools available for evaluation of overall personality
Language Assessment - Beyond Test-Alternatives Assessment by EFL LearnersEFL Learning
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The concept of assemble additional measures ofĀ studentsāportfolios, journals, observations, self-assessments, peer-assessments, andĀ the likeāin an effort to triangulate data about students.Ā
It contains what one would expect in a Student-centered learning(SCL), a comparison on traditional classroom and SCL ckassrooms and how ICT is used to supplement SCL
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!
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
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In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
How to Make a Field invisible in Odoo 17Celine George
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It is possible to hide or invisible some fields in odoo. Commonly using āinvisibleā attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
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This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesarās dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empireās birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empireās society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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.
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
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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 wasnāt 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.
2. Is it possible to explain why the
student outputs is as they are
through an assessment of the
processes which they did in order
to arrive at the final product?
3. ā It is important to assess studentsā
learning not only through their
outputs or products but also the
processes which the students
underwent in order to arrive at
these products or outputs.ā
4. WHAT IS PERFORMANCE-BASED?
ā¢ One in which a teacher observes and makes a
judgment about the studentās demonstration
of a skill or competency in creating a product,
constructing a response, or making a
presentation.
ā¢ Emphasis on studentās ability to perform tasks
by producing their own work with their
knowledge and skills.
ā¢ Examples: singing, playing a piano,
5. PROCESS-ORIENTED LEARNING
COMPETENCIES
ā¢ Information about outcomes is important.
To improve outcomes, we need to know
about student experience along the way.
ā¢ Assessment can help us understand which
students learn best under what conditions
which such knowledge comes the capacity
to improve the whole of their learning.
6. PROCESS-ORIENTED LEARNING
COMPETENCIES
ā¢ Process-oriented performance-based
assessment is concerned with the actual
task performance rather than the output or
product of the activity.
ā¢ Process-oriented performance-based
assessment is concerned with the actual
task performance rather than the output or
product of the activity.
7. LEARNING COMPETENCIES
ā¢ Competencies are defined as groups or
clusters of skills and abilities needed for a
particular task.
ā¢ The objectives focus on the behaviors
which exemplify ābest practiceā for the
particular task.
ā¢ Such behavior range from a ābeginnerā or
ānoviceā level up to the level of āexpertā.
8. Example
Task: Recite a Poem by Edgar Allan Poe, āThe Ravenā
Objectives: To enable the students to recite a poem
entitled āThe Ravenā by Edgar Allan Poe.
Specifically:
1. Recite the poem from memory without referring to notes;
2. Use appropriate hand and body gestures in delivering the
piece;
3. Maintain eye contact with the audience while reciting the
poem;
4. Create ambiance of the poem through appropriate rising
and falling intonation;
5. Pronounce the words clearly and with proper diction.
9. Examples of simple
competencies:
ļ±Speak with a
well-modulated
voice
ļ±Draw a straight
line from one
point to another
point
ļ±Color a leaf with
a green crayon
Examples of complex
competencies:
ļ±Recite a poem with feeling
using appropriate voice
quality, facial expression
and hand gestures
ļ±Construct an equilateral
triangle given three non-
collinear points
ļ±Draw and color a leaf with
10. 1. Identifying an activity that would
highlight the competencies to be
evaluated.
2. Identifying an activity that would
entail more or less the same sets of
competencies.
3. Finding a task that would be
interesting and enjoyable for the
11. Topic: Understanding biological diversity
Possible Task Design
ā¢ Bring the students to the pond or creek
ā¢ Ask them to find all living organisms
near the pond or creek
ā¢ Bring them to school playground to find
as may living organisms they can find
Observe how the students will develop a
system for finding such organisms,
classifying the organisms and concluding
the differences in biological diversity of the
two sites.
12. How can a teacher assess
students' authentic task?
13. WHAT IS A RUBRIC?
ā¢ A scoring scale used to assess student
performance
ā¢ A coherent set of criteria for students' work
that includes descriptions of levels of
performance quality on the criteria.
ā¢ Typically, rubrics are used in scoring or
grading written assignments or oral
presentations; however, they may be used to
score any form of student performance.
18. HOLISTIC RUBRICS
ļ Provides comprehensive descriptions of
each level of performance.
ļ Useful for quick and general assessment
and feedback.
ļ Descriptions may be organized in columns
or rows.
19.
20. Assessment
Scale
Criteria
Excellen
t (5)
Very
Good
(4)
Good
(3)
Fai
r
(2)
Poor
(1)
1. Degree to which the report
reflects the objectives of the
research
2. Level of creativity
3. Clarity
4. Visual Appeal
5. Level of effort
SUB-TOTALS
Total:_______
Scoring Protocol
20 and
above
Most Acceptable
15-19 Very Acceptable
10-14 Acceptable
5-9 Barely
Acceptable
Below 5 Unacceptable
Assessing a Research Paper
21. ADVANTAGES OF HOLISTIC RUBRICS
ļ± Scoring is faster than with analytic rubrics.
ļ± Requires less time to achieve inter-rater
reliability.
ļ± Good for summative assessment.
22. DISADVANTAGES OF HOLISTIC
RUBRICS
ļ± Single overall score does not communicate
information about what to do to improve.
ļ± Not good for formative assessment.
23. ANALYTIC RUBRICS
ļ Breaks out criteria for distinguishing
between levels of performance on each
criterion.
ļ Useful for detailed assessment and
feedback.
ļ Descriptions are organized in a matrix.
27. ADVANTAGES OF ANALYTIC RUBRICS
ļ± Gives diagnostic information to teacher.
ļ± Gives formative feedback to students.
ļ± Easier to link to instruction than holistic
rubrics.
ļ± Good for formative assessment; adaptable
for summative assessment; if you need an
overall score for grading, you can combine
the scores.
28. DISADVANTAGES OF ANALYTIC
RUBRICS
ļ± Takes more time to score than holistic
rubrics.
ļ± Takes more time to achieve inter-rater
reliability than with holistic rubrics.
29. HOW MANY LEVELS OF PERFORMANCE
SHOULD I INCLUDE IN MY RUBRIC?
There is no specific number of levels a
rubric should or should not possess. It will vary
on the task and your needs as long as you
decide that it is appropriate.
Generally, it is better to start with a smaller
number of levels of performance for a criterion
and then expand if necessary
30. Makes eye
contact with
audience
Never Sometime
s
Always
For example, in an oral presentation rubric,
amount of eye contact might be an important
criterion. Performance on that criterion could
be judged along three levels of performance:
31. Though you might feel the previous
example inadequate as many students fall
in between, you might expand the number
of levels of performanceMakes eye
contact with
audience
Never Rarely Sometimes Usually Always
Makes eye
contact with
audience
Never Rarely Sometimes Usually