The document discusses the four purposes of assessment:
1. Communication - Assessment allows teachers to communicate with students about their learning and for students to communicate their learning back.
2. Valuing what we teach - Assessing students on non-academic goals like skills and habits shows them the teacher values those areas.
3. Reporting out - Assessment provides information to other stakeholders like parents on student progress, but reducing it to a single grade makes the information opaque.
4. Not sorting/ranking - Ranking students inaccurately assumes assessments can precisely measure learning and ignores students' individuality in learning.
This presentation was created by Prof. Carlo Jay A. Evardone which discusses how how to implement, monitor and evaluate the curriculum / program in an institution. It provides simple and easy insights to the topic.
Importance of Outcome Based Education (OBE) in the Quality Enhancement of Hig...Md. Nazrul Islam
Outcome-Based Education (OBE),
Traditional Education system
Comparison of Traditional and Outcome-based education
Focus and Benefits of OBE
Origin of OBE
Program Educational Objectives (PEOs).
Program Outcomes (PO)
OBE Framework Mappings
Attainment of Outcomes:
Conclusion
References
School Record Management in Educational Leadership and ManagementR.A Duhdra
School record includes books/registers, document, discs, CDs, files etc. that contain information pertaining to the development and smooth functioning of the school. This topic encompasses the role of school record to effective educational management, the importance of keeping record in schools, types of school records and characteristics of good record management in schools.
This presentation was created by Prof. Carlo Jay A. Evardone which discusses how how to implement, monitor and evaluate the curriculum / program in an institution. It provides simple and easy insights to the topic.
Importance of Outcome Based Education (OBE) in the Quality Enhancement of Hig...Md. Nazrul Islam
Outcome-Based Education (OBE),
Traditional Education system
Comparison of Traditional and Outcome-based education
Focus and Benefits of OBE
Origin of OBE
Program Educational Objectives (PEOs).
Program Outcomes (PO)
OBE Framework Mappings
Attainment of Outcomes:
Conclusion
References
School Record Management in Educational Leadership and ManagementR.A Duhdra
School record includes books/registers, document, discs, CDs, files etc. that contain information pertaining to the development and smooth functioning of the school. This topic encompasses the role of school record to effective educational management, the importance of keeping record in schools, types of school records and characteristics of good record management in schools.
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
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
The goal of education is learning, and the vehicle used to accomplish this goal is teaching. In the learning-teaching process, the fundamental component which determines the degree of learner outcomes’ achievement is assessment. Assessment has the express objective of determining whether or not learners have learned what they are supposed to learn. This reflective essay on assessment looks at assessment and what it is, what assessment should not be, how to constructively align assessment to learning outcomes, and valid assessment practices, among others. It is based on my personal experiences in the learning-teaching arena, from the secondary institution system to the tertiary institution system, and how my assessment practices have been transformed since having completed the Postgraduate Certificate in Tertiary Teaching. It is underscored that since assessment should send the right messages to learners, it should be done carefully in order to give an accurate picture of student learning.
You’ve got your answer in the first sentence itself! I will simplify it for you: If a school has a name, then it is an outstanding school.
I have seen many ‘outstanding schools’ in Abu Dhabi. I have experienced the same, too. The definition of ‘outstanding’ varies from person to person and time to time. However, when we talk about ‘outstanding schools’ in Abu Dhabi, we tend to think as if there is only one category called ‘outstanding’. Nothing can be farther from reality! Yes, not all outstanding schools are same and that is why there are so many different categories for them.
This is what makes sense: A school can be outstanding for some reasons but not for others. The important thing is to get the right mix for yourself and your child. Yes, the ideal school would be outstanding in every way but that does not exist except perhaps in our dreams. So, look at what you want from a school (for your child) and see where it falls on the scale of importance and whether you agree with its definition of ‘outstanding’ or not.
https://www.westyasacademy.sch.ae/
Purposes and Characteristics of Educational AssessmentF.docxamrit47
Purposes and Characteristics
of Educational Assessment
Focus Questions
After reading this chapter, you should be able to answer the following questions:
1. What are the four principal uses of educational assessment?
2. What are the main characteristics of good educational assessment?
3. What makes a test unfair?
4. Can a test be fair but invalid?
5. Can a test be valid but unreliable?
6. How can you determine the reliability of a test?
7. How can you improve test validity and reliability?
2
Jack Hollingsworth/Photodisc/Thinkstock
He uses statistics as a drunken man uses lamp-posts—
for support rather than illumination.
—Andrew Lang
Not to imply that many teachers are like drunken men leaning on their lampposts, but it is true
that many use the results of their assessments a little like crutches to support their summaries
of the characteristics, virtues, and vices of their students. For these teachers, test results and
grades serve as handy statistics that summarize all the important things that can be commu-
nicated to school administrators and parents.
Others use the results of their assessments in very different ways. They see them not as sum-
marizing important accomplishments, but as tools that suggest to both the learner and the
teacher how the teaching–learning process can be improved. For these teachers, assessments
are less like lampposts against which a tired (but sober) teacher can lean and rest: They are
more like the light on top of the posts that throws back the darkness and shows teacher and
student where the paths are, so that they need not stumble about like blindfolded pigs in a
supermarket.
Purposes and Characteristics of Educational Assessment Chapter 2
Chapter Outline
2.1 Four Purposes of Educational
Assessment
Planning for Assessment
Test Blueprints
2.2 Test Fairness
Content Problems
Trick Questions
Opportunity to Learn
Insufficient Time
Failure to Make Accommodations for
Special Needs
Biases and Stereotypes
Inconsistent Grading
Cheating and Test Fairness
2.3 Validity
Face Validity
Content Validity
Construct Validity
Criterion-Related Validity
2.4 Reliability
Test-Retest Reliability
Parallel-Forms Reliability
Split-Half Reliability
Factors That Affect Reliability
How to Improve Test Reliability
Chapter 2 Themes and Questions
Section Summaries
Applied Questions
Key Terms
Four Purposes of Educational Assessment Chapter 2
2.1 Four Purposes of Educational Assessment
These distinctions highlight the difference between summative assessment and formative
assessment.
As we saw in Chapter 1, summative assessment is assessment that occurs mainly at the end
of an instructional period. Its chief purpose is to provide a grade. In a real sense, it is a sum-
mation of the learner’s achievements.
Formative assessment is assessment that is an integral and ongoing part of instruction. Its
central purpose is to provide guidance for both the teacher and the learner i ...
Influence of Assessment Process on Students Higher Order Learning in Science ...iosrjce
The study is an attempt to find out the influence of assessment process on students higher order
learning in science subjects in Bangladesh. The main objectives of the study are: (i) to identify the nature of the
question items of science subjects, (ii) to examine what kind of learning is influenced by the question items, and
(iii) to identify the role of science exams on students higher order learning. Findings of the study showed that,
majority of the science question items are mostly knowledge based. The nature of the items mainly demanded
the memorizing ability of the learners and it can be said that simple learning or straightforward learning skills
like memorizing is influenced heavily by the question items. It is also found unlikely but truly that; the question
items do not play any significant role on students higher order learning. The foregoing discussions suggest that
the nature of the assessment process used at the examinations make a bad or negative impact on students
learning. Therefore, the nature of the question items of the science examination should be changed for
influencing the students higher order learning and it should cover all the sub-domain of the cognitive domain of
learning. The items should be designed in such a way that it encourages the students for self-thinking
An Introduction to Formative Assessment for School Teachers.pptAbdelmoneim Abusin
To review and reflect on formative assessment practice for School Teachers. As a focus for professional development in formative assessment for secondary schools.
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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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.
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.
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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!
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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.
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1. Purposes of Assessment
Prepared by: juniel tumampos
Subject: Assessment of Student Learning 1
Prof. Jean Colango PhD
Time: 6:30
2. The Four Purposes of Assessment
By Peter Liljedahl an associate professor in the
faculty of education at Simon Fraser University. He
is a former high school mathematics teacher and currently
one of the editors of Vector
1. COMMUNICATION
2. VALUING WHAT WE TEACH
3. REPORTING OUT
4. NOT SORTING/NOT RANKING
3. PURPOSE ONE—COMMUNICATION
Assessment can be seen as an effective medium for
communication between the teacher and the learner. It
is a way for the student to communicate their learning
to their teacher and for the teacher to communicate
back to the student a commentary on their learning.
4. PURPOSE TWO: VALUING WHAT WE TEACH
By placing value on something we show our students that it is
important. As teachers, we have no difficulty doing this for curricular
content. We regularly value achievement of these goals. In so doing we
send a very clear message to our students that this is important.
Indeed it is. But, so too are goals pertaining to habits of mind,
sociomathematical norms, and especially learning tools. In fact, many
teachers would argue that attainment of tools for learning (such as
group work skills) are some of the most important goals in their
practice
5. PURPOSE THREE: REPORTING OUT
It is difficult to ignore that one of the primary purposes of
assessment is to gather information for the intention of
reporting a student's (or a group of students') progress out to
stakeholders other than the teacher and students. Indeed,
such a purpose is a natural extension of assessment as
communication. Not so natural, however, is the reduction of
this report to a single mark (percentage and or letter grade).
Such aggregation of a student's performances across a large
number of learning goals serves only to make opaque how
that student is performing as a learner.
6. PURPOSE FOUR: NOT SORTING / NOT RANKING
The perspective of sorting and/or ranking is both internally and
externally problematic. Internally, it presupposes that our assessment
instruments are objective and infallible enough to accurately represent
a student's attainment of curriculum goals to within a single
percentage point. This is a ludicrous presupposition as it ignores the
inconsistency of not only the students, but also the teacher, in
representing and gauging such performance.
Externally, such a position on assessment ignores the individuality of
students. If we are willing to accept that students are all different in
where they are in their learning, as well as how they progress in their
learning, then a common approach to assessment is ill-suited