The document describes a two-day technical workshop on classroom assessment that will take place in St. Petersburg, Russia as part of the 4th READ Global Conference from May 12-16, 2014. The workshop will address best practices in classroom assessment and formative assessment techniques, and how to train teachers in these practices. By the end of the workshop, participants should be able to understand the importance of classroom assessment, identify elements to consider in reforms, evaluate interventions, and design interventions relevant to their contexts.
Preparing Pre-service Primary Teachers to Teach with Technology: A Case of En...Dr. İpek Saralar-Aras
how to cite: Saralar-Aras, İ., & Firat, K. (2021, September). Preparing Pre-service Primary Teachers to Teach with Technology: A Case of England. Paper presented at the European Conference on Educational Research (ECER) Emerging Researchers’ Conference 2021. Geneva, Switzerland & Online, ECER.
This is the slide show that will be presented at ECER 2021. It is based on a multiple case study with six PGCE students about their technology integration.
Este trabajo aborda la asesoría en vistas a un mejor aprendizaje para todos sus alumnos, abordando la asesoría desde dos ejes: el primero, referente a la asesoría para el aprendizaje, que trata los tipos de asesoría, sus beneficios y sus componentes. El segundo, aborda la temática desde la función de las planificaciones en aras a la promoción de mejores y mayores conocimientos por parte de los alumnos, del desarrollo óptimo de las clases, del desarrollo del perfil de alumno que la escuela quiere alcanzar y el planeamiento para las diversas etapas que el alumno irá atravesando.
(Nini Daiana- Nechay Evelyn)
This details a successful data-driven redesign of Math 215, an online statistics concepts course at Franklin University. The redesigned course incorporated new interactive educational multimedia. This new design resulted in improved student retention, better student performance, and better satisfaction with the course.
Preparing Pre-service Primary Teachers to Teach with Technology: A Case of En...Dr. İpek Saralar-Aras
how to cite: Saralar-Aras, İ., & Firat, K. (2021, September). Preparing Pre-service Primary Teachers to Teach with Technology: A Case of England. Paper presented at the European Conference on Educational Research (ECER) Emerging Researchers’ Conference 2021. Geneva, Switzerland & Online, ECER.
This is the slide show that will be presented at ECER 2021. It is based on a multiple case study with six PGCE students about their technology integration.
Este trabajo aborda la asesoría en vistas a un mejor aprendizaje para todos sus alumnos, abordando la asesoría desde dos ejes: el primero, referente a la asesoría para el aprendizaje, que trata los tipos de asesoría, sus beneficios y sus componentes. El segundo, aborda la temática desde la función de las planificaciones en aras a la promoción de mejores y mayores conocimientos por parte de los alumnos, del desarrollo óptimo de las clases, del desarrollo del perfil de alumno que la escuela quiere alcanzar y el planeamiento para las diversas etapas que el alumno irá atravesando.
(Nini Daiana- Nechay Evelyn)
This details a successful data-driven redesign of Math 215, an online statistics concepts course at Franklin University. The redesigned course incorporated new interactive educational multimedia. This new design resulted in improved student retention, better student performance, and better satisfaction with the course.
Assessment for Effective Lecture on Knowledge Retention towards Student Learn...AI Publications
This study assessed the effective lecture for knowledge retention towards student learning. The survey involved 42 university students (fourth year in Chemical Engineering and Sustainability Energy Department, UNIMAS) where all of them were tested before and after the class through a 10 questions quiz as assessment. From this quiz assessment, only 50% (21 students) of the students managed to answer at least 7 questions correctly before the lecture was delivered. After delivering lecture, 100% (42 students) of the students managed to answer 10 questions correctly. However, after four weeks, only 90% (38 students) of the students managed to score 10 questions correctly due to short knowledge retention.
EVALUATING CLASSROOM PRACTICE: A CRITICAL ANALYSIS OF APPROACHES TO EVALUATIO...Tom Power
This study builds on and contributes to work in teacher education and educational technology, in international development contexts. Recent reviews, funded by the UK Department for International Development (DFID) have examined the characteristics of teacher education programmes (Westbrook et al. 2013) and educational technology programmes (Power et al. 2014), that show evidence of impact on teaching practice or learning outcomes. These both illustrate the importance of a strong focus on improving the quality of classroom practice in programme design, and both indicate some of the key characteristics of effective programme support for teachers. But in both reviews, the studies reviewed present problems of evidence. Such evidential problems arise in relation to reporting changes in: attitudes and understanding; teaching and learning practices; and learning outcomes.
In this article, we draw particular attention to evidence of classroom practice: in terms of extensiveness, of methodology, and of understanding the relationships between the variables considered. As such, the purpose of this article is to provide insight into three inter-related issues: the methodological challenges - of rigour, systematic observation, and extensiveness; the practical challenges - of human capacity for research activity, geographical remoteness, and cost; and the evidence requirements of different audiences - donors, policy makers, practitioners and the academic and research communities. This is done by considering these three issues, through a case study of English in Action, a large scale teacher education programme in Bangladesh, in which Educational Technology plays a central role in supporting both teacher professional development, and new classroom practices.
There are several implications from the recent reviews and the case study, that lead us to argue for greater development of evaluation approaches for classroom practice, based upon rigorous, systematic observation (using standardised observations, of objective behaviors). Such approaches must be capable of deployment at scale, and reliable implementation through relatively inexperienced field researchers, available and affordable in country. This may suggest certain kinds of large scale quantitative observation, that are rare in the global north. Is there an opportunity, for a collective accumulation of data, to deepen our basic understanding of classrooms and the actors within them?
NISHTHA through DIKSHA for CPD of Teachers: A Study of Technology Integration...Dr. Vinod Kumar Kanvaria
National Conference on NEP 2020: Towards Transforming Teacher Education (NCNEPTE2020)
A Paper Presentation at RIE (NCERT), Bhubaneswar on 25 February, 2022
Dr. Vinod Kumar Kanvaria & Ms. Vaishali Dubey
2nd Regional Symposium on Open Educational Resources:
Beyond Advocacy, Research and Policy
24 – 27 June 2014
Sub-theme 2: Impact
How Do Hong Kong Teachers Like to Use Open Textbooks?
Kin Sun Yuen, Kam Cheong Li
The company is headed by IIM Graduates Sudhir Ghodke and Sridhar Rajagopalan and its aim is to promote an atmosphere of quality within India's primary school system. It pursues this by raising concerns related to the quality of learning, providing services related to assessment, professional development of teachers, curriculum and pedagogy, and influencing educational policy, especially in the realm of assessment.It takes a systems approach in order to improve the quality of learning. It uses a cycle of problem discovery, cause identification, solution implementation and feedback (which may lead to a deeper level of problem identification), a positive spiral towards improvement.
Presentation on large-scale e-Learning for Educators online professional development program and research with online training and courses by EdTech Leaders Online at EDC.
OECD Review on Evaluation and Assessment Frameworks for Improving School Outc...EduSkills OECD
Claire Shewbridge
Analyst, Education and Training Policy Division, Directorate for Education. OECD
The OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes, launched in late 2009, is designed to respond to the strong interest in evaluation and assessment issues evident at national and international levels. It will provide a description of design, implementation and use of assessment and evaluation procedures in countries; analyse strengths and weaknesses of different approaches; and provide recommendations for improvement.
The Review looks at the various components of assessment and evaluation frameworks that countries use with the objective of improving student outcomes. These include student assessment, teacher appraisal, school evaluation and system evaluation. The analysis focuses on primary and secondary levels of education.
ABSTRACT
Many engineering subjects are highly mathematical, analytical and descriptive. To make students understand the basic concepts, theory, analysis, design and application, new teaching-learning systems need to be explored. One of these is the Start-Stop-Continue technique. From the present study, it is concluded that given an ambient environment, the learning process can be made very effective and all the course objectives can be achieved. Action research has helped in empowering the students in acquiring knowledge. With this approach, the students’ performance has improved from mediocre to very
good.
National Seminar on NEP 2020: Professional Development of Teachers and Teache...Dr. Vinod Kumar Kanvaria
National Seminar on NEP 2020: Professional Development of Teachers and Teacher Educators, Transformation in Indian Education
MG National Council of Rural Education and KCE, Rewari (Haryana) on 26/03/2022
Increasing Grade 9 Students TLE MPS using a Blended Approach with Manychatijtsrd
The study used Blended Learning and the Manychat application to improve the TLE MPS of Sto Nino National High School Grade 9 students. Purposive sampling was used to select two groups of grade nine students with the lowest MPS. The term blended learning refers to instructional models that combine traditional classroom practice with e learning solutions. Manychat, on the other hand, is a service that allows you to build chatbots for Facebook Messenger. These chatbots have a wide range of applications, including marketing and customer service. The study assessed the performance of Grade 9 Dressmaking students in administering the pre test and post test for both the experimental and control groups. The study also determined whether there is a significant difference in the pre test and post test results for both experimental and conventional groups. In the implementation of the Manychat as an instructional tool in T.L.E. 9 or any subjects interested in the intervention used, an action plan was proposed. The study used a experimental design. Mean, standard deviation, dependent and independent t tests were used to assess the performance of students instructed in the intervention program. The study found that using the Blended Method with Manychat is an effective tool for teaching T.L.E. Dressmaking to grade 9 students. Using the Blended Method, their performance and scores in the pre test and post test had greatly improved. As a result, the study concluded that the Blended Method with Manychat can be used as a tool in teaching TLE for the continuous improvement of proficiency level in TLE subject. Jonalyn Corvera Cadavos "Increasing Grade 9 Students' TLE MPS using a Blended Approach with Manychat" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-6 , October 2022, URL: https://www.ijtsrd.com/papers/ijtsrd51852.pdf Paper URL: https://www.ijtsrd.com/other-scientific-research-area/other/51852/increasing-grade-9-students-tle-mps-using-a-blended-approach-with-manychat/jonalyn-corvera-cadavos
Assessment for Effective Lecture on Knowledge Retention towards Student Learn...AI Publications
This study assessed the effective lecture for knowledge retention towards student learning. The survey involved 42 university students (fourth year in Chemical Engineering and Sustainability Energy Department, UNIMAS) where all of them were tested before and after the class through a 10 questions quiz as assessment. From this quiz assessment, only 50% (21 students) of the students managed to answer at least 7 questions correctly before the lecture was delivered. After delivering lecture, 100% (42 students) of the students managed to answer 10 questions correctly. However, after four weeks, only 90% (38 students) of the students managed to score 10 questions correctly due to short knowledge retention.
EVALUATING CLASSROOM PRACTICE: A CRITICAL ANALYSIS OF APPROACHES TO EVALUATIO...Tom Power
This study builds on and contributes to work in teacher education and educational technology, in international development contexts. Recent reviews, funded by the UK Department for International Development (DFID) have examined the characteristics of teacher education programmes (Westbrook et al. 2013) and educational technology programmes (Power et al. 2014), that show evidence of impact on teaching practice or learning outcomes. These both illustrate the importance of a strong focus on improving the quality of classroom practice in programme design, and both indicate some of the key characteristics of effective programme support for teachers. But in both reviews, the studies reviewed present problems of evidence. Such evidential problems arise in relation to reporting changes in: attitudes and understanding; teaching and learning practices; and learning outcomes.
In this article, we draw particular attention to evidence of classroom practice: in terms of extensiveness, of methodology, and of understanding the relationships between the variables considered. As such, the purpose of this article is to provide insight into three inter-related issues: the methodological challenges - of rigour, systematic observation, and extensiveness; the practical challenges - of human capacity for research activity, geographical remoteness, and cost; and the evidence requirements of different audiences - donors, policy makers, practitioners and the academic and research communities. This is done by considering these three issues, through a case study of English in Action, a large scale teacher education programme in Bangladesh, in which Educational Technology plays a central role in supporting both teacher professional development, and new classroom practices.
There are several implications from the recent reviews and the case study, that lead us to argue for greater development of evaluation approaches for classroom practice, based upon rigorous, systematic observation (using standardised observations, of objective behaviors). Such approaches must be capable of deployment at scale, and reliable implementation through relatively inexperienced field researchers, available and affordable in country. This may suggest certain kinds of large scale quantitative observation, that are rare in the global north. Is there an opportunity, for a collective accumulation of data, to deepen our basic understanding of classrooms and the actors within them?
NISHTHA through DIKSHA for CPD of Teachers: A Study of Technology Integration...Dr. Vinod Kumar Kanvaria
National Conference on NEP 2020: Towards Transforming Teacher Education (NCNEPTE2020)
A Paper Presentation at RIE (NCERT), Bhubaneswar on 25 February, 2022
Dr. Vinod Kumar Kanvaria & Ms. Vaishali Dubey
2nd Regional Symposium on Open Educational Resources:
Beyond Advocacy, Research and Policy
24 – 27 June 2014
Sub-theme 2: Impact
How Do Hong Kong Teachers Like to Use Open Textbooks?
Kin Sun Yuen, Kam Cheong Li
The company is headed by IIM Graduates Sudhir Ghodke and Sridhar Rajagopalan and its aim is to promote an atmosphere of quality within India's primary school system. It pursues this by raising concerns related to the quality of learning, providing services related to assessment, professional development of teachers, curriculum and pedagogy, and influencing educational policy, especially in the realm of assessment.It takes a systems approach in order to improve the quality of learning. It uses a cycle of problem discovery, cause identification, solution implementation and feedback (which may lead to a deeper level of problem identification), a positive spiral towards improvement.
Presentation on large-scale e-Learning for Educators online professional development program and research with online training and courses by EdTech Leaders Online at EDC.
OECD Review on Evaluation and Assessment Frameworks for Improving School Outc...EduSkills OECD
Claire Shewbridge
Analyst, Education and Training Policy Division, Directorate for Education. OECD
The OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes, launched in late 2009, is designed to respond to the strong interest in evaluation and assessment issues evident at national and international levels. It will provide a description of design, implementation and use of assessment and evaluation procedures in countries; analyse strengths and weaknesses of different approaches; and provide recommendations for improvement.
The Review looks at the various components of assessment and evaluation frameworks that countries use with the objective of improving student outcomes. These include student assessment, teacher appraisal, school evaluation and system evaluation. The analysis focuses on primary and secondary levels of education.
ABSTRACT
Many engineering subjects are highly mathematical, analytical and descriptive. To make students understand the basic concepts, theory, analysis, design and application, new teaching-learning systems need to be explored. One of these is the Start-Stop-Continue technique. From the present study, it is concluded that given an ambient environment, the learning process can be made very effective and all the course objectives can be achieved. Action research has helped in empowering the students in acquiring knowledge. With this approach, the students’ performance has improved from mediocre to very
good.
National Seminar on NEP 2020: Professional Development of Teachers and Teache...Dr. Vinod Kumar Kanvaria
National Seminar on NEP 2020: Professional Development of Teachers and Teacher Educators, Transformation in Indian Education
MG National Council of Rural Education and KCE, Rewari (Haryana) on 26/03/2022
Increasing Grade 9 Students TLE MPS using a Blended Approach with Manychatijtsrd
The study used Blended Learning and the Manychat application to improve the TLE MPS of Sto Nino National High School Grade 9 students. Purposive sampling was used to select two groups of grade nine students with the lowest MPS. The term blended learning refers to instructional models that combine traditional classroom practice with e learning solutions. Manychat, on the other hand, is a service that allows you to build chatbots for Facebook Messenger. These chatbots have a wide range of applications, including marketing and customer service. The study assessed the performance of Grade 9 Dressmaking students in administering the pre test and post test for both the experimental and control groups. The study also determined whether there is a significant difference in the pre test and post test results for both experimental and conventional groups. In the implementation of the Manychat as an instructional tool in T.L.E. 9 or any subjects interested in the intervention used, an action plan was proposed. The study used a experimental design. Mean, standard deviation, dependent and independent t tests were used to assess the performance of students instructed in the intervention program. The study found that using the Blended Method with Manychat is an effective tool for teaching T.L.E. Dressmaking to grade 9 students. Using the Blended Method, their performance and scores in the pre test and post test had greatly improved. As a result, the study concluded that the Blended Method with Manychat can be used as a tool in teaching TLE for the continuous improvement of proficiency level in TLE subject. Jonalyn Corvera Cadavos "Increasing Grade 9 Students' TLE MPS using a Blended Approach with Manychat" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-6 , October 2022, URL: https://www.ijtsrd.com/papers/ijtsrd51852.pdf Paper URL: https://www.ijtsrd.com/other-scientific-research-area/other/51852/increasing-grade-9-students-tle-mps-using-a-blended-approach-with-manychat/jonalyn-corvera-cadavos
Enhancing Primary Mathematics learning using assessment practices: an initiat...inventionjournals
ABSTRACT : This paper attempts to study two important aspects: (1) To foster the skills for quality assessment in mathematics among prospective teachers. (2) To explore the extent to which these practices helped in improving quality of learning as well as teaching. The study has been done in MCD primary schools from class II to V with the involvement of pre-service B.El.Ed teachers, during their primary school internship in 4th year. The study comprises four phases, In the first phase, authors did a survey of the assessment practices that have been followed in these schools. Second phase comprised making student-teachers aware of the assessment practices going on in the schools, reviewing it critically, orienting them to prepare assessment profiles of their students. In the third Phase, students implemented these assessment practices in their respective classes for around three months under the supervision of authors. The final phase allowed a discussion with student-teachers and analysed the feedback of pre-service teachers as how these assessment practices helped them to take up decision regarding teaching as well as students‟ progress in understanding the concepts. Findings revealed that these assessment practices helped interns to monitor and modify their pedagogy. Further, Responses of the students in the assessment tasks improved progressively. However, some of the Interns faced many challenges related to recording individual progress, to assess through students responses while teaching as it became difficult for them to interpret individual responses.
Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
Connect with Maths Leadership Series: Session 1- the right teamRenee Hoareau
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• Identification and remediation of common resistors
• Strategies for selecting a core key team and setting an agenda
• Valid and rigorous data professional learning communities
To view the accompanying webinar recording and resources please go to the Connect with Maths Engaging All Students community: http://connectwith.engaging.aamt.edu.au
Connect with Maths ~ supporting the teaching of mathematics ONLINE
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
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
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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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.
A Strategic Approach: GenAI in EducationPeter 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.
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Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
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Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
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READ Workshop Notes
1. classroomassessment
| yeap ban har
marshall cavendish institute singapore
e-mail | banhar.yeap@pathlight.org.sg
blog | www.banhar.blogspot.com
2. 2 | P a g e
4th READ Global Conference
“Measuring for Success”
St. Petersburg, Russian Federation
Technical Workshop on Classroom Assessment
May 15-16, 2014
The 4th READ Global Conference will take place from May 12-16 at the Corinthia Hotel in St.
Petersburg, Russia. Participants at the 2014 conference will include delegates from the eight
countries receiving support under the READ Trust Fund program, Russian policymakers and
experts, World Bank staff, and international experts in the areas of assessment and learning. The
main conference proceedings will take place from May 12-14. The remainder of the week (May
15-16) will be devoted to technical training workshops for the READ country teams.
Workshop Dates
The workshop on classroom assessment will take place after the main conference proceedings
and will run for two full days, from 9:00 am to 5:00 pm on May 15-16, 2014.
Workshop Objectives
The workshop will address best practices in classroom assessment and formative assessment
techniques, and how to train teachers in these practices.
By the end of the workshop, participants should be able to:
understand the importance of classroom assessment
identify key elements to take into account in classroom assessment projects/reforms
evaluate classroom assessment interventions
design classroom assessment interventions (including pre-service and in-service teacher
training) that are relevant to their country contexts.
3. 3 | P a g e
Workshop Outline
0900 – 1030
Day 1 Session 1
Being on the Same Page | Overview of Assessment
The purpose of this session is to review concepts in
assessment and to situate classroom assessment within the
broader picture of international assessment and national
assessment.
Assessment in the context of professional learning
communities will be discussed.
Key Question|
How does assessment contributes to high achievement?
1030 – 1045 Break
1045 – 1230
Day 1 Session 2
Seeing is Believing |Experiencing Classroom Assessment
The purpose of this session is to show how assessment and
instruction are intertwined. The concept of assessment as
learning is the main focus of this session.
Key Questions |
What is assessment as learning?
How can we make this happen in more classrooms more
often?
1230 – 1330 Lunch
1330 – 1700
Day 1 Session 3
includes
1515 – 1530
Break
Not Reinventing the Wheel | Harnessing Existing Practices
The purpose of this session is to re-look at common
instructional practices and how teachers can be helped to use
them. Participants will have opportunities to take stock of
what is common in their respective countries and the
facilitator will suggest ways these can be harnessed to yield
assessment data.
Key Question |
What common instructional practices can be used for
classroom assessment?
4. 4 | P a g e
Workshop Outline
0900 – 1030
Day 2 Session 1
Tools of the Trade | Assessment Tools
The participants will have opportunities to experience a few
examples of assessment tools and to explore the types of
assessment data that they can generate.
Key Questions |
What type of assessment data can be obtained by a teacher
on a regular basis to inform instruction? What are the tools
available to do this?
1030 – 1045 Break
1045 – 1230
Day 2 Session 2
Piecing Them Together | Process of Classroom Assessment
The purpose of this session is to look at the entire process of
selection of assessment tools, using them and collecting
assessment data, as well as intrepreting the data and
planning the next instructional plan.
Key Questions |
What are the stages in the process of classroom assessment?
How do our teachers fare in each of them? Are they ready?
What else do they need?
1230 – 1330 Lunch
1330 – 1515
Day 2 Session 3
Making It Happen | Success Factors
This session studies how educational systems make
classroom assessment happen and happen at a high level.
Key Questions |
What are conditions necessary for classroom assessment to
happen in schools? What are the critical success factors?
1515 – 1530 Break
1530 – 1700
Day 2 Session 4
Putting Our Heads Together | Forum
This concluding session is an opportunity to synthesize the
learning over the last few sessions.
5. 5 | P a g e
Key Questions |
What are the things we can do straight away in our system?
What are some things that will take a while to implement?
What is our long-term vision of classroom assessment?
These topics will be weaved into the discussion.
Why classroom assessment is important?
Evidence linking classroom assessment with student performance.
Issues in classroom assessment: Typical problems encountered in
classroom assessment practices (e.g., poor quality assessments, focus on
lower order cognitive skills, poor feedback to students).
Best practices in classroom assessment: Country examples (e.g., Scotland,
Finland, Singapore).
How classroom assessment relates to other components of the school
system: learning standards and the curriculum, teacher training,
supervision, Education Management Information System (EMIS).
How to ensure the quality of classroom assessment practices: quality
assurance mechanisms (e.g., supervision, moderation);
How to introduce reforms in classroom assessments: improving alignment
with learning standards, the curriculum, and textbooks, improving teacher
training programs, supervision.
Uses of classroom assessment information: uses for improving teaching
and learning, scoring/grading student work, administrative/bureaucratic
uses, students’ report cards, EMIS.
Design, implementation, reporting and uses in classroom assessment
projects.
6. 6 | P a g e
casestudy
In 1980, only 58 percent of first-grade students completed secondary school. By
2000, 93 percent of first-grade students completed secondary school.
Achievement, as measured by national examination, also improved. In 1981, 40
percent of the first-graders would graduate 10th grade with passes in three
subjects. In 1991, the proportion increased to 65 percent. In 2010, the proportion
was 88 percent. Providing students with differentiated curriculum and
differentiated examination has arguably resulted in “a very low attrition rate and a
very high average achievement.”
| Yeap 2012
Improving the Education for All: Curriculum Development and Implementation in
Singapore
American Institutes for Research
In the first national examination conducted in 1960, a total of 30,615 students sat
for the Primary School Leaving Examination (PSLE) and 45 percent of them passed.
In 2011, a total of 45,261 students sat for the high-stakes examination and 97
percent passed. Only 2.6 percent did not meet the proficiency required for
secondary schooling. Since the 1990s, Singapore has always done well in various
international studies in literacy, science, and mathematics. It is always among the
top-performing countries in Progress in International Reading Literacy Study
(PIRLS), Trends in International Mathematics and Science Study (TIMSS), and
Program for International Student Assessment (PISA). More important than the
ranking is that about 12 percent of 15-year-old students in Singapore were
performing at a high level in reading, mathematics, and science in PISA 2009. This
compares well with the Organization of Economic Cooperation and Development
(OECD) average, which was 4 percent. High-performing OECD economies such as
New Zealand, Finland, Japan, and Australia had between 8 percent and 10 percent
of students reaching the same level. In Shanghai, it was almost 15 percent. The
proportion of students who reach the highest levels was about 15 percent in
reading (almost 20 percent in Shanghai with the OECD average at 8 percent); about
35 percent in mathematics (50 percent in Shanghai with the OECD average at 13
percent); and 20 percent in science (almost 25 percent in Shanghai with the OECD
at being 9 percent). Similarly, in TIMSS, the proportion of students who reached
7. 7 | P a g e
the advanced international benchmark has been consistently high. In TIMSS 2007,
36 percent of Grade 4 and 32 percent of Grade 8 students reached this level in
science (international median were 7 percent and 3 percent, respectively), and 41
percent of Grade 4 and 40 percent of Grade 8 students reached this level in
mathematics (international median was 5 percent and 2 percent, respectively).
These results were in great contrast to Singapore’s rank of 16th out of 26
participating countries in the Second International Science Study in 1982.
| Yeap 2012
Improving the Education for All: Curriculum Development and Implementation in
Singapore
American Institutes for Research
Since the pilot testing of a theory-driven approach to mathematics teaching and
learning and an adoption of a problem-solving curriculum in 1992, Singapore’s
students’ performance in mathematics have been consistently high. Assessment
has played an important role in this.
This is a summary of key reforms that had taken place. Its impact at classroom level
will be discussed during the workshop.
1980 CDIS was set up to research to ways to better teach mathematics.
As a result, a new set of textbooks Primary Mathematics was pilot
tested and used in all Singapore primary schools.
1992 Problem-solving curriculum framework was introduced, starting with
Primary 1 and Secondary 1.
1997 Thinking Schools, Learning Nation was introduced to the education
system.
2001 Publishers were invited to submit textbooks for use in primary schools.
2004 Teach Less, Learn More was introduced to facilitate the achievement
of the vision outlined by TSLN.
8. 8 | P a g e
2012 Student-Centred, Values-Driven was introduced to refine the vision of
TSLN and TLLM.
Singapore students have since performed well, consistently, on international
benchmarking studies. Considering that it used to be part of Malaysia before 1965,
Singapore’s current performance is a testimony that a system can influence its
students’ learning outcomes.
Mathematics Mean % High
Performers
% Low
Performers
Highest 613 55.4 3.8
Singapore 573 40.0 8.3
Malaysia 421 1.3 51.8
OECD Average 494 12.6 23.1
| PISA 2012
Creative
Problem Solving
Mean % High
Performers
% Low
Performers
Highest 562 29.3 8.0
Singapore 562 29.3 8.0
Malaysia 422 0.9 50.5
OECD Average 500 11.4 21.4
| PISA 2012
9. 9 | P a g e
definition
Various definitions of assessment and the role it plays in teaching and learning:
Assessment involves the use of empirical data on student learning to
refine programs and improve student learning. (Assessing Academic
Programs in Higher Education by Allen 2004)
Assessment is the process of gathering and discussing information from
multiple and diverse sources in order to develop a deep understanding of
what students know, understand, and can do with their knowledge as a
result of their educational experiences; the process culminates when
assessment results are used to improve subsequent learning. (Learner-
Centered Assessment on College Campuses: shifting the focus from
teaching to learning by Huba and Freed 2000)
Assessment is the systematic basis for making inferences about the learning
and development of students. It is the process of defining, selecting,
designing, collecting, analyzing, interpreting, and using information to
increase students’ learning and development. (Assessing Student Learning
and Development: A Guide to the Principles, Goals, and Methods of
Determining College Outcomes by Erwin 1991)
Assessment is the systematic collection, review, and use of information
about educational programs undertaken for the purpose of improving
student learning and development. (Assessment Essentials: planning,
implementing, and improving assessment in higher education by Palomba
and Banta 1999)
Source | http://www.assessment.uconn.edu/what/index.html
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________________________________________Notes
10. 10 | P a g e
Source | Terenzini, P. T. 1989
criticalquestions
What is it that we want students to learn?
How do we know they have learnt it?
What if they have difficulties learning it?
What if they already learnt it?
Source | DuFour 2004
These are the four critical questions that drive professional learning communities
(PLC’s).
11. 11 | P a g e
experiencing
classroomassessment
Cut the square into four equal parts.
How do you know they are equal?
mathematics
12. 12 | P a g e
connecting
classroomassessment
to the bigger picture
How classroom assessment relates to other components of the school system
System Level
The lesson 4 Equal Parts is based on a learning standard
determined by Ministry of Education Singapore.
This lesson is also found in curriculum materials i.e. school
textbooks approved by Ministry of Education which requires
certain learning theories to be used in the framework to write
the textbook. In particular, in the case of mathematics
textbooks, Bruner’s theory of concrete and pictorial
representations of abstract ideas must be used.
DuFour’s four critical questions were introduced to schools in
2009 and school-wide implementation was expected in all
schools by 2012 as part of having professional learning
communities in every school.
13. 13 | P a g e
teacherlevel
Do teachers plan lesson based on learning standards?
Do teachers plan what to look out for to determine learning is
happening?
Do teachers know how different levels of learning look like?
o Approaching Expectations
o Meeting Expectations
o Exceeding Expectations
Do teacher know what to do for students demonstrating
different levels of learning i.e. to differentiate instruction?
Are these documented and communicated to stake holders?
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
________________________________________Notes
14. 14 | P a g e
systemlevel
The lesson 4 Equal Parts is based on a learning standard
determined by Ministry of Education Singapore.
This lesson is also found in curriculum materials i.e. school
textbooks approved by Ministry of Education which requires
certain learning theories to be used in the framework to write
the textbook. In particular, in the case of mathematics
textbooks, Bruner’s theory of concrete and pictorial
representations of abstract ideas must be used.
Do initial teacher preparation at teacher colleges and
universities prepare teachers in classroom assessment process?
Do professional learning opportunities available to
teachers in refining, or learning about (if this is absent in initial
teacher preparation programs), classroom assessment
practices?
Does teacher assessment place an important emphasis on
classroom assessment?
15. 15 | P a g e
examples of tools
classroomassessment
Tasks
o Differentiated Practice Tasks
Physical Tools
o Mini Boards
o Coloured Cards
o Journal
Research-Based Frameworks
o Bruner
Concrete
Pictorial
Symbolic
o Newman
Read
Comprehend
Knowledge of Strategies
Transform
Compute
Interpret