This document provides guidance on using portfolio assessment, self-assessment, open response questions, and short investigations as forms of authentic assessment. It discusses:
1. Portfolio assessment allows students to select work to showcase skills and growth over time. Items may include written work, videos, tests, and self-evaluations. Teachers conference periodically with students.
2. Self-assessment is important for developing independent learners. Students evaluate their own work using clear rubrics or criteria.
3. For open response questions, teachers should model the thinking process, provide examples and practice, and give specific feedback to optimize student performance.
4. Short investigations present students with a stimulus to interpret, describe, explain
Raven’s Progressive Matrices are a group or individually administered tests that non-verbally assesses intelligence in children and adults through abstract reasoning.
Raven’s Progressive Matrices are a group or individually administered tests that non-verbally assesses intelligence in children and adults through abstract reasoning.
Topic: Qualities of a Good Test
Student Name: Amna Mishal
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
It discuss on CONSTRUCTION OF AN ACHIEVEMENT TEST. It explains what is test, achievement test, history of the achievement test, STAGES OF ACHIEVEMENT TEST, types of achievement test, Basis of the purpose, content, time & quality. It also explain the weightage of the objectives, content, types of question, difficulty level, blue print and steps of blue print.
Topic: Qualities of a Good Test
Student Name: Amna Mishal
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
It discuss on CONSTRUCTION OF AN ACHIEVEMENT TEST. It explains what is test, achievement test, history of the achievement test, STAGES OF ACHIEVEMENT TEST, types of achievement test, Basis of the purpose, content, time & quality. It also explain the weightage of the objectives, content, types of question, difficulty level, blue print and steps of blue print.
As teachers it is very important that we have a clearly defined and articulated educational philosophy that would serve as our guide in our entire professional career as Mentors.
This is the Revised version of the BEC or Basic Education Curriculum. Information's available here are intended for ALL SUBJECTS offered in Secondary Level of High School.
SAUDI BASIC INDUSTRIES CORPORATION (SABIC)LOCATIONSabic is loc.docxkenjordan97598
SAUDI BASIC INDUSTRIES CORPORATION (SABIC)
LOCATION
Sabic is located in Riyadh, Saudi Arabia with its major industrial operations in the industrial city of Al-Jubail on the Arabian Gulf, as well as in Yanbu on the Red Sea.
ESTIMATED SIZE OF WORKFORCE
The company has operations in over 40 countries with a global workforce of over 40,000 talented individuals.
MISSION STATEMENT
Our mission is to responsibly provide quality products and services through innovation, learning and operational excellence while sustaining maximum value for our stakeholders.
VISION STATEMENT
Sabic’s vision is to be the preferred world leader in chemicals.
COMPETITORS
The Olayan group that has a diversified set of operations including manufacturing of plastic and metal products which include plastic and metal pipes
Sadara chemical company that produces chemicals targeting the same market space as Sabic is.
CORE BELIEFS/GUIDING PRINCIPLES/PILLARS OF SUCCESS
With uncompromising integrity as its foundation Sabic will: Inspire Engage, Create and Deliver.
TRAINING AND DEVELOPMENT ACTIVIES.
Sabic develops employees at all professional levels through:
on-the-job coaching where by employees are trained as they proceed with about the required instructions, mentoring programs where by more knowledgeable individuals help new employees learn how to do certain tasks and formal educational opportunities where by training and development is done in class room mostly in universities.
Works Cited
Operations in Saudi Arabia & the Middle East. (n.d.). Retrieved 5 31, 2015, from olayan: http://www.olayan.com/Operations
Our Company. (n.d.). Retrieved 5 31, 2015, from sabic: http://www.sabic.com/corporate/en/ourcompany/
This is the last part of the paper, my response was 3 on all the questions
1169 responses
Summary
Time and energy needed to create them
12340100200300400500
Question
Count
1
17
2
94
3
542
4
516
516
Not Useful at all: 1
17
1.5%
2
94
8%
3
542
46.4%
Extremely Useful: 4
516
44.1%
Accurately measures the quality of student work
12340100200300400500
Question
Count
1
6
2
99
3
523
4
541
...
Not Useful at all: 1
6
0.5%
2
99
8.5%
3
523
44.7%
Extremely Useful: 4
541
46.3%
The validity and reliablity of the data derived from them
12340100200300400500
Question
Count
1
5
2
105
3
581
4
478
...
Not Useful at all: 1
5
0.4%
2
105
9%
3
581
49.7%
Extremely Useful: 4
478
40.9%
Number of daily responses
05101520
Aug 11, 2014
This is the last part of the paper, my response was 3 on all the
questions
1169 responses
Summary
Time and energy needed to create them
12340100200300400500
Question
Count
1
17
2
94
3
542
4
516
Not Useful at all: 1
17
1.5%
2
94
8%
3
542
46.4%
Extremely Useful: 4
516
44.1%
Accurately measures the quality of student work
12340100200300400500
Question
Count
1
6
2
99
3
523
4
541
Not Useful at all: 1
6
0.5%
2
99
8.5%
3
523
44.7%
Extremely Useful: 4
541
46.3%
The validity and reliablity of the data derived fr.
This slide deck will help you appreciate the application of statistics (and now data science) in the field of Quality Management and Process Improvement. And why is there a need to produce a consistent "in spec" product at 99.9997% of the time.
As teachers we have roles identified by the different established organizations, edicts and philosophies that would serve as our Bible in this noble profession. These are the RA 7836, ILO, Code of Conduct and the UNESCO.
This is the Basic Education Curriculum developed by the Education Department as a guide for teachers handling the subject MAKABAYAN. Included are the COMPETENCIES that the learners must acquire in the course of the session
This is the Basic Education Curriculum developed by the Education Department as a guide for teachers handling the subject Elementary FILIPINO. Included are the COMPETENCIES that the learners must acquire in the course of the session
This is the Basic Education Curriculum developed by the Education Department as a guide for teachers handling the subject EPP. Included are the COMPETENCIES that the learners must acquire in the course of the session
This is the Basic Education Curriculum developed by the Education Department as a guide for teachers handling the subject Science. Included are the COMPETENCIES that the learners must acquire in the course of the session
This is the Basic Education Curriculum developed by the Education Department as a guide for teachers handling the subject English. Included are the COMPETENCIES that the learners must acquire in the course of the session
This is the Basic Education Curriculum developed by the Education Department as a guide for teachers handling the subject English. Included are the COMPETENCIES that the learners must acquire in the course of the session
Trilogy Model Of Knowledge Creation Cebrian,MethusaelMethusael Cebrian
This is a knowledge creation model i propose which is entirely built around the classroom learning. The model was based on the SECI, OODA, and Kukkonen Models that are specifically designed for transforming a working organization into a learning organization. With the school, which is primarily a learning organization, some processes in the SECI and other models are no longer applicable. Thus, a dedicated knowledge creation model for classroom must be created.
This is an example of the 21st century curriculum design. A curriculum that is a higher order intellectual quality tasks, a curriculum that makes use of the social environment as the tool for learning and the learners develop the social regard and concern and develop action and solve problems in the community.
This Curriculum Design is an example of what a 21st Century Curriculum Design should be. The type of Curriculum (called Lesson Plan in the past) that is a Higher Order Intellectual Quality in nature. An Authentic Task that is also assessed using Authentic Assessment.
This copy from the DepEd is the same copy available on the Expereincial Learning Book developed by the DepEd in collaboration with the Academe and other experts all over the country.
This worksheet will enable teachers to self assess in order to remain relevant and in line with the goal of transforming education into the 21st cenury. This worksheet was developed by the DepEd. I am making it available in my site with the sole goal of spreading information to the farthest corners of the nation.
This is the National Competency Based Teachers Standard or NCBTS developed by the Academic Community, and other concerned government agencies to transform teaching into 21st century standards and the teachers as a globally competent individuals.
This is a presentation, that shows how present networking technologies utilizing streaming applications can be used for reaching out to distant areas for the purpose of Education.
this is a presentation on a a number theory topic concerning primes, it discusses three topics, the sieve of Eratosthenes, the euclids proof that primes is infinite, and solving for tau (n) primes.
Samples of taxonomy of learning based on Bloom and Gagne.
Included are the principles behind each category in the taxonomy, and its corresponding learning task.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
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.
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!
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
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.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
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 Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s 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 Empire’s 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.
2. Student Name:
Teacher Name:
ACTIVITY 1: 3rd Year High School
Educational Goal:
The students will be able to make at least 4 real life application of Statistics using the measures of
central tendency.
Performance Task Content Illustrating Student Progress Date
• Finding the MEDIAN height in odd • Correctly identifying the median height in a
grouped students, through visual group of students.
identification.
• Arranging the group members according to
• Finding the MODAL height in a group their height and correctly identify the modal
of students by arranging the students height.
of the same height.
• Adding all the height of the students and
• Locating the MEAN height in a group subtracting it to the number of students in a
of students by adding all their height group.
and getting their average.
• Finding the tallest and the smallest
• Finding the RANGE of the height in a member in a group the subtracting them.
group of students.
Summary/ Comments:
Based on the performance tasks, the students will be able to understand and apply in real life events
the importance of identifying the central tendency from a raw data. In understanding the problem, the
students will identify special factors that influence the approach before starting in dealing with the problem.
Likewise, the performance task enhances the ability of the students to think critically and develop
their own learning by doing the tasks themselves. With this, the teacher will be confident enough to assume
that the students indeed have learned the lesson and that the teacher’s learning strategy is effective.
REALISTIC PLAN
2
3. Subject: Mathematics
Level: 3rd year high school
Class size: 30
Duration: 1 hour
Topic: Measure of Central Tendency
Reference: introduction to Statistics 3rd edition
Author: Ronald E. Walpole
OBJECTIVE:
At the end of the 1-hour session, 100% of 3rd year section Rizal students will be able to make 4 real
life application of Statistics using the measures of central tendency.
PEDAGOGY:
Median:
• Have an odd number of students stand in the front of the classroom, arrange themselves in terms of
ascending heights. The height of the person standing in the middle is the median height.
• Repeat the activity with an even number of students. The median will be halfway between the heights
of the two students standing in the middle.
• Have students give the definition of median in their own words.
Mode:
• For the groups of students standing at the front of the room, if there are some who are the same
height, then the height that occurs most frequently is the mode. (It is possible that no two students
are the same height. It is also possible to have more than one mode.)
• Have students give the definition of mode in their own words.
Mean (average):
• Have students compute this by adding up the heights and dividing by the number of students in the
sample. For the sake of expediency, convert heights to inches before doing the arithmetic.
• It is important for the teacher to have the students look at their answer in relation to the entire list of
numbers.
Range:
3
4. • Have everyone except the tallest and shortest students in that group sit down. Measure the distance
from the top of one of their heads to the top of the other person's head. That is the range. Guide
students to tell you that subtraction can be used to find this.
ASSESSMENT:
Criteria Distinguished - 4 Proficient - 3 Apprentice - 2 Novice - 1
Identifies special Understands Doesn't
Understands the factors that Understands the enough to solve understand
Problem influences the problem part of the problem enough to get
approach before or to get part of the started or make
starting the problem solution progress
Explains why Uses some Uses
Uses Information certain information Uses all appropriate appropriate inappropriate
Appropriately is essential to the information information information
solution correctly correctly
Explains why Applies completely Applies some Applies
Applies procedures are appropriate appropriate inappropriate
Appropriate appropriate for the procedures procedures procedures
Procedures problem
Uses a Uses a
Uses Uses a Uses a representation that representation
Representations representation that representation that gives some that gives little or
is mathematical clearly depicts the important no significant
precise. problem information about information about
the problem the problem
Correct solution of Copying error, No answer or
Answers the problem and made Correct solution computational error, wrong answer
Problem a general rule about partial answer for based upon an
the solution or problem with inappropriate plan
extended the multiple answers,
solution to a more no answer
complicated statement, answer
solution labeled incorrectly
4
6. One form of authentic assessment being widely adapted in schools today is portfolio assessment.
Diane Hart defines a portfolio as quot;a container that holds evidence of an individual's skills, ideas, interests,
and accomplishments.quot; The ultimate aim in the use of portfolios is to develop independent, self-directed
learners. Long-term portfolios provide a more accurate picture of students' specific achievements and
progress and the areas of needed attention.
Portfolios make it easier to develop grading schemes that emphasize assessing individual student
growth rather than competition with other students. As self-evaluation is an integral part of portfolio
assessment, a highly competitive climate will prove counterproductive. Students will be reluctant to focus
upon their deficiencies if they believe it will put them at a disadvantage in the competition for the top grades.
Often portfolios are used to supplement, not replace, traditional assessment procedures.
1. Remember, portfolios should be developed by the students, not the teacher. Students should have
freedom in selecting items to include in their portfolios. It is advantageous to make the whole portfolio
process a collaborative teacher-student effort, with the teacher becoming more of a consultant to the
student. The teacher functions more as a coach than a director.
2. Any item that provides evidence of a student's achievement and growth can be included in a
portfolio. Commonly used items include:
a. Examples of written work
b. Journals and logs
c. Standardized inventories
d. Videotapes of student performances
e. Audiotapes of presentations
f. Mind maps and notes
g. Group reports
h. Tests and quizzes
i. Charts, graphs
j. Lists of books read
k. Questionnaire results
l. Peer reviews
m. Self-evaluations
3. Each item in the portfolio should be dated to facilitate the evaluation of progress through the year.
4. Typically, teachers hold periodic individual conferences with their students to review their portfolios.
During this interview it is important to listen to the students' assessments of the items in their
portfolio. The focus of the discussion should be upon the products included in the portfolio. The
teacher and student work together to set a limited number of objectives for future work. Strive to
achieve a dialogue, not a lecture.
5. Much of the value of portfolios derives from the students' reflection on which items are worth
including in their portfolios.
6
7. 6. The portfolios may be kept in folders, file boxes, assigned drawers, or other appropriate containers.
Whatever the storage container, it must be readily accessible to the students.
7. Portfolios are especially helpful at parent conferences. Help the parent examine the portfolio, pointing
out evidence of progress and areas of needed improvement.
8. Be patient. Portfolios are a new concept to most students and parents. There is a learning curve
involved in adapting to the process. Experiment to determine what works and feel free to modify as
needed.
9. In some schools students' portfolios are made available to their teachers the following year to aid in
diagnosis. A few schools are experimenting with the development of a permanent portfolio that
follows the students throughout their total school experience. (This would be separate from their
cumulative record folder.) Upon graduation the students would keep their portfolios.
10. Develop your own teaching portfolio as a means of facilitating your professional development. It also
can prove invaluable in tenure assessments and future job searches. Your professional portfolio
might include videotapes of successful classes, curriculum materials you have developed, course
syllabi, sample lesson plans, professional development goals and objectives, workshop classes
attended, publications written, student evaluations, awards, certificates, professional affiliations,
principal's and supervisor's evaluations, and your teaching philosophy.
11. A large three-ring binder is a practical way to organize your portfolio. Use tabs to indicate the various
categories. You might occasionally share your portfolio with students to model the processes you are
urging them to follow.
Self-Assessment
7
8. The ultimate aim of education is to produce lifelong, independent learners. An essential component of
autonomous learning is the ability to assess one's own progress and deficiencies. Student self-assessment
should be incorporated into every evaluation process. Its specific form may vary with the developmental
level of the student, but the very youngest students can begin to examine and evaluate their own behavior
and accomplishments.
1. Instead of grading all assignments, allow students to correct some themselves. You may choose to
randomly collect these and check for accuracy.
2. Share the specific evaluation criteria (or rubric) students should employ in assessing various tasks or
assignments. Provide them with criteria check sheets (or have the class generate them) that specify
exactly what constitutes a good product.
3. Provide models of successful products, answers, or performances. These might be tacked to the
bulletin board, in a display case, or on videotape. It is best to share the model before students begin
the project. For creative activities, avoid encouraging students to simply copy someone else's
product. It is helpful to lead students through an evaluation of the outstanding model, using the
evaluation criteria to demonstrate why the model is an exemplar. To minimize peer pressure or
harassment, it is generally best to use a previous student's work for the model rather than a current
student's
Attempt to schedule individual sessions to discuss a student's progress. Have the student evaluate his or
her own performance. Encourage the student to apply specific criteria in making the self-assessment.
Self-assessment requires students to evaluate their own participation, process, and products. Evaluative
questions are the basic tools of self-assessment. Students give written or oral responses to questions like:
• What was the most difficult part of this project for you?
• What do you think you should do next?
• If you could do this task again, what would you do differently?
• What did you learn from this project?
Many teachers find that authentic assessment is most successful when students know what teachers
expect. For this reason, teachers should always clearly define standards and expectations. Educators often
use rubrics, or established sets of criteria, to assess student work. Because authentic assessment
emphasizes process and performance, it encourages students to practice critical-thinking skills and to get
excited about the things they are learning.
Open Response
8
9. Most state assessments include open response or extended response questions. Generally, the
purpose is to test the student's ability to apply or extend content knowledge. In order to optimize students'
performance and to instill confidence, teachers should:
• Explicitly teach the rubric so that students internalize performance levels.
• Analyze student models of good work with the class.
• Model the thinking process involved in answering open response.
• explicitly teach test-taking strategies
• Provide opportunities for students to practice answering teacher-generated questions and released state
questions.
• Offer specific, corrective feedback.
Open-response questions, like short investigations, present students with a stimulus and ask them to
respond. Responses include:
• a brief written or oral answer
• a mathematical solution
• a drawing
• a diagram, chart, or graph
http://www.teachervision.fen.com/teaching-methods-and-management/educational-testing/4911.html?
page=2&detoured=1
Short Investigations
9
10. Many teachers use short investigations to assess how well students have mastered basic
concepts and skills. Most short investigations begin with a stimulus, like a math problem, political
cartoon, map, or excerpt from a primary source. The teacher may ask students to interpret, describe,
calculate, explain, or predict. These investigations may use enhanced multiple-choice questions. Or
they may use concept mapping, a technique that assesses how well students understand
relationships among concepts.
10