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.
This document discusses the roles of various stakeholders in curriculum implementation, including:
1. Learners, who are the primary stakeholders as the curriculum is designed for them. Their characteristics like age, gender, interests should be considered.
2. Teachers, who develop and carry out the curriculum through lesson planning and activities. They must address learners' goals and needs.
3. Administrators and managers, who oversee implementation and ensure schools have resources. They are concerned with the quality of curriculum offered.
4. Parents and community members, who support the curriculum through involvement, resources, and knowledge. Their buy-in is important for curriculum success.
5. Government agencies and professional organizations,
The document discusses several topics related to selecting instructional materials and resources for teaching. It provides:
1) Criteria for selecting instructional materials, such as appropriate vocabulary, unity, coherence and format.
2) Guidelines for preparing instructional objectives, including specifying the testing situation, student behavior, and performance standard.
3) A list of audiovisual media and other resources available in school, such as films, maps, computers, and community resources.
4) Criteria for selecting audiovisual materials, like relevance, age-appropriateness, quality, and ease of operation.
Portfolios are purposeful collections of student work that exhibit their progress and achievement. They include student participation in selecting contents and self-reflection. Using portfolios for assessment matches real teaching and learning, has clear goals, and gives a profile of learner abilities and growth over time. It assesses a variety of skills and develops independent, active learners. Effective portfolios contain essential elements like a cover letter, table of contents, entries with dates and reflections, and criteria for assessing contents. Teachers guide students through the process, which involves identifying goals, introducing the concept, specifying content, and providing presentation guidelines. Students are supported through conferences and encouraged to engage in self-reflection and assessment.
Instructional Materials & Technology Used in TeachingJewel Jem
This document discusses different types of instructional materials and aids that can be used to improve teaching and learning. It describes instructional materials as educational resources that deliver content and improve students' knowledge. Some key types of instructional aids covered include printed materials like textbooks and workbooks, sounds and visual resources like films and videos, pictures and pictorial representations like photographs and drawings, symbolic and graphic representations like maps and charts, and microcomputer resources like printers, scanners, and educational software. The document emphasizes that instructional materials can increase teaching effectiveness, stimulate student interest, and help make learning more permanent.
This document discusses the concept of curriculum change and the factors that drive it. It provides information on:
- The constant nature of change and how it leads to improvement through technological advancement and increasing knowledge.
- Key drivers of curriculum change including community needs, technology, political influences, and complexity from various stakeholder demands.
- Features of successful change including it being an ongoing process that requires support from individuals.
- Types of curriculum changes and strategies for implementing changes.
- The need to develop curriculum change through cooperative goal-setting and problem-solving approaches while maintaining open communication.
This document describes different types of authentic assessment including oral interviews, story or text retelling, writing samples, projects and exhibitions, experiments and demonstrations, constructed response items, teacher observations, and portfolios. Each type is described and their advantages are listed. The types of authentic assessment provide ways to evaluate students' comprehension, writing, thinking skills, and learning through informal and formal methods involving oral, written, and hands-on work.
Field Study 1 (Episode 6) - Home School LinkAlvin Lim
The document summarizes an observation and interview conducted for a learner named Renz D. Ocampo. The observation examines Renz's physical, social, emotional, and cognitive development based on observations of Renz and interviews with his teacher and parents. Key findings include that Renz is physically healthy and developing typically. He is social and friendly. His parents provide a nurturing home environment and use authoritative parenting styles with rules and discipline. Renz is doing well academically and his parents support his education. The home and school environments positively contribute to Renz's development.
The document discusses the physical learning environment of a classroom and lists 13 aspects that were assessed, including whether the classroom layout allows for teacher-student interaction, all students can see the board, the teacher can see all students, chairs can be easily moved without disruption, there are no distractions, the classroom is safe, clean, well-ventilated with adequate lighting, wide enough for movement, every student has a desk, any noise is academic in nature, the classroom is attractive, and the seating arrangement is flexible.
This document discusses the roles of various stakeholders in curriculum implementation, including:
1. Learners, who are the primary stakeholders as the curriculum is designed for them. Their characteristics like age, gender, interests should be considered.
2. Teachers, who develop and carry out the curriculum through lesson planning and activities. They must address learners' goals and needs.
3. Administrators and managers, who oversee implementation and ensure schools have resources. They are concerned with the quality of curriculum offered.
4. Parents and community members, who support the curriculum through involvement, resources, and knowledge. Their buy-in is important for curriculum success.
5. Government agencies and professional organizations,
The document discusses several topics related to selecting instructional materials and resources for teaching. It provides:
1) Criteria for selecting instructional materials, such as appropriate vocabulary, unity, coherence and format.
2) Guidelines for preparing instructional objectives, including specifying the testing situation, student behavior, and performance standard.
3) A list of audiovisual media and other resources available in school, such as films, maps, computers, and community resources.
4) Criteria for selecting audiovisual materials, like relevance, age-appropriateness, quality, and ease of operation.
Portfolios are purposeful collections of student work that exhibit their progress and achievement. They include student participation in selecting contents and self-reflection. Using portfolios for assessment matches real teaching and learning, has clear goals, and gives a profile of learner abilities and growth over time. It assesses a variety of skills and develops independent, active learners. Effective portfolios contain essential elements like a cover letter, table of contents, entries with dates and reflections, and criteria for assessing contents. Teachers guide students through the process, which involves identifying goals, introducing the concept, specifying content, and providing presentation guidelines. Students are supported through conferences and encouraged to engage in self-reflection and assessment.
Instructional Materials & Technology Used in TeachingJewel Jem
This document discusses different types of instructional materials and aids that can be used to improve teaching and learning. It describes instructional materials as educational resources that deliver content and improve students' knowledge. Some key types of instructional aids covered include printed materials like textbooks and workbooks, sounds and visual resources like films and videos, pictures and pictorial representations like photographs and drawings, symbolic and graphic representations like maps and charts, and microcomputer resources like printers, scanners, and educational software. The document emphasizes that instructional materials can increase teaching effectiveness, stimulate student interest, and help make learning more permanent.
This document discusses the concept of curriculum change and the factors that drive it. It provides information on:
- The constant nature of change and how it leads to improvement through technological advancement and increasing knowledge.
- Key drivers of curriculum change including community needs, technology, political influences, and complexity from various stakeholder demands.
- Features of successful change including it being an ongoing process that requires support from individuals.
- Types of curriculum changes and strategies for implementing changes.
- The need to develop curriculum change through cooperative goal-setting and problem-solving approaches while maintaining open communication.
This document describes different types of authentic assessment including oral interviews, story or text retelling, writing samples, projects and exhibitions, experiments and demonstrations, constructed response items, teacher observations, and portfolios. Each type is described and their advantages are listed. The types of authentic assessment provide ways to evaluate students' comprehension, writing, thinking skills, and learning through informal and formal methods involving oral, written, and hands-on work.
Field Study 1 (Episode 6) - Home School LinkAlvin Lim
The document summarizes an observation and interview conducted for a learner named Renz D. Ocampo. The observation examines Renz's physical, social, emotional, and cognitive development based on observations of Renz and interviews with his teacher and parents. Key findings include that Renz is physically healthy and developing typically. He is social and friendly. His parents provide a nurturing home environment and use authoritative parenting styles with rules and discipline. Renz is doing well academically and his parents support his education. The home and school environments positively contribute to Renz's development.
The document discusses the physical learning environment of a classroom and lists 13 aspects that were assessed, including whether the classroom layout allows for teacher-student interaction, all students can see the board, the teacher can see all students, chairs can be easily moved without disruption, there are no distractions, the classroom is safe, clean, well-ventilated with adequate lighting, wide enough for movement, every student has a desk, any noise is academic in nature, the classroom is attractive, and the seating arrangement is flexible.
7 Types of Curriculum Operating in SchoolsEzr Acelar
used for reporting in Curriculum Development
focuses on the 7 types of curriculum operating in schools (recommended, taught, written, supported, learned, hidden, assessed curriculum)
1. Teacher Ryan conducted a short quiz after discussing the topic "Item Analysis" to get feedback on student learning. This is classified as a formative assessment.
2. Teacher RC did not attain the lesson objective of 85% accuracy for the class, as the students only achieved 33 out of 40 items correctly.
3. To increase the difficulty of a multiple-choice test item, the options should be made less homogenous.
Grading and reporting are integral parts of the instructional process that communicate student achievement. Effective grading guidelines include clarifying procedures, basing grades only on achievement, obtaining valid evidence, properly weighting assessments, and avoiding bias. The functions of grading systems are to enhance learning, report progress to parents and guardians, and provide information for administrative and guidance purposes such as promotion decisions, counseling, and reporting achievements.
The document provides guidance for observing a classroom and learners' characteristics. The observer notes that most pupils are unable to manage their behavior yet and need assistance working independently. Their attention spans are short. The observer also provides a sample classroom observation report, noting the classroom set up and daily routines. Effective behavior management strategies included being strict during discussions to motivate participation.
Assessment of learning refers to assessment that occurs at the end of a learning unit and results in a number or letter grade. It compares a student's achievement to standards and communicates results to students and parents. The document outlines guiding principles for assessment of learning, including that it should be an integral part of teaching, use assessment tools that match learning objectives, provide feedback to students, consider learning styles, emphasize self-assessment and real-world application over drill items, and communicate results regularly to parents. Assessment should occur prior to, during, and after instruction using various tools like tests, performances, and portfolios.
1. The document discusses the importance of teachers understanding students' personal, social, and academic needs in order to effectively manage instruction and prevent behaviors that hamper learning.
2. Key principles for managing instruction include enhancing a teacher's own instructional competence, addressing the underlying causes of misbehaviors, and recognizing students' basic needs.
3. The teaching process is described as a cycle that involves diagnosing students, setting objectives, planning lessons, implementing strategies, evaluating performance, and following through.
The document summarizes the observation of a student teacher, Sarah Jane B. Cabilino, during her field study experience teaching principles of learning. It provides an evaluation of her performance in four areas: observation/documentation, analysis, reflection, and portfolio. Overall, the student teacher demonstrated exemplary application of the principles of learning in her teaching and received favorable ratings across all evaluation criteria. The cooperating teacher observed that Sarah Jane engaged students in experiential learning activities and encouraged cooperative learning to help students discover personal meaning.
The document provides information about a learning episode involving studying factors that influence learner development. It will focus on early experiences and learner characteristics as described by family and others. The goals are to describe home environment factors affecting learning and identify strategies for teachers to work with families. Performance will be evaluated on observation quality, analysis depth, reflection clarity, portfolio organization and timeliness. The episode also discusses Urie Bronfenbrenner's ecological model of environmental layers influencing learners. The teacher's role is to work with families and communities to nurture learners, not replace what is missing at home.
The document discusses portfolios and their use in assessing student learning. It summarizes the student's observations from examining portfolios of other students. Most portfolios observed were documentation portfolios, which collect student work over time. Not all portfolios contained all necessary elements. The student reflects that while portfolio assessment requires more effort, it is important for providing tangible evidence of student learning and progress when done properly. Portfolios can improve learning outcomes if the assessment process accurately evaluates students' work and growth over time.
The document discusses 21st century skills and assessment. It begins by outlining key 21st century skills like critical thinking, problem solving, creativity, communication and collaboration. It then discusses how assessment of these skills has shifted from a focus on teaching and learning to incorporating assessment on a daily basis using various formative and summative methods. These include rubrics, checklists, self-reflection, peer review, observation, portfolios and questioning. The document emphasizes the need for assessment to be responsive, flexible, integrated, informative, using multiple methods and communicated to students to support learning.
This document outlines the attributes of a professional teacher and provides examples. It begins by stating that a professional teacher possesses dignity, reputation, moral values, technical competence and adheres to ethical principles.
It then explains that a professional teacher sees themselves as an agent of change because they have expertise in their subject matter and teaching methods. Key attributes include having a knowledge base of teaching and learning, using this knowledge to guide practice, having a repertoire of best teaching practices, and approaching their work in a reflective and problem-solving manner.
The document then lists and provides short definitions for 21 positive attributes of a professional teacher, such as being positive, communicative, dependable, organized, committed, motivational, compassionate,
This document provides guidance on creating alternative-response tests, also known as true-false tests, including their definition, uses, and suggestions for constructing effective true-false items. An alternative-response test consists of declarative statements that students mark as true or false. There should be an underlined word or phrase that needs correcting for the statement to be considered true. True-false items can measure a student's ability to identify factual statements, distinguish facts from opinions, and recognize cause-and-effect relationships. When constructing items, statements should be specific and avoid negatives, long sentences, multiple ideas in one statement, and trivial content. True and false statements should be about equal in length.
Field Study 1, Episode 5 "Individual Differences And Learner’s Interaction"Ruschelle Cossid
The document summarizes a student's observation of individual differences among students in a classroom. The student observed that some students performed well and participated actively, mostly girls seated at the front, while others seemed left behind and were quiet, mostly seated at the back. The teacher confirmed differences in students' backgrounds. The student reflected on their own experience with high and low achievers in school and how their teacher grouped students and called on the intelligent students, sometimes tutoring the low achievers. The student concluded they will need to meet the needs of all students by using appropriate techniques and encouraging sharing of ideas to recognize individual differences.
In this presentation, you will know the different topics that are useful in implementing a curriculum that will serve as your guide to create a better and effective curriculum that will benefit the students, teachers, and the community.
Credits to this websites for the content:
http://www.fao.org/3/ah650e/ah650e03.htm
http://beonnjuil.blogspot.com/2016/03/reflection-2-roles-of-curriculum-workers.html#:~:text=What%20understand%20about%20Curriculum%20workers,to%20emphasize%20appropriate%20learning%20experience
https://dmiffleton.wordpress.com/2015/03/30/stages-of-curriculum-implementation/#:~:text=The%20curriculum%20implementation%20process%20can,broken%20down%20into%2012%20steps.
Formative assessment is an important part of the teaching and learning process. It allows students to better understand what they are learning and why, and helps ensure they are more successful. Developing effective formative assessment takes work from teachers, who must understand student needs, provide regular feedback, and create a comfortable learning environment. Teachers should clearly outline learning targets, give examples to help students understand lessons, and focus instruction daily to monitor progress without high-stakes exams that cause unnecessary stress.
The document outlines the roles and responsibilities of a teacher as a curricularist. It states that a teacher's role goes beyond just being a curriculum specialist, and that they must fulfill several functions including planning, writing, having knowledge of the curriculum content, initiating new curriculums, innovating the curriculum, implementing the curriculum plans, and evaluating student learning outcomes. To be an effective curricularist, the teacher must master the curriculum content and skills of teaching, guiding, and facilitating students at a high level to bring the curriculum plans to life and determine if the desired learning goals were achieved.
Subject: Curriculum Development
Course: Bachelor of Science in Education
Topic: Curriculum Planning
Sub topics:
- sources of curriclum
- influences to curriculum
The article discusses how multimedia projectors are becoming increasingly important classroom tools. It notes that projectors were originally designed for business use and did not meet the specific needs of classrooms. However, manufacturers are now developing projectors specifically for educational settings. The article highlights the key features educators look for in projectors, such as high picture quality, resolution, long lamp life, portability, brightness, connectivity options, and quiet operation. It concludes that multimedia projectors allow teachers to engage students through interactive lessons and are predicted to be in every classroom within five years.
The document discusses the role of information and communication technology (ICT) in assessment. It defines different types of assessments including formative, summative, diagnostic, and authentic assessments. It also outlines benefits of ICT for assessment, such as easily recording and retrieving student information. The document reviews trends in 21st century assessment, including utilizing multiple measures and increasing technology use. It discusses how educational technology can increase teaching, learning, and assessment efficiency. In conclusion, the document emphasizes that assessment has always been integral to the teaching and learning process and provides valuable insights into student learning.
The document summarizes an observation report from a school visit. It describes differences observed between high-performing and low-performing students. High-performing students sat at the front and were attentive, while low-performing students sat at the back and were noisy. The teacher gave more attention to low-performing students. Behavior differences seemed linked to economic status and family background. The teacher used various methods to handle differences, treating students fairly and addressing lessons to all.
Assessment For Learning -Second Year -Study Material TAMIL NADU TEACHERS EDUC...Dereck Downing
This document provides study material for a course on assessment for learning. It includes information on the basics of assessment, formative and summative assessment, and the purposes of assessment. Key points covered include definitions of measurement, assessment, evaluation, the role of assessment in learning, distinguishing formative from summative assessment, and how assessment drives instruction, learning, and informs students, teaching practice, and grading. The document is divided into multiple units prepared by different professors on topics related to classroom assessment.
K to 12 Grading Sheet Deped Order No. 8 S. 2015 PPT presentationChuckry Maunes
Download Link Found Here
https://teachingtools-stuff.blogspot.com/2017/02/k-to-12-grading-sheet-deped-order-no.html
For the Grading Sheet Spreadsheet
http://www.slideshare.net/chuckrymaunes5/k-to-12-grading-sheet-based-on-deped-order-no-8-series-of-2015
7 Types of Curriculum Operating in SchoolsEzr Acelar
used for reporting in Curriculum Development
focuses on the 7 types of curriculum operating in schools (recommended, taught, written, supported, learned, hidden, assessed curriculum)
1. Teacher Ryan conducted a short quiz after discussing the topic "Item Analysis" to get feedback on student learning. This is classified as a formative assessment.
2. Teacher RC did not attain the lesson objective of 85% accuracy for the class, as the students only achieved 33 out of 40 items correctly.
3. To increase the difficulty of a multiple-choice test item, the options should be made less homogenous.
Grading and reporting are integral parts of the instructional process that communicate student achievement. Effective grading guidelines include clarifying procedures, basing grades only on achievement, obtaining valid evidence, properly weighting assessments, and avoiding bias. The functions of grading systems are to enhance learning, report progress to parents and guardians, and provide information for administrative and guidance purposes such as promotion decisions, counseling, and reporting achievements.
The document provides guidance for observing a classroom and learners' characteristics. The observer notes that most pupils are unable to manage their behavior yet and need assistance working independently. Their attention spans are short. The observer also provides a sample classroom observation report, noting the classroom set up and daily routines. Effective behavior management strategies included being strict during discussions to motivate participation.
Assessment of learning refers to assessment that occurs at the end of a learning unit and results in a number or letter grade. It compares a student's achievement to standards and communicates results to students and parents. The document outlines guiding principles for assessment of learning, including that it should be an integral part of teaching, use assessment tools that match learning objectives, provide feedback to students, consider learning styles, emphasize self-assessment and real-world application over drill items, and communicate results regularly to parents. Assessment should occur prior to, during, and after instruction using various tools like tests, performances, and portfolios.
1. The document discusses the importance of teachers understanding students' personal, social, and academic needs in order to effectively manage instruction and prevent behaviors that hamper learning.
2. Key principles for managing instruction include enhancing a teacher's own instructional competence, addressing the underlying causes of misbehaviors, and recognizing students' basic needs.
3. The teaching process is described as a cycle that involves diagnosing students, setting objectives, planning lessons, implementing strategies, evaluating performance, and following through.
The document summarizes the observation of a student teacher, Sarah Jane B. Cabilino, during her field study experience teaching principles of learning. It provides an evaluation of her performance in four areas: observation/documentation, analysis, reflection, and portfolio. Overall, the student teacher demonstrated exemplary application of the principles of learning in her teaching and received favorable ratings across all evaluation criteria. The cooperating teacher observed that Sarah Jane engaged students in experiential learning activities and encouraged cooperative learning to help students discover personal meaning.
The document provides information about a learning episode involving studying factors that influence learner development. It will focus on early experiences and learner characteristics as described by family and others. The goals are to describe home environment factors affecting learning and identify strategies for teachers to work with families. Performance will be evaluated on observation quality, analysis depth, reflection clarity, portfolio organization and timeliness. The episode also discusses Urie Bronfenbrenner's ecological model of environmental layers influencing learners. The teacher's role is to work with families and communities to nurture learners, not replace what is missing at home.
The document discusses portfolios and their use in assessing student learning. It summarizes the student's observations from examining portfolios of other students. Most portfolios observed were documentation portfolios, which collect student work over time. Not all portfolios contained all necessary elements. The student reflects that while portfolio assessment requires more effort, it is important for providing tangible evidence of student learning and progress when done properly. Portfolios can improve learning outcomes if the assessment process accurately evaluates students' work and growth over time.
The document discusses 21st century skills and assessment. It begins by outlining key 21st century skills like critical thinking, problem solving, creativity, communication and collaboration. It then discusses how assessment of these skills has shifted from a focus on teaching and learning to incorporating assessment on a daily basis using various formative and summative methods. These include rubrics, checklists, self-reflection, peer review, observation, portfolios and questioning. The document emphasizes the need for assessment to be responsive, flexible, integrated, informative, using multiple methods and communicated to students to support learning.
This document outlines the attributes of a professional teacher and provides examples. It begins by stating that a professional teacher possesses dignity, reputation, moral values, technical competence and adheres to ethical principles.
It then explains that a professional teacher sees themselves as an agent of change because they have expertise in their subject matter and teaching methods. Key attributes include having a knowledge base of teaching and learning, using this knowledge to guide practice, having a repertoire of best teaching practices, and approaching their work in a reflective and problem-solving manner.
The document then lists and provides short definitions for 21 positive attributes of a professional teacher, such as being positive, communicative, dependable, organized, committed, motivational, compassionate,
This document provides guidance on creating alternative-response tests, also known as true-false tests, including their definition, uses, and suggestions for constructing effective true-false items. An alternative-response test consists of declarative statements that students mark as true or false. There should be an underlined word or phrase that needs correcting for the statement to be considered true. True-false items can measure a student's ability to identify factual statements, distinguish facts from opinions, and recognize cause-and-effect relationships. When constructing items, statements should be specific and avoid negatives, long sentences, multiple ideas in one statement, and trivial content. True and false statements should be about equal in length.
Field Study 1, Episode 5 "Individual Differences And Learner’s Interaction"Ruschelle Cossid
The document summarizes a student's observation of individual differences among students in a classroom. The student observed that some students performed well and participated actively, mostly girls seated at the front, while others seemed left behind and were quiet, mostly seated at the back. The teacher confirmed differences in students' backgrounds. The student reflected on their own experience with high and low achievers in school and how their teacher grouped students and called on the intelligent students, sometimes tutoring the low achievers. The student concluded they will need to meet the needs of all students by using appropriate techniques and encouraging sharing of ideas to recognize individual differences.
In this presentation, you will know the different topics that are useful in implementing a curriculum that will serve as your guide to create a better and effective curriculum that will benefit the students, teachers, and the community.
Credits to this websites for the content:
http://www.fao.org/3/ah650e/ah650e03.htm
http://beonnjuil.blogspot.com/2016/03/reflection-2-roles-of-curriculum-workers.html#:~:text=What%20understand%20about%20Curriculum%20workers,to%20emphasize%20appropriate%20learning%20experience
https://dmiffleton.wordpress.com/2015/03/30/stages-of-curriculum-implementation/#:~:text=The%20curriculum%20implementation%20process%20can,broken%20down%20into%2012%20steps.
Formative assessment is an important part of the teaching and learning process. It allows students to better understand what they are learning and why, and helps ensure they are more successful. Developing effective formative assessment takes work from teachers, who must understand student needs, provide regular feedback, and create a comfortable learning environment. Teachers should clearly outline learning targets, give examples to help students understand lessons, and focus instruction daily to monitor progress without high-stakes exams that cause unnecessary stress.
The document outlines the roles and responsibilities of a teacher as a curricularist. It states that a teacher's role goes beyond just being a curriculum specialist, and that they must fulfill several functions including planning, writing, having knowledge of the curriculum content, initiating new curriculums, innovating the curriculum, implementing the curriculum plans, and evaluating student learning outcomes. To be an effective curricularist, the teacher must master the curriculum content and skills of teaching, guiding, and facilitating students at a high level to bring the curriculum plans to life and determine if the desired learning goals were achieved.
Subject: Curriculum Development
Course: Bachelor of Science in Education
Topic: Curriculum Planning
Sub topics:
- sources of curriclum
- influences to curriculum
The article discusses how multimedia projectors are becoming increasingly important classroom tools. It notes that projectors were originally designed for business use and did not meet the specific needs of classrooms. However, manufacturers are now developing projectors specifically for educational settings. The article highlights the key features educators look for in projectors, such as high picture quality, resolution, long lamp life, portability, brightness, connectivity options, and quiet operation. It concludes that multimedia projectors allow teachers to engage students through interactive lessons and are predicted to be in every classroom within five years.
The document discusses the role of information and communication technology (ICT) in assessment. It defines different types of assessments including formative, summative, diagnostic, and authentic assessments. It also outlines benefits of ICT for assessment, such as easily recording and retrieving student information. The document reviews trends in 21st century assessment, including utilizing multiple measures and increasing technology use. It discusses how educational technology can increase teaching, learning, and assessment efficiency. In conclusion, the document emphasizes that assessment has always been integral to the teaching and learning process and provides valuable insights into student learning.
The document summarizes an observation report from a school visit. It describes differences observed between high-performing and low-performing students. High-performing students sat at the front and were attentive, while low-performing students sat at the back and were noisy. The teacher gave more attention to low-performing students. Behavior differences seemed linked to economic status and family background. The teacher used various methods to handle differences, treating students fairly and addressing lessons to all.
Assessment For Learning -Second Year -Study Material TAMIL NADU TEACHERS EDUC...Dereck Downing
This document provides study material for a course on assessment for learning. It includes information on the basics of assessment, formative and summative assessment, and the purposes of assessment. Key points covered include definitions of measurement, assessment, evaluation, the role of assessment in learning, distinguishing formative from summative assessment, and how assessment drives instruction, learning, and informs students, teaching practice, and grading. The document is divided into multiple units prepared by different professors on topics related to classroom assessment.
K to 12 Grading Sheet Deped Order No. 8 S. 2015 PPT presentationChuckry Maunes
Download Link Found Here
https://teachingtools-stuff.blogspot.com/2017/02/k-to-12-grading-sheet-deped-order-no.html
For the Grading Sheet Spreadsheet
http://www.slideshare.net/chuckrymaunes5/k-to-12-grading-sheet-based-on-deped-order-no-8-series-of-2015
Chapter 8 reporting by group 6 (autosaved) (autosaved)Christine Watts
This document discusses various methods of alternative assessment including authentic assessment, portfolio assessment, classroom assessment techniques, formative assessment, integrated assessment, and holistic assessment.
Authentic assessment involves tasks that mimic real-world problems and require students to apply skills and knowledge. It emphasizes higher-order thinking and evaluates projects over time through methods like portfolios. Formative assessment provides feedback during learning to improve instruction, while summative assessment evaluates learning after instruction. Integrated assessment combines outcomes from multiple topics into realistic activities conducted over time. Holistic assessment balances assessing learning outcomes with assessing for learning through a variety of methods.
The document provides information on assessment for learning (formative assessment) as a characteristic of effective instruction within the Iowa Core. It defines assessment for learning as a process used by teachers and students during instruction to provide feedback and adjust teaching and learning to improve student achievement. The summary highlights key aspects of assessment for learning, including using a variety of strategies to monitor progress toward learning goals, providing descriptive feedback, incorporating self- and peer-assessment, and establishing a collaborative classroom climate. Research cited found significant learning gains when formative assessment practices were used.
The document provides information on assessment for learning (formative assessment) as a characteristic of effective instruction within the Iowa Core. It defines assessment for learning as a process used by teachers and students during instruction to provide feedback and adjust teaching and learning to improve student achievement. The summary highlights key aspects of assessment for learning, including using a variety of strategies to monitor progress toward learning goals, providing descriptive feedback, incorporating self- and peer-assessment, and establishing a collaborative classroom climate. Research cited found significant learning gains when formative assessment practices were used.
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CONTINIOUS AND COMPREHENSIVE ASSESSMENT IN EDUCATION Shisira Bania
Continuous and Comprehensive Evaluation (CCE) refers to a system of school-based evaluation of students that covers all aspects of students development. It is a developmental process of assessment which emphasizes on two fold objectives. These objectives are continuity in evaluation and assessment of broad based learning and behavioral outcomes on the other.
Feasibility Study for Empowering the System of Assessment and Feedback in Hig...AJHSSR Journal
ABSTRACT: The method of assessment is the most important part of the education process to help learners progress from one-step to another. Assessment is about measuring student learning; it is about diagnosing misunderstandings in order to help students to learn more effectively [29].
Formative and summative assessments play important roles in education. Formative assessment provides feedback during instruction to help teachers adjust their teaching and help students improve their learning. Summative assessment evaluates student learning at the end of a course. The author believes formative assessment is most important as it allows teachers to identify what students understand and don't understand to target instruction. In the next step of their assignment, the author will give a quiz to check student understanding and provide feedback before moving to the next standard.
Formative and summative assessments play important roles in education. Formative assessment provides feedback during instruction to help teachers adjust their teaching and help students improve their learning. Summative assessment evaluates student learning at the end of a course. The author believes formative assessment is most important as it allows teachers to identify what students understand and don't understand to target instruction. In the next step of their assignment, the author will give a quiz to check student understanding and provide feedback before moving to the next standard.
ASSESSMENT METHODS IN TEACHING HISTORY.pdfLeslie Schulte
The document discusses assessment methods in teaching history. It argues that assessment should be continuous and formative to provide ongoing feedback to students and teachers. Both summative and formative assessments are needed to fully understand student learning. Formative tools like observations, oral questions, group projects and VARK assessments can help teachers tailor instruction to student needs and learning styles. The goals of history assessment should be to evaluate students' abilities to recall facts, interpret sources, analyze information, and evaluate evidence from a historical perspective. Continuous assessment provides a more holistic and supportive approach to improving student achievement.
Determinants of Lecturers Assessment Practice in Higher Education in Somaliaijejournal
The document summarizes a research study that investigated the determinants of lecturers' assessment practices in higher education institutions in Mogadishu, Somalia. The study found that assessment design, interpretation, application, and administration were significant determinants of lecturers' assessment practices. A survey of 314 lecturers from public and private universities was conducted. Results showed that assessment design, interpretation, and application had a strong positive relationship with lecturers' assessment practices. The study concluded that focusing on in-service training to improve lecturers' skills in assessment practices could help upgrade assessment in Somali higher education.
This document provides an overview of assessment for learning based on the new two-year B.Ed curriculum in India. It discusses assessment moving from a traditional end-of-teaching activity to an ongoing process within a constructivist paradigm. The goal is to develop dynamic assessment processes that are culturally responsive and lead to better learning outcomes and more confident students. Key topics covered include formative and summative assessment, tools and techniques for classroom assessment, issues in assessment, and using assessment to enhance learning.
Formative assessment is an ongoing process that provides feedback during instruction to improve teaching and learning. It identifies what students have learned well and areas they need to work on. Examples of formatative assessment include asking questions in class, discussions, and assignments without grades. Summative assessment evaluates learning at the end of a period through tests and exams, which usually have grades. Both formative and summative assessments are important in the classroom, as one without the other is ineffective. Formative assessment in particular helps teachers adjust their instruction to meet student needs.
This document discusses assessment in education. It defines assessment and explains that assessment is an essential part of the curriculum process. Assessment is used at the classroom, program, and institutional levels to evaluate student learning and make decisions. There are two main types of assessment: formative assessment, which is used during instruction to inform teaching and learning, and summative assessment, which evaluates learning at the end of a unit or course. The document also outlines benefits of assessment, particularly school-based assessment, which allows teachers to evaluate students based on their own standards and provides feedback to improve teaching and learning.
Here are the key points about assessment types from the document:
- Assessment can be formative (ongoing to improve learning) or summative (final evaluation). Formative assessment provides feedback to teachers and students.
- Common formative assessment methods mentioned include observations, performance assessments, flexible interviews, and age-appropriate tests.
- Observations allow teachers to understand students' thinking processes and errors, not just behaviors.
- Informal classroom assessments are important for understanding individual students, as state tests only provide a limited picture.
- Record keeping is important for tracking students' progress, communicating results, and ensuring accountability.
The document discusses the purposes and types of assessment, emphasizing the value of format
This document discusses formative and summative assessment. It defines formative assessment as assessment for learning that is used to adjust teaching and learning, while summative assessment measures achievement after instruction. The document provides examples of formative assessment methods like questions, discussions, and feedback. It also discusses using assessment to guide instruction and involve students in self-assessment. Cooperative learning is presented as an example of formative assessment that can effectively evaluate student understanding through group work and feedback. The document aims to help teachers incorporate more effective assessment practices.
Formative Assessment as an Essential Competence of University Teachersiosrjce
: In the framework of a competency-based education, teachers require to acquire previously the
formative assessment as a fundamental task to develop an educational process of higher quality. In this article
the complexity of the educational act is analyzed from a socio-cultural approach, presenting the theoretical
bases that support a continuous and ongoing evaluation of student performance. It is highlighted the role of
teachers in order to help students to achieve their learning objectives and it is promoted a comprehensive
evaluation, where self-assessment, peer assessment and hetero assessment are essential stages for feedback of
the teaching-learning-processes. The evaluation will be useful when strengths and weaknesses of the
educational process could be determined holistically, to consolidate and transfer strengths to other areas or
contexts overcoming weaknesses and shortcomings in time, before the end of the semester. It is recommended
that university teachers develop the competence of formative assessment so that they are in a position to redirect
scientific discourse to a scenario in which the educational process unfolds. For this, the teacher needs to
assume its role as a mediator of knowledge, so that the course contents are understood and assimilated by the
student.
1. Formative assessment occurs during instruction and provides feedback to improve teaching and learning, while summative assessment occurs after instruction to evaluate student achievement and program effectiveness.
2. Both formative and summative assessments are important, but formative has the greatest impact on learning when teachers use feedback to adjust instruction.
3. Cooperative learning can be used for formative assessment by observing student understanding during group work and providing feedback to improve learning.
Evaluation of Agro-morphological Performances of Hybrid Varieties of Chili Pe...Premier Publishers
In Benin, chilli pepper is a widely consumed as vegetable whose production requires the use of performant varieties. This work assessed, at Parakou and Malanville, the performance of six F1 hybrids of chilli including five imported (Laali, Laser, Nandi, Kranti, Nandita) and one local (De cayenne), in completely randomized block design at four replications and 15 plants per elementary plot. Agro-morphological data were collected and submitted to analysis of variance and factor analysis of mixed data. The results showed the effects of variety, location and their interactions were highly significant for most of the growth, earliness and yield traits. Imported hybrid varieties showed the best performances compared to the local one. Multivariate analysis revealed that 'De cayenne' was earlier, short in size, thin-stemmed, red fruits and less yielding (≈ 1 t.ha-1). The imported hybrids LaaliF1 and KrantiF1 were of strong vegetative vigor, more yielding (> 6 t.ha-1) by developing larger, long and hard fruits. Other hybrids showed intermediate performances. This study highlighted the importance of imported hybrids in improving yield and preservation of chili fruits. However, stability and adaptation analyses to local conditions are necessary for their adoption.
An Empirical Approach for the Variation in Capital Market Price Changes Premier Publishers
The chances of an investor in the stock market depends mainly on some certain decisions in respect to equilibrium prices, which is the condition of a system competing favorably and effectively. This paper considered a stochastic model which was latter transformed to non-linear ordinary differential equation where stock volatility was used as a key parameter. The analytical solution was obtained which determined the equilibrium prices. A theorem was developed and proved to show that the proposed mathematical model follows a normal distribution since it has a symmetric property. Finally, graphical results were presented and the effects of the relevant parameters were discussed.
Influence of Nitrogen and Spacing on Growth and Yield of Chia (Salvia hispani...Premier Publishers
Chia is an emerging cash crop in Kenya and its production is inhibited by lack of agronomic management information. A field experiment was conducted in February-June and May-August 2021, to determine the influence of nitrogen and spacing on growth and yield of Chia. A randomized complete block design with a split plot arrangement was used with four nitrogen rates as the main plots (0, 40, 80, 120 kg N ha-1) and three spacing (30 cm x 15 cm (s1), 30 cm x 30 cm (s2), 50 cm x 50 cm (s3)). Application of 120 kg N ha-1 significantly increased (p≤0.05) vegetative growth and seed yield of Chia. Stem height, branches, stem diameter and leaves increased by 23-28%, 11-13%, 43-55% and 59-88% respectively. Spacing s3 significantly increased (p≤0.05) vegetative growth. An increase of 27-74%, 36-45% and 73-107% was recorded in number of leaves, stem diameter and dry weight, respectively. Chia yield per plant was significantly higher (p≤0.05) in s3. However, when expressed per unit area, s1 significantly produced higher yields. The study recommends 120 kg N ha-1 or higher nitrogen rates and a closer spacing of 15 cm x 30 cm as the best option for Chia production in Kenya.
Enhancing Social Capital During the Pandemic: A Case of the Rural Women in Bu...Premier Publishers
The document discusses a case study of enhancing social capital among rural women in Bukidnon Province, Philippines during the COVID-19 pandemic through a livelihood project. Key findings include:
1) Technical trainings provided by the project increased the women's knowledge, allowing them to generate additional household income through vegetable gardening during the pandemic.
2) The women's social capital, as measured by groups/networks, trust, and cooperation, increased by 15.5% from 2019 to 2020 through increased participation in their association.
3) Main occupations, income sources, and ethnicity influenced the women's social capital. The project enhanced social ties that empowered the rural women economically and socially despite challenges of the pandemic.
Impact of Provision of Litigation Supports through Forensic Investigations on...Premier Publishers
This paper presents an argument through the fraud triangle theory that the provision of litigation supports through forensic audits and investigations in relation to corporate fraud cases is adequate for effective prosecution of perpetrators as well as corporate fraud prevention. To support this argument, this study operationalized provision of litigation supports through forensic audit and investigations, data mining for trends and patterns, and fraud data collection and preparation. A sample of 500 respondents was drawn from the population of professional accountants and legal practitioners in Nigeria. Questionnaire was used as the instrument for data collection and this was mailed to the respective respondents. Resulting responses were analyzed using the OLS multiple regression techniques via the SPSS statistical software. The results reveal that the provision of litigation supports through forensic audits and investigations, fraud data mining for trends and patterns and fraud data collection and preparation for court proceedings have a positive and significant impact on corporate fraud prevention in Nigeria. This study therefore recommends that regulators should promote the provision of litigation supports through forensic audits and investigations in relation to corporate fraud cases in publicly listed firms in Nigeria, as this will help provide reports that are acceptable in court proceedings.
Improving the Efficiency of Ratio Estimators by Calibration WeightingsPremier Publishers
It is observed that the performances of most improved ratio estimators depend on some optimality conditions that need to be satisfied to guarantee better estimator. This paper develops a new approach to ratio estimation that produces a more efficient class of ratio estimators that do not depend on any optimality conditions for optimum performance using calibration weightings. The relative performances of the proposed calibration ratio estimators are compared with a corresponding global [Generalized Regression (GREG)] estimator. Results of analysis showed that the proposed calibration ratio estimators are substantially superior to the traditional GREG-estimator with relatively small bias, mean square error, average length of confidence interval and coverage probability. In general, the proposed calibration ratio estimators are more efficient than all existing estimators considered in the study.
Urban Liveability in the Context of Sustainable Development: A Perspective fr...Premier Publishers
Urbanization and quality of urban life are mutually related and however it varies geographically and regionally. With unprecedented growth of urban centres, challenge against urban development is more in terms of how to enhance quality of urban life and liveability. Making sense of and measuring urban liveability of urban places has become a crucial step in the context of sustainable development paradigm. Geographical regions depict variations in nature of urban development and consequently level of urban liveability. The coastal regain of West Bengal faces unusual challenges caused by increasing urbanization, uncontrolled growth, and expansion of economic activities like tourism and changing environmental quality. The present study offers a perspective on urban liveability of urban places located in coastal region comprising of Purba Medinipur and South 24 Parganas districts. The study uses the liveability standards covering four major pillars- institutional, social, economic and physical and their indicators. This leads to develop a City Liveability Index to rank urban places of the region, higher the index values better the urban liveability. The data for the purpose is collected from various secondary sources. Study finds that the eastern coastal region of the country covering state of West Bengal depicts variations in index of liveability determined by physical, economic, social and institutional indicators.
Transcript Level of Genes Involved in “Rebaudioside A” Biosynthesis Pathway u...Premier Publishers
Stevia rebaudiana Bertoni is a plant which has recently been used widely as a sweetener. This medicinal plant has some components such as diterpenoid glycosides called steviol glycosides [SGs]. Rebaudioside A is a diterpenoid steviol glycoside which is 300 times sweeter than table sugar. This study was done to investigate the effect of GA3 (50 mg/L) on the expression of 14 genes involved in Rebaudioside A biosynthesis pathway in Stevia rebaudiana under in vitro conditions. The expression of DXS remarkably decreased by day 3. Also, probably because of the negative feedback of GA3 on MEP-drived isoprenes, GGDS transcript level reached its lowest amount after GA3 treatment. The abundance of DXR, CMS, CMK, MCS, and CDPS transcripts showed a significant increase at various days after this treatment. A significant drop in the expression levels of KS and UGT85C2 is detected during the first day. However, expression changes of HDR and KD were not remarkable. Results revealed that the level of transcript of UGT74G1 and UGT76G1 up regulated significantly 4 and 2 times higher than control, respectively. However, more research needs to shed more light on the mechanism of GA3 on gene expression of MEP pathway.
Multivariate Analysis of Tea (Camellia sinensis (L.) O. Kuntze) Clones on Mor...Premier Publishers
Information on genetic variability for biochemical characters is a prerequisite for improvement of tea quality. Thirteen introduced tea clones characterized with objective; assessing tea clones based on morphological characters at Melko and Gera research stations. The study was conducted during 2017/18 cropping season on experimental plots in RCBD with three replications. Data recorded on morphological traits like days from pruning to harvest, height to first branch, stem diameter, leaf serration density, leaf length, leaf width, leaf size, petiole length, leaf ratio, internode length, shoot length, number of shoot, canopy diameter, hundred shoot weight, fresh leaf yield per tree. Cluster analysis of morphological trait grouped into four clusters indicated, the existence of divergence among the tested clones. The maximum inter-cluster distance was between clusters I and IV (35.27) while the minimum inter cluster distance was observed between clusters I and II (7.8).Principal components analysis showed that the first five principal components with eigenvalues greater than one accounted 86.45% for 15 morphological traits. Generally, the study indicated presence of variability for several morphological traits. However, high morphological variation between clones is not a guarantee for a high genetic variation; therefore, molecular studies need to be considered as complementary to biochemical studies.
Causes, Consequences and Remedies of Juvenile Delinquency in the Context of S...Premier Publishers
This research work was designed to examine nature of juvenile offences committed by juveniles, causes of juvenile delinquency, consequences of juvenile delinquency and remedies for juvenile delinquency in the context of Sub-Saharan Africa with specific reference to Eritrea. Left unchecked, juvenile delinquents on the streets engage in petty theft, take alcohol or drugs, rape women, rob people at night involve themselves in criminal gangs and threaten the public at night. To shed light on the problem of juvenile delinquency in the Sub-Saharan region data was collected through primary and secondary sources. A sample size of 70 juvenile delinquents was selected from among 112 juvenile delinquents in remand at the Asmara Juvenile Rehabilitation Center in the Eritrean capital. The study was carried out through coded self-administered questionnaires administered to a sample of 70 juvenile delinquents. The survey evidence indicates that the majority of the juvenile respondents come either from families constructed by unmarried couples or separated or divorced parents where largely the father is missing in the home or dead. The findings also indicate that children born out of wedlock, families led by single mothers, lack of fatherly role models, poor parental-child relationships and negative peer group influence as dominant causes of juvenile infractions. The implication is that broken and stressed families are highly likely to be the breeding grounds for juvenile delinquency. The survey evidence indicates that stealing, truancy or absenteeism from school, rowdy or unruly behavior at school, free-riding in public transportation, damaging the book of fellow students and beating other young persons are the most common forms of juvenile offenses. It is therefore, recommended that parents and guardians should exercise proper parental supervision and give adequate care to transmit positive societal values to children. In addition, the government, the police, prosecution and courts, non-government organizations, parents, teachers, religious leaders, education administrators and other stakeholders should develop a child justice system that strives to prevent children from entering deeper into the criminal justice process.
The Knowledge of and Attitude to and Beliefs about Causes and Treatments of M...Premier Publishers
Stigma and discrimination associated with mental illness are a common occurrence in the Sub-Saharan region including Eritrea. Numerous studies from Sub-Saharan Africa suggest that stigma and discrimination are major problems in the community, with negative attitudes and behavior towards people with mental illness being widespread. In order to assess the whether such negative attitudes persist in the context of Eritrea this study explored the knowledge and perceptions of 90 Eritrean university students at the College of Business and Economics, the University of Asmara regarding the causes and remedies of mental illness A qualitative method involving coded self-administered questionnaires administered to a sample of 90 university students to collecting data at the end of 2019. The survey evidence points that almost 50% of the respondents had contact with a mentally ill person suggesting that the significant number of the respondents experienced a first-hand encounter and knowledge of mental illness in their family and community. The findings show an overall greater science-based understanding of the causes of mental illness to be followed by recommended psychiatric treatments. The survey evidence indicates that the top three leading causes of mental illness in the context of Eritrea according to the respondents are brain disease (76%), bad events in the life of the mentally ill person (66%) and substance abuse or alcohol taking, smoking, taking drugs like hashish. (54%). The majority of the respondents have a very sympathetic and positive outlook towards mentally ill persons suggesting that mentally illness does not simply affect a chosen individual rather it can happen to anybody regardless of economic class, social status, ethnicity race and religion. Medical interventions cited by the majority of the respondents as being effective treatments for mental illness centered on the idea that hospitals and clinics for treatment and even cures for psychiatric disease. Changing perceptions of mental illnesses in Eritrea that paralleled the very caring and sympathetic attitudes of the sample university students would require raising public awareness regarding mental illness through education, using the mass media to raise public awareness, integrating mental health into the primary health care system, decentralizing mental health care services to increase access to treatment and providing affordable service to maintain positive treatment outcomes.
Effect of Phosphorus and Zinc on the Growth, Nodulation and Yield of Soybean ...Premier Publishers
This study investigated the effects of phosphorus and zinc on the growth, nodulation, and yield of two soybean varieties in Nigeria. Phosphorus application significantly affected growth, nodulation, yield, and some yield components, with 60 kg P2O5/ha giving the highest growth and yield. Phosphorus also increased nodulation, with 30 kg P2O5/ha providing the highest nodulation. Zinc application did not significantly affect most growth characters or nodulation, except for reducing plant height. Phosphorus increased soybean yield significantly to 1.9 t/ha compared to the control of 1.7 t/ha. Protein and oil contents were not significantly affected by phosphorus but were by zinc
Influence of Harvest Stage on Yield and Yield Components of Orange Fleshed Sw...Premier Publishers
A field experiment was conducted at Adami Tullu Agricultural Research Center in 2018 under rainfed condition with supplementary irrigation to determine the influence of harvest stage on vine yield and tuberous root yield of orange fleshed sweet potato varieties. The experiment consisted of four harvest stages (105, 120, 135 and 150 days after planting) and Kulfo, Tulla and Guntute varieties. A 4 X 3 factorial experiment arranged in randomized complete block design with three replications was used. Interaction of harvest stage and variety significantly influenced above ground fresh biomass, vine length, marketable tuberous root weight per hectare, commercial harvest index and harvest index. The highest mean values of above ground fresh biomass (66.12 t/ha) and marketable tuberous root weight (56.39 t/ha) were produced by Guntute variety harvested at 135 days after planting. Based on the results, it can be recommended that, farmers of the study area can grow Guntute variety by harvesting at 135 days after planting to obtain optimum vine and tuberous root yields.
Performance evaluation of upland rice (Oryza sativa L.) and variability study...Premier Publishers
This study evaluated 13 upland rice varieties over two locations in Ethiopia for yield and other traits. Significant differences were found among varieties for several traits. The highest yielding varieties were Chewaka, Hiddassie, and Fogera 1. Chewaka yielded 5395.8 kg/ha on average, 25.8-35% more than the check. Most varieties matured within 120-130 days. High heritability was found for days to heading, panicle length, and grain yield, indicating these traits can be easily improved through selection. Grain yield also had high genetic variation and heritability with genetic advance, suggesting yield can be improved through selection. This study identified variability that can be used
Response of Hot Pepper (Capsicum Annuum L.) to Deficit Irrigation in Bennatse...Premier Publishers
This study was conducted at Enchete kebele in Benna-Tsemay Woreda, South Omo Zone to evaluate the response of hot pepper to deficit irrigation on yield and water productivity under furrow irrigation system. The experiment comprised four treatments (100 % of ETc, 85% of ETc, 70 % of ETc and 50% of ETc), respectively. The experiment was laid out in RCBD and replicated four times. The two years combined yield results indicated that, the maximum total yield (20.38 t/ha) was obtained from 100% ETc while minimum yield (12.92 t/ha) was obtained from 50% of ETc deficit irrigation level. The highest WUE 5.22 kg/ha mm-1 was obtained from 50% of ETc. Treatment of 100% ETc irrigation application had highest benefit cost ratio (4.5) than all others treatments. Applying 50% of ETc reduce the yield by 37% when compared to 100 % ETc. Accordingly, to achieve maximum hot pepper yield in areas where water is not scarce, applying 100% ETc irrigation water application level throughout whole growing season under furrow irrigation system is recommended. But, in the study area water scarcity is the major limiting factor for crop production. So, it is possible to get better yield and water productivity of hot pepper when we apply 85% ETc irrigation water throughout growing season under furrow irrigation system.
Harnessing the Power of Agricultural Waste: A Study of Sabo Market, Ikorodu, ...Premier Publishers
Nigeria is still burdened with huge responsibilities of waste disposal because the potential for benefits of proper waste management is yet to be harnessed. The paper evaluates the capacity of the Sabo Cattle market in producing the required quantities of waste from animal dung alongside decomposed fruits with a view to generating renewable energy possibilities for lighting, security and other business activities of the market. It is estimated that about 998 million tons of agricultural waste is produced yearly in the country with organic wastes amounting to 80 percent of the total solid wastes. This can be categorized into biodegradable and non-biodegradable wastes. The paper evaluates the capacity of the Sabo Cattle market in producing the required quantities of waste from animal dung alongside decomposed fruits with a view to generating renewable energy possibilities for lighting, security and other business activities of the market. The Sabo market was treated as a study case with the adoption of in-depth examinations of the facility, animals and products for sale and waste generated. A combination of experimental, interviews (qualitative) and design simulation (for final phase) was adopted to extract, verify and analyse the data generated from the study. Animal waste samples were subjected to compositional and fibre analysis with results showing that the sample has high potency for biogas production. Biodegradable Wastes are human and animal excreta, agricultural and all degradable wastes. Availability of high quantity of waste generated being organic in Sabo market allows the use of anaerobic digestion to be proposed as a waste to energy technology due to its feasibility for conversion of moist biodegradable wastes into biogas. The study found that at peak supply period during the Islamic festivities, a conservative 300tonnes of animal waste is generated during the week which translates to over 800kilowatts of electricity.
Influence of Conferences and Job Rotation on Job Productivity of Library Staf...Premier Publishers
The general purpose of this study is to investigate the influence of conferences and job rotation on job productivity of library staff in tertiary institutions in Imo State, Nigeria. The survey research design was used for this study using questionnaire as an instrument for data collection. This study covered the entire population of 661. Out of these, 501 copies of the questionnaire representing 75.8% were duly completed and returned for analysis. Student’s t-test was used to analyze the research questions. The finding showed that conferences had no significant influence on the job productivity of library staff in tertiary institutions in Imo State, Nigeria (F cal= 7.86; t-vale =6.177; p >0.005). Finding also showed that job rotation significantly influences job productivity of library staff in tertiary institutions in Imo State, Nigeria (F-cal value= 18.65; t-value = 16.225; P<0.05). This study recommended that, government should ensure that library staff participate in conferences with themes and topics that are relevant to the job they perform and also ensure that there should be proper evaluation and feedback mechanism which aimed to ensuring control and minimize abuse of their development opportunities. Again, there should be written statement of objectives in order to sustain job rotation programmes. Also, that training and development needs of library staff must be identified and analyzed before embarking on job rotation processes as this would help to build skills, competences, specialization and high job productivity.
Scanning Electron Microscopic Structure and Composition of Urinary Calculi of...Premier Publishers
This document summarizes a study on the scanning electron microscopic structure and chemical composition of urinary calculi (stones) found in geriatric dogs. Microscopic examination of urine samples revealed increased numbers of blood cells, epithelial cells, pus cells, casts, bacteria and crystals of various shapes, predominantly struvite, calcium oxalate dihydrate and monohydrate, and ammonium urate. Scanning electron microscopy showed perpendicular columnar strata of struvite crystals and wavy phases of uric acid. Chemical analysis identified calcium phosphate, calcium oxalate and urea stones. The study characterized the microscopic and electron microscopic appearance of crystals and chemical composition of urinary calculi in geriatric dogs.
Gentrification and its Effects on Minority Communities – A Comparative Case S...Premier Publishers
This paper does a comparative analysis of four global cities and their minority districts which have been experiencing the same structural pressure of gentrification. The main contribution of this paper is providing a detailed comparison of four micro geographies worldwide and the impacts of gentrification on them: Barrio Logan in San Diego, Bo-Kaap in Cape Town, the Mission District in San Francisco, and the Rudolfsheim-Fünfhaus District in Vienna. All four cities have been experiencing the displacement of minority communities due to increases in property values. These cities were chosen because their governments enacted different policies to temper the gentrification process. It was found that cities which implemented social housing and cultural inclusionary policies were more successful in maintaining the cultural and demographic make-up of the districts.
Oil and Fatty Acid Composition Analysis of Ethiopian Mustard (Brasicacarinata...Premier Publishers
The experiments was conducted at Holetta Agricultural Research Center, to analyze forty nine Ethiopian Mustard land races for oil and fatty acid composition traits The experiment was carried out in a simple lattice design. The analysis of variance showed that there were highly significant differences among genotypes for all oil and fatty acid traits compared. The significant difference indicates the existence of genetic variability among the land races which is important for improvement
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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2. Reflective Essay on Assessment
Livingstone KA 100
Figure 1: Aligning ILOs with LTAs and ATs in Constructive Alignment
[Adapted from Higher Education Academy, 2011]
Figure 2: Schematic of an Aligned and Unaligned Course
[Adapted from Brabrand, 2008]
the quotation, assessment is the most important aspect of
learning and teaching, since it ensures that judgments are
made about student learning. In other words, it reveals
how well the students have learned what they were
supposed to. Assessing students is the only way to
validate if learning outcomes have been achieved. The
following figures, Figure 1 and Figure 2 above, depict the
importance of assessment in learning and teaching.
Aligning Learning and Teaching
As can be observed in Figure 1, there is alignment among
intended learning outcomes (ILOs), learning-teaching
activities (LTAs), and assessment tasks (ATs). What is of
critical importance is that LTAs and ATs are to be designed
in such a way that they ensure the achievement of ILOs.
In Figure 2, the result of designing an aligned course, as
well as an unaligned course, can be clearly seen. In Figure
2(a), there is a mismatch, in that the teacher’s intention is
not aligned to student activity or to assessment. Such a
situation makes learning counterproductive. In Figure 2(b),
the teacher’s intention is clearly reflected in student activity
and in assessment. This is considered to be a careful
design of learning and teaching, the objective of which is
to engender significant learning experiences for learners.
The Value of Constructive Alignment
Aligning learning and teaching can be done through
constructive alignment (CA) which is vital to sound
educational practices and experiences. The value of CA in
learning and teaching is priceless. CA is all about ensuring
that there is harmony in the way students are expected to
learn course content. This is not to be done haphazardly,
but should be thoughtfully planned and crafted with the
students in mind. The principal objective is to make
learning student-centred, which is in sharp contrast to the
traditional teaching approach. Shuell (1986) reveals that “It
is helpful to remember that what the student does is
actually more important in determining what is learned,
than what the teacher does” (p. 429). In essence, students
are encouraged to be the protagonists of their own
learning. They are the ones who are responsible for taking
control of their own learning during task execution. They
are expected to use high cognitive skills to realise tasks,
stimulating higher order thinking and a deep approach to
learning.
Valid, Constructively Aligned Assessment Practices
Ally (2004) reveals that “Learners must be tested to
determine whether or not they have achieved the learning
3. Reflective Essay on Assessment
Int. Res. J. Curricul. Pedag. 101
outcome. Online testing or other forms of testing and
assessment should be integrated into the learning
sequence to check the learner’s achievement level and to
provide appropriate feedback” (p. 8). Assessing students
is never an easy task. It is a process that must be carefully
and thoughtfully done, so that the emphasis is on
improving student learning outcomes. As challenging and
valid assessment practices, I regard the following:
1. Aligning appropriate, valid and reliable learning
evaluation methods to all course ILOs.
2. Developing and fine-tuning fair, appropriate and
comprehensible learning evaluation tools.
3. Designing and specifying learning evaluation methods
that foster deeper comprehension of concepts.
4. Preparing learning evaluation methods that promote
experiential and deep learning, and that are adapted
to student learning diversity.
5. Putting aside time and required resources to employ
new learning evaluation methods.
6. Creating clear, fair and transparent grading
criteria/rubrics that assess students holistically.
These kinds of assessment practices require teachers to
have an in-depth knowledge of assessment and
evaluation, and the tools to effect quality assessments.
This kind of assessment follows constructive alignment
(Biggs & Tang, 2011) where students must negotiate
meaning and construct knowledge. Students’ cognitive,
psychomotor and affective skills may be evaluated. It is
necessary to evaluate students at their levels of
understanding. If the course ILOs state that students
remember essential facts, then the assessment task must
assess their recollection skills. By way of another example,
if the lesson’s ILOs mandate that students skilfully execute
a surgical procedure, then the assessment task ought to
evaluate such a skill. It therefore follows that a good
knowledge of the various levels of learning will ensure that
assessment tasks are closely aligned to the various levels
of learning and understanding contained in the ILOs.
PERSONAL REFLECTION ON ASSESSMENT AND
ASSESSMENT PRACTICES
Personal Experiences as a Secondary School Student
When I was a secondary school student, my courses were
assessed following the cumulative frequency curve model
which only served to separate the bright students/fast
learners from the dull ones/slow learners. I was only
assessed to demonstrate the mastery of certain skills. I
have to admit that I crammed a lot, because I wanted to
remember all of the important facts. I wanted to ensure that
I would regurgitate all that the teacher had given me, so
that I would pass my tests with flying colours. I was like a
sponge that sucked in everything, and let it out back
copiously. This was the practice in vogue at the time, given
that the traditional approach to learning and teaching was
the instructional method then. I was assessed this way,
since this was the only way my teachers knew how to
assess. And, as such, assessment only encouraged a
surface approach to learning and a desire to achieve
comparative scores and grades. There were no grading
criteria, so I did not know on what I was being assessed.
Concerning secondary education, the Caribbean Region
instituted a regional exam for all Caribbean students. The
exam is known as the Caribbean Examination Council
(CXC) Exams. The CXC established itself in 1972. The
first set of exams was held in 1979, assessing both
academic and technical/vocational subjects. In 1998, the
CXC introduced the Caribbean Advanced Proficiency
Exams (CAPE), which was the portal of entry into regional
and extra regional Universities. I am a product of it. I can
attest to the fact that this exam is only concerned with
numbers, with grades, with results, with outcomes. If deep
learning takes place, it is fleeting. This is still current
practice, for the most part, even in these enlightened
times.
Personal Experiences as a University Student
The situation at the University of Guyana, where I did my
undergraduate degree, remains the same. Learning and
teaching is still steeped in the traditional approach and has
not changed much. As a student there, it was all about the
grades, the results, the outcomes. Tertiary education
distinguished the exceptionally bright from the
exceptionally dull student. My tertiary schooling adhered to
traditional assessment practices, as this was widely
embraced. Once again, there were no grading criteria for
assessments, so I did not know on what I was being
assessed. It is still done this way, for the most part. Even
though the traditional approach has been effective for
centuries, and even though it may engage learners, it does
not lend itself to student learning diversity. What is required
of academic/teaching staff is to engage in reflective
practice and find new ways of making learning and
teaching effective.
Personal Experiences as a University Graduate
Teacher
Now, as a tertiary teacher, I found myself doing the very
same thing. I merely followed the traditional approach,
since that was the only approach with which I was familiar.
I assessed that way because I didn’t know better. At
my University, the curriculum has not been reviewed in
more than 30 years. Lecturers are just given course
outlines, which specify the assessments to be done, and
we are expected to follow them. Even though I am familiar
with current assessment methods for second and foreign
language learning and teaching, and even though there
are snippets of my engaging students through evaluation,
it is still largely following the norm-referenced assessment,
where the emphasis is on administering analytic
assessments to differentiate high-quality from low-quality
students.
4. Reflective Essay on Assessment
Livingstone KA 102
I can vividly recall that for one of my Spanish Translation
courses, I had given my 12 students a specialised text to
translate from English to Spanish. Even though the
instructions were very clear, the student did not translate
the text as expected. I just got upset and marked X on the
script when I was marking it. I knew that what I had done
was a bit harsh. I did not tell the student what she was
supposed to do. I did not even ask her if she understood
the instructions. I naturally assumed that she did, because
she was a final year Spanish major student. Further, no
grading criteria were given for the translation task. Now
more than ever, I know that that was not the right way to
do it, since it did not help her in any way, whatsoever. What
I should have done, as I now know, was to give her a more
specific, positive, and constructive feedback which would
have allowed her to take corrective action towards
improving her work.
Some of the limitations of my previous assessment
approaches were that (1) surface learning was
encouraged; (2) students were assessed analytically; (3)
the emphasis was on declarative knowledge, when it
should be on functioning knowledge; (4) assessments
were not valid and reliable. Reflecting on this information,
it is necessary to highlight that assessment approaches
ought to encourage deep thinking in learners and prepare
them for the world challenges with which they will be
confronted, upon leaving the institution. While assessing
for declarative knowledge is important, since theory does
have its place in learning and teaching, students should be
assessed for functioning knowledge, because it is all about
what they need to do. In the real world, they will have to
know and do.
Personal Experiences as a Graduate Student in
Foreign Languages
Being a graduate student in Foreign Languages helped to
alter even further my perspectives on learning, teaching
and assessment. Before beginning the programme, I
thought that teaching was ‘one-size-fits-all’. During that
academic programme, I grew to realise that the ‘one-size-
fits-all’ approach was out-dated and did not attend to
learner needs and interests. I understood, then, that
assessments can either make or break students and, as
such, assessment practices should be as diverse as
possible in order to embrace and support student learning
diversity. In other words, since learners and learners’
styles of learning are diverse, the kinds of assessment
tasks prepared by teachers should also account for this
learning diversity.
I must admit that after having completed my Master’s
Degree in Second and Foreign Language Pedagogy, I
began making valiant steps towards encouraging a
learner-driven approach to learning and teaching. I saw
some successes; however, I knew that more had to be
done. Kim and Bonk (2006) admit that “Regardless of the
delivery mode of the learning materials, the first step in
assessment design and selection is clarification of the
purpose of the assessment” (p. 28). And this is the
question that I keep asking myself. Why do I assess
learners? Once I am aware of the purposes of
assessment, then I should move in the direction of
preparing quality assessments for my students. This is the
only way forward.
Personal Experiences as a Graduate Student in
Tertiary Teaching
My views about learning, teaching and assessment have
been significantly altered since I began the Postgraduate
Certificate in Tertiary Teaching (PGCTT). Learning and
teaching has been an age-old practice. Throughout the
years, these phenomena have evolved in different ways,
benefitting some students and forsaking others. In the
olden days, the teacher was the sage of the classroom
who directed the show from start to finish. For too long,
teaching and learning were teacher-centred, with no real
concern for what the student was expected to do. The
student was either bright or not. And whether the student
was bright or not determined if the student succeeded or
not. This kind of scenario was counter-productive and only
ensured that students used low cognitive skills to complete
tasks, thus resulting in a surface approach to learning.
As a tertiary teacher, I found the PGCTT, offered by the
University of the South Pacific, Fiji Islands, to be of great
benefit to me as I sought to transform my teaching for the
betterment of the students with whom I come into contact.
With ED 401 (Learning and Teaching in Higher Education),
I have been able to see the great value derived from
constructively aligning my teaching in order to enhance
learning that matters, learning that emphasises creativity,
application and life-long learning. I do realise the need to
upgrade my teaching methods so that all students can
learn, which is indicative of CA.
The learning and teaching approaches in the PGCTT were
very refreshing. It was a novel experience for me, doing a
course that was fully online. It was the very first time that I
had to submit reflective writings, actually requiring me to
design lesson plans. It was the first time that I ever had to
do micro-teaching. It was the first time that I had to take
part in asynchronous discussion forums, submit
assignments on Moodle, prepare reflective writings and
essays, and interact with such a large class,
asynchronously. I was engaged in independent and
collaborative learning, which is what good teaching is all
about. These are the kinds of assessment practices I have
tried to adapt in my pedagogical practices. Of extreme
importance was the fact that grading rubrics and criteria
were provided for all assessment tasks. I, as a learner,
knew from the onset how I was being assessed. I knew
exactly what I had to do if I hoped to achieve a particular
grade. This is what is (still) absent in many educational
institutions today. Learners are assessed and often times
they do not know how they are being assessed. They are
5. Reflective Essay on Assessment
Int. Res. J. Curricul. Pedag. 103
handed a mark or grade, without any proper explanation
as to how that grade was obtained. Learners need to be
provided with grading criteria, especially when preparing
assessment tasks for learners, in order to promote
transparency. When learners know how they are being
assessed, the likelihood of their tailoring their responses to
suit the criteria would be high. Such practice should be
encouraged in educational institutions.
Concerning Information and Communication Technology,
none can ignore the fact that the world has embraced (the
use of) technology and technology resources in everyday
life, including in the world of work. I am computer and
technology savvy. While I do not know everything about
computer and technology, I am a quick learner, and I am
open to learning, exploring and using new learning
technologies, simply because I am passionate about it. My
passion for technology was heightened while I was doing
my Master’s Degree in Education (Educational
Technology) in Fiji. I was introduced to many kinds of
technology resources that are readily available to users.
This is a fascinating field that has since captivated me, and
I see myself exploring more of technology-enhanced
learning. It is the way forward. The fact cannot be denied
that the world in which we live has transformed itself into a
technology-driven world. Since this is the case, teachers
should do everything in their power to ensure that they, or
their students, are not left behind.
ED 402 (Curriculum Design and Development) opened up
my eyes about the curriculum. Curriculum planning, design
and development - fundamentally shaped by the
framework in which it is placed - is a constant process,
always in search of significance to the learning
environment. The curriculum, determined by the changing
goals of life and community, is a strategic plan of action in
which educational goals are mirrored and implemented.
Consequently, education objectives are also susceptible to
reform and dynamism. This curricular process promotes
creativity, application and life-long learning through
learning and teaching goals and objectives, learning
experiences, instructional practices and resources and
assessments. It verbalises the roles of students and
teachers, throughout the pedagogical process, ensuring
that they experience “learning that matters” (Lunenburg &
Irby 2006, p. 86). I have highlighted the term
‘assessments’, as it is one of the single most important
components of a curriculum. The two are like Siamese
twins: inseparable. In essence, the curriculum must be
constructively aligned, if students are expected to have
significant educational experiences. Having done the
PGCTT, I am now more informed about learning and
teaching and curriculum. I am now in a position to
transform my pedagogy for the benefit of my students.
I have grown to realise that I have to make my
assessments authentic. To this end, I have to follow the
criterion-referenced assessment which encourages
holistic assessment practices. What I need to do, with my
knowledge of constructive alignment, is to ensure that my
assessments are aligned to my learning outcomes. Once
these are aligned properly, then my learners would be able
to have significant educational experiences, causing them
to nurture creative, critical and complex cognitive skills
beyond the classroom. This is what I sincerely desire for
my students, and I am prepared to work towards making
this a reality. The way in which I confront these challenges
will determine if I embrace quality, or if I acquiesce to
mediocrity.
CONCLUSION
This reflective essay has centred its attention on
assessment, what assessment is and what it is not,
aligning learning, teaching and assessment, constructively
aligning assessments to outcomes of learning, and
embracing valid assessment practices as the way forward.
For the most part, the focus of this reflective essay has
been on my personal reflection and experiences, from the
secondary to the tertiary education system, and how these
experiences have shaped my assessment practices as a
teacher. As has been underscored throughout this paper,
assessment is a core and vital component of the learning-
teaching process. Since assessment should send the right
signals to learners, it should be done prudently in order to
provide a truthful representation of student learning.
My philosophy of assessment is still evolving. In fact, I still
consider it to be a “work in progress”, because effective
teachers always find new(er) ways to hone their craft
through reflective practice. Even though a teacher, I am
still a learner. Being a reflective practitioner has helped me
to grow in my love for assessment and assessing learning.
More importantly, I have discovered that, by sharing my
‘passion’ for learning, teaching, and assessment, and
using various pedagogical principles with enthusiasm and
empathy, learners will be impacted profoundly, ultimately
connecting them to their ‘passion’ for learning. As I reflect
on my beliefs about assessment, my mission as a tertiary
teacher is threefold: firstly, to promote positive learning;
secondly, to spark learner enthusiasm for learning; and
finally, to provide a strong foundation for lifelong learning.
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Bachman L (2004). Statistical Analysis for Language
Assessment. Cambridge: Cambridge University Press.
Biggs J, & Tang C (2011). Teaching for Quality Learning
at University. 4 edn. Maidenhead: McGraw-Hill/Open
University Press/Society for Research into Higher
Education