Rubrics
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The document discusses how rubrics can be used as effective tools for student learning and assessment. It addresses how to create a rubric by determining the purpose and expected learning outcomes. It also covers how to determine how to allocate points to different parts of a rubric and how rubrics can be used to evaluate student work and communicate their understanding of learning targets. The document suggests involving students and sharing rubrics with parents to help align expectations and allow for consistent evaluation of student learning.
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Encouraging contact between learners and instructors is essential in online courses to prevent isolation. Instructors should promote interaction through emails, announcements, screencasts, meetings, and feedback. Making personal connections through introducing personality and availability helps build relationships. Responding to learners within 24 hours, even with brief acknowledgements, and setting aside time for discussions and communications of at least 3 days per week supports learner success.
Assessment & feedback
The document discusses assessment and feedback. It begins by outlining the session objectives which are to list features of effective feedback, identify the differences between formal and informal feedback, and construct a piece of developmental feedback. It then provides slides on various aspects of assessment, including that it should be learner-centered and help pupils progress. It also discusses integrating assessment with teaching and learning, as well as linking assessments to standards. The document concludes by discussing feedback, including its purpose and characteristics like providing evidence of current performance and goals.
F graham.ahds sept 2011
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Studentaccess
Assessment and evaluation are essential parts of the teaching and learning process. Assessment involves gathering evidence of student learning, while evaluation analyses and interprets the assessment data to make judgements and inform decisions. Effective assessment uses multiple strategies such as observations, work samples, conversations and student self-evaluations to collect data over time in various contexts. This provides teachers with a comprehensive understanding of student progress, strengths and needs.
Ppt 101 ferdinand and mujar
This document outlines various methods that teachers can use to assess student learning, including concept tests/maps, knowledge surveys, oral presentations, assignments, poster presentations, peer review, portfolios, observations, rubrics, performance-based tasks, laboratory methods, and an 8-step process for assessment. Concept tests and concept maps are useful for assessing conceptual understanding in large classes. Other methods involve having students self-assess or assess each other's work through techniques like peer review. Portfolios and observations allow teachers to evaluate student mastery over time. The 8-step process provides a framework for administering, scoring, and analyzing assessment tasks.
Understanding How to Use Real Time Assessment as a Tool in Curriculum Design
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Process oriented, performance-based assessment
Is it possible to explain why the student outputs is as they are through an assessment of the processes which they did in order to arrive at the final product?
YES, through Process oriented, performance-based assessment
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This presentation provides an overview of how we use assessment and feedback, in a standards-based environment, to drive student learning.
‘Actions speak louder than words’: co-delivering activity-based classes at MU...
‘Actions speak louder than words’: co-delivering activity-based classes at MU...Library Association of Ireland
In 2017, MU Library’s Teaching & Research Development team moved from a subject-based model of library support to a functional model, based around the core functions of our team i.e. Research Support; Academic Engagement; and Teaching & Learning.
Central to this change was the development of a new teaching programme, to be multi-disciplinary and standardised in approach, and considering information literacy provision in its widest context. The teaching programme is mapped to MU Library’s Information Literacy Strategy Framework. Classes under the programme were first delivered in 2018.
Our teaching programme focuses on activity-based classes to achieve the five IL competencies identified in our Framework.
In our presentation, we will explain the context and background to our decision to move to a functional model, with reference to the University’s new undergraduate curriculum, which focuses on critical skills, offers students opportunities to engage in experiential learning, and provides a multi-disciplinary focus for student module choices.
Aine will describe the process of creating a menu of class options with standardised lesson plans and content for our classes, and the pedagogical practice of student learning through active engagement.
She will give examples of this work in practice, showcasing tools used (e.g. Mentimeter software) and activities undertaken, and talk about the successes and areas for learning arising from the classes.
However, a key focus of our paper is to look at the practical aspect of class delivery and the benefits to co-delivery of these classes. How does this work in practice?
Catherine will share her experience of co-delivering the classes, and describe her role, offering recommendations about successful delivery of activity-based classes.
We hope conference attendees will find our session practical, thought-provoking and will be able to take away some ideas for similar classes in their library, in whichever sector.
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local_medjdjdjssjdia8573697915448051940.pptx
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EVALUATION AND ASSESSEMENT IN ESP
The document discusses assessment and course evaluation. It defines assessment as evaluating needs, students' learning through testing, and evaluating course design effectiveness. Assessment involves considering who, what, why, how, when, and what is done with results. Course evaluation also considers these questions to improve learning and teaching. Formative evaluation occurs during instruction while summative evaluation happens at the end to improve future courses. Both students and teachers are involved in the evaluation process.
Information Literacy Assessment 2007 version
Assessment is the process of identifying, gathering and interpreting information about students’ learning to provide information on student achievement and progress. There are four main types of assessment: assessment of learning, assessment as learning, assessment for learning, and authentic assessment. Authentic assessment involves real-world tasks that demonstrate meaningful application of knowledge and skills.
Definition of Assessment,
Definition of assessment,
ASSESSMENT AND TESTING
EDUCATIONAL DECISION
FACTORS WHY WE PLAN ASSESSMENT DEVICES,
Criteria for selecting Assessment instrument
,PURPOSE OF ASSESSMENT,
Assessment can do more than simply diagnose and identify students’ learning needs; it can be used to assist improvements across the education system in a cycle of continuous improvement:
PRINCIPLES OF ASSESSMENT
TYPES OF ASSESSMENT
Evaluation / Performance Measurement and Assessment
The document discusses assessment procedures including diagnostic, formative, and summative assessments. Diagnostic assessment helps teachers determine student needs and plan instruction. Formative assessment is ongoing and includes observations, discussions, and checking work to see if students are progressing. Summative assessment makes judgments about student competence and provides feedback for parents in reports. The school's assessment policy for young students includes regular informal assessment of various skills and areas without formal tests.
Evaluation Performance Measurement and Assessment 1
The document discusses assessment procedures including diagnostic, formative, and summative assessment. Diagnostic assessment helps teachers determine student needs and plan instruction. Formative assessment is ongoing and includes observations, discussions, and checking work to see if students are progressing. Summative assessment makes judgments about student competence and provides feedback for parents in reports. The school's assessment policy for young students includes regular informal assessment of various skills and areas without formal tests. Teachers use both formative and summative evaluation techniques including observation, questioning, tests, and student work. Evaluation plays an important role in planning by informing teachers on learning objectives, diagnosing errors, and allowing progress feedback.
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- 2. OVERVIEW How do you CREATE a rubric which covers all EXPECTATIONS? How do you DETERMINE how to ALLOCATE points? How do you create a rubric that helps you EVALUATE a product which helps COMMUNICATE a student’s understanding of LEARNING targets?
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- 4. Rubric Student /learner Parent / guardianManagement/ accreditation body
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