Self Assessment
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This document provides information about four tasks to be completed in a workshop on teaching boosters: 1. Lesson planning - Participants will work on designing lesson plans that are meaningful, engaging, and tailored to students' needs. 2. Project-based learning - Participants will work on designing their own project-based learning activities and assessments for students. 3. Phonology - Participants will work on strategies to improve their understanding of phonology and how to support students' phonological awareness. 4. Assessment - Participants will work on evaluating assessments and using data to improve instruction and provide effective feedback to students.
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Lesson Planning
This document provides guidance on four tasks to be completed in a workshop:
1) Lesson planning - Working on designing lesson plans that are meaningful. Participants will work on assessing, examining, targeting, aligning with standards, developing and considering student needs.
2) Project-based learning - Working on designing a project for students to explore a topic. Participants will work on experiments and assessments to target standards, align with peers, develop and consider student needs.
3) Phonology - Working on sounds and phonemes so participants can improve (or their learner's) understanding of phonological aspects that have been challenging when speaking a second language. Participants will practice and develop student needs.
4) Assessment -
PBL
This document provides instructions and information about different tasks to be completed in a teaching workshop:
1. Lesson planning - Participants will work on designing lesson plans that are meaningful with clear objectives, examples, readings, activities, assessments and connections to students' needs.
2. Project-based learning - Participants will work on developing their own project-based unit to engage students in experiments, readings and activities to solve real-world problems.
3. Phonology - Participants will work on sentences and suffixes to improve their understanding of phonological patterns in English and how sounds are represented in writing. They will practice with a partner.
4. Assessment - Participants will work on evaluation and assessing as a way to
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The document discusses effective practices for setting clear learning intentions and success criteria to support student learning. It emphasizes that learning intentions should focus on what students will learn rather than just the task or activity. Success criteria are most helpful when they describe the process of achieving the learning intention ("process criteria") rather than just stating the expected product or outcome ("product criteria"). Providing students with well-structured learning intentions and success criteria at the beginning of a lesson helps focus learning and allows for self-assessment.
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This document provides guidance on four tasks to be completed in a workshop:
1) Lesson planning - Working on designing lesson plans that are meaningful. Participants will work on assessing, examining, targeting, aligning with standards, developing and considering student needs.
2) Project-based learning - Working on designing a project for students to explore a topic. Participants will work on experiments and assessments to target standards, align with peers, develop and consider student needs.
3) Phonology - Working on sounds and phonemes so participants can improve (or their learner's) understanding of phonological aspects that have been challenging when speaking a second language. Participants will practice and develop student needs.
4) Assessment -
PBL
This document provides instructions and information about different tasks to be completed in a teaching workshop:
1. Lesson planning - Participants will work on designing lesson plans that are meaningful with clear objectives, examples, readings, activities, assessments and connections to students' needs.
2. Project-based learning - Participants will work on developing their own project-based unit to engage students in experiments, readings and activities to solve real-world problems.
3. Phonology - Participants will work on sentences and suffixes to improve their understanding of phonological patterns in English and how sounds are represented in writing. They will practice with a partner.
4. Assessment - Participants will work on evaluation and assessing as a way to
Lesson 1. key concepts in language testing jose martin serna valdeolivar
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Teachers will raise awareness of the key concepts in language Testing as well as their role in the learning-teaching process. Presentation that summarizes the key features on Testing.Developing expertise to meet aspects of the teachers' standards ts learning ...
The document discusses effective practices for setting clear learning intentions and success criteria to support student learning. It emphasizes that learning intentions should focus on what students will learn rather than just the task or activity. Success criteria are most helpful when they describe the process of achieving the learning intention ("process criteria") rather than just stating the expected product or outcome ("product criteria"). Providing students with well-structured learning intentions and success criteria at the beginning of a lesson helps focus learning and allows for self-assessment.
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This document discusses planning and assessment for learning. It provides guidance on developing lesson plans, formative assessment strategies, and the role of assessment for learning. The key elements discussed include setting learning objectives, organizing learning activities, considering resources and grouping, using formative assessment strategies during and after lessons, and evaluating lessons to inform future planning. The document emphasizes that planning, teaching and assessment should be cyclic and integrated to best support student learning.
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The document provides guidance for teaching assistants on teaching principles, learning styles, developing instruction, ethics, and handling challenging situations. It discusses pedagogy vs andragogy, adult learning principles, learning preferences using VARK, creating learning objectives and activities, evaluation methods, and ethics. Examples of challenging situations are presented as case studies for discussion.
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This document summarizes a presentation about achieving success in Ofsted early years inspections. It discusses teaching, learning, and assessment in the early years foundation stage and how Ofsted evaluates these areas. It also addresses outcomes and equality, characteristics of effective learning, assessment practices, spiritual, moral, social and cultural development, and how leaders should approach Ofsted inspections with confidence in their pedagogy rather than fearing inspections. The presentation aims to guide early years teachers to lead with their values and principles rather than using Ofsted as a motivator.
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This document discusses informal assessment of students in language classrooms. It defines informal assessment as the systematic observation of students' performance in normal classroom conditions without formal testing. The document provides examples of how teachers can informally assess students' linguistic skills like speaking, writing, listening, reading, grammar and vocabulary through observation, checklists, rating scales and other means. It also discusses informally assessing students' non-linguistic factors like attitude, effort, participation and cooperation.
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The document discusses the author's unconventional approach to assessment as a Mandarin teacher. She uses assessment for learning, of learning, and as learning. She encourages self and peer assessment and ensures learning intentions and success criteria are clear. Rather than only using traditional written assessments, she uses a variety of methods like projects, portfolios, presentations and relates tasks to real contexts. She tailors assessments for a student with special needs. The author believes assessment should be used to guide learning and records assessment data to track student and class progress over time. She aims to be sensitive to different student learning styles and constantly explore new assessment practices.
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Assignment DetailsEvaluating Your Own Risk for Inherited Disease.docx
Assignment Details
Evaluating Your Own Risk for Inherited Disease
This two-part assignment will allow you to evaluate the role our genes play in the development of certain diseases. Additionally, you will demonstrate your ability to use electronic database for research purposes.
First, think about your individual health and health risks, by considering what genetic diseases or problems are prevalent in your family. Do you have a predisposition to breast cancer, diabetes, hypertension or any other disease? You may consider your own health risks or those of other individuals such as a family member or friend. Then, in a paper of 750–1,000 words, address the following:
Part I: Evaluating Risk for Disease
· What genetic diseases or problems did you identify to be potential issues?
· Choose one of these diseases and provide an introduction of the disease, including the reason why this would be considered to be a genetic/inherited disease?
· Discuss the major signs/symptoms of the disorder. Research the mode of inheritance for your chosen disease and provide a thorough discussion of the mode of inheritance. If you are not able to find a specific mode of inheritance, provide a hypothesis for the mode of inheritance. Explain your reasoning thoroughly.
· What information would help an individual who has been recently diagnosed with the disease?
· What would you say to a family member who is also at risk for developing the disease? What should they know about passing this disease trait to their children?
Part II: Purdue Global Library Search
Finally, visit the library by clicking on My Studies and then selecting the “Library” link on the Campus homepage. Select the option to perform an advanced search by scrolling down to Quick Links and selecting “Advanced Search: EBSCO Discovery Service". Answer the following questions:
· Search for the disease/trait you selected in Part I of this assignment. What search term(s) did you use?
· Use a combination of search terms. Which method resulted in the most “hits” or results?
· What is the difference between this PG library search and a search on a search engine (e.g., Google)?
· Which search is more appropriate for academic research? Why?
· Select two credible sources from your Purdue Global Library Search and briefly explain whether these references support or contradict your previous conclusions regarding your selected disease. Please ensure that you have included these sources in your references page.
BHR 4680, Training and Development 1
Course Learning Outcomes for Unit VI
Upon completion of this unit, students should be able to:
4. Examine performance appraisal information in order to obtain individual analysis data.
4.1 Identify how performance appraisals contribute to employee development and career
management.
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Here are some questions you can ask yourself and others to help identify your strengths:
- What am I naturally good at? What do I find easy to do? What do I enjoy doing?
- What are some things I'm often complimented on by others? What do others see as my strengths?
- What are some past successes or achievements of mine? What enabled me to accomplish those things?
- What topics or activities do I like learning about in school? What subjects or classes am I naturally good at?
- What are some of my hobbies or interests outside of school? What skills or talents do I use in those activities?
- What positive character traits or qualities do I think I possess? For
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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.
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
Agenda
● What is event processing in MuleSoft?
● Types of event processing models in Mule 4
● Distinction between the reactive, parallel, blocking & non-blocking processing
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shivani Yasaswi - https://www.linkedin.com/in/shivaniyasaswi/
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
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The document discusses the author's unconventional approach to assessment as a Mandarin teacher. She uses assessment for learning, of learning, and as learning. She encourages self and peer assessment and ensures learning intentions and success criteria are clear. Rather than only using traditional written assessments, she uses a variety of methods like projects, portfolios, presentations and relates tasks to real contexts. She tailors assessments for a student with special needs. The author believes assessment should be used to guide learning and records assessment data to track student and class progress over time. She aims to be sensitive to different student learning styles and constantly explore new assessment practices.
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Assignment Details
Evaluating Your Own Risk for Inherited Disease
This two-part assignment will allow you to evaluate the role our genes play in the development of certain diseases. Additionally, you will demonstrate your ability to use electronic database for research purposes.
First, think about your individual health and health risks, by considering what genetic diseases or problems are prevalent in your family. Do you have a predisposition to breast cancer, diabetes, hypertension or any other disease? You may consider your own health risks or those of other individuals such as a family member or friend. Then, in a paper of 750–1,000 words, address the following:
Part I: Evaluating Risk for Disease
· What genetic diseases or problems did you identify to be potential issues?
· Choose one of these diseases and provide an introduction of the disease, including the reason why this would be considered to be a genetic/inherited disease?
· Discuss the major signs/symptoms of the disorder. Research the mode of inheritance for your chosen disease and provide a thorough discussion of the mode of inheritance. If you are not able to find a specific mode of inheritance, provide a hypothesis for the mode of inheritance. Explain your reasoning thoroughly.
· What information would help an individual who has been recently diagnosed with the disease?
· What would you say to a family member who is also at risk for developing the disease? What should they know about passing this disease trait to their children?
Part II: Purdue Global Library Search
Finally, visit the library by clicking on My Studies and then selecting the “Library” link on the Campus homepage. Select the option to perform an advanced search by scrolling down to Quick Links and selecting “Advanced Search: EBSCO Discovery Service". Answer the following questions:
· Search for the disease/trait you selected in Part I of this assignment. What search term(s) did you use?
· Use a combination of search terms. Which method resulted in the most “hits” or results?
· What is the difference between this PG library search and a search on a search engine (e.g., Google)?
· Which search is more appropriate for academic research? Why?
· Select two credible sources from your Purdue Global Library Search and briefly explain whether these references support or contradict your previous conclusions regarding your selected disease. Please ensure that you have included these sources in your references page.
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Course Learning Outcomes for Unit VI
Upon completion of this unit, students should be able to:
4. Examine performance appraisal information in order to obtain individual analysis data.
4.1 Identify how performance appraisals contribute to employee development and career
management.
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7.1 Identify the need for a succession plan.
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This document is a self-learning module on developing self-worth for grade 11 students. It contains guidance for parents/guardians on supporting their child through the module. The module contains several activities to help students identify their positive traits, demonstrate self-worth, and appreciate their thoughts and feelings. Activities include discussing times they felt valued by others, talking to themselves in a mirror, clarifying the difference between self-worth and self-esteem, setting self-affirmation goals, and reflecting on how to build confidence during difficult times. The overall goal is to help students understand and strengthen their sense of self-worth.
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For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
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Self Assessment
- 1. Teaching Boosters Ma r yo te n s i l s a t
- 2. Through out this workshop you will have to complete four di erent tasks
- 3. LESSON PLANNING T i p o r is de n to wo on le n p a n at a ma r le . Yo ob t e wi be to re t fu m al w i re c g, ex me n re g i g, to t e , wi pe , de yo n an yo ne y co ve so on . PBL T i p o r is de n to wo on yo P s i l on a do to e r le . Yo ob t e wi be to wo on ex me n an re g i g to t e , wi pe , de yo n an yo ne y fo so on . PHONOLOGY T i p o r is de n to wo on se n an su s en as t so yo ca im v yo (or yo le r ’) un s di of p o l i l as t t a ha n w e s e n a se d la ge. Yo wi t e p a t an de yo n . ID ASSESSMENT T i p o r is de n to wo on ev a n as a pa te to im v an t u be ab to p o d ef t e an ef en fe r a d an fe c to yo le r so t e ma re y le ho to le . F o Fu m al to Da An s , de yo n . ID ID ID ID
- 4. T i mo is fo ASSESSMENT
- 5. Some inconvenient truths about assessment Do yo ag t e fo w ar in v i t t u h ? As s t fo le n is t e ke to at in se -di t , hi r-le t i k Ye ? No? W ?
- 6. Truth #4: One-Size-Fits-All Approach Standardized assessments often assume that all students learn and demonstrate knowledge in the same way. However, students have diverse learning styles, strengths, and preferences. Educators should consider using differentiated assessment strategies to accommodate the unique needs and abilities of students. Truth #5: Snapshot of Performance Assessments provide a snapshot of students' performance at a specific moment, which may not reflect their overall abilities. Students' performance can be influenced by various factors such as stress, test anxiety, or personal circumstances. Educators should consider multiple sources of evidence and ongoing assessment practices to gain a comprehensive understanding of students' progress. Truth #1: Assessment Bias Assessments can be influenced by bias, including cultural, linguistic, and socioeconomic factors. Bias can lead to unequal opportunities and outcomes for certain groups of students. Educators must strive to identify and mitigate bias to ensure fair and equitable assessments. Truth #3: High-Stakes Pressure The emphasis on high-stakes assessments can create undue pressure on students, teachers, and educational institutions. The pressure to perform well can lead to anxiety, stress, and a narrow focus on test preparation. Educators must strike a balance between accountability and the well-being of students and the learning process.
- 7. "Cultivating a culture of assessment is not merely about measuring outcomes; it is about empowering learners, guiding instructional decisions, and fostering continuous growth and improvement." Du g t i w o se n. W a di yo di v ?
- 8. Thanks I wa mo ! Co c in : te .co r @ih co.co Co c in : na @ih co.co