The document provides guidance for developing formative and summative assessments aligned to learning targets, including generating assessment options, developing rubrics and checklists, incorporating accommodations and differentiation, and using assessment data to inform instruction. Teachers are instructed to work in groups to design assessments, provide feedback on each other's work, and develop a blog to share their learning about assessment.
Created by the Northern Illinois University Faculty Development and Instructional Design Center: www.niu.edu/facdev, and included as a resource in a blog post at http://wp.me/p1Mdiu-1jm.
Ash ese 633 week 5 assignment collaborative problem solvingshyaminfo04
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The cognitive domains as described by Bloom has great role in child 's learning.It makes the journey easy from simple to complex level. It has its strong impact in prose for better understanding of the questioning techniques especially in reading comprehension questions.
Using Bloom's Taxonomy to Foster Critical ThinkingJerold Meadows
A presentation designed to help secondary and collegiate instructors use Bloom's Taxonomy to design curriculum elements and foster critical thinking in learners.
Created by the Northern Illinois University Faculty Development and Instructional Design Center: www.niu.edu/facdev, and included as a resource in a blog post at http://wp.me/p1Mdiu-1jm.
Ash ese 633 week 5 assignment collaborative problem solvingshyaminfo04
ash ese 633 week 5 dq 1 discussion on co-teaching,ash ese 633 week 5 assignment collaborative problem solving,ash ese 633 week 5,ese 633 week 5,ash ese 633,ese 633,ash ese 633 week 5 tutorial,ash ese 633 week 5 assignment,ash ese 633 week 5 help
The cognitive domains as described by Bloom has great role in child 's learning.It makes the journey easy from simple to complex level. It has its strong impact in prose for better understanding of the questioning techniques especially in reading comprehension questions.
Using Bloom's Taxonomy to Foster Critical ThinkingJerold Meadows
A presentation designed to help secondary and collegiate instructors use Bloom's Taxonomy to design curriculum elements and foster critical thinking in learners.
Sinergias entre PCI DSS y PA DSS: Cómo sacar partido de PA DSS para facilitar...Internet Security Auditors
En la presentación de José García González de Informática El Corte Inglés (IECI), nos mostró como el cumplimiento de PA DSS facilita, aunque no garantiza, el cumplimiento de PCI DSS.
Introducción a normas PCI DSS, información estadística de errores comunes, ¿Qué es PCI DSS? ¿Qué es PA DSS?, objetivos y requerimientos, ¿cuándo aplica?, ¿por qué es importante?
• Overview of changes and clarification
• Additional requirements for service providers
• Additional requirements for change control processes
• Multifactor authentication
• Penetration testing changes
• SSL/TLS changes and implications
• Timing of changes
PCI DSS mandates organizations to make compliance a business as usual activity instead of an annual audit. ControlCase covers the following in this presentation:
- PCI DSS requirements that can be made business as usual
- PCI DSS processes that can be made business as usual
- Techniques and methodologies
- Evidence to be provided to QSA for compliance
- Key success factors
- Challenges
This talk was presented in NULL Delhi chapter meet in 2014, as an insight into the world of PCI (Payment Card Industry) and the 12 requirements of PCI DSS
can you helpUnit 2PRINTCreating Goals for ProfessionalDinahShipman862
can you help
Unit 2
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Creating Goals for Professional ImprovementINTRODUCTION
In this unit, you will submit your first assignment. You may be nervous at the thought of submitting your first written graduate work! Use the resources you have. Give yourself plenty of time to revisit the assignment, revise it, and edit it. Ask your instructor for help if you need it.
TOGGLE DRAWERREAD FULL INTRODUCTION
LEARNING ACTIVITIES
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Toggle Drawer
[u02s1] Unit 2 Study 1Weekly Planner and Reflection Journal
Use the Weekly Planner and Reflection Journal to help you keep track of your activities so you stay organized and meet all required deadlines. The tool also contains a section for you to record your reflections on your learning goals and experiences for the week. This space provides a private, informal area for you to record your thoughts on your strengths and challenges as they relate to inclusivity and diversity in learning environments. Your entries won't be read, responded to, or graded by the instructor; however, you are strongly urged to make weekly journal entries, as you will need this content to complete the Unit 10 Course Reflection assignment.
As you prepare your weekly reflection entry, remember to connect at least one of Brookfield's Four Lenses to your entry:
Autobiographical experiences.
Eyes of students or clients.
Relevant theories.
Colleagues’ perceptions.
Complete the
Weekly Planner and Reflection Journal
to track your activities.
Toggle Drawer
[u02s2] Unit 2 Study 2Develop Your Toolbox
Resource Toolbox
Click
Resource Toolbox
to return to the media piece. Explore the Writing section and focus on The Writing Center, Smarthinking, and Academic Integrity and Plagiarism resources.
If you find these resources to be particularly helpful, remember to add them to your ongoing list of resources that you started in Unit 1.
As you prepare your weekly reflection entry, keep Brookfield’s Four Lenses in mind and make a meaningful connection to one or more of them in your entry. You will recall that those lenses are:
Practitioners' autobiographical experiences—that is, their own experiences as learners;
The eyes of the students or clients with whom they work;
Theories relevant to their professional roles; and
Their colleagues’ perceptions.
Resource ToolboxBEGIN ACTIVITY
ICON
Transcript
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[u02s3] Unit 2 Study 3Diversity and Goal Setting
Diversity
encompasses many different characteristics within individuals and in groups. Think about the diversity that can appear in your own professional setting; the following is a sampling of some of the diversity characteristics that may be represented:
Age.
Disability status.
Religion.
Ethnicity.
Socioeconomic status.
Sexual orientation.
National origin.
Gender identity.
It is impractical to cover all areas of diversity in all types of professional settings, so as you read the articles and watch the media pieces, think about how the main ide ...
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2. Assessment Plan for Units of
Instruction
Benchmark Benchmark Summative
Pre- Formative Formative (End of Unit)
Assessment
“Informative” Formative Assessments (i.e., check
for understanding, inform instructional planning) to
determine when students are ready for common
formative assessment
3. Summative (End of Unit) Assessment
With your content alike team, select one
team member‟s essential learning
outcomes.
As a team, determine how you would want
your students to document their
understanding in a meaningful and complex
way.
Then develop a checklist of the specific
criteria your students would need to
document to communicate their
understanding.
4. Summative Assessment
Checklist
Aligns with the essential learning outcomes
Aligns with the learning targets
(knowledge, skill, reasoning, and product) and I Can
statements
Details criteria that students need to demonstrate
Requires rigorous demonstration of understanding
(addresses upper 4 levels of Bloom‟s)
Group items (expectations) logically to scaffold (support)
student understanding
Be certain selected response items are plausible
Be certain constructed response items communicate criteria
Limit the number of assessment questions
Be certain items are not redundant
5. Self and Peer Assessment
Use the summative assessment
checklist to assess your own
summative assessment.
Join another member of your content
alike group and complete a peer
assessment of each other‟s
summative assessment.
6. Differentiating Assessments
Using one of the assessments
generated, develop differentiated
assessment options using one of the
following:
◦ A “tic-tac-toe” assessment matrix that would
provide options based on learner
interest, preferences.
◦ A menu that includes an appetizer, an
entrée, two sides, and dessert (optional).
◦ A tiered assessment (scaled assessment) where
a “3” is proficient.
7. Developing Checklists
Focus questions for developing
your assigned checklist:
What does quality work look like for
__________________?
What do we need to document,
demonstrate to communicate our
understanding?
8. Developing a Blog:
Defining Expectations
Review the expectations for
developing effective checklists.
Based on our discussion of developing
a blog for your learning and for
assigned and self-selected excerpts
from the text, collaboratively generate
a list of expectations you would
have…if you were the course
instructor.
9. Developing Checklists
Using the checklist about developing
checklists, brainstorm criteria for one of the
following assessments:
◦ Assessment plan for unit of instruction
Pre-Assessment
8 Formative and Differentiated Assessments
2 Common Formative (Benchmark) Assessments
End of Unit Test (Summative)
Performance Assessment
Checklist and/or Rubric Development
Plan for Documenting and Reporting Grading
◦ Assessment literacy and philosophy reflective
summary
◦ Post-assessment on assessments
10. From Excerpts to Experts
Read your assigned excerpt on pre-
assessment and respond to the
reflective prompts.
Join others excerpt-like members and
discuss the excerpt and reflective
responses.
Be prepared to share your expertise
with other groups.
11. Developing Pre-Assessments
Using the identified selection from
Rigorous Curriculum Design on Pre-
Assessment, discuss the different
positions that Ainsworth describes.
Essential Question:
◦ What did we discover about developing
pre-assessments from Ainsworth that will
shape our practice?
12. Developing Pre-Assessments
Using what we have learned about
developing pre-assessments and with
your summative assessment, discuss
the components of a pre-assessment
that you plan to develop with other
members of your content-alike work
group.
13. Understanding Formative
Assessment
Using one of the definitions of formative
assessment, identify the most essential
aspect of the definition that all teachers
need to know.
Join others who have the same definition
(same color of paper).
Reintroduce yourselves and then generate
a brief summary of the definition that all
teachers need to know.
Be prepared to share with the whole group.
14. “Every Day in Every Classroom”:
Clarifying Our Understanding of Formative
Assessment
Read the introductory paragraphs and
the numbered sections in the
article, “Every Day in Every
Classroom” from Educational
Leadership.
Use the “Details—Main Idea” template
to record the most essential
information from the excerpt.
Don‟t complete the Main Idea
summary section of the
15. Learning Line Up
Form two lines that face each other.
When prompted, briefly share what you
summarized for the introductory
paragraphs.
When prompted, one line will rotate 3
people and then share the summary from
excerpt #1.
Repeat for the remaining excerpts.
After the last rotation, join three other
people and record a “main idea” that can be
shared with the rest of the group.
16. Developing Assessment
Literacy
Aside from the introduction and
definition, read your assigned excerpt
from Attributes of Effective Formative
Assessments.
Use the split-page note taking process
to document what you found essential
on the right side of the page.
When prompted, join others who were
assigned to the reading.
17. Developing Assessment
Literacy
As a core group, decide what is most
essential that everyone should know.
Document additional
concepts, interpretations on the left
side of the page.
Be prepared to teach your attribute to
another group.
When prompted, form mixed groups.
18. Defining the Attributes
Return to your base group and create
a visual representation to document
the essential attributes of an effective
formative assessment.
Be prepared to share your group‟s
representation.
19. Creating Formative
Assessments
In your content area work group…
Select an essential learning outcome that you
would teach (from someone‟s unit of instruction).
Individually…
Generate a few assessment options and record
them on the template provided.
When prompted, rejoin your group members and
share the assessment options you have identified.
Collaboratively…
Share the assessment options you have created.
20. Developing Formative Assessments
Learning Assessment Assessment Assessment Assessment
Target Option 1 Option 2 Option 3 Option 4
Create, document a variety of
Document the learning assessment options to check for
target/I Can statement and demonstrate student
that you want students to understanding
learn.
21. Developing Formative Assessments
Learning Assessment Assessment Assessment Assessment
Target Option 1 Option 2 Option 3 Option 4
I can Record what In small groups, Talk with Write a
communicate you learned discuss the another class paragraph
my about each of character traits member about about the most
understanding the main that are the what you think essential
of character characters most important the character character traits
development using a for helping us will do—predict that have been
fishbone understand the his actions, and demonstrated
diagram. story; create a then briefly and what they
list to share with write why you reveal about the
the rest of the made the meaning of the
class. predictions you story.
did.
22. From Learning Targets…and Beyond!
Developing Assessments, Interventions, Enrichments
“A shared learning
target unpacks a
„lesson-sized‟
amount of
learning—the
precise „chunk‟ of
the particular
content students
are to master”
(Leahy, Lyon, Tho
mpson, &
Wiliam, 2005).
24. Essential Question:
Proactive Intervention, Enrichment
As I plan instruction to teach the learning
target, how can I proactively define instructional
interventions, enrichments to support the specific
concepts or skills students need to learn?
Learning
• Pre-teaching Target • Extension
• Re-teaching • “I Can” • Enrichment
• Remediation statement • Inquiry
Intervention Enrichment
25. Essential Question:
Formative Assessments
As I plan instruction to teach the learning target, what
are the multiple ways that I will assess students‟
understanding of the learning target?
Formative
Assessment
Option #1
Formative
Assessment
Learning Formative
Assessment
Option #4
Target Option #2
Formative
Assessment
Option #3
26. Essential Question:
Differentiated Instruction and
Assessments
As I plan instruction to teach the learning target,
how will I differentiate instruction? Are there
options for differentiating how students
demonstrate their understanding?
Differentiating • How will I differentiate
Instruction content and/or process?
Differentiating • How will I differentiate
Assessment product?
27. Essential Question:
Accommodations
As I plan instruction to teach the learning
target, what modifications or
accommodations do I need to provide to
ensure students with an identified disability
have access to core instruction?
Essential Question:
◦ Given my instructional context (who my
students are and what their needs are), what
accommodations do I need to consider for the
learning target?
28. Essential Question:
Self-Assessment
As I plan instruction to teach the learning
target, how can I incorporate self-assessment
strategies to support the transfer of responsibility
and to deepen metacognition?
Learning Targets— What can I do? When did learn
I Can Statements How am I moving about the concept?
toward mastery? What materials and
resources do I
have?
29. Connecting Our Work, Deepening Our Understanding:
Using a Blog
With a partner, determine what and
how you plan to develop your blog and
contribute to others‟ learning through
your blog postings and online
collaboration.