Some curriculum and assessment concepts
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The document discusses key design qualities for effective lesson planning:
- Content & Substance: Lessons should clearly state what students will learn and be able to do, using required standards and materials.
- Organization of Knowledge: Lessons should be organized using techniques like mini-lessons, research, and experiments to engage different learning styles.
- Clear & Compelling Product Standards: Students should understand performance expectations and evaluation criteria through rubrics, examples, and feedback opportunities.
- Protection from Adverse Consequences: Lessons should allow students to try tasks without fear of failure through support structures, checkpoints, choices, and using student talents.
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An assessment is used to evaluate student progress, instruction quality, and instructional methods. There are different types of criterion-referenced tests, including entry tests, pretests, practice tests, and posttests. When developing assessment items, they should be goal-centered, learner-centered, context-centered, and assessment-centered. Portfolios can be used to assess student work and growth over time using rubrics. When creating an assessment instrument, objectives and analyses should be considered to ensure congruence.
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Designing and Aligning Assessments
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As semesters come and go, new exams are created and used items are retired, never to be used again. While moving on to new exam items due to poor performing statistics or to ensure exam security are sound practices, these retired items can still positively impact student learning. Retired summative assessment items can serve new purposes as formative assessment items that engage students with course content while preparing them for course exams. This presentation addresses the process of using retired exam items in creative ways to develop formative assessments to increase student self-awareness of their content knowledge and improve student retention.
Chapter 11 apt 501
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The document discusses key design qualities for effective lesson planning:
- Content & Substance: Lessons should clearly state what students will learn and be able to do, using required standards and materials.
- Organization of Knowledge: Lessons should be organized using techniques like mini-lessons, research, and experiments to engage different learning styles.
- Clear & Compelling Product Standards: Students should understand performance expectations and evaluation criteria through rubrics, examples, and feedback opportunities.
- Protection from Adverse Consequences: Lessons should allow students to try tasks without fear of failure through support structures, checkpoints, choices, and using student talents.
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This document discusses S.M.A.R.T. goals, which are goals that are specific, measurable, attainable, relevant, and timely. There are two types of S.M.A.R.T. goals: process goals that focus on implementing programs or strategies, and student result goals that provide quantitative feedback on student learning. The document provides examples of each type of goal and explains the criteria for making goals S.M.A.R.T., including making sure goals are specific, measurable, attainable, relevant, and have a defined timeline.
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An assessment is used to evaluate student progress, instruction quality, and instructional methods. There are different types of criterion-referenced tests, including entry tests, pretests, practice tests, and posttests. When developing assessment items, they should be goal-centered, learner-centered, context-centered, and assessment-centered. Portfolios can be used to assess student work and growth over time using rubrics. When creating an assessment instrument, objectives and analyses should be considered to ensure congruence.
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This document provides information on SMART goals and examples of SMART and non-SMART goals. SMART goals are specific, measurable, action-oriented, rigorous, realistic, results-focused and timed. Examples of non-SMART goals include vague plans for teacher collaboration. Examples of SMART goals include increasing special needs student math scores by 10% and increasing student physical fitness levels. The document also provides examples of revising non-SMART goals to make them SMART and measurable.
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As semesters come and go, new exams are created and used items are retired, never to be used again. While moving on to new exam items due to poor performing statistics or to ensure exam security are sound practices, these retired items can still positively impact student learning. Retired summative assessment items can serve new purposes as formative assessment items that engage students with course content while preparing them for course exams. This presentation addresses the process of using retired exam items in creative ways to develop formative assessments to increase student self-awareness of their content knowledge and improve student retention.
Chapter 11 apt 501
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The document discusses principles for effective grading and reporting of student progress. It emphasizes that grading should provide clarity, reflect growth over time, and recognize performance above expectations. Grades should be based on specific skills and content rather than comparisons to peers. The reporting system uses ratings of "still emerging," "meeting," and "exceeding" expectations rather than numbers. Family conferences involve students sharing work with families to discuss strengths and challenges. The goal is a holistic understanding of the student's learning experience.
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The document discusses student learning assessment and provides guidance on effective assessment practices. It outlines the key levels of assessment from the student to institutional level. It also discusses establishing clear and measurable learning goals, focusing assessment efforts, supporting faculty involvement, and using assessment results to improve student outcomes and inform decision making. The overall message is that assessment should be an ongoing and collaborative process aimed at enhancing student learning.
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This document discusses developing assessment instruments for measuring learner skills and knowledge. It describes four types of criterion-referenced tests: entry-skills tests administered before instruction; pretests before new content; practice tests during instruction; and posttests after instruction. It also matches test item types like short answer, matching, and essays to different cognitive domains and learning behaviors.
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The document discusses developing assessment instruments. It describes criterion-referenced assessments which directly measure skills based on performance objectives. There are four types of criterion-referenced tests: entry skills tests, pretests, practice tests, and posttests. When developing tests, considerations include matching learning domains to items and determining mastery levels. Effective test items use goal-centered, learner-centered, context-centered, and assessment-centered criteria. Alternative assessment instruments also require identifying elements to evaluate, sequencing elements, selecting response formats, and determining scoring.
Project plan 2019
This document outlines a lesson plan for teaching students about enhancing and decorating finished products as an alternative source of income. It discusses the objectives of considering policies around sustainable development and demonstrating resource management skills. The lesson will involve constructing a project plan and explaining the key parts of a project plan, which include the name of the project, objectives, materials, design or drawing, procedures, and evaluation. The students will be divided into groups to explain the information that should be included in each part of a project plan.
Ech 211 ech211 ech 211 education for service uopstudy.com
This document outlines the weekly assignments for an early childhood education course. It includes assignments such as writing a reflection paper on an experience with young children, creating learning goals and objectives for different content areas and age groups, designing an assessment for kindergarten students, observing and interviewing a teacher to reflect on lesson plan implementation, developing an original early childhood lesson plan, and completing a self-assessment of teaching dispositions. The course uses a learning management system and students must submit assignments through the online portal.
Using Rubrics to Improve Learning
Using rubrics can improve student learning in three main ways:
1. Rubrics help clarify expectations for assignments by making grading criteria explicit for both teachers and students.
2. Sharing rubrics with students before assignments explains the scope and essential elements, indicating what quality work looks like.
3. Rubrics provide a transparent process for evaluation that can save teachers time grading and increase fairness, while also allowing students to better understand how their work was assessed.
Class session 2
The document summarizes a class session on curriculum design in medical education. The agenda includes examining a completed curriculum, planning a needs assessment, and conducting their own needs assessment. A needs assessment identifies necessary knowledge and skills to achieve educational goals. Components of an educational gap include what is happening, what should be happening, the cause, and symptoms. Approaches include strategic, competency-based, job/task analysis, and training/educational needs assessments. Data gathering strategies are interviews, focus groups, surveys, observation, and extant data. Students choose a scenario to work on in small groups and consider questions about designing the educational experience.
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The document discusses developing assessment instruments for measuring learner progress and instructional quality. It describes criterion-referenced assessments that measure performance against specific standards or levels of mastery. The objectives are to describe criterion-referenced tests and how various assessment types (entry tests, pretests, practice tests, posttests) are used. It also discusses developing quality criterion-referenced test items in four categories: goal-centered, learner-centered, context-centered, and assessment-centered.
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While students are able to view their own assessment data and longitudinal reports from ExamSoft, they can easily become lost in a sea of numbers and categories. In order to best benefit student performance, students must understand both the interpretation of and the benefit from ExamSoft reports. This session will discuss ways to provide assessment data to students and aid them interpreting and using their results.
More Than Assessment: Using computer-based testing software to deliver instru...
Presented by Dan Thompson, Sr. Manager of Education and Assessment, ExamSoft Worldwide
Computer-based assessment software is traditionally used to assess student performance, not necessarily drive new learning. Why stop there? There is an untapped potential in how these programs are utilized to affect more than just student evaluation. Educators can work smart and not hard by using assessment software as a method of content delivery, while still taking advantage of the valuable exam delivery and data aggregation features. This presentation addresses the process of using computer-based assessment software as a way to deliver content while simultaneously assessing students and providing immediate feedback on their performance.
Psychometrics 201: Putting assessment data into action
Presented by: Dan Thompson, Sr. Manager of Education and Assessment, ExamSoft Worldwide
At the conclusion of each exam, a wealth of student assessment data is immediately available to faculty. The short term value of this data is evident - evaluate individual question performance. However, that’s only the beginning. Assessment data provides opportunities for in-depth analysis on course, curricular, and instructional method performance. Furthermore, specific performance data can be distributed to students to drive their self-assessment and focused study plans. This presentation addresses the process of using assessment data to make tangible changes to improve instructional and student outcomes.
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Some curriculum and assessment concepts
- 1. Some Curriculum and Assessment concepts By Carlos Mayorga February 2022
- 2. SMART objectives • We need to develop objectives for our lessons/unit/courses that are • Specific. • Measurable. • Achievable. • Relevant. • Time-oriented. • It is recommended that each objective follow the stem: • By the end of the lesson/unit/course, students will be able to… • Some specific verbs are often used in this design. They are linked to one of the six Bloom’s Taxonomy’s level of cognitive skills.
- 5. Big ideas and essential questions • These are part of a unit design framework developed by Grant Wiggins and Jay McTighe that is broadly used in many countries. • They propose to develop a unit using backward design. • From DESIRED RESULTS to EVIDENCE and finally to LEARNING EXPERIENCES. • This means that we need to think, first at all, in what we want students be able to do at the end of the unit (or lesson, or course), immediately we will face the problem of how to assess this learning; to end (in the design process) with how we will teach in order to get the desired result. • In each unit we challenge our students with essential questions to elicit their understanding of core concepts (big ideas) that need to be transferable to other situations and sphere of knowledge.
- 6. Essential questions are… …thought provoking; …open-ended; …questions with multiple – and not wrong – answers; …creative; …related to enduring understandings that we want our students take from each unit.
- 7. Assessment tools and Rubrics An assessment tool is any instrument a teacher can use as an evidence of the students learning. It can be a test, the prompt for an oral task, etc. Every assessment tool needs to be aligned with the course/unit/lesson it will assess. In each assessment tool the teacher set assessment objectives that correspond with the learning objectives designed before in the lesson/unit/course plan. An answer key or, in some cases, a rubric needs to be developed as well in order to evaluate the student performance.
- 8. Assessment tools and Rubrics • In developing an assessment tool we should follow – as much as possible – some principles: • Practicality. The assessment will consume resources (time, money, etc.) that are limited. So this needs to be considered. • Reliability. An assessment taken by different students under similar conditions will give similar results. • Validity. The assessment tool measures what it was intended to measure. • Authenticity. The tasks proposed to the students are related to real world situations. • Wash-back. The assessment tool has (positive or negative) consequences for the learner that can motivate him/her in the learning process.
- 9. There is a lot more to say, but I trust we can complete the puzzle piece by piece together. Thank you!