This document provides guidance on developing a comprehensive assessment plan that includes both formative and summative assessments. It discusses deciding what to track from formative assessments and what to report, as well as planning formative and summative assessments within a unit. The document also covers where to record assessment information, such as using a gradebook or other tools, and guidelines for organizing and recording assessment data. Student involvement in tracking their own data and progress is also addressed.
Improving Student Learning: Assessment, Evaluation and Reporting in the ELA C...Ashley Windsor
This presentation explains the differences between the three types of assessment (as, of and for learning) and when they should be used. Linking to Backward Design principles, this presentation will help new teachers to understand the planning process better. It also provides examples of best practices and strategies for use in the ELA classroom.
Traditionally examination was the purpose of learning. However, our conception of learning is changing and it is being front ended. Now assessment is also being treated as learning. This presentation deals with assessment, feedback and assurance of learning.
Improving Student Learning: Assessment, Evaluation and Reporting in the ELA C...Ashley Windsor
This presentation explains the differences between the three types of assessment (as, of and for learning) and when they should be used. Linking to Backward Design principles, this presentation will help new teachers to understand the planning process better. It also provides examples of best practices and strategies for use in the ELA classroom.
Traditionally examination was the purpose of learning. However, our conception of learning is changing and it is being front ended. Now assessment is also being treated as learning. This presentation deals with assessment, feedback and assurance of learning.
THESIS- Making the Results and Discussions portionelio dominglos
a guide on how to make your thesis's result and discussion portion. This slide was discussed to us by our professor in college and was shared to us by him for us to make our thesis Hence i do not own the slide but i am sharing it for information dissemination purposes and as a back-up as well.
Introduction to Designing Assessment Plans Workshop 1Lisa M. Snyder
At the completion of this workshop, participants will be able to:
Identify the components of an assessment plan and explain to colleagues the purpose and process of assessment
Write observable, measurable learning outcomes for their program
Draft a curriculum map that identifies specific courses where program learning outcomes are addressed
Develop a plan, including a timeline, to gather, analyze, and interpret assessment data
From rubrics to points to checklists, grading is a necessary part of every journalism classroom. Discover a range of grading philosophies to help you build a grading system reflecting your values and priorities while balancing external demands.
Assessment of young learners (formative & summative)Noura Al-Budeiwi
This is a short presentation discusses what is assessment and its types, assessment tools, why do we have formative and summative assessment for young learners and its importance to teachers in class. Please, write your comments if you have any information to share.
THESIS- Making the Results and Discussions portionelio dominglos
a guide on how to make your thesis's result and discussion portion. This slide was discussed to us by our professor in college and was shared to us by him for us to make our thesis Hence i do not own the slide but i am sharing it for information dissemination purposes and as a back-up as well.
Introduction to Designing Assessment Plans Workshop 1Lisa M. Snyder
At the completion of this workshop, participants will be able to:
Identify the components of an assessment plan and explain to colleagues the purpose and process of assessment
Write observable, measurable learning outcomes for their program
Draft a curriculum map that identifies specific courses where program learning outcomes are addressed
Develop a plan, including a timeline, to gather, analyze, and interpret assessment data
From rubrics to points to checklists, grading is a necessary part of every journalism classroom. Discover a range of grading philosophies to help you build a grading system reflecting your values and priorities while balancing external demands.
Assessment of young learners (formative & summative)Noura Al-Budeiwi
This is a short presentation discusses what is assessment and its types, assessment tools, why do we have formative and summative assessment for young learners and its importance to teachers in class. Please, write your comments if you have any information to share.
From Summative to Formative Assessment in a Traditional ELT InstituteClaudio Fleury
This session describes the process of moving from a summative towards a more formative way of assessing adult students at Casa thomas Jefferson, in Brasili, Brazil.
From Summative To Formative Assessment in the Flipped Classroom using the Mob...Marion R. Gruber
Eduhub Days 2017, Lugano (Show & tell)
From summative to formative assessment in the flipped classroom using the Mobler App
Christian Glahn, HTW Chur; Marion Gruber, UZH
Flipped classroom didactics require an understanding on the level of preparedness of students before they return to contact sessions. Using formative assessment strategies is one way to understand the student challenges and understanding of concepts.
After four pilot rounds at UZH and HTW Chur the Mobler App has matured and with the availability of the EduID Mobile App, it becomes easier to connect mobile formative assessment into regular courses. In this session we will share our experiences in integrating the Mobler App into flipped classroom settings. Based on a worked example, we will demonstrate how to use Course Activities to activate Mobler Questions and how to monitor student progress from within the LMS as part of formative assessment strategies.
This presentation is designed to help teachers consider assessment strategies by using both summative assessment (assessment of learning) and formative assessment (assessment for learning)
Formative and Summative Assessment - Faculty DevelopmentAmy Lane
This is a presentation from a Faculty Development course that I taught for the Center for Online Learning at Metro State University, St. Paul, MN - Teaching Online Institute. Amy Lane
Assessment, Classroom Assessment, WH Questions
Definition of Assessment, The role of Assessment, How is classroom assessment different?, Types of Assessment, General Principal of Assessment, Effective Assessment, Purpose of Classroom Assessment, Characteristics of Classroom Assessment, Importance of Assessment, Improve Learning Through Assessment, Classroom Assessment Techniques, How do I use Classroom Assessment Techniques?, Conclusion and then References
Types of Evaluation prior to Instructional Actitspetacular
Evaluations prior to instructional act are pre-assessment, formative, and summative test. These three types of evaluation are done to determine the needs and strengths o the students
This file accompanies the "Creating Assessments" session at the Academic Impressions conference titled "A Comprehensive Approach to Designing Online Courses", Dec 3-4, 2007, Austin TX
Using Assessment that Support the Curriculum
How do I link curriculum to assessment?
Assessment for children is a critical piece of the puzzle. Curriculum, standards and assessment join together to help you provide the best learning experiences for children. Practitioners should assess children’s progress on the curriculum content that is presented to children. The information teachers gather about children’s progress helps determine how to design the classroom, the kinds of experiences, and the content that will help children learn new skills. Regular (or ongoing) assessment gives you the information you need for lesson planning and helps you create stimulating learning environments for children.
It refers to the collection of information on which judgment might be made about the worth and the effectiveness of a particular programme. It includes making those judgments so that decision might be made about the future of programme, whether to retain the program as it stand, modify it or throw it out altogether.
Design For InstructionTeacher will now design the instruction LinaCovington707
Design For Instruction
Teacher will now design the instruction for the learning goals provided in previous chapter. How will you teach the learning goals you have designed
The following will be discussed At this point you have administered the pre-assessment
Remember to include charts to report the findings of the pre assessment
Page length 3 + visual organizer
Pre Assessment Results
Don’t forget to label your responses using subheadings in the TWS outline
Discuss what your pre-assessment scores revealed about your students
You could discuss but is not limited to:
Range of scores for each student showing percentages
Be specific about what learning goals you are using ( Question 10, & 12 addressed LG 2 that showed a low percentage (12%) of students that mastered
Use charts to show the results/ could show graph for each learning goal
Restate learning goals as you discuss results
Show target performance set for each learning goal
Show lowest and highest mastery of each goal
Show graph with mastery of each question for each student
Remember your sub headings are
Results of pre- assessment ( discussed on the first few pages)
Unit Overview- discuss what your unit will include (you may use your outline here of your unit. Explain your unit and alignment with goals. List topics for each day. Include activity for each day
Activities – what activities will you use for each unit. Discuss and explain/ Review page 10 of TWS to include explanation of activity
Technology – What technology will you use for this unit
MUST HAVE
Analyzed descriptions of student performance
Activities linked to learning goals
Identify patterns of student performance
Show activity you are doing each day
Use visual organizer
Describe a minimum of 3 activities using a variety of instructional strategies
Analyze student performance related to the goals
Show how you will score assessments
Show how activity relates to goals
What materials are needed for activity
Can use scoring rubrics, observation, checklist, rating scales ect.
How will you check on student progress
Instructional Decision-Making FIVE
Describe Modifications
Give 2 examples of when student learning or response caused you to modify your lesson
Describe in detail the activity that you modified and why
Explain why you thought this would improve student learning of
the goal. Explain in detail
Give a second example of when a student’s learning or response
caused you to modify the lesson. Explain in detail
Suggested page length 3-4 pages
Review page 13 TWS
Analysis of Student Learning
Teacher uses assessment data to profile student learning giving information about student achievement
Now you will analyze data
Show performance of whole class, subgroups and individual students
Conclusions will be drawn in Factor 7
Focus student achievement
Subheadings
Whole Cl ...
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.
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
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.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
1.4 modern child centered education - mahatma gandhi-2.pptx
Specialist assessment ch. 9 casl ppt
1.
2. MAKE SOME PRELIMINARY DECISIONS
•Is the assessment Formative or Summative?
•If formative, what do want/need them to track?
•Where will they keep the information?
•Will students be involved in the tracking?
•If summative, what will be calculated into the grade?
•What will be reported separately?
4. IN A UNIT, PLAN FOR FORMATIVE
ASSESSMENTS
Will determine what comes next in the learning
Part of the assessment design
Can be work done for practice, evidence collected to regroup students for
acceleration or remediation, work done for feed (by teacher or
peers), evidence students use for self-assessment and/or goal setting
6. PLAN FOR SUMMATIVE ASSESSMENTS, TOO
During or after the unit (after learning is to have taken place)
Reports levels of achievements
Can be a summary number, symbol, phrase, or grade
7. DECIDE WHICH FORMATIVE ASSESSMENT
INFORMATION TO TRACK
Learning outcomes determine which information is needed
8. DETERMINE WHAT INFORMATION WOULD
BENEFIT STUDENTS
More students are involved in tracking their grades, the more aware they
are of their progression. Also results in higher motivation.
Should be able to know how they are doing at any given point
9. OVERLAPPING ASSESSMENTS FOR AND OF
LEARNING
Can plan for separate assessments where formative assessment never
used summatively and vice versa
When design assessments separately, formative assessments can be used
for more than one purpose: practice, diagnose, feedback, or selfassessment.
Summative assessments can be used as a judgment of level of
achievement (chapter or unit test, midterms, or culminating
performance or project). Can also build upon one another.
10. COMPLETE SEPARATION ISN’T NECESSARY
SOMETIMES.
Example – compositions that students used writing process. Students first
used formatives (drafting, editing, revising, peer editing) then moved to
summative as a final draft
Selection from a collection of work to provide best evidence to be used
summatively to determine their achievement level
When proficiency develops over time. Reasoning, skill, and product
targets. Examples – problem solving or communication in
math, research papers, displaying data, oral
presentations, experiments, or playing an instrument.
11. SUMMATIVES CAN & SHOULD BE USED
FORMATIVELY
Students analyze summative test and get opportunity to retest & get credit
for higher level of achievement
Increased what the student has learned
Test results show students had difficulty on a certain target, so the teacher
reteaches and retests those targets.
13. DECIDE WHERE TO KEEP THE INFORMATION
Traditionally has been a gradebook
Consider something different since we need to track formative assessment
14. PHYSICAL LOCATION
Forms
Commercially developed program
Combination
Differentiate summative and formative
May supplement records with student work
*Form follows function*
Hint – summatives in electronic gradebook but formatives by hand
because it is portable
16. 3 GUIDELINES FOR RECORD-KEEPING
1. Organize entries by learning represented
2. Track information about work habits and social skills separately
3. Record achievement information by raw score, if practical
17. 1. ORGANIZE ENTRIES BY LEARNING
REPRESENTED
Organize information by learning targets/clusters to use results of
assessments to provide descriptive feedback, plan lessons, & tract
progress
INSERT FIGURE 9.8
18. 2. TRACK INFORMATION ABOUT WORK HABITS
& SOCIAL SKILLS SEPARATELY
Since we use summative assessment to calculate a standards-based
grade, track behaviors separately
Participation, rule compliance, academic
honesty, attitude, neatness, timeliness, attendance, cooperation, and
attention contribute to learning.
Don’t be broad (ex. Effort). Develop consistency amongst grade
level, department, etc.
Accurate & fair estimate for reporting.
19. CONTINUED
“All students must know what characteristics contribute to that
evaluation, as this helps them to be clear about the behaviors you
expect, will be tacking, and will be reporting.” (p.314)
Facilitates planning, diagnosing problems, communicating about them, &
coming up with solutions
If they were together (work & behavior), raising and lowering grades would
be only solution to a different range of learning problems
Punishment and reward system grades have become doesn’t work for a
large population of students
20. EXTRA CREDIT WORK
Does it provide evidence of effort or achievement?
Is it a means to a higher grade or a way to engage in and demonstrate
further learning?
Higher grade – often graded for completion. Problem – only effort points
and might inflate the grade. Doesn’t accurately represent achievement
level. Don’t use just of add effort points to the grade.
Engage in & demonstrate further learning – evaluate work and record score
in same as other evidences of achievement. Examine quality of work as
it relates to the learning target in the process of mastery.
Should relate directly to learning target. Ex. Don’t reward points for
bringing in boxes of tissue.
21. MISSING OR LATE WORK AND CHEATING
How should evidence of poor work habits or academic dishonesty be
recorded?
Lowered grade or 0’s
Doesn’t accurately represent students’ levels of achievement
Look for other ways to track, correct, and/or give consequences for
problems
Should not take their evidence of learning away (as a preventative or
punishment). Doesn’t change behavior. Prevents us from addressing
underlying problems.
22. CONTINUED
Record is too important for informing subsequent instructional decisions in
a standards-driven environment. Prevents distortion
Solution – MS teacher in Ohio came up with a “grade-free” way of dealing
with late work. Students complete a sheet and attach to late work.
Solutions progress with number of instances
Reported a significant decrease in missing of late work
Do you have any other solutions?
24. 3. RECORD ACHIEVEMENT INFORMATION BY
RAW SCORE, IF PRACTICAL
Raw scores – the number of points awarded in relation to the number
possible (ex. 4/5 or 32/38)
Give instant access to sample size
When we record a % or summative mark, the detail is lost
Helps with weighting decisions when it comes to final grades
If recording scores from a rubric for summative purposes, it is essential to
use the raw scored.
If formative, raw score gives more detail. Helps in planning instruction and
tracking progress of targets
25. OPTIONS FOR STUDENT RECORD KEEPING
Benefits outweigh effort takes to implement
Helps with understand benefits of effort
When experience growth, it is a motivation.
Engage in self-reflection activities and discuss progress with others
26. PREREQUISITES TO STUDENT-INVOLVED
RECORD KEEPING
Assignments & assessments align with learning targets
Students know which targets are represented by each assignment and/or
assessment
Learning targets are clear
28. TOD
What is one way you will change the way you assess your students?
Is this formative, summative, or a blend? Should not take their evidence of
learning away (as a preventative or punishment). Doesn’t change
behavior. Prevents us from addressing underlying problems.
Should not take their evidence of learning away (as a preventative or
punishment). Doesn’t change behavior. Prevents us from addressing
underlying problems.