Spitz,Gina_EvaluatingTeachingandLearning_Nov2014
•Download as PPTX, PDF•
0 likes•154 views
This document discusses evaluating teaching and learning in sociology courses. It addresses what to evaluate, including student learning outcomes, course design, teaching methods, and the learning environment. Reasons for evaluation include improving teaching, supporting job applications, and conducting research. The document outlines how to design evaluations using backward design and formative/summative assessments. Examples of assessment methods are provided, such as surveys, assignments, activities, and observations. Creating measurable learning outcomes and aligning assessments to goals is emphasized.
Report
Share
Report
Share
Recommended
Introduction to Designing Assessment Plans Workshop 1
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
Teacher evaluation short introduction
The document discusses teacher evaluation systems and the Framework for Teaching developed by Charlotte Danielson. It describes the purposes of teacher evaluation as quality assurance and professional learning. The Framework has four domains: planning and preparation, classroom environment, instruction, and professional responsibilities. It provides examples of elements within each domain and levels of teacher performance. The document also discusses procedures for teacher evaluation, the role of evaluators, and challenges to implementing effective evaluation systems.
Assessment and Evaluation
Education is considered one of the most important social services. Teachers evaluate students using valid and reliable instruments to make decisions about instruction and determine if learning objectives are being achieved. There are three domains of learning - cognitive, affective, and psychomotor. Assessment can occur before, during, and after instruction to monitor student understanding, provide remedial support, and determine if students have mastered the material to progress or receive a grade. The purpose of evaluation is to identify student weaknesses and ensure holistic learning based on the objectives in the lesson plan.
Designing Learner Centered Assessments
This presentation demonstrates the use of the PDSA (Plan, Do, Study, Act) process for testing the effectiveness of a learner-centered assessment.
Assessment for learning and development
This document discusses assessment for learning and formative assessment. It outlines the key principles of assessment for learning, including that it should be part of effective planning, focus on how students learn, and promote commitment to learning goals. The four basic elements of assessment for learning are sharing learning goals, effective questioning, self and peer evaluation, and effective feedback. Teachers should utilize strategies like these to understand students' progress and inform next steps in instruction. The overall goal of assessment for learning is to help both students and teachers know how to improve learning.
Arte387 Ch5
This document discusses formative and summative assessment in art education. Formative assessment is used throughout instruction to monitor student progress and provide feedback, while summative assessment evaluates student learning at the end of a period of instruction, such as a lesson, unit, or course. The document provides examples of assessment strategies that can be used for different art disciplines and cognitive domains, such as paraphrasing to assess critical thinking or attitude scales to evaluate student mindsets. It also covers topics like scoring rubrics, exit levels, and grading systems for summative assessment.
Slo training teacher teams. jan29.2014
This document provides an overview of a presentation on student learning objectives (SLOs). It discusses the key elements of an SLO template, including setting goals based on standards, identifying assessments and performance indicators, and setting teacher expectations. Participants worked in groups to populate sections of an SLO template based on these elements. The purpose of SLOs is to positively influence teacher effectiveness ratings by setting clear goals for student growth and achievement.
Assessment of young learners (formative & summative)
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.
Recommended
Introduction to Designing Assessment Plans Workshop 1
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
Teacher evaluation short introduction
The document discusses teacher evaluation systems and the Framework for Teaching developed by Charlotte Danielson. It describes the purposes of teacher evaluation as quality assurance and professional learning. The Framework has four domains: planning and preparation, classroom environment, instruction, and professional responsibilities. It provides examples of elements within each domain and levels of teacher performance. The document also discusses procedures for teacher evaluation, the role of evaluators, and challenges to implementing effective evaluation systems.
Assessment and Evaluation
Education is considered one of the most important social services. Teachers evaluate students using valid and reliable instruments to make decisions about instruction and determine if learning objectives are being achieved. There are three domains of learning - cognitive, affective, and psychomotor. Assessment can occur before, during, and after instruction to monitor student understanding, provide remedial support, and determine if students have mastered the material to progress or receive a grade. The purpose of evaluation is to identify student weaknesses and ensure holistic learning based on the objectives in the lesson plan.
Designing Learner Centered Assessments
This presentation demonstrates the use of the PDSA (Plan, Do, Study, Act) process for testing the effectiveness of a learner-centered assessment.
Assessment for learning and development
This document discusses assessment for learning and formative assessment. It outlines the key principles of assessment for learning, including that it should be part of effective planning, focus on how students learn, and promote commitment to learning goals. The four basic elements of assessment for learning are sharing learning goals, effective questioning, self and peer evaluation, and effective feedback. Teachers should utilize strategies like these to understand students' progress and inform next steps in instruction. The overall goal of assessment for learning is to help both students and teachers know how to improve learning.
Arte387 Ch5
This document discusses formative and summative assessment in art education. Formative assessment is used throughout instruction to monitor student progress and provide feedback, while summative assessment evaluates student learning at the end of a period of instruction, such as a lesson, unit, or course. The document provides examples of assessment strategies that can be used for different art disciplines and cognitive domains, such as paraphrasing to assess critical thinking or attitude scales to evaluate student mindsets. It also covers topics like scoring rubrics, exit levels, and grading systems for summative assessment.
Slo training teacher teams. jan29.2014
This document provides an overview of a presentation on student learning objectives (SLOs). It discusses the key elements of an SLO template, including setting goals based on standards, identifying assessments and performance indicators, and setting teacher expectations. Participants worked in groups to populate sections of an SLO template based on these elements. The purpose of SLOs is to positively influence teacher effectiveness ratings by setting clear goals for student growth and achievement.
Assessment of young learners (formative & summative)
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.
Evaluation of Student Learning Policy Feb. 2014
The document outlines procedures for student evaluation at an educational institution. It discusses that evaluations should be fair, transparent, and reflect student learning outcomes. It also describes the evaluation criteria and methods, weighting of evaluations, conduct of examinations, student and invigilator responsibilities, policies around excused absences, retention and review of assessments, and related policies.
Assessment - Uptown School
Uptown School uses various formative and summative assessment methods aligned with IB philosophy to improve student learning. Assessment includes continuous classroom assessments, common summative tests, and annual standardized exams to track individual progress and provide feedback. The primary goals of assessment are to inform instruction, identify student strengths and weaknesses, and support student learning rather than solely ranking students.
Planning Evaluation
This document discusses classroom-based evaluation and planning evaluation. It describes a four-step process for classroom-based evaluation: identifying purposes, collecting information, interpreting information, and decision making. Examples of decisions made in the classroom include changing purposes, plans, and practices based on student needs and characteristics. The document also provides a strategy for classroom-based evaluation involving comparing plans and objectives to student needs and assessing if objectives are being met. It suggests beginning evaluation before instruction and collecting student background information. Questions to consider when planning evaluation include who will use results, what will be assessed, and when assessment will occur.
Portfolio in assessment method
The document discusses student portfolios as a form of assessment. It defines a student portfolio as a collection of work that represents a student's skills and achievements. There are two main types: process portfolios document learning over time, while product portfolios showcase mastery of objectives. Effective portfolio assessment involves students and teachers identifying contents, developing evaluation procedures, and having conferences to review progress. Portfolios promote self-reflection, allow flexible assessment, and enable measurement of multiple dimensions of learning. However, they also require extra time for planning, management, and subjective scoring.
Aligning Assessments to Course Outcomes
This document discusses aligning course assessments with learning outcomes. It provides guidance on developing effective learning outcomes and assessments, including characteristics of good outcomes, the difference between formative and summative assessments, and types of authentic assessments. The document encourages faculty to review their assessments to ensure they measure desired learning and provide a skeletal course outline template to help align assessments with one identified course outcome.
Assessment of learning in the classroom
This is NOT my original work. This was created by Janet Holmshaw and Jeff Sapiro of Middlesex University, London. I have simply uploaded it for use in one of my college courses.
Planning evaluation
This document discusses classroom-based evaluation and planning evaluation. It describes a four-step process for classroom-based evaluation: identifying purposes, collecting information, interpreting information, and decision making. Examples of decisions made in the classroom include changing purposes, plans, and practices in response to student needs. The document also provides a strategy for classroom-based evaluation involving comparing plans and objectives to student needs and assessing whether objectives are being met. It suggests beginning evaluation before instruction and collecting student background information to inform evaluation.
Teacher Evaluation Training
This document provides an overview of North Carolina's teacher evaluation process training program from 2008-2010. It discusses the goals of preparing students for the 21st century and aligning teacher standards and evaluations with these goals. The evaluation process is intended to support teacher growth, quality teaching, and student learning through the use of rubrics and multiple data sources. Teachers and administrators both have responsibilities to participate fully in the evaluation process.
Class 1 ADLT 670
This document outlines the syllabus and goals for a course on curriculum design in medical education. It introduces the instructor's goals for students to experience integrated learning design, view assessment as a tool to promote learning, and design courses with the end in mind by focusing on what students should be able to do. The document reviews principles of adult learning, the components of effective teaching, and why curriculum design is important. It outlines assignments for students to develop goals and objectives, needs assessments, instructional strategies, and assessment strategies for a course.
Class 7 intro to assessment rev for 2017
This document discusses key concepts related to assessment, evaluation, measurement, and their purposes. It defines data, information, and knowledge, explaining how they relate. It then discusses how assessment applies to learners to determine their acquired skills and knowledge, while evaluation typically applies to programs to determine their merit. Measurement determines the attributes of what is being studied. The document provides examples of assessing learning versus assessing for learning. It emphasizes the importance of setting learning goals and using assessment to promote learning.
M.Ed Teacher Education's Topic-Use of Sign System, Category System, Portfolio...
M.Ed Teacher Education's Topic-Use of Sign System, Category System, Portfolio Assessment, Academic Performance Indicators in Teacher Effectiveness
Portfolio Assessment
This document discusses portfolio assessment in student learning. It outlines the characteristics of portfolios, including that they are adaptable to individual goals, focus on products, identify strengths, involve students, and communicate achievement. It also describes the main types of portfolios as showcase, reflective, cumulative, and goal-based. Finally, it provides steps for designing student portfolios, such as establishing the purpose and goals, choosing authentic work samples, and periodically reviewing the portfolios.
GETSI-Field rubrics and assessments
This document discusses the development of rubrics and assessments for geoscience education materials. It begins by outlining the key components of the Materials Design Rubric, including learning goals and outcomes, assessments and measurements, resources and materials, instructional strategies, and alignment. It then focuses on defining learning outcomes and assessments. Learning outcomes should be measurable and address cognitive, affective, and behavioral domains. Assessments can be formative or summative and should measure the stated learning goals. The document discusses scoring rubrics as tools for assessment and provides examples of holistic and analytic rubric designs. The overall purpose is to help educators design effective assessments and rubrics to evaluate student learning and the quality of educational materials.
NC Teacher Evaluation
The document provides an overview of the North Carolina teacher evaluation process. It discusses the performance rating scale, requirements for observations and conferences, development of professional development plans, and use of artifacts in evaluating teacher performance against standards. The key aspects of the evaluation process include teacher self-assessment, formal and informal observations by administrators, pre- and post-observation conferences, and an end-of-year summary evaluation conference where an overall performance rating is determined.
Portfolio
Portfolios are collections of student work that can be used to evaluate student abilities and improvement over time. They have several advantages, including improving cognitive abilities, enhancing awareness of thinking strategies, and promoting creativity. However, portfolios also have disadvantages, such as requiring significant time for planning, assessment, and storage. There are three main types of portfolios: documentation portfolios showcase the learning process; process portfolios emphasize reflection on the learning process; and product portfolios highlight a student's best work. Effective portfolios require planning stages where the purpose and criteria are communicated to students.
Role of objective Assessment and Evaluation
The document discusses the purposes and objectives of assessment and evaluation in education. It states that assessment provides feedback on student performance to improve learning outcomes, determine student interests, and judge their learning process. Evaluation examines educational programs and initiatives to understand their effectiveness and how they can be improved. The objectives of assessment and evaluation include making placement, classification, diagnostic, motivation, feedback, promotion, administrative, program evaluation, guidance, counseling, and reporting decisions.
Class 1 overview 9 11-17 rev
This document outlines the agenda and goals for the first session of the ADLT 670 curriculum design course. The session will include introductions, an overview of the syllabus and assignments. An overview of the course will be provided, covering Thomas et al.'s 6 steps of curriculum design and the instructor's goals for students. Major learning goals will also be discussed, including assessing learners, instructional strategies, learning objectives, and integrating all aspects of design. Table polls will gather information about students and their goals. Components of effective teaching and why curriculum design is important for the TiME program will also be discussed. Assignments will be outlined.
Session 11 significant learning
This document provides an agenda and overview for a class session on designing and implementing curricula. It discusses integrating course design using backward design by beginning with learning goals and aligning objectives, instructional strategies, and assessment. The document also covers establishing significant learning goals in different domains, writing measurable objectives, considering situational factors, anticipating barriers to implementation, and the difference between audit-ive and educative assessment. Students are asked to consider how to best implement their curricular projects and self-assess their performance in the course.
Rarpa Background
The document outlines a five-element staged process called RARPA for recognizing and recording progress and achievement in non-accredited learning. The five elements are: setting aims appropriate for individual learners or groups; initial assessment to establish learners' starting points; identifying appropriately challenging learning objectives; recognizing and recording progress through formative assessment; and end-of-program self-assessment, tutor assessment, and review of overall progress. The process is designed to focus on learners' needs and interests, account for diverse learning purposes, and encourage reflection on achievement.
Kirkpatrick's evaluation model revised 2017
This document discusses Kirkpatrick's 4 levels of evaluation for assessing curriculum and courses:
1) Level 1 assesses learner satisfaction and reaction.
2) Level 2 assesses learning outcomes through tests and skills demonstrations.
3) Level 3 evaluates behavior change and skills application in work settings using methods like checklists and observations.
4) Level 4 assesses institutional results like improved patient outcomes. Higher levels provide more meaningful data but require more effort. Evaluation should be done at a level appropriate to the importance of assessing learning, behavior change, and impact over time.
Proyecto colaborativo
Este proyecto de acrosport en educación física tiene como objetivo principal que los alumnos de 6o primaria superen retos individuales y colaboren en un reto grupal mediante la creación de montajes acrobáticos. Los contenidos trabajados incluyen habilidades gimnásticas individuales y figuras cooperativas vinculadas al currículo. El proyecto evaluará el aprendizaje a través de las exhibiciones finales donde los grupos presentarán sus montajes.
2015 sandys resume
Sandra Lee DeWitt has over 20 years of experience in food service, retail, and clerical work. She currently works as a baker at Walmart in Clay, New York where she works various shifts preparing daily baking requirements using commercial ovens and machines. Previously, she held management roles such as assistant manager and waitress/manager at restaurants in Texas and Washington. She also has experience in clerical claims work and electronics assembly. Sandra has strong organizational, communication, and teamwork skills.
More Related Content
What's hot
Evaluation of Student Learning Policy Feb. 2014
The document outlines procedures for student evaluation at an educational institution. It discusses that evaluations should be fair, transparent, and reflect student learning outcomes. It also describes the evaluation criteria and methods, weighting of evaluations, conduct of examinations, student and invigilator responsibilities, policies around excused absences, retention and review of assessments, and related policies.
Assessment - Uptown School
Uptown School uses various formative and summative assessment methods aligned with IB philosophy to improve student learning. Assessment includes continuous classroom assessments, common summative tests, and annual standardized exams to track individual progress and provide feedback. The primary goals of assessment are to inform instruction, identify student strengths and weaknesses, and support student learning rather than solely ranking students.
Planning Evaluation
This document discusses classroom-based evaluation and planning evaluation. It describes a four-step process for classroom-based evaluation: identifying purposes, collecting information, interpreting information, and decision making. Examples of decisions made in the classroom include changing purposes, plans, and practices based on student needs and characteristics. The document also provides a strategy for classroom-based evaluation involving comparing plans and objectives to student needs and assessing if objectives are being met. It suggests beginning evaluation before instruction and collecting student background information. Questions to consider when planning evaluation include who will use results, what will be assessed, and when assessment will occur.
Portfolio in assessment method
The document discusses student portfolios as a form of assessment. It defines a student portfolio as a collection of work that represents a student's skills and achievements. There are two main types: process portfolios document learning over time, while product portfolios showcase mastery of objectives. Effective portfolio assessment involves students and teachers identifying contents, developing evaluation procedures, and having conferences to review progress. Portfolios promote self-reflection, allow flexible assessment, and enable measurement of multiple dimensions of learning. However, they also require extra time for planning, management, and subjective scoring.
Aligning Assessments to Course Outcomes
This document discusses aligning course assessments with learning outcomes. It provides guidance on developing effective learning outcomes and assessments, including characteristics of good outcomes, the difference between formative and summative assessments, and types of authentic assessments. The document encourages faculty to review their assessments to ensure they measure desired learning and provide a skeletal course outline template to help align assessments with one identified course outcome.
Assessment of learning in the classroom
This is NOT my original work. This was created by Janet Holmshaw and Jeff Sapiro of Middlesex University, London. I have simply uploaded it for use in one of my college courses.
Planning evaluation
This document discusses classroom-based evaluation and planning evaluation. It describes a four-step process for classroom-based evaluation: identifying purposes, collecting information, interpreting information, and decision making. Examples of decisions made in the classroom include changing purposes, plans, and practices in response to student needs. The document also provides a strategy for classroom-based evaluation involving comparing plans and objectives to student needs and assessing whether objectives are being met. It suggests beginning evaluation before instruction and collecting student background information to inform evaluation.
Teacher Evaluation Training
This document provides an overview of North Carolina's teacher evaluation process training program from 2008-2010. It discusses the goals of preparing students for the 21st century and aligning teacher standards and evaluations with these goals. The evaluation process is intended to support teacher growth, quality teaching, and student learning through the use of rubrics and multiple data sources. Teachers and administrators both have responsibilities to participate fully in the evaluation process.
Class 1 ADLT 670
This document outlines the syllabus and goals for a course on curriculum design in medical education. It introduces the instructor's goals for students to experience integrated learning design, view assessment as a tool to promote learning, and design courses with the end in mind by focusing on what students should be able to do. The document reviews principles of adult learning, the components of effective teaching, and why curriculum design is important. It outlines assignments for students to develop goals and objectives, needs assessments, instructional strategies, and assessment strategies for a course.
Class 7 intro to assessment rev for 2017
This document discusses key concepts related to assessment, evaluation, measurement, and their purposes. It defines data, information, and knowledge, explaining how they relate. It then discusses how assessment applies to learners to determine their acquired skills and knowledge, while evaluation typically applies to programs to determine their merit. Measurement determines the attributes of what is being studied. The document provides examples of assessing learning versus assessing for learning. It emphasizes the importance of setting learning goals and using assessment to promote learning.
M.Ed Teacher Education's Topic-Use of Sign System, Category System, Portfolio...
M.Ed Teacher Education's Topic-Use of Sign System, Category System, Portfolio Assessment, Academic Performance Indicators in Teacher Effectiveness
Portfolio Assessment
This document discusses portfolio assessment in student learning. It outlines the characteristics of portfolios, including that they are adaptable to individual goals, focus on products, identify strengths, involve students, and communicate achievement. It also describes the main types of portfolios as showcase, reflective, cumulative, and goal-based. Finally, it provides steps for designing student portfolios, such as establishing the purpose and goals, choosing authentic work samples, and periodically reviewing the portfolios.
GETSI-Field rubrics and assessments
This document discusses the development of rubrics and assessments for geoscience education materials. It begins by outlining the key components of the Materials Design Rubric, including learning goals and outcomes, assessments and measurements, resources and materials, instructional strategies, and alignment. It then focuses on defining learning outcomes and assessments. Learning outcomes should be measurable and address cognitive, affective, and behavioral domains. Assessments can be formative or summative and should measure the stated learning goals. The document discusses scoring rubrics as tools for assessment and provides examples of holistic and analytic rubric designs. The overall purpose is to help educators design effective assessments and rubrics to evaluate student learning and the quality of educational materials.
NC Teacher Evaluation
The document provides an overview of the North Carolina teacher evaluation process. It discusses the performance rating scale, requirements for observations and conferences, development of professional development plans, and use of artifacts in evaluating teacher performance against standards. The key aspects of the evaluation process include teacher self-assessment, formal and informal observations by administrators, pre- and post-observation conferences, and an end-of-year summary evaluation conference where an overall performance rating is determined.
Portfolio
Portfolios are collections of student work that can be used to evaluate student abilities and improvement over time. They have several advantages, including improving cognitive abilities, enhancing awareness of thinking strategies, and promoting creativity. However, portfolios also have disadvantages, such as requiring significant time for planning, assessment, and storage. There are three main types of portfolios: documentation portfolios showcase the learning process; process portfolios emphasize reflection on the learning process; and product portfolios highlight a student's best work. Effective portfolios require planning stages where the purpose and criteria are communicated to students.
Role of objective Assessment and Evaluation
The document discusses the purposes and objectives of assessment and evaluation in education. It states that assessment provides feedback on student performance to improve learning outcomes, determine student interests, and judge their learning process. Evaluation examines educational programs and initiatives to understand their effectiveness and how they can be improved. The objectives of assessment and evaluation include making placement, classification, diagnostic, motivation, feedback, promotion, administrative, program evaluation, guidance, counseling, and reporting decisions.
Class 1 overview 9 11-17 rev
This document outlines the agenda and goals for the first session of the ADLT 670 curriculum design course. The session will include introductions, an overview of the syllabus and assignments. An overview of the course will be provided, covering Thomas et al.'s 6 steps of curriculum design and the instructor's goals for students. Major learning goals will also be discussed, including assessing learners, instructional strategies, learning objectives, and integrating all aspects of design. Table polls will gather information about students and their goals. Components of effective teaching and why curriculum design is important for the TiME program will also be discussed. Assignments will be outlined.
Session 11 significant learning
This document provides an agenda and overview for a class session on designing and implementing curricula. It discusses integrating course design using backward design by beginning with learning goals and aligning objectives, instructional strategies, and assessment. The document also covers establishing significant learning goals in different domains, writing measurable objectives, considering situational factors, anticipating barriers to implementation, and the difference between audit-ive and educative assessment. Students are asked to consider how to best implement their curricular projects and self-assess their performance in the course.
Rarpa Background
The document outlines a five-element staged process called RARPA for recognizing and recording progress and achievement in non-accredited learning. The five elements are: setting aims appropriate for individual learners or groups; initial assessment to establish learners' starting points; identifying appropriately challenging learning objectives; recognizing and recording progress through formative assessment; and end-of-program self-assessment, tutor assessment, and review of overall progress. The process is designed to focus on learners' needs and interests, account for diverse learning purposes, and encourage reflection on achievement.
Kirkpatrick's evaluation model revised 2017
This document discusses Kirkpatrick's 4 levels of evaluation for assessing curriculum and courses:
1) Level 1 assesses learner satisfaction and reaction.
2) Level 2 assesses learning outcomes through tests and skills demonstrations.
3) Level 3 evaluates behavior change and skills application in work settings using methods like checklists and observations.
4) Level 4 assesses institutional results like improved patient outcomes. Higher levels provide more meaningful data but require more effort. Evaluation should be done at a level appropriate to the importance of assessing learning, behavior change, and impact over time.
What's hot (20)
M.Ed Teacher Education's Topic-Use of Sign System, Category System, Portfolio...
M.Ed Teacher Education's Topic-Use of Sign System, Category System, Portfolio...
Viewers also liked
Proyecto colaborativo
Este proyecto de acrosport en educación física tiene como objetivo principal que los alumnos de 6o primaria superen retos individuales y colaboren en un reto grupal mediante la creación de montajes acrobáticos. Los contenidos trabajados incluyen habilidades gimnásticas individuales y figuras cooperativas vinculadas al currículo. El proyecto evaluará el aprendizaje a través de las exhibiciones finales donde los grupos presentarán sus montajes.
2015 sandys resume
Sandra Lee DeWitt has over 20 years of experience in food service, retail, and clerical work. She currently works as a baker at Walmart in Clay, New York where she works various shifts preparing daily baking requirements using commercial ovens and machines. Previously, she held management roles such as assistant manager and waitress/manager at restaurants in Texas and Washington. She also has experience in clerical claims work and electronics assembly. Sandra has strong organizational, communication, and teamwork skills.
Authenticity of ahadith
This document discusses the importance of authenticating hadiths and the methods used by early Islamic scholars. It explains that hadiths consist of matn (text) and isnad (chain of narrators), and the isnad was carefully evaluated to check the reliability of narrators. Various types of hadiths are defined based on the strength of the isnad. Methods like fiqh al-riwaya and fiqh al-diraya were used to examine narrators and evaluate the text. This led to the classification of hadiths as sahih, hasan, daif or fabricated. Major hadith collections are also mentioned.
LEAN SUPPLY CHAIN
Gestión de la cadena de suministro no es exclusivamente para aquellas empresas que fabrican productos, si no por empresas que desean optimizar sus procesos mediante la eliminación de residuos y actividades sin valor añadido.
Romanucci & Blandin, LLC
Romanucci & Blandin, LLC is a top Illinois plaintiff’s personal injury and civil trial practice law firm, Romanucci & Blandin
represents individuals and their families in catastrophic personal injury matters.
CAREER OPTION after B.Sc.Ag by suresh kumar panda
This presentation discusses options for agriculture graduates after completing their B.Sc. The options include higher education, jobs, and starting a business. For jobs, graduates can apply for government positions like agricultural officers or banking jobs, or work in private sectors as plant managers, marketing executives, or with agrochemical companies. For higher education, graduates can pursue an M.Sc in agriculture or management courses. M.Sc programs are offered through competitive exams at agricultural universities across India. Management courses include programs in agribusiness management. The presentation also provides examples of self-employment opportunities for graduates like starting agri clinics, agribusiness centers, or agro-enterprises involving apiculture, sericulture, mushroom production and more.
BRANCH BANKING
This document summarizes branch banking and various financial services offered by banks in Pakistan. It discusses the functions of bank branches, types of accounts including current, savings, term deposits and foreign currency accounts. It also outlines various payment and remittance services such as demand drafts, pay orders, telegraphic transfers, and online fund transfers. Additionally, it describes personal and business loan facilities including secured loans, credit cards, mortgages and business financing. Finally, it provides an overview of personal finance and how banks can help individuals and families manage their finances.
Dialogo 2015 proceedings 1
This document provides information about the 2nd Virtual International Conference on the Dialogue between Science and Theology that was held from November 5-11, 2015. It summarizes that the conference was organized by the Research Center on the Dialogue between Science and Theology in collaboration with various institutions from around the world. It also lists the conference sponsors and partners, international scientific committee members, and contains the table of contents and publication details for the proceedings of the conference.
MANUAL PARCHES CAPTURAS
Este documento presenta una nueva colección de 15 parches para el juego Deer Hunter 2005 que permiten cazar diferentes especies de animales además de ciervos. Incluye instrucciones para instalar los parches y jugar de forma individual o en modo multijugador capturando diferentes especies de aves, mamíferos pequeños y grandes, peces y más.
Linkedin
This document is a resume for Imaan Zainab Mazari-Hazir. It summarizes her education, including obtaining a Bachelor of Laws from the University of Edinburgh, and professional experience working for organizations related to law, policy research, and international relations in Pakistan. Her experience includes positions at the Research Society of International Law, the Office of the Attorney General of Pakistan, the Foreign Office of Pakistan, the Directorate of Strategic Plans Division, and others. She has publications, conference experience, and language skills in English, Urdu, and French.
holiness.in.marriage
1. The document discusses biblical views on marriage, headship, and submission between spouses. It notes that God said it was not good for man to be alone and created woman as a suitable helper for man.
2. Headship in marriage involves servant-hood, with the husband using his authority to please, meet needs, and serve his wife. A husband's role is not to demand submission but to sacrifice his own wants to build up his partner.
3. Both spouses are called to submit to their roles, as headship can be difficult for husbands and submission can be difficult for wives. The biblical pattern is equally challenging for both parties.
REACH Press Packet
This document summarizes the work of two UMDNJ medical students, Farhad Modarai and Hyun Ouk Hong, who created Project REACH to provide health education and community projects for middle school students in Camden, NJ. Project REACH received a national grant and works with the Camden school district. It uses problem-based learning activities where students role-play as doctors to learn about health issues affecting their community like smoking, diabetes and hypertension. The goal is to educate the youth while empowering them to address local health problems.
Países miembros de la ONU-Ficha estructural
Este documento proporciona información básica sobre varios países, incluidos sus nombres, banderas, PIB, principales sectores de producción, monedas, poblaciones, gobiernos, principales productos de importación y exportación, capacidades productivas, industrialización y principales socios comerciales. Resume datos clave de cada país de manera concisa.
gazettenet_HMBnetwork
The Healthy Men and Boys Network of Western Massachusetts seeks to redefine traditional concepts of masculinity. At a recent summit, over 100 representatives from 60 agencies discussed how males are often socialized from a young age to disconnect from their emotions and relationships. The network aims to combat this by promoting traits like expressing a full range of emotions and treating others with respect. Moving forward, the group plans to provide training, engage youth, and advocate for healthier approaches to developing boys into men.
Wedding Looks for Women
Explore the wedding look this season with a blend of sarees, salwar kameez, lehenga cholis, wedding gowns, shoes and accessories with sareez.com
Tecnalia - 2015/12/11 Feria Bizhirik Erakusketa
Presentación del proyecto sobre la Situación del parque de viviendas en Ermua y prioridades de intervención - Habitabilidad y Accesibilidad
Relatório do programa de recuperação de áreas degradadas setembro 2016
relatório do programa de recuperação de área degradada na obra do consórcio serra da bocaina na rodovia 165 RJ Paraty cunha
Draw to win
Review of the book "Draw to Win: A Crash Course on How to Lead, Sell, and Innovate With Your Visual Mind" by Dan Roam.
Viewers also liked (20)
Relatório do programa de recuperação de áreas degradadas setembro 2016
Relatório do programa de recuperação de áreas degradadas setembro 2016
Similar to Spitz,Gina_EvaluatingTeachingandLearning_Nov2014
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.
Developing Course-Level Learning Objectives4.ppt
This document provides an overview of developing course-level learning outcomes. It discusses defining objectives versus outcomes, Bloom's taxonomy for classifying learning domains, examples of well-stated outcomes, and the importance of alignment within and across courses. Key points include writing student-focused outcomes that are clear, measurable, and aligned with activities and assessments. Bloom's taxonomy is presented as a framework for classifying outcomes according to cognitive levels from simple to complex. The document emphasizes the value of alignment both within a course and between course, program, and institutional goals to enhance student learning.
Conducting Material Evaluation
The document discusses conducting material evaluation for educational purposes. It outlines the objectives of material evaluation as assessing whether the material's objectives and contents achieve the curriculum's goals and are relevant and appropriate for learners. Key aspects to evaluate include the material's achievement of objectives, relevance, visuals, language level, and teaching-learning process. The evaluation process involves pre-testing the material with learners and peers, revising it based on feedback, and post-testing the finalized material. Formative evaluation aids development, while summative evaluation assesses the material's suitability for dissemination.
8602 unit 1.pptx
The document discusses classroom assessment. It defines measurement, assessment and evaluation, noting that measurement provides quantitative data while assessment and evaluation can include qualitative data. It describes formative assessment as ongoing to improve teaching and learning, and summative assessment as evaluating learning at the end of a period. The principles of effective classroom assessment are outlined as being formative, clearly objective-based, specific, diagnostic, and learner-centered. The roles of classroom assessment are to motivate students, diagnose problems, provide grades, improve teaching, and indicate performance.
Online Course Assessment Part 1
The document summarizes key points from a presentation on designing online course assessments. It discusses foundations of online assessment including validity, reliability, and alignment. It also covers developing assessments, such as specifying objectives, selecting appropriate assessment types, and ensuring alignment between objectives, activities and assessments. Finally, it addresses creating an assessment toolkit, including choosing appropriate tools, criteria, and ensuring privacy compliance.
Assessment in the K12 Classroom
This document discusses assessment in K-12 classrooms. It defines assessment as a process teachers use to collect evidence to improve student learning. The assessment process involves planning, implementing, analyzing, and revising assessments. Teachers should use assessment prior to, during, and after instruction to diagnose student needs, group students, plan lessons, provide feedback, and evaluate learning. The document distinguishes between formative and summative, formal and informal, objective and subjective, and authentic and performance-based assessments. Finally, it provides tips for designing effective classroom assessments.
1.ppt
The document outlines strategies for effective course and classroom management. It discusses Fink's 12 steps for course design, which include identifying learning goals and outcomes, selecting teaching activities, and integrating feedback and assessment. It provides guidance on syllabus design, including recommended components. For classroom management, it recommends planning for the first day, making a strong impression, setting clear expectations, and dealing with difficult students or fears. The overall document provides guidance to educators on best practices for course and syllabus preparation as well as classroom management techniques.
Improving Student Learning: Assessment, Evaluation and Reporting in the ELA C...
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.
LEARNING OUTCOMES, SOAPS AND ASSESSMENT
This document discusses learning outcomes, student outcomes (SOAPs), and assessment in courses. It provides:
1) Guidance on identifying course learning outcomes aligned to department SOAPs and how the course relates to the program.
2) An explanation of student learning outcomes and how to write measurable outcomes using Bloom's Taxonomy.
3) Suggestions for aligning assessment activities, like exams and projects, to measured learning outcomes and asking whether assessments authentically demonstrate application of knowledge and skills.
4) Emphasis on using assessment results to improve ("close the loop" on) teaching and student learning.
8: Evaluation of Student Performance
The document discusses evaluating student performance in training programs. It describes both external evaluation, where instructors evaluate students' knowledge, skills, and attitudes through tests and other assessments, and student self-evaluation, where students assess their own learning and progress. For self-evaluation, the document explains that students self-assess, self-correct, reflect on, and direct their own learning. It provides suggestions for course design elements that can support student self-evaluation, such as pre- and post-course assessments, practice problems with feedback, and opportunities for student reflection and feedback.
8. Evaluation of Student Performance
The document discusses evaluating student performance, including both external evaluation and student self-evaluation. External evaluation involves measuring students' knowledge, skills, and attitudes through tests and other means throughout the course. Student self-evaluation involves students assessing their own learning process through self-assessment, self-correction by employing remedial strategies, and reflection on how the information fits their needs and goals. The document recommends providing opportunities for self-evaluation throughout the course, such as practice problems and feedback, to help students make the most of self-directed learning.
Summative and formative assessment
A simple presentation related to the types of assessment, mainly summative and formative assessment. At the end of this presentation you will be able to differentiate between these two types of assessment.
Documenting Teaching Effectiveness
The document discusses various sources of data that can be used to document teaching effectiveness, including instructor self-assessment, student perceptions, student learning outcomes, peer/colleague reviews, teaching resources, and administrative perspectives. It provides examples of tools that can gather information from these sources, such as course portfolios, teaching journals, student surveys and feedback, classroom observations, peer reviews of materials, and student achievement outcomes. Graphs and matrices are suggested as ways to analyze and visualize trends in student feedback and comments over time.
Lesson 3 Plan for teaching (2).ppt
The document provides guidance on developing a plan for teaching a course. It discusses developing a course syllabus, planning for student assessment, selecting teaching methods and learning materials, and developing a course schedule. The key aspects of a course syllabus are outlined, including course objectives, logistics, assignments, and assessment methods. Effective student assessment requires clear learning objectives, a variety of assessment methods, feedback to students, and support for grading. Formative and summative assessment are also discussed.
Assessment intro 3 19 10 b
The document discusses various ways that students have been assessed, both in educational settings like school as well as outside of school. It then provides examples of questions at different levels of Bloom's taxonomy, along with strategies for making questions more complex to move them up the taxonomy levels. The document concludes by discussing formative and summative assessment, and embedding formative assessments into instructional activities to continuously evaluate student understanding.
Assessment Intro 3 19 10 B
The document discusses various ways that students have been assessed, both in educational settings like school as well as outside of school. It then provides examples of questions at different levels of Bloom's taxonomy, along with strategies for making questions more complex to move them up the taxonomy levels. The document concludes by discussing formative and summative assessment, and embedding formative assessments into instructional activities to continuously evaluate student understanding.
Assessment Intro
The document discusses various ways that students have been assessed, both in educational settings like school as well as outside of school. It then provides examples of questions at different levels of Bloom's taxonomy, along with strategies for making questions more complex to move them up the taxonomy levels. The document concludes by discussing formative and summative assessment, and embedding formative assessments into instructional activities to continuously evaluate student understanding.
OFE-AssessmentPresentation.pptx
This document discusses assessment strategies for enhancing student learning. It defines different types of assessments, including diagnostic, formative, and summative assessments. Formative assessments are emphasized as being most effective for driving instruction when used ongoing throughout a course. Specific examples are provided for different formative assessment techniques like observations, homework, and reflections. The document also stresses the importance of providing timely and specific feedback to students to allow them to improve.
8602 unit 1.pptx
This document discusses classroom assessment. It defines measurement, assessment and evaluation, and explains that measurement provides quantitative data on student performance, assessment collects and analyzes information to make decisions, and evaluation makes value judgments. It also outlines the why, what, how and when of classroom assessment and describes formative assessment for learning and summative assessment of learning. Key principles of effective classroom assessment and the role of assessment in motivating students and improving teaching are also summarized.
Assessment
An overview of a variety of assessment types and alignment between stage 1 of curriculum mapping and stage 2 of assessments.
Similar to Spitz,Gina_EvaluatingTeachingandLearning_Nov2014 (20)
Improving Student Learning: Assessment, Evaluation and Reporting in the ELA C...
Improving Student Learning: Assessment, Evaluation and Reporting in the ELA C...
Spitz,Gina_EvaluatingTeachingandLearning_Nov2014
- 1. By Gina Spitz For “Teaching Sociology” Course 11/13/2014 Evaluating Teaching and Learning
- 2. What do we evaluate? Student Learning Course/class learning goals that are measurable Eg. SALG: Student Assessment of Learning Gains Quality of Teaching and Course Design Did course address students’ reasons for enrolling? Did course foster student interest/engagement? Teaching methods Instructor style Was the course accessible, equitable, and create an inclusive environment for students? Other: Participation, Student Data
- 3. Levels of Learning Goals: Blooms Taxonomy
- 4. Why do we evaluate? Job applications – statement and/or portfolio Multiple ways to summarize evaluations and feedback Course or teaching improvement Teaching as research Manuscript or presentation Will need to have measures of impact Might need demographic or other information about students such as frequency of participation Examples can be found at Delta’s website
- 5. How do we evaluate teaching and learning? Use backward design where possible Timing Purpose of Assessments Formative vs. Summative Identify Desired Teaching and Learning Outcomes Determine Evaluation Metrics [surveys, assignments, activities] Plan learning experiences and instruction
- 6. How do we evaluate teaching and learning? Types of Assessments Departmental end-of-semester evaluations Peer or supervisor teaching observation evaluations Your own mid-semester and/or end-of-semester evaluations Can have student input in goals for course Graded assignments [or assignments on which students receive feedback] that align with learning goals Class activities that align with learning goals or assess other aspects of the course Minute Papers Targeted Discussions Class-Activities Anything else?
- 7. Example of Learning Goal Assessment Sort-of- Measurable Learning Outcome: By the end of this course, students will … Measurable Learning Outcome: By the end of this course, students will… Form or forms of assessment Example understand survey methodology be able to create their own survey 1. A graded assignment in which students must create their own survey that follows best practices in the sociological literature 2. A question on a student evaluation about how confident the student is in creating their own survey
- 8. Learning Goals Assessment Discussion Activity Using the class you are currently teaching, most recently taught, or expect to teach, consider: Think: One learning goal I had/have/will have for my students in that class is…. Pair: up and fill out Part II of the Learning Goal with one question you could include on an end-of the year evaluation distributed to your students that would best assess that goal Share: some of your evaluation metrics with the class Do these meet all of our criteria?
- 9. Concluding Discussion Issues to address: “Objective evaluations” vs. subjectivity, power, positionality Power differences over course design and assessment Extra time for creating good evaluations Q&A Thank You! Contact Info: gspitz@ssc.wisc.edu
Editor's Notes
- 1 min intro
- 5 min
- 3 min
- 2 min
- 5 min Departmental Fac Evals: Student info % lectures attended % of lectures “well-prepared and clearly presented” How Responsive or helpful How much did you learn in course How much learn from the readings How useful were the assignments and examinations in helping to learn How accurately did exams measure knowledge How fair was grading How rate quality of professor’s teaching Six-8 hrs homework – how much prep time? Departmental TA Evals Questions about review sessions offered % discussion sessions attended How responsive or helpful How fair or impartial in dealing with students Knowledge of the course material Ability to lead discussions or present material Overall TA performance rating
- 3 min
- 15 min