Student assessment
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Students can assess their own work in several ways, including setting goals and evaluating their progress, assessing their own skills and weaknesses to improve their learning, and reflecting on work portfolio pieces. They can fill out forms describing their piece, what they learned, and how they can improve. Students also proofread their own work using a guarantee sheet checked by peers to evaluate elements like their argument, referencing, and proofreading. Allowing students to write notes for parents on their reports encourages self-assessment.
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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.
Assessment 072
The document provides guidance on creating effective assessments for students. It discusses:
1) The key differences between assessment, evaluation, and testing, and emphasizes the importance of formative and embedded assessments.
2) Best practices for assessment including aligning tasks with learning goals, allowing students to demonstrate understanding in different ways, and using assessments to guide instruction.
3) Steps to create assessment tasks including identifying standards and practices, developing learning performances, and reviewing tasks for clarity, difficulty level, and fairness.
Active learning & classroom assessment practices
This document discusses various assessment techniques including formative and summative assessment, criteria for good assessment, and examples of performance-based assessments. Formative assessment occurs during instruction to inform teaching, while summative assessment happens at the end to evaluate learning. Good assessments are valid, reliable, standardized, practical, and have positive washback effects on teaching and learning. Performance-based assessments examples include K-W-L charts, pass slips, portfolios, peer assessment, and self-assessment. The role of assessment is to align learning objectives, instruction, and evaluation of skills and knowledge.
Assessing Student Learning Outcome.pdf
Here are some sample supporting student activities for each learning outcome:
A.
1. Practice calculating areas and perimeters of different shapes
2. Solve word problems involving geometric concepts
3. Do worksheets and assignments on geometry
B.
1. Brainstorm ideas for an outing and write notes
2. Read sample paragraphs written in past tense
3. Peer review and edit each other's paragraphs
C.
1. Learn about different PowerPoint elements and formatting tools
2. Create slides with text, images, and animations
3. Practice delivering presentations and getting feedback
D.
1. Maintain a journal during the community outreach activity
2. Discuss
Using Rubrics for Strategies 4 & 7 johns&bass
This document outlines an agenda for a session on using rubrics to help students self-assess and self-reflect. The objectives are to learn how to select rubrics to facilitate self-assessment and self-reflection, understand different assessment tools that can be used, and create or modify a rubric for current students. The agenda includes identifying self-reflective practices, reviewing strategies for self-assessment and self-reflection, learning how to select effective rubrics, analyzing sample rubrics, and creating a self-assessment tool to use with course rubrics. Examples of rating scales and checklists for self-assessment are also provided.
Module 4: School Based Assessment
This module will help you to —
• understand the genesis and importance of School Based Assessment,
• familiarize with learner-centred approaches for assessment,
• facilitate integration of teaching learning process with assessment procedures,
• develop context-based exemplars in the relevant subject areas for the purpose of assessment.
Module 2 slides
This document discusses the characteristics of well-written learning objectives and instructional objectives. It states that objectives should describe observable and measurable outcomes, be student-oriented, sequentially appropriate, attainable within a reasonable time frame, and developmentally appropriate. Objectives guide instructional planning, the learning process, and assessment of student progress. They should measure the intended learning outcomes and not just describe content or activities.
Spaulding 5 11-25 presentation stofanak
This is a presentation about the models of practice of competency education at Spaulding High School.
Module5
Here are some key steps to help implement student-led conferences:
1. Explain the purpose and benefits to students, teachers, and parents. Emphasize student ownership and reflection.
2. Model effective conferencing skills. Have students practice with each other before meeting with parents.
3. Provide templates, checklists, or rubrics to help students organize evidence and reflections.
4. Schedule adequate preparation time for students to select work samples and practice sharing.
5. Consider logistics like timing, location, materials needed. Make sure tech is ready if using digital portfolios.
6. Guide students to focus discussion on growth, goals, and next steps rather than grades.
7.
Lesson3_Performance Assessment_March5 2024.pdf
This document discusses performance-based assessment and rubrics. It defines performance-based assessment as a process that assesses students' skills and knowledge through demonstrations and real-world tasks, rather than through traditional tests. Some key benefits of performance-based assessment are that it encourages deeper learning and allows for creativity. The document also discusses how to develop good performance tasks, criteria, rubrics, and how to effectively evaluate student performance using rubrics.
Assessment of Learning - Guiding Principles and Tools Used
This document discusses different methods of assessing student learning, including quizzes, tests, portfolios, rubrics, and informal and formal assessments. It provides examples of different types of assessments like multiple choice questions, essays, performances, projects, and observations. The key purposes of assessment are outlined as diagnostic, formative, and summative. Guidelines are provided for effective assessment, including basing assessments on learning objectives and providing timely feedback.
GROUP 4_MODULE 4_REPORT IN ENGLiISH 05.pptx
This document provides an overview of supporting student participation and developing assessments in English medium instruction courses. It discusses challenges students may face participating in EMI courses and strategies to build participation such as using visual aids and group work. It also covers facilitating student interaction, structuring group work with a case study, and assessing student learning with formative and summative assessments. Various assessment options for EMI courses like presentations, papers, and rubrics are explained.
AUTHENTIC ASSESSMENT
The document discusses authentic assessment and how it differs from traditional assessment. Authentic assessment involves having students complete real-world tasks that demonstrate meaningful application of skills, while traditional assessment involves standardized tests of knowledge. The document provides examples of different forms of authentic assessment like journals, portfolios, and rubrics. It also provides steps for constructing rubrics and emphasizes that education should involve applying knowledge to meaningful tasks rather than only memorization.
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Tutoring through Assessment: Practices and innovations
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Learning about Assessment Literacy - Nicky Spawls and Clare O'Donoghue
Learning about Assessment Literacy - Nicky Spawls and Clare O'Donoghue
Assessment of Learning - Guiding Principles and Tools Used
Assessment of Learning - Guiding Principles and Tools Used
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Problem behaviours and intervention
This document discusses problem behaviors in students and different approaches to intervention. It identifies minor behaviors like calling out and major behaviors like aggression. It also presents three theoretical frameworks for intervention: behavioral, cognitive, and non-interventionist. The behavioral approach uses rules, feedback, and consequences. The cognitive approach focuses on the reasons for misbehavior and using praise and natural/logical consequences. The non-interventionist approach emphasizes self-control, responsibility, and the teacher as a guide.
Second language learning
This document discusses several key points about language acquisition and teaching:
1. The main components of language that should be taught implicitly or explicitly are phonology, semantics, morphology, syntax, and pragmatics.
2. Second language acquisition takes a long time and can be stressful. It may affect competency in a student's first language. Whether parents speak the first or second language impacts acquisition.
3. Teaching tips include allowing students to hear components, explicitly teaching irregulars, using riddles/jokes to aid linguistic awareness, encouraging use of native language for new concepts, and involving parents in learning.
Youth cognitive development
Secondary school students are generally in Piaget's formal operational stage of cognitive development, allowing abstract logical thought and problem solving. Vygotsky emphasized social learning and language as important influences on cognitive development. While theories provide a general picture of development, there is variability among individuals, and theories have limitations and do not consider all aspects of development.
Literacy and numeracy in humanities
Literacy and numeracy are fundamental skills that underpin all subjects, including the humanities. There is a growing trend of explicitly teaching literacy skills through humanities content. Both literacy, defined as the ability to read and write appropriately for the context, and numeracy, defined as effectively using mathematics in different contexts, are important for understanding subjects in the humanities. Numeracy is often overlooked in humanities subjects, but statistics and data play an important role in understanding historical, geographic, and economic concepts. Presenting numeracy concepts visually through technologies can help make statistics more accessible for humanities students.
Factors affecting engagement
This document discusses how Maslow's hierarchy of needs affects student learning. It explains that students must have their basic physiological and safety needs met before focusing on higher-level learning. For example, students living in poverty may struggle to focus if worried about food or shelter. The document also discusses Erik Erikson's psychosocial stages, noting that adolescents need to develop identity and self-esteem. Teachers should help students build skills and feel successful to support their development.
Differentiated teaching and learning
Exceptional students include those who are gifted, talented, or creative. They often demonstrate advanced language, cognitive, and problem-solving skills. Teaching strategies for exceptional students include enrichment, acceleration, and curriculum differentiation. Special needs students may have learning difficulties, underachievement, or disabilities. They receive support through mainstreaming, special schools, or alternative schools to meet their individual needs. The goal is providing the least restrictive environment possible while ensuring students get the support required.
Gender differences in the classroom
This document discusses biological and social differences between males and females and implications for education. Some key differences noted are that girls mature faster, have better fine motor skills, and tend to be more verbal, while boys have more variance in IQ and are better at spatial awareness and math. It also notes that female culture respects school more while male culture values dominating girls and doing well in school less. The document provides tips for teachers to achieve balanced pedagogy and avoid gender biases, such as explaining concepts in both logical and emotive ways, calling on both male and female students, and adapting activities to interests of both sexes. It concludes that single-sex schooling is a personal choice that should consider the individual student's needs.
An example
Mr. Bettridge created a safe learning environment in his classroom by getting to know each of his students individually and celebrating their successes. He subtly helped students feel confident and respected, encouraging good behavior. He also fostered strong peer relationships by designing collaborative projects with rewards that unified the class, and established clear rules that he consistently enforced with praise, rewards or consequences depending on the situation. Overall, Mr. Bettridge exemplified a teacher who built trust and positive learning through his attention to students and consistent approach.
What the code of conduct means 1
This document outlines the Victorian Teaching Profession Code of Conduct and what it means to the author. It discusses the key principles of professional conduct, personal conduct, and professional competence that teachers are expected to uphold. Some of the main points covered include: treating students with respect and dignity, maintaining appropriate relationships, being collaborative with colleagues, engaging with parents/guardians, and continuing professional development to stay knowledgeable in their subject areas. Overall, the Code of Conduct establishes guidelines to ensure teachers act ethically and prioritize student learning and well-being.
My experience
1) The author struggled to balance being friendly with students and maintaining authority, originally allowing disruptions.
2) Observing a strict teacher whose students behaved well and learned a lot inspired the author to be more authoritative.
3) The author started enforcing consequences for talking during lessons, taking time from students who disrupted, which improved the learning environment while maintaining good relationships.
Pedagogical methods
1. Direct instruction involves explicit explanations from the teacher in a structured format. It is effective for new subjects, facts, or low-achieving students but can be boring and rely heavily on the teacher.
2. Discussion allows students to consider different ideas and perspectives through questioning and arguing. It enhances knowledge and skills but may stray off topic if not properly structured and facilitated by the teacher.
3. Small group work allows students to collaborate in solving problems or examining topics. It enhances social and communication skills but the workload must be evenly distributed to avoid some students dominating or not participating.
My first experience with assessment wrriting
During their first practicum, the author was asked to write a test using the teacher's manual but failed to consider what the students had actually been taught. As a result, most students gave up on the test because it contained vocabulary and knowledge they were never exposed to. Neither the author nor their mentor realized this issue until after the entire class had started to lose confidence. The summary emphasizes that assessments must reflect what has been taught to students and it is important to thoroughly review tests before administration to boost students' confidence in their abilities.
Reasons for learning french
Learning French has several benefits. It is one of the most widely spoken languages internationally and can open doors to employment opportunities. Understanding French can also help with English literacy and provide cultural insights. Mastering French may aid participation in international organizations and joint commercial ventures between countries like France and Australia.
A critical moment during practicum
This document discusses appropriate task development and classroom management for independent learners. It summarizes an observation of a Year 7 Social World class where tasks were well-designed to promote independent learning. The tasks required students to research different religions in groups and present their findings, engaging higher-order thinking skills. The document also discusses how clear expectations and consistent enforcement of rules are necessary for an effective learning environment and student motivation. Overall, it argues that task design and classroom management are interrelated - tasks must be appropriately challenging, and management is needed to allow tasks to be successfully completed.
Lesson reflection final
Nancy Valley reflects on her lesson plans and teaching experiences during her practicum. She found that more time was spent organizing lessons than executing them, and that her estimations for time usage and activities were often inaccurate. However, she showed improvement over time in areas like choosing appropriate content, providing clear instructions, engaging different learning styles, and balancing practice time. Overall, she identified many skills that she needs to continue developing but felt she made progress in self-reflecting on her teaching and identifying deficiencies compared to best practices.
Learning styles and activities
There are many theories about learning styles and intelligences. Howard Gardner's Theory of Multiple Intelligences suggests that people have different types of intelligences such as musical, bodily, nature, logical, linguistic, interpersonal, intrapersonal, and visual intelligences. Teachers can use knowledge of students' intelligences to plan lessons incorporating engaging activities like listening, roleplaying, experiments, analysis, reading, group work, independent work, and visual activities.
Build a positive learning environment action plan
The document outlines steps to build and maintain a positive learning environment. It recommends that teachers get to know their students' interests, strengths, and weaknesses. It also stresses the importance of building positive peer relations by encouraging respect for different perspectives. The document then describes privately speaking to individuals about respecting others or the impact of their actions. Students who harm classroom relations will be excluded from activities and work independently until choosing to contribute positively. Further issues would involve notifying coordinators and considering proportionate consequences. The overall approach focuses on an inclusive classroom built on respect rather than fear of punishment.
My learning syle
The document discusses the author's learning style based on various learning theories. It finds that the author learns best visually but requires reading and writing for more complex tasks. For higher-order learning, the author fits the "theorist" style from Honey and Mumford, enjoying analyzing structured theories. Experientially outside of school, the author follows Kolb's model, creating new linguistic rules from experiences. The conclusion is that learning style depends on the context, so universal categorization is flawed and teaching methods should vary based on student needs.
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Student assessment
- 1. Student Assessment Students need to be able to assess their own work and progress before work is submitted. They can do this in the following ways: Goal Setting Setting and evaluating goals engages students in assessing their own knowledge and skill development over time. Skills assessment Get students to engage in their own meta-learning by assessing their skills, weaknesses, learning style and thought process, so that they can improve their learning by using techniques that work for them Work Portfolio Reflection Have the students fill out a form that answers the following: I selected this piece to be in my portfolio because… I would like you to notice… While working on this piece, I learned… Next time, I would change my approach by… I would give the students who do this project next year the following advice… Proofreading guarantee sheet, which is done by the student and 2 friends and assesses 5 -9 element including… Do I have a clear argument? Have I read the criteria? Are there any distracting grammar or spelling errors? Have I referenced properly? Have I proofread? Is my writing legible? Have I looked in the dictionary? This one cuts down on a lot of time that teachers waste because students do not bother to proofread their own work. Report packing, allow students to see their reports and write a note that they would like their parents to read.