Using exemplar scripts from previous exam years can help students learn exam skills. Teachers can annotate strong exemplar answers to highlight areas of knowledge, application, analysis, and evaluation that earned full marks, comparing them to lower-scoring answers. Teachers can also have students mark exam questions using rubrics to familiarize them with scoring criteria. Additionally, exemplars can be used for model writing during lessons.
The document summarizes a study examining law student perceptions of assessment and feedback practices at UK universities. It will interview students and faculty from about 20 schools to understand relationships between perceptions and models/practices. Schools were identified based on consistently high or low National Student Survey scores on assessment/feedback questions over two years. The study aims to better understand student views and disseminate findings to support schools seeking to improve practices.
e-asTTle is an assessment tool that challenges traditional testing approaches. It aims to assess students based on their ability rather than age. Tests can be taken online or on paper. Questions adapt based on the student's responses to determine their ability level. The goal is to identify what students know and don't know to inform future learning, rather than solely providing a score. Results reports also analyze incorrect answers to guide next steps.
This presentation shows how a Profile Assessment Tool can be used in math to provide a teacher with achievement as well as diagnostic information about each student's math skills.
How's Class? Using Informal Early FeedbackLaura Hahn
Informal Early Feedback is a tool instructors can use to survey students about their impressions and start a dialog about teaching and learning in their classrooms.
This presentation first explains the TerraNova test. It then guides educators on how to analyze and gather data from specific TerraNova reports to drive instruction
Two-column notes is a note-taking strategy that divides a page into two columns for organizing information from texts. The left column is for main ideas and concepts, while the right column contains supporting details. This strategy helps analyze structured readings. It requires readers to focus on important elements and how they are organized. Various forms include main idea-detail, opinion-proof, hypothesis-proof, problem-solution, and process notes. Teachers should model the strategy's use and explain why it was chosen before having students practice it independently during or after a reading as an assessment of their comprehension.
Topic 7 Scoring, Grading and Assessment CriteriaYee Bee Choo
The document discusses different approaches to scoring student writing, including objective and holistic scoring. It provides examples of how objective scoring assigns a numerical score to student essays based on errors. Holistic scoring involves assigning a single overall score based on general quality rather than separate scores for individual elements. The document also includes sample rubrics for holistic scoring of language exams and student assignments.
Using exemplar scripts from previous exam years can help students learn exam skills. Teachers can annotate strong exemplar answers to highlight areas of knowledge, application, analysis, and evaluation that earned full marks, comparing them to lower-scoring answers. Teachers can also have students mark exam questions using rubrics to familiarize them with scoring criteria. Additionally, exemplars can be used for model writing during lessons.
The document summarizes a study examining law student perceptions of assessment and feedback practices at UK universities. It will interview students and faculty from about 20 schools to understand relationships between perceptions and models/practices. Schools were identified based on consistently high or low National Student Survey scores on assessment/feedback questions over two years. The study aims to better understand student views and disseminate findings to support schools seeking to improve practices.
e-asTTle is an assessment tool that challenges traditional testing approaches. It aims to assess students based on their ability rather than age. Tests can be taken online or on paper. Questions adapt based on the student's responses to determine their ability level. The goal is to identify what students know and don't know to inform future learning, rather than solely providing a score. Results reports also analyze incorrect answers to guide next steps.
This presentation shows how a Profile Assessment Tool can be used in math to provide a teacher with achievement as well as diagnostic information about each student's math skills.
How's Class? Using Informal Early FeedbackLaura Hahn
Informal Early Feedback is a tool instructors can use to survey students about their impressions and start a dialog about teaching and learning in their classrooms.
This presentation first explains the TerraNova test. It then guides educators on how to analyze and gather data from specific TerraNova reports to drive instruction
Two-column notes is a note-taking strategy that divides a page into two columns for organizing information from texts. The left column is for main ideas and concepts, while the right column contains supporting details. This strategy helps analyze structured readings. It requires readers to focus on important elements and how they are organized. Various forms include main idea-detail, opinion-proof, hypothesis-proof, problem-solution, and process notes. Teachers should model the strategy's use and explain why it was chosen before having students practice it independently during or after a reading as an assessment of their comprehension.
Topic 7 Scoring, Grading and Assessment CriteriaYee Bee Choo
The document discusses different approaches to scoring student writing, including objective and holistic scoring. It provides examples of how objective scoring assigns a numerical score to student essays based on errors. Holistic scoring involves assigning a single overall score based on general quality rather than separate scores for individual elements. The document also includes sample rubrics for holistic scoring of language exams and student assignments.
From summative to formative assessment in a traditional ELT InstituteIsabela Villas Boas
This document discusses the transition from a summative to a formative assessment system at a large English language teaching institute in Brazil called Casa Thomas Jefferson. Summative assessments measure learning at the end of a course, while formative assessments are used to improve instruction and provide feedback during a course. The institute implemented a new assessment system for their "Flex" adult courses that uses frequent formative assessments throughout each 10-week module instead of just final summative exams. Surveys found that both students and teachers preferred the new system as it reduced stress, improved communication, and made student progress and feedback more ongoing and effective for learning. The document provides examples of assessments and discusses benefits of the new approach, as well as some
The document discusses the challenges of measuring the long-term impact of a university learning development service called The Learning Hub. It describes the service's evaluation strategy, which tracks attendance, satisfaction, and short-term benefits, but found it difficult to measure longer-term impact. A new project developed a cohort study tool to help address this by surveying students' confidence in skills before and after using the service. The study found gains in some skills but reductions in others, and the tool identified students for follow-up. However, the tool also had limitations and raised more questions. Future plans include testing other evaluation methods.
Research in Distance Education:
from present findings to future agendas. Evaluation and Assessment strand presentation.
Dr Wayne Morrison
External Laws Programme
The document discusses guidelines for writing multiple choice and true/false test items. It explains that multiple choice tests consist of stems, keyed options, and distractors, and are used to measure knowledge, comprehension, and application. True/false tests require examinees to recognize if a statement is true or false. Both have advantages and disadvantages - multiple choice allows for objective scoring while being time-consuming to author, and true/false covers content quickly but is limited to lower-order thinking. The document provides tips for writing effective items and maintaining balance in each type of test.
The SAT is a standardized test used for college admissions in the United States. It tests reading, writing, and math skills. Most students take it in their junior or senior year of high school. The SAT includes multiple choice questions across three sections: reading, writing, and math. Scores are just one factor considered in college admissions alongside high school grades. Students can prepare by taking challenging courses, practicing SAT questions online, and learning test-taking strategies.
The four UK HE funding bodies held two events in September 2017 to seek early views from the sector on aspects of a national feedback survey for taught postgraduate students on which we intend to consult formally in early 2018.
I am the authorized Consultant for eInstruction By Turning Technologies in South Carolina
Bill McIntosh
Phone :843-442-8888
Email : WKMcIntosh@Comcast.net
Subjective tests are assessments that require students to provide open-ended answers like essays, explanations, or descriptions. This document discusses subjective tests, including their definition, strengths and limitations, and scoring methods. It provides examples of both extended and restricted response essay questions. The key strengths of subjective tests are that they encourage creative expression and opinion, while limitations include low reliability and validity. Scoring can be done analytically based on a rubric or holistically based on overall impression. Rubrics and anonymous grading are recommended to reduce subjective aspects.
Presentation of Dr Mark Nichols, Director of Technology Enhanced Learning, The Open University UK for the European Distance Learning Week's second day webinar on "Quality in open, online and technology enhanced learning"- 8 November 2016
Recordings of the discussion are available: https://eden-online.adobeconnect.com/p4vvgr2g7g4/
https://eden-online.adobeconnect.com/p4cqdhsuxmj/
The document outlines a three-step process for teachers and students at Audenried High School to analyze benchmark data:
1) Teachers access benchmark data through the school district website and create PDFs of class and student performance.
2) Teachers analyze the data to inform instruction by identifying class strengths and weaknesses.
3) Students take ownership of their learning by examining their own performance, setting goals, and creating plans to improve for the next benchmark. Students graph their results over time and store materials in folders.
Student Psychological Membership and Educational Correlateskhalid Tawir
It is only a very brief note on our study and we intend to get feed back from our group members during the discussion session tomorrow.
We will fine-tune the proposal before we carry out the actual research.
This document discusses types of grading and reporting in education. It defines grading as applying standardized measurements to student achievement using methods like percentages, letters, or descriptors. The main types of grading discussed are percentage grading, letter grading, standards-based grading, narrative grading, norm-referenced grading, mastery grading, and pass/fail grading. Reporting is defined as communicating student achievement and progress over time. The types of reporting covered are informational reporting, analytical reporting, routine reporting, special reports, formal reporting, informal reporting, and parent-teacher conference reporting.
Student Psychological Membership and Educational Correlates
The purpose of this study is to investigate if student Psychological Membership correlates with their academic achievement. • The idea of this proposed research is to find intervention methods if there happened to be a correlation between these two variables.
A comprehensive guide to interpreting your CAT4 dataGLEducationGroup
Discover how to make the most of marking, managing and analysing your CAT data, ensuring you get full value from your investment in the UK's most widely used assessment of reasoning ability.
This document summarizes a workshop about developing a feedback survey for postgraduate taught students. The workshop aimed to get participant views on criteria for questions, topics the survey should cover, and how to structure the survey. Suggested themes included quality of teaching, learning and teaching, intellectual challenge, skills development, and student support. Participants provided input on important topics, irrelevant topics, and how to order and structure questions for different audiences and purposes like program enhancement, student choice, and accountability. The timeline for developing and piloting the survey was also discussed.
1. The study examined the effects of cooperative learning strategies versus traditional instruction on student motivation and academic performance in learning application software.
2. 80 students from two classes were assigned to work in groups of 4 on a PowerPoint presentation project, with the experimental group using cooperative learning and the control using traditional instruction.
3. Data was collected through questionnaires, performance assessments, interviews, and observations to analyze the impact of different learning styles on student motivation.
Impact of Timing of Algebra on Future Mathematics AchievementEDD SFSU
This study examined how requiring all students to complete Algebra 1 by 8th grade impacted student achievement, particularly for Latino and African American students. Quantitative findings showed pilot school students had no GPA differences between ethnic groups and stayed in higher-level math courses. Qualitative findings from student and teacher interviews indicated pathways impacted opportunity, motivation and support. The recommendation is for schools to help more students complete Algebra 1 early while ensuring proper support and preparation to benefit all students.
The document discusses different types of classroom assessment including placement, screening, formative, and summative assessment. It also covers topics like Millers pyramid, Blooms taxonomy, validity, reliability, engagement with data, feasibility, utility, types of assessment instruments like multiple choice questions, modified essay questions, and patient management problems. The goal of assessment is to evaluate students' knowledge, skills, and clinical reasoning.
This research investigated the effects of different learning modes (traditional, online, distributed) on students' performance, confidence, and motivation in an introductory computer science course. Students were randomly assigned to one of the three learning modes. Their pre-existing computer knowledge was assessed with a pre-test, and their performance, confidence, and motivation were measured with a post-test and questionnaire at the end of the semester. Data analysis using ANOVA would determine if any learning mode led to better outcomes.
The document compares two teaching strategies - one for a creative writing standard and one for a connections across texts standard. For the creative writing standard, less than half the class met deadlines and the teacher was unable to provide feedback to every student. The pass rate was 78%. For the connections standard, checkpoints and feedback via Google Docs helped most students stay on track. The pass rate was higher at 96% and only one student did not achieve the standard. Student feedback indicated they found the use of Google Docs and receiving specific feedback on drafts most useful. While preparatory activities were intended to engage students, some felt they took time away from assessments. The teacher learned senior students prefer doing assessments over "busy work" and see
This document lists 16 students from Student A to Student O and then Student V and Student W, with blank lines separating groups of students. It provides a simple list of student names without any additional context or details.
From summative to formative assessment in a traditional ELT InstituteIsabela Villas Boas
This document discusses the transition from a summative to a formative assessment system at a large English language teaching institute in Brazil called Casa Thomas Jefferson. Summative assessments measure learning at the end of a course, while formative assessments are used to improve instruction and provide feedback during a course. The institute implemented a new assessment system for their "Flex" adult courses that uses frequent formative assessments throughout each 10-week module instead of just final summative exams. Surveys found that both students and teachers preferred the new system as it reduced stress, improved communication, and made student progress and feedback more ongoing and effective for learning. The document provides examples of assessments and discusses benefits of the new approach, as well as some
The document discusses the challenges of measuring the long-term impact of a university learning development service called The Learning Hub. It describes the service's evaluation strategy, which tracks attendance, satisfaction, and short-term benefits, but found it difficult to measure longer-term impact. A new project developed a cohort study tool to help address this by surveying students' confidence in skills before and after using the service. The study found gains in some skills but reductions in others, and the tool identified students for follow-up. However, the tool also had limitations and raised more questions. Future plans include testing other evaluation methods.
Research in Distance Education:
from present findings to future agendas. Evaluation and Assessment strand presentation.
Dr Wayne Morrison
External Laws Programme
The document discusses guidelines for writing multiple choice and true/false test items. It explains that multiple choice tests consist of stems, keyed options, and distractors, and are used to measure knowledge, comprehension, and application. True/false tests require examinees to recognize if a statement is true or false. Both have advantages and disadvantages - multiple choice allows for objective scoring while being time-consuming to author, and true/false covers content quickly but is limited to lower-order thinking. The document provides tips for writing effective items and maintaining balance in each type of test.
The SAT is a standardized test used for college admissions in the United States. It tests reading, writing, and math skills. Most students take it in their junior or senior year of high school. The SAT includes multiple choice questions across three sections: reading, writing, and math. Scores are just one factor considered in college admissions alongside high school grades. Students can prepare by taking challenging courses, practicing SAT questions online, and learning test-taking strategies.
The four UK HE funding bodies held two events in September 2017 to seek early views from the sector on aspects of a national feedback survey for taught postgraduate students on which we intend to consult formally in early 2018.
I am the authorized Consultant for eInstruction By Turning Technologies in South Carolina
Bill McIntosh
Phone :843-442-8888
Email : WKMcIntosh@Comcast.net
Subjective tests are assessments that require students to provide open-ended answers like essays, explanations, or descriptions. This document discusses subjective tests, including their definition, strengths and limitations, and scoring methods. It provides examples of both extended and restricted response essay questions. The key strengths of subjective tests are that they encourage creative expression and opinion, while limitations include low reliability and validity. Scoring can be done analytically based on a rubric or holistically based on overall impression. Rubrics and anonymous grading are recommended to reduce subjective aspects.
Presentation of Dr Mark Nichols, Director of Technology Enhanced Learning, The Open University UK for the European Distance Learning Week's second day webinar on "Quality in open, online and technology enhanced learning"- 8 November 2016
Recordings of the discussion are available: https://eden-online.adobeconnect.com/p4vvgr2g7g4/
https://eden-online.adobeconnect.com/p4cqdhsuxmj/
The document outlines a three-step process for teachers and students at Audenried High School to analyze benchmark data:
1) Teachers access benchmark data through the school district website and create PDFs of class and student performance.
2) Teachers analyze the data to inform instruction by identifying class strengths and weaknesses.
3) Students take ownership of their learning by examining their own performance, setting goals, and creating plans to improve for the next benchmark. Students graph their results over time and store materials in folders.
Student Psychological Membership and Educational Correlateskhalid Tawir
It is only a very brief note on our study and we intend to get feed back from our group members during the discussion session tomorrow.
We will fine-tune the proposal before we carry out the actual research.
This document discusses types of grading and reporting in education. It defines grading as applying standardized measurements to student achievement using methods like percentages, letters, or descriptors. The main types of grading discussed are percentage grading, letter grading, standards-based grading, narrative grading, norm-referenced grading, mastery grading, and pass/fail grading. Reporting is defined as communicating student achievement and progress over time. The types of reporting covered are informational reporting, analytical reporting, routine reporting, special reports, formal reporting, informal reporting, and parent-teacher conference reporting.
Student Psychological Membership and Educational Correlates
The purpose of this study is to investigate if student Psychological Membership correlates with their academic achievement. • The idea of this proposed research is to find intervention methods if there happened to be a correlation between these two variables.
A comprehensive guide to interpreting your CAT4 dataGLEducationGroup
Discover how to make the most of marking, managing and analysing your CAT data, ensuring you get full value from your investment in the UK's most widely used assessment of reasoning ability.
This document summarizes a workshop about developing a feedback survey for postgraduate taught students. The workshop aimed to get participant views on criteria for questions, topics the survey should cover, and how to structure the survey. Suggested themes included quality of teaching, learning and teaching, intellectual challenge, skills development, and student support. Participants provided input on important topics, irrelevant topics, and how to order and structure questions for different audiences and purposes like program enhancement, student choice, and accountability. The timeline for developing and piloting the survey was also discussed.
1. The study examined the effects of cooperative learning strategies versus traditional instruction on student motivation and academic performance in learning application software.
2. 80 students from two classes were assigned to work in groups of 4 on a PowerPoint presentation project, with the experimental group using cooperative learning and the control using traditional instruction.
3. Data was collected through questionnaires, performance assessments, interviews, and observations to analyze the impact of different learning styles on student motivation.
Impact of Timing of Algebra on Future Mathematics AchievementEDD SFSU
This study examined how requiring all students to complete Algebra 1 by 8th grade impacted student achievement, particularly for Latino and African American students. Quantitative findings showed pilot school students had no GPA differences between ethnic groups and stayed in higher-level math courses. Qualitative findings from student and teacher interviews indicated pathways impacted opportunity, motivation and support. The recommendation is for schools to help more students complete Algebra 1 early while ensuring proper support and preparation to benefit all students.
The document discusses different types of classroom assessment including placement, screening, formative, and summative assessment. It also covers topics like Millers pyramid, Blooms taxonomy, validity, reliability, engagement with data, feasibility, utility, types of assessment instruments like multiple choice questions, modified essay questions, and patient management problems. The goal of assessment is to evaluate students' knowledge, skills, and clinical reasoning.
This research investigated the effects of different learning modes (traditional, online, distributed) on students' performance, confidence, and motivation in an introductory computer science course. Students were randomly assigned to one of the three learning modes. Their pre-existing computer knowledge was assessed with a pre-test, and their performance, confidence, and motivation were measured with a post-test and questionnaire at the end of the semester. Data analysis using ANOVA would determine if any learning mode led to better outcomes.
The document compares two teaching strategies - one for a creative writing standard and one for a connections across texts standard. For the creative writing standard, less than half the class met deadlines and the teacher was unable to provide feedback to every student. The pass rate was 78%. For the connections standard, checkpoints and feedback via Google Docs helped most students stay on track. The pass rate was higher at 96% and only one student did not achieve the standard. Student feedback indicated they found the use of Google Docs and receiving specific feedback on drafts most useful. While preparatory activities were intended to engage students, some felt they took time away from assessments. The teacher learned senior students prefer doing assessments over "busy work" and see
This document lists 16 students from Student A to Student O and then Student V and Student W, with blank lines separating groups of students. It provides a simple list of student names without any additional context or details.
trabajo de refuerzo sobre el tema visto en clase, que en este caso son las redes sociales y las herramientas tic como tal (tecnología de información y la comunicación)
The document summarizes the results of a 7-question student feedback survey for a Level 1 Creative Writing class. For each question, percentages are provided to show the proportion of students who selected different response options. The majority of students reported average or good understanding of the class material and effort. Most felt the checkpoints were 80-100% clear but some editing at home could have been improved. Students found the class adequately useful with room for more work. Confidence levels varied across responses.
This document outlines tasks related to studying for a job including creating a Venn diagram comparing a job to a novel, making a flow chart of a job, identifying language features of a job, working on group tasks, and completing task 7 which involves answering an essay question.
El documento proporciona información sobre varios componentes clave de una computadora personal, incluyendo monitores, teclados, mouse, impresoras, fuentes de alimentación, placas madre, procesadores, memoria, discos duros, unidades ópticas y tarjetas. Para cada componente, resume brevemente su historia, tipos principales y partes clave.
The document describes using blogs for a "digital post-it note" reflection exercise. Students create a digital image of a post-it note by adding text to a downloaded post-it note image in an app. They then upload the annotated digital post-it note image to their blogs as a response to a reflection question. The students engaged well with the simple activity and learned how to incorporate an image into their blog posts.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow, releases endorphins, and promotes changes in the brain which help regulate emotions and stress levels.
This document summarizes the results of a survey given to a Level 1 English class to assess their understanding of AKO (Ako is a learning management system), the Solo Taxonomy levels of thinking, and their ability to identify these levels in learning intentions, success criteria, and exam questions.
The survey showed some improvement from Term 2 to Term 3, with 76% now correctly understanding what AKO is compared to 52-56% able to correctly identify the thinking level required by learning intentions, success criteria, and parts of exam questions. However, the results also indicate that explicitly teaching the concepts may not be fully transferring to students' ability to independently apply their knowledge when analyzing assessment tasks. An prior activity where students created
El documento resume la historia del automóvil desde sus primeros intentos en 1472 por crear una máquina que transportara personas hasta el desarrollo del motor de explosión y la producción masiva de autos en serie a principios del siglo XX. Se mencionan algunos de los primeros inventores como Roberto Valturo e Leonardo Da Vinci y los hitos de la producción del primer auto con motor en 1866 y la fabricación de autos Renault y Ford en serie a finales del siglo XIX y principios del siglo XX.
El documento analiza el origen del conocimiento humano en la experiencia, describe cómo la razón se caracteriza por calcular las consecuencias de los pensamientos y concluye que esto determina que cada ser humano esté en continua guerra con los demás.
In 2015, the teacher's Level 1 NCEA results were comparable to national data except for excellences. Their Level 1 Media Studies class outperformed their Level 1 English class and achieved merits and excellences above the national average.
For 2016, their goals are to improve results to match the decile 9 averages and achieve more excellences. Their main strategy involves conferencing with students weekly to provide feedback on their work and checking in with each student during lessons to support understanding. They also aim to simplify in-class tasks while allowing time for assessments and feedback. Beyond teaching, they want to assist with professional development and explore the effectiveness of their classroom furniture.
This document provides guidance on how to give a great speech, beginning with analyzing Barack Obama's speeches as an example. It outlines 10 key elements for an effective speech: 1) having a clear main message or argument, 2) highlighting 3 key supporting points, 3) using concise language and facts, 4) using cue cards, 5) starting with an engaging "hook", 6) pausing effectively, 7) using hand gestures, 8) varying tone of voice, 9) making powerful statements, and 10) leaving the audience with a challenge or thought. The document then provides advice on structuring a speech and differences from formal writing, with a sample speech introduction.
Este documento describe los componentes clave del sistema financiero, incluyendo bancos, mercados de valores e instituciones financieras. Explica que el sistema financiero canaliza fondos de los ahorradores a inversiones productivas a través de la intermediación financiera directa e indirecta. También cubre conceptos como dinero, créditos e instrumentos financieros comunes.
This document outlines learning activities for studying the film The Matrix. It includes 7 categories of activities: starter exercises, plot/narrative exercises, close reading exercises, character exercises, theme exercises, and an important relationships exercise. Students must complete at least 5 activities total, including 1 essay plan and 1 practice essay. The activities are designed to develop different skills and engage various learning styles.
This document provides guidance for students on writing a theme essay about the film "Bend it Like Beckham." It outlines the learning intention, success criteria, and essay question. It then breaks down the question and provides examples of themes, film techniques, and a sample essay plan and body paragraph structure to help students write a well-organized response. Alternative options like a verbal illustrated essay are also described. The marking criteria explains how essays will be evaluated on students' understanding of ideas and effective use of structure.
This document provides an agenda and summary for a teacher training session covering topics like safe schools, character education, EQAO testing, and technology integration. It includes details about developing character in students, the role of EQAO assessments, how EQAO results are used, and how technology can support learning.
This document provides an overview of a professional development meeting for teachers focused on inquiry-based teaching and learning. The goals of the meeting are to help teachers develop a focus area and compelling research question to guide an inquiry project aimed at improving instruction. Teachers learn steps to plan the inquiry, including determining assessments and data sources. Forms are introduced to document the inquiry process. Attendees participate in activities to craft their focus question and plan assessments before getting feedback and asking remaining questions.
This document outlines Keith Elementary School's plan to improve students' mathematical problem solving proficiency through continuous improvement efforts from 2012 to 2015. The plan focuses on developing students' ability to make connections in math problems. Initial data analysis identified connections as an area of weakness. Steps taken include setting a SMART goal, implementing formative assessment practices like using learning targets and feedback, and providing targeted instruction with resources like problem-solving lessons and math notebooks. Analysis of benchmark, MEAP, and other test data shows progress towards the goal, with mathematical proficiency increasing across grades and subgroups over the two-year period.
Tools To Assess The Quality Of The Curriculumdbrady3702
How can we assess the quality of the documented curriculum, the enacted curriculum, the assessed curriculum, and the impact of the curriculum on students? From data analysis, to looking at student work, to power standards, to calibration, to professional learning communities, these tools help us to assess the curriculum.
This document provides an overview of the student learning objective (SLO) process for teacher evaluations in Pennsylvania. It outlines the key components of an SLO, including setting a goal based on content standards, identifying performance indicators and measures, and setting teacher expectations for student achievement. The SLO process is designed to document educator effectiveness based on student achievement. School leaders are advised to establish timelines for SLO template completion and conduct mid-cycle reviews to facilitate conversations between principals and teachers about expectations.
This document provides guidance for teachers on implementing a minimum of 3 levels of pupil progress in maths each year using tracking sheets, target setting, regular assessments and intervention. Key points include:
1) Setting long term targets for all pupils assuming at least 4 sublevels of progress in KS1 and 7 sublevels in KS2.
2) Using pupil tracking sheets to monitor progress against targets with half-termly assessments.
3) Providing weekly basic skills assessments, target sheets, and prompt sheets to help pupils achieve their targets with support from teachers and TAs.
4) Analyzing assessment data to identify gaps and modify teaching to address weaknesses.
The National Achievement Test (NAT) is a standardized test administered in the Philippines to measure student achievement in key subjects at the end of elementary and secondary school. It aims to assess student performance, identify strengths and weaknesses, and guide education policy. The NAT includes multiple choice questions testing skills like critical thinking. Scores are reported as mean percentage scores and classified into quartiles, with no passing score. Results are intended to evaluate the education system and help teachers improve.
Assessment in a constructivist, technology supported learningNur-Aisha Pasandalan
1) Authentic assessment is most appropriate for constructivist and technology-supported learning environments as it measures higher-order thinking skills, application of skills to real-world tasks, and collaborative abilities.
2) Performance-based and product assessments are direct forms of authentic assessment that evaluate students' integrated skills through presentations of solutions to assigned problems or group projects involving technology.
3) Scoring rubrics clearly define standards and allow for self-assessment, integrating assessment into the learning process rather than relying on fear-based testing.
How to Develop and Manage an Individualized Program.pptxAdrianPaulSTorres
The document provides guidance on developing Individualized Education Programs (IEPs) for students with disabilities. An IEP is a legal document that describes a student's academic achievement, identifies goals and objectives, and lists the educational services needed to meet those goals. It outlines the student's present level of performance, annual goals, short-term objectives, and how progress will be evaluated. When writing goals and objectives, they should be specific, measurable, achievable, relevant and time-bound. The IEP is developed through a collaborative process to support students' access to and progress in the general education curriculum.
This document discusses the importance of Year 10 in positioning students for success in their senior years of schooling. It provides data on cohort GPAs and achievement over time. Strategies are suggested for students to improve their learning outcomes, such as creating a study schedule and using spaced practice. The importance of ISMGs for assessment is explained, as well as how students can understand marking criteria by reading these guides. School policies on assessment, late submissions and missed exams are also outlined.
This document provides an agenda for a meeting to deepen understanding of inquiry for student teachers and their supervising teachers. The goals of the meeting are to deepen knowledge of inquiry, understand the connection between inquiry and teaching standards, and develop compelling focus questions. The agenda covers reviewing the inquiry process, developing focus areas and questions, assessing student work, and using data collection and reflection to improve teaching practice.
This document outlines a framework for ensuring strategic coherence in education. It emphasizes aligning goals, measures of success, and practices at the district, school, and teacher levels to support student learning. The district identifies high-leverage student skills and measures of success. Schools then set goals aligned with the district's, and teachers create student learning objectives and professional goals tied to the school's. Measures and practices at each level are also aligned upward from teachers to schools to the district to ensure coherence across the system.
This document provides information about the North Carolina State Improvement Project's (NCSIP) math instruction foundation training course. The course aims to help teachers improve math instruction for students with disabilities through understanding research-based teaching strategies. It covers topics like number sense, assessment, and connections. Requirements include participating in workshops, readings, and assessments. Research-based math programs discussed include Transitional Mathematics, which has shown growth in student math proficiency at Statesville Middle School. Factors in sustained implementation of programs include assessment data, support systems, and leadership commitment.
This document outlines an agenda for a professional development session that covers several topics:
1. It begins with an icebreaker asking teachers about student needs and their own questions. Various logistical topics are then addressed.
2. Teachers review the components of providing quality feedback and share examples from their own classes.
3. Presentations are given on balancing one's personal and professional responsibilities over the school year and on the stages teachers go through in their first year.
4. The remainder of the session focuses on assessment and intervention strategies, including an overview of the tiered approach to helping struggling students. Case studies are used to demonstrate how to develop profiles and intervention plans for individual students.
The document provides guidance on developing measurable annual goals for a student's Individualized Education Program (IEP). It explains that annual goals should be directly related to the student's current performance levels, focus on skills that can reasonably be achieved in one school year, and include specific, measurable criteria. Short-term objectives and benchmarks should also be included to track progress towards the annual goals. Examples are provided of current performance levels, a measurable annual reading goal, and related benchmarks/objectives for a sample student.
The document discusses the Utah Academy of Teachers and frameworks for quality teaching and student learning. It emphasizes that quality teaching is the most important factor in student achievement, and outlines four domains of teaching practice: planning and preparation, classroom environment, instruction, and professional responsibilities. It also discusses the backward design process of understanding by design curriculum development which begins with identifying desired learning outcomes and aligning standards, curriculum, instruction and assessment.
The document provides an overview of the Assessment and Evaluation Branch of the New Brunswick Department of Education and Early Childhood Development. It discusses the branch's responsibility for administering provincial, international, and pan-Canadian assessments. It also summarizes the province's assessment framework, focusing on literacy and numeracy assessments at various grade levels, exemptions and accommodations, and updates to assessment timetables. Testing in specific subject areas and languages is described for certain grades.
Testing and Test Construction (Evaluation ILE)Samcruz5
Testing serves several purposes including informing learners and teachers of strengths and weaknesses, motivating learners, and determining if learning objectives have been achieved. Tests can be classified based on their purpose such as screening, placement, or achievement. They can also be classified based on their characteristics such as being direct or indirect, criterion-referenced or norm-referenced. Proper test design considers guidelines around moderating tasks, ensuring an appropriate level of difficulty, avoiding bias, and standardizing examiners.
Testing and Test construction (Evaluation in EFL)Samcruz5
The document discusses different types of tests, their purposes, and characteristics. It describes screening, placement, proficiency, aptitude, diagnostic, achievement, and progress tests. Direct and indirect tests as well as discrete point and integrative tests are also defined. Guidelines for developing effective tests are provided, including moderating tasks, determining an appropriate level of difficulty, ensuring discrimination among learners, using a representative sample, avoiding overlap, providing clear instructions, considering timing, and avoiding bias in the layout. Moderation of marking schemes, standardization of examiners, and follow-up reviews are also recommended to help ensure tests achieve their intended purposes.
National and provincial assessments (NAs) aim to evaluate education systems by testing samples of students, while public examinations (PEs) assess all students wishing to take an exam. NAs have low stakes, cover a few subjects with short tests, and influence long-term policy. PEs have high stakes, extensively test major subjects, and strongly influence immediate teaching. NAs are better for monitoring trends over time, while PEs provide student certification.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
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
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
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This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
2. Teacher As Inquiry | Level 1 English
Department Inquiry: How does the use of AKO and
mentoring / facilitating at senior levels improve results?
In response to our departmental inquiry, I have decided to
do an inquiry with my Level 1 English Class.
The focus will be two-fold:
1. Are the students able to make meaningful links between AKO and the
levels of thinking (3 storey intellect) and NCEA achievement levels?
2. How can better understanding of AKO enhance and improve
academic results?
3. Teacher As Inquiry | Level 1 English
Key Strategies:
• Crafting Learning Intentions and Success Criteria that use the language
of learning and make links to the three storey intellect in meaningful ways
• Explicitly discussing LI, SC, AKO and NCEA achievement levels
• Implicitly linking work to AKO and three storey intellect through visual cues
and reminders (including the icons on student resources etc.)
• Asking the students to link their learning to the appropriate level of
thinking
• Discussing the meaning and practical application of key “thinking” words
• Examining essay and exam questions and breaking them down
4. Teacher As Inquiry | Level 1 English
Methods for Collecting & Analyzing Results:
• Verbal feedback and informal interviews: talking with students,
questioning, reflecting
• Surveys and questionnaires
• Data analysis:
- Comparing the students’ results throughout the year (e.g. their
achievement in their first practice essay, compared with their second
essay)
- Comparing the students’ grades with their responses in the AKO surveys
and questionnairs
• Reflections: on-going reflections on strategies, student results and student
feedback
6. • I devised 7 questions in a Google form
• 25 students completed the survey individually with no talking
• They had a maximum of 10 minutes to finish.
The questions assessed the students’ understanding of:
-> What “AKO” refers to
-> The different levels of “Three storey Intellect” and corresponding NCEA
Achievement levels
-> How the language in Learning Intentions and Success Criteria link to the
level of thinking/work expected of them
-> Making links between the language in exam questions and NCEA
achievement levels
Focus of survey questions…
The intention is to repeat a similar survey once or twice a
term to track their developing understanding.
7.
8.
9.
10.
11. Total Results (Table)
Q1 Q2 Q3 Q4 Q5 Q6 Q7
Correct % 80 36 40 36 48 52 68
Incorrect % 20 20 12 24 52 48 32
Half Correct
% 0 44 48 40 NA NA NA
Percentage of Correct/Incorrect Responses
20. Reflection on Results
As this is the first survey of this kind that I have conducted, rather than
attempt to analyse the results, I will predominantly note some observations
which will then inform my analysis in the future.
• 80% of students knew that “AKO” refers to our common language of learning
• Between 70-80% of the class could identify correctly some aspect of each
level of thinking in the three storey intellect
- However, looking at this from another perspective, between 50-60% of
students were incorrect or were not able to link the level of thinking to the
corresponding NCEA achievement level (this is a key area to work on)
• Approximately 50% of students were able to make some accurate
interpretations of language used in LI, SC and exam questions.
- This is positive but also shows that there is a long way for us to go with 50%
of class entering incorrect answers.