This document discusses formative assessment and its role in student learning. It defines formative assessment as assessments that provide feedback to students but do not count toward final grades. The document emphasizes that formative assessment should foster higher-order learning skills in students such as analysis, synthesis, and evaluation. It also notes that different types of assessments can impact student learning in different ways and should be selected carefully.
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.
Engineering Knowledge, Skills, and AbilitiesLisa Benson
This document discusses key knowledge, skills, and abilities (KSAs) that engineering students need to develop for successful careers. It defines three ways of knowing - "knowing that" which involves declarative knowledge, "knowing how" which involves procedural knowledge, and "knowing why" which involves curiosity and continuous learning. The document proposes assessing students' problem-solving processes and provides examples of activities that develop different ways of knowing in engineering courses. It assigns reflection essays for students to discuss experiences with "knowing that, how, why" and how to develop important KSAs in future teaching.
The document provides an introduction to using rubrics for assessing student work. It defines key terms related to rubrics and their purposes. It then outlines a five step process for developing rubrics, including deciding on dimensions of quality, achievement levels, descriptions for each level, rating schemes, and reviewing/revising. An example rubric for grading research papers is also included.
Curriculum evaluation through learning assessmentRubioRichard1
This document discusses curriculum evaluation through learning assessment. It begins by defining curriculum evaluation as assessing the intended outcomes of the learning process. Standards and competencies are used to measure these outcomes. The document then outlines different levels of competencies in knowledge, skills, values, and application across various educational levels from grade 11 to doctorate degrees. It also discusses the ASEAN Qualifications Reference Framework and different levels of learning outcomes. The rest of the document discusses various methods of assessment, including objective tests like multiple choice, matching, and subjective tests like essays. It also discusses authentic or performance-based assessments.
Curriculum evaluation through learning assessmentSharon Ballasiw
The document discusses learning outcomes and assessment methods. It defines learning outcomes as the intended results of the learning process. It describes four levels of learning outcomes - knowledge, process, understanding, and performance. Assessment methods discussed include objective tests like multiple choice and matching, as well as subjective tests like restricted response, extended response essays, and authentic or performance-based assessments. Examples are provided for each type of assessment method. The document aims to help teachers choose appropriate assessment methods aligned with the intended learning outcomes.
Internal assessement in ib ppt for studentsshajugeorge
The document provides guidance for teachers on the internal assessment requirements for Economics at both SL and HL. It outlines that the teacher should support students during the planning and work stages of the internal assessment. The teacher's duties include explaining the assessment criteria and requirements, providing feedback on drafts, and ensuring student work is authentic. Students must produce a portfolio with 3 commentaries on news articles, applying economic concepts and demonstrating analysis and evaluation. Teachers assess each commentary using pre-defined criteria and a sample is moderated by the IB.
This document discusses formative assessment and its role in student learning. It defines formative assessment as assessments that provide feedback to students but do not count toward final grades. The document emphasizes that formative assessment should foster higher-order learning skills in students such as analysis, synthesis, and evaluation. It also notes that different types of assessments can impact student learning in different ways and should be selected carefully.
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.
Engineering Knowledge, Skills, and AbilitiesLisa Benson
This document discusses key knowledge, skills, and abilities (KSAs) that engineering students need to develop for successful careers. It defines three ways of knowing - "knowing that" which involves declarative knowledge, "knowing how" which involves procedural knowledge, and "knowing why" which involves curiosity and continuous learning. The document proposes assessing students' problem-solving processes and provides examples of activities that develop different ways of knowing in engineering courses. It assigns reflection essays for students to discuss experiences with "knowing that, how, why" and how to develop important KSAs in future teaching.
The document provides an introduction to using rubrics for assessing student work. It defines key terms related to rubrics and their purposes. It then outlines a five step process for developing rubrics, including deciding on dimensions of quality, achievement levels, descriptions for each level, rating schemes, and reviewing/revising. An example rubric for grading research papers is also included.
Curriculum evaluation through learning assessmentRubioRichard1
This document discusses curriculum evaluation through learning assessment. It begins by defining curriculum evaluation as assessing the intended outcomes of the learning process. Standards and competencies are used to measure these outcomes. The document then outlines different levels of competencies in knowledge, skills, values, and application across various educational levels from grade 11 to doctorate degrees. It also discusses the ASEAN Qualifications Reference Framework and different levels of learning outcomes. The rest of the document discusses various methods of assessment, including objective tests like multiple choice, matching, and subjective tests like essays. It also discusses authentic or performance-based assessments.
Curriculum evaluation through learning assessmentSharon Ballasiw
The document discusses learning outcomes and assessment methods. It defines learning outcomes as the intended results of the learning process. It describes four levels of learning outcomes - knowledge, process, understanding, and performance. Assessment methods discussed include objective tests like multiple choice and matching, as well as subjective tests like restricted response, extended response essays, and authentic or performance-based assessments. Examples are provided for each type of assessment method. The document aims to help teachers choose appropriate assessment methods aligned with the intended learning outcomes.
Internal assessement in ib ppt for studentsshajugeorge
The document provides guidance for teachers on the internal assessment requirements for Economics at both SL and HL. It outlines that the teacher should support students during the planning and work stages of the internal assessment. The teacher's duties include explaining the assessment criteria and requirements, providing feedback on drafts, and ensuring student work is authentic. Students must produce a portfolio with 3 commentaries on news articles, applying economic concepts and demonstrating analysis and evaluation. Teachers assess each commentary using pre-defined criteria and a sample is moderated by the IB.
This document summarizes a presentation given at the NAASS Annual Meeting about a study conducted at Elon University on factors that influence student course selection. The study found that course titles with "signal words" were ranked higher on average than those without. It also found that course qualities like satisfying requirements, professor reputation, and schedule fit were most important to students. However, students expressed that registration is a stressful process and they have limited availability of required courses. The presentation recommends that universities better understand student needs, provide clear course information, and equip students with effective decision-making tools to help alleviate stress around course selection.
The document discusses effective feedback strategies to promote student learning. It defines feedback broadly as any information students receive about their knowledge and skills. It emphasizes the importance of facilitating dialogue between students, peers, and teachers. It also recommends that students play an active role in assessing their own work and revising it based on feedback before final submission. The goal is to engage students more fully in the feedback process and help them understand how to improve their performance.
Chapter 8 reporting by group 6 (autosaved) (autosaved)Christine Watts
This document discusses various methods of alternative assessment including authentic assessment, portfolio assessment, classroom assessment techniques, formative assessment, integrated assessment, and holistic assessment.
Authentic assessment involves tasks that mimic real-world problems and require students to apply skills and knowledge. It emphasizes higher-order thinking and evaluates projects over time through methods like portfolios. Formative assessment provides feedback during learning to improve instruction, while summative assessment evaluates learning after instruction. Integrated assessment combines outcomes from multiple topics into realistic activities conducted over time. Holistic assessment balances assessing learning outcomes with assessing for learning through a variety of methods.
The document discusses assessment and evaluation in education. It distinguishes between assessment for learning (formative assessment) and assessment of learning (summative assessment), noting that the primary purpose of assessment is to improve student learning. It provides examples of different assessment strategies and tools that can be used, including rubrics, to support teachers and engage students.
Standards based unit assessment design for k to 12 Ian Martije
This document discusses standards-based assessment design for K-12 curriculum. It defines different types of standards including core learning area standards, key stage standards, grade level standards, content standards, and performance standards. It also defines learning competencies and different levels of competencies including knowing, understanding, and doing. The document provides guidance on developing a unit assessment map by unpacking competencies, deciding on the level of assessment, and selecting appropriate assessment tasks. Standards-based assessment is important as it ensures alignment between instruction, assessment, and standards and allows students' mastery of competencies to be measured and progress tracked.
This document provides information about transitioning from the Middle Years Program (MYP) to the Diploma Program (DP) at the International Baccalaureate (IB). It outlines the core requirements of the DP including taking courses across 6 subject groups, completing an extended essay, Theory of Knowledge courses, and CAS hours. It notes that the DP is a rigorous two-year program that prepares students for university and success beyond. Completing the full DP leads to benefits like higher college acceptance and persistence rates compared to similar students without the DP.
This document provides an overview of assessment methods and how to create rubrics for assessment. It discusses formative and summative assessment, as well as direct and indirect assessment methods. It also covers different types of assessment tools like rubrics, checklists, rating scales, and portfolios. Rubrics are described as composed of a task description, performance scale, dimensions being assessed, and descriptions of each performance level. The document provides examples of different rubric formats and discusses how to create rubrics and address potential biases. It emphasizes that the goal of assessment is to improve student learning by establishing learning objectives and measuring outcomes to determine if objectives are met.
The document discusses KPUP, which stands for Knowledge, Process, Understanding, and Product/Performance - the four levels of assessment in the Philippines' K-12 education system. It explains that KPUP assessments should cover each of the four levels and be weighted accordingly for grading purposes. Examples are provided of how to formulate exercise questions and assessments aligned with each KPUP level using various subjects like Math, Science, and Filipino.
1. The document discusses alternatives to standardized testing for language assessment, including portfolios, journals, observations, conferences, interviews, and self-assessment.
2. These alternative forms of assessment require more time and effort from teachers but provide more authentic and comprehensive views of student performance and progress.
3. The document provides guidelines for implementing various alternative assessments in the classroom, including clearly stating objectives, criteria for evaluation, and providing feedback.
This document summarizes a webinar training on assessing language performance using LinguaFolio. It discusses the purpose of assessment, types of assessments including formative and summative, and performance assessments versus traditional assessments. Integrated performance assessments and student self-assessment are also covered. The document provides examples and guidance on creating appropriate assessments, including considering learning goals and evidence of mastery. Steps in assessment planning, what to consider when developing assessments, and how proficiency guidelines and world language standards relate to LinguaFolio are also summarized.
Assessment tools like rubrics can be used to evaluate student learning in higher education programs. Rubrics provide detailed criteria and standards to assess student work or performance. They can take various forms like checklists, rating scales, or descriptive scales. Rubrics benefit students by providing clear feedback, and they benefit faculty by streamlining grading and allowing comparison of student work over time. When used to evaluate program-level student outcomes, rubrics can help institutions understand curricular strengths and weaknesses.
This document outlines an education workshop about developing learning outcomes. The workshop aims to help participants understand learning outcomes, their advantages, and how to design them using Bloom's Taxonomy. By the end of the workshop, participants should be able to describe learning outcomes, discuss their benefits, relate them to Bloom's Taxonomy, apply the taxonomy to create outcomes, and understand that "understand" is not an appropriate verb for an outcome. The workshop involves reviewing theory, practical application through group work developing outcomes, and sharing results.
The document discusses improving classroom assessment to meet requirements of continuous and comprehensive evaluation (CCE). It covers several topics related to modern assessment theory including developing assessments aligned to learning objectives, using formative and summative assessments, and locating students on a development continuum. The document also discusses cognitive levels of assessment items based on Bloom's taxonomy, with higher cognitive levels requiring more complex thought processes. Teachers can vary the difficulty of items by adjusting the vocabulary, content familiarity, format, and inclusion of diagrams or other supports.
This document provides descriptions of various assessment tools and strategies that teachers can use to evaluate student learning in non-traditional ways beyond traditional tests. It includes graphic organizers, interviews, observations, performance tasks, creative exhibitions, self-evaluations, journals, contracts, and portfolios that are designed to enhance student understanding and promote lifelong skills. These alternative assessment methods need not take away from learning time and can themselves be learning experiences.
Assessing student learning in diverse ways: PortfoliosCALT
Portfolios can be used for both formative and summative assessment of students. They allow students to showcase a variety of work over time to demonstrate their learning and achievement of outcomes. Effective portfolio assessment involves careful planning to align portfolio tasks and criteria with learning outcomes, providing students feedback on drafts, and using portfolios along with student interviews to fully evaluate learning.
The document discusses principles of testing including practicality, reliability, validity, authenticity, and backwash. It provides details on how to ensure tests are practical, reliable, valid, and authentic. Reliability can be impacted by student factors, raters, test administration conditions, and test design. Validity includes content, criterion-related, and construct validity. Authenticity means the test tasks correspond to real-world language tasks. Backwash refers to how a test impacts teaching and learning - a test should support good teaching and provide feedback to improve teaching.
Table of Specifications (TOS) and Test Construction ReviewRivera Arnel
The presentation provided an overview of test construction and highlighted the importance of creating a table of specifications to ensure tests adequately sample the intended learning outcomes. It also discussed guidelines for writing different types of test items like multiple choice and situational judgment questions, emphasizing the need for clarity, relevance, and avoiding flaws that could introduce errors. Effective test development requires understanding cognitive taxonomies and applying principles of validity, reliability, and usability.
Research in Distance Education:
from present findings to future agendas. Evaluation and Assessment strand presentation.
Dr Wayne Morrison
External Laws Programme
This document discusses programming the course for Information Processes and Technology (IPT). It provides tips on taking a straightforward approach to ensure all course content is covered. Given litigation risks, most teachers prioritize content over teaching techniques. It also notes the substantial content and interruptions in Year 11. Solutions discussed include joining the Computing Studies Teachers Association for ready-made programs or creating your own program. Assessment and reporting requirements and structures are also outlined.
This document summarizes a presentation given at the NAASS Annual Meeting about a study conducted at Elon University on factors that influence student course selection. The study found that course titles with "signal words" were ranked higher on average than those without. It also found that course qualities like satisfying requirements, professor reputation, and schedule fit were most important to students. However, students expressed that registration is a stressful process and they have limited availability of required courses. The presentation recommends that universities better understand student needs, provide clear course information, and equip students with effective decision-making tools to help alleviate stress around course selection.
The document discusses effective feedback strategies to promote student learning. It defines feedback broadly as any information students receive about their knowledge and skills. It emphasizes the importance of facilitating dialogue between students, peers, and teachers. It also recommends that students play an active role in assessing their own work and revising it based on feedback before final submission. The goal is to engage students more fully in the feedback process and help them understand how to improve their performance.
Chapter 8 reporting by group 6 (autosaved) (autosaved)Christine Watts
This document discusses various methods of alternative assessment including authentic assessment, portfolio assessment, classroom assessment techniques, formative assessment, integrated assessment, and holistic assessment.
Authentic assessment involves tasks that mimic real-world problems and require students to apply skills and knowledge. It emphasizes higher-order thinking and evaluates projects over time through methods like portfolios. Formative assessment provides feedback during learning to improve instruction, while summative assessment evaluates learning after instruction. Integrated assessment combines outcomes from multiple topics into realistic activities conducted over time. Holistic assessment balances assessing learning outcomes with assessing for learning through a variety of methods.
The document discusses assessment and evaluation in education. It distinguishes between assessment for learning (formative assessment) and assessment of learning (summative assessment), noting that the primary purpose of assessment is to improve student learning. It provides examples of different assessment strategies and tools that can be used, including rubrics, to support teachers and engage students.
Standards based unit assessment design for k to 12 Ian Martije
This document discusses standards-based assessment design for K-12 curriculum. It defines different types of standards including core learning area standards, key stage standards, grade level standards, content standards, and performance standards. It also defines learning competencies and different levels of competencies including knowing, understanding, and doing. The document provides guidance on developing a unit assessment map by unpacking competencies, deciding on the level of assessment, and selecting appropriate assessment tasks. Standards-based assessment is important as it ensures alignment between instruction, assessment, and standards and allows students' mastery of competencies to be measured and progress tracked.
This document provides information about transitioning from the Middle Years Program (MYP) to the Diploma Program (DP) at the International Baccalaureate (IB). It outlines the core requirements of the DP including taking courses across 6 subject groups, completing an extended essay, Theory of Knowledge courses, and CAS hours. It notes that the DP is a rigorous two-year program that prepares students for university and success beyond. Completing the full DP leads to benefits like higher college acceptance and persistence rates compared to similar students without the DP.
This document provides an overview of assessment methods and how to create rubrics for assessment. It discusses formative and summative assessment, as well as direct and indirect assessment methods. It also covers different types of assessment tools like rubrics, checklists, rating scales, and portfolios. Rubrics are described as composed of a task description, performance scale, dimensions being assessed, and descriptions of each performance level. The document provides examples of different rubric formats and discusses how to create rubrics and address potential biases. It emphasizes that the goal of assessment is to improve student learning by establishing learning objectives and measuring outcomes to determine if objectives are met.
The document discusses KPUP, which stands for Knowledge, Process, Understanding, and Product/Performance - the four levels of assessment in the Philippines' K-12 education system. It explains that KPUP assessments should cover each of the four levels and be weighted accordingly for grading purposes. Examples are provided of how to formulate exercise questions and assessments aligned with each KPUP level using various subjects like Math, Science, and Filipino.
1. The document discusses alternatives to standardized testing for language assessment, including portfolios, journals, observations, conferences, interviews, and self-assessment.
2. These alternative forms of assessment require more time and effort from teachers but provide more authentic and comprehensive views of student performance and progress.
3. The document provides guidelines for implementing various alternative assessments in the classroom, including clearly stating objectives, criteria for evaluation, and providing feedback.
This document summarizes a webinar training on assessing language performance using LinguaFolio. It discusses the purpose of assessment, types of assessments including formative and summative, and performance assessments versus traditional assessments. Integrated performance assessments and student self-assessment are also covered. The document provides examples and guidance on creating appropriate assessments, including considering learning goals and evidence of mastery. Steps in assessment planning, what to consider when developing assessments, and how proficiency guidelines and world language standards relate to LinguaFolio are also summarized.
Assessment tools like rubrics can be used to evaluate student learning in higher education programs. Rubrics provide detailed criteria and standards to assess student work or performance. They can take various forms like checklists, rating scales, or descriptive scales. Rubrics benefit students by providing clear feedback, and they benefit faculty by streamlining grading and allowing comparison of student work over time. When used to evaluate program-level student outcomes, rubrics can help institutions understand curricular strengths and weaknesses.
This document outlines an education workshop about developing learning outcomes. The workshop aims to help participants understand learning outcomes, their advantages, and how to design them using Bloom's Taxonomy. By the end of the workshop, participants should be able to describe learning outcomes, discuss their benefits, relate them to Bloom's Taxonomy, apply the taxonomy to create outcomes, and understand that "understand" is not an appropriate verb for an outcome. The workshop involves reviewing theory, practical application through group work developing outcomes, and sharing results.
The document discusses improving classroom assessment to meet requirements of continuous and comprehensive evaluation (CCE). It covers several topics related to modern assessment theory including developing assessments aligned to learning objectives, using formative and summative assessments, and locating students on a development continuum. The document also discusses cognitive levels of assessment items based on Bloom's taxonomy, with higher cognitive levels requiring more complex thought processes. Teachers can vary the difficulty of items by adjusting the vocabulary, content familiarity, format, and inclusion of diagrams or other supports.
This document provides descriptions of various assessment tools and strategies that teachers can use to evaluate student learning in non-traditional ways beyond traditional tests. It includes graphic organizers, interviews, observations, performance tasks, creative exhibitions, self-evaluations, journals, contracts, and portfolios that are designed to enhance student understanding and promote lifelong skills. These alternative assessment methods need not take away from learning time and can themselves be learning experiences.
Assessing student learning in diverse ways: PortfoliosCALT
Portfolios can be used for both formative and summative assessment of students. They allow students to showcase a variety of work over time to demonstrate their learning and achievement of outcomes. Effective portfolio assessment involves careful planning to align portfolio tasks and criteria with learning outcomes, providing students feedback on drafts, and using portfolios along with student interviews to fully evaluate learning.
The document discusses principles of testing including practicality, reliability, validity, authenticity, and backwash. It provides details on how to ensure tests are practical, reliable, valid, and authentic. Reliability can be impacted by student factors, raters, test administration conditions, and test design. Validity includes content, criterion-related, and construct validity. Authenticity means the test tasks correspond to real-world language tasks. Backwash refers to how a test impacts teaching and learning - a test should support good teaching and provide feedback to improve teaching.
Table of Specifications (TOS) and Test Construction ReviewRivera Arnel
The presentation provided an overview of test construction and highlighted the importance of creating a table of specifications to ensure tests adequately sample the intended learning outcomes. It also discussed guidelines for writing different types of test items like multiple choice and situational judgment questions, emphasizing the need for clarity, relevance, and avoiding flaws that could introduce errors. Effective test development requires understanding cognitive taxonomies and applying principles of validity, reliability, and usability.
Research in Distance Education:
from present findings to future agendas. Evaluation and Assessment strand presentation.
Dr Wayne Morrison
External Laws Programme
This document discusses programming the course for Information Processes and Technology (IPT). It provides tips on taking a straightforward approach to ensure all course content is covered. Given litigation risks, most teachers prioritize content over teaching techniques. It also notes the substantial content and interruptions in Year 11. Solutions discussed include joining the Computing Studies Teachers Association for ready-made programs or creating your own program. Assessment and reporting requirements and structures are also outlined.
The document provides guidance on conducting research and writing an introduction for an essay. It discusses the overall research process, including defining a problem, conducting a literature review, developing a research framework, gathering and analyzing data, and discussing findings. It then outlines the Introduction, Methods, Findings, and Discussion (IMFD) format for structuring a research paper. Specific details are provided on how to write an effective introduction, including presenting the research topic, briefly discussing the problem, and stating the objectives and scope. Teachers are assigned the task of finding literature on their research topic and preparing a draft introduction.
The document discusses the functions of assessment in learning and development. It explains that initial assessment ensures the assessor understands the learner's knowledge, skills, and performance. The assessor must also ensure the learner understands the course units and support them in choosing appropriate units. The assessor and learner then decide on an assessment plan, including dates, times to meet, and assessment methods. Assessments provide measurements of a learner's achievements and identify areas for development.
This document discusses course evaluation and grading. It emphasizes aligning evaluation measures with course learning outcomes, using valid measures, and clearly describing assignments and grading policies to students. Examples are provided to illustrate aligning evaluations with outcomes in various subjects. Issues with non-alignment are also discussed. The document concludes with next steps for developing strong evaluation measures, such as creating clear assignment descriptions, rubrics, point scales, and grade cutoffs.
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 instruction with the desired outcomes in mind. The document describes the types of learners in the class and their roles. It also outlines key principles of adult learning, the components of effective teaching, and why curriculum design is important. The assignments for the course are also introduced, including creating goals and objectives, needs assessments, and exploring instructional and assessment strategies.
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.
This document summarizes key points from a presentation on assessment and feedback methods:
1. Assessment has a major influence on what and how students learn, how teaching is done, and how students organize their studies. Students focus more on what they think will be assessed rather than the entire curriculum.
2. A survey of students found that they prefer more opportunities for one-on-one feedback and easy access to feedback. Students also want feedback more quickly, though science students expect slower feedback.
3. The presentation recommends managing student expectations, enhancing engagement with assessment and feedback, emphasizing student responsibility, and avoiding innovation just for its own sake when considering changes to assessment and feedback practices.
Slides for the presentation given by Jude Carroll at the event Assessment and feedback issues for teaching international students in Law on 16 May 2011.
The presentation discusses setting learning objectives and assessing student performance in Kaplan's legal studies program. It emphasizes the importance of setting clear learning objectives in declarative knowledge, procedural knowledge, and problem solving based on course curriculum. The presentation also provides examples of formative and summative assessments that can be used to evaluate student understanding and application of legal concepts. These include assignments, mock trials, reflective journals, and peer reviews. Rubrics and clear grading criteria are important to guide students and evaluate performance on more complex assessments.
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.
This document discusses the importance of constructive alignment in teaching. Constructive alignment means aligning learning outcomes, teaching methods, and assessments. It is represented by the "golden triangle" of learning outcomes, teaching/learning activities, and assessment. Learning outcomes should be specific, measurable, achievable, realistic and timed (SMART). A taxonomy like Bloom's can help locate outcomes at appropriate cognitive levels. Effective teaching also considers strategies like PAR (present, apply, review) and BEM (beginning-end-middle emphasis). Planning ensures alignment that supports student learning.
This document discusses the importance of constructive alignment in teaching. Constructive alignment means aligning learning outcomes, teaching methods, and assessments. Learning outcomes should be specific, measurable, achievable, realistic and timed (SMART). Outcomes are aligned with Bloom's Taxonomy of learning levels. Effective teaching models like PAR (present, apply, review) and utilizing the beginning and end of lessons are discussed. Surface and deep learning are contrasted, with deep learning encouraged through self-assessment, meaningful tasks, and feedback.
Maharashtra State Council for Educational Research &Technology-MSCERT,Pune has devised a new Evaluation System for stds.I to VIII w.e.f. 2010-2011.This PPT is prepared for explaining the new procedure to the stakeholders.
This document provides guidance on developing student learning outcomes and assessing student achievement of those outcomes. It discusses the importance of writing measurable learning outcomes using action verbs from Bloom's taxonomy. Outcomes should describe what students will know and be able to do rather than internal processes like understanding. The document also discusses the difference between outputs, outcomes and goals, and emphasizes the importance of directly assessing student learning through exams, assignments or other demonstrations of knowledge and skills. University, program and course-level outcomes are interrelated and assessments should be aligned across levels. Both direct and indirect assessment methods are recommended.
Accounting research method (updated) bu desiPuput Hapsari
This document outlines the syllabus for an accounting research methods course at Universitas Indonesia. The course aims to help students understand the concepts, benefits, and process of research in the field of accounting. Specifically, students will learn how to define problems, review literature, develop frameworks, formulate hypotheses, collect and analyze data, and prepare research reports. Assessment will include exams, assignments, and a group research project involving preparing progress reports and a final research report. Class sessions will involve lectures, discussions, and presentations of students' research.
The document discusses Christchurch Polytechnic Institute of Technology's (CPIT) introduction and development of its self-assessment and external evaluation processes from 2007-2011. It outlines CPIT's principles for self-assessment, including embedding it in regular practice and focusing on student learning outcomes and stakeholder feedback. The document also describes CPIT's generic self-assessment process of stocktaking, evaluative conversations, reporting, and closing loops.
Similar to The first year experience of assessment - realigning the learning (20)
Problem-based learning is a structured, student-led process that begins with a problem as the starting point for learning. It involves students reading a problem aloud, describing the essence of the problem in a few sentences or a title. Students then brainstorm anything potentially relevant to the problem and systematically organize these ideas thematically. Finally, students identify learning outcomes phrased as researchable questions based on the issues organized in the previous stage.
Slides for the presentation given by Victoria Passant, Student Engagement Officer, National Union of Students (NUS), at the National Law Students Forum 2011.
Slides from the presentation by Shamini Ragavan (Newcastle Law School) at the event Assessment and feedback issues for teaching international students in Law on 16 May 2011.
The document discusses several key issues regarding the use of expert testimony in court:
1) What constitutes expertise and how is it defined in a legal context? Experts must provide objective, unbiased opinions within their expertise but cases show expert opinions can differ substantially.
2) How are expert opinions formed and evaluated, and what factors influence this? Expert opinions are not always robust and transparent, potentially misleading juries.
3) How can expert opinions best be communicated to juries to aid their understanding of complex scientific or technical issues? Effective communication is important as juries must consider expert testimony along with other evidence.
Slides from the presentation given by Liz Campbell and Collette Patterson (The Law Society of Scotland) at the 2010 conference: Moving forward: Legal education in Scotland.
Slides from the presentation given by Dale McFadzean (University of the West of Scotland) at the 2010 conference: Moving forward: Legal education in Scotland.
Slides from the presentation given by Simon Usherwood (University of Surrey) at the joint conference Open Educational Resources in the disciplines in October 2010.
Slides from the presentation given by Paul Maharg (University of Northumbria) at the joint conference Open Educational Resources in the disciplines in October 2010.
Slides from the presentation by Karen Counsell (University of Glamorgan) at the joint conference Open Educational Resources in the disciplines in October 2010.
Slides from the presentation given by
Andrew Agapiou (University of Strathclyde) at the Open Educational Resources in the disciplines: a joint conference in October 2010.
The document discusses how university websites present information about law programs and legal education. It notes that websites often show what universities want students to know rather than the information students want. It also discusses how websites could be improved by providing more consistent and navigable information across institutions, including criteria like teaching hours, assessments, employment outcomes, facilities, and fees. The document concludes that while law program websites have improved with more professional and visual content since 2004, information is still often fragmented and not always up-to-date.
Slides for the presentation by Sara de Freitas (Coventry University) and Paul Maharg (University of Northumbria) at the Learning in Law Annual Conference 2011.
Slides for the presentation by Joanne Clough (University of Northumbria) and Gillian Smith (Nottingham Trent University) at the Learning in Law Annual Conference 2011.
This document outlines a presentation on a programme browser created by James Toner and Marcus Soanes. The presentation covers the theory, context, demonstration, evaluation, and future plans for the browser. It was used by 350 students and 30 staff and generated usage statistics. Next steps may include incorporating additional learning, practice, and curriculum components as well as exploring interest from other schools.
1) New lawyers gain competency and autonomy through three main factors - gaining experience, dramatic learning events, and finding a value balance between their own ethics and their firm's approach.
2) Dealing with pervasive legal uncertainty is a challenge, as new lawyers expect definitive answers but learn solutions are not always clear.
3) Values accommodation involves navigating between aggressive legal tactics of some opponents while maintaining one's own ethical approach within a firm's culture.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
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.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
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
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How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM