Assessment in Education, especially Medical Education is very important part of Teaching and Learning...
This Presentation is based on Understanding the Basics of Assessment in Medical Education.
Assessment in Education, especially Medical Education is very important part of Teaching and Learning...
This Presentation is based on Understanding the Basics of Assessment in Medical Education.
The Impact of Outside the Classroom Activities on Academic Outcomes: A Quanti...natalie_berger
Purpose
This presentation will introduce original research that focuses on the impact non-academic components of higher education institutions have on academic outcomes. By disseminating information regarding the debate surrounding the value of the “co-curriculum,” and presenting research findings, the researcher will give evidence toward the value of the co-curriculum as an integrated part of the university curriculum.
Debate
Higher education in the United States is currently evaluating the value of non-academic components (the co-curriculum) of four-year institutions, particularly in relation to their impact on academic outcomes; the co-curriculum is often seen as separate and secondary to the academic curriculum (Fried, 2007). Astin’s (1999) theory of student involvement points out that the more energy, or effort, students put into their experience—both inside and outside the classroom—the better they will perform academically. Kuh (1995) defines outside the classroom activities as involvement in any extracurricular activities, interactions with faculty and staff outside the classroom, and living in campus residences. Described as the co-curriculum, these areas of involvement actively contribute to student learning (Kinzie & Kuh, 2007). However, it is not often easy to measure in what ways the co-curriculum contributes directly to academic outcomes. Therefore, the debate continues to exist, which questions the impact of non-academic activities on academic performance.
Research
This research project strives to validate the co-curriculum as an integral component of institutions, and explores quantitatively how student involvement outside the classroom affects long term abilities to perform in the work environment post graduation, as measured through academic outcomes. A quantitative correlative study has been performed on a group of 155 graduating students at a US-American private four-year institution. Students were asked to write an essay, which was evaluated to measure academic outcomes, including critical thinking and writing abilities. The researcher collected and scored written essays, which measured student ability to analyze two sides of an issue, as well as present their own opinion, in an unbiased manner, which aligns with several of the institution’s academic outcomes. Students were then asked to complete a survey asking questions about involvement in several different areas on campus. Scores from the essays and the surveys were matched, and then analyzed.
Results
It was found that students who were more involved in the areas of the co-curriculum including multicultural, all campus events, leadership, and residence hall events had higher outcome scores than those students who were less involved in these areas.
For this, assessment of learning, particularly the formative assessment helps to a great extent.
Formative assessment that is employed during the teaching of every unit in the subject, aims at improving student learning.
What is good assessment? It should be fair, reliable, reproducible, it should also provide learners with a good opportunity to demonstrate their learning, and also dissuade them from plagiarism.
Ann Wilson presents a strategy for developing good assessment across a course or programme and identify the assessment strategies used in courses and what the opportunities are for improvement. By the end of the session you will be able to identify the components of a good assessment strategy and have some useful ideas for improving your own assessments.
The challenges of Assessment and Feedback: findings from an HEA projectDenise Whitelock
The challenges of Assessment and Feedback: findings from an HEA project – Denise Whitelock (IET)
This project was undertaken by IET and colleagues from the University of Southampton and is just producing its final report. The project's aim was to produce a synthesis of evidence based research which throws light on the progress made in the practice of Assessment and Feedback in H.E. This presentation will highlight findings with respect to authentic assessment, e-portfolios, peer assessment, feedback for language learning and Advice for Action.
3. A Study on “Teacher’s satisfaction of assessment process of competency based curriculum in primary school education in Sri Lanka” with P.Senevirathna, paper presented at Jaffna University International research conference 2012 head on 20-21 July 2012 at Jaffna University. Abstract published in the conference proceedings.
The Impact of Outside the Classroom Activities on Academic Outcomes: A Quanti...natalie_berger
Purpose
This presentation will introduce original research that focuses on the impact non-academic components of higher education institutions have on academic outcomes. By disseminating information regarding the debate surrounding the value of the “co-curriculum,” and presenting research findings, the researcher will give evidence toward the value of the co-curriculum as an integrated part of the university curriculum.
Debate
Higher education in the United States is currently evaluating the value of non-academic components (the co-curriculum) of four-year institutions, particularly in relation to their impact on academic outcomes; the co-curriculum is often seen as separate and secondary to the academic curriculum (Fried, 2007). Astin’s (1999) theory of student involvement points out that the more energy, or effort, students put into their experience—both inside and outside the classroom—the better they will perform academically. Kuh (1995) defines outside the classroom activities as involvement in any extracurricular activities, interactions with faculty and staff outside the classroom, and living in campus residences. Described as the co-curriculum, these areas of involvement actively contribute to student learning (Kinzie & Kuh, 2007). However, it is not often easy to measure in what ways the co-curriculum contributes directly to academic outcomes. Therefore, the debate continues to exist, which questions the impact of non-academic activities on academic performance.
Research
This research project strives to validate the co-curriculum as an integral component of institutions, and explores quantitatively how student involvement outside the classroom affects long term abilities to perform in the work environment post graduation, as measured through academic outcomes. A quantitative correlative study has been performed on a group of 155 graduating students at a US-American private four-year institution. Students were asked to write an essay, which was evaluated to measure academic outcomes, including critical thinking and writing abilities. The researcher collected and scored written essays, which measured student ability to analyze two sides of an issue, as well as present their own opinion, in an unbiased manner, which aligns with several of the institution’s academic outcomes. Students were then asked to complete a survey asking questions about involvement in several different areas on campus. Scores from the essays and the surveys were matched, and then analyzed.
Results
It was found that students who were more involved in the areas of the co-curriculum including multicultural, all campus events, leadership, and residence hall events had higher outcome scores than those students who were less involved in these areas.
For this, assessment of learning, particularly the formative assessment helps to a great extent.
Formative assessment that is employed during the teaching of every unit in the subject, aims at improving student learning.
What is good assessment? It should be fair, reliable, reproducible, it should also provide learners with a good opportunity to demonstrate their learning, and also dissuade them from plagiarism.
Ann Wilson presents a strategy for developing good assessment across a course or programme and identify the assessment strategies used in courses and what the opportunities are for improvement. By the end of the session you will be able to identify the components of a good assessment strategy and have some useful ideas for improving your own assessments.
The challenges of Assessment and Feedback: findings from an HEA projectDenise Whitelock
The challenges of Assessment and Feedback: findings from an HEA project – Denise Whitelock (IET)
This project was undertaken by IET and colleagues from the University of Southampton and is just producing its final report. The project's aim was to produce a synthesis of evidence based research which throws light on the progress made in the practice of Assessment and Feedback in H.E. This presentation will highlight findings with respect to authentic assessment, e-portfolios, peer assessment, feedback for language learning and Advice for Action.
3. A Study on “Teacher’s satisfaction of assessment process of competency based curriculum in primary school education in Sri Lanka” with P.Senevirathna, paper presented at Jaffna University International research conference 2012 head on 20-21 July 2012 at Jaffna University. Abstract published in the conference proceedings.
Bienestar Corporativo es una compañía especializada en desarrollar en las organizaciones empresariales una CULTURA DEL BIENESTAR, a través de Soluciones de Promoción de la Salud y el Bienestar que fomentan un estilo de vida saludable.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
1. HELLO EVERYONE AND WELCOME TO THE
CLASS!
TINA GILSON
HE 527 ASSESSING STUDENT’S LEARNING ONLINE
INSTRUCTOR: DR. LUCAS
2. INTRODUCTION
• Describe what an assessment is
• Discuss the two type of assessments
• Describe what activities will be used to evaluate the
student
• Explain how grading will be used to determine if the
student has met course outcomes
Reference:
CarnegieMellon. (n.d.) Whys & Hows of Assessment. Retrieved May 24, 2014, from
http://www.cmu.edu/teaching/assessment/basics/formative-summative.html
UCONN. (n.d.) What is Assessment? Retrieved May 24, 2014, from http://assessment.uconn.edu/what/index.html
3. DEFINING ASSESSMENT
• The University of Connecticut defines assessment as “the process
of gathering and discussing information from multiple and diverse
sources in order to develop a deep understanding of what
students know, understand, and can do with their knowledge as a
result of their educational experience.”
• Simply put, an assessment is the teacher’s way to determine if a
student has met learning objectives and course outcomes
through evaluation of certain activities.
5. FORMATIVE ASSESSMENTS
• Carnegie Mellon University (CMU)
discusses the difference between
formative and summative. CMU
describes formative assessments as
those used “to monitor student
learning to provide ongoing feedback
that can be used by instructors to
improve their teaching and by
students to improve their learning.”
6. FORMATIVE ASSESSMENT
This is not an all-inclusive list of activities:
• Case studies
• Group discussion and activities
• Quizzes
• Written assessments
• Research projects
• Wikis
• Blogs
NOTE: To determination if an activity is formative or not is by how it is
used
8. SUMMATIVE ASSESSMENT
• When you are summatively assessed it is to determine if
you have met the outcome of each module or the course.
Summative activities can take place throughout the course
or can be utilized as an end of course assessment. This all
depends on how the instructor wants to use them.
• Specific activities are similar to those used for formative
but it is all dependent on how they are used.
9. GRADING ASSESSMENTS
• Grading:
• A rubric compares a student’s work to a set of
objectives
• Measured based off of your level of comprehension
and application of the work.
• The student will be given a grade based off of a set of
points that is awarded based off of how well or not
the student meets those objectives.
10. SUMMARY
• What an assessment is
• Discuss the two type of assessments
• Describe the activities used to evaluate the student
• Explain how students are graded to determine if
course outcomes were met
