This document outlines a protocol for unpacking standards into learning targets to improve common assessments. It explains how to analyze standards by underlining verbs, highlighting nouns, circling contexts, and identifying the type of learning target. Teachers will learn how to determine the depth of knowledge ceiling for each target and match assessment item types to target rigor. Sample essential outcomes are unpacked using the protocol steps. Guidelines are provided for constructing response questions that clearly communicate expectations and assessments are written for a sample standard.
The document discusses curriculum evaluation and different factors that should be considered. It outlines that a valid curriculum is needed for students to learn necessary workplace skills, even if instructors and students are good. When evaluating a curriculum, multiple factors must be taken into account including the learner, curriculum, instructors, available facilities, and other program aspects. Curriculum evaluation is defined as making value judgements about a curriculum's worth and involves gathering data to decide whether to accept, change, or eliminate the curriculum. Models of curriculum evaluation are useful as they define what should be studied and procedures used to extract important data. Evaluation can be formative during development or summative at the end of a program.
The document discusses different approaches to curriculum evaluation and development. It outlines Stufflebeam's CIPP model for evaluation which examines curriculum context, inputs, processes, and products. It also describes four main approaches to curriculum: behavioral, managerial, systems, and humanistic. The behavioral approach specifies goals and arranges content to match objectives. The managerial approach involves administration and leadership. The systems approach views the school as an organizational system. And the humanistic approach places the learner at the center and considers their whole development.
This document discusses different types of curriculum, including prescriptive curriculum which outlines what should be taught, and descriptive curriculum which focuses on students' actual experiences. It describes seven types of curriculum that operate in schools, such as the recommended curriculum from experts and the written, taught, supported, assessed, learned, and hidden curriculums. Characteristics of a good curriculum are that it evolves over time, is based on community needs, is developed democratically, results from long-term efforts, provides a logical sequence of content, complements other community programs, has educational quality, and allows flexibility.
This document provides guidance on instructional planning and design. It discusses:
1. The importance of preparing course plans and unit plans to properly allocate time for teaching topics and ensure a logical sequence.
2. Factors to consider when designing lessons such as objectives, student abilities, and available time and resources.
3. Common components of effective lessons including an introduction, development, consolidation, and evaluation phases with specific teacher and student activities.
4. Tips for effective classroom lectures including engaging students, presenting content logically, using various instructional methods, and providing summaries.
5. Guidelines for establishing a positive classroom climate and effective questioning techniques.
The document discusses the key components and purposes of developing an effective course syllabus. A syllabus should provide students with general information about course objectives, requirements, policies, and structure. It serves as a contract between the instructor and students and helps students understand expectations. The document outlines specific elements that are important to include, such as contact information, learning objectives, evaluation methods, grading scale, schedule, and academic policies. An effective syllabus presents information in a clear, organized manner to guide students.
This document discusses instructional design and its basic principles. It defines instructional design as a systematic process of developing instructional materials to ensure quality learning. The key phases of instructional design models are analysis, design, development, implementation, and evaluation. Following a systematic model helps identify learning needs, develop appropriate content and delivery methods, implement the instructional program, and evaluate learning outcomes.
A comprehensive discussion on the dynamics for teachers' professional development, with specific reference to practical ways of development. A case study along with interactive questions are also part of the presentation
The document describes four models of curriculum development:
1. The Hilda Taba model involves 8 steps beginning with identifying student needs and ending with evaluating to ensure mastery.
2. The Tyler model has four principles: determining education purposes, selecting learning experiences, organizing experiences effectively, and evaluating if purposes are met.
3. The Saylor, Alexander, and Lewis model starts with setting goals and objectives in four domains, then planning learning opportunities and implementation.
4. The Oliva model is simple, comprehensive, and systematic, involving 12 or 17 specific steps from specifying needs to curriculum evaluation.
The document discusses curriculum evaluation and different factors that should be considered. It outlines that a valid curriculum is needed for students to learn necessary workplace skills, even if instructors and students are good. When evaluating a curriculum, multiple factors must be taken into account including the learner, curriculum, instructors, available facilities, and other program aspects. Curriculum evaluation is defined as making value judgements about a curriculum's worth and involves gathering data to decide whether to accept, change, or eliminate the curriculum. Models of curriculum evaluation are useful as they define what should be studied and procedures used to extract important data. Evaluation can be formative during development or summative at the end of a program.
The document discusses different approaches to curriculum evaluation and development. It outlines Stufflebeam's CIPP model for evaluation which examines curriculum context, inputs, processes, and products. It also describes four main approaches to curriculum: behavioral, managerial, systems, and humanistic. The behavioral approach specifies goals and arranges content to match objectives. The managerial approach involves administration and leadership. The systems approach views the school as an organizational system. And the humanistic approach places the learner at the center and considers their whole development.
This document discusses different types of curriculum, including prescriptive curriculum which outlines what should be taught, and descriptive curriculum which focuses on students' actual experiences. It describes seven types of curriculum that operate in schools, such as the recommended curriculum from experts and the written, taught, supported, assessed, learned, and hidden curriculums. Characteristics of a good curriculum are that it evolves over time, is based on community needs, is developed democratically, results from long-term efforts, provides a logical sequence of content, complements other community programs, has educational quality, and allows flexibility.
This document provides guidance on instructional planning and design. It discusses:
1. The importance of preparing course plans and unit plans to properly allocate time for teaching topics and ensure a logical sequence.
2. Factors to consider when designing lessons such as objectives, student abilities, and available time and resources.
3. Common components of effective lessons including an introduction, development, consolidation, and evaluation phases with specific teacher and student activities.
4. Tips for effective classroom lectures including engaging students, presenting content logically, using various instructional methods, and providing summaries.
5. Guidelines for establishing a positive classroom climate and effective questioning techniques.
The document discusses the key components and purposes of developing an effective course syllabus. A syllabus should provide students with general information about course objectives, requirements, policies, and structure. It serves as a contract between the instructor and students and helps students understand expectations. The document outlines specific elements that are important to include, such as contact information, learning objectives, evaluation methods, grading scale, schedule, and academic policies. An effective syllabus presents information in a clear, organized manner to guide students.
This document discusses instructional design and its basic principles. It defines instructional design as a systematic process of developing instructional materials to ensure quality learning. The key phases of instructional design models are analysis, design, development, implementation, and evaluation. Following a systematic model helps identify learning needs, develop appropriate content and delivery methods, implement the instructional program, and evaluate learning outcomes.
A comprehensive discussion on the dynamics for teachers' professional development, with specific reference to practical ways of development. A case study along with interactive questions are also part of the presentation
The document describes four models of curriculum development:
1. The Hilda Taba model involves 8 steps beginning with identifying student needs and ending with evaluating to ensure mastery.
2. The Tyler model has four principles: determining education purposes, selecting learning experiences, organizing experiences effectively, and evaluating if purposes are met.
3. The Saylor, Alexander, and Lewis model starts with setting goals and objectives in four domains, then planning learning opportunities and implementation.
4. The Oliva model is simple, comprehensive, and systematic, involving 12 or 17 specific steps from specifying needs to curriculum evaluation.
The document discusses competency-based education and outlines a systemic framework. It describes key elements of competency-based education including a student-centered approach, collaborative and cooperative learning, and active student roles. The framework illustrates the relationships between students, facilitators, tutors, the professional environment, curriculum design, learning design, programs, courses, learning activities, and assignments. It positions competencies as the central focus, with integrated learning activities assessed through assignments and evaluations.
A scheme of work is a plan for teaching a subject over a given period of time that outlines topics to be covered, learning objectives, teaching methods, and resources. It is based on the syllabus and helps teachers stay organized. This document provides guidance on developing a scheme of work, including defining key terms, explaining the purpose and components, and important considerations like understanding the syllabus, estimating time, and accounting for interruptions. Teachers are advised to thoroughly understand the syllabus and arrange topics logically, while also considering related subjects and available resources and materials.
Methods strategies tactics & techniquesHennaAnsari
1. Teaching methods refer to the overall presentation style used to deliver content, such as telling (lecture), showing (demonstration), or doing (project-based).
2. Teaching strategies are plans of action designed to achieve learning objectives and are part of a larger curriculum scheme. Strategies include teacher-controlled, learner-controlled, interactive, and group-controlled.
3. Teaching tactics are the specific actions and behaviors teachers use to implement strategies and influence student behavior to meet instructional goals.
This document discusses performance assessments and how to score them reliably. It describes different types of scoring tools like rubrics, rating scales, and checklists. Rubrics outline specific criteria and standards for judging student performance on a task. Rating scales provide a common framework for scoring along a continuum. Checklists are useful for analytic rubrics that divide a task into observable actions. The document provides guidelines for developing clear and consistent scoring tools, such as defining characteristics, using appropriate scales, and avoiding common rating errors.
This document provides an overview of curriculum models and ideologies. It explores the product, process, situational, problem-centered, and expressive models of curriculum. The product model focuses on measurable objectives and outcomes, while the process model emphasizes teacher and learner activities and the learning environment. Different curriculum ideologies like liberal humanism, academicism, instrumentalism, progressivism, and reconstructivism are also discussed. Learners research assigned models and evaluate which ideology underpins their own curriculum.
Bloom's Taxonomy and Its Application for Active Learning Mohammad Ali Rana
The document discusses Bloom's Taxonomy, which was created in 1956 by Benjamin Bloom to promote higher forms of thinking in education. Bloom's Taxonomy classifies educational objectives into levels of complexity, from lower order thinking skills like remembering to higher order thinking skills like analyzing and evaluating. It includes three domains: cognitive, affective, and psychomotor. The cognitive domain involves knowledge and intellectual skills. Bloom's Taxonomy provides a useful framework for setting learning goals and assessing student understanding at different levels. It has been revised over time but remains influential in educational theory and practice.
Total Quality Management in Education ( PDFDrive ).pdfles977
This document provides an overview of Total Quality Management (TQM) in education. It discusses:
1) The basics of TQM, including its origins in the work of quality pioneers like Deming, Shewart, and Juran and the growth of interest in quality management.
2) Key concepts in TQM like continuous improvement, empowering teachers, and keeping customers (students and parents) satisfied.
3) Tools used in TQM like benchmarking, knowledge management, quality frameworks, and self-assessment.
4) Challenges to implementing TQM in educational institutions.
This document provides guidance for planning and analyzing effective mathematics lessons using the lesson study approach. It outlines key elements to consider when planning a lesson, including clear learning objectives, linking the content to the curriculum, providing meaningful tasks for students, anticipating difficulties, and assessing student understanding. After teaching the lesson, teachers should analyze whether the objectives were achieved, if the tasks were appropriately challenging, how teacher questioning supported learning, and how the lesson could be improved. The document also references additional resources on facilitating lesson study groups and examples of applying this process.
Ralph Tyler proposed a model for developing curricula that involves 4 steps: 1) defining learning objectives based on student and societal needs, 2) selecting useful learning experiences to meet the objectives, 3) organizing experiences for effective instruction, and 4) evaluating effectiveness and revising areas of weakness. The model emphasizes specifying clear, measurable objectives and evaluating student achievement of those objectives. While widely used, critics argue it can oversimplify curriculum and neglect broader goals.
The document discusses three types of curriculum: the formal curriculum that is officially documented, the informal curriculum involving a teacher's personality and interactions, and the hidden curriculum of unrecognized lessons. It also distinguishes between the written, supported, taught, and tested aspects of curriculum. Current issues discussed include curriculum clutter, the influence of testing on teaching, and the need for alignment between written, taught and tested curriculum. Site-based management and teacher autonomy are also examined in relation to curriculum development and implementation.
This document discusses key aspects of curriculum design and development. It identifies three main ideas that influence curriculum design: socialization, knowledge, and growth of the mind. Curriculum design draws from various sources including society, knowledge, moral doctrine, science, and the psychology of the learner. There are several major curriculum designs such as subject-centered, learner-centered, and problem-centered. Curriculum development is the process of implementing a curriculum design. Approaches to curriculum development can be technical-scientific or nontechnical-nonscientific. Goals and standards are important but distinct components of curriculum, with goals being general destinations and standards being specific learning objectives. Selecting appropriate curriculum content considers factors like self-sufficiency, significance, validity
Traditionally examination was the purpose of learning. However, our conception of learning is changing and it is being front ended. Now assessment is also being treated as learning. This presentation deals with assessment, feedback and assurance of learning.
CONCEPT OF CURRICULUM BY SIR PERVEZ SHAMIUsman Khan
The document defines curriculum and discusses its key components. It provides definitions of curriculum from various scholars that reference the teacher molding the student according to school ideals. A curriculum includes aims and objectives, content, methodology, and evaluation. It notes syllabus is part of the curriculum. Content can include textbooks but they have limitations. Methodology includes teacher-centered and student-centered approaches. Evaluation determines achievement, provides feedback, and helps direct students. It assesses knowledge, skills, and behaviors through various methods like tests, assignments, projects and more.
This document discusses evaluation of curriculum and the teaching-learning process. It defines evaluation as the systematic process of determining if changes in student behavior are occurring as intended. Evaluation is an ongoing, continuous process that assesses programs, individuals and institutions, and helps make decisions about students, teaching methods, and objectives. It includes both measurement of outputs and qualitative considerations to suggest improvements. The document also discusses the meaning and need for curriculum evaluation, its various methods and techniques, levels of formative and summative evaluation, factors that influence curriculum changes, and outlines a curriculum evaluation plan.
This document discusses curriculum evaluation. It defines evaluation as determining the value or extent to which goals are achieved. Curriculum evaluation obtains information to judge the worth of an educational program or objectives. There are two types of curriculum evaluation: formative evaluation occurs during development to improve the program, and summative evaluation assesses the final program based on its stated objectives. The document outlines several objectives and criteria for curriculum evaluation, including determining outcomes, revising content, and improving teaching methods.
A set of standards to be followed in assessment.
As they apply to curriculum, criteria are set of standards upon which the different elements of the curriculum are being tested.
The document discusses several models of curriculum development:
1. Gagne's system approach model which is based on behavioral learning theory and takes an atomistic view of curriculum development.
2. Tyler's rationale model which deals with determining educational purposes, experiences, organization, and evaluation. It reflects transmission and transaction positions.
3. Taba and Robinson models which clearly reflect the transaction position and emphasize an inductive approach with teachers developing curriculum.
4. Miller and Seller's model contends that a curriculum worker's orientation reflects their philosophy, psychology views, and views of society/basic worldview.
The document discusses the crucial distinction between assessment of learning and assessment for learning. Assessment of learning refers to evaluating how much students have learned at a point in time, while assessment for learning uses assessment to help students learn more. It argues that assessment should be used as a tool to help students succeed in mastering essential standards and close competency gaps, rather than just rank students or induce anxiety. Teachers need to understand sound assessment practices in order to set clear learning goals, provide descriptive feedback, and continuously adjust instruction based on assessment results.
Criterion-referenced assessment measures student performance against a fixed set of learning standards to determine if students have mastered specific skills or knowledge. It has pros like testing students only on defined goals and allowing teachers to reteach unmastered standards, but can be difficult to set standards boundaries. Criterion-referenced assessment differs from norm-referenced assessment in that the former provides information on an individual's performance on objectives, while the latter compares performance to others in a known group.
The document discusses various models of curriculum, including the Tyler model, Taba model, Saylor and Alexander model, and models for children with special needs. The Tyler model focuses on educational purposes, experiences, organization, and evaluation. The Taba model is a grass-roots approach with 7 steps including diagnosis, objectives, content selection, and evaluation. The Saylor and Alexander model includes goals, design, implementation, and evaluation. Models for children with special needs incorporate developmental, functional, and ecological approaches.
5 easy technologies for formative assessment_MDLCakenalong
This document provides an abstract for a workshop on using formative assessment technologies. The workshop will introduce five interactive technologies - Poll Everywhere, QuizBreak!, Quiz Revolution, StudyBlue, and SurveyMonkey - that can be used as formative assessment tools. During the workshop, participants will actively engage with the technologies through instructional activities and have an opportunity to see them in use. The goal is for instructors to learn about applicable technologies that can help assess student understanding and guide instruction.
This document discusses differentiated instruction, which is a systematic approach to teaching students with different abilities and needs. It compares fixed and growth mindsets, explaining that a growth mindset believes success comes from effort rather than innate ability. The document defines differentiated instruction and explains its key principles, including creating a supportive learning environment, using quality curriculum and assessments to inform teaching, and responding to student variance in readiness, interest, and learning profiles. Teachers provide testimonials about how differentiated instruction has helped engage and challenge students of varying abilities.
The document discusses competency-based education and outlines a systemic framework. It describes key elements of competency-based education including a student-centered approach, collaborative and cooperative learning, and active student roles. The framework illustrates the relationships between students, facilitators, tutors, the professional environment, curriculum design, learning design, programs, courses, learning activities, and assignments. It positions competencies as the central focus, with integrated learning activities assessed through assignments and evaluations.
A scheme of work is a plan for teaching a subject over a given period of time that outlines topics to be covered, learning objectives, teaching methods, and resources. It is based on the syllabus and helps teachers stay organized. This document provides guidance on developing a scheme of work, including defining key terms, explaining the purpose and components, and important considerations like understanding the syllabus, estimating time, and accounting for interruptions. Teachers are advised to thoroughly understand the syllabus and arrange topics logically, while also considering related subjects and available resources and materials.
Methods strategies tactics & techniquesHennaAnsari
1. Teaching methods refer to the overall presentation style used to deliver content, such as telling (lecture), showing (demonstration), or doing (project-based).
2. Teaching strategies are plans of action designed to achieve learning objectives and are part of a larger curriculum scheme. Strategies include teacher-controlled, learner-controlled, interactive, and group-controlled.
3. Teaching tactics are the specific actions and behaviors teachers use to implement strategies and influence student behavior to meet instructional goals.
This document discusses performance assessments and how to score them reliably. It describes different types of scoring tools like rubrics, rating scales, and checklists. Rubrics outline specific criteria and standards for judging student performance on a task. Rating scales provide a common framework for scoring along a continuum. Checklists are useful for analytic rubrics that divide a task into observable actions. The document provides guidelines for developing clear and consistent scoring tools, such as defining characteristics, using appropriate scales, and avoiding common rating errors.
This document provides an overview of curriculum models and ideologies. It explores the product, process, situational, problem-centered, and expressive models of curriculum. The product model focuses on measurable objectives and outcomes, while the process model emphasizes teacher and learner activities and the learning environment. Different curriculum ideologies like liberal humanism, academicism, instrumentalism, progressivism, and reconstructivism are also discussed. Learners research assigned models and evaluate which ideology underpins their own curriculum.
Bloom's Taxonomy and Its Application for Active Learning Mohammad Ali Rana
The document discusses Bloom's Taxonomy, which was created in 1956 by Benjamin Bloom to promote higher forms of thinking in education. Bloom's Taxonomy classifies educational objectives into levels of complexity, from lower order thinking skills like remembering to higher order thinking skills like analyzing and evaluating. It includes three domains: cognitive, affective, and psychomotor. The cognitive domain involves knowledge and intellectual skills. Bloom's Taxonomy provides a useful framework for setting learning goals and assessing student understanding at different levels. It has been revised over time but remains influential in educational theory and practice.
Total Quality Management in Education ( PDFDrive ).pdfles977
This document provides an overview of Total Quality Management (TQM) in education. It discusses:
1) The basics of TQM, including its origins in the work of quality pioneers like Deming, Shewart, and Juran and the growth of interest in quality management.
2) Key concepts in TQM like continuous improvement, empowering teachers, and keeping customers (students and parents) satisfied.
3) Tools used in TQM like benchmarking, knowledge management, quality frameworks, and self-assessment.
4) Challenges to implementing TQM in educational institutions.
This document provides guidance for planning and analyzing effective mathematics lessons using the lesson study approach. It outlines key elements to consider when planning a lesson, including clear learning objectives, linking the content to the curriculum, providing meaningful tasks for students, anticipating difficulties, and assessing student understanding. After teaching the lesson, teachers should analyze whether the objectives were achieved, if the tasks were appropriately challenging, how teacher questioning supported learning, and how the lesson could be improved. The document also references additional resources on facilitating lesson study groups and examples of applying this process.
Ralph Tyler proposed a model for developing curricula that involves 4 steps: 1) defining learning objectives based on student and societal needs, 2) selecting useful learning experiences to meet the objectives, 3) organizing experiences for effective instruction, and 4) evaluating effectiveness and revising areas of weakness. The model emphasizes specifying clear, measurable objectives and evaluating student achievement of those objectives. While widely used, critics argue it can oversimplify curriculum and neglect broader goals.
The document discusses three types of curriculum: the formal curriculum that is officially documented, the informal curriculum involving a teacher's personality and interactions, and the hidden curriculum of unrecognized lessons. It also distinguishes between the written, supported, taught, and tested aspects of curriculum. Current issues discussed include curriculum clutter, the influence of testing on teaching, and the need for alignment between written, taught and tested curriculum. Site-based management and teacher autonomy are also examined in relation to curriculum development and implementation.
This document discusses key aspects of curriculum design and development. It identifies three main ideas that influence curriculum design: socialization, knowledge, and growth of the mind. Curriculum design draws from various sources including society, knowledge, moral doctrine, science, and the psychology of the learner. There are several major curriculum designs such as subject-centered, learner-centered, and problem-centered. Curriculum development is the process of implementing a curriculum design. Approaches to curriculum development can be technical-scientific or nontechnical-nonscientific. Goals and standards are important but distinct components of curriculum, with goals being general destinations and standards being specific learning objectives. Selecting appropriate curriculum content considers factors like self-sufficiency, significance, validity
Traditionally examination was the purpose of learning. However, our conception of learning is changing and it is being front ended. Now assessment is also being treated as learning. This presentation deals with assessment, feedback and assurance of learning.
CONCEPT OF CURRICULUM BY SIR PERVEZ SHAMIUsman Khan
The document defines curriculum and discusses its key components. It provides definitions of curriculum from various scholars that reference the teacher molding the student according to school ideals. A curriculum includes aims and objectives, content, methodology, and evaluation. It notes syllabus is part of the curriculum. Content can include textbooks but they have limitations. Methodology includes teacher-centered and student-centered approaches. Evaluation determines achievement, provides feedback, and helps direct students. It assesses knowledge, skills, and behaviors through various methods like tests, assignments, projects and more.
This document discusses evaluation of curriculum and the teaching-learning process. It defines evaluation as the systematic process of determining if changes in student behavior are occurring as intended. Evaluation is an ongoing, continuous process that assesses programs, individuals and institutions, and helps make decisions about students, teaching methods, and objectives. It includes both measurement of outputs and qualitative considerations to suggest improvements. The document also discusses the meaning and need for curriculum evaluation, its various methods and techniques, levels of formative and summative evaluation, factors that influence curriculum changes, and outlines a curriculum evaluation plan.
This document discusses curriculum evaluation. It defines evaluation as determining the value or extent to which goals are achieved. Curriculum evaluation obtains information to judge the worth of an educational program or objectives. There are two types of curriculum evaluation: formative evaluation occurs during development to improve the program, and summative evaluation assesses the final program based on its stated objectives. The document outlines several objectives and criteria for curriculum evaluation, including determining outcomes, revising content, and improving teaching methods.
A set of standards to be followed in assessment.
As they apply to curriculum, criteria are set of standards upon which the different elements of the curriculum are being tested.
The document discusses several models of curriculum development:
1. Gagne's system approach model which is based on behavioral learning theory and takes an atomistic view of curriculum development.
2. Tyler's rationale model which deals with determining educational purposes, experiences, organization, and evaluation. It reflects transmission and transaction positions.
3. Taba and Robinson models which clearly reflect the transaction position and emphasize an inductive approach with teachers developing curriculum.
4. Miller and Seller's model contends that a curriculum worker's orientation reflects their philosophy, psychology views, and views of society/basic worldview.
The document discusses the crucial distinction between assessment of learning and assessment for learning. Assessment of learning refers to evaluating how much students have learned at a point in time, while assessment for learning uses assessment to help students learn more. It argues that assessment should be used as a tool to help students succeed in mastering essential standards and close competency gaps, rather than just rank students or induce anxiety. Teachers need to understand sound assessment practices in order to set clear learning goals, provide descriptive feedback, and continuously adjust instruction based on assessment results.
Criterion-referenced assessment measures student performance against a fixed set of learning standards to determine if students have mastered specific skills or knowledge. It has pros like testing students only on defined goals and allowing teachers to reteach unmastered standards, but can be difficult to set standards boundaries. Criterion-referenced assessment differs from norm-referenced assessment in that the former provides information on an individual's performance on objectives, while the latter compares performance to others in a known group.
The document discusses various models of curriculum, including the Tyler model, Taba model, Saylor and Alexander model, and models for children with special needs. The Tyler model focuses on educational purposes, experiences, organization, and evaluation. The Taba model is a grass-roots approach with 7 steps including diagnosis, objectives, content selection, and evaluation. The Saylor and Alexander model includes goals, design, implementation, and evaluation. Models for children with special needs incorporate developmental, functional, and ecological approaches.
5 easy technologies for formative assessment_MDLCakenalong
This document provides an abstract for a workshop on using formative assessment technologies. The workshop will introduce five interactive technologies - Poll Everywhere, QuizBreak!, Quiz Revolution, StudyBlue, and SurveyMonkey - that can be used as formative assessment tools. During the workshop, participants will actively engage with the technologies through instructional activities and have an opportunity to see them in use. The goal is for instructors to learn about applicable technologies that can help assess student understanding and guide instruction.
This document discusses differentiated instruction, which is a systematic approach to teaching students with different abilities and needs. It compares fixed and growth mindsets, explaining that a growth mindset believes success comes from effort rather than innate ability. The document defines differentiated instruction and explains its key principles, including creating a supportive learning environment, using quality curriculum and assessments to inform teaching, and responding to student variance in readiness, interest, and learning profiles. Teachers provide testimonials about how differentiated instruction has helped engage and challenge students of varying abilities.
The document discusses formative assessment and seven student-centered strategies for formative assessment. Formative assessment is an ongoing process used during instruction to provide feedback to teachers and students to guide and improve learning. It is not an instrument, event, or final exam. The seven strategies for formative assessment are: 1) providing a clear learning target, 2) using examples of strong and weak work, 3) offering descriptive feedback, 4) teaching self-assessment and goal setting, 5) focusing lessons on one target at a time, 6) teaching focused revision, and 7) engaging students in self-reflection to track learning.
Prejudice and Privilege_Great Lakes Conference on Teaching and Learningakenalong
This document provides an abstract for a workshop on privilege and prejudice's impact from the college classroom. The workshop will explore prejudice scenarios through role-playing exercises and activities like the privilege walk. Participants will learn how to effectively respond to prejudice and take a quiz to assess their own prejudices. The goal is for educators to recognize how their own prejudices unintentionally impact classroom experiences. Research theories on stereotype formation and how adding or removing a single piece of information can change impressions will also be discussed.
Prejudice and Privilege_ Equity Conf 2016akenalong
This document provides an abstract for a workshop on privilege and prejudice in the college classroom. The workshop will explore prejudice scenarios through role-playing exercises and activities like the Privilege Walk. Participants will learn how to effectively respond to examples of racism and take a quiz to assess their own prejudices. The goal is for educators to recognize how their own biases unconsciously impact students and classroom experiences.
Writing from their Lives: The Power of Oneakenalong
This document summarizes a presentation given by A'Kena LongBenton at the Michigan Reading Association in Detroit on March 19, 2016. The presentation advocated for allowing students to write creatively from their own experiences through prompts on meaningful personal topics. It discussed how this can engage students, especially struggling African American male students. The presentation also covered developing writing skills, building teacher-student relationships through teacher vulnerability, and using rubrics to provide structured feedback.
Reviving Formative Assessments with 5 Easy Interactive Technologiesakenalong
This document provides an abstract for a workshop on reviving formative assessments with interactive technologies. The workshop will introduce five technologies - Poll Everywhere, QuizBreak!, Quiz Revolution, StudyBlue, and SurveyMonkey - that can be used as formative assessment tools, quiz previews, or to assist students in exam preparation. Attendees will participate in hands-on activities using the technologies and have a chance to see them in practice. The goal is for instructors to leave with knowledge of how to apply these tools in their own classrooms.
This document provides information about a workshop on using technology tools to inspire and engage learners. The workshop will:
1) Introduce five easy and innovative technologies that can be integrated across disciplines, including polling software and examples of practical application.
2) Include activities using the technologies and applicable knowledge about integrating them.
3) Provide video and web links demonstrating tools like PowerPoint, polling software, and virtual learning units that were covered. Participants will also evaluate the workshop.
Slides from a webinar presented by Heidi Hayes Jacobs from Curriculum21 about implementing the Common Core State Standards and mapping your curriculum to the standards. This webinar was held on April 18, 2013. Watch the recording here: http://www.schoolimprovement.com/resources/webinars/webinar-heidi-hayes-jacobs-common-core/
This document provides the March 2011 version of the Grade 4 Model Curriculum for Mathematics in Ohio. It outlines the focus areas or "domains" for Grade 4 including operations and algebraic thinking, number and operations in base ten, number and operations with fractions, measurement and data, and geometry. For each domain, it lists the relevant clusters or topics and standards, and provides instructional strategies and resources to help teach the concepts and standards. The goal is to provide guidance for teaching the key skills and concepts in mathematics for fourth grade.
The document provides an overview of effective instructional strategies for teaching the Common Core State Standards for Mathematics, including focusing instruction where the standards focus, thinking across grades and topics to promote coherence, and pursuing conceptual understanding, skill and fluency, and application of mathematical concepts. It discusses the three shifts in instruction required by the CCSS and examples of how to implement tasks, scaffolding, modeling and other strategies to develop students' mathematical understanding and skills.
The document provides guidance on developing test specifications and blueprints. It explains that specifications define the number and type of items, item point values, and depth of knowledge (DoK) levels, while blueprints designate the number of items per standard across DoK levels. Participants will learn to create specification tables, determine item types and cognitive levels, develop blueprints, and check their work against quality assurance criteria to ensure proper sampling of standards and cognitive rigor. The goal is to provide a framework to guide the development of assessment items that accurately measure the targeted content.
This guide provides educators with an overview of using Webb's Depth of Knowledge (DOK) levels to analyze the cognitive complexity of Common Core State Standards, curricular activities, and assessments. It describes the four DOK levels, providing examples of teacher and student actions and potential student products for each level. Level 2 includes tasks that require mental processing beyond recall, such as comparing, organizing, summarizing, or making basic inferences. Potential student products and activities for Level 2 include timelines, summaries, concept maps, demonstrations, and completing complex calculation tasks with decision points.
The document describes INSPECT®, a comprehensive assessment solution provided by Five-Star Technology Solutions. It includes an innovative bank of over 30,000 assessment items aligned to the Indiana Academic Standards across various subjects and grades. INSPECT® provides pre-built formative benchmark assessments, end-of-year assessments, and tools for analyzing student performance data through the Pivot platform. It aims to support teachers with ongoing assessment needs and help evaluate curriculum through valid and reliable assessments.
This document discusses upcoming changes to education in Wisconsin due to the adoption of Common Core State Standards and new accountability measures. It summarizes that schools will face increased academic rigor, a shift to more informational texts, new standardized assessments aligned to Common Core, and teacher evaluations that incorporate student performance data. This represents major changes requiring adjustments to curriculum, professional development, and student assessment.
The document provides guidance for participants on developing assessment items, scoring keys, and rubrics. It discusses:
1. Developing multiple choice items, short answer tasks, extended answer tasks, and extended performance tasks based on targeted content standards.
2. Creating scoring keys for multiple choice items that identify the single correct answer for each item.
3. Constructing rubrics using clear, concise language to describe varying levels of performance and assign point values across dimensions or criteria.
This document outlines Raven Alcorn's defense of learning project from their time at Hunter College. It includes an introduction, table of contents, and sections on baseline assessment skills, findings from baseline assessments, choosing a focus skill, inquiry cycles involving strategies to improve that skill, formative assessments, summative assessments, improvement ranges, and reflections on students and personal growth. The overall purpose was to assess students' skills, implement strategies to improve an area, and measure their progress.
The document provides an overview of effective test construction and evaluation. It discusses principles of test construction, the steps to prepare test questions, and examples of different question formats including multiple choice, true/false, matching, and essay. The presentation emphasizes designing valid and reliable assessments that accurately measure student learning.
1(a) research and planning essay planningjphibbert
This lesson focuses on developing research and planning skills to answer an exam question. Students are instructed to identify two specific examples of research and planning from AS level and three from A2 level. The examples need to show progress, how the skills helped with production work, and be sufficiently detailed. An exemplar student response is peer assessed, with examiner comments noting a good structure but suggesting more concrete examples, especially for A2 level skills and planning. Finally, students complete an essay plan to explain how their research and planning skills developed and contributed to outcomes, with specific examples.
The document discusses understanding the TEKS (Texas Essential Knowledge and Skills) standards to identify gaps in curriculum. It explains how to analyze specific TEKS objectives to determine the depth of thinking, content, and context of a lesson. Key aspects to identify include the cognitive verbs, concepts, and context based on the TEKS objective. Together this informs the design, content, and assessment of the lesson to ensure all parts of the TEKS are taught. Examples from a math TEKS on volume are provided to demonstrate this process.
Outcomes based teaching learning plan (obtlp)- differential equationElton John Embodo
This 3-page document outlines the course plan for a Differential Equations course. It includes the course description, intended learning outcomes at the institute, program, and course level. The content is divided into 3 sections - an introduction, first-order differential equations, and higher-order differential equations. Teaching and learning activities are suggested for each section, along with assessment tasks. Basic and extended readings are listed, as well as policies on language of instruction, attendance, grading system, and classroom rules. Contact information for consultation with faculty is also provided.
The document provides guidance on creating effective lesson plans. It discusses that lesson plans require careful preparation and planning. The key parts of a lesson plan are identified as the objectives, subject matter, learning activities, and evaluation. Objectives should be measurable and clearly communicate the intended learning. Objectives have four parts - the audience, behavior, condition, and degree of performance. Objectives can target different cognitive domains like knowledge, comprehension, and evaluation. Verbs are also provided to help write objectives targeting the different levels of Bloom's taxonomy.
This document discusses essential questions, Bloom's taxonomy, understanding by design, backwards design, and depth of knowledge (DOK) levels as they relate to curriculum design and student assessment. It provides information on framing essential questions to drive student curiosity, the six levels of Bloom's revised taxonomy, the three stages of understanding by design (desired results, acceptable evidence, and lesson planning), and Webb's four DOK levels and examples of questions for each level in social studies. The goal is to design curricula and assessments that promote higher-order thinking skills and enduring understanding.
The document discusses using the TAP rubric to evaluate teaching. It provides information on the TAP rubric, how it is used at Texas Tech University, and how to write standards and objectives that meet the proficient level of the TAP rubric. Specifically, it emphasizes that objectives should be content-specific, include ambitious and observable verbs, and be measurable in order to clearly communicate what students will learn. Students are provided examples and practice writing objectives that meet these criteria. The document concludes by explaining an assignment where students will apply these skills by writing a guided reading lesson plan and teaching a lesson to gain experience.
Outcomes based teaching learning plan (obtlp) number theory 2Elton John Embodo
This document outlines an outcomes-based teaching and learning plan for a Number Theory course. The course aims to teach students about properties of numbers and mathematical proofs. Over 15 weeks, students will learn about topics like prime factorization, divisibility rules, congruencies, and quadratic reciprocity. Assessment will include quizzes, assignments, and exams to evaluate students' understanding of key concepts and ability to apply them.
This document discusses initiatives to improve math literacy for college students by connecting MyMathLab, course redesign, and Quantway programs. It outlines problems with traditional developmental math sequences and solutions being tested, including Statway and Quantway programs. The Quantway approach focuses on numeracy, algebraic reasoning, proportional reasoning, and functions through application-based integrated lessons. It balances instruction methods and assesses students with online homework, projects, and tests emphasizing both skills and concepts. The goal is to give underprepared students mathematical maturity to succeed in college-level courses in one semester through this new quantitative literacy focused curriculum.
This document provides a teaching guide for a module on rational algebraic expressions and algebraic expressions with integral exponents. The module is divided into two lessons which cover rational algebraic expressions, operations on rational algebraic expressions, and using them to model rate-related problems. The guide includes learning outcomes and standards, topics, lessons, competencies, assessments, and a sample pre-test to introduce concepts to students. It provides a framework to teach students key concepts and allow them to apply their understanding.
Similar to Using DOK to Write Common Assessments (20)
This document provides an overview of disciplinary literacy and the Common Core State Standards (CCSS) for a literacy team. It defines disciplinary literacy as merging content knowledge with reading, writing, speaking, and problem solving skills. The CCSS are a set of standards to prepare students for college and careers through literacy in different subjects. The relationship between disciplinary literacy and the CCSS is that the standards require skills like thinking critically and using evidence that are important to different disciplines. The document explains how the CCSS are structured around anchor standards and progressions from kindergarten through 12th grade.
This document provides guidance for unpacking and aligning writing instruction to the Common Core State Standards anchor writing standards. Participants are instructed to unpack writing anchor standards 1 and 2 using a 5 step protocol. They then review writing samples from the CCSS appendix and discuss gaps between current assignments and the sample work. Groups discuss how writing is currently incorporated in their disciplines and adjustments that could better align assignments to the standards. Participants are asked to consider a small adjustment they could make to a future lesson, unit or assessment to strengthen alignment with the anchor writing standards.
This document provides guidance for unpacking and aligning writing instruction to the Common Core State Standards anchor writing standards. Participants are instructed to unpack writing anchor standards 1 and 2 using a protocol. They then review writing samples from the CCSS appendix and discuss gaps between their current assignments and the sample work. Groups discuss how writing is currently incorporated in their disciplines and adjustments that could better align assignments to the standards. Participants are asked to consider a small adjustment they could make to a lesson, unit or assessment to strengthen alignment with the anchor writing standards.
This document provides an agenda for a training session on how to implement close reading strategies. It will cover why close reading is important, how to model close reading, how to write text-dependent questions, and providing examples for different content areas. Attendees will learn that close reading involves carefully re-reading short texts with a specific purpose in mind. It helps students engage with and understand what texts explicitly say as well as make inferences. The training will provide guidance on selecting appropriate texts and crafting text-dependent questions to facilitate close analysis of key passages.
This document discusses enduring understandings (EUs), essential outcomes (EOs), and learning targets (LTs). It defines each term and provides examples. EUs are full sentence generalizations that capture big ideas. EOs include the building blocks, knowledge, and skills needed to achieve the EU. LTs specify what students will know and be able to do by the end of a lesson. The document provides guidance on creating EUs, EOs, and formatting them in a learning management system. Strong and poor examples of each are presented to illustrate the concepts.
This document provides an overview of a workshop to train participants on evaluating assessment quality using four standards: 1) Does the assessment method reflect the desired outcome, 2) Does the assessment use high-quality items, 3) Does the assessment provide enough evidence of student achievement, and 4) Does the assessment avoid bias. The workshop objectives are to apply these standards to create or revise an assessment. Guidelines are provided for different item types to help create high-quality assessments.
This document provides an overview of performance assessments and rubrics. It defines a performance assessment as the observation and evaluation of a skill or product. The document outlines the key steps to creating a performance assessment, including identifying the performance to be evaluated, establishing criteria in a rubric, and developing assessment tasks. It also examines the traits of high-quality rubrics, such as having clear content and criteria that are logically categorized into distinct levels of performance. Common rubric errors like emphasizing quantity over quality or including non-essential elements are also discussed.
This document provides an introduction to the Common Core State Standards for literacy. It outlines the session objectives which are to explain how the CCSS are structured, how they support disciplinary literacy, and how to identify where instructional activities fall in relation to the CCSS progression. It then defines the CCSS, explains why they are important, and discusses how they relate to disciplinary literacy. The document guides participants through unpacking and analyzing sample CCSS standards and determining how to adjust activities to meet grade level expectations. It concludes by outlining next steps to begin implementing the standards.
This document provides guidance on operations used in proofs. It instructs the reader to first determine if the angles or segments in the proof are larger or smaller than those given, and then to use addition/multiplication if larger or subtraction/division if smaller. It gives examples of diagrams where addition/multiplication or subtraction/division would be used and advises the reader to look for bisectors or midpoints when using multiplication/addition or division/subtraction respectively.
1) Teachers can create assessments in Mastery Manager, including naming the assessment, creating the answer key, and generating and printing forms for students to complete.
2) Completed forms are scanned back into the system, and teachers can generate reports to view student scores and item analysis.
3) Student scores can be exported from Mastery Manager to the school's gradebook system, Infinite Campus.
This document provides instructions for creating, printing, scanning, and viewing scores for a multiple-choice assessment in Mastery Manager. It outlines the following steps: creating an assessment and answer key; creating and printing answer forms; scanning completed forms; generating score reports; and conventions for naming exams and rubrics in the system. The key functions covered are creating and managing assessments, forms, and reports in Mastery Manager.
This document discusses strategies for using rubrics to facilitate formative assessment strategies. It provides examples of how rubrics can be used to:
1) Model strong and weak examples of student work to clarify learning targets (Strategy 2).
2) Provide descriptive feedback to students on their progress toward meeting learning targets (Strategy 3).
3) Guide students in focused revision of their work by identifying specific areas of weakness and directing practice activities (Strategy 6).
Attendees are invited to discuss how they have implemented these strategies using rubrics and how rubrics could be adapted for different content areas.
Revised using rubrics to facilitate self-assessment and self-reflectionJeremy
This document discusses strategies for using rubrics to facilitate student self-assessment and self-reflection. It explains the importance of formative assessment and strategies 4 and 7, which involve teaching students to self-assess and engage in self-reflection. Four strategies for using rubrics are presented: 1) justifying quality levels with highlighting, 2) matching work to rubric phrases, 3) co-creating rubrics with students, and 4) using rating scales for self-assessment. Examples and steps for implementing each strategy are provided. The document concludes with reviewing the session objectives and references.
3 10-14 formative assessment with the mathematics ccssJeremy
The document discusses formative assessment strategies for using the Common Core State Standards in mathematics. It begins with reviewing strategies from a previous meeting, including creating clear learning targets, designing lessons around a single target, teaching self-assessment and goal setting. Examples are given of applying these strategies using specific CCSS, like creating student-friendly targets and sample lesson targets. The agenda concludes with an activity for teachers to work in groups to modify a resource sheet to allow students to set goals and self-reflect on their progress.
This document outlines strategies for using rubrics and checklists to facilitate student self-assessment and self-reflection. It discusses 4 strategies: 1) justifying quality levels with highlighting evidence in student work, 2) matching features of work to rubric phrases, 3) co-creating rubrics with students, and 4) using rating scales for self-assessment and setting goals. The purpose is to engage students in assessing their own learning and progress toward standards to increase ownership over the learning process.
Formative assessment with the mathematics ccssJeremy
This document discusses strategies for formative assessment using the Common Core State Standards for mathematics. It provides examples of applying four strategies: 1) creating a clear learning target; 5) designing lessons around a single target; 4) teaching self-assessment and goal-setting; and 7) engaging self-reflection. Teachers work in groups to develop student-friendly learning targets from the CCSS and modify a resource sheet for students to track goals and reflect on progress. The purpose is to design formative assessments that focus learning and provide feedback using the CCSS.
Strategies 23 and 6 drogos and beutjer revisedJeremy
This document outlines how to apply strategies 2, 3, and 6 of formative assessment. Strategy 2 involves using examples of strong and weak student work. Strategy 3 is providing regular descriptive feedback. Strategy 6 is teaching students focused revision. The document explains each strategy and provides examples. It also has activities for readers to practice applying the strategies, including analyzing student work samples, revising feedback, and planning instruction around a learning target.
Using Rubrics for Strategies 4 & 7 johns&bassJeremy
This document outlines an agenda for a session on using rubrics to help students self-assess and self-reflect. The objectives are to learn how to select rubrics to facilitate self-assessment and self-reflection, understand different assessment tools that can be used, and create or modify a rubric for current students. The agenda includes identifying self-reflective practices, reviewing strategies for self-assessment and self-reflection, learning how to select effective rubrics, analyzing sample rubrics, and creating a self-assessment tool to use with course rubrics. Examples of rating scales and checklists for self-assessment are also provided.
Goldman & Acuna The Rest of the 7 Student-Centered Strategies of Assessment f...Jeremy
This document outlines strategies for student-centered formative assessment. It discusses strategies 2, 3, and 6, which involve using examples of strong and weak work, providing descriptive feedback, and teaching focused revision. The document explains how these strategies help answer questions about where students are headed, where they currently are, and how to close gaps. It provides examples and activities to help apply these strategies, such as analyzing samples, writing feedback, and planning for misunderstandings. The overall goal is to help educators implement formative assessment practices to improve student learning.
This document provides an overview of rubrics and how to develop high-quality rubrics for assessing student work. It discusses key elements of rubrics such as content, clarity, practicality, and technical quality. Traits of good rubrics include specifying important criteria, aligning with learning outcomes, having distinct descriptive levels, and being written in clear, understandable language. The document also addresses grading student work using rubrics, including converting rubric scores to letter grades using logic tables. Developing valid and reliable rubrics that accurately reflect student learning is important for fair and meaningful assessment.
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 ...
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.
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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.)
Main Java[All of the Base Concepts}.docxadhitya5119
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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 includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
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In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
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.
3. Enduring Understandings (EU) = a full sentence generalization
• Big idea
• Acquired by uncovering and doing the subject
Essential Outcomes (EO) = information needed to
achieve the big ideas
• Unit specific “knows” and “dos”, can span
several days of instruction
• Assessed on common assessments
Learning Targets (LT) = daily learning objective, what you write on the
board
• EO broken down into what will be taught and learned in one day
LTHS Professional Learning Communities Glossary.
4. Bellringer
EO: Use the equation of a linear model
to solve problems in the context of
bivariate measurement data, interpreting
the slope and intercept.
In your packet are several examples of
assessment questions. Identify the
question that best assesses this Essential
Outcome.
5. Bellringer Answer
EO: Use the equation of a linear model
to solve problems in the context of
bivariate measurement data, interpreting
the slope and intercept.
Answer: Question 4 best assess the EO.
It measures all aspects of the standard.
6. Today’s Objectives
Teachers will be able to…
explain how unpacking standards into learning
targets improves the quality of common
assessments.
determine the DOK ceiling for each learning
target.
match the assessment item type to the rigor
of the learning target.
write a constructed response assessment
question that measures the learning target(s).
7.
8. Applying the Protocol for Unpacking a Standard
VERB
Verb Phrase
NOUN
Noun Phrase
CONTEXT TYPE OF
LEARNING
TARGET
ASSESS-MENT
MATCH
THINKING
LEVEL
(DOK)
Standard:
9. PROTOCOL FOR UNPACKING A STANDARD
1. Underline the verbs or verb phrases (or skills) and
write each one in the chart.
2. Highlight the nouns or noun phrases (or concepts to
be taught) and link it to the relevant verb in the chart.
3. Circle any prepositional phrase (context) and link it to
the relevant verb and noun phrase in the chart.
4. Identify the type of learning target and assessment
match.
5. Identify the DOK for each line in the chart.
(Jakicic, 2014)
10. PROTOCOL FOR UNPACKING A STANDARD
1. Underline the verbs or verb phrases (or skills), and write each
one in the chart.
SAMPLE EO:
Use the equation of a linear model to solve problems
in the context of bivariate measurement data,
interpreting the slope and intercept.
VERB
Verb Phrase
NOUN
Noun
Phrase
CONTEXT TYPE OF
LEARNING
TARGET
ASSESS-MENT
METHOD
THINKING
LEVEL (DOK)
11. PROTOCOL FOR UNPACKING A STANDARD
1. Underline the verbs or verb phrases (or skills), and write each
one in the chart.
SAMPLE EO:
Use the equation of a linear model to solve problems
in the context of bivariate measurement data,
interpreting the slope and intercept.
VERB
Verb Phrase
NOUN
Noun
Phrase
CONTEXT TYPE OF
LEARNING
TARGET
ASSESS-MENT
METHOD
THINKING
LEVEL (DOK)
Use
to solve
interpreting
12. SAMPLE EO:
Use the equation of a linear model to solve problems
in the context of bivariate measurement data,
interpreting the slope and intercept.
VERB
Verb Phrase
NOUN
Noun
Phrase
CONTEXT TYPE OF
LEARNING
TARGET
ASSESS-MENT
METHOD
THINKING
LEVEL (DOK)
Use
to solve
interpreting
PROTOCOL FOR UNPACKING A STANDARD
2. Highlight the nouns or noun phrases (or concepts to be
taught) and link it to the relevant verb in the chart.
13. PROTOCOL FOR UNPACKING A STANDARD
2. Highlight the nouns or noun phrases (or concepts to be
taught) and link it to the relevant verb in the chart.
SAMPLE EO:
Use the equation of a linear model to solve problems
in the context of bivariate measurement data,
interpreting the slope and intercept.
VERB
Verb Phrase
NOUN
Noun Phrase
CONTEXT TYPE OF
LEARNING
TARGET
ASSESS-MENT
METHOD
THINKING
LEVEL (DOK)
Use the equation
of a linear
model
to solve problems
interpreting the slope and
intercept
14. PROTOCOL FOR UNPACKING A STANDARD
3. Circle any prepositional phrase (context) and link it to the
relevant verb and noun phrase in the chart.
SAMPLE EO:
Use the equation of a linear model to solve problems
in the context of bivariate measurement data,
interpreting the slope and intercept.
VERB
Verb Phrase
NOUN
Noun
Phrase
CONTEXT TYPE OF
LEARNING
TARGET
ASSESS-MENT
METHOD
THINKING
LEVEL (DOK)
Use the equation
of a linear
model
to solve problems
interpreting the slope
and intercept
15. PROTOCOL FOR UNPACKING A STANDARD
3. Circle any prepositional phrase (context) and link it to the
relevant verb and noun phrase in the chart.
SAMPLE EO:
Use the equation of a linear model to solve problems
in the context of bivariate measurement data,
interpreting the slope and intercept.
VERB
Verb
Phrase
NOUN
Noun
Phrase
CONTEXT TYPE OF
LEARNING
TARGET
ASSESS-MENT
METHOD
THINKING
LEVEL
(DOK)
Use the equation
of a linear
model
in the context of
bivariate measurement
data
to solve problems in the context of
bivariate measurement
data
interpreting the slope
and intercept
in the context of
bivariate measurement
data
16. Applying the Protocol for Unpacking a Standard
Sample EOs To Unpack:
1. Select an EO from the Discipline-
Based EOs list provided in your
packet on pg. 4.
2. Use the pink page your selected EO
by applying the Protocol for
Unpacking a Standard.
17. Designing an Assessment
Determine the type of Learning
Targets/Essential Outcomes you
are assessing.
18. Learning
Target Types
Description
Knowledge
Targets
Represent the factual information, procedural knowledge,
and conceptual understandings that underpin each
discipline
Reasoning
Targets
Specify thought processes students are to learn to do
well within a range of subjects; Includes patterns of
reasoning (Inference, Analysis, Comparison, Classification
Evaluation, Synthesis)
Skill Targets Skill targets are those where a demonstration or physical
skill-based performance is at the heart of learning
Product
Targets
Describe learning in terms of artifacts where creation of a
product is the focus of the learning target. With product
targets, the specifications for quality of the product itself
are the focus of teaching and assessment.
(Figure 3.2 from Chappuis, Stiggins, Chappuis, & Arter, 2012, p. 44 & 47)
19. LEARNING
TARGET
Selected
Response
Constructed
Response
Performance
Assessment
Personal
Communication
Knowledge Good Strong Partial Strong
Reasoning Good Strong Partial Strong
Skill Partial Poor Strong Partial
Product Poor Poor Strong Poor
(Figure 4.3 from Chappuis, Stiggins, Chappuis, & Arter, 2012,p. 94)
20. PROTOCOL FOR UNPACKING A STANDARD
4. Identify the type of learning target and assessment
SAMPLE EO:
Use the equation of a linear model to solve problems
in the context of bivariate measurement data,
interpreting the slope and intercept.
VERB
Verb
Phrase
NOUN
Noun
Phrase
CONTEXT TYPE OF
LEARNING
TARGET
ASSESS-MENT
METHOD
THINKING
LEVEL
(DOK)
Use the equation
of a linear
model
in the context of
bivariate measurement
data
to solve problems in the context of
bivariate measurement
data
interpreting the slope
and intercept
in the context of
bivariate measurement
data
match.
21. PROTOCOL FOR UNPACKING A STANDARD
4. Identify the type of learning target and assessment
SAMPLE EO:
Use the equation of a linear model to solve problems
in the context of bivariate measurement data,
interpreting the slope and intercept.
VERB
Verb
Phrase
NOUN
Noun
Phrase
CONTEXT TYPE OF
LEARNING
TARGET
ASSESS-MENT
METHOD
THINKING
LEVEL
(DOK)
Use the equation
of a linear
model
in the context of
bivariate
measurement data
Knowledge
& Skill
Selected
Response
to solve problems in the context of
bivariate
measurement data
Reasoning Const.
Response
interpreting the slope
and intercept
in the context of
bivariate
measurement data
Reasoning Const.
Response
match.
24. PROTOCOL FOR UNPACKING A STANDARD
5. Identify the DOK for each line in the chart.
SAMPLE EO:
Use the equation of a linear model to solve problems
in the context of bivariate measurement data,
interpreting the slope and intercept.
VERB
Verb
Phrase
NOUN
Noun
Phrase
CONTEXT TYPE OF
LEARNING
TARGET
ASSESS-MENT
METHOD
THINKING
LEVEL
(DOK)
Use the equation
of a linear
model
in the context of
bivariate
measurement data
Knowledge/
Skill
Selected
Response
to solve problems in the context of
bivariate
measurement data
Reasoning Const.
Response
interpreting the slope
and intercept
in the context of
bivariate
measurement data
Reasoning Const.
Response
25. SAMPLE EO:
Use the equation of a linear model to solve problems
in the context of bivariate measurement data,
interpreting the slope and intercept.
VERB
Verb
Phrase
NOUN
Noun
Phrase
CONTEXT TYPE OF
LEARNING
TARGET
ASSESS-MENT
METHOD
THINKING
LEVEL
(DOK)
Use the equation
of a linear
model
in the context of
bivariate
measurement data
Knowledge/
Skill
Selected
Response
2
to solve problems in the context of
bivariate
measurement data
Reasoning Const.
Response
2
interpreting the slope
and intercept
in the context of
bivariate
measurement data
Reasoning Const.
Response
2
PROTOCOL FOR UNPACKING A STANDARD
5. Identify the DOK for each line in the chart.
26. Applying the Protocol for Unpacking a Standard
Sample EOs To Unpack:
1. Turn to the back of your pink
handout.
2. Apply steps 4 and 5 to your
selected EO.
27. Guidelines for Constructed Response
• Ensure the question is clear.
• Set a context for the expected reasoning.
• Specify the kind of reasoning or problem solving students
are to carry out.
• Do not offer choices that allow students to pick a question they
know more about over a question they know little about.
• Clearly communicate the proficiency expectations.
• Utilize a rubric that explains the proficiency expectations.
or
• Utilize a checklist that communicates scoring criteria.
• Provide ample space for a student response.
Bailey, K. & Jakicic, C. (2012).
28. Constructed Response: A Good Example
“During the term, we have discussed both the evolution of
Spain and the changing political climate in Spain during the
twentieth century.
Analyze these two dimensions of climate in Spain, citing
instances where literature and politics may have influenced
each other. Describe those specific influences.
In planning your response, think about what we learned
about prominent novelists, political satirists, and prominent
political figures in Spain. (5 points per instance, total= 15 points).”
Bailey, K. & Jakicic, C. (2012).
29. Constructed Response: An Example
That Could be Improved
Compare and contrast firsthand and second accounts of
the Holocaust.
Bailey, K. & Jakicic, C. (2012).
30. Constructed Response: A Good Example
In this class, we have used various primary sources (like Night) and
secondary sources (like the textbook) to explore the Holocaust.
Using the evidence from Night and the textbook, compare and contrast the
focus of firsthand and secondhand accounts of the Holocaust.
The rubric below communicates expectations for proficiency. Please note
that this question is worth 4 points.
Beyond Proficiency
(4)
Proficiency
(3)
Partial Proficiency
(2)
No Proficiency
(1)
The response correctly
explains how the focus
is different for each
account of the
Holocaust and why that
focus is of value.
The response correctly
explains how the focus
is different for each
account of the
Holocaust.
The response explains
the difference between
a firsthand and
secondhand account,
but cannot apply this to
the text concerning the
Holocaust.
The response doesn’t
include an
understanding of point
of view (as it is
communicated through
first and secondhand
accounts of the
Holocaust).
31. Write Assessment Questions for
Sample Standard
Examine your selected Discipline-Based EO (from
pg. 4 of the packet), which you have unpacked on
the pink handout.
Write the appropriate type of assessment question
for each line of your chart. Make sure the
assessment question follows the guidelines and
measures the intended learning target.
Bailey, K. & Jakicic, C. (2012).
32. References
Chappuis, J., Stiggins, R., Chappuis, S., and Arter, J. (2012).
Classroom assessment for student learning: Doing it right-Using it
well. Boston: Pearson.
Bailey, K. & Jakicic, C. (2012). Common formative assessment: A toolkit
for professional learning communities at work.™ Bloomington,
Indiana: Solution Tree Press.
Bailey, K., Jakicic, C., & Spiller, J. (2014). Collaborating for success with
the common core: A toolkit for professional learning communities at
work.™ 2013. Bloomington, Indiana: Solution Tree Press.
Stiggins, R., Arter, J., Chappuis, J. and J. Chappuis, S. (2006). Classroom
assessment for student learning: Doing it right-Using it well,
Boston: Pearson.
Stiggins, R. (2008). An Introduction to student-involved assessment for
learning, 5th ed. Columbus, Ohio: Pearson.
Editor's Notes
This standard will be the focus of Planning Period PD Session for the year.
All teachers at LTHS are responsible for embedding this standard in their discipline.
This standard will be the focus of Planning Period PD Session for the year.
All teachers at LTHS are responsible for embedding this standard in their discipline.
Note:
-A Learning Target/ Essential Outcome may have two levels of thinking that need to be assessed (ie knowledge and application). Given this event, two different assessment items will be needed.
Webb (1997)- developed process and criteria for analyzing the alignment between standards and standardized assessments
Webb’s groupings are based upon the cognitive demand or expectation that is required to complete the task at hand
Things to note:
Some tasks will overlap in their cognitive demand
The DOK level should reflect the complexity of the cognitive processes demanded by the task outlined by the objective (it should not reflect whether the task in and of itself is difficult but whether the thinking required is difficult)
Do not consider the verb alone to label the DOK; rather, consider the mental processes and prior knowledge required to complete the task
This standard will be the focus of Planning Period PD Session for the year.
All teachers at LTHS are responsible for embedding this standard in their discipline.
Note:
-A Learning Target/ Essential Outcome may have two levels of thinking that need to be assessed (ie knowledge and application). Given this event, two different assessment items will be needed.
Note:
-A Learning Target/ Essential Outcome may have two levels of thinking that need to be assessed (ie knowledge and application). Given this event, two different assessment items will be needed.
Note:
-A Learning Target/ Essential Outcome may have two levels of thinking that need to be assessed (ie knowledge and application). Given this event, two different assessment items will be needed.
Note:
-A Learning Target/ Essential Outcome may have two levels of thinking that need to be assessed (ie knowledge and application). Given this event, two different assessment items will be needed.
Note:
-A Learning Target/ Essential Outcome may have two levels of thinking that need to be assessed (ie knowledge and application). Given this event, two different assessment items will be needed.