Discussion Notes: Group 3
•Download as PPT, PDF•
0 likes•306 views
The document discusses recommendations for classroom visits and providing student feedback to teachers. It suggests that visits and feedback should be for developmental purposes, conducted in a supportive manner, and focus on continuous improvement. Feedback should be constructive, encourage transparency, and strengthen relationships between students and teachers.
Report
Share
Report
Share
![Intent and Value of Visits (Why) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Recommended
Feedback workout for the Faculty of Education, 4 September 2014
- The document discusses feedback and assessment practices. It outlines a 3-part plan to reflect on current feedback practices, share ideas, and identify opportunities for improvement.
- Feedback should facilitate self-assessment, encourage dialogue, clarify expectations, and help close gaps in performance. Regular, high-quality feedback provides information to students and teachers.
- The document discusses various feedback types, tools, strategies, and considers feedback from different perspectives like private vs openly shared, formative vs summative, and more. It encourages developing feedback plans and guidelines.
Laverne brookes oas
Assessment methods are used to determine if learning outcomes have been achieved. Some key assessment methods include observation, multiple choice questions, research papers, oral presentations, self and peer assessment, question and answer sessions, conferences, journals, and discussions. Portfolios are important for self-reflection, demonstrating progress, self-directed learning, student self-evaluation, and providing opportunities for support and growth. Common assessment instruments include rubrics, checklists, and questioning techniques.
Internal assessment & formative assessment
This document discusses internal assessment and formative assessment. It defines internal assessment as a process used by teachers and students to recognize and respond to student learning through regular assessments conducted during the academic year. Formative assessment is defined as assessment for learning to determine a student's current understanding and provide feedback to enhance learning. The document outlines the key differences between assessment and evaluation, as well as formative and summative assessment. It also identifies various tools that can be used for internal assessment and discusses criticisms of internal assessment along with strategies for improving the process.
Assessment Of Student Learning2015
Assessment is an ongoing process aimed at understanding student learning through multiple methods. It serves diagnostic, formative, and summative functions to provide feedback to students and faculty. Authentic assessment observes students' ability to apply learning to real-world tasks, using work samples, observations, and student conferences. Informal assessments like questions and discussions are easy to individualize but require teacher skill. Portfolios and rubrics are tools to systematically evaluate student work over time based on defined criteria.
Assessment Of Student Learning2015
Assessment is an ongoing process aimed at understanding student learning through multiple methods. It serves diagnostic, formative, and summative functions to provide feedback to students and faculty. Authentic assessment observes students' ability to apply learning to real-world tasks, using work samples, observations, and student conferences. Informal assessments like questions and discussions are easy to individualize but require teacher skill. Portfolios and rubrics are tools to systematically evaluate student work over time based on defined criteria.
Effective feedback
Effective feedback provides students with information about their performance on a task, evaluates how well they did, and provides guidance on improvement. It should be specific, use models of desired outcomes, acknowledge successes while focusing on areas for growth, and allow time for students to apply the feedback. The nature of feedback should depend on the learning area and task. Feedback aims to improve future performance rather than just measure past performance.
Assessment & Feedback Reflective Tool
This document presents a reflective tool for staff at Ulster University to improve their assessment strategies based on principles of good assessment design and the student experience. The tool aims to inform staff about assessment and feedback, inspire changes to assessment practices, and help staff plan new assessment strategies when designing new courses, revising existing courses, or undergoing revalidation. Using the tool provides opportunities for staff to reflect on their assessment practices, get ideas to enhance practices, and better understand assessment and feedback from the student perspective.
Marking a mark: assessment for learning
Looks at the nature and qualities of information literacy assessment.
Slides for a workshop delivered at LILAC (Librarians' Information Literacy Annual Conference) in Limerick March 29-31 2010. Workshop leaders were scheduled to be Chris Powis (University of Northampton, UK) and Jo Webb (De Montfort University, UK), but session was actually led by Amanda Poulton (Also de Montfort University).
Recommended
Feedback workout for the Faculty of Education, 4 September 2014
- The document discusses feedback and assessment practices. It outlines a 3-part plan to reflect on current feedback practices, share ideas, and identify opportunities for improvement.
- Feedback should facilitate self-assessment, encourage dialogue, clarify expectations, and help close gaps in performance. Regular, high-quality feedback provides information to students and teachers.
- The document discusses various feedback types, tools, strategies, and considers feedback from different perspectives like private vs openly shared, formative vs summative, and more. It encourages developing feedback plans and guidelines.
Laverne brookes oas
Assessment methods are used to determine if learning outcomes have been achieved. Some key assessment methods include observation, multiple choice questions, research papers, oral presentations, self and peer assessment, question and answer sessions, conferences, journals, and discussions. Portfolios are important for self-reflection, demonstrating progress, self-directed learning, student self-evaluation, and providing opportunities for support and growth. Common assessment instruments include rubrics, checklists, and questioning techniques.
Internal assessment & formative assessment
This document discusses internal assessment and formative assessment. It defines internal assessment as a process used by teachers and students to recognize and respond to student learning through regular assessments conducted during the academic year. Formative assessment is defined as assessment for learning to determine a student's current understanding and provide feedback to enhance learning. The document outlines the key differences between assessment and evaluation, as well as formative and summative assessment. It also identifies various tools that can be used for internal assessment and discusses criticisms of internal assessment along with strategies for improving the process.
Assessment Of Student Learning2015
Assessment is an ongoing process aimed at understanding student learning through multiple methods. It serves diagnostic, formative, and summative functions to provide feedback to students and faculty. Authentic assessment observes students' ability to apply learning to real-world tasks, using work samples, observations, and student conferences. Informal assessments like questions and discussions are easy to individualize but require teacher skill. Portfolios and rubrics are tools to systematically evaluate student work over time based on defined criteria.
Assessment Of Student Learning2015
Assessment is an ongoing process aimed at understanding student learning through multiple methods. It serves diagnostic, formative, and summative functions to provide feedback to students and faculty. Authentic assessment observes students' ability to apply learning to real-world tasks, using work samples, observations, and student conferences. Informal assessments like questions and discussions are easy to individualize but require teacher skill. Portfolios and rubrics are tools to systematically evaluate student work over time based on defined criteria.
Effective feedback
Effective feedback provides students with information about their performance on a task, evaluates how well they did, and provides guidance on improvement. It should be specific, use models of desired outcomes, acknowledge successes while focusing on areas for growth, and allow time for students to apply the feedback. The nature of feedback should depend on the learning area and task. Feedback aims to improve future performance rather than just measure past performance.
Assessment & Feedback Reflective Tool
This document presents a reflective tool for staff at Ulster University to improve their assessment strategies based on principles of good assessment design and the student experience. The tool aims to inform staff about assessment and feedback, inspire changes to assessment practices, and help staff plan new assessment strategies when designing new courses, revising existing courses, or undergoing revalidation. Using the tool provides opportunities for staff to reflect on their assessment practices, get ideas to enhance practices, and better understand assessment and feedback from the student perspective.
Marking a mark: assessment for learning
Looks at the nature and qualities of information literacy assessment.
Slides for a workshop delivered at LILAC (Librarians' Information Literacy Annual Conference) in Limerick March 29-31 2010. Workshop leaders were scheduled to be Chris Powis (University of Northampton, UK) and Jo Webb (De Montfort University, UK), but session was actually led by Amanda Poulton (Also de Montfort University).
Assessment for learning v2
This deck is from my workshop at ACTE Career Tech Vision 2013 in Las Vegas titled "Assessment FOR Learning: How Measuring Success DURING Learning Turns Testing Upside Down"
Most students hate taking tests. Most teachers hate giving tests. But a new concept called "AfL" (Assessment FOR Learning) has turned the concept of measurement upside down. Rather than waiting until the end of the process, AfL incorporates measurement throughout the learning process.
Learners know exactly where they are at all times -- which areas are solid, and what they need to work on. Teachers can see the results of their lessons and modify what they're doing to improve results. Parents and administrators have no surprises -- from the pre-class measurement to the end of class wrap-up.
Assessment Of Learning To Assessment For Learning
The document discusses transforming assessments from assessment of learning (AOL) to assessment for learning (AFL). AFL involves students being active in the learning and assessment process to help teachers identify student strengths and needs and guide instruction. AFL provides feedback to students and allows them to track their own progress. When implemented well through techniques like rubrics, group work, and self-assessment, AFL benefits both students and teachers by improving learning and motivation.
Performance based learning at Which?
Which? is growing so they can make an even bigger difference to consumers. This adds new capabilities into the business, and the need to be more agile and personalised through their learning strategy to better support employees. Which? is
looking to move from anticipating and responding to the training needs of the business today to giving employees the tools to equip themselves with the right skills and experiences for tomorrow. Jane Hapgood shares Which?'s journey and how they are proactively shifting performance along the way.
This presentation was delivered by Jane Hapgood at Brightwave Group's 'Up close and personal: Optimising the learner experience' event, 19th November 2015, at The Brewery, London.
Strengthening the internship performance review for slideshare
We asked internship supervisors about their experiences providing college interns with performance feedback. This presentation summarizes the interview results and provides suggestions for universities and intern supervisors for improving the performance review process.
FORMATIVE ASSESSMENT
Systematic Process To Continuously Gather Evidence And Provide Feedback About Learning While Instruction Is Under Way (Heritage, Kim, Vendlinski, & Herman, 2009)
Formative Assessment Is A Planned Process In Which Teachers Or Students Use Assessment-based Evidence To Adjust What They’re Doing (Popham, 2008)
It monitors progress
Provides frequent feedback
Assessments happens while learning is still underway
Throughput the semester
Ongoing classroom process
Collection Of Practices That All Leads To Student Learning Improvement
Tool For The Teachers To Determine What They Need To Do To Move The Learner Forward
A Technique To Help The Students Enhance Learning
Formative Assessment A Key To Success.
Monitor Learning Progress During Instruction
Pres.assessment 1
The document discusses different types of assessment: evaluation, assessment, informal assessment, formal assessment, and self-assessment. It emphasizes that assessment should be an ongoing, constructive process involving both teachers and students. Teachers should use informal, formal, and self-assessment methods to continuously evaluate student performance, progress, and problems at different points throughout a course. The goal is to provide clear and reliable feedback to improve learning.
Assessment Methods
Anita Kumari presented on different assessment methods used in organizations. She discussed what assessment is, its purposes, and various types of assessment methods including self-assessment, supervisor assessment, personnel selection tools like resumes and interviews, and performance evaluation tools like performance appraisals and work samples. She covered the benefits of using assessment to improve hiring, development, and performance, as well as limitations and how to overcome resistance to assessment.
Formative and summative assessments presentation
This document discusses formative and summative assessments. Formative assessments are applied during learning, such as homework, quizzes, and teacher meetings, to monitor student progress and provide feedback. Summative assessments occur at the end of a period of learning, like exams, final projects, and papers, to evaluate learning. The author provides examples of how they use formative assessments like quizzes, writing tasks, and projects in their English class and give feedback to students. Students are assessed with summative assessments on reading, listening, vocabulary, writing, and speaking skills at the end of the term.
Student Motivation and Ownership
The document discusses feedback, assessment, and rubrics in education. It states that formative assessments provide feedback during the learning process, while summative assessments make a final judgment at the end. Effective feedback is ongoing and engaging, informing students on their progress towards goals and how to improve. The document also recommends using peer and self-evaluations, as well as technology tools like podcasts, to provide feedback.
Mentoring in practice portfolio guidance
This document provides guidance for mentors on compiling a practice portfolio to demonstrate achievement of the eight standards for mentors set by the NMC. It outlines the domains covered by the standards, including establishing relationships, facilitating learning, assessment, evaluation, environment, context, evidence-based practice, and leadership. Examples of evidence are provided for each standard, such as interviews, reflections, action plans, and testimonials. Mentors are expected to cross-reference evidence in a table and ensure confidentiality. Reflection is encouraged to help mentors provide evidence and improve their practice.
How to Benefit from Meaningful Learning Assessments and Evaluations
In this Master Class, you will learn how to:
1. Illustrate the importance of using language-based assessment methods
2. Be able to use Rubrics and Outcomes for language-based assessments in a course
3. Be able to use competencies and evidence-based assessments
Apt 502 module 10
This document discusses assessment for distance education. It provides tips for formative assessment, including requiring evidence of learning, providing feedback, and connecting personally. It also outlines the REAL framework for assessment, covering readiness, endurance, being assessed on exams, and leveraging skills. Finally, it defines assessment and lists different types of assessment, tests, and how teachers should approach comments.
Assessment for Distance Education
This document discusses assessment for distance education. It defines assessment as a process of obtaining information about learner progress and achievement. Assessment is used for selecting learners, certification, motivating learners, and improving teaching practices. There are formative assessments that are continuous and help learners understand their progress, and summative assessments that are end-of-course tests reporting overall achievement. At the Indira Gandhi National Open University, assessments include tutor-marked assignments and continuous assessments depending on school and council decisions. Tutor comments provide two-way communication to support isolated distance learners by identifying areas for development and creating a teacher-learner dialogue to promote reflective thinking. Comments should always be positive and constructive, rarely negative, and never
Teaching and Learning Workshop on Formative Assessment July 2017
This document discusses formative assessment in online spaces. It defines formative assessment as assessment for learning rather than assessment of learning. The document outlines several theories that inform formative assessment approaches. It also discusses how to design formative assessment activities that are aligned with course objectives and provide feedback to students and teachers. Finally, it addresses some considerations for conducting formative assessment in online discussion forums, blogs, and other electronic spaces.
Assessment in Distance Education
The document discusses assessment in open and distance learning. It defines assessment as a process of obtaining information about learner progress and achievement. Assessment serves two main purposes: to provide feedback to learners to improve learning, and to report on what has been achieved. There are formative assessments that are continuous and help motivation, and summative assessments that are end-of-course tests. Assessment in open distance learning includes non-assessable study materials, self-assessment questions, assignments, dialogue, and exams. Tutors provide comments on assignments to support learning and create dialogue between teachers and learners.
Making a mark: assessment for learning. Powis & Webb
This document discusses assessment for learning. It defines different types of assessment such as formative and summative, as well as who can assess such as tutors, peers, and self-assessment. The document also covers when and where assessment takes place, qualities of good assessment, different assessment methods, providing feedback, and examples of developing assessment strategies for different student groups and courses. The goal of assessment discussed is to support learning, give feedback, and motivate students.
Assessing Student Learning
This document discusses assessing student learning through various methods. It distinguishes between formative assessment, which aims to improve learning, and summative assessment, which assigns grades. Formative assessment techniques discussed include discussions, self-reflection, and classroom assessment techniques. The document provides an example classroom assessment technique of asking students what the "muddiest point" has been. It concludes by posing questions for the reader to consider about assessment planning and balancing formative and summative approaches.
Srsd1
This document discusses Self-Regulated Strategy Development (SRSD), an instructional approach for teaching writing. SRSD follows a 6-stage model where students are explicitly taught writing strategies and how to self-regulate the writing process. In the initial stages, instruction is supportive as students learn strategies, set goals, and practice collaboratively. Later stages focus on independent writing as support is faded. The approach aims to help students learn, use, and adopt the strategies of skilled writers across all grade levels and content areas.
principles and strategies of assessment
This document discusses principles and strategies of assessment, including the differences between internal and external assessment. It provides characteristics that effective assessments should have such as being valid, reliable, and purposeful. The key principles of assessment are that it should be valid, reliable, explicit, inclusive, manageable, and include both formative and summative components. Strategies for assessment include reflective activities, quizzes, questioning techniques, and varied pencil-paper assessments. Internal assessment is conducted by teachers through observation and tests, while external assessment is done by an outside agency.
CUR/528 Assessing student learning
This document discusses assessing student learning through various types of assessments. It defines assessment as an ongoing process to understand how students learn best and how to improve learning. Three main types of assessments are discussed: course-level assessments based on grades and assignments, program-level assessments using embedded assignments and capstones, and general education assessments across multiple courses. Examples of assessments used by organizations are given, such as performance assessments observing skills and written responses requiring student writing. References are provided on assessing student learning and assessment options.
Module 13: School Leadership : Concepts and Application
Learning Objectives
Learning Objectives
System level functionaries (CRC/BRC/ABRC/BEO/ABEO/DEO/DPO) would be able to:
Develop a shared vision on leading clusters, blocks and districts for quality improvement in schools
Head Teachers would be able to:
Understand and develop a perspective on school leadership with a focus on multiple roles and responsibilities of a school leader
Develop academic leadership for improving student learning and quality improvement in schools
Gain knowledge, skills and attitudes to lead the school through building a collaborative learning culture conducive for student learning
Assessment & feedback
The document discusses assessment and feedback. It begins by outlining the session objectives which are to list features of effective feedback, identify the differences between formal and informal feedback, and construct a piece of developmental feedback. It then provides slides on various aspects of assessment, including that it should be learner-centered and help pupils progress. It also discusses integrating assessment with teaching and learning, as well as linking assessments to standards. The document concludes by discussing feedback, including its purpose and characteristics like providing evidence of current performance and goals.
More Related Content
What's hot
Assessment for learning v2
This deck is from my workshop at ACTE Career Tech Vision 2013 in Las Vegas titled "Assessment FOR Learning: How Measuring Success DURING Learning Turns Testing Upside Down"
Most students hate taking tests. Most teachers hate giving tests. But a new concept called "AfL" (Assessment FOR Learning) has turned the concept of measurement upside down. Rather than waiting until the end of the process, AfL incorporates measurement throughout the learning process.
Learners know exactly where they are at all times -- which areas are solid, and what they need to work on. Teachers can see the results of their lessons and modify what they're doing to improve results. Parents and administrators have no surprises -- from the pre-class measurement to the end of class wrap-up.
Assessment Of Learning To Assessment For Learning
The document discusses transforming assessments from assessment of learning (AOL) to assessment for learning (AFL). AFL involves students being active in the learning and assessment process to help teachers identify student strengths and needs and guide instruction. AFL provides feedback to students and allows them to track their own progress. When implemented well through techniques like rubrics, group work, and self-assessment, AFL benefits both students and teachers by improving learning and motivation.
Performance based learning at Which?
Which? is growing so they can make an even bigger difference to consumers. This adds new capabilities into the business, and the need to be more agile and personalised through their learning strategy to better support employees. Which? is
looking to move from anticipating and responding to the training needs of the business today to giving employees the tools to equip themselves with the right skills and experiences for tomorrow. Jane Hapgood shares Which?'s journey and how they are proactively shifting performance along the way.
This presentation was delivered by Jane Hapgood at Brightwave Group's 'Up close and personal: Optimising the learner experience' event, 19th November 2015, at The Brewery, London.
Strengthening the internship performance review for slideshare
We asked internship supervisors about their experiences providing college interns with performance feedback. This presentation summarizes the interview results and provides suggestions for universities and intern supervisors for improving the performance review process.
FORMATIVE ASSESSMENT
Systematic Process To Continuously Gather Evidence And Provide Feedback About Learning While Instruction Is Under Way (Heritage, Kim, Vendlinski, & Herman, 2009)
Formative Assessment Is A Planned Process In Which Teachers Or Students Use Assessment-based Evidence To Adjust What They’re Doing (Popham, 2008)
It monitors progress
Provides frequent feedback
Assessments happens while learning is still underway
Throughput the semester
Ongoing classroom process
Collection Of Practices That All Leads To Student Learning Improvement
Tool For The Teachers To Determine What They Need To Do To Move The Learner Forward
A Technique To Help The Students Enhance Learning
Formative Assessment A Key To Success.
Monitor Learning Progress During Instruction
Pres.assessment 1
The document discusses different types of assessment: evaluation, assessment, informal assessment, formal assessment, and self-assessment. It emphasizes that assessment should be an ongoing, constructive process involving both teachers and students. Teachers should use informal, formal, and self-assessment methods to continuously evaluate student performance, progress, and problems at different points throughout a course. The goal is to provide clear and reliable feedback to improve learning.
Assessment Methods
Anita Kumari presented on different assessment methods used in organizations. She discussed what assessment is, its purposes, and various types of assessment methods including self-assessment, supervisor assessment, personnel selection tools like resumes and interviews, and performance evaluation tools like performance appraisals and work samples. She covered the benefits of using assessment to improve hiring, development, and performance, as well as limitations and how to overcome resistance to assessment.
Formative and summative assessments presentation
This document discusses formative and summative assessments. Formative assessments are applied during learning, such as homework, quizzes, and teacher meetings, to monitor student progress and provide feedback. Summative assessments occur at the end of a period of learning, like exams, final projects, and papers, to evaluate learning. The author provides examples of how they use formative assessments like quizzes, writing tasks, and projects in their English class and give feedback to students. Students are assessed with summative assessments on reading, listening, vocabulary, writing, and speaking skills at the end of the term.
Student Motivation and Ownership
The document discusses feedback, assessment, and rubrics in education. It states that formative assessments provide feedback during the learning process, while summative assessments make a final judgment at the end. Effective feedback is ongoing and engaging, informing students on their progress towards goals and how to improve. The document also recommends using peer and self-evaluations, as well as technology tools like podcasts, to provide feedback.
Mentoring in practice portfolio guidance
This document provides guidance for mentors on compiling a practice portfolio to demonstrate achievement of the eight standards for mentors set by the NMC. It outlines the domains covered by the standards, including establishing relationships, facilitating learning, assessment, evaluation, environment, context, evidence-based practice, and leadership. Examples of evidence are provided for each standard, such as interviews, reflections, action plans, and testimonials. Mentors are expected to cross-reference evidence in a table and ensure confidentiality. Reflection is encouraged to help mentors provide evidence and improve their practice.
How to Benefit from Meaningful Learning Assessments and Evaluations
In this Master Class, you will learn how to:
1. Illustrate the importance of using language-based assessment methods
2. Be able to use Rubrics and Outcomes for language-based assessments in a course
3. Be able to use competencies and evidence-based assessments
Apt 502 module 10
This document discusses assessment for distance education. It provides tips for formative assessment, including requiring evidence of learning, providing feedback, and connecting personally. It also outlines the REAL framework for assessment, covering readiness, endurance, being assessed on exams, and leveraging skills. Finally, it defines assessment and lists different types of assessment, tests, and how teachers should approach comments.
Assessment for Distance Education
This document discusses assessment for distance education. It defines assessment as a process of obtaining information about learner progress and achievement. Assessment is used for selecting learners, certification, motivating learners, and improving teaching practices. There are formative assessments that are continuous and help learners understand their progress, and summative assessments that are end-of-course tests reporting overall achievement. At the Indira Gandhi National Open University, assessments include tutor-marked assignments and continuous assessments depending on school and council decisions. Tutor comments provide two-way communication to support isolated distance learners by identifying areas for development and creating a teacher-learner dialogue to promote reflective thinking. Comments should always be positive and constructive, rarely negative, and never
Teaching and Learning Workshop on Formative Assessment July 2017
This document discusses formative assessment in online spaces. It defines formative assessment as assessment for learning rather than assessment of learning. The document outlines several theories that inform formative assessment approaches. It also discusses how to design formative assessment activities that are aligned with course objectives and provide feedback to students and teachers. Finally, it addresses some considerations for conducting formative assessment in online discussion forums, blogs, and other electronic spaces.
Assessment in Distance Education
The document discusses assessment in open and distance learning. It defines assessment as a process of obtaining information about learner progress and achievement. Assessment serves two main purposes: to provide feedback to learners to improve learning, and to report on what has been achieved. There are formative assessments that are continuous and help motivation, and summative assessments that are end-of-course tests. Assessment in open distance learning includes non-assessable study materials, self-assessment questions, assignments, dialogue, and exams. Tutors provide comments on assignments to support learning and create dialogue between teachers and learners.
Making a mark: assessment for learning. Powis & Webb
This document discusses assessment for learning. It defines different types of assessment such as formative and summative, as well as who can assess such as tutors, peers, and self-assessment. The document also covers when and where assessment takes place, qualities of good assessment, different assessment methods, providing feedback, and examples of developing assessment strategies for different student groups and courses. The goal of assessment discussed is to support learning, give feedback, and motivate students.
Assessing Student Learning
This document discusses assessing student learning through various methods. It distinguishes between formative assessment, which aims to improve learning, and summative assessment, which assigns grades. Formative assessment techniques discussed include discussions, self-reflection, and classroom assessment techniques. The document provides an example classroom assessment technique of asking students what the "muddiest point" has been. It concludes by posing questions for the reader to consider about assessment planning and balancing formative and summative approaches.
Srsd1
This document discusses Self-Regulated Strategy Development (SRSD), an instructional approach for teaching writing. SRSD follows a 6-stage model where students are explicitly taught writing strategies and how to self-regulate the writing process. In the initial stages, instruction is supportive as students learn strategies, set goals, and practice collaboratively. Later stages focus on independent writing as support is faded. The approach aims to help students learn, use, and adopt the strategies of skilled writers across all grade levels and content areas.
principles and strategies of assessment
This document discusses principles and strategies of assessment, including the differences between internal and external assessment. It provides characteristics that effective assessments should have such as being valid, reliable, and purposeful. The key principles of assessment are that it should be valid, reliable, explicit, inclusive, manageable, and include both formative and summative components. Strategies for assessment include reflective activities, quizzes, questioning techniques, and varied pencil-paper assessments. Internal assessment is conducted by teachers through observation and tests, while external assessment is done by an outside agency.
CUR/528 Assessing student learning
This document discusses assessing student learning through various types of assessments. It defines assessment as an ongoing process to understand how students learn best and how to improve learning. Three main types of assessments are discussed: course-level assessments based on grades and assignments, program-level assessments using embedded assignments and capstones, and general education assessments across multiple courses. Examples of assessments used by organizations are given, such as performance assessments observing skills and written responses requiring student writing. References are provided on assessing student learning and assessment options.
What's hot (20)
Strengthening the internship performance review for slideshare
Strengthening the internship performance review for slideshare
How to Benefit from Meaningful Learning Assessments and Evaluations
How to Benefit from Meaningful Learning Assessments and Evaluations
Teaching and Learning Workshop on Formative Assessment July 2017
Teaching and Learning Workshop on Formative Assessment July 2017
Making a mark: assessment for learning. Powis & Webb
Making a mark: assessment for learning. Powis & Webb
Similar to Discussion Notes: Group 3
Module 13: School Leadership : Concepts and Application
Learning Objectives
Learning Objectives
System level functionaries (CRC/BRC/ABRC/BEO/ABEO/DEO/DPO) would be able to:
Develop a shared vision on leading clusters, blocks and districts for quality improvement in schools
Head Teachers would be able to:
Understand and develop a perspective on school leadership with a focus on multiple roles and responsibilities of a school leader
Develop academic leadership for improving student learning and quality improvement in schools
Gain knowledge, skills and attitudes to lead the school through building a collaborative learning culture conducive for student learning
Assessment & feedback
The document discusses assessment and feedback. It begins by outlining the session objectives which are to list features of effective feedback, identify the differences between formal and informal feedback, and construct a piece of developmental feedback. It then provides slides on various aspects of assessment, including that it should be learner-centered and help pupils progress. It also discusses integrating assessment with teaching and learning, as well as linking assessments to standards. The document concludes by discussing feedback, including its purpose and characteristics like providing evidence of current performance and goals.
Evaluation in Education
Evaluation -What it is? -Definitions
Why it is needed ? - Purposes
How it is done ? - Levels
Criteris
Types
Techniques
Methods
Assessing learning in Higher Education
Advice to new university lecturers on assessment, from an event run by the Economics Network of the Higher Education Academy.
AHP Practice Educator Training Glasgow January 2014
This presentation is both for AHPs who have never supervised a student and experienced AHPs who feel they need update training.
At the end of this training event you will be able to:
Appraise the role and attributes of the practice educator and student, within a multidisciplinary environment;
Evaluate theories, appropriate to adult and professional learners;
Plan, implement and facilitate learning within the practice setting;
Apply sound principles and judgement in the assessment of student performance;
Evaluate and reflect upon the learning experience.
peer observation - workshop modified .pptx
This document outlines a plan for implementing peer observation of teaching (POT) at TCOM. POT involves teachers observing each other's teaching practice to provide feedback and improve quality. Its goals are to enhance teaching techniques, identify areas for development, and develop evaluation skills. The process involves a pre-observation meeting, classroom observation by two peers, and a post-observation feedback session. All faculty will be trained in POT and participate once per semester. Observations will focus on teaching activities like lectures and involve randomly assigned pairs. Feedback forms will be completed and shared confidentially with the observed teacher.
Assessment to support teaching ad learning in the classroom
This document provides information about assessment for learning. It discusses different types of assessment including formative (assessment for learning) and summative (assessment of learning) assessment. It explains the purpose of assessment and describes several assessment strategies including questioning, feedback, and peer and self-assessment. Some key points covered include:
- The purpose of formative assessment is to help students learn by providing feedback and clarifying expectations.
- Effective questioning, feedback, and peer/self-assessment are important formative assessment strategies.
- Sharing learning intentions and success criteria with students is important for assessment for learning.
Teaching
This document provides guidance for instructors teaching the PHTLS (Prehospital Trauma Life Support) course. It discusses principles of adult learning, effective teaching methods like lecturing and skills demonstrations, and strategies for evaluation. The goal is to prepare instructors to enhance the teaching-learning experience through organized presentation of content, engagement of participants, and provision of feedback to improve trauma management skills.
Making feedback count
The document discusses key ideas for producing effective feedback, including integrating feedback into curriculum design, providing timely feedback within 3 weeks, and making feedback clear, focused, supportive, and inclusive of student diversity. It also addresses the importance of developing students' self-evaluation skills and engagement with feedback through dialogue in order to improve learning outcomes. The overall focus is on establishing a learning-oriented framework where feedback helps students to self-regulate and take agency over their learning.
Continuous and Comprehensive Assessment in Schools
The document discusses comprehensive and continuous assessment in schools. It outlines that assessment should go beyond just evaluating academic skills and include assessing other areas like life skills, attitudes, values, and co-curricular activities. The CBSE recommends using both formative and summative assessments across scholastic and co-scholastic domains with grades assigned on a scale. Effective assessment requires teachers to plan lessons, give regular feedback, monitor student growth, and maintain detailed records while involving parents.
Assessment: Achieving improved efficiency, effectiveness, educational integri...
The document discusses assessment in higher education, addressing what assessment is, why it is done, and how to design assessment for greater efficiency, effectiveness, educational integrity, equity and ethical practice. It notes that assessment is subjective and complex, serving purposes like providing feedback and credentialing students. The challenges associated with assessment are also outlined, such as its subjective nature and being time-consuming. Designing high-quality assessment and feedback is discussed as important for fair and meaningful learning.
Postdoc Teaching Day workshop on assessment design Oct 2018
Workshop on assessment design and alignment presented at the postdoctoral teaching day, University of Cape Town
Ppt.oral questioning & peer appraisal
This document discusses oral questioning and peer appraisal in education. It defines oral questioning as an effective way to stimulate student participation and develop critical thinking. The document outlines different types of oral questions and characteristics of good questions. It then defines peer appraisal as students assessing each other's work against criteria. The purposes, process, advantages and disadvantages of peer appraisal are presented. Sample peer evaluation and interview questions are also included.
Academic counselling in IGNOU
This document discusses the role and responsibilities of an academic counselor in IGNOU's open learning program. It explains that counselors provide advice and guidance to students about their academic program and courses. Counselors must have knowledge about the program structure, self-learning materials, assignments, examinations and how to provide feedback to students. They facilitate learning through counseling sessions and help students with various academic and non-academic issues. The goal of counseling is to support independent learning and enhance students' skills and performance.
Academic counselling
This document provides information about academic counseling for open learning programs. It discusses the counselor's role in advising students about program structures and courses, facilitating self-learning, evaluating assignments, and providing feedback to students. The counselor's goals are to clarify doubts, enhance discussion and participation, and help students improve their study, assignment writing, and examination skills to successfully complete their academic programs. Counseling sessions are meant to supplement self-study and are not lecture-based, with the focus being on addressing individual student needs.
Academic counselling
This document discusses the role and responsibilities of an academic counselor in IGNOU's open learning program. It explains that counselors provide advice and guidance to students about their academic program and courses. Counselors must have knowledge about the program structure, self-learning materials, assignments, examinations and how to provide feedback to students. They facilitate learning through counseling sessions and help students with various academic and non-academic issues. The goal of counseling is to support independent learning and enhance students' skills and performance.
Mark Bailye, Client Success Specialist, A/NZ | Bb Education on Tour 2015 | Ed...
The document discusses assessment and feedback principles for encouraging positive learning habits. It describes Mark Bailye's role as an Adoption Specialist with Blackboard, providing expertise on effective adoption and implementation of Blackboard solutions. The document outlines areas of Mark's expertise including academic change management, curriculum design, and strategic learning management system planning and implementation. It focuses on encouraging positive learning habits, assessment and feedback, outlining key principles and how tools in a learning management system can support these areas. Examples are provided around using tools like assignments, discussions, badges and adaptive release to trigger actions, provide rewards and encourage investment in learning.
Academic counselling
This document discusses the role and responsibilities of an academic counselor in IGNOU's open learning program. It explains that counselors provide advice and guidance to students about their academic program and courses. Counselors must have knowledge about the program structure, self-learning materials, assignments, and examinations. They facilitate learning through counseling sessions and help students with doubts, discussions, and skills development. Counselors evaluate assignments, provide feedback through comments, and ensure two-way communication with isolated distance learning students.
CC 4 Assessment for learning ,Unit 5.pptx
Assessment for learning is important for success of teaching learning process. It is done to know the students learning progress. Assessment is a process of collecting and analyzing students achievement by different ways ,tools and techniques. This presentation highlights the meaning ,purpose of teacher assessment, self assessment and peer assessment . It also makes aware about the various ways to carry these types of assessment .
In teaching a very diverse group of
To design an effective program for a diverse group of students, the teacher should:
1) Consider students' various differences like age, abilities, culture, motivation etc. and how they impact learning.
2) Focus on student learning outcomes and choose teaching methods and resources to help students achieve different learning levels.
3) Employ diverse teaching strategies like differentiated instruction, active learning activities, peer support and multi-media materials to meet different student needs and help them progress in their learning.
Similar to Discussion Notes: Group 3 (20)
Module 13: School Leadership : Concepts and Application
Module 13: School Leadership : Concepts and Application
AHP Practice Educator Training Glasgow January 2014
AHP Practice Educator Training Glasgow January 2014
Assessment to support teaching ad learning in the classroom
Assessment to support teaching ad learning in the classroom
Continuous and Comprehensive Assessment in Schools
Continuous and Comprehensive Assessment in Schools
Assessment: Achieving improved efficiency, effectiveness, educational integri...
Assessment: Achieving improved efficiency, effectiveness, educational integri...
Postdoc Teaching Day workshop on assessment design Oct 2018
Postdoc Teaching Day workshop on assessment design Oct 2018
Mark Bailye, Client Success Specialist, A/NZ | Bb Education on Tour 2015 | Ed...
Mark Bailye, Client Success Specialist, A/NZ | Bb Education on Tour 2015 | Ed...
More from FETSectorSA
FET: Finding rhythm
The document contains quotes and sayings on various topics such as education, personal growth, innovation, and overcoming adversity. It discusses the importance of learning, pushing beyond limits, speaking candidly, responding instead of reacting, and not being afraid of failure. Authenticity, guts, ethics, and mastery are presented as important qualities for moving forward.
FET Lecture Theatre
The document provides advice and perspectives on teaching and learning from various sources. It discusses the importance of creating opportunities for students to learn, tailoring teaching methods to perceived value rather than duty, and organizing content, teaching methods, and assessment. Later sections contrast traditional vs modern expectations and highlight enhancing student success through community building, professional development, academic development, and personal development.
Project Based Learning/Integration
The document discusses a project for management level 4 students divided into 7 teams. Each team will work on an interest project in Q1 and social impact project in Q2 of 2012. An example is given of a dance competition project. Academic assessments would remain the same as 2011, with minor tweaking. Integration across subjects and programs is possible through technology, with lecturers from different areas providing feedback to help integrate the subjects. This could involve subjects like marketing, graphic design, and photography contributing to the dance competition project.
Curriculum Innovation
The document discusses curriculum innovation through "impact driven learning" and a revised strategic operational plan for 2011/2012 from the Department of Higher Education and Training. The plan's broad mandate is to ensure skills delivery to drive the country's economic growth through impact driven learning and creating space for curriculum innovation.
FET Imbizo wil innovations 29 nov 2011
This document discusses opportunities and challenges for work integrated learning in South Africa. It notes that thousands of university and FET college students cannot graduate due to a lack of workplace learning components. There is also a misalignment between the supply of unemployed graduates and demands of the job market. The presentation proposes that work integrated learning be incorporated into curriculums through activities like internships, practicums, and experiential learning at workplaces or in communities. It provides examples of teaching innovations that can help develop employability skills and graduate attributes needed for the job market.
Discussion Notes: Group 5
1. Lecturers largely determine the culture at their institution through establishing values and norms within the first moments of class. Values must be clearly communicated, consistently reinforced with clear consequences, and orientating and inducting new staff is important.
2. Building trust is important through giving responsibility, being truthful and transparent, rewarding competence, and showing respect.
3. Promoting good time management through finishing tasks, inculcating habits, and positively reinforcing behavior is key to creating a culture of teaching and learning.
Discussion Notes: Group 6
Quality management aims to improve teaching and learning through establishing systems, standards, and continuous improvement processes. However, challenges remain such as a lack of individual accountability for quality service delivery and a focus on processes over customers. Recommendations include implementing quality assurance policies and audits, giving individual staff control over their quality work, making all activities customer-focused, and improving strategies in the classroom with an emphasis on accountability and performance management linked to quality. Ultimately, quality begins with the individual efforts of each staff member.
More from FETSectorSA (7)
Recently uploaded
L'indice de performance des ports à conteneurs de l'année 2023
Une évaluation comparable de la performance basée sur le temps d'escale des navires
L'objectif de l'ICPP est d'identifier les domaines d'amélioration qui peuvent en fin de compte bénéficier à toutes les parties concernées, des compagnies maritimes aux gouvernements nationaux en passant par les consommateurs. Il est conçu pour servir de point de référence aux principaux acteurs de l'économie mondiale, notamment les autorités et les opérateurs portuaires, les gouvernements nationaux, les organisations supranationales, les agences de développement, les divers intérêts maritimes et d'autres acteurs publics et privés du commerce, de la logistique et des services de la chaîne d'approvisionnement.
Le développement de l'ICPP repose sur le temps total passé par les porte-conteneurs dans les ports, de la manière expliquée dans les sections suivantes du rapport, et comme dans les itérations précédentes de l'ICPP. Cette quatrième itération utilise des données pour l'année civile complète 2023. Elle poursuit le changement introduit l'année dernière en n'incluant que les ports qui ont eu un minimum de 24 escales valides au cours de la période de 12 mois de l'étude. Le nombre de ports inclus dans l'ICPP 2023 est de 405.
Comme dans les éditions précédentes de l'ICPP, la production du classement fait appel à deux approches méthodologiques différentes : une approche administrative, ou technique, une méthodologie pragmatique reflétant les connaissances et le jugement des experts ; et une approche statistique, utilisant l'analyse factorielle (AF), ou plus précisément la factorisation matricielle. L'utilisation de ces deux approches vise à garantir que le classement des performances des ports à conteneurs reflète le plus fidèlement possible les performances réelles des ports, tout en étant statistiquement robuste.
Satta Matka Dpboss Kalyan Matka Results Kalyan Chart
SATTA MATKA DPBOSS KALYAN MATKA RESULTS KALYAN MATKA MATKA RESULT KALYAN MATKA TIPS SATTA MATKA MATKA COM MATKA PANA JODI TODAY BATTA SATKA MATKA PATTI JODI NUMBER MATKA RESULTS MATKA CHART MATKA JODI SATTA COM INDIA SATTA MATKA MATKA TIPS MATKA WAPKA ALL MATKA RESULT LIVE ONLINE MATKA RESULT KALYAN MATKA RESULT DPBOSS MATKA 143 MAIN MATKA KALYAN MATKA RESULTS KALYAN CHART KALYAN CHART
Call 8867766396 Dpboss Matka Guessing Satta Matta Matka Kalyan Chart Indian M...
Dpboss Matka Guessing Satta Matta Matka Kalyan Chart Indian Matka
一比一原版(QMUE毕业证书)英国爱丁堡玛格丽特女王大学毕业证文凭如何办理
永久可查学历认证【微信：A575476】【(QMUE毕业证书)英国爱丁堡玛格丽特女王大学毕业证成绩单Offer】【微信：A575476】（留信学历认证永久存档查询）采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信：A575476】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信：A575476】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
→ 【关于价格问题（保证一手价格）
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：可来公司面谈，可签订合同，会陪同客户一起到教育部认证窗口递交认证材料，客户在教育部官方认证查询网站查询到认证通过结果后付款，不成功不收费！
Adani Group's Active Interest In Increasing Its Presence in the Cement Manufa...
Time and again, the business group has taken up new business ventures, each of which has allowed it to expand its horizons further and reach new heights. Even amidst the Adani CBI Investigation, the firm has always focused on improving its cement business.
Prescriptive analytics BA4206 Anna University PPT
Business analysis - Prescriptive analytics Introduction to Prescriptive analytics
Prescriptive Modeling
Non Linear Optimization
Demonstrating Business Performance Improvement
Kirill Klip GEM Royalty TNR Gold Copper Presentation
Tesla Energy rEVolution And The Golden Age For Copper: Kirill Klip GEM Royalty TNR Gold Copper Presentation
Efficient PHP Development Solutions for Dynamic Web Applications
Unlock the full potential of your web projects with our expert PHP development solutions. From robust backend systems to dynamic front-end interfaces, we deliver scalable, secure, and high-performance applications tailored to your needs. Trust our skilled team to transform your ideas into reality with custom PHP programming, ensuring seamless functionality and a superior user experience.
Satta Matka Dpboss Kalyan Matka Results Kalyan Chart
SATTA MATKA DPBOSS KALYAN MATKA RESULTS KALYAN CHART KALYAN MATKA MATKA RESULT KALYAN MATKA TIPS SATTA MATKA MATKA COM MATKA PANA JODI TODAY BATTA SATKA MATKA PATTI JODI NUMBER MATKA RESULTS MATKA CHART MATKA JODI SATTA COM INDIA SATTA MATKA MATKA TIPS MATKA WAPKA ALL MATKA RESULT LIVE ONLINE MATKA RESULT KALYAN MATKA RESULT DPBOSS MATKA 143 MAIN MATKA KALYAN MATKA RESULTS KALYAN CHART
❽❽❻❼❼❻❻❸❾❻ DPBOSS NET SPBOSS SATTA MATKA RESULT KALYAN MATKA GUESSING FREE KA...
DPBOSS NET SPBOSS SATTA MATKA RESULT KALYAN MATKA GUESSING FREE KALYAN FIX JODI ANK LEAK FIX GAME BY DP BOSS MATKA SATTA NUMBER TODAY LUCKY NUMBER FREE TIPS ...
Satta Matka Dpboss Kalyan Matka Results Kalyan Chart
SATTA MATKA DPBOSS KALYAN MATKA RESULTS KALYAN CHART KALYAN MATKA MATKA RESULT KALYAN MATKA TIPS SATTA MATKA MATKA COM MATKA PANA JODI TODAY BATTA SATKA MATKA PATTI JODI NUMBER MATKA RESULTS MATKA CHART MATKA JODI SATTA COM INDIA SATTA MATKA MATKA TIPS MATKA WAPKA ALL MATKA RESULT LIVE ONLINE MATKA RESULT KALYAN MATKA RESULT DPBOSS MATKA 143 MAIN MATKA KALYAN MATKA RESULTS KALYAN CHART
Presentation by Herman Kienhuis (Curiosity VC) on Investing in AI for ABS Alu...
Presentation by Herman Kienhuis (Curiosity VC) on developments in AI, the venture capital investment landscape and Curiosity VC's approach to investing, at the alumni event of Amsterdam Business School (University of Amsterdam) on June 13, 2024 in Amsterdam.
Satta Matka Dpboss Kalyan Matka Results Kalyan Chart
SATTA MATKA DPBOSS KALYAN MATKA RESULTS KALYAN CHART KALYAN MATKA MATKA RESULT KALYAN MATKA TIPS SATTA MATKA MATKA COM MATKA PANA JODI TODAY BATTA SATKA MATKA PATTI JODI NUMBER MATKA RESULTS MATKA CHART MATKA JODI SATTA COM INDIA SATTA MATKA MATKA TIPS MATKA WAPKA ALL MATKA RESULT LIVE ONLINE MATKA RESULT KALYAN MATKA RESULT DPBOSS MATKA 143 MAIN MATKA KALYAN MATKA RESULTS KALYAN CHART
Satta Matka Dpboss Kalyan Matka Results Kalyan Chart
SATTA MATKA DPBOSS KALYAN MATKA RESULTS KALYAN CHART KALYAN MATKA MATKA RESULT KALYAN MATKA TIPS SATTA MATKA MATKA COM MATKA PANA JODI TODAY BATTA SATKA MATKA PATTI JODI NUMBER MATKA RESULTS MATKA CHART MATKA JODI SATTA COM INDIA SATTA MATKA MATKA TIPS MATKA WAPKA ALL MATKA RESULT LIVE ONLINE MATKA RESULT KALYAN MATKA RESULT DPBOSS MATKA 143 MAIN MATKA KALYAN MATKA RESULTS KALYAN CHART
2024.06 CPMN Cambridge - Beyond Now-Next-Later.pdf
Slides presented by Phil Hornby, Founder and Director of "for product people", at Cambridge Product Management Network, on Monday 17th June 2024.
Satta Matka Dpboss Kalyan Matka Results Kalyan Chart
SATTA MATKA DPBOSS KALYAN MATKA RESULTS KALYAN CHART KALYAN MATKA MATKA RESULT KALYAN MATKA TIPS SATTA MATKA MATKA COM MATKA PANA JODI TODAY BATTA SATKA MATKA PATTI JODI NUMBER MATKA RESULTS MATKA CHART MATKA JODI SATTA COM INDIA SATTA MATKA MATKA TIPS MATKA WAPKA ALL MATKA RESULT LIVE ONLINE MATKA RESULT KALYAN MATKA RESULT DPBOSS MATKA 143 MAIN MATKA KALYAN MATKA RESULTS KALYAN CHART INDIA MATKA KALYAN SATTA MATKA 420 INDIAN MATKA SATTA KING MATKA FIX JODI FIX FIX FIX SATTA NAMBAR MATKA INDIA SATTA BATTA
Recently uploaded (20)
L'indice de performance des ports à conteneurs de l'année 2023
L'indice de performance des ports à conteneurs de l'année 2023
Satta Matka Dpboss Kalyan Matka Results Kalyan Chart
Satta Matka Dpboss Kalyan Matka Results Kalyan Chart
Call 8867766396 Dpboss Matka Guessing Satta Matta Matka Kalyan Chart Indian M...
Call 8867766396 Dpboss Matka Guessing Satta Matta Matka Kalyan Chart Indian M...
Adani Group's Active Interest In Increasing Its Presence in the Cement Manufa...
Adani Group's Active Interest In Increasing Its Presence in the Cement Manufa...
Kirill Klip GEM Royalty TNR Gold Copper Presentation
Kirill Klip GEM Royalty TNR Gold Copper Presentation
Efficient PHP Development Solutions for Dynamic Web Applications
Efficient PHP Development Solutions for Dynamic Web Applications
Satta Matka Dpboss Kalyan Matka Results Kalyan Chart
Satta Matka Dpboss Kalyan Matka Results Kalyan Chart
❽❽❻❼❼❻❻❸❾❻ DPBOSS NET SPBOSS SATTA MATKA RESULT KALYAN MATKA GUESSING FREE KA...
❽❽❻❼❼❻❻❸❾❻ DPBOSS NET SPBOSS SATTA MATKA RESULT KALYAN MATKA GUESSING FREE KA...
Satta Matka Dpboss Kalyan Matka Results Kalyan Chart
Satta Matka Dpboss Kalyan Matka Results Kalyan Chart
Presentation by Herman Kienhuis (Curiosity VC) on Investing in AI for ABS Alu...
Presentation by Herman Kienhuis (Curiosity VC) on Investing in AI for ABS Alu...
Satta Matka Dpboss Kalyan Matka Results Kalyan Chart
Satta Matka Dpboss Kalyan Matka Results Kalyan Chart
Satta Matka Dpboss Kalyan Matka Results Kalyan Chart
Satta Matka Dpboss Kalyan Matka Results Kalyan Chart
2024.06 CPMN Cambridge - Beyond Now-Next-Later.pdf
2024.06 CPMN Cambridge - Beyond Now-Next-Later.pdf
Registered-Establishment-List-in-Uttarakhand-pdf.pdf
Registered-Establishment-List-in-Uttarakhand-pdf.pdf
Satta Matka Dpboss Kalyan Matka Results Kalyan Chart
Satta Matka Dpboss Kalyan Matka Results Kalyan Chart
Discussion Notes: Group 3
- 1. Classroom Visits and Student Feedback Group 3 Report Back WCED Imbizo 30 November 2011