This document discusses module 7 objectives related to designing assessments and presentations of learning. It covers various assessment types including baseline, formative, and summative assessments. It also discusses implementing student-created assessments and physical and online presentations of learning. The document provides principles and characteristics for classroom assessment and reflection, and readings related to student-designed assessments and presentations. It outlines practical applications, assessment types, and videos demonstrating presentations of learning. Assignments include discussions on traditional assessments in project-based learning and creating a video to promote a unit.
As a proponent of PBL, I have received many trainings and attended conferences on effective PBL lessons. I placed additional focus on PBL modules in my classes with American College of Education (ACE) to improve my current lessons. This is a presentation explains the purpose of PBL integration and introduces methods to design PBL modules. The purpose is to guide my colleagues in the science department to design and implement effective PBL modules into their instruction.
A quick guide to build an Outcome Based Framework in higher educational institution. Informational presentation on OBE, accreditation, and student centred education.
Academic Integrity is an issue that affects us all. DCU is a partner in an Erasmus plus funded project led by Ilia State University in Georgia. The purpose of this project is to investigate the whole area of academic integrity and to investigate ways to address the challenge of this very relevant topic. This paper will highlight the opportunities available through both Moodle and Mahara, essentially taking a “prevention is better than cure” approach.
As a proponent of PBL, I have received many trainings and attended conferences on effective PBL lessons. I placed additional focus on PBL modules in my classes with American College of Education (ACE) to improve my current lessons. This is a presentation explains the purpose of PBL integration and introduces methods to design PBL modules. The purpose is to guide my colleagues in the science department to design and implement effective PBL modules into their instruction.
A quick guide to build an Outcome Based Framework in higher educational institution. Informational presentation on OBE, accreditation, and student centred education.
Academic Integrity is an issue that affects us all. DCU is a partner in an Erasmus plus funded project led by Ilia State University in Georgia. The purpose of this project is to investigate the whole area of academic integrity and to investigate ways to address the challenge of this very relevant topic. This paper will highlight the opportunities available through both Moodle and Mahara, essentially taking a “prevention is better than cure” approach.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2. Module 7 Objectives:
● To become familiar with various types and purposes of assessments,
including baseline, formative, and summative
● To learn to implement collaborative and student-created assessments
● To learn to implement both physical and internet-based formats for
exhibition and Presentations of Learning, and its importance in fostering a
sense of motivation, purpose, and understanding of your teaching by
students, parents, and the wider community.
3. Principles: Classroom Assessment and Reflection
Teacher Characteristics: Professional Practice
● Gather information about student understanding and
ability
● Reflect upon how to improve teaching practice based
upon student work/data, assignments, observation of
instruction and dialogue with colleagues
● Revise instruction based upon student achievement data
4. Principles: Classroom Assessment and Reflection
Teacher Characteristics: Instruction
● Uncovers prior experience and understanding; anticipates confusion beforehand by
correcting conceptual misunderstandings re: the natural and physical world
● Reflects on instruction and makes adjustments as student learning occurs
Teacher Characteristics: Assessment
● Co-develops scoring guides/rubrics with students and provides adequate modeling to
make clear the expectations for quality performance
● Guides students to apply rubrics to assess their performance and identify
improvement strategies
5. Principles: Classroom Assessment and Reflection
Teacher Characteristics: Providing Feedback and Guiding Student
Self-Assessment
● Guides students to apply rubrics to assess their performance and identify
improvement strategies
● Provides regular and timely feedback to students and parents that moves
learners forward
● Allows students to use feedback to improve their work before a grade is
assigned
● Facilitates students in self- and peer-assessment
6. Readings for Module 7
EdWeek: What happens When Students Design Their Own Assessments
https://www.edweek.org/ew/articles/2017/05/24/what-happens-when-students-design-their-own.html
NEA- Students Creating Test Questions
http://www.nea.org//tools/tips/Students-Creating-Test-Questions.html
The Student-Developed Quiz
https://www.nactateachers.org/images/The_Student-Developed_Quiz_or_Exam-__Scaffolding_Higher-Order_Thinking.pdf
Edutopia: Bringing Student-Choice Assessment to Science Classes
https://www.edutopia.org/article/bringing-student-choice-assessment-science-classes
8. Assessment of Learning
Project-Based Learning Assessment Practices
Formative Assessments - Types of formative assessments and
tools for facilitating formative assessment of learning
Collaborative Assessments
Summative Assessments
Videos: Presentations of Learning at High Tech High
9. The Assignments - Module 7 Discussion Forum:
Discussion Forum: In project-based learning, where the main focus of
assessment is the exhibition/presentation of learning model, what is the
place for more traditional test-based assessments- should these be
individual or collaborative?
● Your post - by Wednesday, 6/24/20 at 11:59pm
● Responses to 2 peer posts by Sunday, 6/28/20 at 11:59pm
TECHNOLOGY:
● Create a 1 Minute Video advertisement/promotion for your unit- Why should students
10. The Assignments - Curriculum Assignment for Module
7:
Edit and revise lessons in Unit Plan, editing as needed details on assessment, differentiated
instruction (reading disabilities, English-language learners, and gifted and talented), and
curriculum integration (noted where more than one content area is introduced in the lesson)
● Include in your Unit plan lesson plans examples of three(3) different types of age-
appropriate assessments, which can include formative assessments/exit tickets,a quiz
using Google Forms, a student project video, and a Presentation of Learning.
● State the percentage of the unit grade based on project work, traditional assessments,
and homework(if given).
Note: Final Unit Plan, with all revisions, is submitted to both Blackboard and also to Live
Text.
● Submit finished Unit Plan to Blackboard and LiveText by Sunday, June 28 at 11:59pm
11. The Assignments - Unit Technology
Summary
Revise and Complete as needed Section II of the Unit Plan,
detailing application of digital literacy frameworks, edtech equipment
needs, application software, and media resources used in your unit.
● Updated Unit Plan revised and re-submitted to Blackboard by
Sunday, June 28 at 11:59pm
