This document discusses assessment in education. It defines formative and summative assessment, with formative assessment providing feedback to students to help them improve, while summative assessment makes final evaluations. It emphasizes that goal-directed practice coupled with timely and targeted feedback are critical for learning. Rubrics can introduce goal-directed practice by aligning learning outcomes, activities, and assessments and providing students a path for improvement through feedback. The document recommends planning courses by synchronizing these elements of learning outcomes, instructional approaches, and assessment.
This document discusses assessment and its role in the learning process. It emphasizes that assessment should be formative, providing timely feedback to students at an appropriate level to support goal-directed and productive practice. Rubrics are highlighted as an effective assessment tool that can clarify learning goals, evaluate performance against criteria, and guide future improvement through targeted feedback. The document advocates designing all course elements, like activities and instruction, to align with learning outcomes and assessments.
The document outlines the topics to be covered in an instructional design workshop, including using analysis outcomes to design lessons, writing interactive activities and self-assessment questions, producing storyboards, and criteria for effective feedback including being promotive, motivated, and oriented.
CTD Fa14 Weekly Workshop: Assessment that supports learningPeter Newbury
1) The document discusses assessment that supports learning, focusing on formative assessment that provides timely feedback to guide student practice and improvement.
2) It emphasizes that goal-directed practice coupled with targeted feedback are critical for learning. Formative assessment should give feedback on students' performance relative to clear learning goals.
3) A rubric can serve as a formative assessment tool by providing descriptions of expectations so students understand how to improve. The overall message is that assessment should support learning by guiding students' efforts.
The document provides information about learning targets, which are goals for lessons, projects, and courses written in student-friendly language. It discusses how learning targets break standards into manageable chunks, promote student ownership of learning, and significantly improve student achievement when students can identify their targets. The document outlines benefits like students having tangible goals to work towards. It also discusses common challenges and provides examples of effective versus ineffective learning targets.
This document summarizes a workshop on assessment. It discusses establishing learning outcomes, assessing what students are learning through formative and summative assessments, and using feedback and practice to enhance learning. Key points include drawing on student preconceptions, teaching concepts in depth, integrating metacognitive skills, having goal-directed practice and targeted feedback, and aligning learning outcomes, instruction and assessment.
This document discusses the characteristics of well-written learning objectives and instructional objectives. It states that objectives should describe observable and measurable outcomes, be student-oriented, sequentially appropriate, attainable within a reasonable time frame, and developmentally appropriate. Objectives guide instructional planning, the learning process, and assessment of student progress. They should measure the intended learning outcomes and not just describe content or activities.
The document provides information about setting learning objectives and targets. It discusses how learning objectives should be specific, measurable, attainable, relevant and time-bound. When students are provided clear learning objectives, their achievement on tests is on average 34 percentile points higher. However, only 4% of classrooms have clear evidence of a learning objective. Effective learning objectives are accessible and understood by students, embedded throughout instruction, measurable, aligned with tasks, and used for student self-assessment. Separating the learning target from the activity or context makes it more transferable. Success criteria should include verbs that allow students to demonstrate their learning.
This document discusses assessment in education. It defines formative and summative assessment, with formative assessment providing feedback to students to help them improve, while summative assessment makes final evaluations. It emphasizes that goal-directed practice coupled with timely and targeted feedback are critical for learning. Rubrics can introduce goal-directed practice by aligning learning outcomes, activities, and assessments and providing students a path for improvement through feedback. The document recommends planning courses by synchronizing these elements of learning outcomes, instructional approaches, and assessment.
This document discusses assessment and its role in the learning process. It emphasizes that assessment should be formative, providing timely feedback to students at an appropriate level to support goal-directed and productive practice. Rubrics are highlighted as an effective assessment tool that can clarify learning goals, evaluate performance against criteria, and guide future improvement through targeted feedback. The document advocates designing all course elements, like activities and instruction, to align with learning outcomes and assessments.
The document outlines the topics to be covered in an instructional design workshop, including using analysis outcomes to design lessons, writing interactive activities and self-assessment questions, producing storyboards, and criteria for effective feedback including being promotive, motivated, and oriented.
CTD Fa14 Weekly Workshop: Assessment that supports learningPeter Newbury
1) The document discusses assessment that supports learning, focusing on formative assessment that provides timely feedback to guide student practice and improvement.
2) It emphasizes that goal-directed practice coupled with targeted feedback are critical for learning. Formative assessment should give feedback on students' performance relative to clear learning goals.
3) A rubric can serve as a formative assessment tool by providing descriptions of expectations so students understand how to improve. The overall message is that assessment should support learning by guiding students' efforts.
The document provides information about learning targets, which are goals for lessons, projects, and courses written in student-friendly language. It discusses how learning targets break standards into manageable chunks, promote student ownership of learning, and significantly improve student achievement when students can identify their targets. The document outlines benefits like students having tangible goals to work towards. It also discusses common challenges and provides examples of effective versus ineffective learning targets.
This document summarizes a workshop on assessment. It discusses establishing learning outcomes, assessing what students are learning through formative and summative assessments, and using feedback and practice to enhance learning. Key points include drawing on student preconceptions, teaching concepts in depth, integrating metacognitive skills, having goal-directed practice and targeted feedback, and aligning learning outcomes, instruction and assessment.
This document discusses the characteristics of well-written learning objectives and instructional objectives. It states that objectives should describe observable and measurable outcomes, be student-oriented, sequentially appropriate, attainable within a reasonable time frame, and developmentally appropriate. Objectives guide instructional planning, the learning process, and assessment of student progress. They should measure the intended learning outcomes and not just describe content or activities.
The document provides information about setting learning objectives and targets. It discusses how learning objectives should be specific, measurable, attainable, relevant and time-bound. When students are provided clear learning objectives, their achievement on tests is on average 34 percentile points higher. However, only 4% of classrooms have clear evidence of a learning objective. Effective learning objectives are accessible and understood by students, embedded throughout instruction, measurable, aligned with tasks, and used for student self-assessment. Separating the learning target from the activity or context makes it more transferable. Success criteria should include verbs that allow students to demonstrate their learning.
The document discusses the importance of using learning targets to maximize student learning and raise test scores. It defines key terms like content standards, learning targets, and concepts. Effective lessons are built around clear learning targets that ensure students learn specific concepts and skills rather than just completing worksheets. Examples of well-written learning targets are provided, along with guidance on developing targets aligned to grade-level standards and assessing student understanding of the targets.
Formative assessment is an important part of the teaching and learning process. It allows students to better understand what they are learning and why, and helps ensure they are more successful. Developing effective formative assessment takes work from teachers, who must understand student needs, provide regular feedback, and create a comfortable learning environment. Teachers should clearly outline learning targets, give examples to help students understand lessons, and focus instruction daily to monitor progress without high-stakes exams that cause unnecessary stress.
Pd continuum plan goodspiritmodule2 - catch-up modulequintinrobertson
This document provides an overview of Module 2, which focuses on using pre-assessment and formative assessment strategies. It discusses the importance of formative assessment in informing instruction and improving student learning. Various pre, formative, and summative assessment strategies are presented, including entrance slips, observations, quizzes, and student self-assessments. Teachers are asked to implement three new pre-assessment or formative assessment strategies. The module aims to increase awareness and use of these assessment types and link them to the school division's unit planning template.
The document discusses enriching computer curriculum through Understanding by Design (UBD), which is a framework for designing curriculum and instruction that begins with defining learning goals and enduring understandings, and then designs assessments and lessons to ensure students achieve the goals. It explains the 3 stages of UBD for designing units of instruction, which are desired results, acceptable evidence, and learning experiences and activities. UBD aims to facilitate student understanding of big ideas and transfer of learning through backward design of curriculum.
This document discusses findings and implications from research on instructional processes and effective teaching practices. It recommends that teachers recognize students' varying abilities and styles of learning, teach concepts before details, explicitly teach thinking skills, help students understand their own learning, incorporate cooperative learning, and foster a positive classroom environment. Specific instructional strategies are also presented, such as using advance organizers, note taking, generating representations, questioning, and cooperative learning techniques.
This document discusses authentic assessment of student learning beyond standardized tests. It proposes examining both the processes and products of learning, using measures that evaluate skills like writing, analysis, collaboration and creativity. The document also presents rubrics for assessing learning based on factors such as interaction, construction of meaning, cooperation, authenticity, and intentionality.
Arts Integration Framework Series: Assessment Activitiestpierson
Perpich Arts Integration Project
The Arts Integration Framework Series outlines a process for developing standards based arts integrated units of study. This Powerpoint outlines how to align assessment activities to benchmarks and learning goals.
Writing specific instructional/learning objectivesAshley Tan
This document discusses planning a student-centered IT-based lesson using the ABCD framework for writing objectives. It covers analyzing learners' backgrounds, knowledge, and other factors. It also differentiates between goals and objectives, explaining that objectives should be specific, observable, and assessable. The ABCD model is introduced for writing objectives: Audience, Behavior, Condition, Degree. An example of a good objective following this model is provided along with critique of sample objectives.
This document discusses authentic assessment and how it differs from traditional assessment. Authentic assessment aims to holistically evaluate students' knowledge, understanding, and skills through engaging tasks that replicate real-world challenges. It focuses on applying knowledge rather than just memorization. Traditional assessment primarily tests to see if students have acquired a body of knowledge and skills. The document provides examples of different forms of authentic assessment like portfolios, journals, and rubrics. It emphasizes that authentic assessment allows for measuring meaningful tasks, learner-specific evaluation, and self-assessment.
Teachers want students to exhibit intrinsic goals like persisting on challenging problems, working until the end of class, and showing interest in tasks. The document discusses intrinsic versus extrinsic goals, noting intrinsic goals involve developing skills, attributing success to effort, and seeking challenges. It recommends encouraging intrinsic goals through inquiry-based classrooms where students discover solutions themselves and see their work lead to valued outcomes. Teachers should expect student success and maintain high standards to motivate students to believe achievement comes from hard work rather than innate ability.
The document discusses learning objectives for training programs. It defines a learning objective, outlines the key components of objectives, and describes Bloom's Taxonomy - a framework for classifying objectives according to cognitive complexity. The document also explains why objectives are important for guiding training development and evaluation, and provides a 3-step process for writing objectives: including a stem, verb, and expected outcome.
This document outlines the components of a lesson plan for a class, including: preparations like reviewing past lessons and motivating students; introductory and main activities to engage students in the material; analysis through questions to help students understand key concepts; presenting new material through demonstration and discussion; practice exercises for students to apply their learning; assessment of students' knowledge, skills, understanding, and ability to apply the material through authentic tasks; and a concluding activity to reinforce the lesson. The plan provides guidance for teachers on structuring lessons to effectively impart information to students and gauge their learning.
The document discusses conducting a goal analysis which involves two main steps: 1) classifying the instructional goal according to Gagne's domains of learning, and 2) identifying and sequencing the major steps required to achieve the goal. It then provides details on Gagne's domains of learning, including verbal information, intellectual skills, psychomotor skills, attitudes, and cognitive strategies. The document also outlines suggestions for identifying steps within a goal and describes qualities needed for effective instruction.
Developing Writing Assessment - Next Steps in TWPCourtney Huff
This document discusses developing rubrics for writing assessment across grades K-6. It notes that current writing assessment is inconsistent, with varying expectations between schools and teachers. A plan is outlined to address this issue through a series of professional development sessions where teachers will collaborate to create common rubrics for writing assessment based on clear learning targets and expectations. The rubrics will then be implemented and evaluated based on content, clarity, practicality and technical quality to ensure quality assessment. The goal is to increase consistency in writing assessment, feedback and grading practices.
The Kemp model is a 9-step instructional design model useful for developing large-scale education programs. It involves identifying instructional problems, examining learner characteristics, developing instructional objectives and strategies, and conducting ongoing evaluation to ensure effective instruction. The Dick and Carey instructional systems design model is a linear process useful for structuring large or small-scale curriculum development. It involves analyzing instructional goals and learner needs before developing objectives, instructional strategies, and evaluation plans.
This document discusses learning targets and their importance in assessment and reporting. It defines learning targets as statements that show what students should learn and be able to do. Learning targets are classified into four categories: knowledge, reasoning, skills, and products. Clear learning targets help teachers design effective formative assessments and understand student achievement levels. They also benefit students by helping them understand expectations, provide self-assessment, and track their own progress. The document provides steps for deconstructing broad content standards into clearer learning targets for students and outlines how teachers can best communicate learning targets to students.
Instructional design and Dick and Carey model and ARCS model projectMario Carrizo
The document provides an overview of two instructional design models: the ARCS model and the Dick and Carey model. It defines instructional design and describes the key elements of each model. The ARCS model focuses on motivating learners through attention, relevance, confidence, and satisfaction. The Dick and Carey model is a systematic process with nine stages for identifying goals, developing assessments, instructional strategies, and evaluations. Both models require time, resources, and motivated learners and instructors but differ in their approaches.
An Introduction To The Dick & Carey Instructional Design ModelLarry Weas
The nine basic steps (excluding Summative Evaluation) represent a set of procedures, which is referred to as the systems approach because it is made up of interacting components, each having its own input and output, which together produce predetermined products using the ADDIE process.
CTD Spring 2015 Weekly Workshop: Assessment that supports learningPeter Newbury
This document discusses formative assessment and how it can support learning when used effectively. Formative assessment provides timely feedback aligned with learning goals to guide student practice. Rubrics are discussed as a form of formative assessment that can clarify expectations for students and provide targeted feedback to help them improve. The document emphasizes establishing learning outcomes and aligning assessments and instructional activities to those outcomes in order to best support student learning.
Presented at the Scripps Institution of Oceanography in La Jolla, California on November 21, 2014.
Peter Newbury
Center for Teaching Development, UC San Diego
ctd.ucsd.edu
The document discusses the importance of using learning targets to maximize student learning and raise test scores. It defines key terms like content standards, learning targets, and concepts. Effective lessons are built around clear learning targets that ensure students learn specific concepts and skills rather than just completing worksheets. Examples of well-written learning targets are provided, along with guidance on developing targets aligned to grade-level standards and assessing student understanding of the targets.
Formative assessment is an important part of the teaching and learning process. It allows students to better understand what they are learning and why, and helps ensure they are more successful. Developing effective formative assessment takes work from teachers, who must understand student needs, provide regular feedback, and create a comfortable learning environment. Teachers should clearly outline learning targets, give examples to help students understand lessons, and focus instruction daily to monitor progress without high-stakes exams that cause unnecessary stress.
Pd continuum plan goodspiritmodule2 - catch-up modulequintinrobertson
This document provides an overview of Module 2, which focuses on using pre-assessment and formative assessment strategies. It discusses the importance of formative assessment in informing instruction and improving student learning. Various pre, formative, and summative assessment strategies are presented, including entrance slips, observations, quizzes, and student self-assessments. Teachers are asked to implement three new pre-assessment or formative assessment strategies. The module aims to increase awareness and use of these assessment types and link them to the school division's unit planning template.
The document discusses enriching computer curriculum through Understanding by Design (UBD), which is a framework for designing curriculum and instruction that begins with defining learning goals and enduring understandings, and then designs assessments and lessons to ensure students achieve the goals. It explains the 3 stages of UBD for designing units of instruction, which are desired results, acceptable evidence, and learning experiences and activities. UBD aims to facilitate student understanding of big ideas and transfer of learning through backward design of curriculum.
This document discusses findings and implications from research on instructional processes and effective teaching practices. It recommends that teachers recognize students' varying abilities and styles of learning, teach concepts before details, explicitly teach thinking skills, help students understand their own learning, incorporate cooperative learning, and foster a positive classroom environment. Specific instructional strategies are also presented, such as using advance organizers, note taking, generating representations, questioning, and cooperative learning techniques.
This document discusses authentic assessment of student learning beyond standardized tests. It proposes examining both the processes and products of learning, using measures that evaluate skills like writing, analysis, collaboration and creativity. The document also presents rubrics for assessing learning based on factors such as interaction, construction of meaning, cooperation, authenticity, and intentionality.
Arts Integration Framework Series: Assessment Activitiestpierson
Perpich Arts Integration Project
The Arts Integration Framework Series outlines a process for developing standards based arts integrated units of study. This Powerpoint outlines how to align assessment activities to benchmarks and learning goals.
Writing specific instructional/learning objectivesAshley Tan
This document discusses planning a student-centered IT-based lesson using the ABCD framework for writing objectives. It covers analyzing learners' backgrounds, knowledge, and other factors. It also differentiates between goals and objectives, explaining that objectives should be specific, observable, and assessable. The ABCD model is introduced for writing objectives: Audience, Behavior, Condition, Degree. An example of a good objective following this model is provided along with critique of sample objectives.
This document discusses authentic assessment and how it differs from traditional assessment. Authentic assessment aims to holistically evaluate students' knowledge, understanding, and skills through engaging tasks that replicate real-world challenges. It focuses on applying knowledge rather than just memorization. Traditional assessment primarily tests to see if students have acquired a body of knowledge and skills. The document provides examples of different forms of authentic assessment like portfolios, journals, and rubrics. It emphasizes that authentic assessment allows for measuring meaningful tasks, learner-specific evaluation, and self-assessment.
Teachers want students to exhibit intrinsic goals like persisting on challenging problems, working until the end of class, and showing interest in tasks. The document discusses intrinsic versus extrinsic goals, noting intrinsic goals involve developing skills, attributing success to effort, and seeking challenges. It recommends encouraging intrinsic goals through inquiry-based classrooms where students discover solutions themselves and see their work lead to valued outcomes. Teachers should expect student success and maintain high standards to motivate students to believe achievement comes from hard work rather than innate ability.
The document discusses learning objectives for training programs. It defines a learning objective, outlines the key components of objectives, and describes Bloom's Taxonomy - a framework for classifying objectives according to cognitive complexity. The document also explains why objectives are important for guiding training development and evaluation, and provides a 3-step process for writing objectives: including a stem, verb, and expected outcome.
This document outlines the components of a lesson plan for a class, including: preparations like reviewing past lessons and motivating students; introductory and main activities to engage students in the material; analysis through questions to help students understand key concepts; presenting new material through demonstration and discussion; practice exercises for students to apply their learning; assessment of students' knowledge, skills, understanding, and ability to apply the material through authentic tasks; and a concluding activity to reinforce the lesson. The plan provides guidance for teachers on structuring lessons to effectively impart information to students and gauge their learning.
The document discusses conducting a goal analysis which involves two main steps: 1) classifying the instructional goal according to Gagne's domains of learning, and 2) identifying and sequencing the major steps required to achieve the goal. It then provides details on Gagne's domains of learning, including verbal information, intellectual skills, psychomotor skills, attitudes, and cognitive strategies. The document also outlines suggestions for identifying steps within a goal and describes qualities needed for effective instruction.
Developing Writing Assessment - Next Steps in TWPCourtney Huff
This document discusses developing rubrics for writing assessment across grades K-6. It notes that current writing assessment is inconsistent, with varying expectations between schools and teachers. A plan is outlined to address this issue through a series of professional development sessions where teachers will collaborate to create common rubrics for writing assessment based on clear learning targets and expectations. The rubrics will then be implemented and evaluated based on content, clarity, practicality and technical quality to ensure quality assessment. The goal is to increase consistency in writing assessment, feedback and grading practices.
The Kemp model is a 9-step instructional design model useful for developing large-scale education programs. It involves identifying instructional problems, examining learner characteristics, developing instructional objectives and strategies, and conducting ongoing evaluation to ensure effective instruction. The Dick and Carey instructional systems design model is a linear process useful for structuring large or small-scale curriculum development. It involves analyzing instructional goals and learner needs before developing objectives, instructional strategies, and evaluation plans.
This document discusses learning targets and their importance in assessment and reporting. It defines learning targets as statements that show what students should learn and be able to do. Learning targets are classified into four categories: knowledge, reasoning, skills, and products. Clear learning targets help teachers design effective formative assessments and understand student achievement levels. They also benefit students by helping them understand expectations, provide self-assessment, and track their own progress. The document provides steps for deconstructing broad content standards into clearer learning targets for students and outlines how teachers can best communicate learning targets to students.
Instructional design and Dick and Carey model and ARCS model projectMario Carrizo
The document provides an overview of two instructional design models: the ARCS model and the Dick and Carey model. It defines instructional design and describes the key elements of each model. The ARCS model focuses on motivating learners through attention, relevance, confidence, and satisfaction. The Dick and Carey model is a systematic process with nine stages for identifying goals, developing assessments, instructional strategies, and evaluations. Both models require time, resources, and motivated learners and instructors but differ in their approaches.
An Introduction To The Dick & Carey Instructional Design ModelLarry Weas
The nine basic steps (excluding Summative Evaluation) represent a set of procedures, which is referred to as the systems approach because it is made up of interacting components, each having its own input and output, which together produce predetermined products using the ADDIE process.
CTD Spring 2015 Weekly Workshop: Assessment that supports learningPeter Newbury
This document discusses formative assessment and how it can support learning when used effectively. Formative assessment provides timely feedback aligned with learning goals to guide student practice. Rubrics are discussed as a form of formative assessment that can clarify expectations for students and provide targeted feedback to help them improve. The document emphasizes establishing learning outcomes and aligning assessments and instructional activities to those outcomes in order to best support student learning.
Presented at the Scripps Institution of Oceanography in La Jolla, California on November 21, 2014.
Peter Newbury
Center for Teaching Development, UC San Diego
ctd.ucsd.edu
The document discusses various types and purposes of assessment in education. It describes traditional assessment as occurring at the end of a unit and involving individual testing on knowledge through tools like multiple choice questions. Constructivist assessment focuses on the learning process and is formative, aiming to improve student learning through discussion and questioning. The document outlines the roles of teachers in traditional versus constructivist classrooms. It also discusses dimensions of learning, including attitudes, acquiring knowledge, extending knowledge, using knowledge meaningfully, and developing thinking habits. Different types of assessment are described, such as for learning, of learning, and as learning. The relative merits and demerits of assessment for and of learning are compared.
The document discusses the backward design process for curriculum planning outlined in Understanding by Design (UbD). It describes the three stages as: 1) identifying desired learning outcomes, 2) determining acceptable evidence of student understanding, and 3) planning learning experiences and instruction. The framework emphasizes starting with the end goal of student learning and understanding in mind to ensure curriculum and assessments are properly aligned.
The document discusses feedback as an objective description of a student's performance intended to guide future improvement rather than judge performance. Effective feedback describes what a student did well and what needs correcting without praise or blame. It shows students where they are in relation to learning goals and what they need to do to achieve mastery. Feedback should be timely, specific, and provide guidance on improving for the next task.
UbD is an Educational planning approach, where focus is on designing the curriculum, assessments and classroom instructions by looking at the outcome. It is and can be used in all the fields while planning.
The following slide deck highlights specific strategies teachers may utilize to enable students to develop assessment capabilities, a growth mindset, and the knowledge and skills to support others in their learning. This presentation was delivered at ASCD New Orleans 2016
Prepare d planning outstanding inquiry units- Next Steps Oct 2014Adrian Bertolini
What is it that makes an IBL unit powerful? What are the elements that allow students to grow and develop their own abilities as independent learners? This workshop is a hands-on planning workshop where teachers will be coached to develop the spine of an outstanding inquiry based learning unit. This workshop builds upon the 2013 workshop and continues exploring the elements that develop great inquiry units.
This document provides guidance on planning effective training programs. It discusses assessing needs, designing objectives and outcomes, developing content and activities, implementing engagement strategies, and evaluating impact. Key points include:
- Training objectives should be specific, measurable, achievable, realistic and time-bound (SMART) to clearly define expected outcomes.
- Needs assessment identifies gaps in knowledge and skills to address. Pre- and post-training evaluations measure effectiveness.
- Lesson plans map the design, including introduction, activities, and assessment of learning objectives.
- Engaging learners through interaction, examples, and questioning helps apply material in a job context. Feedback further improves training quality.
Modern Trends in Evaluation
Unit 5
Syllabus of Unit 5-
5.2.1- Continuous Comprehensive Evaluation
5.2.2 -Modern Trends in Evaluation
5.2.3 -Constructivist Assessment
5.2.4 -Examination Reforms and Question Bank
5.2.5 -Areas of Research in Evaluation
Continuous Comprehensive Evaluation-
Continuous Comprehensive Evaluation (CCE) is an educational assessment strategy that goes beyond traditional examination-oriented assessments.
It aims to evaluate a student's performance in a holistic manner, considering various aspects of their learning and development throughout the academic year.
CCE has been introduced to shift the focus from rote learning and exam scores to a more comprehensive understanding of a student's capabilities.
It is a shift towards a more student-centric and holistic approach to education.
CCE implemented effectively, can contribute to a more comprehensive understanding of a student's abilities and encourage a broader range of skills and competencies beyond academic achievements.
CCE Meaning-
CCE is a process of evaluating the child’s development in all the school-related activities.
This proposal was directed under the Right to Education Act in 2009 by the Central Board of Secondary Education of India and the state governments in India.
Using CCE, teachers can diagnose learners' deficiencies using a variety of assessment activities.
After completing the assessment activities, learners are given valuable feedback.
The teacher guides and supports them to identify the problems.
Aim Of Continuous And Comprehensive Evaluation (CCE)-
Evaluate and guide the students in all aspects of education
Improve learning outcomes by focusing on skills and cognitive abilities of students
Encourage regular assessment and constructive criticism
Reduce stress and pressure on students
Enable the instructors with prolific teaching
Functions Of Continuous And Comprehensive Evaluation (CCE)-
Helps in the development of new and effective teaching strategies
Aids regular assessment to understand student’s progress
Helps to understand the weaknesses and strengths of students
Enables the teacher to understand problems faced by students and make changes in teaching techniques
Encourages self-assessment among the students
Helps students to develop good habits, work on their weaknesses and correct the errors
It gives an idea about the change in student’s attitudes and values
It gives reports about student’s progress over a period of time
Reduced Exam Stress
Encourages Participation
Identifies Learning Gaps
Challenges in Implementing CCE and Role of Teacher-
Challenges:
Implementation Issues: CCE may face challenges in terms of effective implementation and standardization across different educational institutions.
Assessment Load: Managing continuous assessments can be demanding for both teachers and students.
Teacher's Role:
Facilitator of Learning: Teachers play a crucial role in creating an environment that promotes learning and development.
Regular F
This document provides tips on how to create impactful marking to improve student learning. It discusses the importance of feedback and outlines several focuses or best practices for marking, including using strengths and improvements, allocating response time, providing timely feedback, tailoring the amount and method of feedback to students, communicating to the intended audience, addressing specific contents, allowing for comparison, describing the function of feedback, maintaining positivity, setting high expectations, addressing literacy, and incorporating peer and self-assessment as well as verbal feedback. The overall goal is to provide feedback that empowers students and motivates them to make progress in their learning.
Training program - assessment in education (PYP)NiketaSuri
The document discusses assessment in education, focusing on the Primary Years Programme (PYP). It explains that the purpose of assessment is to inform learning and teaching, identify what students know and can do, and help students reflect on their progress. The document outlines different types of classroom assessment, including formative assessment (assessment for learning), summative assessment (assessment of learning), and assessment as learning. It provides details on benchmarking, formative assessment, and summative assessment practices in the PYP. The document emphasizes that effective assessment involves students and helps teachers reflect on and improve their practices.
This module will help you to —
• understand the genesis and importance of School Based Assessment,
• familiarize with learner-centred approaches for assessment,
• facilitate integration of teaching learning process with assessment procedures,
• develop context-based exemplars in the relevant subject areas for the purpose of assessment.
Designing and conducting formative evaluationsJCrawford62
This document discusses formative evaluation, which involves collecting data during instructional development to improve effectiveness and efficiency. It describes four phases of formative evaluation: expert review, one-to-one evaluation, small group evaluation, and field testing. Data from each phase is used to revise instruction before moving to the next phase. The purpose is to identify issues early and allow improvements to be made.
The document discusses principles of evaluation in education including:
1. Students should understand the criteria used to evaluate their work so they know what is considered good/bad or successful/unsuccessful.
2. Evaluations should be diverse and use various tools to accurately assess students with different learning styles and abilities.
3. Students benefit from immediate feedback to encourage and motivate their learning.
This document discusses a Field Study course for teacher trainees that focuses on learning assessment strategies. The 18-hour course involves students observing classroom teaching and how teachers assess student learning in different domains using various taxonomies. Students observe two classes and record their observations on assessment forms. By the end of the course, students should be able to evaluate assessment practices, distinguish assessment methods, use various assessment tools to measure different types of learning, formulate valid assessment tasks, compute grades, describe proficiency levels, and meaningfully report student performance.
Learning Outcomes: Blueprints for Teaching and LearningPeter Newbury
Slides for learning outcomes workshop I facilitated at 2017 British Columbia Institute of Technology (BCIT) School of Transportation Development Day on October 31, 2017.
Peter Newbury
UBC Okanagan
CC-BY
My keynote presentation at the 2017 British Columbia Institute of Technology (BCIT) School of Transportation Development Day on October 31, 2017.
Peter Newbury
UBC Okanagan
CC-BY
The document describes a workshop where participants will provide advice to the instructor of a freshman STEM course with a diverse set of students. The workshop uses a "jigsaw" method where participants first work in groups to develop advice for one assigned student, then reconvene in new groups to share their advice. The goals are to assure students feel welcome contributing to class, build on their diverse strengths and experiences, and avoid assumptions or isolating underrepresented groups. Over 400 responses were collected addressing these topics for 6 hypothetical students from different backgrounds.
Preparing to Teach 2: Learing Outcomes and AssessmentPeter Newbury
This document provides an overview of a training for graduate teaching scholars on developing learning outcomes and assessments. It discusses key concepts like backward design, formative and summative assessments, Bloom's taxonomy, and creating learning outcomes aligned with course goals. Examples are provided of writing learning outcomes and matching assessments for a driver's education course. The training covers aligning topic-level and course-level outcomes, and designing classroom environments that engage students in natural critical learning.
CIRTL Spring 2016 The College Classroom Meeting 10 - The First Day of ClassPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
CIRTL Spring 2016 College Classroom Meeting 9: TransparencyPeter Newbury
This document summarizes a presentation on implementing evidence-based teaching methods in college classrooms. The presentation discusses how student and faculty expectations often differ, with research showing students have different expectations than professors, especially in introductory courses. The presentation advocates making learning expectations and goals explicit and transparent to students through stating connections between activities, assignments, and outcomes. Specific strategies are provided, such as linking daily lessons to overall learning outcomes and using assignment templates that specify the purpose, skills practiced, and evaluation criteria.
The College Classroom Wi16 Meeting 10: The First Day of ClassPeter Newbury
The document provides guidance for instructors on effectively structuring the first day of class. It recommends that instructors establish motivation for the course, personalize the learning experience, and set clear expectations. Specifically, instructors should explain why the course is interesting and worthwhile, what kind of classroom environment they want to create, and how students can succeed. The document cautions against overly focusing on rules or assuming all students were present on the first day. Overall, it emphasizes making a good first impression to engage students and set the stage for a successful course.
CIRTL Spring 2016 The College Classroom Meeting 8 - Teaching-as-ResearchPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
CIRTL Spring 2016 The College Classroom Meeting 7 - They're not dumb, they're...Peter Newbury
This document summarizes a meeting about improving student learning experiences in college classrooms. It discusses how a passive classroom environment can occur when there is a lack of community between the professor and students. It also emphasizes recognizing the impact of student diversity on learning and designing courses to minimize negative responses to diversity. The document suggests that creating a more positive classroom culture through approaches like fostering more discussion and dissent could help propagate learning.
The College Classroom Wi16 Meeting 9: Writing Your Teaching StatementPeter Newbury
This document provides guidance on writing a teaching statement for an academic job application. It begins by having the reader reflect on their teaching goals and priorities. It then discusses the components of an effective teaching statement, including demonstrating reflection on teaching philosophy and goals, methods, and assessment of student learning. General guidelines are provided, such as keeping it brief and discipline-specific, using first-person narrative, and customizing it for the specific department. Scoring rubrics are included to help evaluate example teaching statement paragraphs. The document concludes with recommendations for getting feedback and preparing for teaching demonstrations during job interviews.
CIRTL Spring 2016 The College Classroom Meeting 6 - Peer InstructionPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
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The document discusses teaching as research and provides examples of classroom research projects an instructor could conduct. It describes how teaching as research involves using systematic research methods to study student learning and develop teaching practices. Examples of research topics include comparing student performance based on time of day a course is taught, assessing depth of student knowledge, and determining if PowerPoint or video is better for supporting flipped classes. The document also discusses ethical considerations like respecting students and avoiding harm as outlined in the Belmont Report.
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This document summarizes key points from a meeting about creating inclusive college classrooms. It discusses the importance of recognizing student diversity and how it impacts learning. Effective strategies include designing courses to minimize negative impacts, building on student diversity, and creating a sense of community in the classroom. The document also references conclusions that emphasize the need for less condescending pedagogy, more discussion and dissent, and a less hierarchical classroom culture.
CIRTL Spring 2016 The College Classroom Meeting 5 - Active LearningPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
CIRTL Spring 2016 The College Classroom Meeting 4 - Fixed and Growth Mindset ...Peter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
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This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
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In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
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These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
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A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
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CHUYÊN ĐỀ ÔN TẬP VÀ PHÁT TRIỂN CÂU HỎI TRONG ĐỀ MINH HỌA THI TỐT NGHIỆP THPT ...
Weekly Workshop: Assessment
1. CTD WEEKLY WORKSHOPS:
ASSESSMENT
Peter Newbury
Center for Teaching Development,
University of California, San Diego
pnewbury@ucsd.edu @polarisdotca
ctd.ucsd.edu #ctducsd
resources: http://tinyurl.com/AssessmentSp2013
May 14, 2013 11:00 – 11:50 am
Center Hall, Room 316
2. We know How People Learn
Assessment2
…and what that means for teaching [1]:
1. Teachers must draw out and work with the pre-
existing understanding that their students bring with
them. Classrooms must be learner centered.
2. Teachers must teach some subject matter in depth,
providing many examples in which the same concept
is at work and providing a firm foundation of
factual knowledge.
3. The teaching of metacognitive (“thinking about
thinking”) skills should be integrated into the
curriculum in a variety of subject areas.
3. Scholarly approach to teaching:
Assessment3
Carl Wieman
Science Education Initiative
What should
students
learn?
What are
students
learning?
What instructional
approaches
help students
learn?
learning
outcomes
(goals, objectives)
4. Learning outcomes, recall,…
Assessment4
are statements that complete the sentence, “By this
end of this lesson/unit/course, you will be able to…”
begins with an action verb, typically chosen by the
cognitive Bloom’s Level of the outcome (remember,
comprehend, apply, analyze, evaluate, create)
clarify to the students and to the instructors the
what it means to “understand” the concept
[Intro Astronomy] deduce from patterns in the properties of
the planets, moons, asteroids and other bodies that the Solar
System had single formation event.
5. Scholarly approach to teaching:
Assessment5
Carl Wieman
Science Education Initiative
What should
students
learn?
What are
students
learning?
What instructional
approaches
help students
learn?
assessment
6. Vocabulary check: assessment
Assessment6
is that which gives a final
judgment of evaluation of
proficiency, such as grades or
scores.
(How Learning Works, p. 139)
explicitly communicates to
students about some specific
aspects of their performance
relative to specific target
criteria, and … provides
information that helps students
progress toward meeting those
criteria…[It] informs students’
subsequent learning.
(How Learning Works, p. 139)
formative assessmentsummative assessment
7. Feedback and Practice that
Enhance Learning [2]
Assessment7
Solution: Goal-directed practice coupled with targeted
feedback are critical to learning.
Music by Piulet on flickr CCExcellent Shot by Varsity Life on flickr CC
8. Feedback and Practice that
Enhance Learning [2]
Assessment8
Solution: Goal-directed practice coupled with targeted
feedback are critical to learning.
[G]oals can direct the nature of focused practice, provide
the basis for evaluating observed performance, and shape
the targeted feedback that guides students’ future efforts.
[p. 127]
[T]argeted feedback gives students prioritized information
about how their performance does or does not meet the
criteria so they can understand how to improve their future
performance.
[p. 141]
9. Feedback and Practice that
Enhance Learning [2]
Assessment9
Solution: Goal-directed practice coupled with targeted
feedback are critical to learning.
practice is goal-directed
productive practice
timely feedback
feedback at appropriate level
10. Aside: exploring these characteristics
Assessment10
analogy
Students come to the classroom with preconceptions
about how the world works…Teachers must draw out
and work with the preexisting understandings that their
students bring with them. (How People Learn [1])
contrasting cases
Teachers must teach some subject matter in depth,
providing many examples in which the same concept is
at work and providing a firm foundation of factual
knowledge
(How People Learn [1])
11. Scenarios
Assessment11
feedback at
appropriate level
feedback not at
appropriate level
productive practice unproductive practice
practice is goal-directed practice not goal-directed
timely feedback untimely feedback
Find the person with the same
colored sheet as you. Fill out
the sheet together.
12. Feedback at Appropriate Level Feedback not at Appropriate Levelsport/hobby________________education__________________
17. What kind of assessment introduces and supports
goal-directed, productive practice while giving
timely feedback at an appropriate level?
Assessment17
18. CTD Weekly Workshops: Assessment
tinyurl.com/AssessmentSp2013
Robert Talbert
tinyurl.com/RobertTalbertRubric
Poster and Presentation Grading Rubric
19. Rubrics…
Assessment19
goal-directed
[G]oals can direct the nature of focused practice,
provide the basis for evaluating observed
performance, and shape the targeted feedback that
guides students’ future efforts.
targeted feedback
[T]argeted feedback gives students prioritized
information about how their performance does or
does not meet the criteria so they can understand
how to improve their future performance.
20. Rubrics…
Assessment20
need to be given BEFORE and BUILT INTO assignment
outline what it takes to improve: path to improvement
offer an appropriate level of challenge (defined by
the learning outcomes)
support growth mindsets (see Dweck [3])
give students opportunities to practice being
metacognitive
21. Take Away:
Assessment21
Plan your course
by synchronizing and
aligning your learning
outcomes, activities and
assessments.
What should
students
learn?
What are
students
learning?
What instructional
approaches
help students
learn?
22. References
Assessment22
1. National Research Council (2000). How People Learn: Brain, Mind,
Experience, and School: Expanded Edition. J.D. Bransford, A.L Brown & R.R.
Cocking (Eds.),Washington, DC: The National Academies Press.
2. Ambrose, S.A., Bridges, M.W., DiPietro, M., Lovett, M.C., & Norman, M.K.
(2010). How Learning Works. San Fransisco: Jossey-Bass.
3. Dweck, C.S. (2007). The Secret to Raising Smart Kids. Scientific American,
18, 6, 36-43.