This presentation provides guidelines for testing effectively, writing good alternative-answer, multiple-choice, short-answer, matching, and long-answer questions, ways to reduce student frustration ...
2096 - IMPUGNAÇÃO AO CUMPRIMENTO DE SENTENÇA - Atualizado Novo CpcConsultor JRSantana
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Peça elaborada pela Equipe de Profissionais do Site Peças Processuais em atendimento a solicitações de advogados, clientes, visitantes ou cadastrados no Home Office Profissional Peças Processuais.
Apresentamos a Solução Para Qualquer Escritório que Desejar ter Sucesso em seus trabalhos. Nosso Site Profissional trás qualquer suporte Jurídico para você ser um vencedor. Ao conhecer nossos trabalhos você verá que nosso site é o melhor do brasil para elaborar e vencer qualquer trabalho na área jurídica!!
Aproveite e faça já seu orçamento gratuito e sem compromisso só aqui no site peçasprocessuais.com
This presentation will help you to select appropriate media (text, audio, graphics/photos, and video) for a given instructional strategy, as each medium has different strengths and weaknesses.
Counting Our Blessings
I am have updated this presentation and the old one reflect my state of mine. The new ones is realistic update. It is simple thoughts I am putting their for all of us. Happy Holiday to every one. Happy New Year 2009
2096 - IMPUGNAÇÃO AO CUMPRIMENTO DE SENTENÇA - Atualizado Novo CpcConsultor JRSantana
–
Peça elaborada pela Equipe de Profissionais do Site Peças Processuais em atendimento a solicitações de advogados, clientes, visitantes ou cadastrados no Home Office Profissional Peças Processuais.
Apresentamos a Solução Para Qualquer Escritório que Desejar ter Sucesso em seus trabalhos. Nosso Site Profissional trás qualquer suporte Jurídico para você ser um vencedor. Ao conhecer nossos trabalhos você verá que nosso site é o melhor do brasil para elaborar e vencer qualquer trabalho na área jurídica!!
Aproveite e faça já seu orçamento gratuito e sem compromisso só aqui no site peçasprocessuais.com
This presentation will help you to select appropriate media (text, audio, graphics/photos, and video) for a given instructional strategy, as each medium has different strengths and weaknesses.
Counting Our Blessings
I am have updated this presentation and the old one reflect my state of mine. The new ones is realistic update. It is simple thoughts I am putting their for all of us. Happy Holiday to every one. Happy New Year 2009
For Instructional Skills Workshops, after discussing how to write and evaluate learning outcomes, I discuss the BOPPPS model. This includes the Bridge-in, Outcomes (briefly), Pre-assessment, Participatory Learning, Post-assessment, and Summary stages.
This presentation enables you to assess your own learning preferences and then presents some research preferences and practical ideas for designing lessons that effectively accommodate the varied learning styles of students.
WordPress: do Blog ao E-Commerce - PHPMS Conf'14BonoBee
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Kolkata National Prelims Antaragni-2014 Grand finaleSomnath Chanda
Team from IIM-Kolkata came 3rd, doctors from CMC came 2nd best and the winner was a cross college team (Techno India, Salt Lake + JU + Presidency College).
In this presentation, we discuss the ARCS motivation model and how it can be applied to address the attributes of attention, relevance, confidence, and satisfaction. You will be asked to reflect on your own experiences and how the model applies to your own classes.
In this presentation, you will be provided with practical ideas for how to teach facts, thinking skills, physical skills, and attitudes/beliefs/values. Each needs to be taught in different ways.
This presentation teaches you how to positively influence student behaviour. You will be asked to recall problems and reflect on what worked to alleviate the problem. Different strategies will be presented and there will be discussions on how to make the strategies work in your own situations.
For Instructional Skills Workshops, after discussing lesson plans, we discuss the characteristics of good feedback and create a charter for working with each other. After this, I model a mini-lesson.
For Instructional Skills Workshops, after discussing the BOPPPS model, I show this PowerPoint slide, briefly discuss it, and provide handouts of lesson plan templates.
For instructional skills workshops, after discussing the learning process, I present on how to write and evaluate learning outcomes. I include an activity of evaluating outcomes provided on a handout.
For instructional skills workshops, after brainstorming characteristics of effective and ineffective instructors and then having a discussion about the characteristics, I present this PowerPoint on the learning process. This is a discussion on learning theory, which focuses on helping learners store and retrieve information from long-term memory.
30. Multiple-choice Questions
For a paper-based test, how can
this question be improved?
SShhoooottiinngg tthhee bbaallll
tthhrroouugghh tthhee hhoooopp iiss
ccaalllleedd aa
AA.. ggooaall
BB.. hhoommee rruunn
CC.. bbaasskkeett
DD.. ttoouucchh ddoowwnn
EE.. ssttrriikkee
31. Multiple-choice Questions
In pairs, discuss how to fix this
question
a An addvvaannttaaggee ooff mmuullttiippllee--cchhooiiccee
qquueessttiioonnss iiss tthhaatt mmuullttiippllee--cchhooiiccee
qquueessttiioonnss
aa)) aarree eeaassyy ttoo uunnddeerrssttaanndd
bb)) aarree eeaassyy ttoo wwrriittee
cc)) aarree ssiimmppllee ttoo aannsswweerr
dd)) aarree ssiimmppllee ttoo ssccoorree
32. Multiple-choice Questions
More than one right
CCiirrccllee eevveerryy ccoorrrreecctt aannsswweerr..
WWeellll--wwrriitttteenn mmuullttiippllee--cchhooiiccee qquueessttiioonnss
aa)) aallwwaayyss tteesstt sskkiillllss rreelliiaabbllyy
bb)) aarree tthhee bbeesstt wwaayy ttoo tteesstt
cc)) ccaann aasssseessss ssmmaallll ddiiffffeerreenncceess
dd)) ccaann tteesstt mmaannyy lleeaarrnniinngg oouuttccoommeess
Test understanding = Test what they know or what they can do
Reinforce learning, Apply learning to problems, Keep students actively involved, Motivate, Promote, Certify, Collect data for new ideas or procedures, Rank students, Select students, Diagnose student skills, Provide feedback
1. You may only be testing recall rather than understanding.
2. Insert random numbers. Randomly select questions from a pool of questions.
3. When you want to ensure they experience some success. This can be to increase confidence.
Random insertion of distractors or alphabetic order
Use short clear statements
Use familiar and appropriate language
Use official abbreviations, avoid acronyms
One fact or concept determines the answer
Use questions that can’t be answered by common sense alone
Do NOT provide clues to answers
Do NOT let the sequence of choices influence
Avoid words like “always” or “never”
Use simple positive statements
Avoid negatives and especially double negatives
1. Test important ideas by: a. ensuring each question matches a learning outcome b. not tricking students
2. Create fair tests by: a. ensuring that each learning outcome is tested to the highest skill level needed
b: having proportional numbers of questions and scores
3. Include media to ask better and more realistic questions
4. Arrange questions from easy to hard to help a student’s confidence
5. Group similar question types because it is easier for students to be in one mindset at a time.
1. You may be testing recall and not understanding.
Can’t be judged by a photograph
Bad because that opinion would not be known.
Bad question because one could not be sure.
The answer is on the next slide – easier to write and reinforces learning.
1. In general, higher level skills. Examples would be problem-solving, decision-making …
Reduce reading time.
This supports using logic rather than knowledge. For example, if two are right then it must be all of the above.
1. 3 choices is okay if there is no good alternative.
Opposite answers eliminate all the other choices. This is usually best as an alternative answer.
2. More logical for the student. It can feel disjointed otherwise.
3. Completing a sentence:
reduces a learner’s reading time
- is easier as it is generally harder for learners to complete the beginning or middle of statements
and can sometimes be confusing for learners to complete the middle of statements
One way to improve this is to put the answer choices in alphabetic order
Discuss in pairs to find three faults: Reduce words in stem, reduce words in choices, easy to understand is unclear and depends on the quality of writing, simple to answer unclear, so could have more than one right answer
C D
Create a second question
On the next page, in pairs, fix the faults. Needs more choices or fewer words on the left and a better prompt.
