Using assessment data for improving teaching practice acer conference 2009 pptrobertsfiona
This document discusses how assessment data can be used by teachers, school leaders, and system leaders to improve teaching practice and student outcomes. It describes a cycle of inquiry where assessment data is analyzed to identify student and teacher needs, inform changes to practice, and evaluate impact on learning. Key aspects include having relevant data, developing inquiry skills, and using evidence-informed conversations to deepen professional knowledge and refine teaching skills at all levels of the education system.
1. The document discusses the phases of design thinking used to improve the online learning assessment experience. It outlines stakeholder mapping and in-depth interviews that were conducted to understand perspectives.
2. Empathy maps were developed to understand the pains and gains of students, teachers, and technical teams. Personas were also created based on the ethnographic research.
3. Ideation involved brainstorming ideas around formative and summative assessments in online and classroom environments. Concept posters visualized the key takeaways and approaches considered. A final set of ideas was developed to personalize education, enable fair online exams, and get closer to simulating a real classroom.
Using assessment data to improve teaching requires several steps:
1) Teachers need high-quality assessment data that provides detailed, curriculum-relevant information about what students know and can do.
2) Teachers must develop their knowledge and skills to properly interpret the assessment data and understand how to adjust their teaching practices to address student needs.
3) School leaders need to support teachers by helping them unpack assessment data meanings and leading discussions on changing teaching approaches.
Effective use of assessment data for instructional improvement is a complex process that requires ongoing professional development to build teachers' knowledge and skills over time.
Instructional decisions are made using student performance data to identify individual instructional needs and guide future education. Decisions proactively provide early assistance and resources matched to student needs. Teachers systematically collect informal and formal information on student learning through tests, assignments, observations and activities to help students grow and inform instructional decisions like curriculum pacing and communicating with parents.
Assessment refers to procedures used to gather information about student performance and can be formative or summative. Formative assessment is used to improve student learning while it is occurring, while summative assessment evaluates student learning at the end of a period of instruction. There are various methods of assessment, including teacher-made tests and standardized tests, which are used for multiple purposes like improving instruction, providing student guidance, and administrative decision-making. Proper assessment principles include matching assessments to objectives and providing feedback to students.
Unit 1 a) meaning nature and functions of assessmentJanardan Mogare
This document discusses the concept of assessment for learning. It defines assessment as a process of obtaining information about students' knowledge and skills relative to learning objectives. Assessment involves gathering empirical data on student learning through various methods in order to improve instruction and student outcomes. The nature of assessment is that it is embedded in the learning process and closely interconnected with curriculum and instruction to continuously monitor student progress, provide feedback, and guide next steps. Assessment serves functions like monitoring progress, decision making, screening, diagnosis, and evaluating instructional programs.
Using assessment data for improving teaching practice acer conference 2009 pptrobertsfiona
This document discusses how assessment data can be used by teachers, school leaders, and system leaders to improve teaching practice and student outcomes. It describes a cycle of inquiry where assessment data is analyzed to identify student and teacher needs, inform changes to practice, and evaluate impact on learning. Key aspects include having relevant data, developing inquiry skills, and using evidence-informed conversations to deepen professional knowledge and refine teaching skills at all levels of the education system.
1. The document discusses the phases of design thinking used to improve the online learning assessment experience. It outlines stakeholder mapping and in-depth interviews that were conducted to understand perspectives.
2. Empathy maps were developed to understand the pains and gains of students, teachers, and technical teams. Personas were also created based on the ethnographic research.
3. Ideation involved brainstorming ideas around formative and summative assessments in online and classroom environments. Concept posters visualized the key takeaways and approaches considered. A final set of ideas was developed to personalize education, enable fair online exams, and get closer to simulating a real classroom.
Using assessment data to improve teaching requires several steps:
1) Teachers need high-quality assessment data that provides detailed, curriculum-relevant information about what students know and can do.
2) Teachers must develop their knowledge and skills to properly interpret the assessment data and understand how to adjust their teaching practices to address student needs.
3) School leaders need to support teachers by helping them unpack assessment data meanings and leading discussions on changing teaching approaches.
Effective use of assessment data for instructional improvement is a complex process that requires ongoing professional development to build teachers' knowledge and skills over time.
Instructional decisions are made using student performance data to identify individual instructional needs and guide future education. Decisions proactively provide early assistance and resources matched to student needs. Teachers systematically collect informal and formal information on student learning through tests, assignments, observations and activities to help students grow and inform instructional decisions like curriculum pacing and communicating with parents.
Assessment refers to procedures used to gather information about student performance and can be formative or summative. Formative assessment is used to improve student learning while it is occurring, while summative assessment evaluates student learning at the end of a period of instruction. There are various methods of assessment, including teacher-made tests and standardized tests, which are used for multiple purposes like improving instruction, providing student guidance, and administrative decision-making. Proper assessment principles include matching assessments to objectives and providing feedback to students.
Unit 1 a) meaning nature and functions of assessmentJanardan Mogare
This document discusses the concept of assessment for learning. It defines assessment as a process of obtaining information about students' knowledge and skills relative to learning objectives. Assessment involves gathering empirical data on student learning through various methods in order to improve instruction and student outcomes. The nature of assessment is that it is embedded in the learning process and closely interconnected with curriculum and instruction to continuously monitor student progress, provide feedback, and guide next steps. Assessment serves functions like monitoring progress, decision making, screening, diagnosis, and evaluating instructional programs.
The document discusses assessment for learning (AfL) and its purposes. It defines AfL as using assessment to help teachers modify their teaching to differentiate instruction for individual students. The goal is for teachers to gain insights into how students learn in order to target teaching effectively. Assessment as learning focuses on developing student metacognition so students can self-assess their learning. Assessment of learning confirms student learning against standards. The document emphasizes balancing these purposes of assessment and shifting more responsibility for assessment to students.
1) The document discusses the differences between formative and summative assessments and how they are used. Formative assessments are used during instruction to adjust teaching and gauge student learning, while summative assessments are used after instruction to make curriculum decisions.
2) It advocates moving from solely using summative assessments to also using formative assessments to motivate students and increase their achievement. A three-step process is described to evaluate assessment practices at the student, instructional, and policy levels.
3) Concluding that both formative and summative assessments are needed to inform different users and ensure instructional decisions are well-informed.
Developing a teacher performance appraisalCarlo Magno
This document discusses frameworks for developing teacher performance appraisals. It begins by introducing the SABER model for assessment standards. It then discusses selecting a teaching framework to define the domains and components of teacher performance that will be assessed. Some example teaching frameworks mentioned include Marzano's teacher evaluation model, Danielson's framework for teaching, and learner-centered teaching frameworks. The document goes into detail describing the domains and elements of Marzano's model. It also provides a brief overview of Danielson's framework and the learner-centered teaching framework. The goal is to guide the development of a teacher performance appraisal by selecting an appropriate teaching framework to define the assessment domains and guide the item writing process.
The document discusses open book examinations and provides information on several related topics:
1. It defines open book examinations and notes that they assess higher-order thinking skills like application and analysis, rather than memorization.
2. Guidelines from the AICTE in India mandate open book exams for some engineering courses to encourage problem-solving over rote learning.
3. Effective question design is important for open book exams, focusing on interpretation, critical reasoning, and application of knowledge rather than locating and restating information.
4. A variety of question types can be used, including essay questions, problems to solve, and those based on provided data or scenarios.
This document provides information on learning outcomes and how to write them effectively. It begins with definitions of learning outcomes and discusses how they differ from teaching objectives by focusing on what students can do upon completion of learning. Bloom's Taxonomy of educational objectives is introduced as a useful framework for writing outcomes across cognitive, affective, and psychomotor domains. Verbs associated with different levels of Bloom's Taxonomy are provided. The document also discusses linking learning outcomes to teaching and learning activities as well as assessment, providing examples of how to align the three. Overall, the document offers guidance on conceptualizing and implementing a learning outcomes approach in an educational context.
Evaluation is important for teachers, supervisors, and administrators to guide teaching and learning and develop effective instructional materials and procedures. It also helps measure the validity and reliability of instruction, stimulates students to study, identifies student needs, enforces standards, fosters parent-teacher cooperation, and helps parents understand student growth. Evaluation additionally supports teachers and secures government support for schools.
The document discusses different types of curriculum evaluation including formative, summative, and diagnostic evaluation. Formative evaluation takes place during curriculum implementation to improve instruction and learning, identifies issues early, and helps future planning. Summative evaluation occurs at the end to assess learning and is used for decision making. Diagnostic evaluation identifies prerequisite knowledge and interests at the beginning. All three types provide benefits like remediating weaknesses, guiding placement decisions, and enhancing teaching and learning.
The document discusses learning outcomes, which are formal statements that articulate what students are able to do after instruction and why. Assessing learning outcomes allows teachers to show evidence of student learning and use that evidence for accountability, accreditation, and continuous program improvement. Effective learning outcomes should be measurable, clear, integrated, use appropriate Bloom's Taxonomy levels, and articulate what students need to know and be able to do and why.
Moving Beyond Student Ratings to Evaluate TeachingVicki L. Wise
Evidence of teaching quality needs to take into account multiple sources, as teaching is multidimensional. Moreover, the likelihood of obtaining reliable and valid data and making appropriate judgments are increased with more evidence.
This document discusses classroom assessment and authentic assessment. It begins with a glossary of key terms and then discusses integrating needs analysis and authentic assessment. Authentic assessment involves real-world tasks that demonstrate application of essential knowledge and skills. It describes the four steps of authentic assessment and compares traditional and authentic assessment. Authentic assessment drives the curriculum by first determining tasks students will perform to demonstrate mastery. The document then covers defining attributes, alternative names, benefits, and types of authentic tasks including constructed response, products, and performances. It concludes by discussing rubrics and portfolios as assessment tools.
Assessment for higher education (for biology faculty seminar)eduardo ardales
The document presents a quote by Albert Einstein stating that not everything that can be counted necessarily counts, and everything that counts cannot necessarily be counted, emphasizing the limitations of only considering quantifiable measures. The quote cautions against overreliance on numerical data and highlights the importance of also considering qualitative factors that are more difficult to quantify but still have significance.
This document discusses the four main types of assessment: prognostic, diagnostic, formative, and summative. Prognostic assessment predicts future performance. Diagnostic assessment identifies strengths and weaknesses before instruction. Formative assessment provides feedback during instruction. Summative assessment evaluates learning at the end of a course and determines if objectives were achieved. Each type of assessment serves a different purpose in evaluating and supporting student learning.
Meaning and Definition - Measurement , Assessment and Evaluation – Role of Assessment in Learning – as learning, for learning, of learning – Formative and Summative Assessment – Purposes of Assessment – Principles of Assessment Practices – principles related to selection of methods for Assessment, collection of Assessment information, judging and scoring of student performance, summarization and interpretation of results, reporting of Assessment findings.
Assessment for learning (AfL) focuses on maximizing feedback between teachers and students to improve student learning. It involves teachers understanding where students are in their learning, where they need to go, and how to help them get there. Key aspects of AfL include sharing learning goals, using questions to gauge understanding, and providing feedback to guide next steps. Research shows AfL can significantly improve student achievement when implemented properly. Both formative and summative assessments can support AfL by informing teacher instruction and student learning.
This document discusses authentic assessment. It defines assessment as gathering data about student learning and evaluation as interpreting that data. Authentic assessment involves real-world tasks that demonstrate skills and knowledge, not just recalling facts. It has several key characteristics: students are given clear criteria, it is criterion-referenced not norm-referenced, it requires higher-order thinking skills like analysis and problem-solving rather than just selecting answers, and it emphasizes performance over passive testing. Authentic assessment encourages learner-centered learning and self-evaluation rather than teacher-centered passive learning.
The document discusses assessment for learning (AfL). It defines AfL as being part of everyday practice by students, teachers, and peers that seeks, reflects upon, and responds to information from dialogue, demonstration, and observation to enhance ongoing learning. The key elements of AfL are knowing the goals of learning, comparing actual performance to desired performance, and taking action to close gaps. The teacher's role is to get alongside learners, notice and respond to learning, promote dialogue, and establish an environment where learners take responsibility for their learning. The learner must know the goals, standards, their current achievement, and how to improve.
Learning and Assessment: Assessment, type of assessment- assessment for learning, assessment of learning and assessment as learning: definition, example, merits, demerits and role of teacher in assessment . Summative assessment. Formative assessment
Assessment and Evaluation (Some Issues and Concerns)parveenpandit2019
The document discusses issues and concerns with the present system of assessment, examination, and evaluation in education. It provides an overview of the current focus on memory over understanding, stress and anxiety caused by exams, and lack of holistic evaluation. A historical perspective is given on evaluation systems in ancient China, India, England, and the introduction of standardized testing. The document outlines the processes, procedures, and characteristics of effective evaluation like reliability, validity, and objectivity. Evaluation is positioned as an ultimate tool to provide feedback to teachers, curriculum, society, parents, and students to develop their cognitive, affective, and psychomotor abilities in a holistic manner.
The CIPP evaluation model was created by Daniel Stufflebeam to systematically guide evaluators and stakeholders in assessing educational programming at the start, during implementation, and end of a project. It examines the context, inputs, processes, and products of a program to improve accountability and learning. The model seeks to determine needs, resources, implementation, and outcomes to measure if the program's goals were achieved and participants' needs met.
This document provides an overview of assessment, grading, and reporting. It discusses different forms of assessment including formative and summative assessment. It notes that assessment systems differ around the world, with some countries relying more on national tests while others emphasize formative assessment conducted by teachers. The document also discusses student portfolios, authentic assessment, and challenges with high-stakes standardized testing. Record-keeping, communicating results to parents, and integrating technology into assessment are also summarized. Overall, the document surveys a variety of topics related to assessment practices.
This document outlines an agenda for a staff development session focused on assessment for learning. It begins with establishing a shared understanding of assessment for learning and reflecting on current classroom practices. Participants will then work on developing student skills and modifying programs to better incorporate assessment for learning approaches. The goal is to help students become more self-regulated and responsible for their own learning. Key concepts that will be explored include the research supporting assessment for learning, challenges to implementing it, and strategies for clarifying learning intentions and providing effective feedback.
SYLLABUS IN ASSESSMENT IN LEARNING 00001andreadmzn30
This document outlines the course syllabus for Assessment of Learning 1 at the College of Our Lady of Mercy of Pulilan Foundation, Inc. The syllabus includes the course description, outcomes, topics to be covered over 16 weeks, learning activities, and instructor information. The course aims to teach students about outcome-based assessment, which prioritizes evaluating student achievement based on clearly defined learning goals and outcomes. Key topics include the concepts of measurement, evaluation, and assessment; developing learning outcomes; assessing student learning with tools like rubrics, portfolios, and various types of tests; and determining grading systems.
The document discusses assessment for learning (AfL) and its purposes. It defines AfL as using assessment to help teachers modify their teaching to differentiate instruction for individual students. The goal is for teachers to gain insights into how students learn in order to target teaching effectively. Assessment as learning focuses on developing student metacognition so students can self-assess their learning. Assessment of learning confirms student learning against standards. The document emphasizes balancing these purposes of assessment and shifting more responsibility for assessment to students.
1) The document discusses the differences between formative and summative assessments and how they are used. Formative assessments are used during instruction to adjust teaching and gauge student learning, while summative assessments are used after instruction to make curriculum decisions.
2) It advocates moving from solely using summative assessments to also using formative assessments to motivate students and increase their achievement. A three-step process is described to evaluate assessment practices at the student, instructional, and policy levels.
3) Concluding that both formative and summative assessments are needed to inform different users and ensure instructional decisions are well-informed.
Developing a teacher performance appraisalCarlo Magno
This document discusses frameworks for developing teacher performance appraisals. It begins by introducing the SABER model for assessment standards. It then discusses selecting a teaching framework to define the domains and components of teacher performance that will be assessed. Some example teaching frameworks mentioned include Marzano's teacher evaluation model, Danielson's framework for teaching, and learner-centered teaching frameworks. The document goes into detail describing the domains and elements of Marzano's model. It also provides a brief overview of Danielson's framework and the learner-centered teaching framework. The goal is to guide the development of a teacher performance appraisal by selecting an appropriate teaching framework to define the assessment domains and guide the item writing process.
The document discusses open book examinations and provides information on several related topics:
1. It defines open book examinations and notes that they assess higher-order thinking skills like application and analysis, rather than memorization.
2. Guidelines from the AICTE in India mandate open book exams for some engineering courses to encourage problem-solving over rote learning.
3. Effective question design is important for open book exams, focusing on interpretation, critical reasoning, and application of knowledge rather than locating and restating information.
4. A variety of question types can be used, including essay questions, problems to solve, and those based on provided data or scenarios.
This document provides information on learning outcomes and how to write them effectively. It begins with definitions of learning outcomes and discusses how they differ from teaching objectives by focusing on what students can do upon completion of learning. Bloom's Taxonomy of educational objectives is introduced as a useful framework for writing outcomes across cognitive, affective, and psychomotor domains. Verbs associated with different levels of Bloom's Taxonomy are provided. The document also discusses linking learning outcomes to teaching and learning activities as well as assessment, providing examples of how to align the three. Overall, the document offers guidance on conceptualizing and implementing a learning outcomes approach in an educational context.
Evaluation is important for teachers, supervisors, and administrators to guide teaching and learning and develop effective instructional materials and procedures. It also helps measure the validity and reliability of instruction, stimulates students to study, identifies student needs, enforces standards, fosters parent-teacher cooperation, and helps parents understand student growth. Evaluation additionally supports teachers and secures government support for schools.
The document discusses different types of curriculum evaluation including formative, summative, and diagnostic evaluation. Formative evaluation takes place during curriculum implementation to improve instruction and learning, identifies issues early, and helps future planning. Summative evaluation occurs at the end to assess learning and is used for decision making. Diagnostic evaluation identifies prerequisite knowledge and interests at the beginning. All three types provide benefits like remediating weaknesses, guiding placement decisions, and enhancing teaching and learning.
The document discusses learning outcomes, which are formal statements that articulate what students are able to do after instruction and why. Assessing learning outcomes allows teachers to show evidence of student learning and use that evidence for accountability, accreditation, and continuous program improvement. Effective learning outcomes should be measurable, clear, integrated, use appropriate Bloom's Taxonomy levels, and articulate what students need to know and be able to do and why.
Moving Beyond Student Ratings to Evaluate TeachingVicki L. Wise
Evidence of teaching quality needs to take into account multiple sources, as teaching is multidimensional. Moreover, the likelihood of obtaining reliable and valid data and making appropriate judgments are increased with more evidence.
This document discusses classroom assessment and authentic assessment. It begins with a glossary of key terms and then discusses integrating needs analysis and authentic assessment. Authentic assessment involves real-world tasks that demonstrate application of essential knowledge and skills. It describes the four steps of authentic assessment and compares traditional and authentic assessment. Authentic assessment drives the curriculum by first determining tasks students will perform to demonstrate mastery. The document then covers defining attributes, alternative names, benefits, and types of authentic tasks including constructed response, products, and performances. It concludes by discussing rubrics and portfolios as assessment tools.
Assessment for higher education (for biology faculty seminar)eduardo ardales
The document presents a quote by Albert Einstein stating that not everything that can be counted necessarily counts, and everything that counts cannot necessarily be counted, emphasizing the limitations of only considering quantifiable measures. The quote cautions against overreliance on numerical data and highlights the importance of also considering qualitative factors that are more difficult to quantify but still have significance.
This document discusses the four main types of assessment: prognostic, diagnostic, formative, and summative. Prognostic assessment predicts future performance. Diagnostic assessment identifies strengths and weaknesses before instruction. Formative assessment provides feedback during instruction. Summative assessment evaluates learning at the end of a course and determines if objectives were achieved. Each type of assessment serves a different purpose in evaluating and supporting student learning.
Meaning and Definition - Measurement , Assessment and Evaluation – Role of Assessment in Learning – as learning, for learning, of learning – Formative and Summative Assessment – Purposes of Assessment – Principles of Assessment Practices – principles related to selection of methods for Assessment, collection of Assessment information, judging and scoring of student performance, summarization and interpretation of results, reporting of Assessment findings.
Assessment for learning (AfL) focuses on maximizing feedback between teachers and students to improve student learning. It involves teachers understanding where students are in their learning, where they need to go, and how to help them get there. Key aspects of AfL include sharing learning goals, using questions to gauge understanding, and providing feedback to guide next steps. Research shows AfL can significantly improve student achievement when implemented properly. Both formative and summative assessments can support AfL by informing teacher instruction and student learning.
This document discusses authentic assessment. It defines assessment as gathering data about student learning and evaluation as interpreting that data. Authentic assessment involves real-world tasks that demonstrate skills and knowledge, not just recalling facts. It has several key characteristics: students are given clear criteria, it is criterion-referenced not norm-referenced, it requires higher-order thinking skills like analysis and problem-solving rather than just selecting answers, and it emphasizes performance over passive testing. Authentic assessment encourages learner-centered learning and self-evaluation rather than teacher-centered passive learning.
The document discusses assessment for learning (AfL). It defines AfL as being part of everyday practice by students, teachers, and peers that seeks, reflects upon, and responds to information from dialogue, demonstration, and observation to enhance ongoing learning. The key elements of AfL are knowing the goals of learning, comparing actual performance to desired performance, and taking action to close gaps. The teacher's role is to get alongside learners, notice and respond to learning, promote dialogue, and establish an environment where learners take responsibility for their learning. The learner must know the goals, standards, their current achievement, and how to improve.
Learning and Assessment: Assessment, type of assessment- assessment for learning, assessment of learning and assessment as learning: definition, example, merits, demerits and role of teacher in assessment . Summative assessment. Formative assessment
Assessment and Evaluation (Some Issues and Concerns)parveenpandit2019
The document discusses issues and concerns with the present system of assessment, examination, and evaluation in education. It provides an overview of the current focus on memory over understanding, stress and anxiety caused by exams, and lack of holistic evaluation. A historical perspective is given on evaluation systems in ancient China, India, England, and the introduction of standardized testing. The document outlines the processes, procedures, and characteristics of effective evaluation like reliability, validity, and objectivity. Evaluation is positioned as an ultimate tool to provide feedback to teachers, curriculum, society, parents, and students to develop their cognitive, affective, and psychomotor abilities in a holistic manner.
The CIPP evaluation model was created by Daniel Stufflebeam to systematically guide evaluators and stakeholders in assessing educational programming at the start, during implementation, and end of a project. It examines the context, inputs, processes, and products of a program to improve accountability and learning. The model seeks to determine needs, resources, implementation, and outcomes to measure if the program's goals were achieved and participants' needs met.
This document provides an overview of assessment, grading, and reporting. It discusses different forms of assessment including formative and summative assessment. It notes that assessment systems differ around the world, with some countries relying more on national tests while others emphasize formative assessment conducted by teachers. The document also discusses student portfolios, authentic assessment, and challenges with high-stakes standardized testing. Record-keeping, communicating results to parents, and integrating technology into assessment are also summarized. Overall, the document surveys a variety of topics related to assessment practices.
This document outlines an agenda for a staff development session focused on assessment for learning. It begins with establishing a shared understanding of assessment for learning and reflecting on current classroom practices. Participants will then work on developing student skills and modifying programs to better incorporate assessment for learning approaches. The goal is to help students become more self-regulated and responsible for their own learning. Key concepts that will be explored include the research supporting assessment for learning, challenges to implementing it, and strategies for clarifying learning intentions and providing effective feedback.
SYLLABUS IN ASSESSMENT IN LEARNING 00001andreadmzn30
This document outlines the course syllabus for Assessment of Learning 1 at the College of Our Lady of Mercy of Pulilan Foundation, Inc. The syllabus includes the course description, outcomes, topics to be covered over 16 weeks, learning activities, and instructor information. The course aims to teach students about outcome-based assessment, which prioritizes evaluating student achievement based on clearly defined learning goals and outcomes. Key topics include the concepts of measurement, evaluation, and assessment; developing learning outcomes; assessing student learning with tools like rubrics, portfolios, and various types of tests; and determining grading systems.
OECD Review on Evaluation and Assessment Frameworks for Improving School Outc...EduSkills OECD
Purpose: To explore how systems of E&A can be used to improve the quality, equity and efficiency of school education.
Focus: A Review of national approaches to E&A in school education (primary and secondary schools)
Comprehensive approach: The Review looks at the various components of E&A such as:
Student assessment;
Teacher appraisal;
School evaluation;
The appraisal of school leaders;
Education system evaluation.
This content consists of ' Assessment in Pedagogy of Education' presented by Dr. V. Sasikala Department of Education, Manonmaniam Sundaranar University, Tirunelveli, Tamil Nadu. in the webinar series 4 hosted by the Department of Education, Manonmaniam Sundaranar University, Tirunelveli, Tamil Nadu.
Doctoral Education Online: What Should We Strive For? How Could It Be Better?Cynthia Agyeman
This document discusses best practices for designing high-quality online doctoral programs. It recommends striving for courses that meet Quality Matters standards of 85% or higher. Key aspects include: using learning objectives and assessments aligned to course goals; providing instructional materials, activities, and technologies to support student-centered learning and collaboration; ensuring accessibility; and obtaining feedback to continuously improve courses. Overall it emphasizes the importance of designing courses for the diverse needs and experiences of adult learners in doctoral programs.
This document outlines a 3-day training on redesigning courses for online and active learning. Day 1 covers learning theories and course design principles. It discusses assessment strategies and effective teaching models. Day 2 focuses on e-learning tools for content delivery, collaboration, and individual learning styles. Day 3 presents online learning tools for facilitation, discussion boards, and emerging technologies, as well as assessing and grading online. The document provides examples of active learning techniques and principles of backward course design starting with learning outcomes. It emphasizes the importance of formative assessment and using rubrics to provide feedback to students.
Assessment of Information Literacy LearningJohan Koren
The document discusses assessment of information literacy learning. It defines assessment as identifying, gathering and interpreting information about student achievement and progress to guide teaching. Assessment provides data to compare student knowledge against standards. It notes assessment takes many forms including observation, tasks, and comparing evidence of achievement. The document also discusses authentic assessment, where students demonstrate real-world skills, and the roles library staff can play in developing assessments.
Assessment of Information Literacy LearningJohan Koren
Assessment takes many forms in schools and aims to provide information on student achievement and progress to improve teaching and learning. Effective assessment supports learning goals, involves students in planning and feedback, and uses authentic tasks that mirror real-world applications of skills. School librarians can collaborate with teachers on developing learning standards, resources, and various forms of assessments, including observations, products, and conversations, to authentically evaluate student information literacy.
Coherent and Rigorous Instructional ProgramsRobert Leneway
This document summarizes a session on developing coherent and rigorous instructional programs. It discusses the importance of aligning curriculum, instruction, and assessment. School leaders attended and performed a scan of their school's instructional program, identifying areas of strength and concern. Topics discussed included developing essential standards, integrating curriculum, using high-impact instructional strategies, incorporating technology, and balancing standardized tests with broader skills. The goal was for school leaders to develop priorities for continuous school renewal focused on student-centered, 21st century learning.
This document discusses creating coherent curricular programs to increase student learning. It identifies seven dimensions of a coherent curriculum: inspirational agency, orderly operations, high expectations, coherent programs, distributed leadership, instructional assessment, and data-informed decision making. Several markers of an effective coherent curriculum are outlined, including aligned standards, resources, expectations, and assessments. The document cautions against decisions that limit learning and recommends balancing core standards with 21st century skills through technology integration and differentiated instruction.
This document summarizes a discussion about supporting diversity and student learning in schools for the 2010-2011 school year. It outlines several goals around teacher collaboration and instructional approaches focused on assessment, differentiation, and developing independent student thinking. Research on effective reading instruction and frameworks are presented, including backwards design, gradual release of responsibility, and assessment for learning. The context of schools and next steps are discussed, with an emphasis on professional development, assessment, and teacher collaboration to improve literacy programs.
The document discusses evaluating lessons through reflection and provides guidance on effective evaluation practices. It defines evaluation as a purposeful, cyclical process of collecting, analyzing, and interpreting information to make educational decisions. Evaluation helps teachers understand what went well and what needs improvement by considering student learning, teaching processes, and outcomes. Key aspects to evaluate include lesson objectives and content, teaching strategies, student participation and skills application, and overall lesson effectiveness. Multiple sources can inform evaluation, including self-reflection, student and peer feedback, and assessment results. Ongoing evaluation is critical for continuous improvement and high-quality teaching.
This document provides an overview of outcome-based education (OBE) and discusses its key principles and components. It begins by describing some issues with the current education system, such as a focus on inputs rather than outcomes, rote learning, and lack of variation in teaching methods. It then outlines some of the demands from students, autonomy in higher education, and challenges in the future. Some of the key aspects of OBE discussed include defining outcomes, designing curriculum and instruction to achieve those outcomes, documenting results, and determining student advancement based on outcomes. The document also discusses graduate attributes, program outcomes, course outcomes, and the importance of alignment between these levels. Overall, the document provides a high-level introduction to OBE and
07 18-13 webinar - sharnell jackson - using data to personalize learningDreamBox Learning
Learning and competency data can be useful tools in assessing a student’s individual learning needs. In this month’s Blended Learning webinar, presenters Sharnell Jackson and Tim Hudson shared best practices for organizing and using student data in order to better meet student needs. They also discussed processes for using and analyzing data at the student, classroom, and district levels.
Disrupting traditional public schooling with personalized learning through blended, mastery-based approaches requires teachers who have a new set of schools for facilitating learning and managing their classrooms. This presentation by Mary Esselman of the Education Achievement Authority of Michigan walks through the five phases of professional development for EAA's teachers: Mindset/mission/vision, Creating the learning environment, planning for instruction, assessing mastery, and using data to drive performance.
Learning analytics futures: a teaching perspectiveRebecca Ferguson
Talk given by Rebecca Ferguson on 22 November 2018 int Universita Ca'Foscario Venezia at the event Nuovi orizzonti della ricerca pedagogica: evidence-based learning e learning analytics
The document discusses differentiated instruction in the K-12 curriculum. It provides an overview of differentiated instruction, which recognizes students' varying needs and abilities. Teachers take on roles as designers, assessors, and facilitators of learning to ensure all students' growth. The K-12 curriculum aims to develop globally competitive graduates and considers students' readiness, interests, and learning profiles when differentiating content, process, products, and environment. Effective differentiated instruction involves understanding students and aligning tasks and objectives to their learning goals.
Reflections on Implementing a Learning to Learn Module: Learning for Success ...CONUL_ACIL
This document summarizes the development and implementation of a learning to learn module called "Learning for Success @ University" for first year arts students at University College Dublin (UCD). A project team developed the module with the goals of helping students transition to university, improve study skills, and increase engagement. The module was delivered blended online and face-to-face over nine weeks. It utilized an interactive online learning resource and included lectures, tutorials, and workshops. Student feedback was positive about skills developed and active learning approaches used. Evaluations are ongoing to understand student experiences and determine the impact of the module.
How to Create a Stage or a Pipeline in Odoo 17 CRMCeline George
Using CRM module, we can manage and keep track of all new leads and opportunities in one location. It helps to manage your sales pipeline with customizable stages. In this slide let’s discuss how to create a stage or pipeline inside the CRM module in odoo 17.
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
Creativity for Innovation and SpeechmakingMattVassar1
Tapping into the creative side of your brain to come up with truly innovative approaches. These strategies are based on original research from Stanford University lecturer Matt Vassar, where he discusses how you can use them to come up with truly innovative solutions, regardless of whether you're using to come up with a creative and memorable angle for a business pitch--or if you're coming up with business or technical innovations.
The Science of Learning: implications for modern teachingDerek Wenmoth
Keynote presentation to the Educational Leaders hui Kōkiritia Marautanga held in Auckland on 26 June 2024. Provides a high level overview of the history and development of the science of learning, and implications for the design of learning in our modern schools and classrooms.
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
220711130095 Tanu Pandey message currency, communication speed & control EPC ...
Sedere Recent Trends in Assessment in Higher Education
1. Upali Sedere - Recent Trends in Assessment 22 February 2016
Professional Development Seminar of the
Faculty of Education, Open University of Sri
Lanka 1
Recent Trends in
Assessment in Higher
Education
Upali M Sedere, PhD (Iowa)
Rector, SIBA Campus, Pallekele,
Kundasale, Sri Lanlka
upalisedere@gmail.com
1
RECENT DEVELOPMENT AS
THE BACKGROUND
2
Recent Trends in Higher
Education
1. The 21st Century Learning
Framework
2. The Knowledge Economy
3. Technological Advancements
4. Andragogy Against Pedagogy
5. Outcomes Based Education
6. Authentic Instruction and
Assessment 3
4
Critical thinking
Creativity
Communication
Collaboration
Standards and
Assessment
21st Century Learning
Framework
Learning Environment
Instructional
System
4Cs
IT &
MS
LS &
CS
• HUMAN
RESOURCE
• CONTENT
• TEACHER
CENTERED
• EXAM –GRADE
ORIENTED
• HUMAN CAPITAL
• PROCESS
• LEARNING
• SMART TEACHR
• LEARNING
OUTCOMES ---
SKILLED PROFILE
CONVENTIONAL THE RECENT
KNOWLEDGE ECONOMY AND LEARNING
5
UNDERSTANDING BY DESIGN
(UbD)
BY Mctighe And Wiggins (1999)
• Key Questions: What should Learner
know, understand, and be able to do?
• What is the ultimate transfer we seek
as a result?
• A Three-stage Design Process
–Desired Results,
–Evidence, And
–Learning Plan
6
2. Upali Sedere - Recent Trends in Assessment 22 February 2016
Professional Development Seminar of the
Faculty of Education, Open University of Sri
Lanka 2
Conventional Assessment Vs
the Recent Developments
The Conventional
• Tests/ Examination
– Closed Book
– Fixed Time
– Confidential
• Standardized Tests
• Ranks, Grades and
Normal Curve
Distribution
The Recent
• Assessment - Not
Examinations
– Open-book
– Learning Outcomes
– Transparent
• Criteria
• Standards
• Authentic
• Performance 7
Pedagogy
Teaching
Lesson Plans
by Teacher
Notes Taking
Classroom
Learning
Memorization
Explicit
Knowledge
Andragogy
Self Learning
Goal Setting
Authentic
Learning
Creation of
Knowledge
Implicit
Knowledge
8
Guiding Principles of
Assessment
• Assessment Must Reflect The Most
Important Aspects Of Expected
Learning Outcomes -- Maybe Content,
Processes, Skills, Products etc.
• Instructional Practices And Assessment
Need to Be Integrated
• Multiple Measures of Assessment Are
More Reliable and Valid
• Assessment Supports Every Learner to
Acquire the Expected Outcomes
9
UbD Curricular Practices and
Assessments (Mctighe And Wiggins (1999)
Traditional
Quizzes
And Tests
Performance
Task and
Authentic
Projects
Worth Being Familiar
With
Important to
know and do
Enduring
Understanding
10
Why The Conventional
Assessment System is
Challenge
11
Inadequacy of Tests and
Examinations
• Assessment has led to two major
theoretical considerations.
• The conceptions of validity and
appropriateness of assessment tasks as
indicators of intended learning outcomes,
• Conceptions of validity
• Emphasizing interpretations of quality and
judgements of standards
• Psychometric approaches based on true
score theory is challenged
12
3. Upali Sedere - Recent Trends in Assessment 22 February 2016
Professional Development Seminar of the
Faculty of Education, Open University of Sri
Lanka 3
Cognitive Abilities
• All Assessments Were Mainly
Assessing
• Lower Oder Thinking (LOT)
– Knowledge
– Understanding
• Higher Order Thinking (HOT)
– Apply
– Analyze
– Evaluate
– Create 13
Hard Skills Cognitive Outcomes
Deepening of Human
Capital
• Critical Thinking
• Divergent
Thinking
• Lateral Thinking
HOT Abilities
Application Skill
Analytical Skills
Evaluative Skills
Creativity
14
15
Educational Outcomes
Meta-cognitive abilities
Multiple Intelligence
Emotional Intelligence
Soft Skills
16
Explicit Vs Implicit Knowledge
17
SOFT SKILLS HARD SKILLS
To be good at hard
skills usually takes
smarts or IQ (also
known as your left
brain-the logical
center)
To be good at soft
skills usually takes
Emotional
Intelligence or EQ
(Emotional
Quotient) (also
known as your right
brain- the
emotional center).
18
4. Upali Sedere - Recent Trends in Assessment 22 February 2016
Professional Development Seminar of the
Faculty of Education, Open University of Sri
Lanka 4
Five Dimensions of Emotional
Intelligence
Self-Awareness of Emotions
Self Management of Emotions
Self Motivation
Empathy
Social Skills
19
ALTERNATIVE
ASSESSMENT METHODS
20
Determine Acceptable
Evidence
Continuum Of Assessment
Informal Oral Questioning to
Performance
•Performance Evaluation
•Authentic Evaluation
•Portfolio Evaluation 21
Performance Assessment
Projects Based Assessment
Problem Based Assessment
Product Assessment
Process Assessment
Presentations
Interviews
Demonstrations
22
Authentic Assessment
Application to Real World
Situations
• Practice Teaching
/Apprenticeship
• Case Studies
• Internships
• Service Projects
• John Muller http://jfmueller.faculty.noctrl.edu/toolbox/whatisit.htm
• Grant Wiggins
23
Portfolio Assessment
Process Type of Portfolio
Assessment
• Ensure the Learning Process Takes Place
and the Learner Motivation is maintained
and expected process of learning is
followed
Product Type of Portfolio
Assessment
• Best Work of the Learner is Assessed,
Organizational capacity, Time
Management, Degree of Compliance etc.24
5. Upali Sedere - Recent Trends in Assessment 22 February 2016
Professional Development Seminar of the
Faculty of Education, Open University of Sri
Lanka 5
e-PAGE EVALUATION
Student’s degree of motivation
Student’s Progress
Student’s Continued Learning
Compliance to Expected Learning
Outcomes
Self Learning Ability
Reflection on Learning
Peer Learning, Use of Library, Internet
etc.
Reliability Check
25
Other Assessment Techniques
Written Assignments
Debates
Questioning and Answering by
Students
Vocabulary Enhancement Sessions
End Session Rating of Learners
Classroom Scanning
Instant SMS Quizzes
Chat Boxes 26
Instrumentation of Assessment
Rubric Scoring Guides and
Standards
Check Lists with Main
Assessment Traits
Progress Indicators and
Graphical Illustration
Self Assessment , Peer
Assessment as Evidence 27
Written Tests and Examinations
The Transitional Issues
Using Examination with less
weightage
Focus of Tests (MCQ, Structured,
Essays etc.)
28
Thank You
29
雅虎竞拍
煤炉代买
paypay商城
乐天二手
日本亚马逊
乐天新品
ZOZOTOWN
