...19 Research Respondent ……………………………………….......20 Research Instrument ………………………………………..…...20 Sampling Technique……………………...……20 Data Gathering Procedure ………………… Statistical Treatment of Data…………………..……….…….21 Definition of Terms ………………………….……..…....22 – 23 ORGANIZATION OF THE STUDY ………………… Questionnaire…………………………………………………......24 - 26 CHAPTER I The Problem And Its Scope Rationale The purpose of this study is to examine relationships between nutrition and how it affects student success in school. Nutrition from food is critical for both physical and mental function and growth. National guidelines exist which regulate what constitutes adequate nutrition to support the body, and these guidelines have been at least partially integrated into most school curriculums, as well as food and wellness policies. Although adequate nutrition is vital for the body and mind to function, it is less attainable by some students due to a variety of factors, such as...
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...Question 1: How does formative assessment support student performance? Formative assessment is a ongoing process used by teachers during instruction that gives explicit feedback to students to adjust teaching and learning process to improve students’ achievement of the desired instructional outcomes. It is also known as “assessment for learning”. Formative assessment is proven to be highly effective way to enhance and support student performance. The purpose of formative assessment is to give students the means and motivation to take ownership of their own learning. This means that students need to be responsible for their own learning. Students themselves must have the initiative to discover what to learn and how to learn. At the same time, teachers play important roles to encourage students to monitor and support their own learning. More powerful learning happens when students have more control over their own learning through such assessment practices. They should not be excluded from the assessment process. Students will be able to know what they are ready to learn next. Through formative assessment, students are able to know and understand their specific learning goals clearly. This can be done through direct communication which involves interactions between teacher and student and student and student. Students are informed directly their specific learning goals. For example, at the beginning of the lesson, teacher can tell the students they will be tested on “Adverbs”...
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...Study Habits on the Academic Performance of Students in Bicol College: An Assessment” INTRODUCTION Study habits are the behaviors used when preparing for tests or learning academic material. We all know that good study habits are essential to educational success. Good study habits are an important part of any student’s success.[i] We probably can diminish the academic dishonesty by promoting good study habits with students, and letting the students know that good study habits are very important when it comes to school. Still, even procrastination can be overcome with proper study habits, and improving your study habits is the key to better studying. Good study habits are a great tool to have in the toolbox of life.[ii] The key to better learning and better academic performance in schools are good teachers, lecturers, good study environment, parent’s co-operation, high quality books and the most important is the study habit. Study habits are learning tendencies that enable students to work privately. It has long been recognized that in the process of learning the study habits of the student plays an important role in their academic performance. Azikiwe (1998) describes the study habit as “the adopted way and manner a student plans his private readings, after classroom learning so as to attain mastery of the subject”. According to her, “good study habits are good assets to learners because the (habits) assist students to attain mastery in areas...
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...Alternative Assessment An assessment in which students create an original response to answer a certain question. Students respond to a question using their own ideas, in their own words. Examples of alternative assessment are short-answer questions, essays, oral presentations, demonstrations, performance assessment, and portfolios. Other activities included in this type are teacher observation and student self-assessment. * Components of Alternative Assessment a) Assessment is based on authentic task that demonstrate students’ ability to accomplish communication goals. b) The teacher and students focus on communication, not on right and wrong answers. c) Students help the teacher to set the criteria for successful completion of communication tasks. d) Students have opportunities to assess themselves and their peers. Performance-based Assessment Performance assessment ( Mueller, 2010) is an assessment in which students are asked to perform real world tasks that demonstrate meaningful application of essential knowledge and skills. It is a direct measure of student performance because the tasks are designed to incorporate context, problems and solution strategies that students would use in real life. It focus on processes abd rationales. There is no single correct answer; instead students are led to craft polished, thorough and justifiable responses, performances and products. It also involved long-range projects, exhibits, and performances that are...
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...CLASSROOM ASSESSMENT CHAPTER 10 l Classroom Assessment LE ARNI NG OUTCOMES After studying this chapter, you should be able to: 1. Define assessment; 2. Explain the basic concepts in assessment; 3. Explain how to plan for assessment; 4. Describe types of assessment in the classroom; 5. Explain what is teacher-made tests; 6. Describe what is standardized tests; and 7. Explain what is authentic assessment. 254 CHAPTER 10 CHAPTER 10 l CLASSROOM ASSESSMENT INTRODUCTION One of the most basic and difficult task that teachers face in their work is the process of assessment. Classroom assessment includes all the process involved in making decisions about students learning progress. It includes the observation of students’ written work, their answers to questions in class, and performance on teacher-made and standardized tests. According to (Koyalik, 2002 as cited in Eggen & Kauchak, 2004): i. It facilitates teachers in decision making about learning progress through systematic information gathering. Besides that, assessment also accomplishes two other important goals; increasing learning and increasing motivation. The relationship between learning and assessment is very strong. Students learn more in classes where assessment is an integral part of instruction than in those where it isn’t. Brief assessment that provides frequent feedback about learning progress is more effective than long, infrequent ones, like once-a-term tests. 255 255 CLASSROOM...
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...Assessment of Student learning 1 Submitted by: Joana Mae L. Gammad BSEd-Bio.Scie 3A Submitted to: Carmelito D. Pang, Ed.D. PROFESSOR VI 1. PERFORMANCE-BASED ASSESSMENT. In the act of learning, people obtain content knowledge, acquire skills, and develop work habits—and practice the application of all three to “real world” situations. Performance-based learning and assessment represent a set of strategies for the acquisition and application of knowledge, skills, and work habits through the performance of tasks that are meaningful and engaging to students. Performance assessment uses tasks that require students to demonstrate their knowledge, skills, and strategies by creating a response or a product (Rudner & Boston, 1994; Wiggins, 1989) Performance assessment taps into students’ higher-order thinking skills, such as evaluating the reliability of sources of information, synthesizing information to draw conclusions, or using deductive/inductive reasoning to solve a problem. Performance assessment typically is evaluated using rubrics. 2. ACHIEVABLE- If it is achievable, it can be done. When setting goals for yourself it is critical that you honestly assess whether or not they are achievable, otherwise you are doomed to failure. If you achieve something, it must have been achievable. Things that are considered achievements usually require some dedication, skill, perseverance or intelligence. Things that may or may not be achievable, or possible, include...
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...Sample Performance Prompt Teaching Processes Standards and Indicators Scoring Rubrics Developed by members of the Title II Renaissance Partnership for Improving Teacher Quality. These materials may be not reproduced and used without citing the Title II Renaissance Partnership for Improving Teacher Quality Project http://fp.uni.edu/itq Prompt for Teacher Work Sample THE VISION Successful teacher candidates support learning by designing a Teacher Work Sample that employs a range of strategies and builds on each student’s strengths, needs, and prior experiences. Through this performance assessment, teacher candidates provide credible evidence of their ability to facilitate learning by meeting the following standards: • The teacher uses information about the learning/teaching context and student individual differences to set learning goals and objectives, plan instruction, and assess learning. • The teacher sets significant, challenging, varied, and appropriate learning goals and objectives. • The teacher uses multiple assessment modes and approaches aligned with learning goals and objectives to assess student learning before, during, and after instruction. • The teacher designs instruction for specific learning goals and objectives, student characteristics and needs, and learning contexts. • The teacher uses on-going analysis of student learning to make instructional decisions. • The teacher uses assessment data to profile student learning...
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...This paper will define and explain and provide examples of several characteristic features of performance assessments. This paper will also examine if the topic impacts curriculum and standards, and will critically analyze if the impact seems appropriate. Body Generally speaking, coming to terms with a good definition of performance assessments, from Frey and Schmitt points of view, was difficult to capture. Although they made mention of classroom assessments (performance, authentic, and formative), they compared and contrasted other scholars views. Therefore, my focus shifted to additional articles. According to the Education Consumer Guide, performance assessment also known as alternative or authentic assessments, is a form of testing that requires students to perform a task rather than select an answer from a ready-made list. For example, a student may be asked to explain historical events, generate scientific hypotheses, solve math problems, converse in a foreign language, or conduct research on an assigned topic (Office of Research, Sep 93). As you see from the examples above, performance assessments require the student to display or show what they can do. This performance can take the form of responding to an activity by assessing their thinking, problem solving, or writing abilities to name a few. Several features or methods of assessing student’s performance are currently being used. My discussion will briefly explain and provide examples of the following...
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...Assessment of Student learning 1 Submitted by: Joana Mae L. Gammad BSEd-Bio.Scie 3A Submitted to: Carmelito D. Pang, Ed.D. PROFESSOR VI 1. PERFORMANCE-BASED ASSESSMENT. In the act of learning, people obtain content knowledge, acquire skills, and develop work habits—and practice the application of all three to “real world” situations. Performance-based learning and assessment represent a set of strategies for the acquisition and application of knowledge, skills, and work habits through the performance of tasks that are meaningful and engaging to students. Performance assessment uses tasks that require students to demonstrate their knowledge, skills, and strategies by creating a response or a product (Rudner & Boston, 1994; Wiggins, 1989) Performance assessment taps into students’ higher-order thinking skills, such as evaluating the reliability of sources of information, synthesizing information to draw conclusions, or using deductive/inductive reasoning to solve a problem. Performance assessment typically is evaluated using rubrics. 2. ACHIEVABLE- If it is achievable, it can be done. When setting goals for yourself it is critical that you honestly assess whether or not they are achievable, otherwise you are doomed to failure. If you achieve something, it must have been achievable. Things that are considered achievements usually require some dedication, skill, perseverance or intelligence. Things that may or may not be achievable, or possible, include...
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...EXPERIENTAL LEARNING COURSES FS FIELD STUDY 5 * Your Tools As you observe a class, note down your significant observation of the performance-based activity in the classroom. Then, make a checklist of the important things you wish to consider in your assessment planning. For these tasks, please use the Activity Forms provided for you. For your proposed plan for process-oriented assessment, it is recommended that you use the format that you agreed in your Assessment-2 class. Please remember that the rubrics are part and parcel of your assessment plan. OBSERVATION NOTES | Name of the School Observed: Cagayan State University Andrews CampusYear level & Section: III-J Subject Area: Social ScienceSubject Matter: Micro and Macro Economics Topic: Four Production ProblemsObserved teacher: Mr. Roger Ramos Objective: Perform a simple role-play showing ways on how to solve the four production problems. | Describe in bullets the performance-based activity you observe. * The performance-based assessment task that was given to us portrays real-life situation wherein we were able to use and apply the information we acquired during the discussion. It was an authentic assessment task that is embedded in a context that has some meaning or purpose beyond school or beyond the bounds of the classroom lesson or unit. * It involves all domains of learning: * Cognitive- we are able to use the information that we acquired by thinking on what possible way...
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...istockphoto Evaluating Teacher Effectiveness How Teacher Performance Assessments Can Measure and Improve Teaching Linda Darling-Hammond October 2010 w w w.americanprogress.org Evaluating Teacher Effectiveness How Teacher Performance Assessments Can Measure and Improve Teaching Linda Darling-Hammond October 2010 Contents 1 Introduction and Summary 5 Why performance assessments are needed 7 National Board Certification 9 Assessment of beginning teachers 11 Prospects for a national system of Teacher Performance Assessments 12 How performance assessments can help teachers improve their practice 17 Improving preparation through the use of performance assessments 22 Policy recommendations and conclusion Introduction and Summary Parents, practitioners, and policymakers agree that the key to improving public education in America is placing highly skilled and effective teachers in all classrooms. Yet the nation still lacks a practical set of standards and assessments that can guarantee that teachers, particularly new teachers, are well prepared and ready to teach. This report discusses a promising approach to the question of how to measure teacher effectiveness. Specifically, it describes the ways in which assessments of teacher performance for licensing and certification can both reflect and predict teachers’ success with children so that they can not only inform personnel decisions, but also...
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...up the ETT4/5 performance assessment and the EIO4/5 objective assessment. Introduction Welcome to Effective Teaching Practices. Effective teaching depends on effective planning. Teachers need to devote systematic thought to what they want students to learn and to how students will best acquire knowledge and skills. You will learn how to select, develop, and evaluate instructional materials as well as strategies to use to accomplish specific learning goals. You will plan for effective instruction, and then implement those plans. Interactive teaching includes appropriately responding to all of the details that emerge during the presentation of lessons. Teaching is a process. Teachers plan lessons and then present them. They use information about the lesson presentation to make appropriate changes to improve both student achievement and lesson presentation. Outcomes and Evaluations There are 10 competencies covered by this course of study; they are listed in the "Competencies for Effective Teaching Practices: Instructional Presentation and Follow-Up (ETT4/5)" page. The list of competencies is a good overview of precisely what you will know and be able to do at the conclusion of this course of study and demonstrate through assessment. Teaching Dispositions Statement Please review the Statement of Teaching Dispositions. You will complete the following assessments as you work through the course of study. Pre-Assessment You will complete the following pre-assessment: PAE4 Objective...
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...LEARNING AND ASSESSMENT A GUIDE TO ASSESSMENT FOR THE NATIONAL QUALIFICATIONS FRAMEWORK © New Zealand Qualifications Authority 2001 All rights reserved. No part of this publication may be reproduced by any means without the prior permission of the New Zealand Qualifications Authority. ISBN 0-90892751-7 ii LEARNING AND ASSESSMENT Assessment for the Qualifications Framework Introduction to 2001 edition Learning and Assessment was first published in 1996. It has been in demand ever since and reprinted many times in its original format. The 2001 edition retains the text of the original. The photographs have been omitted to reduce costs and the original Foreward was no longer relevant. We are delighted and a little surprised that there is sufficient demand for a reprint five years on. When we were researching for Learning and Assessment late in 1995 only 40,000 learners were being assessed for the Framework. There were 4,800 registered unit standards and 109 national qualifications. Only 414 providers were accredited and 16 ITOs were able to register workplace assessors. Sixty schools were trialling mathematics and geography standards. There was little practice of any kind, let alone proven successful practice, on which to base advice to assessors. Our scenarios and case studies in computing, small business management, commercial fishing and economics reflected hope and expectation rather than experience. There are now 626,000 learners registered on the Framework; about 200...
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...College of Cavite, Inc. www.sjc-cavite.edu.ph FIELD STUDY 5 LEARNING ASSESSMENT STRATEGIES Second Semester 2014- 2015 Cav National High School FS Student- BSED III Mr. Resource Teacher M Department Head English Department Field Study 5- Learning Assessment Strategies EPISODE | RATING | COMMENTS | Form 1 for FS 5Documenting and Assessing Student Progress | | | Episode 1Documenting and Assessing Student Progress | | | Episode 2Assessment Tools in the Learning Environment | | | Episode 3Log Me | | | Episode 4Product Oriented Assessment | | | Episode 5Available Tests and Measurement | | | Episode 6Student Reflection | | | General Reflection | | | FORM 1 FOR FS 5 DOCUMENTING AND ASSESSING STUDENT PROGRESS (answered by my resource teacher) 1. List the procedures you follow to correct different types of student work (e.g. Daily papers, homework, test, projects, etc.) * According to my resource teacher, he corrects class’ homework orally/ on- the- spot to the class, however those essays, he is the one who checks it. And when it comes to checking of projects he prefers using rubrics for checking. 2. List the methods you use to record student progress (e.g. grade book, anecdotal records, progress charts, etc) * According to my resource teacher, he uses the traditional class records in recording the students’ progress. 3. List any time saving tips you have discovered for correcting...
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...Management and Academic Performance Kebeh Beyan Walden University Introduction Stress has become universal in the lives of several individuals, and stress has been found to deeply affect creatively, performance, mental health, physical welfare, and even the decision making as well as affect biological systems of individuals (Yehuda & Olff, 2012). Research shows that burnout especially emotional fatigue and resilience were significant forecasters of academic performance. The authors also mentioned that students who were emotionally and cognitively involved in their studies seem to perform better than students who reported being emotionally more exhausted (Kotze & Kleynhans, 2013). This study will focus on whether and to what extent social supports, cognitive assessments, and coping skills affects the management of stress and academic performance of college students. In other to determine the effects of the above issues, the involvements of the students in stressful circumstances must be understood. For this study a survey design will be use to get a cross-section of the particular involvements of all students in stressful situations and to find out to what degree their stress management skills is affected by coping skills, cognitive assessments, and social supports. Samples from the college individuals will provide precise and particular experiences of this population and it will show how their use of coping skills, cognitive assessments and social supports affect...
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