...827947 Question 1: Illustrate your thinking about assessment by describing three separate assessment tasks/activities your learners have to do in your subject/learning area and which you or your learners have to assess. Your descriptions must be in response to 14 very specific aspects/strategies of assessment. These 14 aspects/strategies are included below as 14 questions. 1. Subject/learning area, lesson topic, and grade to be assessed: Subject/learning area: English – Home Language Lesson topic: The lesson topic is types of writing texts: write a narrative essay. Learners are to plan, prepare and write a narrative essay. The topic will be given in both writing and as a corresponding pictorial representation. Grade: 8 2. Learning outcome to be assessed In accordance with the CAPS document, the learning outcome for this assessment is imaginative formulation, writing and presenting a written essay. To complete this task the learner will need to do/demonstrate the following: • Use language to think and reason out creative ideas • Apply the reasoning process to capturing ideas and transfer them to written words • Write and present a mixed variety of factual and creative texts to suit a variety of purposes. • The learner will know and be able to use the sounds, words and grammar of the English language to complete the task. 3. Assessment standards to be used in this task: • Individual assessment (no group work or collaboration) • Consulting a dictionary...
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...English Cultural Studies 2014 Teacher’s Name: Mohammed A. Sahir Email: mohammed.sahir@educhina.com.cn Office Hours: 9am till 5pm - Monday to Friday Course Description: In this course, you will improve your Basic to intermediate English vocabulary skills in listening, speaking, reading, and writing through the study of various cultures, mostly Western from European to American. You will learn about cultural differences in language, behaviours, the arts, and society. This class will provide a summary of different cultures, and you will participate in considerations, online forums, and written and verbal conversations on the subjects discussed. Rules & Procedures Attendance: Students are required to attend all classes. If students miss class, 1. They must first submit the EduChina Student Leave Request Form to the teacher at least two weeks in advance. 2. Students are required to complete all assignments missed upon return. 3. The teacher will decide the due date for these assignments. 4. Excessive absences and missing assignments will result in a failing grade for the course. Behaviour: Student behaviours show be positive in class at all time, 1. Student cannot be disrespectful towards to teacher. 2. Student cannot be disrespectful toward fellow classmates. 3. No bullying. 4. No foul languages in class at all time. 5. No speaking Chinese in class at all time. Cheating/Plagiarism: Copying other people’s work is not tolerated in...
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...The Educator as Assessor EDAHOD5 UNISA Assignment 1 by Student number 30557623 Question 1: Assessment instrument 1 Strategies for Assessment Learners, in pairs, have to prepare and deliver an oral presentation of any genre and topic, as agreed upon with the educator. The length of delivery should not exceed 10 minutes. The following assessment rubric will be used by the other learners in the class to assess the presentation. 1a. Subject/learning area 1b. Lesson topic to be assessed 1c. Grade to be assessed English FAL Oral presentation in pair: (with guidance from teacher on choice of topic and format of presentation if necessary) Grade 11 2. Learning outcome/topic Learning outcome 1 (NCS): Listening and speaking: The learner is able to listen and speak for a variety of purposes, audiences and contexts. to be assessed 3. Assessment standards applied (the exact assessment standards that will apply will depend on the genre (debate, research report, narration, argument, etc.) of oral presentation the pair of learners opt for) We know this when the learner is able to: a) demonstrate knowledge i) learn about and share ideas and concepts, comment on experiences, of different forms of oral defend a position, make an unprepared response, read aloud, tell a story; communication for social purposes: ii) interact in group discussions by expressing own ideas and opinions and listening to and respecting those of others, while engaging with a range of issues such as inclusivity and...
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... 2 1.1 Assessment Activities 2 1.1.1 Assessment Activity 1: the educator assessment 2 1.1.2 Assessment Activity 2: peer assessment 5 1.1.3 Assessment Activity 3: self-assessment 8 C) Question 2 11 2.1 Assessment Activity1 and design on Assessment Checklist 12 2.2 Assessment Activity2 and design on Assessment Grid 13 2.3 Assessment Activity3 and design an Assessment Rubric 14 D) Conclusion 15 E) Bibliography 15 A) Introduction In this assignment I will be applying the assessment work which I do with my learners in my subject I teach as an educator as assessor. I will apply the theory of assessment as contained in the study guide and the textbook. I will also design my own assessment instruments for the assessment of learners in the subject. B)...
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...In the report he did a much better job of outlining his ideas and including all of the rubric criteria for the report. His reflection presentation on Tesla Model X was very interesting and well presented but missed some key parts of the assessment like how the car functioned and a works cited for the information. As he moves on to 8th grade science he can focus on improving his summative assessments by making sure he includes all areas of the rubric and keeping up his creative design and presentation style. Bella’s strength this year in science has been presentations and projects that allow her to research and reflect upon information she has researched. Her most recent presentation on LED lights was very informative and she did well with sharing her information with the rest of the class. An area she can still look to improve upon is in writing lab reports as her evaluation of the fruit battery experiment was incomplete. She continues to make progress in science but must remember to finish her assessments fully for more success in 8th...
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...CHALLENGES STUDENTS FACE IN LEARNING ESSAY WRITING SKILLS IN ENGLISH AS A SECOND LANGUAGE IN SECONDARY SCHOOLS IN MANGA DISTRICT, NYAMIRA COUNTY, KENYA BY NYANG’AU BENARD NYASIMI E55/CE/14078/2009 A THESIS SUBMITTED IN PARTIAL FULFILMENT FOR THE DEGREE OF MASTER OF EDUCATION IN THE SCHOOL OF EDUCATION KENYATTA UNIVERSITY JULY 2013 * DECLARATION This thesis is my original work and has not been presented for degree in any other university. Signature: ______________________________ Date: ________________________ BY NYANG’AU BENARD NYASIMI E55/CE/14078/2009 We confirm that this thesis was carried out by the candidate under our supervision as university supervisors. Signature------------------------------------------------------ Date-------------------------- Dr .Sophia. Ndethiu. Department of Educational Communication and Technology. Kenyatta University. Signature------------------------------------------------------ Date------------------------- Dr. John. Kimemia. Department of Educational Communication and Technology. Kenyatta University. * DEDICATION This work is dedicated to my loving wife Zipporah Nyasimi and our sons Philemon Siko and Enock Ongeri . * ACKNOWLEDGEMENT I wish to acknowledge the support of those individuals who made it possible for a successful completion of this work. Special thanks go to my supervisors Dr. Sophia Ndethiu and Dr. John. Kimemia for the support, guidance...
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...Principles of Curriculum Design Chapter 2 2.1 2.2 2.3 2.4 2.5 1 Introduction Literature in English Curriculum Framework Strands and Learning Targets Learning Objectives Generic Skills Values and Attitudes Broad Learning Outcomes Chapter 3 5 7 9 10 11 11 13 Curriculum Planning 3.1 Planning a Balanced and Flexible Curriculum 3.2 Central Curriculum and School-based Curriculum Development 3.2.1 Integrating Classroom Learning and Independent Learning 3.2.2 Maximizing Learning Opportunities 3.2.3 Cross-curricular Planning 3.2.4 Building a Learning Community through Flexible Class Organization 3.3 Collaboration within the English Language Education KLA and Cross KLA Links 3.4 Time Allocation 3.5 Progression of Studies 3.6 Managing the Curriculum – Role of Curriculum Leaders Chapter 4 1 2 2 3 3 13 14 14 15 15 16 16 17 17 18 21 Learning and Teaching 4.1 Approaches to Learning and Teaching 4.1.1 Introductory Comments 4.1.2 Prose Fiction 4.1.3 Poetry i 21 21 23 32 SECOND DRAFT 4.1.4 Drama 4.1.5 Films 4.1.6 Literary Appreciation 4.1.7 Schools of Literary Criticism 4.2 Catering for Learner Diversity 4.3 Meaningful Homework 4.4 Role of Learners Chapter 5 41 45 52 69 71 72 73 74 Assessment 5.1 Guiding Principles 5.2 Internal Assessment 5.2.1 Formative Assessment 5.2.2 Summative Assessment 5.3 Public Assessment 5.3.1 Standards-referenced Assessment 5.3.2 Modes of Public Assessment 74 74 74 75 77 77 77 Quality Learning and Teaching Resources 104 6.1 Use of Set Texts 6.2...
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...Disadvantages of plagiarising. According to the Collins Dictionary of the English language (Hanks, 1979), plagiarism is ‘the act of plagiarising’, which is ‘to steal ideas or passages from another’s work and present them as one’s own’. In other words plagiarism is the act of presenting another person’s work through essay, speech, write up or electronically. Intentionally or unintentionally reproducing merely copying, rewording, paraphrasing, adapting, work that was produced by another person(s) without proper acknowledgement in an attempt to gain academic benefit, merit or reward. Intentionally or nonchalantly allowing such reproduction to happen may also complement plagiarism. This core ethical issue needs addressing immediately. Educators will need to consider how students are interacting with information technology and how ethical these interactions are. Unprecedented and unparalleled access to information without consideration to its ownership or authenticity provides ongoing concerns for society. Conger and Loch put it very succinctly. "For every new technology, new situations arise." (Conger, Loch, 1996). Plagiarism is not only copying the words of another person, which can be avoided summarising the sentences, but also the use of words, ideas, data, organization and original thoughts of another person without acknowledging the individual and the most commonly used platform is the internet, Such activities can allow room to serious consequences, sometimes, attracting legal...
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...What is the purpose of this guide? The purpose of this guide is to help academic units develop and/or improve the process of assessing student learning. Why is assessment of student learning important? In effect there are two reasons assessment of student learning is important. Assessment is needed for improvement. Improvement, with its internal focus provides • opportunities for the academic community to engage in self-reflection of its learning goals, to determine the degree to which these goals correspond to student and societal needs, and to evaluate if students’ activities, products, or performances coincide with the academic community’s expectations; • offers information to students about the knowledge, skills, and other attributes they can expect to possess after successfully completing coursework and academic programs. • establishes ways for academic units to understand the dimensions of student learning when seeking to improve student achievement and the educational process. Assessment is needed for accountability. Accountability, with its external focus, provides Step One: Identify Goals A goal is a statement expressing what ideals are to be achieved. Goal statements tend to be broadly philosophical, global, timeless and not readily amenable to measurement. They capture the knowledge, skills, and values that students should acquire in a program by a course. This first step in identifying goals requires faculty and others to reflect on questions such...
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...ADMISSIONS USE ONLY Prev ID POSTGRADUATE APPLICATION FORM Return form to: Postgraduate Admissions Office Aberystwyth University Student Welcome Centre Penglais Campus Aberystwyth SY23 3FB, UK Please refer to accompanying Guidance Notes. Please complete ALL sections in black or blue pen using CAPITAL LETTERS 1: PERSONAL DETAILS AND CONTACT INFORMATION SURNAME / FAMILY NAME: PREFERRED FIRST NAME: FIRST NAME / GIVEN NAME(S): FORMER NAME (WHERE APPLICABLE): TITLE (MR / MRS / MS ETC) GENDER: MALE DATE OF BIRTH (DD/MM/YYYY) CORRESPONDENCE ADDRESS (IF DIFFERENT): FEMALE PERMANENT ADDRESS: TO (DD/MM/YY): FROM (DD/MM/YY): POST / ZIP CODE: POST / ZIP CODE: COUNTRY: COUNTRY: TELEPHONE: TELEPHONE: MOBILE: MOBILE: E-MAIL (MAIN): E-MAIL: 2: NATIONALITY AND PERMANENT RESIDENCE COUNTRY OF BIRTH: Is your permanent home in the UK? NATIONALITY: DUAL NATIONALITY (IF APPLICABLE): Yes No Yes No VISA STATUS ( NOT APPLICABLE TO EEA AND SWISS NATIONALS) DATE OF FIRST ENTRY TO UK: Indefinite Leave to Remain in UK? AREA OF PERMANENT RESIDENCE: RESIDENTIAL CATEGORY: Do you require a visa in order to study in the UK? Yes No PASSPORT NUMBER: PASSPORT EXPIRY DATE: TYPE OF VISA/ENTRY CLEARANCE: AGENT DETAILS (IF APPLYING THROUGH AN AGENT) AGENT COMPANY NAME: ADVISOR’S NAME: AGENT E-MAIL: Do you currently hold a visa to study in the UK? VISA EXPIRY DATE: ...
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...ENG2602/101/3/2015 Tutorial letter 101/3/2015 GENRES IN LITERATURE AND LANGUAGE: THEORY, STYLE AND POETICS ENG2602 Semesters 1 & 2 Department of English Studies IMPORTANT INFORMATION: This Tutorial Letter contains important information about your module. CONTENTS Page 1 INTRODUCTION .......................................................................................................................... 3 2 PURPOSE OF AND OUTCOMES FOR THE MODULE............................................................... 4 2.1 Purpose ........................................................................................................................................ 4 2.2 Outcomes .....................................................................................................................................4 3 LECTURER(S) AND CONTACT DETAILS................................................................................... 5 3.1 Lecturer(s) .................................................................................................................................... 5 3.2 Department ................................................................................................................................... 6 3.3 University ...................................................................................................................................... 6 4 MODULE-RELATED RESOURCES ..................
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...ASSESSMENT Click to edit Master subtitle style Outcome-based Education (OBE) REFLECTION What is assessment? Why is assessment so important? What kind of assessment/evaluation is done at your institution? Change methods of assessment “If you want to change student learning then change the methods of assessment” Chuckett & Sutherland, 2000 Importance of Assessment Assessment defines for the students what is important, what counts, how they will spend their time and how they will see themselves as learners OUTCOME-BASED LEARNING This differs from the traditional content-or competency-based learning in the sense that those types of learning were mainly content/skills driven and teacher/trainer centred Outcome-based learning is learnerdriven and aimed at achieving outcomes Role of the lecturer The lecturer becomes more a facilitator learning by stimulating creativity, self learning and critical thinking Outcomes become more important to the lecturer than the written syllabus Assessment of outcome-based learning: Old approach Passive learners Exam driven Rote-learning Syllabus is content-based and broken down into subjects Textbook bound and teacher centred Syllabus is rigid and non-negotiable Old approach (Continue) Teachers responsible for learning Motivation dependent on personality of lecturer Emphasis on what the teacher hopes to achieve Content placed into rigid time-frames Curriculum development process not open to public comment New Approach Active learners...
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...upgraded to the next higher grade in one or two subjects depending upon the range of grade points obtained by him/her in co-scholastic areas/ activities. The schools were asked to assess the students in 5 point scale in the domain of life skills and 3 point scale in all other domains of co-scholastic areas/ activities included in the performance profile. According to the earlier scheme, a student could get a maximum of 42 grade points in coscholastic areas/activities as explained in the above circular. You may be aware that according to the revised manual for teachers on CCE for classes IX and X effective from session 2011-12 for class IX and subsequent session 2012-13 for class-X, assessment in all co-scholastic areas/activities is to be done on 5 point scale. Besides, the total domains of assessment in...
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...SDENG3J – ASSIGNMENT 1 SAMEERA MANJOO 45909385 QUESTION A English in my school environment is used as a home language to 40% of the students in my classroom and as a first language to the remaining majority. The school is well resourced with textbooks, chalkboards, projectors and also writing books as materials and every student has a desk and chair to sit on during the school day. The school accommodates for students with the playground as well, they have a volleyball, basketball, and soccer and tennis court. All buildings of the school are well maintained and kept very clean, this allows for a comfortable learning environment. Each block of classrooms also has security guards that are visible to all students at all times providing a secure and safe schooling environment for students. The school is based on a diverse society, multi-racial students with different traditions and beliefs. This allows for students to intermingle with students that share a different value or trait, allowing for all students to see equality in our rainbow nation, South Africa. QUESTION B Social media applications have rules our youth for the past ten to twelve years. MXit is still one of the major applications used by majority of the students, as stipulated in the articles, “MXit also appeals to young people from poorer communities due to its low cost...”. The students in my Grade Ten classes come from the lower socioeconomic background. Students will be interested in...
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...Even in the age of technology, handwriting remains the primary tool of communication and knowledge assessment for students in the classroom. The demands for handwriting are great, whether in the classroom or beyond. A 1992 study (McHale & Cermak) found that 85 percent of all fine motor time in second-, fourth- and sixth-grade classrooms was spent on paper and pencil activities. A more recent study (Marr, Cermak, Cohn & Henderson, 2003) noted that kindergarten children are now spending 42 percent of their fine motor time on paper and pencil activities. The addition of handwritten components to many state standardized assessments and of a handwritten essay to the College Board SAT in 2005 further emphasize the importance of handwriting. Furthermore, good handwriting is important long after graduation. In Script and Scribble (2009), Florey writes in reference to handwritten job applications, “Like it or not, even in our machine-driven world, people still judge you by your handwriting.” Research literature extensively documents the consequences of poor handwriting on early literacy and academic performance. Children who experience difficulty mastering this skill [handwriting] may avoid writing and decide that they cannot write, leading to arrested writing development (Graham, Harris and Fink, 2000). Handwriting is critical to the production of creative and well- written text (Graham & Harris, 2005) affecting both fluency and the quality of the composition...
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