...Lit December 8, 2013 Student assessment of cognitive and Non-cognitive affects for literacy development Abstract Assessments are a very valuable tool for teachers. In the past, I have only given cognitive tests and used that data. Using a non-cognitive assessment opened up the door to a new pathway for me. I can use this data to assist me in motivating struggling students to read. Utilizing the data from both types of assessments, conferencing with students, and learning about their home life will allow me to use appropriate strategies for them to be successful. . Student assessment of cognitive and non-cognitive affects for literacy development What influences a child to become a successful learner? How can I motivate my students? What approaches should I take? What are the attitudes students have towards learning? Assessments help me identify these answers to these questions and help me understand students academically, as well as, socially. I also have to consider the students home life. How involved are the parents and siblings with this student. The answers to these questions will help me determine the direction I will need to go in order for my students to become successful learners. . Dr. Afflerbach stated that if we know...
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...Running Title: Informal Assessment Informal Assessment of a Student Barbara Brown Grand Canyon University: SPE-536 Professor Haynes October 31, 2012 Informal Assessment of a Student In the process of developing an informal assessment I have discovered how important it is to effectively develop an assessment that matches the criteria that I want to assess my students’ progress. To do an informal assessment on my students, I chose the unit that we are working on in Biology. At the moment we are learning about the parts of the cells and how the cell works to maintain life. As I did an informal observation on different students in the classroom, I observed that several of the students were having difficulties remembering the parts of the cell and their functions. To solve this problem, I developed an informal assessment that would allow students to learn the cell parts and its functions. The informal assessment that I developed is a game of battle ship on Quia. Quia is a learning tool that I have had the opportunity to use and observe other educators use to help educate and enhance their students learning. The game consists of the game battleship. Like the game, the player is looking for the ships of the enemy. When the student picks a spot that the enemy ship is located on, a question pops up asking a question supply a multiple choice of four answers that the student can choose from. If answered correctly the student gets a hit. There are about 17 questions;...
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...METHODS PROPOSAL WRITING TOPIC: ASSESSMENT OF STUDENTS: WHETHER END OF SEMESTER EXAMINATION IS THE ONLY INDICATOR OF STUDENTS’ PERFORMANCE. (A CASE STUDY OF UNIVERSITY OF GHANA) INTRODUCTION Lecturers most often use assessment to obtain information that helps them improve their instruction. This in turn helps them to bridge the gap between curriculum standards and student achievement. Assessment is also used for accountability purposes, for both students and teachers. Classrooms are made up of a diversity of learners and so to help them to make appropriate instructional decisions and to provide valid information for accountability, teachers use a wide variety of assessments. PROBLEM DEFINITION Most tertiary institutions determine students’ performance only on the basis of examination at the end of each semester. The issue here is whether examination is enough to determine a student’s performance and whether it’s indeed gives a true and fair view of actual performance. LITERATURE REVIEW Veteran first grade teacher Debbi Beckhorn states "... I have seen many changes in the arena of assessment and monitoring of student progress. More and more, it seems, we need to 'check in' with students more frequently in order to carefully lead them in their next step in the learning process. I use a variety of assessment tools to 'dip in' to a student's progress..."(Beckhorn, 2000). For this first grade teacher, the use of assessment information helps her make instructional...
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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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...the fact that a student has graduated high school, that they are going on to college with the basic abilities of reading, writing, and arithmetic, yet we are finding that 40 percent of students entering college do not have these basic skills at the college level. We also assumed that if a student obtained a Bachelor’s degree, they were qualified for entry level work. Yet surveyed employers are stating that “that they are not pleased with the level of critical thinking, analytic reasoning, and writing skills recent graduates possess”. What is happening in our classrooms that are hindering students from being successful beyond their school years? This paper will discuss two established methods of assessing student learning, CCSS and PARCC, their strengths and weaknesses as well as discuss issues involving the assessment of student learning. Standardized Tests Standardized testing was established under the premise that it would improve teaching practices and methods, therefore improving schools. In essence it is deemed as the “report card for the community” and the efficiency of our schools performance. Besides state specific standardized test, other national standardized tests include: * Secondary School Admission Test (SSAT)- administered to students applying to private secondary schools and some public secondary schools * Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT)- voluntary test given to secondary school students in year 10 or 11...
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...GLA Factors affecting SLA success Topic 4: Factors affecting L2 learning Conceptual objective: the students will be able to enumerate those factors connected to L2 learning success Procedural objective: the students will explore those factors that have promoted their success as language learners, making a chart and comparing it with other people Attitudinal objective: the students will develop a critical attitude towards the causal correlations between factors and learning success Attitudinal objective: the students will realize the need for further research A. Internal/ Individual B. External a. 1. Age 2. Aptitude 3. Motivation and Attitude 4. Personality 5. Cognitive Style 6. Hemisphere specialisation 7. Learning Strategies 1. Learning and Teaching Contexts 2.Teaching a second language: Effects 2.1. Input and interaction: How these elements affect learning A.1. AGE AND L2 LEARNING • Effects of age on RATE of second language learning ΚAdults are superior to children in rate of acquisition ΚOlder children learn more rapidly than younger children ΚWith regards to morphology and syntax, the adolescents do best, followed by the adults and then the children ΚGrammar differences diminish over time, and children begin to catch up, but adults outperform children in the short term Κ Where pronunciation is concerned, adults do not always progress more rapidly than children do Thus: adults learn faster than children, and this is more applicable to grammar than pronunciation, although...
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...I gained a lot of learning and information about writing instructional objectives when our professor discussed about instructional objectives. I learned that writing your course goals and objectives are very significant because these will provide a lucid direction of what is expected from the students. The instructional objectives must clear and concise in a way that it used unnecessary words or extra information. Your objectives should be specific. As what I have learned, instructional objectives must include an action verb that specifies a learning outcome. Verbs in objectives must be measurable and observable. A complete instructional objective includes an observable behavior, an action verb specifying the learning outcomes, special conditions under which the behavior must be shown, and the performance level considered sufficient to demonstrate mastery. I have learned the difference between goals and objectives. Goals are broad and generalize statement. It is not observable and not specific while objectives are observable and specified. An instructional objective describes any special conditions in which the learning will take place. An observable learning outcome may take place at a particular time, in a particular place and also an instructional objective indicates how well the behavior is to be performed. As we go further in our discussion about instructional objectives, I have learned the Bloom’s Taxonomy as source of instructional objectives specifically the cognitive...
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...Academic Standards Students must maintain high academic standards in all their program activities. After attempting 12 credit hours, all students must maintain an overall grade point average (GPA) above 2.75 to be considered as making satisfactory progress. If a student’s overall GPA falls to 2.75 or below, the student and advisor are notified by the Registrar that the student is not making satisfactory progress. If the overall GPA of any student falls below 2.65, the Registrar will inform the student that all future registrations will be given grades only on a pass/fail basis unless the department Graduate Committee intervenes. If the overall GPA of any student falls below 2.5, the student is removed from the program unless the department Graduate Committee intervenes. Grade Point Average (GPA) Grades are assigned the following grade points: A = 4.0, B = 3.0, C = 2.0, D = 1.0 and F = 0.0. The grade point average is calculated as the sum of the products of the grade points and credit hours for each registered activity (including courses, independent studies, directed research, thesis research and dissertation research) in the average, divided by the total number of credit hours for all registered activities in the average. If a student takes the same course more than once, the course enters the GPA only once, the most recent grade received for the course being used in the average. A student’s overall GPA is calculated on the basis of all registered activities...
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...Wednesday April 2, 2014 MYT 1:32:48 PM Malaysian students are poor problem solvers, survey says BY PATRICK LEE Email Facebook 1K PETALING JAYA: When it comes to problem-solving, Malaysian 15year-olds are among of the world’s poorest, a survey by Programme for International Student Assessment (PISA) has determined. The 2012 survey conducted by the Organisation for Economic Cooperation and Development (OECD) found that more than one in five Malaysian students could not even reach basic levels of problem solving. Malaysia came in at 39th with a mean score of 422 points among the 44 countries surveyed. In comparison, Singapore topped the list of countries with 562 points. Malaysia’s score also put it below the OECD average of 500 points. The survey divided problem solving proficiency into six levels, with Level 6 being the highest and Level 1 being the lowest, though it was added that there was a level below Level 1. “... and in Uruguay, the United Arab Emirates, Montenegro, Malaysia, Brazil and Israel, more than one in five students do not reach this level (Level 1),” the report said. The PISA 2012 report said students proficient at Level 1 can only explore problems given to them in a limited manner. “In general, students at Level 1 can solve straightforward problems provided there is only a simple condition to be satisfied and there are only one or two steps to be performed to reach that goal.” According to the survey, students were given problems to explore and come up with...
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...Current Research IN READING / LANGUAGE ARTS Understanding Assessment: Putting Together the Puzzle SHEILA W. VALENCIA UNIVERSITY OF WASHINGTON, SEATTLE “No one test or assessment should be asked to serve all the assessment purposes. We need, at this point, a system made up of articulated components, glued together by their adherence to content standards and serving explicit purposes for assessment.” —National Council for Education Standards and Testing, 1992 discussions, and more. Now, 10 years later, we are hearing the same reminder (Brennan, Kim, WenzGross, Siperstein, 2001; Herman, 2001; International Reading Association, 1999). In fact, in July 2001 members of the National Education Association, the nation’s largest teacher’s union, endorsed a policy calling for a combination of standardized tests and other assessment tools such as teacher designed assessments when making important educational decisions (Blair & Archer, 2001). Assessment has always been a part of the educational landscape. However, because assessment can serve so many different purposes and can come in so many different forms, it has been confusing and, sometimes, it has been the subject of contentious debate. Unfortunately, as a result, many of us have come to view assessment as a necessary evil, a requirement rather than a helpful part of instruction. But assessment IS a critical part of instruction and it CAN be useful if we understand the pieces of the puzzle. As far back as 1992, when...
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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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...for B Bus (Mgt & Fin) 1.3 Subject/unit weighting: Indicated below is the weighting of this subject/unit and the total course points. |Subject Credit Points |Total Course Credit Points | | 4 |BBus(Accg) 96; BBus (Mgt & Finance) 96 | 1.4 Student workload: Indicated below is the expected student workload per week for this subject/unit: |No. timetabled hours/week* |No. personal study hours/week** |Total workload hours/week*** | |4 hours/week |5 hours/week |9 hours/week | |2 hour Lecture + 2 hour Tutorial | | | * Total time spent per week at lectures and tutorials ** Total time students are expected to spend per week in studying, completing assignments, etc. *** That is, * + ** = workload hours. 1.5 Mode of Delivery: This subject is delivered face-to-face. 1.6...
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...PYC4807 Assignment 03 Unique Assignment number: 739624 Name: Tanja Bohler Student Number: 30440351 Address: PO Box 17139 Dubai United Arab Emirates A Discussion on Psychological Assessment in Early Childhood. ASSIGNMENT 03 – PYC4807 – STUDENT NUMBER 30440351 Table of Contents Page 1. Introduction……………………………………………………………………………………………….. 2. Reasons for Assessing Young Children……………………………………………………….. 3. Tests for Infants and Preschoolers……………………………………………………………… 3 4 5 4. Factors of Childhood Assessment……………………………………………………………….. 6 4.1 Characteristics of the Child……………………………………………………….. 4.2 Social Context of Assessment……………………………………………………. 6 8 4.3 The Examination Context of Assessment…………..………………………. 12 4.4 The Test as a Method of Assessment….……………………………………… 14 5. Principles of Assessment……………………………………………………………………………… 15 6. Predictive Validity of Early Childhood Assessment………………………………………. 19 7. Ethical Considerations of Assessing Young Children……………………………………. 20 8. Conclusion…………………………………………………………………………………………………… 21 9. Maya’s Assessment……………………………………………………………………………………… 23 10. References………………………………………………………………………………………………….. 28 2|Page ASSIGNMENT 03 – PYC4807 – STUDENT NUMBER 30440351 1. Introduction Children develop at different rates and in different ways. Parents and caregivers who are concerned about a child's development would seek developmental assessment and intervention from a health professional in order to support that child to reach his/her maximum potential...
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...FAMILY NAME GIVEN NAME(S) ASSESSMENT COVER SHEET STUDENT ID TUTOR’S NAME TUTORIAL DAY/ TIME UNIT CODE ASSESSMENT TYPE Please tick one box DUE DATE Tutorial Assignment ASSESSMENT # Other TURN IT IN # If applicable If applicable DECLARATION I certify that: . . . . . . . . . . This assessment is my own work, based on my personal study and/or research; I have acknowledged all material and sources used in the preparation of this assessment, including any material generated in the course of my employment; If this assessment was based on collaborative preparatory work, as approved by the teachers of the unit, I have not submitted substantially the same final version of any material as another student; Neither the assessment, nor substantial parts of it, have been previously submitted for assessment in this or any other institution; I have not copied in part, or in whole, or otherwise plagiarised the work of other students; I have read and I understand the criteria used for assessment; The assessment is within the word and page limits specified in the unit outline; The use of any material in this assessment does not infringe the intellectual property / copyright of a third party; I understand that this assessment may undergo electronic detection for plagiarism, and a copy of the assessment may be retained in a database and used to make comparisons with other assessments in future. Work retained in a database is anonymous...
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...Chapter 1: Student Characteristics Understand Characteristics of Students with Disabilities Some students with disabilities pass through typical developmental milestones and express skills within an average range for their age group. Others show delayed growth at certain developmental milestones, and many students with disabilities experience challenges as they navigate through the school curriculum. It is critical that special education teachers know how to differentiate between typical individual differences among children without disabilities and differences that may indicate a disability that requires interventions and/or specialized designed instruction. In addition, special education teachers need to know the most common types of disabilities that students may experience and how those disabilities affect their ability to learn and their behavior in the classroom. Competency 1 thus focuses on the characteristics of typical and atypical human growth and development and the characteristics of students with various disabilities that special education teachers are likely to encounter. The test includes a wide range of multiple-choice questions that address Competency 1. * Questions on typical and atypical behaviors and abilities for children and adolescents at particular ages. * Questions on the types and characteristics of various disabilities. * Questions on the similarities and differences among students with and without disabilities. This competency encompasses...
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