...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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...Inflation: C is the new A Have you ever wondered why your grade has been different from a friend or classmates’ when you both have studied the same material in the same class? Could it be that one of you is a better student or that your instructor is participating in grade inflation? Hopefully by the end of this paper you will have a better understanding of this growing phenomenon. Merriam-Websters dictionary (Merriam-Webster, 2015) defines grade inflation as a rise in the assignment of a grade that previously would have received a lower one. There have been some studies in the past few years regarding grade inflation in American universities and colleges and the affects it might be having on a student’s grade point average (GPA) and on the institutions grading system itself (Abbott, 2008) (Jewell & McPherson, 2012) (Miller, 2014). Some studies have shown that the trend of grade inflation started in the 1960’s (Jewell & McPherson, 2012). A popular theory is that the Vietnam War, which was highly unpopular at the time, played a major role in grade inflation (Miller, 2014). It is believed that sympathetic college professors gave their students higher grades to keep them from being drafted into the military. By having the students keep a higher GPA the students were then able to keep their draft deferments, thus allowing them to avoid the draft and prevent them from being deployed to Vietnam (Miller, 2014). After the Vietnam War the average GPA seemed to stabilize itself...
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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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...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 and communicate information about student progress and achievement. • The teacher analyzes the relationship between his or her instruction and student learning in order to improve teaching practice. Your Assignment You are required to teach a comprehensive unit. Your instructional goals and objectives...
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...formal formative assessments were planned. The diagnostic assessment planned for LE1 is a formal formative record sheet aligned to the outcomes in Stage 1 and will be used to assess students’ prior knowledge of the topic. Diagnostic assessments provide the teacher with critical information, such as prior knowledge and misconceptions that can be used to guide future learning experiences and differentiate learning (Ontario Ministry of Education, 2010, p. 38). Next, a mid–unit summative assessment was planned for LE5 to check student progress towards the learning outcomes. This summative assessment will help gauge student understandings and inform future learning experiences;...
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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 learning, teaching and assessment experience This assignment is a written account of a learning, teaching and assessment experience within a clinical setting. It considers how the mentorship of a student can be influenced by the learning experience. It also discusses the learning, teaching and mentorship theories and considers the principles of an assessment. It will look at the reliability, validity and different factors that may influence the learner’s needs. It will reflect on the responsibilities and boundaries of the mentor and discuss the legal, ethical and professional accountability. The clinical setting as a learning environment will be analysed and the effectiveness of the roles and responsibilities of a mentor will be discussed. Finally, the importance of effective teamwork within a clinical setting environment will be examined. To comply with the Nursing and Midwifery Council (NMC 2008) all confidential information will be withheld and names changed. According to the NMC (2006) students on an NMC approved pre-registration nursing course must be supported and assessed by a mentor. The mentor must be registered on a local register and must demonstrate their knowledge, skills and competences on an ongoing basis. As a qualified nurse the NMC (2008) also states “you must facilitate students and others to develop their competences”. Student nurses in their final year of study are allocated placements within the community setting every six months. Most students...
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...Explain the role of Assessment in teaching and learning process. 1.1 Explain the function of assessment in learning and development. “Assessment is a way of finding out if learning has taken place. It enables you to ascertain if a student has gained the skills, knowledge and/or attitudes needed at a given point towards their programme of learning”. Gravells (2010 page 110). It is primarily a gauge for the teacher and student to be able to measure progress against set criteria. Assessment can be broken down according to its purpose, that of assessment for learning, assessment as learning, assessment of learning and evaluation. Assessment for learning may begin with initial and diagnostic assessments where a teacher can learn from a student any previous learning/study that will assist in the forthcoming teaching. This can take the form of testimonies from previous teachers, portfolios, certificates and conversation. This will allow the teacher to identify a starting point and capability of a student to achieve the required outcome in the learning they are about to perform. In my own role of teaching Professional Updates the students will present a workbook linked with the coming PU lesson which they will have completed prior to the PU training. I will examine and mark the workbook to check on their knowledge and understanding. This will give me an indication of a student’s strengths and weaknesses before the training commences and allows me to tailor the lesson plan to...
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...My Assessment Philosophy I believe assessment should be embraced by educators and used as a tool to guide students towards academic success. Assessment is a vital part of the teaching and learning process. The assessment of prior knowledge, diagnostic assessment, helps highlight students’ understandings and misconceptions. Diagnostic assessment, assessment for learning, is also the starting point of planning process. Assessment is a process that should be put in place throughout the teaching and learning process, formative assessment. Formative assessment, assessment as learning, allows educators to monitor students’ progress and adjust plans accordingly. Summative assessment, assessment of learning, is the assessment of students’ overall development...
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...1.1 Analyse how types of assessment are used in lifelong learning Assessments should be a regular process; it might not always be formalised, but you should be observing what your students are doing, asking questions and reviewing their progress throughout their time with you (Gravells 2012). It Is a way of finding out if learning has taken place .It enables to ascertain whether the student has gained the required skills, knowledge and attitudes needed at a given point towards their programme of learning. Assessment is not another term for evaluation: assessment is of the students whereas evaluation is of the program. Assessment is specific towards student’s achievements and how they can improve. Assessment are internally or externally set. Assessment types There are three types of assessment used in lifelong learning sector depending upon the subject and the requirements. They are Initial Assessment, Formative Assessment and Summative Assessment. Initial Assessment This is the formal way of ascertaining student’s prior skills and knowledge of the subject to be taken and whether they have any specific needs. Initial assessments will help to identify any particular aspects which may otherwise go unnoticed and also ensuring equality and diversity are met. Initial assessment will give information regarding about students, for example, any specific assessment requirements or needs they may have, their learning style or any further training and support their need. ...
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...Joseph 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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...(R) CIFS PYP Assessment Policy Assessment in the PYP PYP Definition: Assessment is the gathering and analysis of information about student performance. It identifies what students know(knowledge), understand(concepts), can do(skills) and feel(attitudes/action) at various stages in the learning process. It is the means by which we analyze student learning and the effectiveness of our teaching and acts as a foundation on which to base our future planning and practice. It is central to our goal of guiding the child, from novice to expert, through the learning process. (Primary Years Program Assessment Handbook, January 2000. © International Baccalaureate Organization) Assessment is an integral part of the PYP curriculum which is the sum total of learning and teaching in schools. It is made up of three closely interrelated components. The written curriculum or What do we want to learn? The five essential elements: knowledge, concepts, skills, attitudes and action which the school identifies in the written curriculum. The taught curriculum or How best will we learn? The teaching strategies which will best support the types of learning that the programme seeks to promote. The assessed curriculum or How will we know what we have learned? Approaches to assessment, recording and reporting. (Making the PYP Happen: Figure 3, September 2000. © International...
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...for Purpose in the Assessment of Learning: students as stakeholders Liz Mcdowell & Kay Sambell To cite this article: Liz Mcdowell & Kay Sambell (1999) Fitness for Purpose in the Assessment of Learning: students as stakeholders, Quality in Higher Education, 5:2, 107-123 To link to this article: http://dx.doi.org/10.1080/1353832990050202 Published online: 05 Nov 2010. Submit your article to this journal Article views: 201 View related articles Citing articles: 9 View citing articles Full Terms & Conditions of access and use can be found at http://www.tandfonline.com/action/journalInformation?journalCode=cqhe20 Download by: [US International University - Africa] Date: 13 July 2016, At: 06:23 Quality in Higher Education Vol. 5, No. 2, 1999 107 Fitness for Purpose in the Assessment of Learning: students as stakeholders Downloaded by [US International University - Africa] at 06:23 13 July 2016 LIZ MCDOWELL & KAY SAMBELL Centre for Advances in Higher Education, University of Northumbria, Coach Lane Campus, Newcastle upon Tyne NE7 7XA, UK ABSTRACT A fitness-for-purpose approach to determining the quality of assessment practices in higher education requires the consideration of the perspectives of a range of stakeholders including students. Empirical data from case studies of assessment in practice are used to illuminate the student stakeholder viewpoint. Students judge assessment in terms of its effects on learning and motivation; the...
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...Assessment is defined as "The use of a variety of procedures to collect information about learning and instruction." (Johnson, 2013) It is a crucial part of instruction. In asking students to demonstrate what they have learned we are then able to evaluate if the educational goals and standards are being met. It can affect decisions about grades, instructional needs, curriculum, placement, advancement and in some cases even funding. It inspires three important questions. "Are we teaching what we think we are teaching?" "Are students learning what they are supposed to be learning?" "Is there a better way to teach the subject, thereby promoting better learning?" (Edutopia, n.d.) There are two basic assessment types, summative and formative. Each has a distinct purpose and answers certain questions about student learning. We will discuss these later in this treatise. It is the teachers' responsibility to interpret these assessments and utilize the data for meeting student need, tailoring the content of curriculum and lessons, and, of course, assessing student progress. Teachers must take an active responsibility for achieving a balance between assessments and content. Both summative and formative assessments contribute to the measurement of broader progress on assessment goals. Formative assessment is commonly known as "assessment for learning". It focuses on monitoring student response to and progress in instruction as well providing information to teachers about where...
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...who assesses students’ needs, to help facilitate the learning process in a practical setting. Chambers and Wall (2000) suggest that a good mentor should include qualities of honesty, enthusiasm, trust, patience, knowledge, experience and empathy. They should also be able to have a non-judgmental attitude and good interpersonal skills. For this mentorship course I have been allocated a second year child branch student. She has had little to no experience working with neonates, but has worked on a children’s ward. Her placement will last 10 weeks and she has been allocated 2 mentors. For the first week of her placement she worked with me solidly. Kenworthy and Nicklin (2000) suggest that the more comfortable and secure a student feels within the placement environment, they are more likely to have a positive experience. Honey and Mumford (1992) express that if you teach according to a specific learning style, preferred by the student this creates a tailored learning experience. They suggest that it’s important to tailor your teaching to the style your student prefers for them to have the best learning experience possible. They also describe learners as activists, pragmatists, theorists or reflectors. Honey and Mumford (1989) researched that many students were a combination of these styles but normally one of them stands strongest. When first meeting my student I took into account the learning styles depicted by Honey and Mumford (1989) to try and teaching my student in the best...
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