Re-imagining the assessment of school-based practice

How can we effectively tell whether learners have acquired, and can exhibit outcomes that were initially established for them, and instructions tailored to? This question leads to assessment of learning outcomes or instructional results. It is for instance held that an outcomes-based approach to this requires assessment, in authentic ways, of what is considered to be most important of students' attainments. Unfortunately, the use of inappropriate assessment/test items/instruments is a widespread phenomenon and has become a practice/malpractice most urgently in need of improvement. To ensure such improvement is to satisfy the most important criteria in assessment/test administration; validity. The prevailing assessment culture is however still steeped in the preoccupation with reliability. This is due to the notion that for an assessment to be reliable it must first be valid, and the subsequent assumption that the reliability of an assessment invariably ensures its validity, as there is no structured/formulaic way of determining validity. It is however known that an assessment can be reliable without necessarily being valid. This paper therefore attempts to fill this validity void, by presenting two well-structured models/flowcharts; one, for verifying the validity or usefulness/appropriateness of assessment items and the other for the construction/writing of valid/appropriate assessment items.

Cambridge Scholars Publishing, 2018

This chapter analyzed the framework of the Understanding by Design (UbD) in the assessment of learning outcomes. Through the use of an exploratory design of research, sample test items from different levels of cognitive, affective, and psychomotor domains of learning are exemplified in both traditional and alternative forms of assessment. The use of psychological theories serve as bases in the creation of assessment tools in the intended learning outcomes. This chapter is useful for novice teachers and practitioners in crafting better assessment tools for effective learning.

Requests and inquiries concerning these rights should be addressed to: Office for Learning and Teaching Department of Education GPO Box 9880, Location code N255EL10 Sydney NSW 2001 <[email protected]> 2014 ISBN 978-1-74361-951-3 [PDF] ISBN 978-1-74361-952-0 [DOCX] ISBN 978-1-74361-953-7 [Print] Assuring Learning Outcomes and Standards iii

Background LO Checklist

OBJECTIVES 1. To understand assessment in the outcomes-based curriculum: its nature, purposes, process and implementation in the classroom 2. To explore the emerging trends in classroom assessment. 3. To develop high-quality classroom assessment 4. To develop Table of Specifications in preparation for a classroom test 5. To construct and administer classroom tests. 6. To design scoring rubrics. for performance-based tests.

2020

Historical fiction has at its very foundation the presentation of history. It is a version of history, recounted from the perspective and experience of fictional and non-fictional characters during a particular time period. This thesis is based on the premise that popular historical fiction can provide unique insight to complement the reader&#39;s historical literacy. It lays bare the foundations of historical writing and its role in representing history. The focus of this work is the initial trilogy of Diana Gabaldon&#39;s Outlander book series, namely Outlander (1991), Dragonfly in Amber (1992), and Voyager (1993). This thesis argues that the historical milieu described in the books, affords the reader a singularly realistic and encompassing view of the era surrounding the Jacobite Rising of 1745. The representations of Scotland and the political situation involved in the Rising, introduce the most significant historical figures of the time, and include the 18th century attitudes ...

The research entitled with " Integrated System for Efficient Human Resource Information Usage and Management: In case of Debre Markos University " focuses on choosing the best information systems integration approach and automating the human resource management (HRM) tasks. In the walk-through, an integrated human resource information management system (IHRIMS) is developed for the university by choosing business process integration oriented application integration (BPIOAI) approach. The IHRIMS integrates campus, office, department and college, job and vacancy, selection and recruitment, employee profile, employee attendance, employee leave, employee efficiency, employee position, study leave agreement and file management subsystems. The system uses central database to hold and provide consistent human resource management information for authorized users. This helps the users to have effective communication, do their jobs properly, make appropriate work analysis and decision. In general the new system improves satisfaction of stakeholders, makes resource utilization more efficient which in turn enhance the university productivity and competitiveness.

مواد و فناوری های پیشرفته, 2017

In this study, alumina-iron composites have been prepared by slip casting in order to provide gradient iron in alumina. 5 wt.% of iron was used under the magnetic fields by the magnitude of 0.8 and 0.08T. Two dispersants were examined as the dispersing agent using 70, 75 and 80 wt.% of solid loading in slips. Samples were sintered in a microwave oven at the temperature of 1350˚C and 1450˚C for 30 minutes, at 1500˚C for 1 minute, and in a conventional tube oven at the temperature of 1485˚C for 2 hours using argon gas. The apparent and optical microscope pictures of green and sintered samples revealed that using PCN and 70 wt.% of solid loading under the mild magnetic field results in the best sample regard as density (3.7 g/cm 3), strength (82.7 MPa) and iron gradient.