...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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...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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...he Use of Assessment Methods and the Impact on English Language LearnersT April 30, 2014 Testing English Language Learners (ELL’s) in our district is a very huge process. When students first enroll, whether it is kindergarten or high school, the parents or guardians are required to fill out a home language survey. Based off the answers the parent/guardians provide determines if the student goes to central registration for testing. If the child is found to be of having more than one language they go for testing. The testing that the student goes through is the World –Class Instructional Design Assessment (WIDA). The WIDA method was adopted in 2008 for the entire state of Virginia. The WIDA is comprised of a series of tests ranging from spoken, written, and listening skills. The instructor who gives the test then gives the child a score on the range of one to six. These scores are directly correlated to the ELP Standards, (www.pwcs.edu/ESOL), our state has adopted. Once the WIDA is given, it gives the upcoming or current teachers a score in reading, writing, fluency, speaking, and listening. From those areas it also gives us a composite score. The composite score is what the ELL teachers use to group their students for instruction. These scores give us teacher’s valuable information in how we should instruct our children and how they should be assessed. We know if a child is at the beginning level...
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...school placement I collected data, used different assessment methods, gathered feedback from student, had several discussions and reflected on my own practice. I used this research to form the evidence for findings and conclusions. 1. Questioning – Key assessment method I improved my questioning techniques which has resulted in a better learning environment for the students and improved my teaching. There are several different sources of evidence for this claim; firstly this is something that has been mentioned by my tutors, saying that my questioning was “good teaching methodology and …. Method of ongoing assessment” (Appendix 3.7), and “questioning again using probing and scaffolding techniques to elicit feedback and encourage elaboration allowed you to identify gaps in students' knowledge” (Appendix 3.4). I got feedback from the students through the teacher after I had left and they mentioned that my question...
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...Lesson 17: Assessment in a Constructivist, Technology-Supported Learning Lesson 17: Assessment in a Constructivist, Technology-Supported Learning SUMMARY: WHAT IS ASSESSMENT? It is the process of making some evaluation; the act of assessing. WHAT IS CONSTRUCTIVIST THEORY? Constructivist theory is a theory to explain on how knowledge is constructed in the human being when information comes into contact with existing knowledge that has been developed by experiences. Constructivism as a theory of learning has existed for over one hundred years but has no been widely accepted or applied in public schools.this theory is just a posed of behavioral theory. WHAT IS TECHNOLOGY-SUPPORTED LEARNING? It is used to encourage students especially in facilitating student centered learning activities. It is more than technology enhance instruction. It recognizes that learning is supported in many different ways, even if there is no formal teaching involve. Students study and learn based on the way they are tested. The type of assessment anticipated appears to influence how and what they learn. therefore, the quickest way to change the way students learn is to change the way learning is assessed. In a technology-supported classroom, the student learns from and with the technology. Technology is seen as a source of information that the students learn from in the same way that the teacher are the source of information.. the students master facts from the concepts...
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...COURSE: RESEARCH 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...
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...& Practices of Assessment ------------------------------------------------- Principles and Requirements of Assessment The Functions of Assessment Varieties of Assessment It's been said that in life, timing is everything. As in life, assessments performed at crucial times in the learning process can spell the difference between gathering data to evaluate students and using assessments to enhance learning. Based on timing and purpose, four functions of assessment data are: * Formative Assessment provides diagnostic feedback to students and instructors at short-term intervals (e.g., during a class or on a weekly basis) * Summative assessment provides a description of students' level of attainment upon completion of an activity, module, or course * Evaluative assessment provides instructors with curricular feedback (e.g., the value of a field trip or oral presentation technique) * Educative assessment Integrated within learning activities themselves, educative assessment builds student (and faculty) insight and understandings about their own learning and teaching. In short, assessment IS a form of learning. At its most useful, educative assessment (sometimes termed active assessment) is an episode in the learning process; part of reflection and autobiographical understanding of student progress. Diagnostic and Formative Assessment Diagnostic Pre-Assessments Diagnostic assessments (also known as pre-assessments) provide instructors...
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...|COMPETENCY-BASED CURRICULUM |[pic] | |[pic] | |Sector: | |INFORMATION AND COMMUNICATION TECHNOLOGY | |Qualification: | |COMPUTER HARDWARE SERVICING NC II | |[pic] |Technical Education and Skills Development Authority | | |East Service Road, South Superhighway, Taguig City, Metro Manila | TABLE OF CONTENTS Page A. COURSE DESIGN 1-5 B. MODULES OF INSTRUCTION 6-73 • Basic Competencies 6 o Participating in workplace communication ………………… 7-10 o Working in a team environment ……………….... 11-13 o Practicing...
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...Methods for Documenting Student Progress Strategies for Assessing and Keeping Records in the Classroom Documenting and keeping records of student progress through the use of rubrics, anecdotal records, and portfolios ensures well rounded grading practices. There are many methods for documenting student progress. There isn’t a single way that can be used for all subjects. Each subject, each assignment warrants its own method of grading or documentation depending on what the grade level expectation consists of. Using traditional grading methods, rubrics, portfolios and anecdotal records make for a wellrounded assessment practice. Using these assessment practices in combination allows for a better look at a student’s progress with standards. You will no doubt use traditional multiple choice, fill in the blank, true or false type assessments but for those assessments that aren’t nearly as straightforward, other methods are necessary. Anecdotal Records Anecdotal records are a great way to document student behaviours and academic progress over time. They can be useful in diagnosing a student’s difficulty in a particular subject area or simply to show mastering of a standard. Traditionally the teacher will take brief notes on a student’s interactions within the classroom with subject matter and peers. By keeping such notes, the teacher has a point of reference for the planning of how instruction as well as an additional tool for communication to parents of their child's...
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...COMPETENCY-BASED CURRICULUM |[pic] | | |[pic] | |Sector: | |INFORMATION AND COMMUNICATION TECHNOLOGY | |Qualification: | |COMPUTER HARDWARE SERVICING NC II | |[pic] |Technical Education and Skills Development Authority | | |East Service Road, South Superhighway, Taguig City, Metro Manila | TABLE OF CONTENTS Page A. COURSE DESIGN 1-5 B. MODULES OF INSTRUCTION 6-73 • Basic Competencies 6 o Participating in workplace communication ………………… 7-10 o Working in a team environment ……………….... 11-13 o Practicing career professionalism .……………. 14-17 o Practicing occupational health and safety procedures...
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...As a teacher may not allow a single learning method others may provide multiple learning strategies with their students. (Wiles, & Bondi, 2007) This is an attempt for the classroom teacher to develop a teaching style or strategy that works best. As instructional programs and curriculums become more difficult as society and communities change school systems too must keep up with these changes. For this reason a review of educational researchers would be appropriate in order to evaluate how their ideas can assist in modernizing the teaching experience, and improve school systems. Larry Ainsworth This author concentrated his efforts in the area of Common Formative Assessments which is the hallmark of standards-based assessments systems for school districts. What are common formative assessments and what does this mean for a school system? These are periodic or provisional assessments that are a collaboration in designed by grade-level or courses. Usually these efforts are divided in teams of teachers, and are administered to all students by grade level or courses. This is repeated several times during the school year as determined by quarters, semesters, trimesters, or the whole school year. These assessments are a matching pre- and post-assessments which ensure same assessment to same-assessment comparisons to one-another. Together, they are comparable in design and arrangement from school district and by state assessments as well....
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...Unit 305 Understanding assessment in education and training 1.1 explain the purpose of types of assessment are used in education and training Initial- to allowed to learn about the learner at the beginning of the course Formative- to asses as the student learn Summative- final assessment and feed back 1.2 describe characteristics of different methods of assessment methods in education and training Observation, questions and answers, group discussions, role plays 1.3 compare the strengths and limitations of different assessment methods in relation to meeting individual needs Observation- I can see what the student is doing but is also could take up time Questions and answers- I will understand the progress of the students learning but it could be that the...
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...Assessment is a valuable tool to measure students learning and achievement. It is an essential element for teacher to reflect on what and how they teach. To assess students is to collect evidence of their learning. Teachers use the information to modify their lesson plans and adjust their instructional methods; students need feedback on their performance to concentrate on their vulnerable areas. Assessment is necessary for parents to reinforce their children strength and assist them where extra attention is required. The data collected will inform school administration the parts of improvement that both teachers and students needed and for the state and federal levels, as is important to determine if additional funding is necessary to assist students in their learning and achievement. To provide the suitable service and achieve optimal result, teachers and administrators must identify their ELL students and place them in classroom that best fit with their abilities. In an interview conducted with Miss Fabiaschi, an academic dean at a charter school in my district, she said that at her school parents are providing information on home language on the application. Then they use the CELDT (California English Language Development Test) to determine which level of English proficiency for their students. She added, there are two types of ELLs, the new enrollments, which are kindergartens who enroll in school for the first time or students of higher grade levels who transferred from...
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