...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 students are struggling. This allows students to identify what they have learned and understood and what they need to focus on. It also helps teachers to tailor instruction to the needs of the students. Formative assessment...
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...begin discussing formative and summative assessments, let’s first define assessment. According to Black and William, an assessment is a set of activities that teachers and students undertake to get information that can be used diagnostically to alter teaching and learning to meet student needs. This is, but not limited to: teacher observations, classroom discussion, interviewing/conferencing, and analysis of student work. The term assessment has such a broad meaning that understandably complicates the application of summative/formative assessing. It is the job of educators to decipher teaching and learning points that correlate with these two assessments. Formative assessments is any means by which a teacher figures out what students are and are not getting in the classroom. They provide feedback for the purpose of teaching and learning, but not for the purposes of grading (Garies, 2007). Summative assessment is a formal method of assessment, based on facts. This formal method confirms student knowledge about previously learned concepts or units of study, (i.e., high stake testing, state common core testing, and end of unit exams.) Formative assessment is part of the educator’s instruction, providing the student with constant constructive feedback to harness learning objectives. Formative assessments enable students to develop a sense of individuality within their studies and directs learning in the classroom. On the other hand, summative assessments result in definitive...
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...Chapter I THE PROBLEM AND ITS BACKGROUND Introduction Mathematics is a body of knowledge centered on such concepts as quantity, structure, space and change, and the academic discipline (Pierce 1879-1880). It is considered a necessary part of general education and has become a required subject in the curriculum across instructional level. In addition to general education, Mathematics contributes to more specialized education of various professionals like scientist, accountants, statisticians, engineer and other profession which rely heavily on accurate measurements and qualifications in order to understand better the studies they are conducting. Mathematics is definite, logical, and objective. The rules for determining the truth or falsity of a statement are accepted by all if there are disagreements, it can readily by tested. It is in contrast with the subject characteristics of other subjects like literature, social studies and arts (Salandanan, 2007). It deals with solving problems which are similar to all other problems everyone is confronted with. Mathematics is one of the most important subjects, must understand. It is thought by many as a difficult subject. Such perception is the result of the lack of exposure on the various topics on Mathematics. Nobody is born mathematician, yet everyone can learn it-and MASTER it (Lopez, Ato-Lopez, Valencia, 1997). This, through familiarity with the concepts, processes and types of mathematical problems coupled with constant...
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...Lianna Ghazaryan Mrs. Andrus Honors English - Period 5 9 November,2016 A Lesson Before Dying Summative A Lesson Before Dying tells a story of a young 21-year old man named Jefferson,a black field worker and uneducated.The story is set during the late 1940s in the community of Bayonne Louisiana.Jefferson is sentenced to die by execution for a crime that he didn’t do,and Grant Wiggins,is a teacher that wants to help Jefferson,but doesn’t know how.The main focus of the book is Grant’s and Jefferson’s relationship,Grant teaches Jefferson to be a man, but not a ‘‘hog’’,because he sees himself as one, because of his race. First, the author’s choice of words contributes to theme and conflict,the word “hog”,that shows...
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...to monitor students’ progress and adjust plans accordingly. Summative assessment, assessment of learning, is the assessment of students’ overall development...
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...performance are required. Formative Assessment This is designed to support the learner to develop and to provide feedback to the learner that will shape and teaching and learning process. The formative assessment is there to diagnose the problems and to make the learner more effective. Formative assessment happens informally and at all time, not this once. As a teacher you will look for clues like the following, listen when a group of learners work, look at a learner when he/she is writing an listen to a learner when he/she is reading.The formative assessment is used to diagnose, motivate and learn your learners. Summative Assessment: This assessment is the traditional mode of assessment where the teacher will make a judgment. They why the assemnet is done is by the form of a mark indicating the learner’s level of competence. The summative assessment is done at the end of the programme and is not a continuous assessment like the...
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...3. Comparison between summative and formative assessments Formative assessment gives feedback and information during the instructional process- during the learning that occurs. This type of assessment measures the learner's progress and also that of the instructor. The main focus of formative assessment is to identify areas that need help or improvement. These check the learning progress and the effectiveness of the teaching methods and activities. Types of formative assessments include observations, homework exercises, question and answer sessions, and student. Formative assessment occurs during a course or programme of study which the teacher implements. It is often informal. This shows effective learning and the need for modifications. Formative assessment is assessment for learning. Uses for formative assessment: •facilitates learning •determine whether learning has occurred •provide feedback on learners' progression, signs for improvement •diagnose needs/barriers of learning and changes needed to change the course/programme •current strategies and methods can be adapted and accommodating •monitors the learning process Summative assessment occurs after learning and provides information and feedback that summarises and concludes the teaching and learning process. Rubrics are designed with set standards and are communicated to learners before the task so they know what is expected of them. Grades are an example of the outcome of summative assessment to determine whether...
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...have different objectives, the extent to which managers will have discretion to pursue actions that are not consistent with shareholder wealth maximization is severely limited.” Critically evaluate this statement on the basis of wider literature and real-life examples and outline a range of options that are available to shareholders in addressing this issue. Overall word limit: 1,500 words maximum. YOUR COMPLETED ASSIGNMENT MUST BE SUBMITTED VIA DUO ONLY NO LATER THAN NOON ON 14 DECEMBER 2012. Note: this assignment is to be submitted solely via DUO upload. You should not submit a hard copy to the undergraduate office. These instructions apply only for the Corporate Finance formative assignment and not any other formative or summative assignments that you may be required to submit. Written assignments and dissertations/ business projects must not exceed the word count indicated in the module handbook/assessment brief. The word count should: * Include all the text, including title, preface, introduction, in-text citations, quotations, footnotes and any other items not specifically excluded below. * Exclude diagrams, tables (including tables/lists of contents and figures), equations, executive summary/abstract, acknowledgements, declaration, bibliography/list of references and appendices. However, it is not appropriate to use diagrams or tables merely as a way of circumventing the word limit. If a student uses a table or figure as a means of presenting his/her...
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...Comprehensive Classroom Technology Plan Introduction This Comprehensive Classroom Technology Plan details ideas and concepts that I wish to put into practice in my future high school classroom. This plan demands common sense and excellence and focuses on providing students information for them to become their own digital citizens. The categories of this plan include my mission and vision for my classroom, my communication plan for engaged groups in the educational community, classroom instructional technology integration ideas, digital assessment thoughts, technological ethics principles, and my reflection of this plan. Section One: Mission and Vision Statement Vision Statement My classroom will be a technology friendly environment that strives for academic, digital, and personal excellence. It will be a room of comfort, positivity, and collaboration with the cornerstone of respect. Mission Statement I will provide a technology friendly classroom environment by teaching students the proper use of technology, being open to technological developments and ideas (from students and outside sources), including technology in the curriculum and daily lessons, and ensuring they are capable of achieving the educational technology standards for their respective grades. We will foster comfort by using communication and collaboration and being open and understanding of the various needs within the classroom and that each person has unique strengths. I will integrate technologies...
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...COMMUNICATION AND EVALUATION IN PLANNING I. COMMUNICATION IN EDUCATIONAL PLANNING INTRODUCTION Educational planning is as old as state education, that is, much older than economic planning. Until comparatively recent times, however, educational planning was haphazard rather than deliberate, a matter for local rather than central government, concern with individual educational systems, and no effort was ever made to state the objectives that planning was supposed to satisfy. The Second World War change all that: the post-war explosion in the demand for education, the new interest in central economic planning, the obsession in growth rates with both developed and developing countries combined to promote a new attitude to the administration of education. Educational planning by the State with the purpose of promoting economic objectives is now as universally approved as economic planning itself. Consider the curious predicament of an educational planner who consults the fast-growing literature on the economics of education for guidance in making policy decisions. On the one hand, he is told to gear the expansion of the educational system to quantitative forecast of the demand for highly-qualified manpower. On the other hand, he is urged to project what id quaintly called. I.I GENERAL PRINCIPLES The issue of communication has been a subject of interest and curiosity ever since the beginnings of human society. It took centuries to explore the working...
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...technologically literate by the time they reach the eight grade. Evidence exist within the Houston County School District that A grant was written in 2009 requesting two million dollars to bridge the digital divide within our community. The grant was approved and a motion to coordinate a curriculum develop project has been accepted by the schools board committee. The goal of this project is to integrate technology among all middle schools that is at present an underserved community with limited access to technology. All stakeholders will be compiled into committees and a point of direct contact will be delegated for each group. After all decisions have been made and the implementation phase begins, the program will receive formative and summative evaluations that will continue to occur as for the duration of the program. Power in Technology The Houston County School District, plagued with a high crime rate, high unemployment, and extreme poverty, has found itself deficient of the skills needed to perform day-to-day-tasks. Many of the people in this community have been impacted by deficiencies passed down from generation to generation. For example, some of the women who currently receive governmental assistance (public housing, welfare and food vouchers) are descendents of those who received the same assistance. This sometimes extends as far back as 4 generations. With this taken into consideration the Houston County School District (HCSD) has hired, Bridgett Standring...
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...Not Recorded | Formative & Summative Assessment ** Note: For quizzes, the best 4 out of 5 count for a total of 20%). No deferred quizzes | 1 | 29 February | Topic 1 - Introduction | CMD ***Chapter 28 (not 28.3 or 28.4) | No Workshop | No Assessment | 2 | 7 March | Topic 2 - Regulation | Carlon Chapter 1 | Introduction | Formative - Practice Quiz topic 1and 2 | 3 | 14 March | Topic 3 - Financial Statement Analysis | Carlon Chapter 12 | Regulation | Formative - Practice Quiz Topic 3 | 4 | 21 March | No classes this week | Summative Quiz 1 – topics 1 and 2 Opens 21/3 10am Closes 22/3 10am | Mid-semester Break: 25/3 to 3/4 | 5 | 4 April | Topic 4 - The Recording Process | Carlon Chapter 2 | Financial Statement Analysis | Formative - Practice Quiz Topic 4 | 6 | 11 April | Topic 5 - Accrual Accounting Concepts | Carlon Chapter 3 | The Recording Process | Formative - Practice Quiz Topic 5 | | | | | | Summative Assignment Part A DUE 15/4 4pm through turnitin (15%) | 7 | 18 April | Topic 6 - Inventories | Carlon Chapter 4 and 5 | Accrual Accounting Concepts | Summative Quiz 2 – topics 3 and 4 Opens 18/4 10am Closes 19/7 10am | 8 | 25 April | Topic 7 - Accounting Information Systems | Carlon Chapter 6 | Inventories | Formative - Practice Quiz Topic 6 | 9 | 2 May | Topic 8 - Cash Part 1 | Carlon Chapter 7 (not pages 422 -428) | Accounting Information Systems | Summative Quiz 3 – topics 5 and 6 Opens...
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...Formative and Summative Assessment (Journal 1) By: Cinthia Herrera Edu: 645 Learning and Assessment for the 21st Century Instructor: Amy Peterson July 29, 2013 In comparison of the formative and summative assessment is that, they are both part of the broad assessment process which may span for days, weeks, a full semester, an entire school year or even longer. When it comes to formative and summative assessment teachers traditionally have not been well trained and this is because they believe these activities are supplemental or peripheral to the instruction process (Kubiszyn & Borich, 2013). These two assessments are only tools and can both be poorly designed, misused unintentionally, and impair their usefulness if abused intentionally. Both, Formative and summative assessment can be referred to as single measures that yield results at a single point in time in a classroom, and they are both a part of an assessment process to help make educational decisions (Kubiszyn & Borich, 2013). In contrast summative assessment are lengthy and are used to assign grades, evaluate curriculum effectiveness, assess annual gains in student, school, and district academic improvement. This assessment is good to inform about broad achievement trends after instruction has been completed. Summative is not a useful tool if the purpose of testing is to evaluate the effectiveness of instruction on a day-to-day basis. It is also not designed to be sensitive to small specific changes...
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...the discussion of formative assessment in the classroom. It will do so by focusing on four discussions: (1) Describe how formative assessment is used in a class. (2) Explain the role psychometric models play in the creation of your assessment. (3) Explain the use of observational situations in formative Assessment. (4) Discuss expected challenges in your assessments, and how could they be addressed. These discussions will bring forward why understand the basics in understanding formative assessment and will generate a stronger role for an educator in dealing with today’s students. FORMATIVE ASSESSMENT 3 Description of how Formative Assessment is used in a class Formative assessments are basically the complete opposite of summative assessments, in where they are used on a daily basis in classroom instruction and not based upon reviewing students’ academic process periodically. Formative assessments are designed to help the instructor to determine what the students know, how to modify the instructional material to better aid the students comprehension, to help create more appropriate material, and better inform students of their own learning progress (Garrison, et. al, 2007). And, depending upon what type of material the teacher is responsible in instructing, there are several different facets the teacher can use in formative assessment, such as observation, worksheets, pop-quizzes, use of journals, projects, and / or exams. This type of assessment is critical from...
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...Collaborative Learning Community: Three Reading Lesson Plans Grand Canyon University EED 475 3/12/2013 Lesson 1 Standards: • 2.1Understand how text features (e.g., format, graphics, sequence, diagrams, charts, maps) make information accessible and usable. • 2.2 Analyze text that is organized in sequential or chronological order. • 3.2 Identify the main problem or conflict of the plot and explain how it is resolved. Grade: 5th Theme: Reading intervention Lesson Topic: Charlotte’s Web by E.b. White Objectives: • Students will read Charlotte’s web and collect main ideas, events, and characters. • Students will work in collaborative learning groups to create a timeline which will include characters, and events. • Students will support their ideas with text evidence and research. Learning Strategies: Direct instruction, Collaborative learning, and Explicit instruction. Key Vocabulary: Commotion, Masterpiece, Conspiracy, Exertions, Gullible, Specimen, Morsel, Phenomenon, Pummeled. Materials: large piece of construction paper, crayons, color pencils, notebook, and pencil. Motivation: The teacher would have assigned the class to read Charlotte’s web by E.b. White. The teacher would ask: 1. How many of you have read a book but didn’t know how one event lead to the other? 2. How can we keep track of event and ideas in a book that are important as we read? The teacher will then model how students will use their writing...
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