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Components & Types of Assessment methods
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Meaning and objectives of lesson planning are explained in detail
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This slide have the Concept of Test, Attributes of a good Test, Characteristics of a Good Test, Types of Test, and the Concept of Blue-Print.
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Meaning and Definition - Measurement , Assessment and Evaluation – Role of Assessment in Learning – as learning, for learning, of learning – Formative and Summative Assessment – Purposes of Assessment – Principles of Assessment Practices – principles related to selection of methods for Assessment, collection of Assessment information, judging and scoring of student performance, summarization and interpretation of results, reporting of Assessment findings.
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Meaning and objectives of lesson planning are explained in detail
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Dr. Harpal Kaur
This slide have the Concept of Test, Attributes of a good Test, Characteristics of a Good Test, Types of Test, and the Concept of Blue-Print.
Construction of test
Construction of test
Abid Nazir
Achievement test
Achievement test
Achievement test
Fatin Idris
Meaning and Definition - Measurement , Assessment and Evaluation – Role of Assessment in Learning – as learning, for learning, of learning – Formative and Summative Assessment – Purposes of Assessment – Principles of Assessment Practices – principles related to selection of methods for Assessment, collection of Assessment information, judging and scoring of student performance, summarization and interpretation of results, reporting of Assessment findings.
Basics of Assessment
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Assessment of Children with Special Needs
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Feedback Types of feedback ADE course classroom assessment prepared by Zulfiqar Behan
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Topic: Formative and Summative Assessment Student Name: Abdul Hafeez Class: B.Ed. Hons Elementary Part (II) Project Name: “Young Teachers' Professional Development (TPD)" "Project Founder: Prof. Dr. Amjad Ali Arain Faculty of Education, University of Sindh, Pakistan
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Topic: Measurment, Assessment and Evaluation Student Name: Amna Samo Class: B.Ed. Hons Elementary Part (II) Project Name: “Young Teachers' Professional Development (TPD)" "Project Founder: Prof. Dr. Amjad Ali Arain Faculty of Education, University of Sindh, Pakistan
Measurment, Assessment and Evaluation
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Overview of Assessment It is an integral part of instruction, as it determines whether or not the goals of education are being met. 3 criteria of assessment Validity Reliability Practicality (Farhady,2012) Assessment Assessment information is needed by administrators, teachers, staff developers, students, and parents to assist in determining appropriate program placements and instructional activities as well as in monitoring student progress. (O’Malley,1994) Assessment Purposes of ELL Students Screening and identification Placement Reclassification or exit Monitoring Student Progress Program Evaluation Accountability (O’Malley,1994)
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Topic: Formative and Summative Assessment Student Name: Abdul Hafeez Class: B.Ed. Hons Elementary Part (II) Project Name: “Young Teachers' Professional Development (TPD)" "Project Founder: Prof. Dr. Amjad Ali Arain Faculty of Education, University of Sindh, Pakistan
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Topic: Measurment, Assessment and Evaluation Student Name: Amna Samo Class: B.Ed. Hons Elementary Part (II) Project Name: “Young Teachers' Professional Development (TPD)" "Project Founder: Prof. Dr. Amjad Ali Arain Faculty of Education, University of Sindh, Pakistan
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The file here deals with the techniques of assessment which includes Observation Schedule, Rating Scale, Performance Test, Achievement Test, Attitude Scale, etc. This would help the would be teachers and teacher educators immensely. The author is an Assistant Professor of Siliguri Terai B.Ed. College, Darjeeling.
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Details: This assignment is a presentation that allows you to apply what you have learned in this course, as well as strengthen your presentation skills. Introduction Provide an overview of the portfolio. Professional Presentation 1. Choose a topic from the course and define an audience (e.g., educators, administration, parents, students, legislators) for the presentation. 2. Design a professional presentation in the format of a PowerPoint, workshop, or video. Within the presentation, include specific evidence from coursework that demonstrates mastery of understanding in the following areas: foundations and models (EBD), assessment, causes, facets, interventions, and teaching strategies for students with EDB. 3. Conduct the presentation with at least one member of your SPED team. Obtain feedback from participant(s). On the last slide before the reference page, include a summary of the feedback you received.. Include the strengths and areas of improvement. https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=9501235198&site=ehost-live&scope=site http://www.ed.gov/about/offices/list/osers/index.html http://www.ccbd.net http://www.eric.ed.gov/ http://www2.ed.gov/offices/OSERS/Policy/IDEA/index.html https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=17308777&site=ehost-live&scope=site http://files.eric.ed.gov/fulltext/ED386854.pdf Assessment and Evaluation of Students With EBD Introduction Ambiguity and difficulty in defining emotional/behavioral disorders (EBD) causes the numbers of students with EBD to vary widely. Often this group can be the most under-identified category in a school. As stated in the previous lecture, factors causing students to exhibit emotional and behavioral disorder can be from five different theoretical frameworks, including biological, psychoanalytical, behavioral, phenomenological, and sociological/ecological (Smith, Polloway, Patton, Dowdy, 2004). The aforementioned factors may lead to numerous disorders that are all classified under the heading of emotional disturbance . The debate ranges over which assessments to use and why. The purpose of assessment is not only to identify the disabilities but also to use that information to create a more individualized program for intervention and remediation. "Assessment of problem behaviors requires that the team collect and interpret functional information from a variety of sources" (Yell, Meadows, Drasgow, & Shriner, 2009, p. 76). These assessments include both formal and informal types, and the mandated team determines eligibility. Overall, when considering students with ED, there are times when the team must determine if the behaviors are truly manifestations of students' disabilities in order to protect them from some disciplinary measures such as suspension and expulsion. No matter what assessments are used, there needs to be clear-cut guidelines and procedur.
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