81. Bristol University - Teaching Support Unit - Assessment Alignment provides the basis for an effective assessment system. Electronicjournal devoted to teaching and learning in higher education inclucing a http://www.bris.ac.uk/tsu/tllinks/assessment_html

skip menus Online support for teaching contacts help ... Using technology ASSESSMENT COURSE DESIGN QUALITY ASSURANCE University home Teaching Support Unit Assessment Assessment General guidance Advice from James Atherton » See website: http://www.dmu.ac.uk/%7Ejamesa/teaching/marking.htm Assessment: A Guide for Lecturers This guide is designed to help lecturers to review, refresh and refine approaches to assessment. It is based upon the theme of alignment between intended learning outcomes, assessment tasks, criteria, marking and providing feedback. Alignment provides the basis for an effective assessment system. The guide is located on the LTSN website as a RTF document. » See website: Social Work and Policy LTSN (SWAP Detailed introduction with examples and case studies from that subject area » See website: http://www.swap.ac.uk/learning/assessment1.asp Higher Education Academy guide to assessment for lecturers This guide is designed to help lecturers to review, refresh and refine approaches to assessment. It is based upon the theme of alignment between intended learning outcomes, assessment tasks, criteria, marking and providing feedback. Located in the resources database of the HE Academy along with many other useful resources. » See website: http://www.heacademy.ac.uk

82. NSDC - Standards: About The Standards - Quality Teaching Because classroom assessment when appropriately conducted can improve student The authors describe five guiding principles for teaching derived from http://www.nsdc.org/standards/qualityteaching.cfm

dqmcodebase = "/" Quality teaching The standard The rationale Annotated bibliography The standard Staff development that improves the learning of all students deepens educators' content knowledge, provides them with research-based instructional strategies to assist students in meeting rigorous academic standards, and prepares them to use various types of classroom assessments appropriately. The rationale Successful teachers have a deep understanding of the subjects they teach, use appropriate instructional methods, and apply various classroom assessment strategies. These teachers participate in sustained, intellectually rigorous professional learning regarding the subjects they teach, the strategies they use to teach those subjects, the findings of cognitive scientists regarding human learning, and the means by which they assess student progress in achieving high academic standards. Teachers depend on other knowledge and skills to facilitate student success. Examples of such additional content include classroom management, fundamental technological skills that increase teacher productivity, as well as mentoring and coaching skills for teacher leaders. Again, teachers must experience appropriate staff development designs to facilitate the desired outcome for students. Because classroom assessment when appropriately conducted can improve student learning as well as gauge achievement, it is essential that teachers have a range of methods at their disposal that promote learning as well as measure it. Therefore, successful professional development efforts regularly include opportunities for teachers to acquire formative classroom assessment techniques appropriate to the subject matter and types of performance called for in state or local standards.

83. Acorn Naturalists' Product Categories Science and environmental education supplies for teachers, outdoor educators,interpreters, homeschoolers, camp leaders, naturalists, nature centers, http://www.acornnaturalists.com/store/category.asp?Category_ID=3

84. Kansas Performance Assessment The KPA is a written account of a multiple week teaching unit. they plan toteach; devise and implement an instructional plan, and an assessment plan. http://www.ksde.org/cert/kpa.html

Teacher Education and Licensure Home Teacher Education and Licensure Subject Index Teacher Education and Licensure Team Listing Kansas Performance Assessment WHO IS IT FOR? The Kansas Performance Assessment (KPA) is to be done by teachers who hold a conditional teaching license. The conditional license is the initial teaching license in the state of Kansas. It is valid for two years. During this two-year period, teachers must complete the KPA in order to receive the five-year professional license WHAT IS IT? The KPA is a written account of a multiple week teaching unit. Teachers must demonstrate the ability to meet the state’s teaching standards They provide details about their classroom setting; set learning goals and objectives for a topic they plan to teach; devise and implement an instructional plan, and an assessment plan. They also describe the learning environment in the classroom; and write reflections about their teaching of the unit. WHY SHOULD I DO IT? The Kansas Performance Assessment (KPA) is a requirement of the state’s performance based system of licensure. It is a means of linking teacher performance to student learning, and it gives beginning teachers the opportunity to provide credible evidence that they possess the knowledge and the skills to facilitate learning for all types of students.

85. Evaluating Distance Education Evaluation tools, assessment research and testing of distance educations This collection of tools and resources is part of the Teaching Learning and http://www.uwex.edu/disted/evaluation.html

Last Update: September 6, 2005 Evaluation and Assessment Assessment and Evaluation for Distance Learning The Northeast Texas Consortium (NETnet) has developed several training modules for instructors of distance learning courses. The modules serve as interactive training materials assist instructors in the design and development of distance education materials, courses and programs. The Assessment and Evaluation section is part of the module on Course Design. Assessment Resources From the University of Texas at Austin's Center for Instructional Technologies. Resources collected for this site are divided into the topics: Evaluating Online Learning; Evaluation and Course Design and Development; Student Centered Evaluation; Online Evaluation Resource Directories, and Evaluation Theory and Research. Each topic area contains an annotated list of additional resources. Assessment Tools for Distance Education By Susan B. Millar, Director, University of Wisconsin-Madison Learning Through Evaluation, Adaptation, and Dissemination (LEAD) Center , in the DESIEN online newsletter, Issue 6-3, March, 2001. Educational organizations, governmental agencies and businesses are increasingly asking whether learners are learning effectively via technology. This article provides insights into assessment, a "one-stop" Web site for assessment methods, and assessment resources that are effective but not time-consuming. Education Technology Research and Evaluation This collection of tools and resources is part of the Teaching Learning and Technology Center (TLTC) Web site, of the Univeristy of California Office of the President (UCOP). There is specific information on Course Evaluation Projects at the UC campuses of Davis and Berkeley, as well as links to individual publications and research centers. Evaluation and assesement tools include resources from other universities and institutions.

86. Writing A Teaching Philosophy Statement Teaching Resources. Overview Newsletter Archive assessment There are manyresources for improving assessment and student evaluations in the CTE http://www.celt.iastate.edu/teaching/philosophy.html

Skip to: Site Navigation Skip to: Main Body Content Skip to: Iowa State University Index and Search Contact CELT Search CELT Center for Excellence in Learning and Teaching ... Site Map About CELT Overview Advisory Board CELT Directory Contact Information Teaching Resources Overview Newsletter Archive Assessment CELT Library ... Virtual Classroom Visits Grants, Awards, Fellowships Grants Awards Fellowships Faculty Development Overview Events and Workshops Wakonse Fellowships Resources for New Faculty ... Teaching and Tenure Learning Technologies Overview Instructional Development ePortfolio Support WebCT Support ... ePortfolio Support Preparing Future Faculty Overview Faculty Information Current Participants Forms ... Potential Participants Learning Communities Overview Scholarship of Teaching and Learning Overview ISU Resources National Initiatives Writing a Teaching Philosophy Statement Prepared by Lee Haugen Center for Teaching Excellence, Iowa State University

87. Conference On Assessment an educational project titled “Enhancing Teaching and Learning through assessment”.This project aims at enhancing the quality of teaching and learning http://www.polyu.edu.hk/assessment/background.html

var currentpage='background' Background This project aims at enhancing the quality of teaching and learning through designing, implementing effective assessment practices, and the effective use of assessment results. It shares a spirit of a deeper collaboration within the higher education sector locally and internationally. As a consequence, this conference is initiated by The Hong Kong Polytechnic University , funded by The University Grants Committee of Hong Kong. Mr. Steve Frankland Project Leader A UGC-funded Project “Enhancing Teaching and Learning through Assessment” Top

88. Math The following documents are available for abcteach members Math TestingPractice (approximate grade 5), assessment format http://www.abcteach.com/directory/basics/math/

Member Log In Worksheets abctools Membership Popular: Month to Month ABC Activities Rain Forest Teaching Extras ... Portfolios Math Worksheets! Make a free math worksheet Printable math worksheets Create your own math worksheets (membership required) A math worksheet is a set of related math problems. Solving the math problems may require simple arithmetic, algebraic, geometric, or statistical calculation, but one worksheet will typically present multiple variations of a single type of problem, so that students get practice with one particular mathematical operation or principle. The math worksheets at abcteach are organized into age-appropriate levels, covering topics from basic math concepts through geometry. A solution page is provided with every worksheet, no matter how simple or hard it is. Here is a list of samples: Add Groups of Shapes Compare Groups of Shapes Count Groups of Shapes Graph Groups of Shapes ... Which One Doesn't Belong? In the directory below, you will find many free math worksheets you can print and use however you like! Adobe Acrobat is required to view and print our math worksheets.

89. Redirect To CASLS Site Thus, the connection between research and teaching should be obvious solidbackground in a Japanese assessment of Listening Proficiency pilot test. http://casls.uoregon.edu/

90. Teaching Principles And Practices Lesson Unit Planning. Specific Teaching Learning Approaches. Classroom Management.Student assessment Evaluation. http://leo.oise.utoronto.ca/~lbencze/Teaching.html

WWW Site for John Lawrence Bencze, Associate Professor, Science Education OISE University of Toronto General Education Teaching Welcome! This page represents one of four sections of the General Education component of my Educational Resources . It provides perspectives and resources for instructional practices across a broad spectrum of subject areas. If you would like to comment about anything here and/or send me suggestions, links, etc., please feel free to write to me . Thanks. Introduction Teaching Standards Introduction Once educators have decided what to teach and what can be learned (i.e., Curriculum ), they must decide on the best approaches for teaching and assessment/evaluation. This page provides resources relating to teaching, learning and assessment/evaluation that can be used in most subject areas. Introduction contextual factors - including the nature of the teacher, students, the subject matter and the environment(s) for teaching and learning. Nevertheless, there are some principles that seem to apply to many contexts. Accordingsly, governments have set various standards for good teaching. Among these, it is extremely important that teachers consider various principles and theories about

91. STLHE Ethical Principles In University Teaching Given the importance of assessment of student performance in university valid assessment occurs when faculty members teaching two different sections of http://www.umanitoba.ca/academic_support/uts/stlhe/ethical.html

Society for Teaching and Learning in Higher Education Ethical Principles in University Teaching Authors Harry Murray (1992 3M Fellow) Eileen Gillese (1986 3M Fellow) Madeline Lennon (1990 3M Fellow) Paul Mercer (1994 3M Fellow) Marilyn Robinson (1993 3M Fellow) With the endorsement of the following 3M Fellows: Arshad Ahmad*Frank Aherne*Guy Allen*Wiktor Askanas*Colin Baird*Roger Beck*David Bentley*Beverly Cameron*Norman Cameron*Thomas Cleary*William Coleman*James Erskine*Graham Fishburne*Joyce Forbes*Dean Gaily*Allan Gedalof*William Gilsdorf*Joseph Habowsky*Ralph Johnson*Peter Kennedy*Ralph Krueger*Estelle Lacoursiere*Gordon Lange*Jack London*Nadia Mikhael*Alex Middleton*James Newton*Gary Poole*Manfred Prokop*Pat Rogers*Peter Rosati*Robert Schulz*Ronald Sheese*Alan Slavin*Ronald Smith*Lois Stanford*Susan Stanton*David Topper*Donald Ursino*Fred Vermeulen*Wayne Weston Ethical Principles in University Teaching Preamble Principle 1: Content Competence Principle 2: Pedagogical Competence Principle 3: Dealing with Sensitive Topics ... Principle 9: Respect for Institution Ethical Principles in University Teaching Preamble The purpose of this document is to provide a set of basic ethical principles that define the professional responsibilities of university professors in their role as teachers.

92. Wits University School Of Education The tertiary teaching package is offered on a parttime basis over two years.It includes courses on teaching, assessment, and research design and fourth http://www.wits.ac.za/education/medtt.htm

SCHOOL OF EDUCATION Make a selection Index Search Almanac 2005 Alumni Apply to Wits Curriculum Planning Exam Results Fees IntraWits(Internal Web) International Office Libraries Postgraduate Studies Research Residence Life Sitemap Sport at Wits Vacancies Wits Enterprise Wits Foundation WitsPlus Home Qualifications ACE PGCE B.Ed (Honours) B.Ed Adult Education ... PhD Staff Administrative Academic Research Careers ... Faculty of Humanities MASTER OF EDUCATION IN TERTIARY TEACHING Co-ordinator: Ms Irene Broekmann, B160, 717-3091 broekmanni@educ.wits.ac.za The course is intended for people teaching in universities, colleges or technikons who wish to develop their practices as tertiary educators, challenge their own assumptions, and undertake research in the higher education field and in so doing, improve their qualifications. The tertiary teaching package is offered on a part-time basis over two years. It includes courses on teaching, assessment, and research design and fourth course from a range of options such as academic literacy, materials development, managing change, or a disciplinary specific course. Students undertake a research project, developed and assessed through a research report. Topics for research pertain to some aspect of teaching in the higher education sector such as lecturing, tutoring, assessment, selections, quality, curriculum or materials development, writing, service learning, IT in higher education, reflective practice, staff development, or recognition of prior learning. Students can register for single modules and accumulate credit towards the degree. Students wishing to undertake a PhD may wish to register for part of this qualification to assist them in the preparation of their proposals in a structured and supported way.

93. UCE Postgraduate Programme - Teaching And Assessment assessment is of a practical nature, and is undertaken both individually and as a Staff and course participants will use computerassisted teaching aids http://www.uce.ac.uk/mba/teachass.htm

The staff who teach on the UCE postgraduate programmes use a number of educational methods to achieve the learning objectives of the programme. Some of the student-centred methods are described below. Lectures / Discussions Despite the advances made in learning practices, nothing has completely replaced the interchange which takes place between an experienced teacher and his or her students. In the programme, lectures - interwoven with questions and comments from students - are used to introduce new theories and concepts. These lectures are usually followed by periods of discussion in which the class benefits from the knowledge and experience of its international members as well as the teacher. Group Work Course participants will spend time working together in small groups, analysing business situations, considering alternative solutions to problems, and preparing presentations to the class. Groups are carefully composed so that members have maximum opportunity to learn from those of other cultures and business backgrounds. The course team considers the ability to work effectively in multi-cultural groups as an important tool for international managers and therefore emphasises learning how to lead and how to be an effective member of a study/work group. Classroom Exercises On occasions, classroom exercises will be used which will require course participants to become actively involved in 'learning by doing'. For example, working in groups, students may take part in a 'merger and acquisition exercise' in which they test their ability to negotiate successfully.

94. Math Forum: Bibliography - Alternative Instruction/Assessment Portfolio assessment, a significant issue in alternative instruction, Includes a discussion of the principles behind teaching students with special http://mathforum.org/~sarah/Discussion.Sessions/biblio.assessment.html

Alternative Instruction and Alternative, Performance-Based Assessment An Annotated Bibliography by Jane Ehrenfeld Learning and Mathematics Math Education: Assessment In a recent discussion in the Learning and Mathematics Discussion Series on the Math Forum, I noticed a flurry of interest in alternative instruction. There is a fair amount of information on the Forum concerning alternative instruction but an annotated list of resources was lacking, so I chose to gather a bibliography on alternative instruction and performance-based assessment. Portfolio assessment, a significant issue in alternative instruction, is not included; however, I felt that this bibliography would be more accessible to teachers if it presented ways in which assessment could be altered without drastic restructuring of class and curriculum. Some of the articles and books referenced have links to portfolio-based instruction and assessment, and can therefore provide resources for teachers interested in pursuing portfolio systems in their classrooms. All of the articles are math-related, and many give concrete lesson plans and suggestions for practice. The list is in two parts, one for alternative instruction and one for performance-based assessment. Critical sources are the National Council of Teachers of Mathematics's Curriculum and Evaluation Standards for School Mathematics (section 1, number 9), which forms the basis for much of the work in alternative instruction and assessment being currently undertaken, and Ruth Mitchell's Testing for Learning (section 2, number 6), which provides an excellent argument for changing assessment practices in American education.

95. ERS Spectrum-Summer 2001: Improving Teaching And Learning With Data-Based Decisi to schools’ efforts to integrate assessment into the teaching and learningprocess “Classroom assessment Data Asking the Right Questions. http://www.ers.org/spectrum/sum01a.htm

Educational Research Service A qu arterly journal of school research and information providing access to research studies and reports produced by administrators in local school districts across the nation. Spectrum also features practical research conducted by the academic community, as well as data relevant to public school operation produced outside the field of education. Asking the Right Questions and Acting on the Answers Nancy Protheroe whether to integrate the use of data in decision making, but how. Today, assessment and instruction are Evidence that Data Can Improve Instruction Large gains in test scores require: 1) extensive efforts to align instruction with test content; 2) detailed analysis of student responses to the tests or assessments designed to parallel these; and 3) the provision of immediate and appropriate corrective instruction for individual students as indicated by that analysis (2001, 3). All four of these districts began their improvement efforts by carefully reviewing test data, a process that has grown significantly more sophisticated over time. Asking the Right Questions What should students know, and how should they be able to use what they know?

96. Reading Level Assessment - A To Z Home's Cool Homeschooling - 06/08/99 The free reading assessment test is an effective screening device to determine A popular method for teaching reading at home, combining the learning of http://homeschooling.gomilpitas.com/articles/060899.htm

YOU ARE HERE: HOME 1999 FEATURE ARTICLES Homeschooling books and supplies at discount, no sales tax, and now free shipping! A to Z Home's Cool Homeschooling Feature Articles - 1999 I am Ann Zeise , your guide to the best and most interesting and useful sites and articles about home education on the web. Search All of A to Z Articles Calendar Curriculum Explorations 4 Kids Field Trips Jokes Laws Links Methods Older Kids Regional Religion/Cultural The Web Home Recent Articles Events Join Email List ... Curriculum Shopping Site Index: A B C D ... Z Teaching Reading Bookstore Etiquette Kindergartners Language Arts Shop Learning Style ... Reading Lists Explorations 4 Kids Books, Bountiful Books Favorite Kids' Authors Myths, Fables, ... Poetry ... Word Games Advice The Adventures of Charlie Best Books for Kids Choosing Curriculum Content Standards ... Software Advice A to Z Home's Cool Home Articles Beginning to Homeschool Community Networking ... Methods, Styles

97. EVMS - Theresa A. Thomas Professional Skills Center The Theresa A. Thomas Professional Skills Teaching and assessment Center EasternVirginia Medical School 721 Fairfax Avenue Norfolk, VA 23507 http://www.evms.edu/education/skills/

Office Information Staff Professional Skills Center ... Faculty Development For more information, contact: Gayle A. Gliva-McConvey, Director The Theresa A. Thomas Professional Skills Teaching and Assessment Center Eastern Virginia Medical School 721 Fairfax Avenue Norfolk, VA 23507 Phone: (757) 446-8490 Fax: (757) 446-8496 Email: GlivaGA@evms.edu Theresa A. Thomas Professional Skills Teaching and Assessment Center As medical education moves toward significantly increased community-based training and medical students are placed in primary care preceptorships, the Professional Skills Teaching and Assessment Center helps to ensure consistency in learning outcomes. Our mission is to teach and assess clinical competencies in medical interviewing, clinical reasoning, ethical dilemmas, communication skills, physical examination, and the application of clinical knowledge. To accomplish our objectives, we use the services of standardized patients (SPs). SPs are individuals from the community who are trained to present a clinical scenario, assess performance, and provide feedback to learners. The Center has SPs aged 16-78, including Physical Teaching Assistants and Genital Teaching Assistants who receive additional training in using their bodies in the teaching, assessment, and feedback on physical examinations. The Center is a national leader in its broad use of SPs, including the following areas:

98. Academe/July-August 2005/How Can Assessment Work For Us? Others fear that assessment will force conformity in teaching methods. Discussions of teaching usually occur informally. assessment makes those http://www.aaup.org/publications/Academe/2005/05ja/05jalink.htm

Contents How Can Assessment Work for Us? Diversity, Discourse, and the Working-Class Student The Scholarship of Teaching and Learning Balancing Acts: Tenure-Track Faculty in Learning Communities Educational Technology and "Roads Scholars" ... How to Write a Letter of Recommendation Departments From the Editor Nota Bene AAUP At Work Book Reviews Office Hours Cary Nelson and Stephen Watt Pasteur's Quadrant Donald E. Stokes Chaos of Disciplines Andrew Abbott Sanctioned Institutions Censured Administrations Faculty Forum Legal Watch ... From the General Secretary Reports The AAUP Opposes Academic Boycotts Science for a Free Society The AAUP's Committee on Women Responds to ... Back to AAUP home page How Can Assessment Work for Us? Faculty have good reason to suspect the current assessment fad. But there's no good reason to leave our futures in the hands of others. By Sherry Lee Linkon Calls for accountability focus increasingly on economic issues rather than on helping students become thoughtful citizens and lifelong learners. A September 2004 forum in the

99. Academe - Less Assessment, More Learning Teaching? Research? Their families? assessment supporters argue that the assessment discourages teaching such skills because they are difficult to http://www.aaup.org/publications/Academe/2003/03nd/03ndbarr.htm

Contents Features Diverse Student Bodies, Diverse Faculties To Be an Ordinary Department Chinese Higher Education Enters a New Era Less Assessment, More Learning Trading Cards for the Professoriate Departments From the Editor Letters Nota Bene AAUP at Work ... Book Reviews Increasing Faculty Diversity By Stephen Cole and Elinor Barber Academic Ethics By Neil Hamilton The Future of the Public University in America By James Duderstadt and Farris Womack 2003 Academe Index Government Relations Legal Watch State of the Profession ... From the General Secretary Reports Academic Freedom and National Security in a Time of Crisis Report of the 2003 Nominating Cornmittee Committees of the Association Less Assessment, More Learning Increasingly, popular "learning assessment" efforts in higher education distract professors from their essential work. It's time to rethink the assumptions behind these measures. By Lowell Barrington My university, like many colleges and universities around the country, is in the middle of a crisis. The crisis involves academic freedom, faculty morale, inefficient use of time and resources, and, most crucial, the nature of a liberal arts education. This crisis has emerged thanks to a seemingly innocuous, even valuable, goal: that of finding a way to "assess" how much our students are learning.

100. Kathy Schrock's Guide For Educators - Assessment Rubrics Below you will find a collection of assessment rubrics and graphic organizers that Teaching Portfolio Using Technology to Support Portfolio assessment http://school.discovery.com/schrockguide/assess.html

postionList = "compscreen,hedthick,admedia,tower,nuiad,interstitial"; OAS_RICH("interstitial"); OAS_RICH("admedia"); OAS_RICH("hedthick"); Web Page Rubrics General Rubrics Builders Articles ... Report Cards Now that we are using the Internet in the classroom to support instruction, it is important the area of assessment be addressed. One usable method for teachers is to provide a rubric for student use and for both formative and summative assessment purposes. Another is to provide some type of graphic organizer. Below you will find a collection of assessment rubrics and graphic organizers that may be helpful to you as you design your own. Let me know if you have one you would like to share! A book dealing with both the theoretical and practical design of rubrics is the ASCD publication, Assessing Student Outcomes: Performance Assessment Using the Dimensions of Learning Model Student Web Page Rubrics Rubric for Evaluating WebQuests Rubric for Assessment of School Web Page Rubric for Assessing Student WWW Pages Rubric for Classroom Web Pages ... Rubric for Student Web Pages Subject-Specific and General Rubrics Large Rubric Collections and Information Chicago Public Schools: Rubric Bank Ideas and Rubrics Make Room for Rubrics Required Benchmark Assessment Rubrics (K-12) ... Understanding Rubrics Subject-Specific Rubrics Collaboration Rubric Comparison Rubric Cooperative Learning: Group Participation Rubric Cooperative Learning Rubric: Process ... Year End Project: Research Rubric Rubric Builders, Generators, and Support

A  B  C  D  E  F  G  H  I  J  K  L  M  N  O  P  Q  R  S  T  U  V  W  X  Y  Z

Page 5     81-100 of 109    Back | 1  | 2  | 3  | 4  | 5  | 6  | Next 20