101. Interstate New Teacher Assessment And Support Consortium (INTASC) Interstate New Teacher assessment and Support Consortium (INTASC) compatibleeducational policy on teaching among the states; new accountability http://www.ccsso.org/projects/Interstate_New_Teacher_Assessment_and_Support_Cons

see all projects Interstate New Teacher Assessment And Support Consortium Projects Center for Improving Teacher Quality (CTQ) ... Links select Alabama Alaska American Samoa Arizona Arkansas California Colorado Connecticut Delaware District of Col... DoDEA Florida Georgia Guam Hawaii Idaho Illinois Indiana Iowa Kansas Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Mississippi Missouri Montana Nebraska Nevada New Hampshire New Jersey New Mexico New York North Carolina North Dakota Northern Marian... Ohio Oklahoma Oregon Pennsylvania Puerto Rico Rhode Island South Carolina South Dakota Tennessee Texas Utah Vermont Virgin Islands Virginia Washington West Virginia Wisconsin Wyoming Interstate New Teacher Assessment and Support Consortium (INTASC) Mission of INTASC Model State Teacher Policy What INTASC Has Accomplished Who Develops INTASC’s Model Policies? ... INTASC Standards Are a Resource The Interstate New Teacher Assessment and Support Consortium (INTASC) is a consortium of state education agencies and national educational organizations dedicated to the reform of the preparation, licensing, and on-going professional development of teachers. Created in 1987, INTASC's primary constituency is state education agencies responsible for teacher licensing, program approval, and professional development. Its work is guided by one basic premise: An effective teacher must be able to integrate content knowledge with the specific strengths and needs of students to assure that all students learn and perform at high levels.

102. Imperial College London | Centre For Educational Development | Workshops | Gener have protected time to discuss teaching, learning and assessment methods, aims/learning outcomes and the planned teaching, learning and assessment http://www.imperial.ac.uk/educationaldevelopment/workshops/opgeneral.htm

Quick Navigation Imperial home page A-Z of Departments Courses Research Alumni Faculty of Engineering Faculty of Life Sciences Faculty of Medicine Faculty of Physical Sciences Humanities Tanaka Business School The Graduate Schools: - Engineering and Physical Sciences - Life Sciences and Medicine Spectrum (College Intranet) College directory Help Note: Your browser does not support javascript or you have javascript turned off. Although this will not affect your accessibility to the content of this site, some of the advanced navigation features may not be available to you. Home Workshops Optional Workshops Note: Some of the graphical elements of this site are only visible to browsers that support accepted web standards . The content of this site is, however, accessible to any browser or Internet device. optional workshops - general strand Introduction Assessing Student Learning Designing Curricula and Teaching Enhancing Learning Through Evaluation ... Further Aspects of Contemporary PhD Supervision New! Inspiring Reflective Learners International Students: Understanding and Supporting Cultural Diversity New!

103. Good Practice In Earth Science Learning & Teaching: Assessment out some selected positive and negative aspects of assessment and teachingmethods discussed above. assessment / Teaching, +ives, ives. Computer-based http://www.gees.ac.uk/essd/assess.htm

Examples of Good Practice in Earth Science Assessment Teaching And Assessing Geology Over 30 Years: Some Personal Observations: Prof Graham Taylor (Associate Professor (Reader) in Earth Science, University of Canberra) Gathering and Responding to Student Feedback: Helen King (University of Southampton) Equal Opportunities in Assessment: enabling all students to effectively demonstrate their learning: Helen King (Project Manager, Earth Science Staff Development, University of Southampton) Assessment Good Practice Keywords Authors Titles ... Home Teaching And Assessing Geology Over 30 Years: Some Personal Observations Graham Taylor Associate Professor (Reader) in Earth Science, University of Canberra Fellow, Centre for Enhancement of Learning and Teaching Education and Training Coordinator, Cooperative Research Centre for Landscape Evolution and Mineral Exploration Introduction 30 years ago (a generation ago) universities were very different from now. When I first went to university I was one of a very small proportion of the eligible community to make it there, I was privileged. There were less than 50% of the present number of universities presently in Australia, in fact my own university had just been up-graded from a technical college and the university I am now at had not even been thought of. How were universities different? They had many less students. There was less pressure to be accountable to the government, the university executive or the clients (students). Post graduate students made up a smaller proportion of the population. Pressure on staff to undertake research was less, and research funds easier to obtain. To get to university one had to pay fees or have a scholarship or be indentured. Students wore a skirt or shirt and tie. Geology was considered a science.

104. ADCET: Australian Disability Clearinghouse On Education And Training There are various teaching and assessment strategies and useful steps for It focuses on the experiences of teaching, learning and assessment of 80 http://www.adcet.edu.au/ResourceList.aspx?catid=16

105. ITA Assessment Cornell University is committed to preparing International Teaching Assistants The oral proficiency portion of the assessment is conducted using a http://www.clt.cornell.edu/campus/itadp/assessment.htm

Center for Learning and Teaching Garden Ave Extension Telphone: (607) 255-6310; Fax: (607) 255-1562 E-mail: itadp@cornell.edu Introduction Program Summer Program ... CLT Home International Teaching Assistant Development Program Overview Students Departments OPI Info. ... Results ITADP Language Assessment (ILA) Cornell University is committed to preparing International Teaching Assistants (ITAs) for the Cornell classroom in order to provide quality instruction for all undergraduate students. ITAs who have any duties involving interaction with undergraduate students and, who are not from countries where English is the first language, are required to do an ITADP Language Assessment (ILA) to ensure intelligibility. The ILA (formerly known as a screening interview) determines whether an ITA must enroll in our program and if additional English classes are needed beyond our program. The International Teaching Assistant Development Program (ITADP) has developed courses to assist ITAs. The 30 minute ILA includes an informal oral interview and a simulated teaching exercise. Students must complete a registration form and be prepared to teach a 5-7 minute lesson. The oral proficiency portion of the assessment is conducted using a modified version of the

106. UNSW Learning And Teaching Unit University of Queensland Teaching and Educational Development Institute, Aboutassessment. Flinders University Teaching for Learning, assessment. http://www.ltu.unsw.edu.au/ref3-4-4_assessment.cfm

Search Site Contacts UNSW Home Learning and Teaching Unit Home Support for teaching ... Learning and teaching ideas > Assessment Home About us Workshops and events Support for teaching ... UNSW Compendium of Good Practice in Learning and Teaching Assessment for learning Why bother? Core principles of assessment Online resources E-mail an idea Why bother? As we all know, students are driven by assessment. Often, the first thing students will ask about a task is, "Is this assessable?" As Brown, Race, and Smith point out: how we assess our students has a profound effect on what they learn, and on the ways in which they learn. If our choices of assessment strategies provide systems under which students are goaded into activities that privilege short-term memory, information recall and surface learning, we should not be surprised if the outcomes are exceedingly poor in terms of learning gain (1996, p.7). When students are given the opportunity to develop their own understanding of a subject, to apply their knowledge to real-world contexts, to think critically, and to reflect on what they have learned, they are engaging in deep learning. Consequently, they learn more effectively. Appropriately designed assessment helps to facilitate these outcomes and can thus be seen as a learning opportunity for students.

107. The Teaching Profession > Ministry Of Education In Ontario, all teaching positions are arranged between the teacher and a publicly The government is consulting on the details of this assessment, http://www.edu.gov.on.ca/eng/teacher/employ.html

Parents Teachers Students About the Ministry ... News Go to: Postsecondary Education Hints... Back to School Discover the ways Ontario's schools are better this September Official Biographies Minister of Education Deputy Minister of Education Publications and Reports Access publications and reports Research in Education A sample of Ontario, national and international research Education Links Other websites that may be of interest Education Facts At-a-glance information about education in Ontario Popular Topics A list of frequently viewed pages Schools and School Boards Find a school or school board Getting Results Accomplishments in education Frequently Asked Questions Parents Teachers Students Administrators Jobs Current openings at the Ministry Contact Us How to reach us Overview Programs to Support Teachers Policy and Curriculum ... Legislation/Regulations The Teaching Profession Whether you are currently an Ontario certified teacher or are thinking about becoming a teacher, here is some information important to the teaching profession. Ontario Teaching Certification Ontario College of Teachers Teacher Education Application Service Faculties of Education ... Education Partnership Table Ontario Teaching Certification To teach in a publicly funded school in Ontario, you need an Ontario teaching certificate. To obtain a teaching certificate you will normally need an undergraduate degree, one year of teacher training and you need to successfully complete an entry-to-practice assessment. The provincial government is exploring an induction program for first-year teachers. In addition, the government intends to replace the Ontario Teacher Qualifying Test (OTQT) with an alternative assessment that all teachers new to Ontario would be required to complete, following their first year of teaching. Click on

108. Teaching And Learning Laboratory: Reports To The President 2002-2003 The Teaching and Learning Laboratory (TLL) was founded in 1997 as a resource The following table details the assessment and evaluation efforts that TLL http://web.mit.edu/annualreports/pres03/15.10.html

Teaching and Learning Laboratory In This Report Instructional Support Assessment and Evaluation Research and Scholarship Staff Changes The Teaching and Learning Laboratory (TLL) was founded in 1997 as a resource for faculty, administrators, and students who share a desire to improve teaching and learning at MIT. Its goals are to: strengthen the quality of instruction at the Institute; further an understanding of the learning process, particularly in science and engineering; and provide support for the creation and assessment of innovative educational technologies, curricula, and instructional methods. In AY2003, TLL staff members continued to contribute to efforts to strengthen MIT undergraduate education and to develop educational innovations in science and engineering. Many of the assessment studies undertaken over the last year have begun to yield results (e.g., MIT undergraduates benefit from instruction using active, problem-based learning techniques). Other TLL achievements this year include: work to expand the range of services the Institute will provide to support teaching assistants; support for an experiment to train alumni to lead problem-based recitation sections in subject 6.002ex; and the organization of MIT's first annual EdTech Fair. As described above, TLL has three broad and interrelated functions: instructional support, assessment and evaluation, and research. TLL's accomplishments in these areas are detailed below.

109. Educational Quality Rankings Of US Law Schools The Best Teaching Faculties. July 1, 2003. There is, alas, no reliable measureof teaching quality, even though it is an issue that is, correctly, http://www.utexas.edu/law/faculty/bleiter/rankings/03_best_teachers.html

How Students Should Use the Faculty Quality Rankings The Rankings (Faculty Quality) (2003) Faculty Quality in Specialty Areas (2003) Differences from U.S. News (2003) ... Major Law School Faculty Moves (2003) New- Rankings of Law Schools by Student Quality (2005) APPENDIX A: Evaluators for faculty quality survey APPENDIX B: ... Home The Best Teaching Faculties July 1, 2003 There is, alas, no reliable measure of teaching quality, even though it is an issue that is, correctly, of great interest to prospective students.? The closest we come (and it is not very close) are the national surveys of student satisfaction with teaching conducted by the Princeton Review conducted over the last half-dozen years or so.[ ]? This data can convey a spurious precision, which we have tried to eliminate here by clustering the schools based on comparable scores (and where there were natural breaks).? Listed here are only those schools with top 50 faculties based on the 2003 reputational survey of leading law professors. This means many schools which get very high marks for teaching quality are omitted (examples are Western New England, New England, Washburn, McGeorge, Baylor, and Maine).

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