Secondary School, Bunclody, conducted as part of a whole-school evaluation.
Techniques for Assessing Course-Related Knowledge and Skills Assessing Prior Knowledge, Recall, and Understanding Background Knowledge Probe - Short, simple questionnaires prepared by instructors for use at the beginning of a course, at the start of a new unit or lesson, or prior to introducing an important new topic.
Used to help teachers determine the most effective starting point for a given lesson and the most appropriate level at which to begin new instruction. Focused Listing - Focuses students' attention on a single important term, nameor concept from a particular lesson or class session and directs them to list several ideas that are closely related to that "focus point.
Empty Outlines - The instructor provides students with an empty or partially completed outline of an in-class presentation or homework assignment and gives them a limited amount of time to fill in the blank spaces.
Used to help faculty find out how well students have "caught" the important points of a lecture, reading, or audiovisual presentation. Memory Matrix - A simple two-dimensional diagram, a rectangle divided into rows and columns used to organize information and illustrate relationships.
Assesses students' recall of important course content and their skill at quickly organizing that information into categories provided by the instructor. Minute Paper - Instructor asks students to respond in two or three minutes to either of the following questions: Muddiest Point - Technique consists of asking students to jot down a quick response to one question: Used to provide information on what students find least clear or most confusing about a particular lesson or topic.
Assessing Skill in Analysis and Critical Thinking Categorizing Grid - Students sort information into appropriate conceptual categories. This provides faculty with feedback to determine quickly whether, how, and how well students understand "what goes with what.
This provides data on their analytic reading and thinking skills. Pro and Con Grid - Students list pros and cons of an issue. This provides information on the depth and breadth of a student's ability to analyze and on their capacity for objectivity.
Content, Form, and Function Outlines - Students analyze the "what" content"how" formand "why" function of a particular message. This technique elicits information on the students' skills at separating and analyzing the informational content, the form, and the communicative function of a lesson or message.
Analytic Memos - Students write a one- or two-page analysis of a specific problem or issue. Used to assess students' skill at communicating their analyses in a clear and concise manner.
Word Journal - Students first summarize a short text in a single word, and second, the student writes a paragraph or two explaining why he chose that particular word to summarize the text.
This technique helps faculty assess and improve the students' ability to read carefully and deeply and the students' skill at explaining and defending, in just a few more words, their choice for a single summary word.
Approximate Analogies - Students complete the second half of an analogy for which the instructor has supplied the first half. This allows teachers to find out whether their students understand the relationship between the two concepts or terms given as the first part of the analogy.
Concept Maps - Drawings or diagrams showing the mental connections that students make between a major concept the instructor focuses on and other concepts they have learned.
This provides an observable and assessable record of the students' conceptual schema-the patterns of associations they make in relation to a given focal concept. Invented Dialogues - Students synthesize their knowledge of issues, personalities, and historical periods into the form of a carefully structured, illustrative conversation.
This provides information on students' ability to capture the essence of other people's personalities and styles of expression - as well as on their understanding of theories, controversies, and the opinions of others. Annotated Portfolios - Contain a very limited number of selected examples of a student's creative work, supplemented by the student's own commentary on the significance of those examples.
Assessing Skill in Problem Solving Problem Recognition Tasks - Students are provided with a few examples of common problem types and are asked to recognize and identify the particular type of problem each example represents.Why the SFMA Level 1?
Proper diagnosis is the first step to effective treatment. This course teaches our movement based diagnostic system and provides healthcare professionals with an efficient and systematic tool to reach a comprehensive movement diagnosis. The course delivers a really solid understanding of the issues facing every organisation in the area of cyber security.
The trainers are practitioners so any question you can throw at them they can answer. 2 PREAMBLE This booklet is designed to help you plan for the school assessment part of your Higher School Certificate. It informs you of all the tasks due, the date and the weighting of each task.
Folens Publishers are Ireland’s leading educational providers for Primary and Post Primary schools.
Teachers’ and students’ needs are at the heart of everything we do. To assess and record the overall functional level or capabilities of an applicant/residents activities of daily living. Download a sample today! This booklet is designed to help you plan for the school assessment part of your Preliminary Course Certificate.
It informs you of all the tasks due, the date and the weighting of each task.