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	<title>School of Educators &#187; Evaluation and Assessment</title>
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	<description>A perfect resource for Principals, Coordinators, Heads and Teachers</description>
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		<title>Tips for Taking Tests and Quizzes</title>
		<link>http://schoolofeducators.com/2010/12/tips-for-taking-tests-and-quizzes/</link>
		<comments>http://schoolofeducators.com/2010/12/tips-for-taking-tests-and-quizzes/#comments</comments>
		<pubDate>Sun, 12 Dec 2010 02:45:27 +0000</pubDate>
		<dc:creator>Deepshikha Singh</dc:creator>
				<category><![CDATA[Evaluation and Assessment]]></category>
		<category><![CDATA[Examinations]]></category>
		<category><![CDATA[Teachers]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=2376</guid>
		<description><![CDATA[The most effective teachers assess student learning often. This discourages student procrastination and cramming and provides a more accurate assessment of student learning. These are some tips that you need to get through for taking test and quizzes of your students: 1.      Strive for higher order levels of thinking in your questions. The biggest disadvantage of multiple-choice questions is the over-reliance upon rote memorization. One research study found that of all the things a student learns, 80 percent is forgotten in one year. Most of what is forgotten are facts memorized for one quiz or test. 2.      Develop a file for your old tests and worksheets. A large three-ring binder or manila file folder will work. When a test is used, jot notes on the top as to which questions should be replaced because they are too hard or too easy. 3.      If you give diagnostic tests at the beginning of the year, code the test items related to each skill area. Students then receive a checklist indicating their deficiencies. The checklist can also reference pages in the textbook. On the final exam, students only have to complete those areas in which they did not show mastery on the pretest. 4.      Some teachers choose to make the first test relatively easy so as to build students&#8217; confidence. 5.      Run two-page tests back to back and grade all of the same page at once. When done with the whole stack, just turn it over and begin grading the other side. This ...]]></description>
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		<title>Students&#8217; Assessment through Portfolio</title>
		<link>http://schoolofeducators.com/2010/12/students-assessment-through-portfolio/</link>
		<comments>http://schoolofeducators.com/2010/12/students-assessment-through-portfolio/#comments</comments>
		<pubDate>Thu, 09 Dec 2010 02:45:31 +0000</pubDate>
		<dc:creator>Deepshikha Singh</dc:creator>
				<category><![CDATA[CCE]]></category>
		<category><![CDATA[Evaluation and Assessment]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=2374</guid>
		<description><![CDATA[Portfolio Assessment Portfolios are becoming an important means of assessment in many schools. In some cases, they are used as a basic or sole, method of performance assessment. In others, they provide another useful tool in the teachers’ assessment kit. A portfolio is a collection of student work that has been selected and organized to show student learning progress (development portfolio) or to show samples of the students’ best work (showcase portfolio). A common practice is to use a developmental portfolio throughout an instructional program and the showcase portfolio at the end. Thus, the showcase portfolio provides a collection of work that indicates the student’s final level of performance.  Portfolio is the collection of evidences of students’ work over a period of time. It could be day-to-day work or selection of the learner’s best piece of work. Painters and commercial artists often use Portfolios to demonstrate their skills and quality work before the selection committees. What a Student Portfolio Can Show 1.      Learning progress over time 2.      Student’s current best work 3.      Comparison of best work to past work 4.      Development of self-assessment skills 5.      Development of reflective learning 6.      Individual’s level and pace of work 7.      Clear evidence of learning to parents and others 8.      The amount of teacher-student collaboration involved Advantages of Portfolio Provides a cumulative record of growth and development of a skill or competence in an area over a period of time. Enables a student to demonstrate to others, his/her learning and progress. Student becomes an ...]]></description>
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		<title>Terminologies related with types of Assessment</title>
		<link>http://schoolofeducators.com/2010/06/terminologies-related-with-types-of-assessment/</link>
		<comments>http://schoolofeducators.com/2010/06/terminologies-related-with-types-of-assessment/#comments</comments>
		<pubDate>Wed, 16 Jun 2010 04:15:37 +0000</pubDate>
		<dc:creator>Deepshikha Singh</dc:creator>
				<category><![CDATA[CCE]]></category>
		<category><![CDATA[Evaluation and Assessment]]></category>
		<category><![CDATA[assessment]]></category>
		<category><![CDATA[cbse]]></category>
		<category><![CDATA[terminology]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=2204</guid>
		<description><![CDATA[Assessment gives measure of learning at a given point of time. Relevant skills, knowledge and/or attitudes can be measured towards a subject or qualification. There are many different assessment methods, including tests, exams, assignments, observation, etc. There are also different types of assessment. They will usually be stated in the syllabus. A useful reference table is provided below to make you familiar with different types of assessments. You may be familiar with some types such as initial, formative and summative. You may not be similar with other terms such as ipsative, criterion referencing or norm referencing. The table below can help you in exploring various types of assessment to enable you to make relevant choices so that you can use a particular type in a particular situation. The table given below summarizes the various terms related to different types of Assessment. Academic Assessment of theory and knowledge Aptitude A diagnostic test to assess your learner’s ability for a particular vocation Assessor led Assessment is planned and carried out by the assessor, for example an observation. Benchmarking A way of evaluating learners’ performance against an accepted standard. Once a standard is set, it can be used as a basis for the expectations of achievements within other groups/learners. Competence based Can do statements that learners need to perform, for example National Vocational Qualification NCQ performance criteria. Criterion referencing Assessing what your learner must achieve to meet a certain standard. Diagnostic A specific assessment relating to a particular topic or subject and level, ...]]></description>
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		<title>Volume 3 Month 1 Day 12- Student Self-Assessment</title>
		<link>http://schoolofeducators.com/2010/01/volume-3-month-1-day-12-student-self-assessment/</link>
		<comments>http://schoolofeducators.com/2010/01/volume-3-month-1-day-12-student-self-assessment/#comments</comments>
		<pubDate>Tue, 12 Jan 2010 04:00:03 +0000</pubDate>
		<dc:creator>Deepshikha Singh</dc:creator>
				<category><![CDATA[Articles]]></category>
		<category><![CDATA[Evaluation and Assessment]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=1948</guid>
		<description><![CDATA[Self-Assessment is the most overlooked, yet possibly most valuable aspect of assessment for students at all levels and in all fields. Self-assessment encourages students to reflect on their learning and results in their consciously improving how they learn. Because self-assessment is new for most students, instructors can implement strategies to support the development of students&#8217; abilities to assess their own work. Student Self-Assessment: Making Standards Come Alive Incorporating a standards-based approach to teaching and learning can be a creative and enriching endeavour. Students should be asked to assess themselves. In general, Student Self Assessment (SSA) refers to training students to evaluate their own work for the purpose of improving it (Rolheiser &#38; Ross, 2000). To become capable evaluators of their work, students must have a clear targets and they must recognize the standards of learning. Clear Targets Clear goals for learning are required to ensure quality education for all students (Marzano, Pickering, &#38; McTighe, 1993). Neither teachers nor students can succeed without a clear vision of what students must know and be able to do, or without the ability to translate that vision into actions that result in high quality work (Stiggins, 1997). Involving Students in Defining the Criteria of Assessment To meet standards, students must understand the meaning of standards and be able to translate them into guidelines they can use. The process of leading students to express a standard in their own words in terms of observable criteria can produce goals for student work that are specific, understandable, ...]]></description>
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