PPT-Shared understanding of subject and assessment

Manageability VALIDITY Does it assess the subject All areas RELIABILITY Consistency in judgements Is it accurate Finding the balance for assessment Sarah Earle PriSciEarle. You can choose to deal with it in one of two ways as a routine enquiry or more formally If you can treat requests that are easily dealt with as routine matters in the normal course of business for example 57346 How many cash withdrawals did I make f Professor Martin Fautley. Centre for Research in Education. Birmingham City University. Caveats. Curriculum: “…is a term…with several meanings” Kelly 2010:7 . “Assessment is not an exact science, and we must stop presenting it as such” (. International School of the Stockholm Region. I.S.S.R.. Why do we assess students?. To gather information that allows ISSR staff to make informed decisions that affect student learning. To provide reflection for students upon completion of a task according to an assignment and a rubric. Preparing to Teach . Joanna Lewis . Subject Officer . Summary of . A. ssessment. A level. Sociology . Component 1: . Socialisation and . Culture . Written . examination: 2 . hours 30 minutes . 40% of . An Overview of the Project 2014-17. Overview of Understanding Standards Activity. Programme of Events. Sept/Oct Nominee Events. Oct – Jan Course Events – open to all subject specialists. Additional Support for Nominees. Aims of the day. :. To reflect on the language and literacy demands of each subject in light of national reforms at KS4 and KS5. To explore and experiment with practical strategies to improve academic literacy . Lancaster #. LearningFirst. . Nov 2016. Sarah Earle @. PriSciEarle. s.earle@bathspa.ac.uk. Aiming to develop support for a valid, reliable and manageable system of science assessment which will have a positive impact on children’s . There are 6 sections that will cover: . Introduction. – what risk management is and why it is important.. Understanding Hazards . - what a hazard is and the sources of energy that can cause them.. Professor Martin Fautley. Centre for Research in Education. Birmingham City University. Caveats. Curriculum: “…is a term…with several meanings” Kelly 2010:7 . “Assessment is not an exact science, and we must stop presenting it as such” (. Objectives. About this guide. This guide is designed to give you a better understanding of the four GCSE (9-1) Geography Assessment Objectives.. This guide will explain the key points for each assessment objective.. Objectives. About this guide. This guide is designed to give you a better understanding of the four GCSE (9-1) Geography Assessment Objectives.. This guide will explain the key points for each assessment objective.. I.S.S.R.. Why do we assess students?. To gather information that allows ISSR staff to make informed decisions that affect student learning. To provide reflection for students upon completion of a task according to an assignment and a rubric. Designing . assessments in support of learning and . instruction. John . Sabatini, Tenaha O’Reilly, Barbara Foorman . RfU. Invitational Symposium, Alexandria, VA, May 2016. The . research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through grant R305F100005 to Educational Testing Service as part of the Reading for Understanding Research Initiative. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.. An introduction for New Centres. Assessment Objectives. AO1 (10%) EXAM. Identify, investigate and outline design possibilities to address needs and wants. AO2 (30%) NEA. Design and make prototypes that are fit for purpose.