PPT-Development of the Controlled Assessment task for 2015

By Helen Robertson FSC London 21 October 2013 The Task Whats different Making sense of the task statement The enquiry process Possible fieldwork techniques primary amp secondary data. By: . Helen Robertson. FSC London. 22 October 2013. The Task. What’s different?. Making . sense of the task . statement. The enquiry process. Possible . fieldwork techniques (primary & secondary data. By: Helen Robertson. FSC London. 21 October 2013. The Task. What’s different?. Making . sense of the task . statement. The enquiry process. Possible . fieldwork techniques (primary & secondary data. Understanding the Process and the Product. Professional Development. Spring, 2012. Today’s Focus: Assessment. Your professional development today focuses on a portion of Task 1 (planning for assessment) and on Task 3 (assessing student learning). We are approaching it this way because the backward design approach requires that we plan for learning and assessment before we engage the students in learning. . WJEC Geography GCSE Spec B – CPD event – Autumn 2012. Part 1 . Changes to Controlled Assessment. The new ‘strengthened’ Specification. . First Award 2014. Planning for Controlled Assessment tasks. Controlled Assessment 3: . Spoken Language. Analysing how speakers adapt for different purposes. Using Spoken Language Features. Public attitudes to spoken language. No . likey. no . lighty. . Y. our weekend starts right here! . Professional Development Kit . Speaking. Developed by Marian Hargreaves for NEAS 2013. © NEAS Ltd 2014. 1. Aims of this workshop. To consider issues specific to assessing speaking skills. To develop skills in designing and developing assessment tasks for speaking skills . Why use rubrics?. Characteristics of good rubrics. Definition & types of rubric. Strategies for rubric development. SOLO taxonomy. Phenomeno. -. graphic sorting. Using rubrics with students. Definition. Controlled Assessment 3: . Spoken Language. Analysing how speakers adapt for different purposes. Using Spoken Language Features. Public attitudes to spoken language. No . likey. no . lighty. . Y. our weekend starts right here! . S. ystem for the EfA Project. Michal Lomask, Ph.D.. ETGaR Center for Science Education. ml. Assessment systems . should combine traditional "sit-down" tests with classroom-based performance assessments that allow students to demonstrate their abilities to design and conduct investigations, solve complex problems, and communicate in a variety of ways. Properly used, both assessments can serve formative as well as summative purposes. Appropriate Measurement of Part C Infant/Toddler Social-Emotional Outcomes. Taletha Derrington, DaSy . & . NCSI. Pam . Thomas, Missouri Part . C. Catherine . Hoelscher. , Utah Part C. Karen Finello, NCSI. Why use rubrics?. Characteristics of good rubrics. Definition & types of rubric. Strategies for rubric development. SOLO taxonomy. Phenomeno. -. graphic sorting. Using rubrics with students. Definition. 1 of 5 pages Task name:Task description: Load weight: Frequency of operation: Push/pull distances: Are other push/pull tasks carried out by these operators? Assessment discussed with employees/safet District Test Coordinator Meeting. December 17, 2014. Topics. Digital Library updates . Classroom activities and performance tasks information . 1. Digital Library Updates. U. ser account passwords reset November 4, 2014. Linda Richter. RESEP Early Learning Workshop. Stellenbosch 4-5 July 2019. Why assess young children?. 2. Early detection/screening for remediation. Clinical: administrative (eg men. tal disability}; progress in response to intervention.