PPT-How Assessment Drives Subject Knowledge

Professor Martin Fautley Centre for Research in Education Birmingham City University Caveats Curriculum is a termwith several meanings Kelly 20107 Assessment is not an exact science and we must stop presenting it as such . J1000 V1000 A1000 drives have standard LED display The keypad is intuitive and includes parametercopying functions to copy parameters from one drive to anotherDisplayextensionisoptional for J1000 and V1000 LT offers a range of performance choices a 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. Mike Martin. Liverpool John . Moores. University. m.c.martin@ljmu.ac.uk. Background. Uncomfortable with subject knowledge competencies – what students can’t do. Critique of competence model (Martin 2008). Why,When,What. ?. Maristela Petrovic-Dzerdz, . Instructional . Designer. Including Q&A Session . with Dr. Anthony Marini, Senior Teaching Development Associate. Educational Development Centre. May 2015. Department of Information Studies. Curtin University, Australia. Assessing the relative value of domain knowledge for civil society's libraries: the role of core collections. Relationship between the subject /domain / disciplinary knowledge- core collections- subjectivity relating to selection & evaluation- local needs. 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” (. Manageability. VALIDITY. Does it assess the subject?. All areas?. RELIABILITY. Consistency in judgements?. Is it accurate?. Finding the balance for assessment. Sarah Earle @. PriSciEarle. Harvey Woolf. Student Assessment and Classification Working Group/Associate, Institute for Learning Enhancement, University of Wolverhampton. History Subject Centre . LMH. 24 March 2010. 24 March 2010. Christine . Counsell. What does SLT need to know?. What does SLT need to know?. 1. The . indirect. manifestation of knowledge. 2. . Is this subject issue disciplinary . or . substantive?. 3. . Is this subject’s structure cumulative . Oporto British School. Portugal. January 29. th. 2014. Roz Trudgon. IB Educator & Consultant. Who Am I?. Roz Trudgon . Co-Author of. . IB Theory of Knowledge: Skills and Practice. For the IB diploma. Ensuring validity and reliability in assessment. Olwyn. Alexander February 2015. Outline. Principles of test/assessment usefulness. Focus on validity: assessment construct. Focus on reliability: assessment criteria . 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. Advancing Science, Navigating Uncertainty, and Aligning Research with Public Values. Released June . 8, . 2016. BOARD on Life Sciences. 1. nas-sites.org/gene-drives. Jason A. Delborne, Ph.D.. Associate Professor of Science, Policy, and Society. Table of Contents. Section. Page. Training Framework. 3. Training Strategy. & Needs Assessment. 7. Training Lifecycle Management. 11. Knowledge Transfer. 19. Appendix A: . Assumptions. 25. 2. Training Framework.