PPT-Assessments for “Remembering” Outcomes

Definitions tests Matching tests List key ideas Multiplechoice tests Labeling diagrams Knowledge Retrieving recalling or recognizing Verbs define duplicate list memorize recall repeat reproduce state. Cognition Questions. Do you have difficulty remembering or concentrating?. Split Interviews:. How often do you have difficulty remembering important things?. . Thinking about the last time you had difficulty remembering important things, how much difficulty did you have?. Ray Becker. Bielefeld University. Monica Gonzalez-Marquez. Cornell University & Bielefeld University. Todd . Ferretti. Wilfrid. Laurier University. Empirical Evidence for . Evidentiality. January. Special recognition: University of Florida. Participants will be able to:. Articulate specifications for learning outcomes. Classify learning outcomes using Bloom’s taxonomy. Write (or evaluate) student learning outcomes for your course. Fire & Fall Prevention for Older Adults. Training Slides: How to Run the Group Presentation. © National Fire Protection Association. All rights reserved.. Copyright Information . This presentation, including photos, artwork and copy, is a part of the total Remembering When . Beth Fentress Hallmark, PhD, RN. Belmont University. Nashville, TN . Belmont University. Nashville, Tennessee. 5,000 + students. College of Health Sciences . Inter-professional . Education. Nursing . in SLO Assessment. Randy Beach, ASCCC South Representative, . Southwestern College. SLO Symposium, . North Orange County Community College . District. February 3, 2017. Description & Outcomes. Making assessment meaningful and relevant for faculty is often a challenge, yet even reluctant faculty are willing to give SLO assessment a chance when processes are simple and lead to useful results. This session will focus on important considerations for making SLO assessment more meaningful for faculty as they attempt to close the loop on outcomes assessment and create action plans based on assessment data.. Special recognition: University of Florida. Participants will be able to:. Articulate specifications for learning outcomes. Classify learning outcomes using Bloom’s taxonomy. Write (or evaluate) student learning outcomes for your course. Janet Giesen. Faculty Development and Instructional Design Center. . Taxonomy = Classification. . Classification of thinking. . . . Six cognitive levels . of complexity. . Why use Bloom’s taxonomy?. Holly Alpert, Ph.D.. November 8, 2018. Inyo-Mono Experience. 32 formal needs assessments in 2011 and 2013 through Prop. 84 Planning, DAC grants. 24 DACs. Technical, managerial, financial elements (print sample form). CASI Administering Behavioral Assessments CASI PROCEDURES • Make sure that the office where the CASI will be held affords privacy. • The following equipment will be needed to conduct the CASI: ). What is the Catalogue of Learning Assessments Version 2 (CLA 2.0)? . What is the purpose of CLA 2.0. ?. What is the scope of CLA 2.0. ?. What is the structure of CLA 2.0. ?. What is the relevance of CLA 2.0 to the monitoring of Sustainable Development Goal (SDG) on education. STRATEGIES FOR SUCCESS. EXECUTIVE FUNCTION & MENTORING PROGRAM. Creating strategies for remembering. Objectives. Identify the best mnemonic devices to help you remember specific information. Create strategy cards to organize remembering strategies. Do you have difficulty remembering or concentrating?. Split Interviews:. How often do you have difficulty remembering important things?. . Thinking about the last time you had difficulty remembering important things, how much difficulty did you have?. State Board’s Authority. RCW 28B.50.090(7)(a). The State Board is charged with the following powers, duties, and responsibilities:. (7) Establish minimum standards to govern the operation of the community and technical college system with...