how assessment data informs instruction?
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Use Data to Close the Learning Gap Benchmark assessments help identify at-risk students and place them in the correct intervention tier. Benchmark assessment data helps educators determine on which skills a student needs practice or re-teaching. These skills will be the focus of the targeted interventions.
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Learning outcomes are statements that describe significant and essential learning that learners have achieved, and can reliably demonstrate at the end of a course or program. In other words, learning outcomes identify what the learner will know and be able to do by the end of a course or program.
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['candidate selection.', 'purpose of assessment.', 'assessment records, data and information management.', 'arrangements for credit, recognition of current competence, recognition of prior learning.', 'assessor needs and qualifications.']
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Instructional objectives are specific, measurable, short-term, observable student behaviors. Objectives are the foundation upon which you can build lessons and assessments that you can prove meet your overall course or lesson goals. Think of objectives as tools you use to make sure you reach your goals.
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['Content Validity.', 'Reliability.', 'Fairness.', 'Student Engagement and Motivation.', "Consequential Relevance. In this blog post, we'll cover the first characteristic of quality educational assessments: content validity."]
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['Objective. The effective assessment is objective, and focused on student performance. ... ', 'Flexible. The instructor must evaluate the entire performance of a student in the context in which it is accomplished. ... ', 'Acceptable. ... ', 'Comprehensive. ... ', 'Constructive. ... ', 'Organized. ... ', 'Thoughtful. ... ', 'Specific.']
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The program outcomes are specific enough to explain how those broad expectations are accomplished within a given program, and course outcomes will specify what expectations an instructor has for the course, which are related to one or more program outcomes.
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Key Behaviors Contributing to Effective Teaching Instructional variety: variability in instructional materials, questioning, types of feedback, and teaching strategies. Task orientation: achievement (content) orientation as opposed to process orientation, maximum content coverage, and time devoted to instruction.
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An aligned course means that your learning objectives, activities and assessments match up so students learn what you intend and you accurately assess what students are learning. Objectives are the expectations for student performance: they specify what you want student to be able to do when they finish your course.
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Syllabuses describe a range of techniques and conditions for assessment. The assessment instrument will be described in these terms in the school work program/study plan. ... students' responses to an assessment instrument. It lists the properties or characteristics used to assess students' achievements).
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Class data is considered the third type. They are not continuous, like quantitative data, but they can be ordered. Most known example are letter grades for tests.
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Informal assessment is most often used to provide formative feedback. ... Formal assessment is data driven. It occurs after a learning cycle has ended; it is not immediately actionable; and it may be designed by others. Examples include exams, written assignments, such as essays, and other high-stakes activities.
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It's the conventional wisdom. Teachers teach, learners learn, and standardized tests monitor how well the process is going. The tests measure a quantity—the amount of information taught, minus the amount not learned or learned and forgotten.
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What occurs during the perception process? Selecting, organizing and interpreting information.
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['Learning objectives.', 'Activities.', 'Tools to check for understanding.']
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Three approaches to teaching and learning in education: Behavioral, piagetian, and information-processing.
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Numerical data is data that is measurable, such as time, height, weight, amount, and so on. You can help yourself identify numerical data by seeing if you can average or order the data in either ascending or descending order.