background preloader

PISA - Measuring student success around the world

PISA - Measuring student success around the world

http://www.youtube.com/watch?v=q1I9tuScLUA

Related:  assessmentEUROPed. bloggar

Transforming Assessment and Feedback The Assessment and Feedback area of the Design Studio gives access to existing and emergent work of interest on assessment and feedback. In this area, you can explore topics associated with assessment and feedback, find out what we currently know about enhancing assessment and feedback with technology and follow links to emerging themes and outputs from the Assessment and Feedback programme. **New Briefings on Assessment and Feedback** Jisc has published four new briefings around key themes which have emerged from the Assessment and Feedback programme: Changing assessment and feedback practice with the help of technology

Teaching Economics-Game choice First, choose your game here to get logins and passwords for your students (max: 100 players for each game). Industrial Organization Price discrimination, vertical differentiation and peak-load pricing Eight important facts about Working Memory and their implications for foreign language teaching and learning Introduction There is no blogpost of mine which does not mention Working Memory (WM) at some point. Why? Because effective language processing and learning largely depends on how well Working Memory performs. Two (Optimistic) Predictions for Learning in 2014 Getty The beginning of a new year always prompts list-making — resolutions, what went right last year, what can be done better in the next. How will 2013′s trends shape the year ahead? Looking into a crystal ball (and with input from experts), these are just two of many)movements we hope will take shape in classrooms across the country in 2014. Self-Directed Learning Using Digital Tools Will Take Center Stage

Thinking Outside the (Big) Box Illustration by Kelsey Dake Deep thoughts this week: 1. Big retailers classify workers as a "cost." 2. ropean Association for Language Testing and Assessment (Adopted 20th May 2006) The Guidelines reflect the aims and objectives of EALTA and are addressed primarily to three different audiences, namely those involved in: the training of teachers in testing and assessment classroom testing and assessment the development of tests in national or institutional testing units or centres. For all these groups, a number of general principles apply: respect for the students/examinees, responsibility, fairness, reliability, validity and collaboration among the parties involved.

5.3.5 The Brand Character and The Tonality of the Advertising for SPARK Advertising RSV RTD Report 2011 Spark Advertising The Agency Spark is a new generation o avant-garde creative and media specialiststhat ocus on achieving outstanding results through cutting-edge,innovative solutions.Spark’s goal o igniting high-impact campaign outcomes to efectivelyexceed advertiser expectations is acilitated by our dedication toensuring all o Spark’s compositions adhere to the agency’s ideals o clarity, resonance, engagement and adaption.Utilising our award winning skill at maniesting optimal creativesolutions and advertising communication, matched with Spark’srened target audience proling techniques and enhanced capacityor augmented media placement strategies, our agency injects reshenthusiasm andcutting-edge insights, applying Spark’s ideals to execute explosiveadvertising campaigns. The People Account Manager: Jaddan Bruhn Media Strategist: Cedric Chai

Beyond Knowing Facts, How Do We Get to a Deeper Level of Learning? As educators across the country continue to examine the best ways of teaching and learning, a new lexicon is beginning to emerge that describes one particular approach — deeper learning. The phrase implies a rich learning experience for students that allows them to really dig into a subject and understand it in a way that requires more than just memorizing facts. The elements that make up this approach are not necessarily new — great teachers have been employing these tactics for years.

Marketing Place As you will be aware from your experiences as a consumer, producers rarely sell their goods or services directly to the person that consumes them. Marketing channels, or place in terms of the marketing mix, are the means by which interdependent organizations move products or services from the producer to the person that purchases or consumes the product. This is the basic role of distribution. Let us consider the nature of distribution by looking at a very simple example of how it works in relation to our everyday experiences. A basic example would be a tin of vegetable soup.

ASKe Manifesto seven years on: so what did change? Abstract Assessment continues to be a major challenge to institutions around the world. A challenge in terms of student satisfaction, a challenge in terms of resourcing (there are few economies of scale in assessment (Gibbs 2006) and a challenge in terms of transparency, reliability and validity to name but a few. Thesis Tutorial – Marketing Component of an E-Commerce Website In Part 5 of this lesson we’re going to take a look at the Marketing component of a Thesis e-commerce website. The Marketing element here consists of capturing the email of our customers, providing a value to our customers in exchange for that email and then following up with those potential customers with an email marketing campaign. The trick to all of this is always capturing the email for every transaction that we have with our customers. We want to capture the email when we make a Product Sale, when they make an Inquiry of us and when they request a Free Sample. Obtain Customers Email in Exchange for Value

The Assessment Uncertainty Principle In our system so much hangs on the value given to our assessments leading to qualifications. As we seek to measure learning with some degree of accuracy, we risk losing contact with the meaning of what the nature of the learning is. Our increasing need for measures that are reproducible, consistent and transparent decreases our capacity to accept the inherent uncertainty in the whole enterprise. In our attempt to create a fair system where everyone knows what the standards are, we impose a framework that is outwardly rigid and linear relative to the fuzzy, dynamic nature of the processes we are measuring. In our classrooms we create clouds of learning – ephemeral, shape-shifting, finite but with indefinite boundaries – and then try to count them up like building blocks.

REAP - Resources > Assessment Principles: Some possible candidates Additional Resources: Below are three sets of principles that might be used to guide the design of assessment in higher or further education. The first set, of which there are 11, has informed the work of the Reengineering Assessment Practices (REAP) project (www.reap.ac.uk). The second set are a more comprehensive list developed at the University of Strathclyde by the Assessment Working Group who have been tasked with reformulating the policy and practice of assessment across the institution.

Related: