Mind map benefits of documenting student thinking
ISLP — Home
The International Statistical Literacy Project (ISLP) is a project initiated by the International Association for Statistical Education➶ (IASE), which is the education section of the International Statistical Institute➶ (ISI). The main objective of the ISLP is to contribute to promoting statistical literacy across the world, among young and adults, in all walks of life. To this end, we provide an online repository of international resources and news in Statistical Literacy, international activities to promote the resources and the individuals and institutions behind them, and outreach activities to increase awareness. Contact the IASE Executive➶ or the ISLP Director Reija Helenius➶ by e-mail if you have any questions. New Country Coordinator in Finland - Welcome to the ISLP team Jaana Kesti!
Chinese University Rankings - WENR
By Nick Clark, Editor, World Education News & Reviews As a companion to this month’s feature on Chinese secondary school credentials and higher education admissions, we are offering a quick guide to Chinese university rankings and some of the issues surrounding the industry. This should be considered an update to our August 2006 look at Chinese university rankings, which delves a little deeper into the methodologies of the various different rankings. The first point to consider when thinking about Chinese university rankings is that ministry of education officials have been fairly consistent in their opposition to university rankings. While government disregard for rankings has not curbed the non-governmental production of university league tables, it has impacted the availability of official information and data and thus the robustness of ranking methodologies and criteria, making the ranking of colleges somewhat problematic and unreliable. Beijing and Tsinghua Reign Supreme Four Tiers 1.
The Bloom's Taxonomy Project Part II - The Cognitive Domain
As stated in my previous Hub on this subject, I am not satisfied with the current assessment practices at my institution of higher learning when it comes to developmental mathematics. As I am in a position of authority to advocate and implement changes regarding how the state curriculum standards will be met, I feel it is my duty to address and fix problems I see with the way assessments are currently being delivered. I do not feel that the current assessment practices are fair, they do not reflect a positive learning environment, and they are a poor indicator of the students abilities and their understanding of the material. My campus is most likely no different than any other campus across the country.
Prototype Summative Assessment Tests
About these tests The purpose of these is to provide examples of the type of tests students should be able to tackle, if the aspirations of the Common Core State Standards are to be realized. The methodology of the tests and their balance of different task types is discussed in more detail here. Note: please bear in mind that these materials are still in draft and unpolished form. What tests are available? High School Currently, 6 prototype tests are available aimed at College and Career Readiness at High School - typically suitable for grades 9-10. We have provided 3 types of High School test forms: 40 minute forms are the easiest for teachers to use for periodic assessments without disrupting the timetable, but are limited in the amount of curriculum they can assess. 3 hour forms offer a model for more comprehensive end-of-grade or end-of-term assessments. 90 minute forms offer a compromise between time and breadth of content. Middle School The Task Bank Who are they for?
Bloom's Taxonomy in Developing Assessment Items - Assessment
In developing a WebCT based Precalculus course, we gave an important place to assessment of student learning and understanding. WebCT has a friendly "Quiz" environment -- a program for generating online quizzes, tests, and surveys that students can take on their own computers, a computer network on campus, or anywhere else with Internet access. Features of the WebCT Quiz program include developing and using a large database of questions; randomly selecting or ordering questions from the database; timing or not timing tests; allowing or not allowing tests to be re-taken; restricting test access to specific students. The program offers immediate score feedback to the student, with a "flag" feature showing the status of each question (answered, unanswered). Among various assessment tools, traditional formats play important roles. We developed online assessment items with two objectives: to inform and guide students’ learning, and to inform and guide our teaching practice.
Eide Neurolearning Blog
Bloom's Taxonomy - UCF Faculty Center for Teaching and Learning
Introduction Bloom's taxonomy was developed to provide a common language for teachers to discuss and exchange learning and assessment methods. Specific learning objectives can be derived from the taxonomy, though it is most commonly used to assess learning on a variety of cognitive levels. The table below defines each cognitive level from higher- to lower-order thinking. The goal of an educator using Bloom's taxonomy is to encourage higher-order thought in their students by building up from lower-level cognitive skills. Behavioral and cognitive learning objectives are given to highlight how Bloom's taxonomy can be incorporated into larger-scale educational goals or guidelines. Knowledge Definition Rote factual knowledge of specific terminology, ways and means (i.e., conventions, trends, classifications and categories, criteria, methodology), universal axioms and/or abstractions accepted by the field or discipline (principles and generalizations, theories and structures). Comprehension
