"Stock Knowledge Group"
Coming together is a beginning.
Keeping together is progress.
Working together is success.
Regine P. Sapalaran
BSED-Filipino
Leader
Leader
Norhana Z. Samad
BSED-Filipino
web designer
web designer
Fretchie Daquipil
BSED- Filipino
researcher
researcher
Febie Balansag
BSED-Filipino
editor
editor
Elaine Gaas
BSED_ Filipino
secretary
secretary
Introduction
This blog intends to share new information, experiences and learning's to other students. We named the blog "Stock Knowledge", which is the other term for "Prior Knowledge" which means combination of the learner's preexisting attitudes, experiences, and knowledge. We would like to use this blog as an instrument to give/share useful information about blended learning and the topics we have discussed in our subject.
The goal of a blended approach is to join the best aspects of both face to face and online instruction. Classroom time can be used to engage students in advanced interactive experiences. Meanwhile, the online portion of the course can provide students with multimedia-rich content at any time of day, anywhere the student has internet access, from Penn State computer labs, the coffee shop, or the students’ homes. This allows for an increase in scheduling flexibility for
students.
What is Blended Learning?
A blended learning approach combines face to face classroom methods with computer-mediated activities to form an integrated instructional approach. In the past, digital materials have served in a supplementary role, helping to support face to face instruction. For example, a blended approach to a traditional, face to face course might mean that the class meets once per week instead of the usual three-session format. Learning activities that otherwise would have taken place during classroom time can be moved online. As of now, there is no consensus on a single agree-upon definition for blended learning. The Resources page contains cites to several articles that provide definitions. In addition, the terms "blended," "hybrid," and "mixed-mode" are used interchangeably in current research literature. For the purposes of the Blended Learning Initiative at Penn State, the term "blended" is preferred.
Overview
Ed 103 subject is designed to assess the students learning. At the beginning of the unit, the teacher will work with the student to understand what she or he already knows about the topic as well as to identify any gaps or misconceptions assessment. The subject also introduces new forms of learning through the use of different methods and technique, including the blended learning.
Objectives
- To teach the students how to make blog and the purpose or role of blog in blended learning.
- To develop the students skills and knowledge.
- To widen the students prior knowledge through E-Learning.
Significance
One of the advantages of E-Learning is its flexibility which allows any people willing to study but with always a limited time can access education and training by using E-Learning tools and modules related to the field he or she wants to study. For students, this is major advantage in trimming down tuition fee expenses and other miscellaneous fees related to their academic pursuit.
The e–learning format allows students to speed up and slow down as they deem necessary. Students can choose the subjects according to their interest level. There is more flexibility in terms of time limit or age barrier. There are an immense lot of opportunities and a host of variety to choose from.
the online environment allows for a learning environ where there is a better focus on study due to the effect of saved efforts, time and lesser hassles. E-learning opens up a new world of studying comfortably and with better results.
Methodology
Step 1: Start your favorite web browser.
Step 2: Type in http://www.blogger.com/ in address bar of your browser.
Step 3: You will be taken to the Blogger’s home page.
Step 4: Scroll down a little bit then page will be shown like following picture
Step 2: Type in http://www.blogger.com/ in address bar of your browser.
Step 3: You will be taken to the Blogger’s home page.
Step 4: Scroll down a little bit then page will be shown like following picture
Step 5: Now Click at “CREATE YOUR BLOG NOW”.
Step 6: You will be presented a first step to create a blog “Create a Google account”.
Step 6: You will be presented a first step to create a blog “Create a Google account”.
Step 7: If you already have a Gmail or Google Groups or Orkut account then first you have to signin by clicking at “Sign in First” link. Then you will be presented Google account signing in page. Sign in to Google account by typing in there your Id and Password.
Step 8: If you don’t have a Google account then you have to create one. For this you have to fill the form as shown above type in your Email address. You must have an email address then Enter a password and Retype your password. Your password must be at least 6 characters long. Password and Retype password must be same. Now type in your Display name. This name will be used as a signature of post. Type in Verification word in the given text box. Then read the terms of service by clicking “Terms Of Service” link. If you agree with the terms of service then check the “I accept terms of service” check box. Then click “Continue” button to continue the blog creation process.
Step 9: Now you will be shown second step to create a blog that is Naming a blog. So you must think an appropriate a blog title and blog URL beforehand.
Just suppose blog name is “Unique Technology Blog” and blog address (URL) “unicomtech”. Type in there your Blog name and Blog URL and click “check availability” link. It is for just checking that somebody has already taken this URL or not.
If it is available then you can proceed further, and if is not then type in some other URL.
Step 9: Now you will be shown second step to create a blog that is Naming a blog. So you must think an appropriate a blog title and blog URL beforehand.
Just suppose blog name is “Unique Technology Blog” and blog address (URL) “unicomtech”. Type in there your Blog name and Blog URL and click “check availability” link. It is for just checking that somebody has already taken this URL or not.
If it is available then you can proceed further, and if is not then type in some other URL.
Step 10: If you want to host your blog somewhere else then Click “Advanced Blog Setup” link else click “Continue” to proceed further.
Schedule of Activity
December 27, 2012
- The creation of the Stock Knowledege blog.
- Gathering necessary informations for the blog.
January 28, 2012
- Updating the posts.
February 12, 2012
- Posted of the group reflection.
March 9, 2012
- Posted the group reflections and overview of the modules.
March 20, 2012
- Added some link regarding the topics.
March 28, 2012
- Edited and arrange the blog.
Materials
The researcher used different resources to gather necessary information for this blog. Resources such us google, yahoo, youtube and wikipedia.
TABLE OF CONTENTS
Module 1: Overview of Assessment Of Learning
Module 2: Establishing Learning Targets
Module 3: Keys To Effective Testing
Module 4: Development Of Assessment Tools
Module 5: Characteristics Of A Good Test
Module 6: Analyzing And Using Of Test Item Data
Module 7: Educational Statistics
Module 8:Rubrics, Portfolio And Performance Based
Assessment
Module 9: Grading and Reporting Practices
Topical Content
Assessment for learning
- comprises two phases—initial or diagnostic assessment and formative assessment
- assessment can be based on a variety of information sources (e.g., portfolios, works in progress, teacher observation, conversation)
- verbal or written feedback to the student is primarily descriptive and emphasizes strengths, identifies challenges, and points to next steps
- as teachers check on understanding they adjust their instruction to keep students on track
- no grades or scores are given - record-keeping is primarily anecdotal and descriptive
- occurs throughout the learning process, from the outset of the course of study to the time of summative assessment
Assessment as learning
- begins as students become aware of the goals of instruction and the criteria for performance
- involves goal-setting, monitoring progress, and reflecting on results
- implies student ownership and responsibility for moving his or her thinking forward (metacognition)
- occurs throughout the learning process
Assessment of learning
- assessment that is accompanied by a number or letter grade (summative)
- compares one student’s achievement with standards
- results can be communicated to the student and parents
- occurs at the end of the learning unit
Evaluation
- judgment made on the basis of a student’s performance
Diagnostic assessment (now referred to more often as "pre-assessment")
- assessment made to determine what a student does and does not know about a topic
assessment made to determine a student's learning style or preferences used to determine how well a student can perform a certain set of skills related to a particular subject or group of subjects
- occurs at the beginning of a unit of study
- used to inform instruction:makes up the initial phase of assessment for learning
Formative assessment
- assessment made to determine a student’s knowledge and skills, including learning gaps as they progress through a unit of study
- used to inform instruction and guide learning
- occurs during the course of a unit of study
- makes up the subsequent phase of assessment for learning
Summative assessment
- assessment that is made at the end of a unit of study to determine the level of understanding the student has achieved
- includes a mark or grade against an expected standard
Learning Targets & Standards
►Goals, objectives, & targets
►Standards
►Sources of learning targets & standards
►Criteria for selecting targets & standards
Goals
►Broad, general statements that cover a block of instructional time
►Lay groundwork for specific learning objectives
►May be closely related to defining the mission of a school or school system
Ex: Learning to think critically - citizen
►Usually more specific statement of student performance - to be demonstrated at the end of an instructional unit
- Global objective
- Instructional objective
Keys in Effective test
Creating effective tests is an essential task for all classroom teachers. While it is a task that every teacher undertakes year after year, how can you be sure you are making the best tests possible? This month, we examine the importance of good test question construction and provide a variety of solid suggestions you can follow when constructing your next classroom test
The Importance of Good Tests
Testing is a usually a key component in a teacher’s overall assessment strategy. The quality of the tests given is closely linked with their ability to provide the kind of information you need regarding student performance.
Testing is a usually a key component in a teacher’s overall assessment strategy. The quality of the tests given is closely linked with their ability to provide the kind of information you need regarding student performance.
A well-written test allows you to accurately and consistently measure students’ mastery of specific content taught in class. Results of well-written tests also allow teachers to measure, to some degree, how effective their instruction has been.
Conversely, poorly designed test questions can lead to inaccurate measurements of learning and provide false information regarding student performance, as well as effectiveness of instruction. They can also result in unintended measurements of skills not taught.
Types of Test Questions
The test questions most teachers use in classrooms fall into two broad categories: selected response and created response.
The test questions most teachers use in classrooms fall into two broad categories: selected response and created response.
Selected response questions require students to select from a predetermined list of potential answers. These questions include multiple choice, true/false, matching, and fill-in-the-blank questions. Selected-response questions are often viewed as less challenging in terms of the thinking skills required to answer them. However, when well written, they can measure higher levels of thinking, not simply the recalling of facts. The writing of these test items can be challenging, and they frequently take more time to construct. When well written, though, they are easier to score and can provide a more objective method of assessment than do created response items.
Created response questions include extended answer and essays These questions measure the student’s ability to communicate effectively, not just their understanding of content. Most teachers have to balance several considerations when choosing what to include in a test, including the fair assessment of knowledge or skills, number of students taking the test, and amount of time available to score the test. This type of question is often easier to write, but can require more time to score. Scoring is often less reliable because it is more subjective.
Writing Better Tests
There are a number of steps you can take to improve the quality of the tests you write.
There are a number of steps you can take to improve the quality of the tests you write.
Match Instructional Objectives and Teacher Notes to the Test
When creating your test items, refer back to your instructional objectives for the content and skills you want to assess. Use any lesson plans or teacher notes regarding what was covered and assigned to ensure your test items accurately reflect content that was covered in class. Choose the most important objectives to assess and use these as the outline for your test
When creating your test items, refer back to your instructional objectives for the content and skills you want to assess. Use any lesson plans or teacher notes regarding what was covered and assigned to ensure your test items accurately reflect content that was covered in class. Choose the most important objectives to assess and use these as the outline for your test
Match Question Type to Level of Assessment Desired
Choose the type of questions to include carefully. Multiple choice and matching questions offer the most flexibility in terms of content that can be covered and thinking skills that can be assessed. True/false are usually limited to fact recall. Try to balance the number of question types and limit their number to no more than three types on one test for middle school and high school students.
Choose the type of questions to include carefully. Multiple choice and matching questions offer the most flexibility in terms of content that can be covered and thinking skills that can be assessed. True/false are usually limited to fact recall. Try to balance the number of question types and limit their number to no more than three types on one test for middle school and high school students.
Construct Questions Carefully
Besides matching the content and skills assessed on the test to your instructional objectives, the most important test-making process is selecting the wording of each question and answer. The stem or question portion of the test item should be carefully worded using straightforward language. Careful attention should also be given to writing the correct and incorrect answers (also known as distractors).
Besides matching the content and skills assessed on the test to your instructional objectives, the most important test-making process is selecting the wording of each question and answer. The stem or question portion of the test item should be carefully worded using straightforward language. Careful attention should also be given to writing the correct and incorrect answers (also known as distractors).
When constructing selected response questions for multiple choice, true/false, matching, and fill-in-the-blank questions, use the following guidelines.
| Guideline | Reason |
| Avoid confusing students with too many negatives in a question. (e.g., What might not have happened had the Allies not won the war?) | Unless they appear on a grammar or logic test, these items rarely test content knowledge. They also may skew the test unfairly toward native English speakers and highly proficient readers. |
| Avoid using incomplete sentences. | This type of question may provide grammatical clues to the correct answer. |
| Avoid using “all of the above” as a choice. | Students can easily eliminate this answer by identifying just one incorrect answer. |
| Write all answer choices to be approximately the same length. | Correct answers are often the longest. |
| Adjust the level of the question to the level of thinking required to answer it. For example: A simple memorization task: In what year was the Declaration of Independence signed? a) 1770 b) 1876 c) 1776 d) 1786 A task that requires higher order thinking skills: What later historical events best affirm the ideas set forth in the Declaration of Independence? a) Emancipation Declaration, 19th Amendment b) Eminent Domain, Manifest Destiny c) Civil War, World War I | You can measure higher order thinking skills by the way you word a question. |
| Proofread all items before copying the test. | Typographical errors are more often made in incorrect answers and may be apparent to test wise students. |
Evaluating the Test
Once scored, spend some time reviewing the test and observing patterns that may be present.
Were there any questions that every student got wrong? If so, can you deduce whether it was due to poor test item construction or to instruction? If it was poorly written, you may want to consider canceling it out and recalibrating the test. If students simply didn’t understand the concept, you now know what needs to be retaught.
QUALITIES OF A GOOD TEST
A good test should possess the following qualities.• Objectivity
• Objective Basedness
• Comprehensiveness
• Validity
• Reliability
• Practicability
• Comparability
• Utility
Objectivity
• A test is said to be objective if it is free from personal biases in interpreting its scope as well as in scoring the responses.
• Objectivity of a test can be increased by using more objective type test items and the answers are scored according to model answers provided.
Objective Basedness
• The test should be based on pre-determined objectives.
• The test setter should have definite idea about the objective behind each item.
Comprehensiveness
• The test should cover the whole syllabus.
• Due importance should be given all the relevant learning materials.
• Test should be cover all the anticipated objectives.
Validity
• A said to be valid if it measures what it intends to measure.
• There are different types of validity:
– Operational validity
– Predictive validity
– Content validity
– Construct validity
• Operational Validity– A test will have operational validity if the tasks required by the test are sufficient to evaluate the definite activities or qualities.
• Predictive Validity
– A test has predictive validity if scores on it predict future performance
• Content Validity
– If the items in the test constitute a representative sample of the total course content to be tested, the test can be said to have content validity.
• Construct Validity
– Construct validity involves explaining the test scores psychologically. A test is interpreted in terms of numerous research findings.
Reliability
• Reliability of a test refers to the degree of consistency with which it measures what it indented to measure.
• A test may be reliable but need not be valid. This is because it may yield consistent scores, but these scores need not be representing what exactly we want to measure.
• A test with high validity has to be reliable also. (the scores will be consistent in both cases)
• Valid test is also a reliable test, but a reliable test may not be a valid one
Different method for determining Reliability• Test-retest method– A test is administrated to the same group with short interval. The scores are tabulated and correlation is calculated. The higher the correlation, the more the reliability.
• Split-half method
– The scores of the odd and even items are taken and the correlation between the two sets of scores determined.
• Parallel form method
– Reliability is determined using two equivalent forms of the same test content.
– These prepared tests are administrated to the same group one after the other.
– The test forms should be identical with respect to the number of items, content, difficult level etc.
– Determining the correlation between the two sets of scores obtained by the group in the two tests.
– If higher the correlation, the more the reliability.
Discriminating Power• Discriminating power of the test is its power to discriminate between the upper and lower groups who took the test.
• The test should contain different difficulty level of questions.
Practicability
• Practicability of the test depends up on...
• Administrative ease
• Scoring ease
• Interpretative ease
• Economy
Comparability• A test possesses comparability when scores resulting from its use can be interpreted in terms of a common base that has a natural or accepted meanings
• There are two method for establishing comparability
– Availability of equivalent (parallel) form of test
– Availability of adequate norms
Utility
• A test has utility if it provides the test condition that would facilitate realization of the purpose for which it is mean.
• Objective Basedness
• Comprehensiveness
• Validity
• Reliability
• Practicability
• Comparability
• Utility
Objectivity
• A test is said to be objective if it is free from personal biases in interpreting its scope as well as in scoring the responses.
• Objectivity of a test can be increased by using more objective type test items and the answers are scored according to model answers provided.
Objective Basedness
• The test should be based on pre-determined objectives.
• The test setter should have definite idea about the objective behind each item.
Comprehensiveness
• The test should cover the whole syllabus.
• Due importance should be given all the relevant learning materials.
• Test should be cover all the anticipated objectives.
Validity
• A said to be valid if it measures what it intends to measure.
• There are different types of validity:
– Operational validity
– Predictive validity
– Content validity
– Construct validity
• Operational Validity– A test will have operational validity if the tasks required by the test are sufficient to evaluate the definite activities or qualities.
• Predictive Validity
– A test has predictive validity if scores on it predict future performance
• Content Validity
– If the items in the test constitute a representative sample of the total course content to be tested, the test can be said to have content validity.
• Construct Validity
– Construct validity involves explaining the test scores psychologically. A test is interpreted in terms of numerous research findings.
Reliability
• Reliability of a test refers to the degree of consistency with which it measures what it indented to measure.
• A test may be reliable but need not be valid. This is because it may yield consistent scores, but these scores need not be representing what exactly we want to measure.
• A test with high validity has to be reliable also. (the scores will be consistent in both cases)
• Valid test is also a reliable test, but a reliable test may not be a valid one
Different method for determining Reliability• Test-retest method– A test is administrated to the same group with short interval. The scores are tabulated and correlation is calculated. The higher the correlation, the more the reliability.
• Split-half method
– The scores of the odd and even items are taken and the correlation between the two sets of scores determined.
• Parallel form method
– Reliability is determined using two equivalent forms of the same test content.
– These prepared tests are administrated to the same group one after the other.
– The test forms should be identical with respect to the number of items, content, difficult level etc.
– Determining the correlation between the two sets of scores obtained by the group in the two tests.
– If higher the correlation, the more the reliability.
Discriminating Power• Discriminating power of the test is its power to discriminate between the upper and lower groups who took the test.
• The test should contain different difficulty level of questions.
Practicability
• Practicability of the test depends up on...
• Administrative ease
• Scoring ease
• Interpretative ease
• Economy
Comparability• A test possesses comparability when scores resulting from its use can be interpreted in terms of a common base that has a natural or accepted meanings
• There are two method for establishing comparability
– Availability of equivalent (parallel) form of test
– Availability of adequate norms
Utility
• A test has utility if it provides the test condition that would facilitate realization of the purpose for which it is mean.
Reflections
Module 1: Overview in Assessment of Learning
Module 1 discussed and differentiate the commonly use words in assessment. The measurement, test and evaluation.The measurement deals with numerical figures, evaluation as the process of summing up the results to based on value judgement and test which is a tool used to measure students learning. Through this module we are able to know the types of test which the norm and criterion referenced test. Its characteristics and purpose. It helps us understand and know the kinds of test and why teachers are prefer to use it.
Module 2: ESTABLISHING THE LEARNING TARGETS
In this module which defining about the learning targets that deals with the goal, objective, competency, outcome, standard and expectations of the students performance. It helps to know where the students performance identify what type of learning targets the teacher want their students able to do. Second, it discussed about instructional objective which more specific statement of what student will be able to know and be brought about by planned learning activities. And lastly, to know the three students outcomes which are the cognitive, affective and psychomotor which involves developing the skill personal experiences and physical and motor or muscular skill that gaining skill and physical education.
In this module which defining about the learning targets that deals with the goal, objective, competency, outcome, standard and expectations of the students performance. It helps to know where the students performance identify what type of learning targets the teacher want their students able to do. Second, it discussed about instructional objective which more specific statement of what student will be able to know and be brought about by planned learning activities. And lastly, to know the three students outcomes which are the cognitive, affective and psychomotor which involves developing the skill personal experiences and physical and motor or muscular skill that gaining skill and physical education.
Module 3: Keys to Effective Testing
It is an important tool for teachers to evaluate students learning. It is also important to follow the general steps in preparing a test and to consider factors when constructing a good test. The used of TOS (table of specification) is advisable because this is one important part and step in planning for a test. This is a test map that guides teachers in constructing a test and to analyze content areas. By following the steps and using the TOS you can surely have an effective test.
Module 4: Development of Assessment Tools
This module discussed about the following tools of assessment a teacher can use in making/constructing an exam or a test. The tools mentioned are Multiple Choice Test, True or False Test, Matching Type Test, Completion Test, Cloze Test, and Essay Test. Also, it discussed the other technique in assessing the performance of the students. With this module, a future teacher will be trained or have a knowledge about how he/she will gonna assessed his/her students and what technique he/she'll gonna use in the future.
Module 5. Characteristics of the Good Test
In this module, the characteristics of a good test was mentioned and discussed. The first characteristics is the validity which is the quality of being logically valid. Also, the types, factors and ways to reduce the validity of the test was discussed. Second characteristics is the reliability, it is the constancy of the two test scores of the students who take two exam that has the same content but was administered at the different time. There are a lot of factors and one of these is the type of the test, if it is a speed test or a power test. The four methods how to solve for the reliability of the test was also discussed. And the last characteristics is the objectivity which means that if the test is marked by different people, the score will be the same . In other words, marking process should not be affected by the marking person's personality.
Module 8. Rubrics, Portfolio and Performance-Based Assessment
Module 9. Grading and Reporting Practices
Teachers, parents, students, administrators, and community members all agree that we need better grading and reporting systems. Often, these systems are inadequate because they are part of a tradition that can go unexamined and unquestioned for years.We maximize possibilities for teaching and learning when we create grading and reporting systems that are compatible with the differentiation practices we espouse. Absent this compatibility, differentiation efforts tend to stall. While discussing the possibility of introducing tiered assessments, a science colleague mused, “you’d have to be an idiot to put all that work into differentiating if you can’t report on it somehow.” Anything that lessens our motivation to differentiate is hurtful to students.
In this module, the characteristics of a good test was mentioned and discussed. The first characteristics is the validity which is the quality of being logically valid. Also, the types, factors and ways to reduce the validity of the test was discussed. Second characteristics is the reliability, it is the constancy of the two test scores of the students who take two exam that has the same content but was administered at the different time. There are a lot of factors and one of these is the type of the test, if it is a speed test or a power test. The four methods how to solve for the reliability of the test was also discussed. And the last characteristics is the objectivity which means that if the test is marked by different people, the score will be the same . In other words, marking process should not be affected by the marking person's personality.
Module 6: Analyzing and Using of Test Item Data
Item-analysis serves as a technique which is a valuable tool for classroom teachers in improving the quality of their classroom test. Through item-analysis teachers can identify structural or content defects in the items; they can also detect learning difficulties of the class as a whole and also identify the areas of weaknesses of the students in need of remediation. By following the procedures in item-analysis you can identify if a certain item needs for retention, revision or removal. Because the purpose of an item-analysis is to improve the quality of an exam by identifying items that are candidates for retention, revision or removal. More specifically, not only can the item- analysis identify both good and deficient items, it can also clarify what concept the examinees have and have not mastered. The difficulty of an item is understood as the proportion of the persons who answer a test item correctly. The higher the proportion, the lower the difficulty. What this means is that it has to do with an inverse relationship. The greater the difficulty of an item, the lower the index.
Analysis should be done first before interpretation. An analysis is useless without interpretation, likewise interpretation is impossible without analysis. For example, a raw score of 48, is meaningful only if interpreted good or fair. Generally speaking, analyzing and interpreting the scores should go hand and hand in order to give meaningful results.
As future techers, learning Statistics is very vital to us, it helps us to interpret the test scores as well as the learning of the students.As commonlty defined, Statistics is a study of collecting, organizing and interpreting data. Measure of Central Tendency includes the Mean, Median and Mode. Mean is the arithmetic average, median is the point that divides the scores in a distribution into two equal parts when it is arranged and mode is the most occurring in the distribution.The measure of Tendency alone cannot interpret the test scores of a students. It's also important to know the measures of Variability. The measure of variability includes the measure of the Range and the Quartile Deviation. Range is simply the difference between the Highest score and lowest score. Quartile Deviation is the half of the difference between the third quartile and the first quartile. The other Statistical measurement that is advantageous for us is the measure of correlation. The measure of Correlation is the linear relationship between two variables.Module 7-Educational Statistics
Module 8. Rubrics, Portfolio and Performance-Based Assessment
In module 8 we have learned about rubrics and its uses in assessment. The meaning of portfolio and its types, the process, the documentation and showcase portfolio. Portfolio is used to showcase the students best or excellent works and to monitor the students progress in thinking skills, content knowledge and self knowledge.
Module 9. Grading and Reporting Practices
Teachers, parents, students, administrators, and community members all agree that we need better grading and reporting systems. Often, these systems are inadequate because they are part of a tradition that can go unexamined and unquestioned for years.We maximize possibilities for teaching and learning when we create grading and reporting systems that are compatible with the differentiation practices we espouse. Absent this compatibility, differentiation efforts tend to stall. While discussing the possibility of introducing tiered assessments, a science colleague mused, “you’d have to be an idiot to put all that work into differentiating if you can’t report on it somehow.” Anything that lessens our motivation to differentiate is hurtful to students.
DISCLAIMER NOTICE
This blog are not to be used or copied by unauthorized persons. The content of this blog are points of view of the members and any consequence for copying the contents of this blog, the administration of this blog is not accountable for any damage that it may cause you.References:
http://en.wikipedia.org/wiki/Blended_learning
http://en.wikipedia.org/wiki/Assessment_for_Learning
http://sathitech.blogspot.com/2008/01/qualities-of-good-test.html
http://www.glencoe.com/sec/teachingtoday/educationupclose.phtml/40
http://en.wikipedia.org/wiki/Blended_learning
http://en.wikipedia.org/wiki/Assessment_for_Learning
http://sathitech.blogspot.com/2008/01/qualities-of-good-test.html
http://www.glencoe.com/sec/teachingtoday/educationupclose.phtml/40
