It will help you to: Check what you know - the warm-up activities in the knowledge booster section help you recap what you already know about the topic. Understand the exam questions - the exam skills section break down each type of questions so you can see how it works, then the 'steps to success' skills builder shows you how to construct the answer Practice with exam-style questions - the practice paper give you the change to putt your skills into action, writing straight into the book, supported by plenty of hand hints and tips to keep you focused Develop your skills and understanding - the example answers to the proactive paper use student-friendly mark schemes and annotations to show you what makes them successful responses.

Have you been wondering how well your students understand engineering and technology concepts? Have you been wishing for formative assessment tools in both English and Spanish? If so, this is the book for you. Like the other 11 books in the bestselling Uncovering Student Ideas series, Uncovering Student Ideas About Engineering and Technology does the following: Brings you engaging questions, also known as formative assessment probes. The book's 32 probes are designed to uncover what students know-or think they know-about what technology and engineering are, how to define related problems, and how to design and test solutions. The probes will help you uncover students' current thinking about everything from the purpose of technology to who can become an engineer to how an engineering design process works. Offers field-tested teacher materials that provide best answers along with distracters designed to reveal preconceptions and misunderstandings that students commonly hold. Since the content is explained in clear, everyday language, even engineering and technology novices can grasp and teach it effectively. Is convenient even for time-starved teachers like you. The new probes are short, easy-to-administer activities that come ready to reproduce for speakers of both English and Spanish. In addition to explaining the engineering and technology content, the teacher materials note links to A Framework for K-12 Science Education and the Next Generation Science Standards and suggest grade-appropriate ways to present material so students will learn it accurately. Uncovering Student Ideas About Engineering and Technology has the potential to help you take an important first step in teaching for understanding-and perhaps transform your teaching about STEM-related topics.

Are you picking up all your students' work is trying to tell you? In this book, assessment expert Susan M. Brookhart and instructional coach Alice Oakley walk teachers through a better and more illuminating way to approach student work across grade levels and content areas. You'll learn to view students' assignments not as a verdict on right or wrong but as a window into what students "got" and how they are thinking about it. The insight you'll gain will help you * Infer what students are thinking, * Provide effective feedback, * Decide on next instructional moves, and * Grow as a professional. Brookhart and Oakley then guide teachers through the next steps: clarify learning goals, increase the quality of classroom assessments, deepen your content and pedagogical knowledge, study student work with colleagues, and involve students in the formative learning cycle. The book's many authentic examples of student work and teacher insights, coaching tips, and reflection questions will help readers move from looking at student work for correctness to looking at student work as evidence of student thinking.

In this timely and thoughtful call to action, author and educator Starr Sackstein examines the critical intersection between assessment and social and emotional learning (SEL), particularly as it affects students of color and other marginalized groups. The book addresses the five SEL competencies identified by the Collaborative for Academic, Social, and Emotional Learning (CASEL)-self-awareness, self-management, social awareness, relationship skills, and responsible decision making-and explains how teaching students to develop their abilities in these areas can help them improve their learning and assessment experiences.Sackstein also raises important considerations for educators, urging them to * Examine their implicit biases to improve their relationships with students. * Deepen their understanding of the impact of grades and assessments on students' self-image and their ability to reach their full potential as learners. * Develop personalized assessment systems that ensure an accurate, fair, and equitable portrayal of what students know and can do. In addition to presenting the relevant research, Sackstein draws from personal experience and the reflections of students, teachers, and administrators to present a compelling case for approaching assessment through the SEL lens. Educators at all levels who have witnessed the devasting effects that testing can have on students' beliefs in themselves as learners will find Assessing with Respect to be an invaluable guide to ensuring better outcomes-and better emotional health-for all students.

The emotive discourses on the subject of university rankings are directly linked to the effect of such rankings on the performance of universities throughout the world. It has been observed that the top-ranked universities attract major financial commitments from the industry, the best students, quality researchers, and a wide range of other quality endowments such as equipment, libraries, and laboratories. It is not surprising that the ranking of universities has gained popularity and become a significant factor shaping not only the reputation of universities but also the performance of said institutions around the world, including the developing countries. Impact of Global University Ranking Systems on Developing Countries presents a collection of perspectives from scholars and other stakeholders on the impact of the global ranking systems on developing countries. The book is an additional resource for discussion and discourse as far as the global university ranking systems are concerned and opens new frontiers for further research. Covering key topics such as assessment, ethics, and academic freedom, this premier reference source is ideal for administrators, policymakers, researchers, scholars, academicians, practitioners, instructors, and students.

Responsive learning and responsible learning have not been considered and utilized appropriately in the past, especially in light of the post-pandemic higher education landscape. A discussion and consideration of the different elements that make up responsive and responsible learning such as agency, agility, mindfulness, connectedness, resourcefulness, active and seamless learning, and regulation of learning are required to advance the field of higher education. Cases on Responsive and Responsible Learning in Higher Education encompasses cases on responsive and responsible learning in higher education and focuses on how the concepts are translated into practice by instructors, learning facilitators, and higher education managers. The book also deals with various practicalities and strategies and adopts existing models and frameworks for 21st century learning. Covering key topics such as learner agency, mindfulness, and personalized learning, this reference work is ideal for administrators, policymakers, researchers, academicians, practitioners, scholars, instructors, and students.

Exam Board: Pearson BTEC Academic Level: BTEC National Subject: Sport First teaching: September 2016 First Exams: Summer 2017 Our revision resources are the smart choice for those revising for externally assessed Unit 1 in Sport BTEC Nationals. This book contains four full-length practice assessments, helping you to: Prepare, by familiarising yourself with the structure and process for completing your assessment Practise by writing responses straight into the book Perfect your external assessment skills for this unit, with targeted hints, guidance and support for every question, along with answers

Grading is one of the most hotly debated topics in education, and grading practices themselves are largely based on tradition, instinct, or personal history or philosophy. But to be effective, grading policies and practices must be based on trustworthy research evidence. Enter this book: a review of 100-plus years of grading research that presents the broadest and most comprehensive summary of research on grading and reporting available to date, with clear takeaways for learning and teaching. Edited by Thomas R. Guskey and Susan M. Brookhart, this indispensable guide features thoughtful, thorough dives into the research from a distinguished team of scholars, geared to a broad range of stakeholders, including teachers, school leaders, policymakers, and researchers. Each chapter addresses a different area of grading research and describes how the major findings in that area might be leveraged to improve grading policy and practice. Ultimately, Guskey and Brookhart identify four themes emerging from the research that can guide these efforts: Start with clear learning goals. Focus on the feedback function of grades. Limit the number of grade categories. Provide multiple grades that reflect product, process, and progress criteria. By distilling the vast body of research evidence into meaningful, actionable findings and strategies, this book is the jump-start all stakeholders need to build a better understanding of what works-and where to go from here.

Properly crafted and individually tailored feedback on student work boosts student achievement across subjects and grades. In this updated and expanded second edition of her best-selling book, Susan M. Brookhart offers enhanced guidance and three lenses for considering the effectiveness of feedback: (1) does it conform to the research, (2) does it offer an episode of learning for the student and teacher, and (3) does the student use the feedback to extend learning? In this comprehensive guide for teachers at all levels, you will find information on every aspect of feedback, including: Strategies to uplift and encourage students to persevere in their work. How to formulate and deliver feedback that both assesses learning and extends instruction. When and how to use oral, written, and visual as well as individual, group, or whole-class feedback. A concise and updated overview of the research findings on feedback and how they apply to today's classrooms. In addition, the book is replete with examples of good and bad feedback as well as rubrics that you can use to construct feedback tailored to different learners, including successful students, struggling students, and English language learners. The vast majority of students will respond positively to feedback that shows you care about them and their learning. Whether you teach young students or teens, this book is an invaluable resource for guaranteeing that the feedback you give students is engaging, informative, and, above all, effective.

Recently, the priorities of higher education have adjusted; where before the focus was primarily on the financial side of education, institutions now consider people to be their main source of value and education to be much more than the production and dissemination of knowledge. Due to this, a gap has been created between decades of emphasis on financing and the undermining of the qualitative requirements of education. New Perspectives on Using Accreditation to Improve Higher Education outlines key issues that must be addressed if accreditation agencies globally are to achieve their primary objective of ensuring that universities and the degree programs they offer are of even greater quality than they are at present. Covering topics such as leadership, assessment, and sustainability, this reference work is ideal for principals, policymakers, higher education staff, researchers, scholars, academicians, practitioners, instructors, and students.

Research in the field of education for sustainable development (ESD) is of growing concern to meet the needs of the diverse student populations in various higher education institutions. People around the world recognize that current economic development trends are not sustainable and that public awareness, education, and training are key to moving society toward sustainability. Although ESD continues to grow both in content and pedagogy and its visibility and respect have grown in parallel, education officials, policymakers, educators, curriculum developers, and others are called upon to rethink education in order to contribute to the achievement of the goals of sustainable development in higher education. Implications of Sustainable Development in Higher Education: Teaching, Learning, and Assessment provides insight regarding the implications of ESD for teaching, learning, and assessment in higher education and demonstrates the value of adopting an ESD lens by broadening and strengthening the evidence base of the impact that this can make for students, educators, and society as a whole. Covering key topics such as assessment, globalization, and inclusion, this reference work is ideal for university leaders, administrators, policymakers, researchers, scholars, practitioners, academicians, instructors, and students.

With new standards emphasizing higher-order thinking skills, students will have to demonstrate their ability to do far more than simply remember facts and procedures. But what's the best way for teachers to ensure that students have such skills? In this highly accessible guide, author Susan M. Brookhart shows how to do just that, by providing specific guidelines for designing targeted questions and tasks that align with standards and assess students' ability to think at higher levels. Aided by dozens of examples across grade levels and subject areas, readers will learn how to: Take a student perspective and view assessment questions and tasks as ""problems to solve."" Design multiple-choice questions that require higher-order thinking. Understand the difference between ""open"" and ""closed"" questions and how to use open questions effectively. Vary and control the features of performance assessment tasks, including cognitive level and difficulty, to target different thinking skills. Manage the assessment of higher-order thinking within the larger context of teaching and learning. Brookhart also provides an ""idea bank"" that teachers can use to jump-start their own thinking as they create assessments. Timely and practical, How to Design Questions and Tasks to Assess Student Thinking is essential reading for 21st century teachers who want their students to excel in the classroom and beyond.

Quality accreditation in higher education institutions (HEIs) is currently a buzzword. The need to maintain high-quality education standards is a critical requirement for HEIs to remain competitive in the market and for government and regulatory bodies to ensure the quality standards of programs offered. From being an implicit requirement that is internally addressed, quality assurance activities become an explicit requirement that is regularly audited and appraised by national and international accreditation agencies. HEIs are voluntarily integrating quality management systems (QMS), institutional and program-specific, in response to the political and competitive environment in which it exists. Through its higher education department or by creating non-profitable accreditation bodies, many governments have implemented a quality framework for licensing HEIs and invigilates its adherence based on which accreditation statuses are granted for HEIs. Global Perspectives on Quality Assurance and Accreditation in Higher Education Institutions provides a comprehensive framework for HEIs to address quality assurance and quality accreditation requirements and serves as a practical tool to develop and deploy well-defined quality management systems in higher education. The book focuses on the critical aspects of quality assurance; the need to develop a concise and agile vision, mission, values, and graduate attributes; and to develop a system that effectively aligns the various activities of the HEI to the attainment of the strategic priorities listed in the institutional plans. The chapters each cover the various facets of the quality assurance framework and accreditation agencies' requirements with practical examples of each. This book is useful for HEI administrators, quality assurance specialists in HEIs, heads of academic departments, internal auditors, external auditors, and other practitioners of quality, along with stakeholders, researchers, academicians, and students interested in quality assurance and accreditation in higher education.

500 Ways to Achieve Your Highest Score

We want you to succeed on the Math sections of the ACT. That's why we've selected these 500 questions to help you study more effectively, use your preparation time wisely, and get your best score. These questions are similar to the ones you'll find on the ACT, so you will know what to expect on test day. Each question includes a concise, easy-to-follow explanation in the answer key for your full understanding of the concepts. Whether you have been studying all year or are doing a last-minute review, "McGraw-Hill's 500 ACT Math Questions to Know by Test Day" will help you achieve the high score you desire.

Sharpen your subject knowledge, and build your test-taking confidence with: 500 ACT Math questions Full explanations for each question in the answer key A format parallel to that of the ACT exam

The development of an enabling and socially just learning environment in schools relates to teaching and learning but of equal significance is the assessment of and for learning. Of particular importance is the provision of equitable assessment opportunities for learners who experience physical, sensory and neurological disabilities or specific learning difficulties. Guidelines for assessment accommodations focuses on assessment adaptations and methods of assessment accommodations for learners who experience reading and writing challenges that prevent them from giving a true reflection of their acquired knowledge and skills in classroom tests and examinations. Guidelines for assessment accommodations provides a general and useful framework for assessment practices in an inclusive environment. It discusses the support of learners with language and other difficulties and gives specific techniques for adapting assessments to assist learners. Guidelines for assessment accommodations is aimed at all educators facing the challenge of assessing learners with disabilities and learning difficulties fairly and consistently.

As a predominant teaching paradigm, foreign language learning has increasingly been one of the crucial elements that leads to career accomplishments for students. Due to this, foreign language assessment has emerged as a major topic in the field of foreign language learning. The Handbook of Research on Perspectives in Foreign Language Assessment examines perspectives on language assessment through reflections on classroom applications and makes recommendations to strengthen quality language assessments by drawing on a variety of research methodologies. It also provides a foundation as to why foreign language assessment as a discipline should be refocused with caution, what sort of theoretical and practical implications should be in place for foreign language teachers, and in what ways it may be possible to provide futuristic perspectives on foreign language assessment for test developers and users involved in language assessment. Covering key topics such as testing, literacy, and language teaching, this major reference work is ideal for industry professionals, policymakers, administrators, researchers, academicians, scholars, practitioners, instructors, preservice teachers, teacher educators, librarians, and students.

This book creatively redefines how teacher educators and faculty in secondary and post-secondary language education can become designers with intercultural education in mind. The author aligns theoretical frameworks with practical features for revising the modern language curriculum via themes and novel tasks that transfer language learning from classroom to community, developing communicative competence for mediation and learner autonomy along the way. For novice and experienced instructors alike, this book empowers them to: - design curriculum from transferable concepts that are worthy of understanding and have value within the culture(s) and to the learner; - develop assessments that ask the learner to solve problems, and create products that transfer concepts or address needs of various audiences that they will encounter in community, life, and work; - direct language learners through a spiral, articulated program that supports academic, career and personal goals. Pedagogical features include a glossary of key terms, research-to-practice boxes, scaffolded design tasks, reflection questions and template samples representing language exemplars from the following languages and cultures: Arabic, Chinese, Ede Yoruba, French, German, Hindi, Italian, Japanese, Korean, Ladino, Nahuatl, Portuguese, Russian, Spanish, Te Reo Maori and Urdu. The accompanying online resources offer blank templates, PowerPoints and guides for designing bespoke curricula with key performance assessments.

Compiling extensive research findings with real insights from the business world, this must-read book on performance appraisal explores its evolution from the classic appraisal to its current form, and the methodology behind its progression. Looking forward, Aharon Tziner and Edna Rabenu emphasize that well-conducted appraisals combine a mixture of classic and current, and are here to stay. The book first presents a primer to performance appraisals, covering the role of management, the appraisers, and external and political influences. The authors then present ways to improve the appraisal system through training, methodology and diversification. Consequently, they outline the key questions and opportunities facing the research and business communities, including the rapidly developing technological and democratic workforce. In particular, the authors highlight the need for the creation of a ''climate of performance'' and innovation in research, for the betterment of both the individual employee and society as a whole. Improving Performance Appraisal at Work is a comprehensive guide for researchers in business and management, human resource management and organizational behavior. The authors cover an extensive array of issues relating to the role of employee performance appraisal, making this book an excellent advisory text for those in professional human resource roles.

Education today has been influenced by several factors that are changing the purpose and goals of understanding and thinking and, consequently, how we assess students' understanding. One of these influences has been the rapid advancement and accessibility of digital technologies. While the use and impact of digital technologies as a valuable tool to improve teaching and learning is well documented, there is little discussion of innovative methods used to assess teaching and learning in digital environments. It is important educators view assessments considering the tools used for learning. Even when digital technologies are ubiquitous in education, assessment methods continue to use traditional assessments, typically multiple-choice or short answer. They are inadequate to provide information about a student's reasoning and conceptual understanding, thus they are limited in measuring the sophisticated knowledge and skills needed for 21-century careers. Digital technologies can support inquiry-based learning that is essential to developing a deep conceptual understanding of the content. Innovative practices that include digital-based assessment models allow students to demonstrate higher-order skills while integrating digital technologies as a powerful teaching tool. The book explores the use of digital-based assessments to measure knowledge, shares research and pedagogies related to digital-based assessments, identifies digital tools and applications for the effective assessment of learning, shares models of digital-based assessment in digital learning environments, and identifies best practices and innovation in digital-based assessment. It is ideal for higher education faculty, classroom teachers, administrators, policymakers, educational technologists, and graduate students.

In today's rapidly changing world, a holistic and integrated approach to educational assessment - and its interdependence with curriculum, teaching and learning - is essential. In the delivery of 21st century knowledge and skills, educators will be challenged with issues such as what to teach, what and how learners need to learn, and how to assess their work accurately to measure richer and more meaningful learning and more complex tasks. Meaningful assessment for 21st century learning seeks to address different learning contexts and disciplines by exploring how education theory, methodologies and approaches influence assessment practices in the 21st century. Meaningful assessment for 21st century learning is aimed at the broader educational community of scholars engaged in meaningful and effective educational assessment to promote 21st century skills.

Exam Board: Pearson BTEC Academic Level: BTEC National Subject: Children's Play, Learning and Development First teaching: September 2016 First Exams: Summer 2017 This Revision Workbook delivers hassle-free hands-on practice for the externally assessed units. For all 3 of the externally assessed Units 1, 2 and 4 Builds confidence with scaffolded practice questions. Unguided questions that allow students to test their own knowledge and skills in advance of assessment. Clear unit-by-unit correspondence between this Workbook and the Revision Guide and ActiveBook. Updates to this title If you purchased this title before 3rd April 2017, you will have an older edition. In light of updates to the qualification, there may be changes required to this older edition, which will be outlined at www.pearsonfe.co.uk/BTECchanges. An updated edition of this title will release in time for the new academic year in September 2017. This new edition will reflect updates to the qualification that have been made. If you have the older edition and would like a copy of the new edition, please contact our customer services team, with proof of purchase, on 0845 313 6666 or email [email protected]