Chapter 10: Early Childhood Assessment
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Early Childhood Education: Learning Together by Virginia Casper and Rachel Theilheimer (c)2009 McGraw-Hill Publishing
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![Assessment and Evaluation ,[object Object],[object Object],Copyright 2010 McGraw-Hill Companies, Inc. New York, New York](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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Social Media Overview Project Socialize
If you are not convinced that social media is right for your business, you will be after viewing this presentation. With statistics on Internet usage and user behavior, your mind will be changed.
Chapter 4: Children Understanding the World through Play
Early Childhood Education: Learning Together
by Virginia Casper and Rachel Theilheimer
(c)2009 McGraw-Hill Publishing
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Assessment in a Constructivist by Sunshine Pamorada
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Chapter 8: Children, Development & Culture
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by Virginia Casper and Rachel Theilheimer
(c)2009 McGraw-Hill Publishing
Social Media Overview Project Socialize
If you are not convinced that social media is right for your business, you will be after viewing this presentation. With statistics on Internet usage and user behavior, your mind will be changed.
Chapter 4: Children Understanding the World through Play
Early Childhood Education: Learning Together
by Virginia Casper and Rachel Theilheimer
(c)2009 McGraw-Hill Publishing
KBAccess RMLL 2010 (English)
KBAccess RMLL 2010
Knowledge base of accessibility good and bad examples
http://www.kbaccess.org/
Chapter 11: Infants, Toddlers & Two-Year-Olds
Early Childhood Education: Learning Together
by Virginia Casper and Rachel Theilheimer
(c)2009 McGraw-Hill Publishing
Организация хранения данных с помощью Symantec DLP
Презентация Суязова Александра,
руководителя отдела защиты от утечек информации компании LETA, проведенная в рамках конференции «Грани ИБ Законодательство, процессы, технологии» 13-15 октября 2011 г. в «Атлас Парк-Отель»
152-ФЗ: проблемные области и лучшие практики
Презентация Дмитрий Цха, руководителя руководитель отдела консалтинга
компания LETA проведенная в рамках конференции «Грани ИБ Законодательство, процессы, технологии» 13-15 октября 2011 г. в
«Атлас Парк-Отель»
Chapter 9: Observation: The Roots of Practice
Early Childhood Education: Learning Together
by Virginia Casper and Rachel Theilheimer
(c)2009 McGraw-Hill Publishing
Chapter 15: Policy Issues and Early Childhood Practice
Early Childhood Education: Learning Together
by Virginia Casper and Rachel Theilheimer
(c)2009 McGraw-Hill Publishing
Chapter 7: Early Childhood Programming
Early Childhood Education: Learning Together
by Virginia Casper and Rachel Theilheimer
(c)2009 McGraw-Hill Publishing
Contenu connexe
En vedette
KBAccess RMLL 2010 (English)
KBAccess RMLL 2010
Knowledge base of accessibility good and bad examples
http://www.kbaccess.org/
Chapter 11: Infants, Toddlers & Two-Year-Olds
Early Childhood Education: Learning Together
by Virginia Casper and Rachel Theilheimer
(c)2009 McGraw-Hill Publishing
Организация хранения данных с помощью Symantec DLP
Презентация Суязова Александра,
руководителя отдела защиты от утечек информации компании LETA, проведенная в рамках конференции «Грани ИБ Законодательство, процессы, технологии» 13-15 октября 2011 г. в «Атлас Парк-Отель»
152-ФЗ: проблемные области и лучшие практики
Презентация Дмитрий Цха, руководителя руководитель отдела консалтинга
компания LETA проведенная в рамках конференции «Грани ИБ Законодательство, процессы, технологии» 13-15 октября 2011 г. в
«Атлас Парк-Отель»
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Similaire à Chapter 10: Early Childhood Assessment
Chapter 9: Observation: The Roots of Practice
Early Childhood Education: Learning Together
by Virginia Casper and Rachel Theilheimer
(c)2009 McGraw-Hill Publishing
Chapter 15: Policy Issues and Early Childhood Practice
Early Childhood Education: Learning Together
by Virginia Casper and Rachel Theilheimer
(c)2009 McGraw-Hill Publishing
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Early Childhood Education: Learning Together
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by Virginia Casper and Rachel Theilheimer
(c)2009 McGraw-Hill Publishing
Chapter 9 from the bookHardin, B. J., Wortham, S.C. (2015) Asse.docx
Chapter 9 from the book:
Hardin, B. J., Wortham, S.C. (2015) Assessment in Early Childhood Education (7th ed.). [Vitalsource Bookshelf Online]. Retrieved from https://kaplan.bitalsource.com/#/books/9781323290804/
In-text citation:
(Hardin & Wortham, 2015)
CHAPTER 9 Performance-Based Assessment Strategies
Suzanne Clouzeau/Pearson
Chapter Objectives
As a result of reading this chapter, you will be able to:
1.Describe performance-based strategies and their purposes.
2.Explain types of performance-based assessments and how they are used.
3.Discuss how to classify and organize performance assessments.
4.Explain how standards affect performance assessments.
5.Discuss the advantages and disadvantages of using performance-based assessments.
Understanding Performance Assessment
We have discussed a variety of types of informal and formal assessments such as observation, checklists, rating scales, and teacher-designed assessments. In this chapter, we discuss how assessments contribute to a broader strategy—performance-based assessment. Each assessment discussed previously contributes to the collection of assessment information that is part of performance-based assessment. The strategies used to conduct these assessments permit the teacher to measure a child’s performance.
Before proceeding further, we should explain what is meant by performance-based assessment and how it is seen as a positive alternative to the use of standardized tests to measure children’s development and learning. Traditional formal methods of measuring learning have focused on assessing what the child knows. Achievement tests are accurately labeled in that they measure what the child has achieved. Performance assessment is advocated as a contrast to high-stakes testing. Early childhood educators such as Meisels (2000, 2014) deplored the situation in which tests determine what teachers teach, what children learn, and whether children fail or are promoted. Rather than depend on tests that are a single indicator of what a child has learned, Meisels proposed that the teacher should have a generative or transformed role with children. The teacher–learner process permits the learner to use his or her own skills to learn new skills.
Performance assessments require more in that they measure what the child can do or apply, in addition to what the child knows. Moreover, performance assessment includes completion of a task in a realistic context. Performance assessments require the student to perform some action or activity that demonstrates understanding and application.
Performance-based assessment is considered particularly useful with young children because it measures progress as well as achievement. Children in the early childhood years are proceeding through rapid changes in development that are described as complex because of the interactions among maturation, experience, and learning (Illinois State Board of Education: Early Childhood Education, 2012).
Current needs in the workfo ...
1Running head PROGRAM EVALUATION APPROACH FOR EDUCATION 6PR.docx
1
Running head: PROGRAM EVALUATION APPROACH FOR EDUCATION
6
PROGRAM EVALUATION APPROACH FOR EDUCATION
The program evaluation is a viable mechanism that is used in schools that seek to strengthen the quality of education that they offer as well as improving the outcomes of the students. Today, many approaches that are used in the evaluation focus on education and especially about the key features of the program that will be evaluated. This paper will seek to describe the planned approach as it applied in education as well as the rationale for the strategy, description of the question areas and their rationale and finally the stockholders and the reasons they should be involved as well as the ways that can be used in obtaining their involvement.
Description and Rationale the Program Evaluation Approach
The Tylerian evaluation approach usually has a significant influence on both evaluation and education. His theory foresaw the concepts that will be used in today`s world in the improvement and multiple as the means of assessment. He defined the objectives as a way for the teachers to explain what they wanted to teach in the classes (Posavac, 2015). Through stating the goals in terms of what the students should do, Tyler believed that the teachers should plan more on their curricula so that they can be able to achieve more. Tyler eventually defined the program evaluation approach as a process of determining how best one is achieving its objectives (Jacobs, 2017). In the evaluation process, one should consider the following steps; establishment of the broad goals as well as the objectives, classifying the goals, define the objectives in terms of behavior, finding situation in which the achievement of the targets can be shown, development of the required measurement techniques, collecting the performance data and eventually compare the performance of the data with the behaviors that have been stated in the objectives.
Description of the Question and their Rationale
Some of the description questions that can be asked on the process are why is there a discrepancy? The discrepancy in education is the model that is usually used in the determination of whether a child is eligible for education. It usually refers to the mismatch between the child`s intellectual ability and their progress in schools (McKenney, 2018). This is a way that can be used in determining the different scores of the children in schools. When such conditions are evident, then it means that the child is having some challenges in their learning. The major sub-sets of the question include; Is the child eligible for special education? Is your child being evaluated for special education? Is your child having challenges in their learning? What is the ability of your child?
Another description question that can be asked on the process in what corrective actions are possible? The aspect of correction usually helps in building the quality of the education that is being offered. This ...
Dr. Morris’ Alternate Extra Credit Assignment 10 points .docx
Dr. Morris’ Alternate Extra Credit Assignment 10 points
Dr. Kimo Morris, Handout v9-2, xtracredt.doc 1
Wetlands Alternate Extra Credit Essay
This alternate extra credit assignment can be turned in anytime up to the final exam.
Introduction:
Wetlands are known to be a vital part of any coastal region. For this assignment, you
will conduct an internet search on a critical wetland of your choice. Below, I have
provided a list of potential wetlands for you to choose from, although you are
welcome to write about one that is not on this list. You must have a minimum of 700
words, and you must discuss (a) the history of the wetland, (b) the historic or current
impact humans are having there, (c) the current efforts being made to protect or
restore the wetland, and (d) any legal, governmental, or private obstacles faced by
those wishing to restore the wetland. You must also include a bibliography with a
minimum of 3 sources (one must be a government website “.gov” or “.mil”) – ex.
consider the California Coastal Commission, California Department of Fish and
Wildlife, or California State Lands Commission, or Federal Agencies such as NOAA,
USFWS, EPA, or USACE. The assignment MUST be emailed to me no later than the
day of the final exam.
Potential California Wetlands for Writing Assignment:
Tijuana River Estuary
Mission Bay
Buena Vista Lagoon
Batiquitos Lagoon
Carlsbad Lagoon
Upper Newport Bay
Bolsa Chica Wetland
Anaheim Bay
Golden Shores Marine Biological Preserve
Ballona Wetlands
Malibu Lagoon
Mugu Lagoon
Carpinteria Salt Marsh
Goleta Slough
Devereux Slough
Moro Bay
Elkhorn Slough
Coyote Creek, SF Bay
Suisun Marsh, San Pablo Bay
Tomales Bay
Bodega Bay
A few noteworthy wetlands outside California that you are welcome to consider:
Indian River Lagoon, FL
Chesapeake Bay Estuary, MS
Coos Bay, OR
Barataria Bay, LA
CHAPTER 9 Performance-Based Assessment Strategies
Suzanne Clouzeau/Pearson
Chapter Objectives
As a result of reading this chapter, you will be able to:
1. Describe performance-based strategies and their purposes.
2. Explain types of performance-based assessments and how they are used.
3. Discuss how to classify and organize performance assessments.
4. Explain how standards affect performance assessments.
5. Discuss the advantages and disadvantages of using performance-based assessments.
9.1 Understanding Performance Assessment
We have discussed a variety of types of informal and formal assessments such as observation, checklists, rating scales, and teacher-designed assessments. In this chapter, we discuss how assessments contribute to a broader strategy—performance-based assessment. Eachassessment discussed previously contributes to the collection of assessment information that is part of performance-based assessment. Thestrategies used to conduct these assessments permit the teacher to measure a child’s performance.
Before proceeding further, we should e ...
Collecting Information Please respond to the followingUsi.docx
"Collecting Information" Please respond to the following:
Using your evaluation plan, describe it briefly and discuss the appropriateness, benefits, and limitations of using two of the following designs: (a) case study, (b) time-series, (c) causal –pre- and posttest, (d) comparison.
"Evaluation Designs" Please respond to the following:
Since it is usually impossible to evaluate the whole population of a large program, evaluators must select samples. Using your evaluation plan, discuss the possible benefits and limitations of selecting a random sample or using purposive sampling to obtain the target population.
THIS IS THE PROGRAM EVALUATION
Program Evaluation Approach for Education
Student`s Name
Instructor
Institutional Affiliation
Course
Date
The program evaluation is a viable mechanism that is used in schools that seek to strengthen the quality ofeducation that they offer as well as improving the outcomes of the students. Today, many approaches that are used in the evaluation focus on education and especially about the key features of the program that will be evaluated. This paper will seek to describe the planned approach as it applied in education as well as the rationale for the strategy, description of the question areas and their rationale and finally the stockholders and the reasons they should be involved as well as the ways that can be used in obtaining their involvement.
Description
and Rationale
the Program Evaluation Approach
The Tylerian evaluation approach usually has a significant influence on both evaluation and education. His theory foresaw the concepts that will be used in today`s world in the improvement and multiple as the means of assessment. He defined the objectives as a way for the teachers to explain what they wanted to teach in the classes(Posavac, 2015). Through stating the goals in terms of what the students should do, Tyler believed that the teachers should plan more on their curricula so that they can be able to achieve more. Tyler eventually defined the program evaluation approach as a process of determining how best one is achieving its objectives (Jacobs, 2017). In the evaluation process, one should consider the following steps; establishment of the broad goals as well as the objectives, classifying the goals, define the objectives in terms of behavior, finding situation in which the achievement of the targets can be shown, development of the required measurement techniques, collecting the performance data and eventually compare the performance of the data with the behaviors that have been stated in the objectives.
Description of the
Question and their Rationale
Some of the description questions that can be asked on the process are why is there a discrepancy?
The discrepancy in education is the model that is usually used in the determination of whether a child is eligible for education. It usually refers to the mismatch between the child`s intellectual ability and their progres.
Evaluation and Assessment of Learning and ProgramsLearni
Evaluation and Assessment
of Learning and Programs
Learning Objectives
After reading this chapter, you will be able to:
1. Explain the concept of developmentally appropriate assessment.
2. Describe different types of formal and informal assessments teachers use with children.
3. Describe how teachers manage and use assessment information.
4. Identify and explain processes used to evaluate curriculum.
5. Describe developmentally appropriate considerations for using technology with children.
6. Describe important considerations for lifelong professional learning.
12
Pretest
1. Teachers don’t need to plan for assessment
because the curriculum includes all the
materials they need. T/F
2. Standardized tests are the best tools to use
to assess young children. T/F
3. Teachers use assessment information and
analyses to adapt curriculum. T/F
4. Program evaluations provide valuable
information for teachers about how to
strengthen their practices. T/F
5. It is possible to use technologies with young
children in developmentally appropriate
ways. T/F
6. Once teachers have experience, they no lon-
ger need to prioritize intentional reflection
about their work. T/F
Answers can be found at end of the chapter.© iStockphoto / Thinkstock
© 2019 Bridgepoint Education, Inc. All rights reserved. Not for resale or redistribution.
Developmentally Appropriate Assessment Chapter 12
Well here you are, on your way to understanding the intricacies of early childhood curriculum
and the balancing act that a developmentally appropriate approach requires. Your classroom
is a happy, busy place. Friendships are forming, children are playing, and you are using your
understanding of the developmental emphasis in the early learning standards and content
focus of K–12 academic standards to plan and implement engaging and challenging activities.
You’ve also begun to notice the individual characteristics, strengths, and needs of your chil-
dren and are beginning to think about ways of adapting the curriculum to meet their needs.
Your sense is that everything is going well, but how do you know for sure that you are meet-
ing the goals and expectations of your curriculum? Throughout this book, we’ve addressed
this question in part by discussing the need to observe children in order to scaffold their devel-
opment. But what specific things can you do to determine your children’s individual needs
and chart their progress? How do you identify children who might have special needs? How
do you know whether your curriculum is working as intended? What should you do to con-
tinue developing your own curriculum knowledge? In view of increasing use and awareness
of technologies, what are the most effective ways to use these technologies for curriculum
and/or assessment?
In this chapter, we examine the concepts of student assessment and ongoing evaluation for
continuous improvement of the curriculum. We also address the emerging and changing role
of t ...
Evaluation and Assessment of Learning and ProgramsLearni.docx
Evaluation and Assessment
of Learning and Programs
Learning Objectives
After reading this chapter, you will be able to:
1. Explain the concept of developmentally appropriate assessment.
2. Describe different types of formal and informal assessments teachers use with children.
3. Describe how teachers manage and use assessment information.
4. Identify and explain processes used to evaluate curriculum.
5. Describe developmentally appropriate considerations for using technology with children.
6. Describe important considerations for lifelong professional learning.
12
Pretest
1. Teachers don’t need to plan for assessment
because the curriculum includes all the
materials they need. T/F
2. Standardized tests are the best tools to use
to assess young children. T/F
3. Teachers use assessment information and
analyses to adapt curriculum. T/F
4. Program evaluations provide valuable
information for teachers about how to
strengthen their practices. T/F
5. It is possible to use technologies with young
children in developmentally appropriate
ways. T/F
6. Once teachers have experience, they no lon-
ger need to prioritize intentional reflection
about their work. T/F
Answers can be found at end of the chapter.© iStockphoto / Thinkstock
© 2019 Bridgepoint Education, Inc. All rights reserved. Not for resale or redistribution.
Developmentally Appropriate Assessment Chapter 12
Well here you are, on your way to understanding the intricacies of early childhood curriculum
and the balancing act that a developmentally appropriate approach requires. Your classroom
is a happy, busy place. Friendships are forming, children are playing, and you are using your
understanding of the developmental emphasis in the early learning standards and content
focus of K–12 academic standards to plan and implement engaging and challenging activities.
You’ve also begun to notice the individual characteristics, strengths, and needs of your chil-
dren and are beginning to think about ways of adapting the curriculum to meet their needs.
Your sense is that everything is going well, but how do you know for sure that you are meet-
ing the goals and expectations of your curriculum? Throughout this book, we’ve addressed
this question in part by discussing the need to observe children in order to scaffold their devel-
opment. But what specific things can you do to determine your children’s individual needs
and chart their progress? How do you identify children who might have special needs? How
do you know whether your curriculum is working as intended? What should you do to con-
tinue developing your own curriculum knowledge? In view of increasing use and awareness
of technologies, what are the most effective ways to use these technologies for curriculum
and/or assessment?
In this chapter, we examine the concepts of student assessment and ongoing evaluation for
continuous improvement of the curriculum. We also address the emerging and changing role
of t.
· Assignment 3 Creating a Compelling VisionLeaders today must be .docx
· Assignment 3: Creating a Compelling Vision
Leaders today must be able to create a compelling vision for the organization. They also must be able to create an aligned strategy and then execute it. Visions have two parts, the envisioned future and the core values that support that vision of the future. The ability to create a compelling vision is the primary distinction between leadership and management. Leaders need to create a vision that will frame the decisions and behavior of the organization and keep it focused on the future while also delivering on the short-term goals.
To learn more about organizational vision statements, do an Internet search and review various vision statements.
In this assignment, you will consider yourself as a leader of an organization and write a vision statement and supporting values statement.
Select an organization of choice. This could be an organization that you are familiar with, or a fictitious organization. Then, respond to the following:
· Provide the name and description of the organization. In the description, be sure to include the purpose of the organization, the products or services it provides, and the description of its customer base.
· Describe the core values of the organization. Why are these specific values important to the organization?
· Describe the benefits and purpose for an organizational vision statement.
· Develop a vision statement for this organization. When developing a vision statement, be mindful of the module readings and lecture materials.
· In the vision statement, be sure to communicate the future goals and aspirations of the organization.
· Once you have developed the vision statement, describe how you would communicate the statement to the organizational stakeholders, that is, the owners, employees, vendors, and customers.
· How would you incorporate the communication of the vision into the new employee on-boarding and ongoing training?
Write your response in approximately 3–5 pages in Microsoft Word. Apply APA standards to citation of sources.
Use the following file naming convention: LastnameFirstInitial_M1_A3.doc. For example, if your name is John Smith, your document will be named SmithJ_M1_A3.doc.
By the due date assigned, deliver your assignment to the Submissions Area.
Assignment 3 Grading Criteria
Maximum Points
Chose and described the organization. The description included the purpose of the organization, the products or services the organization provides, and the description of its customer base.
16
Developed a vision statement for the organization. Ensured to accurately communicate the goals and aspirations of the organization in the vision statement.
24
Ensured that the incorporation and communication strategy for the vision statement is clear, detailed, well thought out and realistic.
28
Evaluated and explained which values are most important to the organization.
24
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate r.
Similaire à Chapter 10: Early Childhood Assessment (20)
Chapter 15: Policy Issues and Early Childhood Practice
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1Running head PROGRAM EVALUATION APPROACH FOR EDUCATION 6PR.docx
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2024.06.01 Introducing a competency framework for languag learning materials ...
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
special B.ed 2nd year old paper_20240531.pdf
Instagram:-
https://instagram.com/special_education_needs_01?igshid=YmMyMTA2M2Y=
WhatsApp:-
https://chat.whatsapp.com/JVakNIYlSV94x7bwunO3Dc
YouTube:-
https://youtube.com/@special_education_needs
Teligram :- https://t.me/special_education_needs
Slide Shere :-
https://www.slideshare.net/shabnambano20?utm_campaign=profiletracking&utm_medium=sssite&utm_source=ssslideview
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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