Assessment Cover page Page 1 of 1 Version 1.0 0518 .docxgalerussel59292
The document provides instructions for a 3-part assessment for a unit on leading organizational learning strategies. It includes:
1) Written questions to answer about concepts like authority, research approaches, and legislation.
2) A practical assessment involving role-playing a meeting to review an organization's learning practices and options for quality policies. The student must document the meeting.
3) Designing and developing an organizational learning strategy for a case study organization. This involves analyzing technology, human resource, and learning requirements and designing the strategy.
The assessment aims to test the student's knowledge of key concepts and ability to practically lead the development of an organizational learning strategy through tasks like meetings, analysis, and strategy design. Feedback
Assessment Cover page Page 1 of 1 Version 1.0 0518 .docxfestockton
Assessment Cover page Page 1 of 1
Version 1.0 05/18
ASSESSMENT COVER PAGE
STUDENT DETAILS / DECLARATION:
Course Name:
Unit / Subject Name: BSBLED802 Lead Learning Strategy Implementation
Trainer’s Name: Assessment No: Task 1, Task 2, Task 3
I declare that:
o I fully understand the context and purpose of this assessment.
o I am fully aware of the competency standard/criteria against which I will be assessed.
o I have been given fair notice of the date, time and venue for the assessment.
o I am aware of the resources I need and how the assessment will be conducted.
o I have had the appeals process and confidentiality explained to me.
o I agree that I am ready to be assessed and that all written work is my own.
o This assessment is my:
o First submission o Re-submission (Attempt ___ )
Student Name: Student ID:
Student’s Signature: Submission Date: / /
ASSESSOR USE ONLY: (ACADEMIC DEPARTMENT)
Result:
Assessment Task 1: o Satisfactory o Not Satisfactory
Assessment Task 2: o Satisfactory o Not Satisfactory
Assessment Task 3: o Satisfactory o Not Satisfactory
Final Assessment Result for this unit C / NYC
Feedback: Feedback is given to the student on each
Assessment task & final outcome of the unit Yes / No
Assessor’s
Feedback:
Assessor’s
Signature:
Date: / /
ASSESSMENT FIRST SUBMISSION/RE-SUBMISSION RECEIPT:
It is student’s responsibility to keep the assessment submission receipt as a proof of submission of assessment tasks.
Student Name: Student ID:
Unit / Subject Code: Assessment No:
Trainer Name: Date: / /
Signature:
BSBLED802 Assessment Instruction
Assessment/evidence gathering conditions
Each assessment component is recorded as either Satisfactory (S) or Not Yet Satisfactory (NYS). A student can only achieve
competence when all assessment components listed under procedures and specifications of the assessment section are Satisfactory.
Your trainer will give you feedback after the completion of each assessment. A student who is assessed as NYS is eligible for re-
assessment. Should the student fail to submit the assessment, a result outcome of Did Not Submit (DNS) will be recorded.
Student should be provided with an appropriate time frame in which to resubmit their work, according to the RTO’s re-assessment
policy and procedure.
Plagiarism, cheating and collusion.
Where a trainer/assessor believes there has been an incident of academic misconduct involving plagiarism, cheating, and/or
collusion, they should report this along with reasons for the allegation. Assessors should refer to their RTO’s policy and procedures
regarding training and assessment for further information.”
When all unit’s assessment tasks have been submitted and assessed (including resubmissions), print out a copy of this unit’s Final
Results Record, included as the last page of this document. Record the result f ...
The document discusses the 10 step process for starting an open source certification program, including determining goals, structure, exam format, question writing, review processes, and ongoing maintenance. Key aspects include conducting a job task analysis, creating exam blueprints and objectives, writing and reviewing questions, beta testing, setting the passing score, policies, metrics, and periodic reviews. It emphasizes the long-term commitment and costs required to properly create and maintain certification exams.
Design Chapter 7 - Testing and Evaluation Techniquesguest01bdf1
This document discusses techniques for testing and evaluation in fire service training. It covers four levels of evaluation (reaction, learning, transfer, business results), the difference between summative and formative evaluation, and various types of tests including written, oral, practical, and performance evaluations. Guidelines are provided for constructing written, multiple choice, true/false, matching, completion and essay tests. Sources for test materials are also discussed.
This file accompanies the "Creating Assessments" session at the Academic Impressions conference titled "A Comprehensive Approach to Designing Online Courses", Dec 3-4, 2007, Austin TX
This document provides information to help students decide whether to pursue graduate school, including the benefits of higher degrees, the application process, and tips for standing out. It discusses factors to consider such as career advancement, increased earning potential, and research opportunities for attending graduate school, versus challenges like time commitment, stress, and financial costs. The document also reviews the key components of a successful graduate school application like transcripts, standardized test scores, letters of recommendation, personal statements, and interviews.
This document provides information about the accreditation process for professional communicators through the Canadian Public Relations Society (CPRS). The process involves submitting an application, work sample, and taking a written and oral exam. Those who pass demonstrate a strong knowledge of PR strategies and ethics. Testimonials from accredited members highlight benefits like expertise recognition and commitment to professional development. Tips are provided for preparation, including finding a mentor and practicing mock exams. Contact information is listed for questions.
This 3-sentence summary provides the essential details about the course:
The course is an online graduate course about measurement and assessment fundamentals, running from June 22 to July 15, 2009, that will be taught via the Blackboard system and involves weekly readings, memos, a group test evaluation project, and an online final exam. Grades will be based on online participation, three memos, the test evaluation project, and the final exam. The course introduces key concepts like reliability and validity and helps students learn to design, develop, and evaluate data collection tools.
Assessment Cover page Page 1 of 1 Version 1.0 0518 .docxgalerussel59292
The document provides instructions for a 3-part assessment for a unit on leading organizational learning strategies. It includes:
1) Written questions to answer about concepts like authority, research approaches, and legislation.
2) A practical assessment involving role-playing a meeting to review an organization's learning practices and options for quality policies. The student must document the meeting.
3) Designing and developing an organizational learning strategy for a case study organization. This involves analyzing technology, human resource, and learning requirements and designing the strategy.
The assessment aims to test the student's knowledge of key concepts and ability to practically lead the development of an organizational learning strategy through tasks like meetings, analysis, and strategy design. Feedback
Assessment Cover page Page 1 of 1 Version 1.0 0518 .docxfestockton
Assessment Cover page Page 1 of 1
Version 1.0 05/18
ASSESSMENT COVER PAGE
STUDENT DETAILS / DECLARATION:
Course Name:
Unit / Subject Name: BSBLED802 Lead Learning Strategy Implementation
Trainer’s Name: Assessment No: Task 1, Task 2, Task 3
I declare that:
o I fully understand the context and purpose of this assessment.
o I am fully aware of the competency standard/criteria against which I will be assessed.
o I have been given fair notice of the date, time and venue for the assessment.
o I am aware of the resources I need and how the assessment will be conducted.
o I have had the appeals process and confidentiality explained to me.
o I agree that I am ready to be assessed and that all written work is my own.
o This assessment is my:
o First submission o Re-submission (Attempt ___ )
Student Name: Student ID:
Student’s Signature: Submission Date: / /
ASSESSOR USE ONLY: (ACADEMIC DEPARTMENT)
Result:
Assessment Task 1: o Satisfactory o Not Satisfactory
Assessment Task 2: o Satisfactory o Not Satisfactory
Assessment Task 3: o Satisfactory o Not Satisfactory
Final Assessment Result for this unit C / NYC
Feedback: Feedback is given to the student on each
Assessment task & final outcome of the unit Yes / No
Assessor’s
Feedback:
Assessor’s
Signature:
Date: / /
ASSESSMENT FIRST SUBMISSION/RE-SUBMISSION RECEIPT:
It is student’s responsibility to keep the assessment submission receipt as a proof of submission of assessment tasks.
Student Name: Student ID:
Unit / Subject Code: Assessment No:
Trainer Name: Date: / /
Signature:
BSBLED802 Assessment Instruction
Assessment/evidence gathering conditions
Each assessment component is recorded as either Satisfactory (S) or Not Yet Satisfactory (NYS). A student can only achieve
competence when all assessment components listed under procedures and specifications of the assessment section are Satisfactory.
Your trainer will give you feedback after the completion of each assessment. A student who is assessed as NYS is eligible for re-
assessment. Should the student fail to submit the assessment, a result outcome of Did Not Submit (DNS) will be recorded.
Student should be provided with an appropriate time frame in which to resubmit their work, according to the RTO’s re-assessment
policy and procedure.
Plagiarism, cheating and collusion.
Where a trainer/assessor believes there has been an incident of academic misconduct involving plagiarism, cheating, and/or
collusion, they should report this along with reasons for the allegation. Assessors should refer to their RTO’s policy and procedures
regarding training and assessment for further information.”
When all unit’s assessment tasks have been submitted and assessed (including resubmissions), print out a copy of this unit’s Final
Results Record, included as the last page of this document. Record the result f ...
The document discusses the 10 step process for starting an open source certification program, including determining goals, structure, exam format, question writing, review processes, and ongoing maintenance. Key aspects include conducting a job task analysis, creating exam blueprints and objectives, writing and reviewing questions, beta testing, setting the passing score, policies, metrics, and periodic reviews. It emphasizes the long-term commitment and costs required to properly create and maintain certification exams.
Design Chapter 7 - Testing and Evaluation Techniquesguest01bdf1
This document discusses techniques for testing and evaluation in fire service training. It covers four levels of evaluation (reaction, learning, transfer, business results), the difference between summative and formative evaluation, and various types of tests including written, oral, practical, and performance evaluations. Guidelines are provided for constructing written, multiple choice, true/false, matching, completion and essay tests. Sources for test materials are also discussed.
This file accompanies the "Creating Assessments" session at the Academic Impressions conference titled "A Comprehensive Approach to Designing Online Courses", Dec 3-4, 2007, Austin TX
This document provides information to help students decide whether to pursue graduate school, including the benefits of higher degrees, the application process, and tips for standing out. It discusses factors to consider such as career advancement, increased earning potential, and research opportunities for attending graduate school, versus challenges like time commitment, stress, and financial costs. The document also reviews the key components of a successful graduate school application like transcripts, standardized test scores, letters of recommendation, personal statements, and interviews.
This document provides information about the accreditation process for professional communicators through the Canadian Public Relations Society (CPRS). The process involves submitting an application, work sample, and taking a written and oral exam. Those who pass demonstrate a strong knowledge of PR strategies and ethics. Testimonials from accredited members highlight benefits like expertise recognition and commitment to professional development. Tips are provided for preparation, including finding a mentor and practicing mock exams. Contact information is listed for questions.
This 3-sentence summary provides the essential details about the course:
The course is an online graduate course about measurement and assessment fundamentals, running from June 22 to July 15, 2009, that will be taught via the Blackboard system and involves weekly readings, memos, a group test evaluation project, and an online final exam. Grades will be based on online participation, three memos, the test evaluation project, and the final exam. The course introduces key concepts like reliability and validity and helps students learn to design, develop, and evaluate data collection tools.
The document provides information about preparing for the Graduate Record Exam (GRE). It discusses the format and sections of the GRE, scoring, timing, and tips for taking the exam. Specifically, it notes that the GRE has sections on analytical writing, quantitative reasoning, and verbal reasoning. It also emphasizes starting preparation early and using process of elimination strategies during the exam.
This document provides tips and strategies for using practice examination questions to prepare for real estate appraiser exams. It explains that the practice questions cover important appraisal concepts to help examinees develop background knowledge, but they do not replicate specific exam questions. The document recommends answering practice questions without assistance and tracking strengths and weaknesses to focus study efforts. It emphasizes preparing in a testing environment and developing strong time management and test-taking strategies to perform one's best on exam day.
The document discusses the Program Review Advisory Board (PRAB) and the program review process for Cameron University. It provides details on PRAB responsibilities, compensation, the review process, affiliated and non-affiliated program areas, assessment requirements, and the recognition report. The review process evaluates program alignment with standards, candidate performance data, and use of data for improvement.
Strategies For Improvement On Ohios State Tests 112008(2)ashlandumjm
The document provides strategies for analyzing state test performance and improving student success, including:
1) Analyzing released test questions to identify strengths and weaknesses, looking at question content and percentages of students answering correctly.
2) Using two methods - comparing to state averages and measuring actual performance above 85%/below 40% - to identify trends across subject areas.
3) Recommendations for developing student skills through effective classroom practices like questioning, feedback, and divergent questions.
This document provides guidance for students taking AP exams online at home in May and June 2020 due to COVID-19. It outlines the key steps students should take to prepare, including gathering required materials, checking their technology, receiving exam confirmation emails, and practicing submitting responses. The document reviews what students will need for their AP exam e-ticket to access the test. It also provides tips for different response submission options, requirements for specific exams like Music Theory and World Languages, information on accommodations, and guidance for requesting a makeup exam.
The Use of Formative Assessment in Legal EducationExamSoft
Presented by Tommy Sangchompuphen, Associate Dean for Student Learning and Assessment, Lincoln Memorial University, Duncan School of Law
The American Bar Association has taken steps to try to improve the state of the education students receive by implementing new standards and rules for law schools. Under ABA Standard 314, law schools must now be engaged in meaningful assessment of their progress in helping students achieve outcome goals. While the Standards create considerable space for schools to develop their own assessment schemes that fit their program and their mission, each school must use both summative assessments (typically final examinations) and formative assessments, which must be integrated into the school’s program to provide meaningful feedback to improve student learning.
This webinar will examine the different kinds of assessments that a law school can administer using ExamSoft in order to seriously measure its success in meeting the outcomes that it has identified as appropriate to its mission.
Thank you for participating in our survey. We are conducting research on movie theaters to better understand customers' preferences. There are no right or wrong answers - we are just interested in your honest opinions. The survey should take about 10 minutes to complete.
Career and college standardized testing 2015 16webern79
The document provides information to students about standardized testing requirements and preparation for various post-secondary education and career options. It discusses that the SAT, ACT, SAT subject tests, and other exams may be required for college admission, vocational programs, apprenticeships, or certain jobs. The document outlines the format, scoring, registration fees, and test dates for the SAT, ACT, and SAT subject tests. It emphasizes the importance of rigorous coursework in high school as the best preparation and provides resources for students to familiarize themselves with exam formats and identify areas for focused review.
SAT Test by Confluence Educational Services Pvt Ltdanudeep reddy
The document provides information about the SAT (Scholastic Assessment Test) exam, which is a standardized test used for college admissions in the United States. It discusses what the SAT measures, the structure and scoring of the test, how to prepare and register, and the importance of SAT scores in the college admissions process. The SAT consists of three sections (Critical Reading, Mathematics, and Writing) that are each scored on a scale of 200-800. It is recommended that students prepare by taking practice tests, learning time management strategies, and becoming familiar with the test format and instructions.
The document provides guidance on conducting effective interviews for staffing positions. It discusses developing competency-based interview questions, differentiating questions for different candidate types, using scenario-based questions, and recognizing excellent, strong, weak, and poor candidate responses. The objectives are to create an effective interview and evaluation process and practice identifying excellent answers.
This document provides guidelines for constructing different types of written tests to assess student learning. It begins by outlining the desired learning outcomes, which are to identify appropriate test formats for different outcomes and apply guidelines for constructing test items. It then describes various test formats, including selected response (e.g. multiple choice) and constructed response (e.g. essays, short answer). The document provides detailed guidelines for writing high-quality test items for multiple choice, matching, and true/false question formats. Teachers are advised to choose formats based on learning outcomes and cognitive level, and to write clear stems and options to develop valid and reliable assessments of student knowledge.
This course provides an introduction to quantitative analysis using SPSS software. Students will learn to import and analyze data sets, conduct statistical tests including t-tests, regression, and ANOVA, and interpret output to answer research questions. The course aims to help students assess public health interventions, incorporate technology into practice, and contribute to the evidence base. Students will complete weekly lab exercises analyzing real-world data and a final group project testing a hypothesis using inferential statistics. Evaluation will be based on lab assignments, the group project, and participation in online discussions and an in-person seminar.
The document discusses the Graduate Assessment Test (GAT) and Graduate Record Examination (GRE) tests. It provides information on the format, sections, and scoring of the GAT General and GAT Subjective tests. The GAT General has 3 categories (A, B, C) with different section weightings. Both GAT tests contain 100 multiple choice questions to be completed in 2 hours. The document also provides tips on GRE preparation, including using practice tests and focusing on key skills like vocabulary and reading comprehension.
The document provides an orientation for IT students' mandatory summer training program. It outlines the benefits of the program, including gaining real-world experience, developing skills like communication and teamwork, and making industry contacts. It discusses expectations for interns to learn professional work ethics and produce high-quality work. Guidelines are provided for choosing a training placement, conducting oneself during the internship, and writing the required report on completion.
The document summarizes key points from a presentation on designing online course assessments. It discusses foundations of online assessment including validity, reliability, and alignment. It also covers developing assessments, such as specifying objectives, selecting appropriate assessment types, and ensuring alignment between objectives, activities and assessments. Finally, it addresses creating an assessment toolkit, including choosing appropriate tools, criteria, and ensuring privacy compliance.
The document discusses assessment at Middlesex County College. It defines assessment as gathering data to improve student learning and outlines the assessment process of identifying learning outcomes, assessment techniques, gathering and using data. The purpose of assessment is to evaluate programs and courses, guide decision making to improve student learning, and communicate effectiveness. Sample learning outcomes are provided for biology, psychology, and dental hygiene programs and courses. Templates for defining learning outcomes and assessment plans are also included to help faculty develop and implement the assessment process.
Writing Measurable Learning Outcomes
Sandi Osters, Director of Student Life Studies
F. Simone Tiu, Assistant Director for Institutional Effectiveness
3rd Annual Texas A&M Assessment Conference
You got to be careful if you don’t know where you’re going,
because you might not get there – Yogi Berra
Assessment is a systematic and on-going process of collecting, interpreting,
and acting on information relating to the goals and outcomes developed to
support the institution’s mission and purpose. It answers the questions: (1)
What we are trying to do? (2) How well are we doing it? And (3) How can we
improve what we are doing? Assessment begins with the articulation of
outcomes. Writing measurable outcomes involves describing the first three
components: outcome, assessment method, criteria for success, in the
assessment cycle.
Assessment CycleAssessment Cycle
Outcome
Assessment
Method
Criteria for
Success
Assessment
Results
Use of
Results
Broadly speaking, there are two types of outcomes: learning outcomes and
program outcomes. Learning outcomes describe what students are expected
to demonstrate and program outcomes describe what a program is expected
to accomplish.
1 of 10
Learning Outcomes
Learning outcomes describe what students are able to demonstrate in terms
of knowledge, skills, and values upon completion of a course, a span of several
courses, or a program. Clear articulation of learning outcomes serves as the
foundation to evaluating the effectiveness of the teaching and learning
process.
The Components of a Measurable Learning Outcome. Three essential
components of a measurable learning outcome are:
Student learning behaviors
Appropriate assessment methods
Specific student performance criteria / criteria for success
When writing a measurable learning outcome, it is important to:
focus on student behavior
use simple, specific action verbs
select appropriate assessment methods
state desired performance criteria
Focus on Student Behavior. Learning outcomes are about what students are
able to demonstrate upon completion of a course or a span of courses or a
program. Learning outcomes are not about what the instructors can provide
but what the students can demonstrate. The following are not learning
outcomes:
Offer opportunities for students to master integrated use of
information technology.
The program will engage a significant number of students in a
formalized language/cultural studies program.
Students who participate in critical writing seminars will write two
essays on critical thinking skills.
Students will be exposed to exceptionality in learning disabilities
including visual and perception disabilities.
Use Simple, Specific Action Verbs. When writing learning outcomes, focus on
student behavior and use simple, specific action verbs to describe what
2 of 10
students are .
The document provides information about preparing for the Graduate Record Exam (GRE). It discusses the format and sections of the GRE, scoring, timing, and tips for taking the exam. Specifically, it notes that the GRE has sections on analytical writing, quantitative reasoning, and verbal reasoning. It also emphasizes starting preparation early and using process of elimination strategies during the exam.
This document provides tips and strategies for using practice examination questions to prepare for real estate appraiser exams. It explains that the practice questions cover important appraisal concepts to help examinees develop background knowledge, but they do not replicate specific exam questions. The document recommends answering practice questions without assistance and tracking strengths and weaknesses to focus study efforts. It emphasizes preparing in a testing environment and developing strong time management and test-taking strategies to perform one's best on exam day.
The document discusses the Program Review Advisory Board (PRAB) and the program review process for Cameron University. It provides details on PRAB responsibilities, compensation, the review process, affiliated and non-affiliated program areas, assessment requirements, and the recognition report. The review process evaluates program alignment with standards, candidate performance data, and use of data for improvement.
Strategies For Improvement On Ohios State Tests 112008(2)ashlandumjm
The document provides strategies for analyzing state test performance and improving student success, including:
1) Analyzing released test questions to identify strengths and weaknesses, looking at question content and percentages of students answering correctly.
2) Using two methods - comparing to state averages and measuring actual performance above 85%/below 40% - to identify trends across subject areas.
3) Recommendations for developing student skills through effective classroom practices like questioning, feedback, and divergent questions.
This document provides guidance for students taking AP exams online at home in May and June 2020 due to COVID-19. It outlines the key steps students should take to prepare, including gathering required materials, checking their technology, receiving exam confirmation emails, and practicing submitting responses. The document reviews what students will need for their AP exam e-ticket to access the test. It also provides tips for different response submission options, requirements for specific exams like Music Theory and World Languages, information on accommodations, and guidance for requesting a makeup exam.
The Use of Formative Assessment in Legal EducationExamSoft
Presented by Tommy Sangchompuphen, Associate Dean for Student Learning and Assessment, Lincoln Memorial University, Duncan School of Law
The American Bar Association has taken steps to try to improve the state of the education students receive by implementing new standards and rules for law schools. Under ABA Standard 314, law schools must now be engaged in meaningful assessment of their progress in helping students achieve outcome goals. While the Standards create considerable space for schools to develop their own assessment schemes that fit their program and their mission, each school must use both summative assessments (typically final examinations) and formative assessments, which must be integrated into the school’s program to provide meaningful feedback to improve student learning.
This webinar will examine the different kinds of assessments that a law school can administer using ExamSoft in order to seriously measure its success in meeting the outcomes that it has identified as appropriate to its mission.
Thank you for participating in our survey. We are conducting research on movie theaters to better understand customers' preferences. There are no right or wrong answers - we are just interested in your honest opinions. The survey should take about 10 minutes to complete.
Career and college standardized testing 2015 16webern79
The document provides information to students about standardized testing requirements and preparation for various post-secondary education and career options. It discusses that the SAT, ACT, SAT subject tests, and other exams may be required for college admission, vocational programs, apprenticeships, or certain jobs. The document outlines the format, scoring, registration fees, and test dates for the SAT, ACT, and SAT subject tests. It emphasizes the importance of rigorous coursework in high school as the best preparation and provides resources for students to familiarize themselves with exam formats and identify areas for focused review.
SAT Test by Confluence Educational Services Pvt Ltdanudeep reddy
The document provides information about the SAT (Scholastic Assessment Test) exam, which is a standardized test used for college admissions in the United States. It discusses what the SAT measures, the structure and scoring of the test, how to prepare and register, and the importance of SAT scores in the college admissions process. The SAT consists of three sections (Critical Reading, Mathematics, and Writing) that are each scored on a scale of 200-800. It is recommended that students prepare by taking practice tests, learning time management strategies, and becoming familiar with the test format and instructions.
The document provides guidance on conducting effective interviews for staffing positions. It discusses developing competency-based interview questions, differentiating questions for different candidate types, using scenario-based questions, and recognizing excellent, strong, weak, and poor candidate responses. The objectives are to create an effective interview and evaluation process and practice identifying excellent answers.
This document provides guidelines for constructing different types of written tests to assess student learning. It begins by outlining the desired learning outcomes, which are to identify appropriate test formats for different outcomes and apply guidelines for constructing test items. It then describes various test formats, including selected response (e.g. multiple choice) and constructed response (e.g. essays, short answer). The document provides detailed guidelines for writing high-quality test items for multiple choice, matching, and true/false question formats. Teachers are advised to choose formats based on learning outcomes and cognitive level, and to write clear stems and options to develop valid and reliable assessments of student knowledge.
This course provides an introduction to quantitative analysis using SPSS software. Students will learn to import and analyze data sets, conduct statistical tests including t-tests, regression, and ANOVA, and interpret output to answer research questions. The course aims to help students assess public health interventions, incorporate technology into practice, and contribute to the evidence base. Students will complete weekly lab exercises analyzing real-world data and a final group project testing a hypothesis using inferential statistics. Evaluation will be based on lab assignments, the group project, and participation in online discussions and an in-person seminar.
The document discusses the Graduate Assessment Test (GAT) and Graduate Record Examination (GRE) tests. It provides information on the format, sections, and scoring of the GAT General and GAT Subjective tests. The GAT General has 3 categories (A, B, C) with different section weightings. Both GAT tests contain 100 multiple choice questions to be completed in 2 hours. The document also provides tips on GRE preparation, including using practice tests and focusing on key skills like vocabulary and reading comprehension.
The document provides an orientation for IT students' mandatory summer training program. It outlines the benefits of the program, including gaining real-world experience, developing skills like communication and teamwork, and making industry contacts. It discusses expectations for interns to learn professional work ethics and produce high-quality work. Guidelines are provided for choosing a training placement, conducting oneself during the internship, and writing the required report on completion.
The document summarizes key points from a presentation on designing online course assessments. It discusses foundations of online assessment including validity, reliability, and alignment. It also covers developing assessments, such as specifying objectives, selecting appropriate assessment types, and ensuring alignment between objectives, activities and assessments. Finally, it addresses creating an assessment toolkit, including choosing appropriate tools, criteria, and ensuring privacy compliance.
The document discusses assessment at Middlesex County College. It defines assessment as gathering data to improve student learning and outlines the assessment process of identifying learning outcomes, assessment techniques, gathering and using data. The purpose of assessment is to evaluate programs and courses, guide decision making to improve student learning, and communicate effectiveness. Sample learning outcomes are provided for biology, psychology, and dental hygiene programs and courses. Templates for defining learning outcomes and assessment plans are also included to help faculty develop and implement the assessment process.
Writing Measurable Learning Outcomes
Sandi Osters, Director of Student Life Studies
F. Simone Tiu, Assistant Director for Institutional Effectiveness
3rd Annual Texas A&M Assessment Conference
You got to be careful if you don’t know where you’re going,
because you might not get there – Yogi Berra
Assessment is a systematic and on-going process of collecting, interpreting,
and acting on information relating to the goals and outcomes developed to
support the institution’s mission and purpose. It answers the questions: (1)
What we are trying to do? (2) How well are we doing it? And (3) How can we
improve what we are doing? Assessment begins with the articulation of
outcomes. Writing measurable outcomes involves describing the first three
components: outcome, assessment method, criteria for success, in the
assessment cycle.
Assessment CycleAssessment Cycle
Outcome
Assessment
Method
Criteria for
Success
Assessment
Results
Use of
Results
Broadly speaking, there are two types of outcomes: learning outcomes and
program outcomes. Learning outcomes describe what students are expected
to demonstrate and program outcomes describe what a program is expected
to accomplish.
1 of 10
Learning Outcomes
Learning outcomes describe what students are able to demonstrate in terms
of knowledge, skills, and values upon completion of a course, a span of several
courses, or a program. Clear articulation of learning outcomes serves as the
foundation to evaluating the effectiveness of the teaching and learning
process.
The Components of a Measurable Learning Outcome. Three essential
components of a measurable learning outcome are:
Student learning behaviors
Appropriate assessment methods
Specific student performance criteria / criteria for success
When writing a measurable learning outcome, it is important to:
focus on student behavior
use simple, specific action verbs
select appropriate assessment methods
state desired performance criteria
Focus on Student Behavior. Learning outcomes are about what students are
able to demonstrate upon completion of a course or a span of courses or a
program. Learning outcomes are not about what the instructors can provide
but what the students can demonstrate. The following are not learning
outcomes:
Offer opportunities for students to master integrated use of
information technology.
The program will engage a significant number of students in a
formalized language/cultural studies program.
Students who participate in critical writing seminars will write two
essays on critical thinking skills.
Students will be exposed to exceptionality in learning disabilities
including visual and perception disabilities.
Use Simple, Specific Action Verbs. When writing learning outcomes, focus on
student behavior and use simple, specific action verbs to describe what
2 of 10
students are .
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1. Brian Eikenhout, Heather Chafin, and Gwen Higgins
Academic Advisors
College of Liberal Arts and Sciences Academic Advising Center
C-1-140 MAK
616 331-8585
www.gvsu.edu/clasadvising
PowerPoint: Left menu – Past Presentations
Graduate Record Exam
(GRE)
Revised General Test
Information Session
2. Co-Sponsors for Tonight:
PSI CHI
The International Honor
Society in Psychology
www.gvsu/edu/psychology
Thanks for the Snacks!
3. Agenda
Graduate Records Exam overview
Preparing to take the GRE
What is on the exam
Analytical Writing
Verbal Reasoning
Quantitative Reasoning
Sample Questions
Success Strategies/Resources
Subject Test Overview
4. Graduate Record Exams
-Evaluating readiness for graduate study -
Revised General Test - $195
Started Aug. 1, 2011 – New format, content & question types
Assesses analytical reasoning
Verbal, Quantitative, Analytical Writing Skills
Subject Tests - $150
(Assesses achievement in a particular subject area)
(7 Subject Areas)
Educational Testing Services Web Site:
www.ets.org/gre
www.takethegre.com
5. Fee Reduction Program
A Fee Reduction Certificate may be used for one GRE revised
General Test and/or one GRE Subject Test. Eligibility for
participation in the Fee Reduction Program is limited to one time
only
A 50% reduction in fees is possible if you are:
Receiving Financial Aid
Unemployed and Receiving Unemployment Compensation
Special Programs
McNair Scholars
Gates Millenium
Project 1000
GEM
6. Fee Reduction Program Cont.
Contact your financial aid office to see if you
qualify
Once your eligibility is established, the Financial
Aid Office front desk in STU will issue you a Fee
Reduction Certificate and a copy of your ISIR.
Follow the instructions on the voucher. Allow up to
three weeks for processing and mail delivery
http://www.ets.org/gre/revised_general/about/f
ees/reductions/
7. Pre-Planning
Check with each target school:
Is the GRE required for admissions OR for
fellowships, grants, or other forms of financial
aid?
What scores are competitive for each program?
What is the application deadline?
Determine when you need to take the test(s)
8. Revised General Test
Assesses analytical reasoning in verbal,
quantitative and written contexts
Given year round
Testing sites
Prometrics in GR on Burton
Register for test on-line (credit card, PayPal,
etc.), by phone or by mail
Please note: accommodations for test takers
with disabilities need to register by mail
Computer administered
9. Revised General Test, cont.
Official score reports in 10-15 days-email notification
Can retake up to once every 30 days for a total of 5
times in a 12 month period (e.g., May – May)
Unofficial Verbal & Quantitative scored given
immediately
At testing, designate up to 4 institutions to receive
scores
Sending later: $25 per institution
At testing, designate scores to be sent to your
undergraduate institution - free
10. New Score Report Options
On test day, when viewing your scores at the test center,
you can select:
ScoreSelectSM Most Recent option — send scores from their
current test administration (FREE)
ScoreSelectSM All option — send scores from all administrations
in the last five years (FREE)
After test day, test takers can send Additional Score
Reports for a fee and select:
ScoreSelectSM Most Recent option — send scores from their
most recent test administration
ScoreSelectSM All option — send scores from all administrations
in the last five years
ScoreSelectSM Any option — send scores from one OR many test
administrations in the last five years
Scores for a test administration must be reported in their
entirety
11. New Score Report Options,
cont.
Keep in Mind:
You will select by specific test dates, so your scores
are all from the same testing session.
The schools you designate will only see the
scores that you selected to send them. There will
be no special indication if you have taken
additional GRE tests.
12. Preparation Tasks
Become familiar with basic
format and structure of the
tests
Take full-length practice
test in a test-like setting
Assess areas of strength
and weakness
Practice with typical
questions
Work through problems out
loud so you can hear what
you are doing
Develop effective pacing –
last 4 weeks
Hone writing skills
Review relevant math
concepts
13. Preparation
Typically take the tests in late summer before, or early fall
of, your senior year
Test is designed assuming you will study for the exam
How much should you study?
Regular study period each week – 3 hrs
Think months, rather than weeks or days
Expect that progress will be irregular
Should you take an actual test for practice?
14. General Test
Preparation Materials
www.ets.org/gre - Test Taker Test Preparation
GRE Information and Registration Bulletin -Information about
the tests/testing centers, policies, scores, etc.
PowerPrep II Program – Two full-length practice tests and
additional practice questions – NOT compatible with Mac or
some browsers other than Microsoft Explorer 8 and above
Available in all GVSU computers labs in applications folder under Psychology
Math Review
Tips for Analytical Writing, Verbal & Quantitative Sections
The Official Guide to the GRE, 2nd Ed. - $35- 2 additional
practice tests
All Analytical Writing Topics
Math Conventions
For-fee services: Score It Now! $13 Online Writing Practice,
etc.
GRE App- $4.99
15. Preparation Materials, cont.
Commercial preparation books and CD’s
Commercial Test Prep Courses
Additional Information:
Make sure you read all the information about
identification, name, etc. given online and in the
bulletin BEFORE you register for the tests
Read carefully all information about what you must,
can or cannot bring to the testing
16. On Test Day
ID requirements are strictly
enforced
Name on ID must match
registration info
The following items are not
allowed in the testing room:
Food, drinks and tobacco
Cell phones, smartphones,
and other electronic devices
including cameras
Personal items other than
identification documents
Photograph taken
Handwriting sample collected
Test takers receive a copy of
scratch paper
Testing rooms has proctors
and electronic surveillance
Policy and Procedures will be
covered
Two educational
background information
questions
17. Revised General Test Format
Approx. 3 hrs 45 minutes
Section Number of
Questions
Time Scaled Score
Range
Analytical Writing
-1 Section
1 Analyze an Issue Task
1 Analyze an Argument
Task
30 minutes per
task
0-6 pts.
Verbal Reasoning
-2 Sections
Approx. 20 per section 30 minutes per
section
130-170 pts.
Quantitative
Reasoning
-2 Sections
Approx. 20 per section 35 minutes per
section
130-170 pts.
Unscored Section -
unidentified
Varies Varies No score
Research Section -
identified
Varies Varies No score
Breaks:
There is a 10-minute break following the third section, and a 1-minute break
between the other test sections.
18. Revised General Test Changes
Scoring system for Verbal and Quantitative sections:
New score range of 130-170 with one point increments
(Previously 200-800 with 10 point increments)
Eliminated Analogies & Antonyms in Verbal Section
Vocabulary still very important
Can move around within sections to revisit questions,
change answers, etc. Can mark questions to return to. Can
skip questions
On-screen basic calculator provided – learn how to use
it!
Use this information to ensure that you are using the right study
materials
21. Some Computer Adaptive Testing
Rules
Your score on the first section determines difficulty of second
section for verbal and quantitative portions of the test
Don’t spend too much time on one question. Mark and return.
Learn to guess effectively/eliminate some options
It is normal to answer several questions incorrectly, even for
high scorers.
Scores are not based solely on the number of questions
answered correctly, but rather on the level of difficulty.
Questions within specific sections are all worth the same
points.
No penalty for guessing – so guess!
23. Analytical Writing: Analyze an
Issue Task
You will be presented with a brief issue statement
Your task is to present a compelling case for your own position on
the issue
Your STANCE on the issue doesn’t effect your score: Agree, Disagree,
Both- Depending
Looking for complexity of thought and understanding and articulate
expression of ideas
Stick to the perspective in your topic sentence
Give clear examples and explain their meaning –don’t assume that
the reader understands
24. Analytical Writing: Analyze an
Issue Task
You will be instructed to do one of the following:
Write a response in which you discuss the extent to which you agree
or disagree with the statement and explain your reasoning for the
position you take. In developing and supporting your position,
you should consider ways in which the statement might or might not
hold true and explain how these considerations shape your position.
describe specific circumstances in which adopting the recommendation
would or would not be advantageous and explain how these examples
shape your position.
be sure to address the most compelling reasons and/or examples that
could be used to challenge your position.
you should address both of the views presented.
you should consider the possible consequences of implementing the
policy and explain how these consequences shape your position.
Write a response in which you discuss the extent to which you agree
or disagree with the claim and the reason on which that claim is
based.
25. Issue Task Examples:
As people rely more and more on technology to solve problems, the ability
of humans to think for themselves will surely deteriorate.
Discuss the extent to which you agree or disagree with the
statement and explain your reasoning for the position you take.
In developing and supporting your position, you should
consider ways in which the statement might or might not hold
true and explain how these considerations shape your position.
All parents should be required to volunteer time to their children's
schools.
Write a response in which you discuss the extent to which you
agree or disagree with the recommendation and explain your
reasoning for the position you take. In developing and supporting
your position, describe specific circumstances in which adopting
the recommendation would or would not be advantageous and
explain how these examples shape your position.
26. Analytical Writing:
Analyze an Argument Task
Given a brief passage in which the author
makes a case for some course of action or
interpretation of events by presenting
claims backed by reasons and evidence
Discuss the logical soundness of the
author's case by critically examining the
line of reasoning and the use of evidence
The instructions will narrow your focus and
will be different for each tester
27. What to consider in
formulating your response
Alternative explanations
Soundness of the Argument
Assumptions
Conclusions
Counterexamples
Evaluation
Evidence
Examples
Reasons
28. Analyze an Argument
Examples of possible instructions:
Write a response in which you discuss what specific evidence is
needed to evaluate the argument and explain how the evidence
would weaken or strengthen the argument.
Write a response in which you discuss what questions would
need to be answered in order to decide whether the
recommendation and the argument on which it is based are
reasonable. Be sure to explain how the answers to these
questions would help to evaluate the recommendation.
Write a response in which you discuss one or more alternative
explanations that could rival the proposed explanation and
explain how your explanation(s) can plausibly account for the
facts presented in the argument.
ETC.
29. Argument Task
Sample
The following is a recommendation from the Board of Directors of Monarch
Books:
"We recommend that Monarch Books open a café in its store. Monarch, having
been in business at the same location for more than twenty years, has a large
customer base because it is known for its wide selection of books on all
subjects. Clearly, opening the café would attract more customers. Space could
be made for the café by discontinuing the children's book section, which will
probably become less popular given that the most recent national census
indicated a significant decline in the percentage of the population under age
ten. Opening a café will allow Monarch to attract more customers and better
compete with Regal Books, which recently opened its own café."
Write a response in which you discuss what questions would need to be
answered in order to decide whether the recommendation is likely to have the
predicted result. Be sure to explain how the answers to these questions would
help to evaluate the recommendation.
30. Argument Task, cont.
What matters is not the form your response takes, but
how insightfully you evaluate the argument and how
articulately you communicate your evaluation to
academic readers within the context of the task
Include all the arguments you can make
Not necessary to write a conclusion if you run out of time
Avoid excessive irony or humor that can be
misinterpreted by readers
32. Verbal Reasoning Section
Three type of questions
Text Completion
Fill in blanks in 2-3 sentence passage
Sentence Equivalency
Select the two answer choices that, when used to
complete the sentence, fit the meaning of the sentence
as a whole and produce completed sentences that are
alike in meaning
Reading Comprehension
Each Reading Comprehension question is based on a
passage that may range in length from one paragraph
to several paragraphs
33. Text Completion Sample Question
The narrative that vanquished peoples have created of their defeat have,
according to Schivelbusch, fallen into several identifiable types. In one
of these, the vanquished manage to ___i___ the victor’s triumph as the
result of some spurious advantage, the victors being truly inferior where
it counts. Often the winners ___ii___ this interpretation, worrying about
the cultural or moral costs of their triumph, and so giving some
credence to the losers story.
Answers for each blank are independent. Must have both right to get
credit for a correct answer.
Blank i Blank ii
anoint take issue with
construe disregard
acknowledg
e
collude in
35. Sentence Equivalence Sample
Question
Select the two answer choices that, when used to complete the
sentence, fit the meaning of the sentence as a whole and produce
completed sentences that are alike in meaning.
2. It was her view that the country's problems had been _______ by
foreign technocrats, so that to ask for such assistance again would be
counterproductive.
ameliorated
ascertained
diagnosed Note: Square boxes denote
that
exacerbated more than one answer is
possible
overlooked or, in this case, needed
worsened
37. Reading Comprehension
The test contains approximately 10 passages, with 1-6
questions/passage.
Most - one paragraph, and only one or two - several paragraphs
Drawn from: physical sciences, biological sciences, social sciences,
business, arts and humanities and everyday topics. Based on material
in books and periodicals, - academic and nonacademic
No special knowledge needed of the field
These questions make up about 1/2 of the questions in the verbal
section
Questions focus on deciphering main ideas, authors purpose, what is
specifically stated, what is implied or suggested, and deciding what
might come next, etc. Be careful not to pick an answer choice simply
because it is a true statement
Mix of standard one answer M/C questions, questions where you
choose all answers that are correct and questions where you choose
an exemplar sentence. Shape of check boxes tells you whether more
than one answer may be needed
41. Reading Comprehension, cont.
When practicing to take the test, try to determine which
method is best for you:
Whether to read the passage thoroughly first
Whether to skim the passage first
Whether to look at each question before reading the
passage
When answering reading comprehension questions
Make sure you understand what the question is asking
Answer strictly on the basis of what the passage says —
do not rely on outside knowledge
Do not select an answer simply because it is a true
statement
Do not select an answer that is only partially correct
43. Quantitative Reasoning
Covers:
Arithmetic, algebra, geometry, and data analysis
Excludes:
Trigonometry, calculus, and higher college-level math
Question formats:
Multiple choice – one answer
Multiple choice – one or more answers
Numeric entry – type correct answer in box
Quantitative Analysis – compare two quantities.
Data Interpretation – 2 or more sets of questions concerning a
display of data.
44. On-Screen Calculator
Operated with the keyboard or mouse
Has four arithmetic functions, square root, memory
and parentheses
Has a Transfer Display button to transfer a number
to a Numeric Entry question (with a single answer
box)
Respects order of operations (e.g., the result of 1 + 2
x 3 is 7, not 9)
Most questions do not require difficult
computations, so the calculator should be used only
when needed (e.g., larger numbers, long divisions
or multiplications, square root, etc.)
45. Quantitative Reasoning, cont.
Things to keep in mind:
Read the section in math review or PowerPrep II
concerning math conventions used!
Figures are NOT drawn to scale unless the question
indicates this, or involves graphs and charts
There are short cuts to finding answers in some cases.
See strategy guides
Pay attention to UNITS for answer as well as
INSTRUCTIONS for ROUNDING
53. Numeric Entry
Enter your answer as an integer or a decimal if
there is a single answer box
Enter it as a fraction if there are two separate
boxes—one for the numerator and one for the
denominator.
Use the computer mouse and keyboard to enter
your answer
For a single answer box, a number can be
transferred to the box from the on-screen
calculator
Enter the exact answer unless the question
requires you to round your answer
56. Data Interpretation
Data Interpretation questions are grouped
together and refer to the same table, graph or
other data presentation
These questions ask you to interpret or analyze
the given data
The types of questions may be Multiple Choice
(both types) or Numeric Entry
59. What if you don’t do well?
Do something in response!
Repeat test if time, but study intensely first
Can you compensate for your scores in other ways?
Talk with faculty about possible strategies
Can your recommenders state that the scores don’t reflect your
knowledge, etc.?
Might they call someone in the dept. that they know?
Make sure the other materials you submit are very strong –
GPA, personal statement, letters of rec., research
experience/presentations, relevant experience, etc.
Ace the interview.
Would submitting an excellent paper you’ve written help? ---
Check to see if this is allowed.
In worst case, take a year to improve your credentials and study for
retake, and reapply.
60. ETS® Personal Potential Index
(ETS® PPI)
Looks at six areas that graduate schools have
identified as important for graduate study success:
Knowledge and Creativity
Teamwork
Planning and Organization
Communication Skills
Resilience
Ethics and Integrity
Individual evaluator ratings
61. Resources
Freerice.com
Khan Academy
Math Review on GRE website
Writing Center
Relevant courses to build skills
Student Academic Success Center
Math Lab, Stats Lab
Youtube: GVSU Math Department
GRE Search Service
Career Services
CLAS Advising Resource Room (C-1-140 MAK)
63. Subject Tests, cont.
Paper-based
Offered September, October, and April
Cost: $150
Duration: 2 hours, 50 minutes
Late registration is available for online registration
only for a fee of US$25. Late registration closes one
week after the regular registration deadline.
Accommodations for Test Takers with Disabilities
Must register by mail with ETS Disability Services
Can take up to six weeks to process, additional six weeks if more documentation is needed
Cannot register using the online registration system
Look at the Bulletin Supplement for more info
2-6 months depending on starting point and need for improvement, or time to acquire vocabulary
ScoreItNow!TM is $13.
If look at last years entering class scores for a graduate program, remember that they are based on the old scale.
Explain Mark and Review features
“Mark” button
Allows test takers to mark questions they would like to come back to later during the time provided to work on that section
“Review” button
Allows test takers to view a list of the test questions in the section. The list contains each question number in the section, whether the test taker has answered the question, and whether the test taker has marked the question for review
The "Analyze an Issue" task assesses your ability to think critically about a topic of general interest and to clearly express your thoughts about it in writing. Each Issue topic makes a claim that can be discussed from various perspectives and applied to many different situations or conditions. Your task is to present a compelling case for your own position on the issue. Before beginning your written response, be sure to read the issue and the instructions that follow the Issue statement. Think about the issue from several points of view, considering the complexity of ideas associated with those views. Then, make notes about the position you want to develop and list the main reasons and examples you could use to support that position.
20 questions in each section
Answers: Deflect and shrug off
Oval = One answer
Box = Multiple answers
Answer - Last
Answers: 1st and 3rd
Last Sentence: His music is not a version of popular music packaged to attract classical listeners; it is high art for listeners steeped in rock rather than the classics.
Answer: Cannot be determined
Furthermore, because the figure is not necessarily drawn to scale, you cannot determine the relative sizes of PS and SR visually from the figure, though they may appear to be equal. The position of S can vary along side PR anywhere between P and R. Below are two possible variations of Figure 1, each of which is drawn consistent with the information
The answer is therefore that the relationship cannot be determined.