Posters

Guidelines for Poster Making

The purpose of a poster is to convey information. The most important goal in poster design is to present information in a way that it is accessible and understandable. Every element on the poster—whether text or graphic, should be chosen and arranged to further that goal.

Guidelines:

1. Know your audience. In this case the audience have studied the same content as you are about to present to them so write to your audience (fellow students). Use easy and to-the-point language while covering all the sub-topics assigned to you.
2. There are two elements of content in a poster: text and graphics. Text includes titles, subheadings, captions, labels and “body text”—the narrative. Graphics may include screen shots of the Coggle responses, Padlet sessions, any diagrams to summarize complex concepts etc.
3. It is important that you outline your content. Think through the types of text: title, subheadings, captions, etc. An effective poster includes the unit name, sub sections covered during the unit and explanation of concepts. Think hierarchically and reflect that hierarchy of concepts in your design. The most obvious way to do this is by varying size and sections. Where possible, express points as bullets rather than paragraphed text.
4. Don’t use very bright colors, the text should be readable when displayed for audience.

Composition of an Assessment Paper & Marking Key - Assessed Group Task

Design an assessment paper for the subject and class allocated to your group.
The assessment paper should have structured-response items as well as constructed-response items.
Apply your understanding of the VRIP in Assessment, use the handout ‘Guidelines for Paper Setters’, available on the course blog as a guiding document to make correct item choices.
 You will be assessed on the following criteria:
 Clarity:  All items should be phrased in a clear manner. Assessment items should avoid superfluous words and any metaphorical language.
 Validity:  The examination measures / assesses what is stated in the learning objectives.  The face value of the assessment paper (The layout of the paper should be as clear as possible to make it as student friendly as possible).
Reliability:  Answers should be accepted on an agreed criterion.
 Educational Impact: The assessment paper should serve as a tool for learning.
Practical Implications:  The assessment paper should state practical questions which are realistic for students to answer.
Item Difficulty level:  Spread the assessment items over Bloom’s Taxonomy. The assessment paper should promote higher-order thinking skills (Synthesizing, Creation, Evaluation)
 Develop the marking scheme together with assessment paper. For construct-response items clearly state mark allocation and expected components of students’ answers.

This is a group task. The group leaders will upload the task on Moodle by May 12, 2020

Questions to measure the extent of VRIP

Alphas:

Instructor's Comments: What do you mean by different types of students? (Q1) Do you want to say students with different learning styles or abilities?
Question 2 is totally irrelevant. VRIP has to be efficient for a good assessment to take place. 
Question 3 is phrased incorrectly. Do you want to ask: Does the assessment paper extend students' learning?
Question 4: It's the same as question 3. Written in a complex way! 
Question 6: Good question. 

Free Thinkers:

Instructor's Comments: Your first question is very relevant and not just in the present scenario but it is relevant generally too. 
Q2: Good is a very subjective word. Try to break such subjective words into exact tangible words. 
Q3: You have combined too many concepts in one place. time management is a very good element which should align well with the expectations of answer. 
Q5: The assessment does not affect the cultural, social and emotional attachment of participants' belonging to any particular region. 
Q6: I don't understand this. 
Q7: Phrasing is confusing. 

Brainy Bunch:

Instructor's Comments: Your first question is valid for post-assessment. Q2 & Q3 do not directly assess the VRIP of an assessment paper rather these questions evaluate the teaching. 

Gryffindor:

Instructor's Comments: Excellent! 

Simple, to-the-point, no ambiguous language, direct questions that give a direct straight forward answer. 

Peaky Blinders:

 

Instructor's Comments: Q3 needs elaboration. 

Smart Hawks:

 Instructor's Comments: Exactly, how do we ensure that the assessment is both valid and reliable? That is what you have designed these questions for. 

I think you didn't get the purpose of this task. Please read the questions prepared by all other groups and think about how ca you rephrase yours. 

Ice and Fire:

Instructor's Comments: Q 1 & Q 2 are post-assessment inquires. 

I am still not sure....

Are you still confused about any aspect of an assessment? Do you want to ask or discuss anything for developing a better understanding?
If yes, then post your question here. Remember the rule, write your name first and then your question/thought.

Purpose of Assessment

Hello Students!
You have read different types of assessments. These assessments are used differently depending upon the need and purpose.
Can you all think of the purpose of the different types of assessments that you have studied?
Post your answer on this post. Write your name before stating your answer.
Thank you!

Outcome-Based Evaluation (OBE) Week 1 - Lecture 2

Instructor's Presentation
(https://docs.google.com/presentation/d/1HiOusNZeg_ShuTlr7OWbAH7ALXfymUhFPjcCvPEc1aE/edit?usp=sharing)
Outcome-Level Evaluation - A handbook

Unit 3: Models of Evaluation (List of Resources)

We should be able to complete the unit by April 3, 2020. 

Following resources will be used for students:

Teachers' Presentation (shared through email)

Excerpt from the book Assessing & Evaluating Adult Learning in Career and Technical Education by Victor C. X. Wang. First Published 2009

Course Outline

Unit 1: Introduction

Learning Outcomes: 
At the end of this unit the students should be able to understand the terminology of evaluation, assessment, measurement and test.
Assessment
Students will be evaluated on their ability to define terms evaluation, measurement & test through classroom participation (individual task).
Status: Accomplished

Unit 2: Evaluation in Education

Learning Outcomes: 
At the end of this unit the students should be able to:
understand the process of school evaluation and use school evaluation reports to study the evaluation process; and 
understand and differentiate between process and product evaluation methodologies.
Assessment
Students will be evaluated on their ability to:
phrase practical evaluation indicators and data sources for school evaluation through development of indicators for a range of schools (group task); and
understand the characteristics of product and process evaluation methods through mind maps and group presentations.
Status: Accomplished

Unit 3: Models of Evaluation

Learning Outcomes: 
At the end of this unit the students should be able to understand different models of evaluation such as, CIPP Model, Kirkpatrick’s Model, and Outcome-based Evaluation Model.
Assessment
Students will be evaluated on their ability to:
differentiate between models through analyzing their impact; and 
demonstrate their understanding of different evaluation models trough a comparative analysis
Status: Accomplished

Unit 4: Assessment in Education

Learning Outcomes: 

At the end of this unit the students should be able to understand the concept of assessment for learning, assessment of learning and assessment for evaluation through:

• understanding different types of assessment;
• critically analyzing the characteristics of assessment;
• developing an assessment paper for a range of age groups and subject matter; and
• understanding the concept and characteristics of reflective feedback.

Assessment
Students will be evaluated on their ability to:
distinguish between different types and characteristics of assessment through a class quiz; 
design an assessment paper that projects the characteristics of VRIP for a range of subjects and age groups; and
provide reflective feedback on peers’ work.
Status: Accomplished

Unit 5: Educational Measurement

Learning Outcomes: 

At the end of this unit the students should be able to understand the concept of educational measurement and testing through:

• an introduction to contemporary educational testing and measurement;
• an introduction to high-stake testing and associated challenges;
• understanding the types of scales of measurement; and
• designing a rating scale for measurement of attitudes or behaviors for a topic of their own choice.

Assessment
Students will be evaluated on their ability to:
demonstrate their understanding of measurement and testing through online presentations using Prezi; and 
choose from a range of scales, rationalize their choice, and manifest characteristics of an effective rating scale for measuring an objective.

Status: Not Accomplished

Unit 6: Consolidation

Learning Outcomes: 

At the end of this unit the students should be able to clearly distinguish between educational measurement, testing, assessment and evaluation.

Assessment:

Students will be assessed n their ability to present a clear understanding of characteristics and subsequent use of evaluation, assessment, measurement, and testing in different scenarios through an online viva.

Status: Not Accomplished