CALS Design Element Evaluation System Name: Evaluator: Date: Who uses it: college teachers, high school, elementary, vocational? What does it teach: math, dentistry, and physics? Where is it used: in classroom, in lab, outside of class? Product Description: overview of the system. Does it stand alone or work within a curriculum? Systems and Components: Software: Disc, download. Prerequisite software Services: internet connection, monthly subscriptions. Hardware: PC, Android, special hardware\peripherals. Quantities Cost: per unit and per time. URL: 1. The interface is clear and intuitive 2. Students can easily find what they need 3. Navigation is easy 4. Features are easy to find 5. There is a logical layout 6. Layout is consistent 7. …show more content…
Graphics are consistent 8. Menus, buttons and other interface elements are consistent 9. Fonts are clear and used consistently 10. Multimedia helps make learning interactive 11. Multimedia resources work at all times 12. Multimedia is related to learning goals 13. Animation complements learning 14. Text is easy to read 15. Colors seem appropriate and are not jarring 16. Graphics look nice and support learning 17.
Content is culturally diverse 18. Uses real world examples 19. Feedback is provided throughout the instruction 20. Student’s progress can be easily tracked 21. Progress can be easily saved 22. Work can be easily resumed 23. Teachers can easily view the progress of the entire class 24. Teachers can easily view the progress of individual students. 25. Students are challenged with tasks that match the learning goals 26. Students are given opportunities to explore and to experiment 27. Task instructions are clear 28. Students are given an appropriate amount of time to complete tasks 29. Success is acknowledged and rewarded 30. Incorrect answers are acknowledged and the correct answer is clearly explained. 31. Students are encouraged to learn 32. The system lets students or learners set the level of difficulty 33. The system features adaptive difficulty levels that increase or decrease difficulty based on a student’s performance 34. The system supports multiple learning styles 35. Students are asked to demonstrate what they have learned 36. Always requires learners to become actively engaged in order to learn 37. Information is accurate, complete, and current 38. Facts come from reliable sources which are clearly
identified 39. National and state standards are accessible within the product and may be easily linked to lessons 40. Content and context are consistent with the theme 41. All information relates to the stated purpose and learning goals 42. Complies with all subject based guidelines 43. The system can be easily integrated into educational activities 44. Reading level is appropriate for target audience 45. The system clearly defines age and grade level 46. The system provides features for whole class instruction 47. The system provides features for individual instruction 48. The system provides features for group instruction 49. The system provides features for multiple user online instruction 50. Prerequisite skills are clearly defined 51. Provides supplemental resources such as web sites, videos, printouts, bibliographies, and other learning aides, 52. Help is available at all times 53. There is in-application help accessed through menus 54. There is online help 55. There is a printed manual or PDF 56. Help is available over the telephone 57. Customer service is available to both teachers and students 58. Users have access to the installation files 59. Users can easily add new students/accounts 60. Installation instructions are clear 61. Prerequisite software is clearly defined
When asked what curricula is being used in each subject area and grade level and how we arrive at those choices Ms. Romig explained how the school uses Unique Learning System® and Ablenet®. They are both aligned to CCLS. Unique Learning Systems® is adapted at three different levels and can be adapted further to meet students differentiated needs. Unique Learning System® has units of study, is theme based and follows a three year plan. This curriculum adapts Literacy, Writin...
Student support teams develop and implement indluvailed plans for the students that are in need of tier 3 interventions. Students that many need tier 3 interventions is put into place when that child is struggling with their tier 2 supports. The school team determines whether the child needs to up their intervention to tier 3 or not. The school team hsa to review a progression monitoring data sheet before determining who is struggling and needs a referral to the tier 3 interventions. A tier ⅔ systems team comes into place when the child is in need of changing interventions. The ⅔ systems team helps create a student support team based of the child's needs. The student support team includes a content expert, someone who is familiar with the school system, individuals who are familiar with the students, and a member of the tier ⅔ systems team. The member of the ⅔ systems team is the main communication spokesman between the teams. Allowing this member to communicate for both teams allows the ⅔ systems team to listen or provided feedback and concerns, to secure tools or opportunities for
Intelligence has begun to define individuals globally, but the goal of the minimum grading system is fairness and equality. Fair share grading is when all students in the class take an intended exam, but the class average score of the test is given to every student. Each student will receive the same grade even if one did better or worse than the average score. That being said it could reduce dropout rates, test anxiety, and competition between students. On the other hand, students could be affected negatively because it could lead to false self-value and unfairness to those students who study harder in order to earn higher grades. The debate continues about whether students should be separated by intelligence or be given equal grades in order
Before taking the StrengthsFinder® assessment I didn’t know what type of leader I was, but I felt I had leadership traits that I could not describe. After answering several questions from the Clifton StrengthsFinder® 2.0, I found out my top five strengths. These strengths consist of individualization, arranger, learner, input and responsibility. The purpose of this paper is to go over my top five strengths to talk about which four domains of leadership these strengths fall under, how class material is applied, and the actions to best utilize my strengths.
Where Criterion-referenced assessment is measured on what the learner can do for example a Btec level 1 is a pass or fail.
Schiffma, S.S. (1991). Instructional systems design: Five view of the field. In G.J. Anglin (Ed.),
This is the process in which a student will take a vocabulary test at the beginning of the school year which will be graded. On this grading scale, students receive a reading range in which they are aloud to read books according to their difficulty level.
RtI is a framework, not a program. It is a process that involves instruction, assessment, and intervention. This tool is utilized by educators to increase the likelihood that the students can be successful and maintain their class placement by early recognition and deliver appropriate instructional interventions. With this tool teachers can address the needs using research-based learning. All of the students’ progress is assessed early and often. A common concern shared by the parents and teachers is how to help the student who experience difficulty learning in school. A goal shared by the parents and teachers is seeing that the student excels. There are important terms to know for RtI. Response is reacting to a question, experience, or some other type of stimulus. Intervention involves a change in instructing a student in the area of learning or behavioral difficulty to try to improve performance and achieve adequate progress. Student Progress Monitoring is a scientifically based practice that is used to frequently assess students' academic performance and evaluate the effectiveness of instruction. Progress monitoring procedures can be used with individual students or an entire class.
The Individualized Education Program is developed by a team that includes the parents of the student, a general education teacher, a special education teacher, a school representative (principal), a person knowledgeable about evaluation (school psychologist), and others at request of IEP participants. The primary job of the IEP team is to plan a program of special education and related services that is reasonably calculated to provide a meaningful education benefit. The IEP Process includes a review of assessme...
Teachers gather information everyday form student’s through classroom activities to get a picture of where a student’s progress and abilities are. There are many different ways to collect a child’s artifacts such as using a checklist, anecdotal notes, teacher reflections, video and audio recordings, and work samples. Each student has their own folder where all their notes, videos, recordings, and artifacts are kept. As stated in the text (Enz, 2014, p. 207, “They must systematically collect, store, organize, and analyze the samples in order to understand the children’s growth and to plan their next teaching” (Ackerman & Coley, 2012). I learned that an on-demand assessment is more like an annual physical checkup. On demand assessments happen at specific times during the course of the year. One day children will be asked to do something specific such as circle the numbers the teacher says out loud, or having to take a test with a pencil and paper. Some label on -demand assessments as tests. This is because children are asked to perform the same action at the same time and in the same manner during an on-demand assessment. “Standardized tests are administered, scored, and interpreted in the same way for all test takers” (Enz, 2014, p. 208). Some examples of an on-going assessment that could be used in a comprehensive approach to literacy
Level 1 is the identification of student learning styles using a learning style inventory that
National Center on Universal Design for Learning. (2012b). Learner Variability and Universal Design for Learning [Online seminar presentation]. Retrieved from http://udlseries.udlcenter.org/presentations/learner_variability.html?plist=explore
Starr, L. (2011, June 14). Education World. Retrieved 11 2, 2013, from Technology Integration/ Ideas That Work: http://www.educationworld.com/a_tech/tech/tech176.shtml
Activities that asks students to recall, define, recognize, and practice. Comprehension - Involve interpreting the meaning of a graph or diagram or decoding a word. Application level – students are made to transfer known information to applicable situations. Analysis level – students think of how whole elements can be broken down into component elements. Synthesis Level – Thinking tasks at this level require students to take some parts of previously learned information and create completely new, whole products. Evaluation level – students are given tasks to judge quality, credibility, worth, and productiveness. Students thinking at this level provides evidence, logic, and values in support of
ability levels of each student. It is very difficult to pinpoint a specific method of