The Assessment Toolbox Stock Market Crash 2016 Switzerland

  • What are Learning Objectives?
  • Bloom’s Taxonomy
  • Classroom Assessment Techniques (CATs)
  • Using Student Feedback
  • Rubrics
  • Tests and Grading
  • Assessment Glossary Το Audiobook Πώς να κερδίσουν χρήματα χωρίς επενδύσεις στην Ελλάδα Pour ouvrir le compte Forex marché En Guyane française Traditional La línea pronóstico para Forex Trading En Panamá Authentic
  • Selecting a response
  • Contrived
  • Recall/recognition
  • Teacher-structured
  • Indirect evidence
  • Performing a task
  • Real-life
  • Construction/application
  • Student-structured
  • Direct evidence Winning Difference Between Forex And Binary Options Forex Exchange Market Heard Island and Mcdonald Islands Sph L900 Stock Trading

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  • The Background Knowledge Probeis a short, simple questionnaire given to students at the start of a course, or before the introduction of a new unit, lesson or topic. It is designed to uncover students’ pre-conceptions.
  • The Minute Paper tests how students are gaining knowledge, or not. The instructor ends class by asking students to write a brief response to the following questions: “What was the most important thing you learned during this class?” and “What important question remains unanswered?”
  • The Muddiest Point is one of the simplest CATs to help assess where students are having difficulties. The technique consists of asking students to jot down a quick response to one question: “What was the muddiest point in [the lecture, discussion, homework assignment, film, etc.]?” The term “muddiest” means “most unclear” or “most confusing.”
  • The What’s the Principle? CAT is useful in courses requiring problem-solving. After students figure out what type of problem they are dealing with, they often must decide what principle(s) to apply in order to solve the problem. This CAT provides students with a few problems and asks them to state the principle that best applies to each problem.
  • Defining Features Matrix: Prepare a handout with a matrix of three columns and several rows.  At the top of the first two columns, list two distinct concepts that have potentially confusing similarities (e.g. hurricanes vs. tornados, Picasso vs. Matisse).  In the third column, list the important characteristics of both concepts in no particular order.  Give your students the handout and have them use the matrix to identify which characteristics belong to each of the two concepts.  Collect their responses, and you’ll quickly find out which characteristics are giving your students the most trouble.

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Developing Rubrics

Assessment Toolbox

Learning Assessment Tool

Direct Assessment:  Require students to produce work to see how well they meet the expectations.

Indierect Assessment:  Provide opportunities for students to reflect on their learning experiences.

Assessment Definitions

Embedded assignment

Embedded test

Classroom Assessment Techniques (CATs)  (a downloadable PDF)

Choosing the Right Assessment Tool by the RP Group