EXAMINATION STRUCTURE FOR SUMMATIVE ASSESSMENT: FIRST TERM (APRIL2010-SEPTEMBER 2010) SEPTEMBER 2010 _________Tamil_______(CODE 006)_____ : CLASS :IX Time: 3 hrs. The Question Paper will be divided into four sections: Section A: Reading Comprehension - 15 marks Section B: Writing - 15 marks Section C: Grammar - 15 marks Section D: Literature - 35 marks Scheme of Section and Weightage to content: |SECTION |DETAILS OF TOPICS/
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I teach a vocational course at a college who delivers to 14-19 year olds. All the courses are created by City & Guilds. Assessment is a vital part of teaching that helps to enable learning all the time‚ which is why it is integrated into all lessons that I deliver. It allows me to promote motivation‚ focus and the ability to comprehend student’s needs‚ as well as providing feedback to students helping them to progress and develop at a faster pace. The purpose of assessing is to find out
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are on task and doing the assignment as instructed. For those that are not on task or not completing the assignment as instructed‚ I will have a mini-conference with them to determine what questions they still have about the acrostic poem. For a summative assessment‚ I have a rubric that I will follow to assess the poem. In order to get “Exceed” on all parts‚ the students must have created an acrostic poem with complete sentences‚ stayed on topic by using O-C-E-A-N‚ used complete sentences‚ had less
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Who is a Teacher? By Joe Waldron In the early years of school we are asked to participate in "Show and Tell." Some people dread the experience‚ some people like it so much they spend the rest of their life looking for things they can share with others. When the Show and Tell bug has bitten the young person the student may become a teacher. There are many good teachers we meet in life; a few of us take it up as a profession. Why are some people like this? The best of teachers simply enjoy
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Enabling Learning and Assessment Assessment activities Two of the assessment activities that I use are Worksheets (or written questions) and photographic evidence. These assessment activities are the most commonly found within my level 1 group. Worksheets within my area are a very versatile way of collecting information from the student‚ they can contain short answer questions‚ multiple choice questions etc. Worksheets are extremely valid because they are usually created by the awarding body
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qualification‚ module‚ unit‚ assignment‚ performance/assessment criteria‚ standards‚ product versus process‚ involvement of learners‚ assessors‚ trainers‚ teachers‚ tutors‚ employers‚ others; timing ‚frequency and context e.g. planning‚ formative‚ summative‚ intervention; quality assurance of process and product‚ who; recording and sharing outcomes; feedback‚ support‚ advice. Internal quality assurance plans: should include coverage of a range of aspects of assessment e.g. every learner‚ assessor‚
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Lesson Plan Name: Josh Martinez_____________________________ Grade Level: 8th _______________________________________ Subject: Algebra I________________________________ Title of Lesson: Linear Equations using Graphs_______________ Directions: Fill out each section under the four lesson domains by responding to the questions provided. Also‚ use the rubrics provided ensure your lesson components meet the “Target” criteria for each rubric. Establishing the Lesson Framework TEKS:
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Culminating Project – Teaching Unit Kristin Westberry EDD/544 December 10‚ 2012 Introduction This teaching unit addresses four standards under the state of Florida’s strand/Big Idea 3 in 6th Grade Mathematics: Write‚ interpret and use mathematical expressions and equations. In informal terms‚ the teaching unit will serve as the very first introduction for sixth grade math students to vocabulary‚ concepts and basic operations with “unknowns” in algebra. Standards Covered/Assessed Within
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should describe: (1) the methods and strategies they will use to measure student learning throughout the lesson and at its conclusion‚ (2) what will count as “evidence” of learning‚ (3) the ways that the assessment in the lesson is connected to more summative assessments‚ (4) how the assessment in
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Assessment for learning From Wikipedia‚ the free encyclopedia (Redirected from Assessment for Learning) Jump to: navigation‚ search In classrooms where assessment for learning is practiced‚ students are encouraged to be more active in their learning and associated assessment. The ultimate purpose of assessment for learning is to create self-regulated learners who can leave school able and confident to continue learning throughout their lives. Teachers need to know at the outset of a unit of
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