SLO Based Teaching-M for students and teachers.pptx

SLO

1. SLOs (Students Learning Outcomes) Based Teaching and Assessment

2. What is Assessment? The word ‘assess’ comes from the Latin verb ‘ assidere ’ meaning ‘to sit with’. In assessment one is supposed to sit with the learner. This implies it is something we do ‘with’ and ‘for’ students and not ‘to’ students (Green, 1999). Assessment is a systematic process of gathering, interpreting, and acting upon data related to student learning and experience for the purpose of developing a deep understanding of what students know, understand, and can do with their knowledge as a result of their educational experience.

3. Assessment in Education Assessment in education is the process of gathering, interpreting, recording, and using information about pupils’ responses to an educational task. (Harlen, Gipps, Broadfoot , Nuttal,1992)

4. Implications for classroom practice Share learning goals with students. Involve students in self-assessment. Provide feedback that helps students recognize their next steps and how to take them. Be confident that every student can improve.

5. Triangulation

6. Awareness of SLOs

7. The curriculum documents of various subjects prepared in 2006 onwards follow a set pattern of four components namely; Competencies, Standards, Benchmarks Student Learning Outcomes . The curriculum emphasizes understanding and application. National Curriculum a Guiding Document

8. Competency : The key learning area is described what students are supposed to know and be able to do . They are further broken down into standards, benchmarks and Student Learning Outcomes (SLOs). Example: Competency1: “Reading and thinking skills” Standard: The description of a particular competency by specifying broadly about the knowledge , skills and attitudes which students will acquire throughout the developmental levels i.e. during twelve years of schooling. Example “All students will search for, discover and understand a variety of text types through tasks which require multiple reading and thinking strategies for comprehension , fluency and enjoyment. Continue…

9. STANDARDS The knowledge includes the important and enduring ideas, concepts, issues, and information. The skills include the ways of thinking, working, communication, reasoning, and investigating that characterize a subject area.

10. Higher Order Thinking : instruction involves students in manipulating information and ideas by synthesizing, generalizing, explaining or arriving at conclusions that produce new meaning and understanding for them. Deep Knowledge : instruction addresses central ideas of a topic or discipline with enough thoroughness to explore connections and relationships and to produce relatively complex understanding. • Substantive Conversation: Students engage in extended conversational exchanges with the teacher and / or peers about subject matter in a way that builds an improved and shared understanding of ideas or topics. Connections to the World Beyond the Grade room : Students make connections between substantive knowledge and either public problems or personal experiences. STANDARDS

11. Benchmark : An indication of what the students will be able to accomplish at the end of each developmental level to meet the standard. Kindergarten to grade III Grades IV-V Grades VI-VIII Grades IX-X Grades XI-XII Example : “Identify silent letters, and Inflections in words, comprehend words, sentences and paragraphs as meaningful units of an expression.

12. Student Learning Outcomes (SLOs): A statement that describes what students will be able to do as a result of instruction at a particular grade. The Learning Outcomes sum up the total expectations from the student.

13. Bloom’s Taxonomy 1. Cognitive: Mental Skills 2. Affective: Growth in Feelings or Emotional Areas (Attitude or Self) 3. Psychomotor: Manual or Physical Skills (Skills) Competency ?

14. CAP

15. 3H =Head +Heart +Hand

16. Bloom’s Taxonomy: A Tool for Designing Assessment Papers

17. KNOWLEDGE / REMEMBRING USEFUL VERBS SAMPLE QUESTIONS POTENTIAL ACTIVITIES AND PRODUCTS 1. Mention 2.   List 3.   Locate 4. Write 5. Find 6. State 7. Name 8.Define What happened after...? How many...? Where is …..? Who was it that...? Can you name the...? Describe what happened at...? Who spoke to...? Can you tell why...? Find the meaning of...? What is...? Which is true or false...? Make a list of the main events.. Make a timeline of events. ·     Make a facts chart. ·    Write a list of any pieces of information you can remember. ·   List all the .... in the story/article/reading piece. ·    Make a chart showing...

18. COMPREHENSION / UNDERSTANDING USEFUL VERBS SAMPLE QUESTIONS POTENTIAL ACTIVITIES AND PRODUCTS Explain ·   Interpret ·   Outline ·   Discuss ·   Distinguish ·   Predict ·   Restate ·   Translate ·   Compare ·   Describe ·   Can you write in your own words...? ·   Can you write a brief outline...? ·   What do you think happened next...? ·   Who do you think...? ·   What was the main idea...? ·   Who was the key character...? ·    Can you distinguish between...? ·   What differences exist between...? ·   Can you provide an example of what you mean...? ·   Can you provide a definition for...? ·   Cut out or draw pictures to show a particular event. ·   Illustrate what you think the main idea was. ·   Make a cartoon strip showing the sequence of events. ·   Write and perform a play based on the story. ·    Retell the story in your words. Paint a picture of some aspect you like. ·   Write a summary report of an event. ·   Prepare a flow chart to illustrate the sequence of events. ·   Make a coloring book.

19. APPLICATION/ APPLYING USEFUL VERBS SAMPLE QUESTIONS POTENTIAL ACTIVITIES AND PRODUCTS ·   Solve ·   Show ·   Use ·   Illustrate ·   Construct ·   Complete ·   Examine ·   Classify ·   Do you know another instance where...? ·   Could this have happened in...? ·   Can you group characteristics such as...? What factors would you change if...? ·   Can you apply the method used to some experience of your own...? ·    What questions would you ask of...? ·   From the information given, can you develop a set of instructions about...? ·     Would this information be useful if you had a ...?   ·   Construct a model to demonstrate how it will work. ·    Make a scra pbook about the areas of study. ·   Take a collection of photographs to demonstrate a particular point. ·   Make up a puzzle game suing the ideas from the study area. ·    Make a clay mo del of an item in the material. ·   Design a market strategy for your product usi ng a known strategy as a model. ·    Paint a mural using the same mate rials. ·    Write a textbook about... for others.

20. Cognition Level of Learning Outcomes

21. S.# SLOs Knowledge Understanding Application 1. Write sentences of their own using correct capitalization, punctuation, and spellings. 2. Differentiate between perimeter and area of a region. 3. اسم معرفہ کی مختلف قسموں کو جملوں میں شناخت کر سکے۔ 4. غلط فقرات کو درست کر سکے۔ 5. Differentiate between vertebrates and invertebrates according to key characteristics. 6. Identify vertebrates and invertebrates from their surroundings. 7. Explain the reasons for differences in climate.

22. S.# SLOs Knowledge Understanding Application 8. Use longitude and latitude to locate major cities of Pakistan and of the world. 9. Locate, interpret and present information in the form of a tourist guide book of the country of their choice. 10. Define climate. 11. نبیا علیہم السالم، نصاب میں شامل سیدنا عیس ٰی علیہ السالم اور صحابہ کرام بالخصوص سیدنا عثمان اور سیدنا خالد بن ولید رضی ہللا عنہم کی پاکیزہ زندگیوں سے اآگاہ ہو سکیں 12. ہجرت مدینہ، مواخات و میثاق کے بارے میں جان سکیں۔

23. S.# SLOs Knowledge Understanding Application 1. Write sentences of their own using correct capitalization, punctuation, and spellings. √ 2. Differentiate between perimeter and area of a region. √ 3. اسم معرفہ کی مختلف قسموں کو جملوں میں شناخت کر سکے۔ √ 4. غلط فقرات کو درست کر سکے۔ √ 5. Differentiate between vertebrates and invertebrates according to key characteristics. √ 6. Identify vertebrates and invertebrates from their surroundings. √ 7. Explain the reasons for differences in climate. √

24. S.# SLOs Knowledge Understanding Application 8. Use longitude and latitude to locate major cities of Pakistan and of the world. √ 9. Locate, interpret and present information in the form of a tourist guide book of the country of their choice. √ 10. Define climate. √ 11. نبیا علیہم السالم، نصاب میں شامل سیدنا عیس ٰی علیہ السالم اور صحابہ کرام بالخصوص سیدنا عثمان اور سیدنا خالد بن ولید رضی ہللا عنہم کی پاکیزہ زندگیوں سے اآگاہ ہو سکیں √ 12. ہجرت مدینہ، مواخات و میثاق کے بارے میں جان سکیں۔ √

25. For developing any assessment paper, the first step is to select the SLOs. From the assessment point of view SLOs are categorized into two types; 1. One which can be assessed only during a teaching in the classroom by teachers through different assessment approaches (questioning, observations, presentations, discussions, homework, speaking, and others) 2. Others which can be tested through pen and paper during Summative and Formative Assessments Selection of Student Learning Outcomes

26. SLOs which can be assessed through pen and paper. . SLOs which can be assessed through MCQs and CRQs. SLOS which are comparable with other national and international trends.

27. How to prepare students for SLOs examination ????????????? Question

28. Question from Exercise Q. What do you understand by the term Mole and Avogadro’s Number? ( Understanding) SLOs form Question Q. Describe how Avogadro’s Number is related to the Mole of any substance? ( Understanding) Chemistry 9th

29. Define Atom. Explain the three fundamental particles of Atom. SLOs Form Why an atom is a neutral particle? 9 th Chemistry

30. Situation or Scenario of the Question. Developing an effective stimulus for writing a test item is essential to create valid and reliable assessment questions. The stimulus provides context or information that sets the stage for the test item. Here are some guidelines for developing a stimulus: Clearly Define the Purpose Align with Learning Objectives Provide Sufficient Context Keep it Concise Use Clear and Accurate Language Avoid Biases Avoid Leading or Loaded Language Include Relevant Visuals or Graphics Set the Stage for the Test Item Review and Revise Stimulus

31. Example of Stimulus Purpose: Assess students' knowledge of plant adaptation to various environments. Stimulus: "In a biology field trip to a coastal region, students observed two types of plants: A and B. Plant A had large, waxy leaves with pronounced stomata, while Plant B had small, needle-like leaves. Both plants were growing in the same sandy soil with limited access to freshwater. The students noticed that the coastal region had strong winds, high salinity, and frequent drought conditions." Test Item: "Which plant, A or B, is likely to have adaptations for conserving water in response to the environmental conditions observed in the coastal region?" This stimulus provides context about the environment and the characteristics of two plants, setting up the test item that assesses the students' understanding of plant adaptations.

32. How to write the stem for an MCQ? Writing a clear and effective stem for a multiple-choice question (MCQ) is crucial for assessing a student's understanding and knowledge. The stem is the part of the MCQ that poses the question or presents the problem. Here are some guidelines for writing an effective stem for an MCQ. Keep it Clear and Concise 2. Use Proper Grammar and Syntax 3. Pose a Single Clear Question 4. Use a Direct Question or Statement 5. Avoid Negative Wording 6. Make it Appropriate in Length 7. Match the Stem to the Learning Objective 8. Avoid Providing Hints 9. Use Specific Terminology 10. Include All Necessary Information

33. Here are a few examples of well-constructed MCQ stems. Clear Direct Question: "What is the chemical symbol for gold?" Statement Format: "Select the correct option regarding Newton's First Law of Motion." Appropriate Length: "In organic chemistry, which functional group contains a carbonyl group (C=O) bonded to a hydrogen atom?" Alignment with Learning Objective: "Based on the principles of supply and demand, how would an increase in consumer income affect the demand for normal goods?" Remember that the stem sets the stage for the answer choices (distractors), so it's essential to write a stem that accurately assesses the knowledge or skill you want to measure without introducing confusion or bias.

34. A Table of Specifications  allows the teacher to construct a test which focuses on the key areas and weighs those different areas based on their importance (Bloom Taxonomy Stage). A Table of Specifications provides the teacher with evidence that a test has Content Validity , that it covers what should be covered. A Table of Specifications ( ToS ) is  a chart that teachers and test developers use in Item Writing . It ensures that the test developed assesses the content taught and the learning experience given to the students. It also helps align the test with learning objectives and their Cognitive Levels . Table of Specifications ( ToS )

35. To develop the ToS , the following process should be followed: Review National Curriculum 2006 to list down all the SLOs of each subject proposed for the test. 2. Prioritize SLOs which can be accessed through pen and paper. 3. After selecting SLOs for a test, identify number and type of questions for each subject like how many Multiple Choice Questions (MCQs) and how many Constructive Response Questions (CRQ) will be prepared for each Competency/ Standard. 4. Identify Cognitive Level (Knowledge, Understanding and Application) concerning each SLO selected. Table of Specification ( ToS )

36. SLOs Based Teaching

37. How Student Learning Outcomes (SLOs) Based Teaching Clear Learning Objectives Active Learning Assessment for Learning Alignment Feedback Differentiation Real-World Application Technology Integration Collaboration Metacognition Active Questioning Real-time Assessment

38. Peer Assessment Scaffolding Reflection and Review Professional Development Discussion-Based Learning Problem-Based Learning (PBL) Collaborative Learning Peer Teaching Flipped Classroom Think-Pair-Share Case Studies Role-Playing

39. Simulations and Games Jigsaw Method Gallery Walk Socratic Seminars Concept Mapping Debates Peer Assessment Service Learning Interactive Technology Flashing Questions Mystery or Problem Solving Experiential Learning Role Reversal

40. Interdisciplinary Approach Open Papers

41. Active teaching methods are effective in promoting student engagement, critical thinking, and a deeper understanding of the subject matter. They cater to various learning styles and help create a more interactive and stimulating learning environment.

42. Recommendations: Change the culture of Teaching and Assessment in your school. Mould your teaching according to the requirements of the SLO. Instruct your school teachers to write MCQs, RRQs and ERQs for every lesson. Download all the Model Papers, ToS and Curriculum for their subjects and start work on them. Increase the frequency of your school Tests/Exams. Base these on the Model Papers and ToS . Analyze minutely all the Internal Exams results. Help out the students in the Danger Zone. Organize Sensitization/Orientation Sessions in your school for Assessment Literacy.