As teaching strategies continue to change and evolve, and technology use in classrooms continues to increase, it is imperative that their impact on student learning is monitored and assessed. New practices are being developed to enhance students’ participation, especially in their own assessment, be it through peer-review, reflective assessment, the introduction of new technologies, or other novel solutions. Educators must remain up-to-date on the latest methods of evaluation and performance measurement techniques to ensure that their students excel. Learning and Performance Assessment: Concepts, Methodologies, Tools, and Applications is a vital reference source that examines emerging perspectives on the theoretical and practical aspects of learning and performance-based assessment techniques and applications within educational settings. Highlighting a range of topics such as learning outcomes, assessment design, and peer assessment, this multi-volume book is ideally designed for educators, administrative officials, principals, deans, instructional designers, school boards, academicians, researchers, and education students seeking coverage on an educator’s role in evaluation design and analyses of evaluation methods and outcomes.
`This excellent book provides the reader with comprehensive coverage of all aspect of poetry teaching. The book does more than inform us - it inspires profound reflection on the best ways it support poetry writing and draws us into the debate about assessment-driven curriculum′ - School Librarian `A must for trainee teachers and English departments′ - Booktrusted News `Drafting and Assessing Poetry is thoroughly researched and shows how attitudes towards teaching of poetry and indeed the place of poetry on the syllabus, has changed with political fashion over the years, but more importantly, Sue Dymoke shows how a handful of contemporary poets go about drafting their work and sees this process as an essential tool in the classroom, advocating that students should keep drafting notebooks, just like real writers. Getting students, or indeed members of writing groups, to understand that one draft of a poem may not be the final or best work they can produce will never be a problem again!′ - Writing in Education `Sue Dymoke′s book is a much needed antidote to the ubiquitous guides to poetry analysis.... This book is well worth reading for its clarity and wealth of ideas′ - Bethan Marshall, TES Teacher Magazine `Every English department should buy this remarkably comprehensive book. Inspiring approaches for teaching children to write poetry are clearly described. Sue Dymoke draws upon her extensive experience as a poet, English teacher and researcher to explore the place of writing poetry in English lessons and examinations. Her unique insights into both the writing and teaching of poetry should prove invaluable to English teachers′ - Dr Mark Pike, Lecturer in English Education and Head of PGCE English, University of Leeds `It is a useful book: a theoretical text, but with a practical focus, which makes it very readable and interesting, to teachers of young people particularly, but also, to teachers of adults and indeed in parts to poetry writers themselves, particularly those interested in working in schools, or simply curious about the general process of drafting and evaluating poetry′ - County Lit, Nottinghamshire County Council Literature Newsletter Drafting and Assessing Poetry offers a range of teaching strategies for developing students′ poetry writing skills, and guidance about assessment approaches. Critical commentaries combine with illustrations of successful classroom practice to consider this essential but under-explored aspect of English teaching. Based on theory but with a practical dimension, the book engages readers in current critical debates about poetry teaching and its place in an assessment- driven curriculum. This book is for reflective practitioners, including trainee teachers, who want to develop their understanding of poetry teaching and to gain insights, which will inform classroom practice. It will also be useful for literacy co-ordinators, teacher educators and other advisory staff in the field of English teaching.
This book contains a case-based assessment of the Draft Common Frame of Reference carried out by the Common Core Evaluating Group, which gathers a number of well-established and younger scholars coming from Eastern and Western countries of the European Union using the working method of the research project "The Common Core of European Private Law" (www.common-core.org). The aim of the assessment is to test how the Draft Common Frame of Reference could work when applied in different national legal systems. To this end, a number of factual situations, i.e. hypothetical cases, have been drafted by the authors and solved through the application of both national rules and rules of the DCFR. Thereby, similarities and differences in the outcome of the cases have been analysed, together with difficulties - if any - in the application of the "Principles of European Law". The Common Core assessment has been carried out as part of the "Joint Network of European Private Law" Project (CoPECL), financed by the EU Commission.
What is understanding and how does it differ from knowledge? How can we determine the big ideas worth understanding? Why is understanding an important teaching goal, and how do we know when students have attained it? How can we create a rigorous and engaging curriculum that focuses on understanding and leads to improved student performance in today's high-stakes, standards-based environment? Authors Grant Wiggins and Jay McTighe answer these and many other questions in this second edition of Understanding by Design. Drawing on feedback from thousands of educators around the world who have used the UbD framework since its introduction in 1998, the authors have greatly revised and expanded their original work to guide educators across the K-16 spectrum in the design of curriculum, assessment, and instruction. With an improved UbD Template at its core, the book explains the rationale of backward design and explores in greater depth the meaning of such key ideas as essential questions and transfer tasks. Readers will learn why the familiar coverage- and activity-based approaches to curriculum design fall short, and how a focus on the six facets of understanding can enrich student learning. With an expanded array of practical strategies, tools, and examples from all subject areas, the book demonstrates how the research-based principles of Understanding by Design apply to district frameworks as well as to individual units of curriculum. Combining provocative ideas, thoughtful analysis, and tested approaches, this new edition of Understanding by Design offers teacher-designers a clear path to the creation of curriculum that ensures better learning and a more stimulating experience for students and teachers alike.
Climate change poses many challenges that affect society and the natural world. With these challenges, however, come opportunities to respond. By taking steps to adapt to and mitigate climate change, the risks to society and the impacts of continued climate change can be lessened. The National Climate Assessment, coordinated by the U.S. Global Change Research Program, is a mandated report intended to inform response decisions. Required to be developed every four years, these reports provide the most comprehensive and up-to-date evaluation of climate change impacts available for the United States, making them a unique and important climate change document. The draft Fourth National Climate Assessment (NCA4) report reviewed here addresses a wide range of topics of high importance to the United States and society more broadly, extending from human health and community well-being, to the built environment, to businesses and economies, to ecosystems and natural resources. This report evaluates the draft NCA4 to determine if it meets the requirements of the federal mandate, whether it provides accurate information grounded in the scientific literature, and whether it effectively communicates climate science, impacts, and responses for general audiences including the public, decision makers, and other stakeholders.
A worthy successor to 'The Handbook of Teacher Evaluation', this landmark volume is an important source of information for anyone concerned with teacher evaluation, training and development.
About the Taxation Law & Accounts-II A.Y 2020-21 Book Largest Selling Book since 1964 and over the last 56 years of its existence, the book has established a reputation for itself as the most definitive work on the subject of income tax. Incorporating the provisions of the Finance Act, 2019; the Finance (No. 2) Act, 2019; the Taxation Laws (Amendment) Act, 2019 and the Finance Act, 2020 as applicable to Assessment Year 2020-21. Provisions of the Taxation and other Laws (Relaxation of Certain Provisions) Ordinance, 2020 dated 31.3.2020 have been incorporated in the book. In the chapter of Deduction of Tax at Source and Collection of Tax at Source new reduced rates by 25% w.e.f. 14.5.2020 have been included. A simplified, systematic approach to the understanding of a complex subject written in a unique, simple and easy to understand language. Each topic, after a theoretical exposition, is followed by illustrations to facilitate the students to master the practical application of Income Tax Law. User-friendly examination-oriented style facilitating easy comprehension of each topic. Solved Illustrations and Questions for exercise are largest in number in comparison to other books on income tax. Unsurpassed for over 56 years. The book is trusted and relied upon for accuracy and reliability. Mistakeless printing on paper of superior quality at a moderate price. Questions from the latest Examination Papers of various universities have been included in the revised edition of the book. At the end of each chapter, Short Answer, Objective Type and Short Numerical Questions have been added with answers. A chapter on Goods and Service Tax (G.S.T.) has been included.
