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Relevant bibliographies by topics / Curriculum-based assessment Education Curriculum planning

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Academic literature on the topic 'Curriculum-based assessment Education Curriculum planning'

Author: Grafiati

Published: 4 June 2021

Last updated: 15 February 2022

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Journal articles on the topic "Curriculum-based assessment Education Curriculum planning"

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Simponi, Maijem, and M. Iqbal Liayong Pratama. "EVALUASI PELAKSANAAN KURIKULUM 2013 DAN KURIKULUM TINGKAT SATUAN PENDIDIKAN (KTSP) PADA PEMBELAJARAN GEOGRAFI DI SMAN KOTA PADANG." JAMBURA GEO EDUCATION JOURNAL 1, no. 1 (2020): 09–15. http://dx.doi.org/10.34312/jgej.v1i1.4084.

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Education system has it's own problems. Indonesia's education also involves the challenge of implementing the new curriculum. The schools are not ready yet to implement the new curriculum, the 2013 curriculum. The 2013 curriculum which emphasizes character development, requires teachers to carry out comprehensive learning and a full assessment of each student's development. This study aims to describe and evaluate the implementation of the 2013 Curriculum and SBC in geography learning at High School in Padang city. This research used descriptive qualitative by using purposive sampling. The sam

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Stroganov, Victor Yu, and Yurii B. Tsvetkov. "Methodology for the Curriculum Structuring, Formation and Analysis Based on a Quantitative Assessment of Logical Connectivity." ITM Web of Conferences 35 (2020): 01016. http://dx.doi.org/10.1051/itmconf/20203501016.

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The article deals with the curricula structuring through the concept of a module as an indivisible unit of educational content. The concepts of input and output terms are introduced, which form a semantic network of subject area knowledge, as well as the connectivity structure of the education modules of the educational program. The module is presented as some kind of operator for converting input terms into output ones, which allows us to present the curriculum itself as a digraph of the terms connectedness. An approach to the quantitative assessment of the teaching materials coherence in the

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Subadi, Tjipto, Kuswaji Dwi Priyono, Dahroni Dahroni, and M. Musyiyam. "IMPLEMENTASI PEMBELAJARAN IPS BERBASIS KURIKULUM 2013 MELALUI LESSON STUDY DI SEKOLAH MUHAMMADIYAH KARTASURA." Warta LPM 18, no. 1 (2015): 62–75. http://dx.doi.org/10.23917/warta.v18i1.1168.

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The purpose of this community service, assess and understand; 1) learning implementation strategy IPS (Social Sciences) Curriculum 2013 based on lesson study in the School of Muhammadiyah Kartasura. 2) Rationalization and elements of curriculum change in 2013. 3) The process of learning and assessment processes appropriate to the curriculum in 2013. The method used; workshops and training. The Place; SMK Muhammadiyah Kartasura. Execution time; odd semester 2014/2015. Subject: Elementary School teachers, Junior High School, High School and Vocational High School Muhammadiyah Kartasura. The resu

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Pilkevics, Arturs, Rasma Jansone, and Inese Bautre. "E-Planner for Physical Education on the Secondary School Level in Latvia." LASE Journal of Sport Science 5, no. 2 (2014): 25–29. http://dx.doi.org/10.1515/ljss-2016-0029.

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Abstract An innovative planning and assessment tool for the subject of Physical Education (PE) on the secondary school level has been created in the course of this research project. Evaluation of the research on the Latvian assessment system in PE has shown the current need for an online based curriculum planning tool (e-planner) which would help teachers to effectively and qualitatively determine the levels of knowledge, skills, personal trait attributes and development dynamics in PE. This finding has served as basis for the hypothesis of the work: creating an e-planner will have a positive

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Weni, Titra. "Analisis Proses Perencanaan Pembelajaran Pendidikan Kesetaraan Paket B Berbasis Kurikulum 2013 di Sanggar Kegiatan Belajar (SKB) Kota Samarinda." Pepatudzu : Media Pendidikan dan Sosial Kemasyarakatan 16, no. 2 (2020): 89. http://dx.doi.org/10.35329/fkip.v16i2.1765.

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Equivalent education package B based on the 2013 curriculum is a non-school education program that is equivalent to formal junior high school education. The delivery of education is carried out by following the curriculum that should be the 2013 curriculum and is expected to answer solutions for people who drop out of school or who need education. This study aims to find out how Equivalent Education Learning Package B based on 2013 Curriculum and what factors influence the learning process. This research was conducted at the Samarinda City Learning Activity Center specifically the Package B pr

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Mu'man, Sri Sumarni, and Ratna Dewanti. "CHARACTER BUILDING OF ETHICS IN UNDERGRADUATE ENGLISH CURRICULUM DOCUMENTS." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 4, no. 2 (2018): 106–15. http://dx.doi.org/10.21009/ijlecr.042.12.

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This study aimed to describe character building of ethics addressed in the undergraduate English curriculum documents. Curriculum document is a planning, implementation, evaluation, management, and administration of education programs either in written forms, spoken statements, descriptions, or archaeologies. The curriculum document which had been analyzed consisted of semester planning of teaching and learning program (SPTLP)/syllabus, learning material and assessment taken from three universities – one was from Jakarta and the others were from Bandung. This study used qualitative content ana

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Kuric, Judi L., and Ann H. White. "Case Management Curriculum in Nursing Education." Lippincott's Case Management 10, no. 2 (2005): 102???107. http://dx.doi.org/10.1097/00129234-200503000-00007.

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Mellizo, Jennifer. "Music Education, Curriculum Design, and Assessment: Imagining a More Equitable Approach." Music Educators Journal 106, no. 4 (2020): 57–65. http://dx.doi.org/10.1177/0027432120917188.

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Although it is not their intent, conventional curricula may place some students at a disadvantage in school music classrooms. This article offers a practical planning strategy that music educators can use to confront and resist some of these curricular tendencies in subtle yet important ways. By reimagining long-standing norms related to content, pedagogy, and assessment, we can build a system that provides more students with access to a high-quality, equitable, and personally meaningful music education.

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Atiqoh, Layly, and Budiyono Saputro. "KURIKULUM PENDIDIKAN AGAMA ISLAM BERBASIS LINGKUNGAN SEBAGAI PENGUATAN PENDIDIKAN HUMANISTIK DI SEKOLAH ADIWIYATA." Edukasia : Jurnal Penelitian Pendidikan Islam 12, no. 2 (2017): 285. http://dx.doi.org/10.21043/edukasia.v12i2.2492.

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<p><em>ISLAMIC EDUCATION CURRICULUM BASED ON ENVIRONMENT AS A REINFORCEMENT FOR HUMANISTIC EDUCATION IN ADIWIYATA SCHOOL. The main objectives of this study are to describe planning, development, implementation, a success and special quality of Islamic education environment based curriculum on Adiwiyata school SMPN 6 &amp; SMPN 7 Salatiga</em><em>. </em><em>The research method is qualitative research. This research was conducted at Adiwiyata school SMPN 6 &amp; SMPN 7 Salatiga. The main subjects of this study are the headmaster, the school committee,

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Shyng, Jyh-Harng. "The Practice of Deming Cycle Improvement Mechanism in Climate Change Environmental Education." Journal of Contemporary Educational Research 5, no. 8 (2021): 205–14. http://dx.doi.org/10.26689/jcer.v5i8.2463.

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Cultivating environmental literacy is one of the most important tasks in the face of climate change. The purpose is to construct the general curriculum content of improving climate change adaptation to environmental literacy, and to plan the evaluation mechanism of learning effectiveness. The use of learning theory, Problem-Based Learning (PBL) theory and Plan-Do-Check-Act (PDCA) cycle theory to improve the curriculum content and teaching continued to improve. This study focuses on the design courses from the three cognitive aspects of “conceptual cognition,” “practical exercise” and “hands-on

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Dissertations / Theses on the topic "Curriculum-based assessment Education Curriculum planning"

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Lo, Yiu-chun. "A study of the implementation of the school-based curriculum project scheme in Hong Kong /." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14804244.

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Langa, Phakama Perry Macmillan. "Assessment of the implementation of the National Certificate (Vocational) plant production modules." Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/2359.

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From 2010, the South African vocational skills education is offered by the Department of Higher Education and Training (DHET) through the Technical Vocational Education and Training (TVET) colleges. TVET colleges need to be transformed in order to empower young learners with the skills required by the various sectors of the economy. The purpose of this study was to assess the implementation of the National Certificate (Vocational) Plant Production module in Training and Vocational Education and Training (TVET) Colleges. The sample for this study is concurrent triangulation whereby complementar

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Rantsane, Twoboy Babini. "The implementation of curriculum and assessment policy statement by economics grade twelve teachers and its influence on teaching methods in East London Education District, South Africa." Thesis, University of Fort Hare, 2017. http://hdl.handle.net/10353/4970.

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The introduction of the Economics CAPS policy ushered the introduction of the new principle of “active and critical learning” which implies fostering active learner participation in teaching and learning process. The revision of curriculum in 1997 and subsequent years has implications on how teachers teach. Since the introduction of Economics CAPS in Grade twelve in 2014, no study has been conducted to determine how teachers implement the curriculum. The aim of the study was to investigate the implementation of Curriculum and Assessment Policy Statement (CAPS) by Economics Grade twelve teacher

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Lo, Yiu-chun, and 羅耀珍. "A study of the implementation of the school-based curriculum project scheme in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B3123513X.

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Matshikiza, Spokazi. "An investigation on the opinions of teachers on the policy implementation of life orientation curriculum: a case study of five schools in Cofimvaba Education District." Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/679.

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The purpose of this study was to investigate the opinions of teachers on the implementation of Life Orientation curriculum in five schools of the Cofimvaba Education District. In 1994, there were so many changes in South Africa which brought educational transformation at the fore front and centre of all discussions about the changes in general. The curriculum was reviewed and perceived as a guide meant to reflect the values and principles for envisaged learner such as human rights, social and environmental justice with a high level of skills, values and knowledge. Life Orientation as a compuls

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Sappington, Neil E. Baker Paul J. Fisher Robert L. "The relationship between the development of learning outcomes in science, as required by the Illinois school accreditation process, and changes in classroom curriculum, instruction, and assessment." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633402.

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Thesis (Ph. D.)--Illinois State University, 1995.<br>Title from title page screen, viewed May 17, 2006. Dissertation Committee: Paul J. Baker, Robert L. Fisher (co-chairs), Dianne E. Ashby, James C. Palmer, William C. Rau, David L. Tucker. Includes bibliographical references (leaves 139-142) and abstract. Also available in print.

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Mdlungu, Nozuko Gloria. "An investigation of how environmental learning and teaching support materials (LTSM) can influence team planning and teaching and learning activities in the Foundation Phase." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1003512.

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South Africa has experienced significant curriculum transformation over the past ten years. Environment was introduced into C2005 as a phase organiser. Following the streamlining and strengthening of the curriculum, the National Curriculum Statement (NCS) has a more explicit environmental focus in all of the Learning Areas. This has created opportunities for teachers to address environmental health issues in a community context. I work in a rural school and the community around the school experience a number of environmental health issues. In my previous observations I noticed that teachers we

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Kwayisi, Frederick Ntow. "A pilot study of the use of groupwork in biology education at the Griffiths Mxenge College of Education : a research project ; Towards an effective implementation of assessment of biology practical work under ʺcurriculum 2005ʺ". Thesis, Rhodes University, 1999. http://hdl.handle.net/10962/d1003588.

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A pilot study of the use of groupwork in biology education at the Griffiths Mxenge College of Education: The Government of National Unity in 1994 introduced a new educational policy for the country. This represented a shift in paradigm from a transmission mode of teaching and learning to learner-centered education. The shift marks a transformation from a contentbased curriculum to an outcomes based education (aBE). aBE, which is underpinned by Constructivism and Social Constructivism advocates for the use of groupwork as a strategy for achieving the outcomes envisaged in our learners. The chal

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Schonert, Laurie, and Catherine Vaughan-Obregon. "Bridging the gap: A freshman focus program." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1771.

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Wilmot, Pamela Dianne. "Teachers as recontextualisers: a case study analysis of outcomes-based assessment policy implementation in two South African schools." Thesis, Rhodes University, 2006. http://hdl.handle.net/10962/d1003677.

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The research presented in this thesis is a case study analysis of outcomes-based assessment in Grade 9 Human and Social Sciences of Curriculum 2005 in two South African schools. The research consists of two parts: Phase One, 2002 to 2003, was a qualitative case study, interpretive in orientation and using ethnographic techniques, aimed at understanding teachers’ responses to curriculum policy and the role of a school-based intervention, located within critically reflexive practice, in supporting change. During this phase, I was a co-participant operating from an insider position. During Phase

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Books on the topic "Curriculum-based assessment Education Curriculum planning"

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Marilyn, Fleer, and Edwards Susan, eds. Early childhood curriculum: Planning, assessment, and implementation. Cambridge University Press, 2010.

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Great Britain. Scottish Education Department. Committee on Assessment. Assessment 5-14: Improving the quality of learning and teaching. Scottish Education Department, 1990.

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Performance assessment and standards-based curricula: The achievement cycle. Eye On Education, 1998.

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Stiehl, Ruth E. The assessment primer: Creating a flow of learning evidence. Learning Organization, 2008.

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Instruction, Montana Office of Public. Program assessment: A six-step process to curriculum improvement. Office of Public Instruction, 1992.

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Hargreaves, Andy. Curriculum and assessment reform. Open University Press, 1989.

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Hargreaves, Andy. Curriculum and assessment reform. OISE Press, 1989.

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Victor, Nolet, ed. Curriculum-based evaluation: Teaching and decision making. 3rd ed. Wadsworth, 2000.

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Howell, Kenneth W. Curriculum-based evaluation: Teaching and decision making. 2nd ed. Brooks/Cole Pub. Co., 1993.

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W, English Fenwick, ed. Curriculum and assessment for world-class schools. Technomic Pub. Co., 1997.

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Book chapters on the topic "Curriculum-based assessment Education Curriculum planning"

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Pan, Lin. "Language Policies and Planning for English Education in Post-Olympic China." In The SAGE Handbook of Curriculum, Pedagogy and Assessment: Two Volume Set. SAGE Publications Ltd, 2016. http://dx.doi.org/10.4135/9781473921405.n34.

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Hughes, Claire E., Todd Kettler, Elizabeth Shaunessy-Dedrick, and Joyce VanTassel-Baska. "Alignment of the CCSS-ELA With the Gifted Education Programming Standards in Assessment, Curriculum Planning, and Instruction." In A Teacher's Guide to Using the Common Core State Standards With Gifted and Advanced Learners in the English Language Arts. Routledge, 2021. http://dx.doi.org/10.4324/9781003232629-4.

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Iavarone, Maria Luisa, and Fausta Sabatano. "Transfer of Non-Academic Skills in Academic Context: towards a Sustainable Employability." In Employability & Competences. Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.44.

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This essay is an element of dialogue between educational practices acquired in territorial education contexts and the University. In particular, starting from the 10-year long experience consolidated in three educational centres operating in border areas of the Province of Naples, a series of ‘key competences’ have been highlighted that are indispensable to the containment of social risk disadvantage in an inclusion (Bertolini 1977; Freire 2004; Rossi 2014; Sabatano 2015a, 2015b) and well-being project (Iavarone 2007, 2009) from an educational point of view. Such competencies have become subject of a ‘participatory didactic planning’ between expert educators working in these contexts and a university course on ‘Pedagogy of relationships’ within the Department of Motor Science and Well-Being at the University of Naples Parthenope. The participatory planning practice has set the most ambitious goal of achieving a ‘system methodology’ to be used in the curriculum-design of the university courses in order to make the academic education offer a proper link element between the educational demand of young people, the demand for professional skills in the territory and the emerging social needs in order to improve employability processes. The main results that this experience has highlighted can be deducted from the student’s satisfaction survey, as well as from the data collected and processed by the University Assessment Team, in the Department’s Joint Commission Reports, which show a clear and overall improvement of the communication processes between non-academic institutions collaborating with the University for the conduct of internships, training sessions and placement-targeted activities. The empirical evidence and the positive results obtained provide substantial comfort in considering that the experience gained can be a ‘good practice’ to be included in the didactic planning process of the courses, even in relation to the need to improve the educational and didactic offer with reference to the new quality assurance parameters (QA) for the periodic accreditation of the CdS according to the AVA-ANVUR legislation in force

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Lim, Chap Sam, and Cheng Meng Chew. "Implementation of School-Based Assessment (SBA) in Malaysian Primary Mathematics Curriculum: Issues and Challenges." In Mathematics Education – An Asian Perspective. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6312-2_10.

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Goldenberg, Mitchell G., and Teodor P. Grantcharov. "The Future of Medical Education: Simulation-Based Assessment in a Competency-by-Design Curriculum." In Boot Camp Approach to Surgical Training. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90518-1_11.

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Park, Yoon Soo, Brian D. Hodges, and Ara Tekian. "Evaluating the Paradigm Shift from Time-Based Toward Competency-Based Medical Education: Implications for Curriculum and Assessment." In Assessing Competence in Professional Performance across Disciplines and Professions. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-30064-1_19.

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Meier, Lori T. "Foundations for Curriculum Integration." In Advances in Early Childhood and K-12 Education. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6364-8.ch001.

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An integrated approach to curriculum planning, instruction, and assessment in K-12 classrooms has long been discussed in educational theory and curriculum studies scholarship. Although it has taken on various terminologies and distinctions over the past century, the foundations of integrated teaching and learning fundamentally seek to organize curriculum and instructional experiences in meaningfully connected and holistic ways, so that students will experience interdisciplinary content knowledge and problem-solving skills that lead them towards real-world understandings. This chapter will explore the curriculum foundations for integration, define various ways in which integration has been discussed in the literature, and provide a brief overview of the rationale and research supporting the distinct integration of science and literacy practices.

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Kleppinger, Erika L., Kevin N. Astle, Amber M. Hutchison, and Channing R. Ford. "Navigating Performance-Based Assessments in Unprecedented Times." In Advances in Medical Education, Research, and Ethics. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-7623-6.ch007.

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This chapter focuses on the implementation of performance-based assessments (PBAs) at the Auburn University Harrison School of Pharmacy (AUHSOP) during the COVID-19 pandemic, when shifts were made to a fully remote delivery of the pharmacy curriculum in March 2020 and then altered to a hybrid delivery in the fall semester in which students returned to campus in a limited capacity. In addition to describing adaptations made due to curriculum delivery changes for each professional year, the chapter will provide specific challenges encountered while planning and implementing PBAs with a focus on factors related to students, standardized persons (SPs), and logistics. Student and SP perceptions of remote PBA delivery will be presented as well as strategies for improvement of future PBA events.

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James, Stephen, and Emmanuel Hauli. "Holistic Management Education at Tanzanian Rural Development Planning Institute." In Management Education for Global Leadership. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1013-0.ch006.

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Holistic Management Education (HME) develops ability of managing the entirety. Objectives of this chapter were to examine HME benchmarks and determine laggards in Human Resource Planning and Management (HRPM) programme at the institute. Methods of data collection included documentary review, participant observation and in-depth interview. Sample size was fifty students and two lecturers as key informants. Judgmental sampling procedure was used for respondents. The chapter found HME benchmarks in HRPM including: integrated curriculum consisting of stakeholders' collaboration in curriculum formulation, holistic vision, mission, objectives, multidisciplinary modules, integrative assessment methods, active pedagogical learning methods and conducive learning space. Laggards in HME included inadequate provision of dormitories and inadequate use of guest speaker learning method in classrooms. Taking advantage of prevailing HME benchmarks and capacity building of lecturers on HME were solutions for HME enhancement. Management mobilization of resources for supporting HME activities and lecturers' commitment to their career duties were recommendations for strengthening HME.

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Ntuli, Esther, and Arnold Nyarambi. "Using Technology to Address the Challenges to Effective Assessment of Young Learners who are Immigrants." In Cross-Cultural Considerations in the Education of Young Immigrant Learners. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4928-6.ch017.

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Assessment is an integral part of teaching and learning. Assessment data is gathered to monitor progress and developmental gains in child development and learning, to guide curriculum planning and decision making, to identify special needs, and to evaluate the effectiveness of early childhood programs. Current research indicates that assessment data gathered from children who are immigrants does not always lead to the development of effective curriculum and instruction, and the data is not reliable in identifying immigrant children with special needs. This chapter discusses the possible technologies available to mitigate the threats and challenges that continue to affect the gathering of effective assessment data from young learners who are immigrants.

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Conference papers on the topic "Curriculum-based assessment Education Curriculum planning"

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Poursaeed, Bahar, and Chien-Sing Lee. "Self-initiated curriculum planning, visualization and assessment in improving meaningful learning: A comparison between mobile and ubiquitous learning." In 2010 International Conference on Technology for Education (T4E). IEEE, 2010. http://dx.doi.org/10.1109/t4e.2010.5550052.

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Buzzetto-More, Nicole, and Ayodele Alade. "The Pentagonal E-Portfolio Model for Selecting Adopting Building and Implementing an E-Portfolio." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3240.

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Electronic portfolios are a student-centered outcomes-based assessment regime involving learners in the gathering, selection, and organization of artifacts synthesized into a compilation purposed to demonstrate knowledge, skills, and/or achievements supported by reflections that articulate the relevance, credibility, and meaning of the artifacts being presented. Electronic portfolios have been found to be a valid way to document student progress, encourage student involvement in assessment, showcase student work samples, promote students professionally, and provide a method of student learning

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Pakpahan, Betty Arli Sonti. "Developing Religious Education Assessment Model Based on Curriculum 2013." In 1st International Conference on Education, Society, Economy, Humanity and Environment (ICESHE 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200311.007.

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Natsir, Muhammad, Rita Suswati, Muhammad Rizal, Fathul Djannah, and Wahyu Tri Atmojo. "The Implementation of KKNI based Curriculum Assessment using Social Media." In Unimed International Conference on Economics Education and Social Science. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0009492800580064.

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Tubaishat, Abdallah, Azzedine Lansari, and Akram Al-Rawi. "E-portfolio Assessment System for an Outcome-Based Information Technology Curriculum." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3341.

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Currently colleges and universities are facing a number of problems, including ill designed curricula that do not address demands from the job market. There is also tremendous pressure from society on academic institutions to provide an education that results in guaranteed employment, especially given the soaring price of higher education. Currently, a number of academic institutions are facing the problem of grade inflation, which has resulted in the grade point average (GPA) model losing its value (Mansfield, 2001). Therefore, academic educational institutions are looking for alternative way

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Yi, Zhang, Qin Kun, and Liu Anling. "Outcome based evaluation of curriculum goals completion for engineering education." In 2017 IEEE 6th International Conference on Teaching, Assessment and Learning for Engineering (TALE). IEEE, 2017. http://dx.doi.org/10.1109/tale.2017.8252301.

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Pinto, Yma. "A COMPREHENSIVE EVALUATION AND ASSESSMENT STRATEGY FOR A COMPETENCY BASED CURRICULUM." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1815.

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Chen, Zhangliang, and Junwei Shi. "The Exploration of the Curriculum Assessment Model Based on Formative Evaluation." In 2018 2nd International Conference on Management, Education and Social Science (ICMESS 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/icmess-18.2018.235.

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Hawking, Paul, and Brendan McCarthy. "Integrating E-Learning Content into Enterprise Resource Planning (ERP) Curriculum." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2796.

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Enterprise Resource Planning (ERP) systems offer a software-based system that handles an enterprise’s total information system needs in an integrated fashion. Such systems have seen a significant growth in the last decade in the US, Europe and Australian markets and, more recently, increasing growth in Asian countries. This increase in demand for ERP systems in Asia offers opportunities for the provision of high-quality ERP education programs in the region. This paper describes the issues and barriers associated with integrating ERP systems into university curricula. It outlines the experience

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Yang, Yongfu, and Xiaoyan Su. "Planning and Practice of Innovation and Entrepreneurship Curriculum Based on Innovative Ability Training." In 8th International Conference on Social Network, Communication and Education (SNCE 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/snce-18.2018.30.

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Reports on the topic "Curriculum-based assessment Education Curriculum planning"

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Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core c

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Groeneveld, Caspar, Elia Kibga, and Tom Kaye. Deploying an e-Learning Environment in Zanzibar: Feasibility Assessment. EdTech Hub, 2020. http://dx.doi.org/10.53832/edtechhub.0028.

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The Zanzibar Ministry of Education and Vocational Training (MoEVT) and the World Bank (the Bank) approached the EdTech Hub (the Hub) in April 2020 to explore the feasibility of implementing a Virtual Learning Environment (VLE). The Hub was requested to focus primarily on the deployment of a VLE in lower secondary education, and this report consequently focuses primarily on this group. The report is structured in four sections: An introduction to provide the background and guiding principles for the engagement with a short overview of the methodology applied. An analysis of the Zanzibar educati

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Thomson, Sue, Nicole Wernert, Sima Rodrigues, and Elizabeth O'Grady. TIMSS 2019 Australia. Volume I: Student performance. Australian Council for Educational Research, 2020. http://dx.doi.org/10.37517/978-1-74286-614-7.

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The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the assessment conducted in 2019 formed the seventh cycle, providing 24 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal o

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