Active Assessment in English


Book Description

Everybody seems to be talking about Assessment for Learning. This book shows you how to do it. The thinking behind the highly influential ‘Assessment for Learning’ approach is translated into usable and practical strategies for all those teaching literacy in primary and secondary classrooms. The authors show how thinking, learning and assessment can be linked together in a creative and integrated fashion, so that thinking promotes learning, learning enables assessment to take place and assessment acts as a stimulus to both thinking and learning. Concise teachers’ notes for a broad range of dynamic techniques explain for each: what the approach is how you use it for assessment how you can manage it in the classroom how it helps with learning. Downloadable resources are included with all of the activities and ideas that can be used on Interactive Whiteboards. Active Assessment for English will prove inspiring reading for all literacy teachers at primary and secondary levels, LEA advisers and inspectors.




Active Assessment: Assessing Scientific Inquiry


Book Description

The term scienti?c inquiry as manifest in different educational settings covers a wide range of diverse activities. The differences in types of scienti?c inquiry can be organized along a continuum according to the degree of teacher control and intellectual sophistication involved in each type of inquiry. Types of scienti?c inquiry can also be de?ned according to whether they produce cultural knowledge or personal knowledge. Authentic scienti?c inquiry is de?ned according to ?ve characteristics: devel- ment of personal and cultural knowledge; contextualized scienti?c knowledge; the progression toward high-order problem solving; social interaction for s- enti?c goals; and scienti?c inquiry as a multi-stage and multi-representational process. The de?nition of scienti?c inquiry that forms the basis for the development of an assessment program consists of a two-part analytical frame: the de?nition of knowledge types relevant to scienti?c inquiry and the de?nition of an organi- tional frame for these knowledge types. Four types of knowledge are signi?cant for the de?nition of a speci?c s- enti?c inquiry program: cognitive knowledge, physical knowledge, represen- tional knowledge, and presentational knowledge. All four of these knowledge types are considered signi?cant. These four types of knowledge are organized in a framework that consists of two intersecting axes: the axis of knowledge types and the axis of stages of a s- ci?c scienti?c inquiry. This framework describes scienti?c inquiry as multi-stage process that involves the development of a series of in-lab outcomes (represen- tions) over an extended period of time.




Active Assessment for Science


Book Description

Using a highly creative approach, this book explains in detail how assessment, thinking and learning can be integrated in science lessons.




Active Assessment for Active Science


Book Description

Active Assessment for Active Science meets the needs of teachers faced with the task of assessing hands-on science.




Active Assessment: Assessing Scientific Inquiry


Book Description

The term scienti?c inquiry as manifest in different educational settings covers a wide range of diverse activities. The differences in types of scienti?c inquiry can be organized along a continuum according to the degree of teacher control and intellectual sophistication involved in each type of inquiry. Types of scienti?c inquiry can also be de?ned according to whether they produce cultural knowledge or personal knowledge. Authentic scienti?c inquiry is de?ned according to ?ve characteristics: devel- ment of personal and cultural knowledge; contextualized scienti?c knowledge; the progression toward high-order problem solving; social interaction for s- enti?c goals; and scienti?c inquiry as a multi-stage and multi-representational process. The de?nition of scienti?c inquiry that forms the basis for the development of an assessment program consists of a two-part analytical frame: the de?nition of knowledge types relevant to scienti?c inquiry and the de?nition of an organi- tional frame for these knowledge types. Four types of knowledge are signi?cant for the de?nition of a speci?c s- enti?c inquiry program: cognitive knowledge, physical knowledge, represen- tional knowledge, and presentational knowledge. All four of these knowledge types are considered signi?cant. These four types of knowledge are organized in a framework that consists of two intersecting axes: the axis of knowledge types and the axis of stages of a s- ci?c scienti?c inquiry. This framework describes scienti?c inquiry as multi-stage process that involves the development of a series of in-lab outcomes (represen- tions) over an extended period of time.




Functional Scheme


Book Description

Assessment applicable to any indvidual who functions at a level between 0 and 48 months.




Assessment in Education


Book Description

This book provides key insights into how educational leaders can successfully navigate the turbulence of political debate surrounding leading student assessment and professionalised practice. Given the highly politicised nature of assessment, it addresses leaders and aspiring leaders who are open to being challenged, willing to explore controversy, and capable of engaging in informed critical discourse. The book presents the macro concepts that these audiences must have to guide optimal assessment policy and practice. Collectively, the chapters highlight important assessment purposes and models, including intended and unintended effects of assessment in a globalised context. The book provides opportunities to explore cultural similarities and particularities. It invites readers to challenge taken-for-granted assumptions about ourselves and colleagues in other settings. The chapters highlight the cultural clashes that may occur when cross-cultural borrowing of assessment strategies, policies, and tools takes place. However, authors also encourage sophisticated critical analyses of potential lessons that may be drawn from other contexts and systems. Readers will encounter challenges from authors to deconstruct their assessment values, beliefs, and preconceptions. Indeed, one purpose of the book is to destabilise certainties about assessment that prevail and to embrace the assessment possibilities that can emerge from cognitive dissonance.




Certified Ethical Hacker Complete Training Guide with Practice Questions & Labs:


Book Description

Certified Ethical Hacker v10 Exam 312-50 Latest v10. This updated version includes three major enhancement, New modules added to cover complete CEHv10 blueprint. Book scrutinized to rectify grammar, punctuation, spelling and vocabulary errors. Added 150+ Exam Practice Questions to help you in the exam. CEHv10 Update CEH v10 covers new modules for the security of IoT devices, vulnerability analysis, focus on emerging attack vectors on the cloud, artificial intelligence, and machine learning including a complete malware analysis process. Our CEH workbook delivers a deep understanding of applications of the vulnerability analysis in a real-world environment. Information security is always a great challenge for networks and systems. Data breach statistics estimated millions of records stolen every day which evolved the need for Security. Almost each and every organization in the world demands security from identity theft, information leakage and the integrity of their data. The role and skills of Certified Ethical Hacker are becoming more significant and demanding than ever. EC-Council Certified Ethical Hacking (CEH) ensures the delivery of knowledge regarding fundamental and advanced security threats, evasion techniques from intrusion detection system and countermeasures of attacks as well as up-skill you to penetrate platforms to identify vulnerabilities in the architecture. CEH v10 update will cover the latest exam blueprint, comprised of 20 Modules which includes the practice of information security and hacking tools which are popularly used by professionals to exploit any computer systems. CEHv10 course blueprint covers all five Phases of Ethical Hacking starting from Reconnaissance, Gaining Access, Enumeration, Maintaining Access till covering your tracks. While studying CEHv10, you will feel yourself into a Hacker’s Mindset. Major additions in the CEHv10 course are Vulnerability Analysis, IoT Hacking, Focused on Emerging Attack Vectors, Hacking Challenges, and updates of latest threats & attacks including Ransomware, Android Malware, Banking & Financial malware, IoT botnets and much more. IPSpecialist CEH technology workbook will help you to learn Five Phases of Ethical Hacking with tools, techniques, and The methodology of Vulnerability Analysis to explore security loopholes, Vulnerability Management Life Cycle, and Tools used for Vulnerability analysis. DoS/DDoS, Session Hijacking, SQL Injection & much more. Threats to IoT platforms and defending techniques of IoT devices. Advance Vulnerability Analysis to identify security loopholes in a corporate network, infrastructure, and endpoints. Cryptography Concepts, Ciphers, Public Key Infrastructure (PKI), Cryptography attacks, Cryptanalysis tools and Methodology of Crypt Analysis. Penetration testing, security audit, vulnerability assessment, and penetration testing roadmap. Cloud computing concepts, threats, attacks, tools, and Wireless networks, Wireless network security, Threats, Attacks, and Countermeasures and much more.




Active Assessment


Book Description

Classroom materials and guidance for teachers of mathematics in primary and secondary schools.




SAGE Handbook of Research on Classroom Assessment


Book Description

The Sage Handbook of Research on Classroom Assessment provides scholars, professors, graduate students, and other researchers and policy makers in the organizations, agencies, testing companies, and school districts with a comprehensive source of research on all aspects of K-12 classroom assessment. The handbook emphasizes theory, conceptual frameworks, and all varieties of research (quantitative, qualitative, mixed methods) to provide an in-depth understanding of the knowledge base in each area of classroom assessment and how to conduct inquiry in the area. It presents classroom assessment research to convey, in depth, the state of knowledge and understanding that is represented by the research, with particular emphasis on how classroom assessment practices affect student achieventment and teacher behavior. Editor James H. McMillan and five Associate Editors bring the best thinking and analysis from leading classroom assessment researchers on the nature of the research, making significant contributions to this prominent and hotly debated topic in education.




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