Did you know that you can earn up to 6 hours of credits toward your certificate or 12 hours of credit toward your associate of applied science degree from prior training or work experience? The Alamo colleges allow you to apply relevant learning, work and life experiences toward college credits through the Prior learning Assessment (PLA) process. . Assistance is available to guide you in preparing your story about how your experiences align to the requirements of specific courses. You may be able to earn credit for the initial courses in your certificate or degree by going through the pla process. . to be eligible for pla credits, you must be an Alamo colleges student. In addition, you must complete the. ApplyTexas application and submit your transcripts to the Alamo colleges and determine the program for which your prior learning may apply.
Assessment for, learning, essay - 1794 Palabras Cram
Designing assessments with these challenges in mind village will allow for greater flexibility to ensure learner success. A white background appears with the following credits: a production by cast. Script Rhianon Gutierrez, skip Stahl, narration Mary omalley, editing ge vue, rhianon Gutierrez. Developed as part of the Open Professionals Education Network (Logos for open, cast, and Creative commons). Accurate for all: Universal design for learning and the assessment of students with learning disabilities. Perspectives on Language and Literacy, 23-28. This video features the following media: Welcome to Bristol Community college, by Bristol Community college, source: m creative commons Attribution license (reuse allowed). Juna Gjata video series, alessias Story, by ncaim at cast, inc. Org used with permission from ncaim at cast, inc. (Logos for Creative commons cc, by, and SA) This work is licensed under a creative commons Attribution-ShareAlike.0 International (cc by-sa.0) license: udl on Campus: Universal Design for learning in Higher Education.essays
Video footage is shown of the male student working with his tutor on a summary paper-based assignment. Text appears below: enhancing learner motivation and persistence. Female narrator: The third principle, engagement, focuses on enhancing motivation and persistence. When their achievement is assessed, are they sufficiently but not overly, challenged? Do they have options and variety in how they are assessed to help reduce anxiety? The screen changes to show a teacher in a mathematics classroom addressing students. A montage of students follows: a student using a braille writer, the female student working on her mass and wind project, the male student and his tutor working on his paper-based assignment, and a student working on a physics assignment with an enlarged screen display. Female narrator: It is important for instructors to be aware of the inherent variability of learners—the existence of barriers that may impede both the acquisition of information and expressing their competencies.
A blue box and the text Multiple means of Action and Expression push. Video footage is shown of a different female student working on a whiteboard, followed by a whiteboard animation. Text appears below: learners demonstrate what they have learned. Female narrator: The second principle, action and expression, focuses on how learners demonstrate what they have learned. Do they have the option to write or draw? Do they have the option to present their capabilities through multimedia or a recording? A green box and the text Multiple means of Engagement push.
Math Methodology: Assessment, essay
Text fades in below: the essay why of learning, the what of learning, and the how of learning. Each network then appears individually with their corresponding brain: Recognition Networks and. Multiple means of Representation, strategic Networks and, multiple means of Action and Expression and Affective networks and, multiple means of Engagement. Female narrator: Thats where Universal Design for learning, or summary udl, comes into play. As a set of three principles for curriculum development, udl provides a blueprint for creating instructional goals, assessments, methods, and materials that work for the widest possible range of learners.
This flexible approach to curriculum development can positively impact how learners perform on assessments and result in a more authentic appraisal of learner achievement. Lines move in against a white background. A purple box and the text Multiple means of Representation push. Video footage is shown of the female student working on different diagrams for her mass and wind project. Text appears below: presentation of information. Female narrator: The first principle, representation, focuses on the ways in which information, including assessment items, is presented. These can be charts, graphs, images, videos, demonstrations, or objects to manipulate.
The scene changes to a split screen of close-ups of two students: the female student working on her laptop and the male student writing on paper. The images split open like sliding doors to reveal text underneath: Construct. The definition fades in below: the term used to define the knowledge, skills, and abilities to be assessed. Female narrator: A critical part of assessment is the construct. Construct is the term used to define the knowledge, skills, and abilities to be assessed. Different text appears onscreen: construct Relevant, factors.
The definition fades in below: type of presentation or response that are related to the construct that the test is intended to measure. Female narrator: Construct relevant factors refer to factors such as type of presentation or response that are related to the construct that the test is intended to measure. Another montage of scenes appears: a hand pressing a button on a graphing calculator, a close-up of the graph it formed, and a handwritten chart of math symbols. Female narrator: Many assessments include features that are not relevant to the construct being assessed. These are considered construct irrelevant items. These features may pose barriers for some learners and impact their performance on the assessment. Text appears onscreen: Universal Design for learning. Three sections fade in below the heading: Affective networks, with a brain highlighting these portions in green; Recognition Networks, with a brain highlighting these portions in purple; and Strategic Networks, with a brain highlighting these portions in blue.
Assessment for, learning, essay - 1260 Words major Tests
The same female student is spotlighted: we see her working apple on a mass and wind project on her laptop. She looks at different visual data and engages with a colorful diagram. Female narrator: In learning environments, individual variability is the norm, not the exception. Instructors of postsecondary courses set goals for learners. Assessment is used in courses to determine how well learners are meeting instructional goals. Goals need to be clear, and separate from the means of achieving them. Assessments should offer more than one route for demonstrating mastery.
The colors are inverted and a inevitable wave of orange slides over the udl on Campus magenta text. Grey text appears below: Universal Design for learning in Higher Education. Female voice: udl on Campus: Universal Design for learning in Higher Education. The title appears onscreen. Female narrator: An Introduction to udl and Assessment. The screen opens to a montage of scenes on a college campus: a health sciences classroom, an academic support center, a welcome center, a campus directory map, and students working on computers in computer labs and libraries. The last two scenes show a female student on her laptop and a male student and his tutor working together on a paper-based assignment. Female narrator: Reducing learning barriers is of vital importance in postsecondary settings as learners arrive in colleges and universities with a diverse set of experiences; what may be a preferred learning mode for one individual may be an obstacle for another. A montage of more college and university life: a lounge area, a student working with a bunsen burner in a lab, and an auditorium of students.
can also gauge student understanding and readiness to proceed to further tasks. Alternately, summative assessment focuses on a particular point in time, such as a test at the end of a unit or grading gardless, whether the immediate assessment is formative or summative, a teacher needs to be able to distinguish between the capabilities of the tool. To illustrate, anyone can easily produce a visually stunning and captivating video presentation using imovie as it has built-in easy-to-use professional effects. Therefore, to assess a movie presentation effectively, the teacher needs evidence of the thinking that went into the creation of the movie. Rather than grade the end product, educators must focus on the process - research, writing, image selection, etc. This allows teachers to focus on learning throughout the whole project rather than the flashy, finished product. White text appears on magenta background: "udl on Campus.
Speak with your Academic Advisor about whether your experience can qualify for university credit. How to qualify for credits, there are two ways to qualify: Create a professional Training Portfolio. This portfolio will include a description of an institutional or corporate training course, the date it was completed, number of hours of training and other essential information, such as a course description. More information, including the type of training that qualifies, is available on the professional training portfolio page. Write an experiential learning essay on an approved topic. Experiential essays must be selected from shredder a list of approved topics and written in Kolbs experiential learning model, which shows how knowledge has been gained from concrete experience, reflection, theory and application. Review the experiential learning essay topic list and. Kolbs learning model to find out more. Please contact us at 866.440.4707 or email.
Assessment, essay : How to Write One
Pla credit may apply towards both the lower division and upper division credit requirements of the University's undergraduate degree programs unless specified otherwise in policy or limited by the state or jurisdiction of a student's residence. You may be able to fulfill some elective, interdisciplinary resumes and/or general education courses by going through the. To be eligible for pla credits, you must be an undergraduate student who has already been accepted into University of Phoenix. In addition, you must have submitted your transcripts to the University, and you must have remaining general education or elective credits required to earn your degree. Before submitting an application, we suggest that you contact your Academic Advisor to discuss whether pla would be beneficial to you and how credits can be applied to your degree program. Pla credits cannot be applied to associate and bachelors degree programs in Education. Pla credit costs, there is a one-time submission fee and a fee per credit assessed applied to your program. The one-time submission fee is 150, and the fee per credit assessed. Application to the pla process does not guarantee credits will be applied, so please read the qualifications carefully.