Product-oriented performance-based assessment focuses on evaluating a student's knowledge and skills based on the end result or product they produce. This assessment approach emphasizes tangible outcomes such as written assignments, projects, presentations, or performances. The assessment measures the quality of the final product and the extent to which the student meets specific criteria or standards. It assesses the application of knowledge and skills in real-world contexts and provides a measure of a student's ability to demonstrate their learning through a completed task or project. 

Product-oriented performance-based assessment focuses on evaluating a student's knowledge and skills based on the end result or product they produce. This assessment approach emphasizes tangible outcomes such as written assignments, projects, presentations, or performances. The assessment measures the quality of the final product and the extent to which the student meets specific criteria or standards. It assesses the application of knowledge and skills in real-world contexts and provides a measure of a student's ability to demonstrate their learning through a completed task or project.PRODUCT_ORIENTED_PERFORMANCE_BASED_ASSESSMENT.docx

Este Documento Técnico-Orientador foi constituído, com o intuito de ser apresentado como uma proposta que aponta caminhos para a inserção efetiva e a consolidação da Educação Ambiental (EA) no município de
Seabra-BA, com ênfase no ensino formal. A partir da ausência de diretrizes legais específicas para a inserção da EA no ensino formal no município de Seabra, este documento busca contribuir com alguns caminhos para a
estruturação da política pública de educação ambiental no município, assim como aponta a necessidade de uma reformulação no marco legal que ampara a gestão ambiental municipal.
O Documento foi elaborado a partir dos levantamentos bibliográficos realizados durante a pesquisa e as entrevistas com os gestores municipais de educação, do meio ambiente, além dos conselheiros dos Conselhos
municipais do Meio ambiente e da Educação. Ou seja, este documento revela algumas pistas para que a gestão municipal possa qualificar o campo da educação ambiental no município, indicando inclusive a necessidade de
ampliação da discussão desse tema com toda a sociedade. Este Documento Técnico-Orientador, trata-se de um produto técnico educacional, uma das etapas para o cumprimento do Programa de Pós graduação Mestrado
Profissional em Rede Nacional para o Ensino das Ciências Ambientais (PROFCIAMB).

O curso de Agentes Mirins Disseminadores da Cidadania Ambiental é um instrumento para o ensino das ciências ambientais, que versa o envolvimento dos participantes na construção coletiva do processo de ensino-aprendizagem, unindo a teoria-prática acerca dos conhecimentos apreendidos que são pautados nas questões ambientais. O seu desígnio principal é fomentar a sensibilização dos sujeitos para a participação no contexto da sociedade, questionando atitudes, valores, além de propor novas práticas acerca da problemática ambiental. Trata-se de instrumento educacional para o estimulo a reflexão crítica, bem como, fomentar nos sujeitos a atuação participante e protagonista das problemáticas que englobem ilimitadas realidades. Assim sendo, o público alvo abarca os alunos e a comunidade em geral, que tenham a partir de 7 anos de idade, compreendendo que os conteúdos trabalhados podem ser adaptados e desenvolvidos dentro de infinitas realidades de interesse local e global. Nesse sentido, vislumbramos que os sujeitos ao participarem da construção do vídeo documentário e assistirem ao seu produto final – o vídeo documentário, cuja dedicação em pensar e articular cada etapa, fomente reflexões acerca do que foi trabalhado durante todo processo de construção, sendo assim, capazes de disseminar de forma potente a mensagem de sensibilização das problemáticas socioambientais que precisão ser sanadas no lugar onde vivem. Versará também, provocar impacto visual e emocional nos participantes, pois, na atualidade é comum, os meios de comunicação e as escolas na divulgação e nas análises dos problemas trazem diversas realidades em escalas distantes das vivenciadas no espaço social dos sujeitos, porém assistir a sua realidade fará com que os envolvidos se sintam parte do problema, e posteriormente partir em busca de soluções para sanar as problemáticas encontradas, aproximando aquele que fala daquele que assiste.

This video is part of the "How To" Independent Learning Preschool Series. The topic covered is baking scones and fulfills the baking requirements for a four-year-old enrolled in the Montessori Summer Fun program. The course is designed for at-home viewing by a preschooler with the help of an adult.

One annotates a passage that needs an explanation to be thoroughly understood and appreciated.  Often, in works of literature, an editor will annotate the text in the margin (or at the bottom of each page) to further insight into sources of information that could bolster the reader's understanding. Anyone can annotate an article, speech, page in a novel or passage within a text. An individual makes notes that analyze the specific wording found in the course, which provides background information related to the selection; or referring the passage to another part of the same text. This lesson plan reflects passage annotation and helps students elaborate on the concept within literature and further guidance when writing an essay related to a selected text. 

Exit ticket to be used as a formative assessment to make adjustments in instruction to address barriers in the curriculum and teaching.

This is an activity about detecting elements by using light. Learners will develop and apply methods to identify and interpret patterns to the identification of fingerprints. They look at fingerprints of their classmates, snowflakes, and finally “spectral fingerprints” of elements. They learn to identify each image as unique, yet part of a group containing recognizable similarities. The activity is part of Project Spectra, a science and engineering program for middle-high school students, focusing on how light is used to explore the Solar System.

This is a guide for students to use as they provide feedback to their peers on a piece of writing. The activity was done in groups of 3.

Percent calculations include three variables:
1) The Base
2) The Part
3) The Rate

Of these, the base is the most important. By far. Unless you understand the base, you will not understand the percent.

How to analyze and calculate percent values from the base, part, and rate.
How to do percent increase, and percent decrease.

This course provides the framework of financial planning by focusing on managing and organizing personal financial resources. It incorporates insurance planning which stresses the importance of protecting financial resources, investment planning for growth of resources, and long-term planning for old age survival.

This resource provides an overview of the Personal and Professional Development activities and requirements embedded within the eighteen month pre-clinical part of the Graduate Entry Medicine course and the portfolio that students are required to maintain for the duration of the course.

The Graduate Entry Medicine (GEM) course comprises two key themes:

1. Basic and Clinical Sciences (BCS)

Modules 7 to 9 (GEM year 2)
Modules 1 to 6 (GEM year 1)

2. Personal and Professional Development (PPD)

Module 2 (GEM year 2)
Module 1 (GEM year 1)

The Personal and Professional Development modules of the GEM course centre around the concept of professionalism. They integrate basic communication and physical examination skills and encourage you to develop professional behaviour and attitudes and an awareness of how ethical principles underpin clinical practice. These are core skills for doctors and their importance is emphasised by the General Medical Council in the publication “Good Medical Practice”.

Areas covered under the umbrella of PPD include:

• Early Clinical Experience (ECE)
(General Practice visits) – led by the Director of Clinical Skills

• Professional Competencies
(practical clinical and technical skills) – led by the Director of Clinical Skills

• Professional Values
(attitudes and behaviour) – led by the Head of PPD

Module Codes: A12P1G & A12P2G

Year: 2010 to 2012

Suitable for study at: Level 2

Credits: 15

Target Students: Restricted to students registered for the GEM (Graduate Entry Medicine) programme There is a limited number of places on this module. Students are reminded that enrolments which are not agreed by the Offering School in advance may be cancelled without notice.

Prerequisites: Restricted to students registered for the GEM (Graduate Entry Medicine) programme

Corequisites: None

Offering School: Graduate Entry Medicine and Health

This Remote Learning Plan was created by Beth Einspahr in collaboration with Eileen Barks and Caryn Ziettlow as part of the 2020 ESU-NDE Remote Learning Plan Project. Educators worked with coaches to create Remote Learning Plans as a result of the COVID-19 pandemic. Students will use the writing process to create a Persuasive Essay. This Remote Learning Plan addresses the following NDE Standards: 5.2.1.a, 5.2.1.b, 5.2.1.c, 5.2.2.b, 5.2.2.e.

This OER lesson plan for adults will guide the learner into the fulfilling world of pet adoption. Discover how to prepare a home for a new arrival, from pet-proofing a space to gathering essential supplies. We'll also delve into how to choose the perfect pet for any lifestyle, considering factors like living situations, activity levels, and budgets. After completing the lesson, learners feel confident and ready to make an informed decision and welcome a deserving animal companion into their hearts and homes.

Throughout the module, students study the anchor phenomenon, the cliff dwellings at Mesa Verde, and build an answer to the Essential Question: How did the cliff dwellings at Mesa Verde protect people from the weather? As students learn about each new concept, they develop and refine a model that represents a cliff dwelling and use that model to explore how cliff dwellings protected people from the weather. At the end of the module, students use their knowledge of weather to explain the anchor phenomenon, and they apply their learning to a new context in an End-of-Module Assessment. Through these experiences, students begin to establish an enduring understanding of weather and its effects. Specifically, students develop an understanding of the parts of weather, the effects weather has on people and their surroundings, and the ways people prepare for severe weather.

With PhD Science®, students explore science concepts through authentic phenomena and events—not fabricated versions—so students build concrete knowledge and solve real-world problems. Students drive the learning by asking questions, gathering evidence, developing models, and constructing explanations to demonstrate the new knowledge they’ve acquired. The coherent design of the curriculum across lessons, modules, and grade levels helps students use the concepts they’ve learned to build a deep understanding of science and set a firm foundation they’ll build on for years to come.

Cross-curricular connections are a core component within PhD Science. As an example, every module incorporates authentic texts and fine art to build knowledge and create additional accessible entry points to the topic of study.

Three-dimensional teaching and learning are at the heart of the curriculum. As students uncover Disciplinary Core Ideas by engaging in Science and Engineering Practices and applying the lens of Cross-Cutting Concepts, they move from reading about science to doing science.

© 2020–2022 Great Minds PBC. Except where otherwise noted, this content is published under Great Minds OER License 1 (greatminds.org/gm_oer_1). Use limited to noncommercial educational purposes. COMMERCIAL REPRODUCTION PROHIBITED.

Pharmacology Notes: Nursing Implications for Clinical Practice is intended to organize pharmacological information in a meaningful manner that draws from prior learning (i.e. anatomy & physiology and pathophysiology), in order to reveal and reinforce relevant nursing implications. These notes utilize the framework, A-T-A-T, to assist in understanding nursing implications related to medication administration.

This OER would be used to help increase phonological awareness for tier 3 readers. This OER has resources for spelling tests, quizzes, and teaching strategies to help early learners. Goal is to help with Word, Syllable, Rhyme, Alliteration, First Sound, and Phonemic Awareness in all students to increase reading levels.

This OER would be used to help increase phonological awareness for tier 3 readers. This OER has resources for spelling tests, quizzes, and teaching strategies to help early learners. Goal is to help with Word, Syllable, Rhyme, Alliteration, First Sound, and Phonemic Awareness in all students to increase reading levels.