Not exact matches
In climate change mitigation with interactions,
assessment leaders must consider the public perception
of theories such as land - based strategies to compensate for industrial emissions, which may not meet expectations if they are
described out of context.
SM: We followed a pretty careful and exhaustive process
of assessment design where we first
described and laid
out the domain that we're interested in assessing, and then draw up prototypes
of the
assessments to very quickly get them up to piloting.
ASSESSMENT OBJECTIVE: develop ideas through sustained and focused investigations informed by contextual and other sources, demonstrating analytical and critical understanding Analysis Activity - follow Mark - making analysis
of artists Put students into PAIRS give
out an example
of each
of these artists drawing — photocopy to pair CULLEN AND AUERBACH, VAN GOGH AND POLLOCK FEININGER AND GILMAN NICOLSON AND MICHELANGELO Students to
describe the marks, the quality
of the lines and shapes that define the artist.
Moreover, summative
assessment sat at the core
of many
of the policy reforms that the leaders
described: additional accountability levers such as teacher evaluation systems and statewide school report cards draw on data coming
out of these summative tests to make determinations and comparisons regarding teacher and school - level performance.
This paper
describes some
of the findings
of a project that set
out to explore and develop teachers» understanding and practices in their summative
assessments.
Included are whole lesson resources (normally 2 pounds each) for: - Amazing verbs and adverbs - Adventurous adjectives - Astonishing alliteration - Capturing the readers» attention - Exceptional expanded noun phrases - Perfect personification and awesome oxymorons - Structuring and organising creative writing - Stupendous similes and miraculous metaphors - Wondrous writing - seven wonders
of the world - Writing about Emotions There are also a number
of games and help - sheets, including: - All 8 writing purpose help - sheets (Analyse, Explain, Inform, Persuade,
Describe, Instruct, Evaluate, Argue)- Descriptive writing
assessment and mark scheme - Descriptive writing - knowing the words inside
out posters.
Year 6 Science
Assessments and Tracking Objectives covered:
Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals Give reasons for classifying plants and animals based on specific characteristics Identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood Recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function Describe the ways in which nutrients and water are transported within animals, including humans Recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago Recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents Identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution Recognise that light appears to travel in straight lines Use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye Explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes Use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them Associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit Compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on / off position of switches Use recognised symbols when representing a simple circuit in a
Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals Give reasons for classifying plants and animals based on specific characteristics Identify and name the main parts
of the human circulatory system, and
describe the functions of the heart, blood vessels and blood Recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function Describe the ways in which nutrients and water are transported within animals, including humans Recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago Recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents Identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution Recognise that light appears to travel in straight lines Use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye Explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes Use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them Associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit Compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on / off position of switches Use recognised symbols when representing a simple circuit in a
describe the functions
of the heart, blood vessels and blood Recognise the impact
of diet, exercise, drugs and lifestyle on the way their bodies function
Describe the ways in which nutrients and water are transported within animals, including humans Recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago Recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents Identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution Recognise that light appears to travel in straight lines Use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye Explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes Use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them Associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit Compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on / off position of switches Use recognised symbols when representing a simple circuit in a
Describe the ways in which nutrients and water are transported within animals, including humans Recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions
of years ago Recognise that living things produce offspring
of the same kind, but normally offspring vary and are not identical to their parents Identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution Recognise that light appears to travel in straight lines Use the idea that light travels in straight lines to explain that objects are seen because they give
out or reflect light into the eye Explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes Use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them Associate the brightness
of a lamp or the volume
of a buzzer with the number and voltage
of cells used in the circuit Compare and give reasons for variations in how components function, including the brightness
of bulbs, the loudness
of buzzers and the on / off position
of switches Use recognised symbols when representing a simple circuit in a diagram
AQA Chapter 10 (Sustainable Development) In this lesson students will learn: - what LCA surveys are - how to conduct a (basic) LCA themselves - the objective and subjective nature
of quantitative values on an LCA Keywords: Life cycle Extracting Manufacture Disposal Objectives:
Describe the components
of a life cycle
assessment (LCA) Interpret LCAs
of materials or products from information Carry
out a simple comparative LCA for shopping bags
We agree with that
assessment,
describing the Assassin's latest
outing as having «all
of the fun
of Black Flag and the narrative depth
of Ezio's trilogy» in our review.
There's an invaluable new report
out from an international team
of experts on paths to more effective climate risk
assessment that
describes precisely why the work
of Hansen and his co-authors and those who now review the work is essential:
The other two dimensions
of heat loss, ie heat loss which can't be
described by a U-value, are measured by carrying
out thermal bridge
assessment.
Activities
described by the various persons involved in the planning and
assessment process as «consultation» can include every variation from the provision
of information in a pamphlet and the consideration
of written comments received in reply, to a commitment to achieve consensus, for example when Reserve land is being taken, before carrying
out the development.
(2) Those qualified members
of other professions
described in subsection (1)(a) may indicate and hold themselves
out as performing psychological testing, evaluation, and
assessment, as
described in 37-17-102 (4)(b), provided that they are qualified to administer the test and make the evaluation or
assessment.