fruit WebQuest Description: The fruit is very good for health , because many vitamins Grade Level: K-2 Curriculum: English / Language Arts Keywords: fruit Published On: Last Modified: 2015-04-13 21:53:22 WebQuest URL: http://zunal.com/webquest.php?w=281530
Fruit nutrition factsWelcome to the fruit nutrition page.Why fruits?Fruits are nature’s wonderful gift to the mankind; indeed, they are lifeenhancing medicines packed with vitamins, minerals, anti-oxidants and many phyto-nutrients (Plant derived micronutrients). They are an absolute feast to our sight, not just because of their color and flavor but for their unique nutrition-profile that help human body free from diseases and keep it healthy!Here is an impressive list of fruits with complete illustrations of their health benefits and nutrition facts: Acai berry Apple Apricot Avocado Banana Blackberries Black currants Blueberries Cantaloupe Cherimoya Cherry Chokeberry Cranberries Dates Durian fruit Figs Gooseberries Grapes Grapefruit Guava Jackfruit Kiwi fruit Kumquat Lemon Loquat fruit Lychee Mango fruit Mangosteen Mulberries Olives Orange Papaya Passion fruit Peaches Pears Persimmon fruit Pineapple Plums Pomegranate Quince fruit Raspberry Sapodilla(Sapote) Star fruit Strawberry Tangerine WatermelonFruits are low in calories and fat and are a source of simple sugars, fiber, and vitamins, which are essential for optimizing our health.Fruits provide plenty of soluble dietary fiber, which helps to ward off cholesterol and fats from the body and to help in smooth bowel movements as well as offer relief from constipation ailments.Fruits compose of many anti-oxidants such as polyphenolic flavonoids, vitamin-C, and anthocyanins.These compounds, firstly, help human body protected from oxidant stress, diseases, and cancers, andsecondly; help the body develop capacity to fight against these ailments by boosting our immunity level. Many fruits, when compared to vegetables and cereals, have very high anti-oxidant values, which is measured in terms of their "Oxygen Radical Absorbent Capacity" or (ORAC).Anthocyanins are flavonoid category of poly-phenolic compounds found in some "blue-fruits" like blue-black grapes, mulberries, acai berry, chokeberry, blueberries, blackberries, and in many vegetables featuring blue or deep purple pigments. Consumption of fruits rich in blue pigments offers many health benefits. These compounds have potent anti-oxidant properties that help remove free radicals from the body, and thus offer protection against cancers, aging, infections, etc. Majority of these pigments in the fruits tend to concentrate just underneath their skin.Fruit’s health benefiting properties are because of their richness in vitamins, minerals, micro-nutrients, pigment anti-oxidants. Altogether, these compounds help the body prevent or at least prolong the natural changes of aging by protecting from damage and rejuvenating cells, tissues, and organs. Their overall benefits are manifold! Fruit nutrition benefits are emormous! Including fruits in daily diet, you are protecting yourself from minor ailments like wrinkling of skin, hair-fall, and memory loss to major ailments like agerelated macular degeneration (AMRD) of the retina in the eyes, Alzheimer’s disease, colon cancers, weak bones (osteoporosis)…etc., and the list of fruit nutrition benefits simply never endsResearch studies suggest that one may eat any servings of fruits daily. It is recommended to eat at least 2-3 servings of fresh fruits every day.
TaskA fruit salad consists of blueberries, raspberries, grapes, and cherries. The fruit salad has a total of 280 pieces of fruit. There are twice as many raspberries as blueberries, three times as many grapes as cherries, and four times as many cherries as raspberries. How many cherries are there in the fruit salad?IM CommentaryThe purpose of this task is for students to solve a contextual problem where there is a multiplicative relationship between several quantities in the context. These relationships can either be represented in a ratio table or with a linear equation. Both approaches are valuable and the teacher can link the two by discussing what happens when a variable is used for the number of blueberries in the ratio table. For the algebraic approach, the student is faced with a dilemma: setting the variable equal to the number of cherries leads to a linear equation with fractions while using the number of
blueberries as the variable gives a simpler equation. In either case, the students are setting up and solving an equation with positive rational coefficients of the form px=q as described in 6.EE.7.This task provides opportunities for students to reason about their computations to see if they make sense. A teacher might start out by asking questions like "What is the most common fruit in the salad? What is the least common fruit in the salad?" in order to check that students are reading and interpreting the relationships correctly.This task was adapted from problem #5 on the 2012 American Mathematics Competition (AMC) 12A Test. For the 2012 AMC 12A, which was taken by 72,238 students, the multiple choice answers for the problem had the following distribution:ChoiceAnswerPercentage of Answers(A)82(B)163(C)254(D)*6482(E)962Omit--7Of the 72,238 students, 28,268 (39%) were in 12th grade, 34,124 (47%) were in 11th grade 4,615 (6%) were in 10th grade and the remainder were below 10th grade.The Standards for Mathematical Practice focus on the nature of the learning experiences by attending to the thinking processes and habits of mind that students need to develop in order to attain a deep and flexible understanding of mathematics. Certain tasks lend themselves to the demonstration of specific practices by students. The practices that are observable during exploration of a task depend on how instruction unfolds in the classroom. While it is possible that tasks may be connected to several practices, the commentary will spotlight one practice connection in depth. Possible secondary practice connections may be discussed but not in the same degree of detail.This particular task helps illustrate MP.1. Students begin by analyzing the problem and looking for entry points to efficiently solve the task. They may start to create a table or immediately see the relationships between the different fruits and write an expression for how different fruits relate to each other. They might also enter the problem by considering the fruit that is most, or least represented in the salad. Once an entry point is determined, they monitor and evaluate their progress and change course to a representation that will help them make sense of the problem. To guide students into selecting an entry into this problem and to encourage analysis of their work the teacher might use guiding questions such as: “What do we know?” “Describe the relationship between the quantities.” “How can we organize the data to better make sense of it?” The ultimate goal of modeling guiding questions is that students will eventually self-question to find a starting point, change direction, or refine their thinking. Once the students solve this task, the teacher may opt to have students discuss in a large group setting how they grappled with the problem, the efficiency and effectiveness of their solution pathway, and if they used strategies from previously solved problems (MP.1, MP.3).SolutionsSolution: Using a ratio table (6.RP.3)Below is a table showing different possible amounts of each fruit and the total number of pieces of fruit:BlueberriesRaspberriesCherriesGrapesTotal pieces of fruit12824352416487048329614081664192280When there are 280 pieces of fruit, there are 64 cherries. Notice that for the table we successively doubled the number of blueberries which also successively doubles the number of pieces of the other fruits. Students may notice, after the second line, that if they quadruple 70, this will give the desired 280 pieces of fruit, making the table a little shorter.Solution: Writing an equation (6.EE.7)We are looking for the number of cherries in the fruit salad and will introduce a variable to relate the number of pieces of each fruit. If we let our variable denote the number of cherries then a some work is needed to set up our relationship because the first sentence in the problem deals with blueberries and raspberries. There are twice as many raspberries as blueberries so it is natural to let x denote the number of blueberries. Then we find the following:FruitNumber of piecesBlueberriesxRaspberries2xCherries8xGrapes24xAdding up the total number of pieces of fruit gives 35x. We have 280 pieces of fruit total so we want to solve35x=280.So
PURPOSE AND RATIONALE OF THE QUALIFICATION This qualification is registered at level 3 on the National Qualification Framework. It provides learners with the opportunity to obtain competence in broad fruit packing and grading processes and practices, namely receiving, handling, packing, storing, grading and dispatching of fruit and provides opportunity for learners to grow in this specific field. The learner will be able to integrate supervisory knowledge and skills with those specific to the fruit packing industry, ensuring the business they operate in is running smoothly. It also enables the learner to use competencies, which will facilitate growth of the business. The qualification focuses on the skills, knowledge, values and attitude required to progress further in the industry. The intention is to release the potential of people, in order for them to grow, develop and become more competent workers. This qualification will furthermore add value to the individuals, their workplace and the economy as a whole. Rationale for the qualification: This qualification is aimed at people who are working in the fruit packing industry or who would like to start a career in the industry. It is aimed at formalising the skills required in the fruit packing industry to facilitate career pathing and to provide access to new entrants. Learners at lower levels will obtain the necessary skills and competencies through skills programs. The qualification provides learners with access to advanced learning in specialised areas within the fruit packing and processing industry. It also provides learners with the necessary background knowledge and skills to be portable within other industries. Through the above the qualification will address one of the key priorities of the Department of Labour in the reduction of unemployment and under employment. It will assist in creating job opportunities and to create a better nation at large. LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING Learners would be able to demonstrate competence in languages, communication and numeracy at NQF level 2 or equivalent. Recognition of Prior Learning (RPL): This qualification may be achieved in part or completely through the recognition of prior learning, which includes formal, informal and non-formal learning and work experience. Where RPL is required the learner will need to prove competence in that specific area in order to obtain recognition of that skill and knowledge. Evidence can be presented in a variety of forms, including international or previous local qualifications, reports, testimonials mentioning functions performed, work records, portfolios, videos of practise and performance records. The assessment methods and tools to be used to assess Prior Learning shall be decided upon jointly by the assessor and the learner. RECOGNISE PREVIOUS LEARNING? Y QUALIFICATION RULES To obtain this qualification all fundamental and core unit standards are compulsory. The learner must select a minimum of 10 credits from the elective category to total 120 credits. EXIT LEVEL OUTCOMES 1. Show an understanding of product characteristics and basic requirements of specific customer needs in the fruit industry considering the fruit handling protocols. 2. Demonstrate the ability to operate fruit packing machinery. 3. Show an understanding of the necessity for the application of environmental, hygiene, safety and health practices in the fruit handling process. 4. Demonstrate an understanding of the fruit flow process from receiving, packing, storage and dispatching of the product. 5. Demonstrate an understanding of the pre-sorting, grading and packing of fruit in the light of customer needs. 6. Demonstrate the ability to coordinate the packing and grading processes according to packing programmes and grading standards. ASSOCIATED ASSESSMENT CRITERIA 1.Factors impacting on the marketing of the product are identified and explained.Principles of fruit handling protocol are implemented.Cold chain processes and factors impacting on storage and preservation of fruit are described and explained.Reasons and consequences of not taking cognisance of customer requirements regarding the quality of fruit are identified and applied. 2.Machinery is prepared, maintained and used according to
manufacturers specifications and work site procedures.Consequences of not adhering to work site procedures and manufacturers specifications are understood and explained.Records and reports are completed according to work site procedures and explained accordingly. 3.Reasons and consequences for the use of environmental, hygiene, safety and health practices in the workplace explained.Consequences of non-compliance understood in terms of customer and statutory requirements.Records and reports are completed according to work site procedures and explained accordingly. 4.Reasons for records and reports regarding the taking of fruit samples are explained.Consequences for not storing and dispatching fruit according to work site procedures are explained.Reasons for communicating deviations and fruit standards to relevant parties are explained.Consequences of not adhering to customer requirements during whole fruit flow process are explained. 5.Reasons and consequences of not taking cognisance of customer requirements regarding the quality of fruit are identified and applied.Factors impacting on handling of the product explained.Principles of fruit sorting, grading specifications and packing procedures are understood and implemented.Records and reports are completed according to work site procedures and explained accordingly. 6.Workplace is prepared, according to customers' requirements and work site procedures.Consequences of not instructing work teams on grading and packing specifications explained.Records and reports are completed according to work site procedures and explained accordingly. Integrated Assessment Criteria: Unit standards associated with this qualification must be used to assess specific and critical cross-field outcomes. Assessment should focus in an integrated way on determining the competence of the learner in terms of the overall purpose and title of this qualification. The term integrated assessment also implies that the theoretical and practical components should be assessed together and assess combinations of practical, applied, foundational and reflective competencies. Assessment activities should be done in real workplace situations and where simulations or role-plays are used, there should be supporting evidence to show that the learner is able to display the competencies to the real work situation. All assessments should be conducted in line with the following documented principles of assessment: appropriateness, fairness, manageability, integration into work of learning, validity, direct, authentic, sufficient, systematic, open and consistent. Learners wishing to be assessed will need to provide evidence of the following: Verbal and written explanations of reasons for adhering to operational and work site procedures as well as statutory requirements, adhering to specific sequence of operations, identifying deviations, taking corrective actions and recording relevant data, and reporting deviations outside the jobholder's responsibility.Documentation and explanation of administrative records completed during the process of receiving, sampling, storing and dispatching of fruit.Demonstrations of a range of actions in handling of fruit and applying general safety in the workplace.A portfolio of evidence is required to prove the practical, applied and foundational competencies of the learner, which may include production and quality data. Assessors and moderators should develop and conduct their own integrated assessment by making use of a range of formative and summative assessment methods. Assessors should assess and give credit for the evidence of learning that has already been acquired through formal, informal and non-formal learning and work experience. INTERNATIONAL COMPARABILITY Comparisons were done against unit standards and qualifications in the New Zealand and Australian Qualifications Authority. These were: The "National Certificate in Horticulture (Fruit Production) Level 3" (New Zealand) allows the learner to choose elective unit standards in domains that are comparable to what is required for this qualification. The "National Certificate in Food and Related Production Processing Level 3" allows the learner to choose certain elective unit standards in domains that are related to what is required for this qualification. Certificate I in Agriculture (Production Horticulture) - Australia- contains certain elements that may act as reference points for this qualification although the focus is on the growing of fruit. A comparison of the above qualifications was undertaken and the best practice points were highlighted and used in the generation of this qualification's unit standards. In general this qualification and its component unit standards were compared with their international counterparts and the differences are in the formatting, titles and scope of coverage or focus. ARTICULATION OPTIONS This qualification lends itself to both vertical and horizontal articulation possibilities. These possibilities ensure both mobility and progression for the learner in other fields of learning such as fruit liquefying industry and areas where supervisory competence is required. The learning areas outlined in the purpose of the qualification indicate the vertical articulation possibilities. Horizontal and Vertical articulation possibilities:National Certificate: Seed Processing and Packaging at NQF Level 3Further Education and Training Certificate: Tobacco Services at NQF Level 4 MODERATION OPTIONS Moderation includes internal and external moderation of assessments. Internal and external moderation systems must ensure that all assessors produce assessments that are credible, fair, reliable, consistent, adequate and practical. Internal and external moderation systems must provide learning opportunities that are transparent, affordable and enhancing development in the field and sub-field of the National Qualifications Framework. The accredited provider with the relevant ETQA must be able to provide internal moderation. External moderation will be done by the relevant ETQA at its discretion. CRITERIA FOR THE REGISTRATION OF ASSESSORS N/A NOTES As per the SAQA decision, after consultation with the Quality Councils, to re-register all qualifications and part qualifications on the National Qualifications Framework that meet the criteria for reregistration, this qualification has been re-registered from 1 July 2012. N/A UNIT STANDARDS: IDUNIT STANDARD TITLEPRE-2009 NQF LEVELNQF LEVELCREDITSCore 115190 Demonstrate an understanding of the basic requirements of different fruit markets Level 2 NQF Level 02 5 Core 115187 Explain product characteristics Level 2 NQF Level 02 4 Core 115176 Explain the cold chain process Level 2 NQF Level 02 4 Core 115193 Grade fruit Level 2 NQF Level 02 5 Core 115178 Pack fruit Level 2 NQF Level 02 5 Core 115179 Palletise fruit Level 2 NQF Level 02 4 Core 115200 Dispatch final product Level 3 NQF Level 03 8 Core 115195 Monitor fruit treatment process Level 3 NQF Level 03 8 Core 115202 Operate fruit packing line machine Level 3 NQF Level 03 10 Core 115180 Operate fruit sizing machine Level 3 NQF Level 03 8 Core 115201 Receive fruit Level 3 NQF Level 03 5 Core 115197 Store fruit Level 3 NQF Level 03 8 Fundamental 8968 Accommodate audience and context needs in oral communication Level 3 NQF Level 03 5 Fundamental 9010 Demonstrate an understanding of the use of different number bases and measurement units and an awareness of error in the context of relevant calculations Level 3 NQF Level 03 2 Fundamental 9013 Describe, apply, analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts Level 3 NQF Level 03 4 Fundamental 8969 Interpret and use information from texts Level 3 NQF Level 03 5 Fundamental 9012 Investigate life and work related problems using data and probabilities Level 3 NQF Level 03 5 Fundamental 8973 Use language and communication in occupational learning programmes Level 3 NQF Level 03 5 Fundamental 7456 Use mathematics to investigate and monitor the financial aspects of personal, business and national issues Level 3 NQF Level 03 5 Fundamental 8970 Write texts for a range of communicative contexts Level 3 NQF Level 03 5 Elective 115188 Apply environmental protection procedures Level 2 NQF Level 02 4 Elective 115181 Apply hygiene
procedures Level 2 NQF Level 02 4 Elective 115186 Apply safety and health procedures Level 2 NQF Level 02 6 Elective 115177 Pre-sort fruit Level 2 NQF Level 02 3 Elective 8000 Apply basic business principles Level 3 NQF Level 03 9 Elective 115182 Operate carton assembly machinery Level 3 NQF Level 03 8 Elective 115191 Perform quality tests on fruit Level 3 NQF Level 03 8 Elective 10135 Work as a project team member Level 4 NQF Level 04 8 LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: NONE PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Quality Assuring Bodies have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Quality Assuring Body should be notified if a record appears to be missing from here. 1.Knowledge For Ever 2.Kromco (Pty) Limited 3.Megro Learning 4.Mobile Agri Skills Development and Training NPC 5.National Training Institute (NTI) 6.Riverwalk Training CC 7.Two A Day Group (Pty) Ltd 8.Twoline Training Skills For Africa Pty Ltd
Evaluasi: menilai prestasi siswa dari hasil belajarPengantarKunci keberhasilan pembelajaran: menyelaraskan penilaian dengan hasil belajarMeninjau strategi penilaian AndaMerancang penilaian yang memungkinkan siswa untuk menunjukkan prestasi mereka dari hasil belajarIstilah penilaian KeyTugas penilaian umumMenilai kerja kelompokMenggunakan rubrik untuk berkomunikasi standar penilaianUntuk bantuan lebih lanjutBacaan lebih lanjut dan sumber dayaItem berikut (Pertanyaan 2 dan 3) dalam Pengalaman Pelajar survei Satuan meminta siswa untuk menunjukkan tingkat kesepakatan dalam kaitannya dengan penilaian:Kriteria penilaian yang jelas.Standar penilaian atau deskripsi kelas yang jelas bagi saya.Dokumen ini bertujuan untuk membantu para guru untuk memastikan bahwa tugas-tugas penilaian dan praktek yang efektif untuk belajar siswa. Bantuan tambahan tersedia dari Assessment Toolkit LTC itu . 1. PerkenalanTugas penilaian yang efektif adalah salah satu yang menilai pencapaian siswa dari hasil belajar. Hasil belajar Unit adalah apa siswa diharapkan mengetahui, memahami atau dapat lakukan untuk menjadi sukses dalam unit. Mereka mulai dengan kata kerja tindakan dan menggambarkan sesuatu yang dapat diamati dan diukur. Anda dapat mengetahui lebih lanjut tentang hasil belajar di lain sumber daya di website Belajar dan Mengajar Centre , dan Sumber Daya Evaluasi: Mengembangkan Unit Anda - Tujuan yang jelas dan Standar . 2. Kunci keberhasilan pembelajaran: menyelaraskan penilaian dengan hasil belajarSalah satu kunci untuk keberhasilan pembelajaran adalah kurikulum yang disesuaikan (Biggs, 2003): ini berarti bahwa hasil belajar yang jelas, pengalaman belajar yang dirancang untuk membantu prestasi siswa dari hasil tersebut, dan tugas penilaian hati-hati dirancang memungkinkan siswa untuk menunjukkan pencapaian hasil tersebut . Konsep ini diilustrasikan pada Gambar 1:1. Hasil belajar yang jelas.2. Pengalaman belajar (tatap muka dan virtual) yang dirancang untuk membantu siswa mencapai hasil belajar mereka.3. Tugas-tugas penilaian memungkinkan siswa untuk menunjukkan prestasi mereka yang hasil belajar.Informasi lebih lanjut tentang kurikulum keselarasan dapat ditemukan di Sumber Evaluasi: Mengembangkan unit Anda - Mengatur Unit Anda . 3. Meninjau strategi penilaian AndaMulailah dengan berpikir tentang latihan penilaian Anda saat ini. Pertanyaan-pertanyaan di bawah ini akan membantu memandu refleksi Anda.Bagaimana Anda menilai saat siswa Anda? Daftar metode yang Anda gunakan.Apakah setiap penilaian layak dilakukan dan dapat / Anda menjelaskan kepada siswa Anda mengapa?Bisakah Anda menjelaskan bagaimana metode penilaian saat ini Anda gunakan dicocokkan dengan yang diharapkan hasil belajar?Keterampilan apa dan kemampuan yang Anda inginkan siswa untuk meninggalkan unit Anda / kursus dengan?Kira-kira berapa banyak setiap penilaian siswa biaya proses dan staf dalam hal waktu yang dibutuhkan dan sumber daya yang digunakan?Apakah Anda merasa Anda mungkin lebih menilai? Bagaimana Anda tahu?Kriteria apa yang Anda gunakan? Apakah mereka milikmu, atau dapat Anda melibatkan siswa itu sendiri dalam merumuskan mereka?Apakah siswa mengetahui kriteria? Apakah mereka benar-benar memahami mereka?Adalah umpan balik yang Anda berikan siswa Anda dengan jelas terkait dengan kriteria penilaian Anda?Seberapa baik umpan balik siswa menerima pekerjaan yang dinilai membantu mereka untuk mengetahui bagaimana mereka lakukan?Berapa banyak latihan dan bimbingan yang siswa masuk metode penilaian yang dipilih?Apa penilaian siswa menikmati dan mengapa?Bagaimana Anda tahu bahwa siswa menemukan penilaian Anda berguna?Dengan cara apa penilaian yang membantu siswa belajar Anda?Tinjau strategi penilaian Anda secara teratur. Hal ini dapat menjadi lebih produktif bila dilakukan dalam kemitraan dengan siswa dan kolega. 4. penilaian Merancang yang memungkinkan siswa untuk menunjukkan prestasi mereka dari hasil belajarMenilai pembelajaran sangat dapat membentuk pengalaman pendidikan siswa. Salah satu tantangan penilaian yang efektif adalah untuk memastikan bahwa ada keselarasan yang erat antara tujuan pembelajaran, pengajaran dan kegiatan belajar ditujukan untuk tujuan pertemuan belajar dan tugas-tugas penilaian yang digunakan untuk menilai apakah tujuan pembelajaran telah dipenuhi.Praktek terbaik saat ini meliputi penilaian yang sejalan dengan tujuan pembelajaran yang tidak hanya fokus pada isi pengetahuan tetapi juga pada proses dan kemampuan. 5. istilah penilaian KeyTabel 5.1: istilah penilaian KeyPenaksiranPengumpulan informasi tentang sifat dan tingkat hasil belajar / prosedur apapun yang digunakan untuk memperkirakan peserta didik belajar. Istilah ini berasal dari bahasa Latin (assidere berarti "duduk di samping").PengukuranRepresentasi informasi penilaian oleh sejumlah atau kelas pada skala semacam. Jawaban pertanyaan, Berapa banyak?EvaluasiPembuatan penilaian tentang nilai kelas dan / atau sifat dan tingkat hasil belajar. Jawaban pertanyaan, Seberapa baik?Tugas penilaianInstrumen atau prosedur yang sistematis dimana informasi penilaian dikumpulkan.Penilaian formatifTugas penilaian ditingkatkan mutunya digunakan sebelum atau selama pembelajaran untuk mendukung perencanaan dan / atau diagnosis dan / atau untuk memberikan umpan balik tentang kemajuan belajar / menawarkan saran dan umpan balik yang tidak memberikan kontribusi nilai terhadap hasil akhir.Penilaian sumatifTugas penilaian Dinilai digunakan pembelajaran berikut ini yang penting terhadap hasil akhir.KeabsahanSejauh mana langkah-langkah penilaian tugas apa yang dimaksudkan untuk mengukur.KeandalanSejauh mana tugas penilaian secara konsisten menghasilkan hasil yang sama.NormreferencedMenggunakan kinerja kelompok peserta didik untuk peringkat peserta didik perintah atau 'penilaian pada kurva'. Jumlah peserta didik yang dapat menerima perbedaan, kredit, melewati atau gagal diatur.KriteriareferencedMenetapkan kriteria kinerja dan setiap peserta didik memenuhi kriteria menerima kelas terkait. Setiap siswa berpotensi dapat mencapai nilai tertinggi.Berdasarkan standar-Menetapkan kriteria untuk kinerja serta mengartikulasikan berbagai tingkat kualitas kinerja yang berhubungan dengan kelas. Kelas yang diberikan kepada siswa berdasarkan tingkat kinerja yang telah mereka raih.Penilaian otentikTugas penilaian yang menguji apakah peserta didik mampu menunjukkan hasil belajar mereka dalam situasi yang sedekat mungkin dengan konteks dunia nyata. 6. tugas penilaian umumAda banyak tugas penilaian yang
berbeda dapat Anda gunakan untuk menilai siswa Anda. Berikut ini akan membantu Anda memilih tugas penilaian yang tepat. Ingat bahwa penilaian apapun tugas yang Anda memutuskan untuk menggunakan, itu harus jelas selaras dengan hasil belajar dan aktivitas belajar mengajar di program studi Anda.6.1 Uji Bentuk pendekTes bentuk singkat juga dikenal sebagai tes objektif. Mereka termasuk pilihan ganda, penyelesaian (atau cloze), jenis benar-salah dan pencocokan, yang pilihan ganda adalah yang paling umum digunakan. Item tes pilihan ganda terdiri dari sebuah pernyataan, yang disebut batang, dan beberapa pernyataan alternatif, salah satunya adalah jawaban yang benar, sementara yang lain adalah distracters.Sebagai contoh:Penilaian formatif mengacu pada: (A) tes praktek; (B) tes yang digunakan untuk menentukan nilai suatu; (C) tes digunakan untuk menentukan pengetahuan sebelumnya; atau (D) tes untuk memantau kemajuan belajar.Tabel 6.1: Pro dan kontra dari Test Form PendekProKontraTindakan sampel macam kontenSulit untuk mengatur item yang menilai lebih dari recallMudah dan cepat untuk mencetak golMemakan waktu untuk menghasilkanBaik untuk meninjau kontenMendorong menebakMemberikan umpan balik formatifMembatasi siswa kreatifMemberikan umpan balik yang cepatMemelihara buta hurufProduk yang dapat digunakan kembaliBuruk pertanyaan dibangun dapat memberikan petunjuk kepada siswaMarker keandalan yang tinggiSulit untuk menafsirkan jawaban yang salahPetunjuk untuk menulis beberapa item pilihan:Batang harus terdiri dari satu, ide yang jelas. Ini harus masuk akal independen dari sisa pertanyaan.Hindari batang dinyatakan dalam istilah-istilah negatif seperti ini lebih sulit untuk memahami dan dapat menyebabkan kebingungan.Pastikan bahwa semua alternatif yang konsisten dengan tata bahasa batang dan mirip dalam bentuk dan panjang satu sama lain.Membuat distracters masuk akal dengan menggunakan kesalahpahaman dan kesalahan siswa khas yang umum.Jika Anda menggunakan 'tidak ada di atas' alternatif dan 'semua di atas' memasukkan mereka sebagai jawaban yang salah sekitar 75% dari waktu.Jawaban yang benar akan muncul tanpa pola dan sama-sama sering di masing-masing posisi alternatif.6.2 Uji Jawaban singkatPertanyaan jawaban singkat memerlukan jawaban singkat yang terdiri dari frase, kalimat atau paragraf pendek.Sebagai contoh: Tulis definisi singkat dari penilaian formatif.Tabel 6.2: Pro dan kontra dari Jawaban Tes PendekProKontraTindakan sampel yang relatif macam kontenRelatif sulit untuk mengatur dibandingkan dengan bentuk pendekCukup mudah dan cepat untuk mencetak golSulit untuk menetapkan kriteriaMendorong ekspresi yang jelas dan ringkasScoring mungkin subjektifMendorong keaksaraanDapat mendorong menebakBaik untuk meninjau kontenKesempatan kecil untuk menampilkan argumen dan orisinalitasProduk yang dapat digunakan kembaliPetunjuk untuk menulis pertanyaan jawaban singkat:Jadilah yang jelas tentang apa yang Anda minta.Hindari menggunakan frase langsung dari buku teks.6.3 EssayEsai mengharuskan mahasiswa untuk memilih, mengatur dan mengintegrasikan materi mengenai topik tertentu. Mereka juga menguji keterampilan dan kemampuan untuk mengembangkan argumen dan menggunakan bukti yang mendukungnya menulis. Esai dapat bervariasi dari satu halaman (sekitar 300 kata yang diketik) untuk tugas utama dari sepuluh halaman (3000 kata). Esai dapat ditulis dalam kondisi ujian waktunya atau ditetapkan sebagai tugas penelitian.Sebagai contoh:Bandingkan penilaian sumatif dan formatif dengan mengacu menilai tinggi pembelajaran agar seperti yang didefinisikan oleh taksonomi Bloom untuk domain kognitif (Bloom, 1956).Tabel 6.3: Pro dan kontra dari EssayProKontraMembantu siswa untuk mengembangkan keterampilan menulisMungkin tidak mencicipi berbagai macam kontenDapat mengungkapkan kesalahan dalam pemahaman atau kesalahpahamanPertanyaan mungkin tidak dipikirkan dengan baikWaktu yang panjang untuk mengatur daripada pertanyaan bentuk pendek seperti pilihan gandaTanggapan ditulis tangan dapat dinilai pada faktor-faktor lain selain konten, seperti keterbacaanMewajibkan siswa untuk menulis dapat meningkatkan pemahaman tentang topikMemakan waktu untuk kelasMembantu siswa untuk mengemban
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Summary and conclusionGenetic sources of less known fruit types has become an impulse to re-examine the usefulness and suitability of pharmaceutical food supplements instead of fruit, vegetables and some food of vegetable origin preferences. They proved biological effect that can stimulate and give some new direction to the plant-growing and cultivation activities.On the basis of the qualities of certain varieties or genotypes evaluated, it is possible to use these species widespread.Except of above mentioned functions, these fruit species are a very important agent in the area of environment that is balanced and stable. This environment is one of the key targets of the human society. The plants fulfill these functions: green barriers that strengthen ecological links, land improvement, isolation, decontamination, cultural, esthetic and educational (biological diversity) or recreation.The given presentation shows basic characteristic of less known fruit species. It should help to the elementary explanation of this topic. To get more detailed knowledge it is necessary to study the resources given in the conclusion of this presentation. & nbsp;
apa itu WebQuest? Sebuah WebQuest merupakan tugas yang meminta siswa untuk menggunakan World Wide Web untuk belajar tentang topik tertentu.Tugas dapat diberikan atas kertas, tentu pilihan yang paling sederhana dan paling portabel. Sebuah tugas WebQuest juga dapat diberikan pada Web sendiri dengan mengirimkan mahasiswa ke halaman web yang berfungsi sebagai "titik awal" untuk pencarian informasi siswa. Sebagai contoh, klik di sini untuk melihat "di Web" WebQuest berdasarkan buku Harper Lee "To Kill A Mockingbird".Tujuan WebQuest sebuah Mengapa Anda harus meluangkan waktu untuk membuat sebuah WebQuest? Alasan yang terbaik adalah bahwa, seperti pelajaran yang
direncanakan dengan hati-hati, sebuah WebQuest baik membuat pembelajaran yang menarik bagi siswa Anda.Sebuah WebQuest baik menempatkan kekuatan Web belakang topik Anda. Anda dapat menunjukkan siswa atau membiarkan mereka menemukan sendiri. Situs web dapat mengambil siswa Anda pada perjalanan virtual ke mana saja di dunia!
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