Assessmentsguided Reading 101

Assessmentsguided Reading 101

Guided Reading Assessment Kit

  • Module Content
Guided reading assessment pdf

This module descriptor refers to the 2019/0 academic year.

  • I am in no way an expert at the guided reading process. I am a novice like many of you. However, I wanted to set up a site that would allow those of us just beginning to implement guided reading in our classrooms to be able to walk through the process in a very sequential manner from preparation to implementation.
  • Celebrate Black History Month this Common Core aligned freebie. It is a tiny sample of my MEGA monthly units that you can use for Close Reading, weekly homework, assessments, guided reading, or as a quick filler. This freebie is a.
  • This is a great reading program developed by Gail Boushey and Joan Moser that allows students the freedom to choose between five literacy activities each day. These activities are read to self, read to someone, word on writing, word work, and listen to reading. As the students were engaged in their own daily five literacy choices, my goal was to.

Assessments can be invaluable in helping teachers to identify the strengths and weaknesses of each student and to guide the next steps in instruction. There are many informal tools for assessing the various components of reading. No single assessment will provide insight into all of the reading-related skills that students need to learn.

Module Content

Syllabus Plan

Whilst the module’s precise content may vary from year to year it is envisaged that the syllabus will cover:

(1) The general history and development of the patent system and the rationales put forward to justify the patent monopoly. The work of the World Intellectual Property Organisation and the Paris Convention of the Protection of Industrial Property (1883 as amended).

(2) The structure for obtaining patent protection – a domestic UK patent, a European Patent via the European Patent Office and an EU Unitary Patent and the possible extension of patent protection to countries outside the EU by use of the Patent Co-operation Treaty.

(3) The necessary requirements for obtaining a valid patent – novelty, inventive step and industrial application, as well as the exclusions and exceptions from patent protection.

(4) The rights and remedies of the right holder or licensee of the patent.

(5) The defences available to the alleged infringer.

(6) The protection of Biotech patents and the EU Directive on the Protection of Biotechnological Inventions.

(7) The boundaries of the patent system e.g. patenting of computer programs, pharmaceutical patents and patents in relation to plants and seeds. Whether the UK should adopt the utility patent for patents which are useful but lack the necessary inventive qualities as some other EU countries.

(8) The protection of novel designs – an examination at EU and UK level for the obtaining registered design protection and the protection of unregistered designs and the role of artistic copyright in this area.

(9) The role and functions of the Office of Harmonisation of the Internal Market (OHIM) in relation to the protection of designs at EU level.

Learning and Teaching

This table provides an overview of how your hours of study for this module are allocated:

Scheduled Learning and Teaching ActivitiesGuided independent studyPlacement / study abroad
332670

...and this table provides a more detailed breakdown of the hours allocated to various study activities:

Guided Reading Assessment Checklist

CategoryHours of study timeDescription
Scheduled learning and Teaching Activities6Two 3 hour lectures which introduce you to the history and context of the topics and will provide the foundation for independent guided study
Scheduled Learning and Teaching activities27Nine 3 hour lecturer led seminars – which will involve at least one student/team lead presentation in each seminar relating to the topic under discussion.
Guided independent study157Preparation for seminars – which will involve reading the recommended text and a cross-section of case law and critical academic article literature on the relevant topic. You would be expected to make appropriate notes on these materials to assist the making of seminar presentations and discussions of questions and issues in seminars.
Guided independent study60Preparation for formative and summative assessments
Guided independent study50Further independent research and reading and wider contextual study.

Online Resources

This module has online resources available via ELE (the Exeter Learning Environment).

Westlaw, LexisNexis, and Lawtel, as well as knowledge-based materials at relevant patent organisations such as: the European Patent Office; World Intellectual Property Organisation; the UK Intellectual Property Office; and the numerous expert blogs on the topic of patent and design law. In relation to design law also access to the EU Intellectual Property Office (EUIPO).

Key Orgnaisations in patent and design field and weblinks:

UK Intellectual Property Office: http://www.ipo.gov.uk

European Patent Officde: http://www.epo.org

European Union Intellectual Property Office: https://euipo.europa.eu/ohimportal/en/

EU Intellectual Property Gateway: http://ec.europa.eu/internal_market/intellectual-property/index_en.htm

Guided Reading Assessment Pdf

World Intellectual Property Organisation: http://www.wipo.int/portal/en/index.html

Other Learning Resources

The Library holds stock of the relevant intellectual property books that cover these topics, as well are relevant journals. Students will have access to relevant knowledge databases, the Law School subscribes such as Westlaw and LexisNexis as well as web accessible material at the UK Intellectual Property Office, the European Commission, the European Patent Office, the World Intellectual Property Organisation and the World Trade Organisation.

« Previous: WORKING ASSUMPTIONS
Suggested Citation:'PRINCIPLES.' Institute of Medicine. 1990. Clinical Practice Guidelines: Directions for a New Program. Washington, DC: The National Academies Press. doi: 10.17226/1626.

Guided Reading Assessment Free

Reading

Below is the uncorrected machine-read text of this chapter, intended to provide our own search engines and external engines with highly rich, chapter-representative searchable text of each book. Because it is UNCORRECTED material, please consider the following text as a useful but insufficient proxy for the authoritative book pages.

ATTRIBUTES OF GOOD PRACTICE GUIDELINES 55guidelines for which the Forum has contracted. These panels will need to make bothobjective and subjective assessments guided by instructions from the Forum. Thisreport is a step toward the preparation of an assessment instrument that the expertpanels can use in their reviews and deliberations (Appendix C). The AMA hasrecently taken a similar step by developing a preliminary worksheet to evaluatewhat it terms practice parameters (AMA, 1990b). Third, the committee sees the initial assessment of guidelines as part of anevolutionary process of guidelines development, assessment, use, evaluation, andrevision. This evolutionary process will involve the government, professionalorganizations, health service researchers, consumers, and others. As a result, thecommittee fully expects the set of attributes presented here to be tested, reassessed,and revised, if necessary. PRINCIPLES The identification of attributes of practice guidelines rests on four principles.These principles call for: • clarity in the definition of each attribute; • compatibility of each attribute and its definition with professional usage; • clear rationales or justifications for the selection of each attribute; and • sensitivity to practical issues in using the attributes to assess actual sets of practice guidelines ('accessibility'). That the definition of an attribute be clear and succinct is obviously desirable,although often difficult when one is working with very abstract or technicalconcepts. It is also desirable that the term used to label an attribute be recognizableand consistent with customary professional usage. The label should be a single wordor short phrase that is carefully chosen to convey the core concept. (Thus, attributeswill not be described by number, for example, Attribute No. 1.) The rationale or justification for each attribute should be clearly described, andit should also be consistent with the professional and technical literature and thelegislative mandate. The rationale should describe explicitly any trade-offs betweenthe theoretically ideal attribute and the practical, usable one. Practicality requires that attributes be definable in operational as well asconceptual terms; that is, it should be possible to devise an instrument that instructsassessors of a set of guidelines on how they can determine whether the guidelinesconform to the attributes. Not only is this necessary if the Forum is to judge thesoundness of the guidelines that emerge from

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