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The seventh lesson was given by Dr. Karwan
About (mini sheet, master sheet and committees in the college and department)
The teacher's mini sheet will be distributed as follows:-
* Quiz
*Seminar or presentation
* Academic Essay
* Daily activities
* Teamwork
* Absences
The mini-sheet is prepared by the teacher, which is the teacher's workload and is specific to the student's grade
According to the Bologna system, students can take the final examination four times for two years. If they fail after the fourth time, they must study in parallel.
Master sheet is for final exam + mini sheet which is prepared by the scientific committee of the department and registry.
Committees
Committees at the departmental level:-
* The department council, which has the highest decision, consists of (department president, department decision maker, teachers according to their academic degree).
* Department Scientific Committee: Appointed according to scientific degree
* Examination committee: Appointed according to expertise, integrity and reliability.
* Absence Committee
* Summer Internship Committee
* Health and Safety Committee
* Develop curricula
* Introduction and marketing

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This day's lesson was dedicated to the presentation of rubrics prepared by the groups
Group 1 on mind maps
Mr. Trifa explained the rubric in detail and explained the example on the whiteboard about ways to lose weight.
Group 2 by field trip method
After the presentation by one of the teachers, I had some comments about the distribution of the marks of the rubric and the sections that we asked the teacher in the form of questions.
Group 3 with problem learning method
Presented by Mr. Farida and several questions were asked about it.
Group 4 Method (telling story)
Mr. Mohammed presented it well but some vague questions were asked and discussed
Group 5 with case solution method
The group I participate in was presented by our colleague teacher Halo and several questions and discussions were asked by the teachers.
Group 6 by individual project method
Mr. Soran presented it very well and the fellow teachers had prepared it very well together.
Group 7 by case study method
After the presentation, several questions and discussions were held on the preparation of analytical reports in the laboratories.

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In the fifth lesson, what is a rubric, what is its importance, how many types and how to design it?
A rubric is a scoring guide that helps teachers evaluate student performance, based on a range of criteria. A rubric lists the criteria, or
characteristics, that student work should exhibit and describes specific quality levels for those criteria.
Types of Rubric
Holistic Rubric:
holistic rubric consists of a single scale with all criteria to be included in the evaluation being considered together (e.g., clarity, organization, and mechanics). With a holistic rubric the rater assigns a single score (usually on a 1 to 4 or 1 to 6 point scale) based on an overall judgment of the student work.
Analytic Rubric:
Allows you to assess participants' achievements based on multiple criteria using a single rubric. You can assign different weights (value) to different criteria and include an overall achievement by totaling the criteria; written in a table form.

Also the differences in the use of these two different types and the details of the design of each type.
Then we were divided into seven different groups and the class task was for each group to design a rubric for the teaching method.
We as group 7, the last group, our rubric was about the method (case study). After designing the rubric, Miran discussed the design of the rubric. Then the task of our next lesson is to present the prepared rubric

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Assessment
assessment begins with the identification of the learning goals and ends with a judgment of the extent of achievement of these goals
Why do we assess ?

• To guide learning process
• To provide evidence
• To identify learners’ level of knowledge acquisition.
• Finally Certificate is given base of reflective competence

characteristics of Assessment Tools?
• Reliability: differentiating between good and poor students,
• Validity: Measures the characteristics (e.g. knowledge, skills)
• Educational impact: Relation between assessment and learning.
Type of Assessment:
*summative Assessment
*formative Assessment
* Assessment (self and peer)

The most important types of assessment:
• Diagnostic Assessment
it is necessary to know for what kind of learners instruction is done. The
goal is to know learners’ strengths, weaknesses and the skills and knowledge they possess.

• Formative Assessment
used for developing instruction; assesses performance during instruction. The goal is to monitor learning to provide feedback
• Summative Assessment
Is used to assess the extent of achieving the most important
outcomes at the end of a teaching course ( Final)
• Confirmative assessment
Is an extensive form of a summative assessment. The goal is to find out if the instruction is still a success ( nurse )
• Norm-Referenced Assessment
It compares a learners performance against an average norm. For example. The teacher compares the
average grade of his or her students against the average grade of the entire school.
• Criterion-Referenced Assessment
It measures a learner’s performance against a fixed set of predetermined criteria or learning standards;
• Impassive Assessment
It measures a learner’s performance against his/her previous performances. It allows the learner to
• Interim/Benchmark Assessment
It evaluates a learner’s performance at periodic intervals ( every six weeks) .

A. Assessment of Knowledge
Assessment of Knowledge allows a decision to be made about whether a student is fit to practice or not
1. for the benefit of the individual.
2. for the benefit of the institution.
3. for the benefit of the public as high quality summative competency assessment methods

B. Assessment of Performance
It measures the skills of an individual by doing an actual task such as activities, exercises, or
problems.
C. Assessment of Attitude
Attitudes are learned. They are based on emotions (Feelings of Like and Dislike). Attitudes
Assessment of attitude is conducted by means of
1. Self-Assessment
to cover all judgments by learners of their work
purposes of self-assessment
• evaluation of understanding of the content,
• demonstration the achievement of outcomes and goals
• the learner’s self-development

2. 360-Degree Feedback
A 360-degree feedback (also known as multi-rater feedback, multi source feedback, or multi source
assessment) is a process through which feedback from a learner’s colleagues as well as a self-evaluation by the
learners themselves is gathered.
3. Peer Assessment.
Peer assessment is an educational activity in which
students judge the performance of their peers.
Peer assessment or peer review provides a structured
learning process for students.

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Part of the groups' task was to prepare a presentation on one of the teaching methods. Our task as participants was to present our presentation to the group and then evaluate the presentations of the other groups.                                       In My opinion as an attendee and participant of the lecture was as follows:                                                   1- Group first Method (Use of slide)Overall, the presentation was good, but I had some comments as an audience member:                          * During the presentation, Mr. Halo constantly looked at the slides and read them.                                                  * Mr. Akar's voice was very low that the audience could not understand.                                            * Mr. Hiwa was holding his mobile phone and constantly looking at his mobile notes and reading them.
2- Group second  Method (Enhancing Teaching Effectiveness :Use table ,graphs and diagrams and charts by instructor in teaching)Similarly, the article and presentation was generally good, but there were some comments:
* The first teacher presented the subject very slowly so that you could not blend the subject, which affected the understanding of the subject
3- Group third (Flash cards)Overall, it was an interesting method. The teachers presented it very well and it seemed that they all understood the subject well and tried to implement it in practice.
4- Group fourth (Construction  of  exhibits  and  displays by  students).This method was presented by our group and as one of the participants I cannot decide whether the presentation was appropriate or not, but I can say that this method is useful for the students.                                                5-Group fifth  (12 method of teaching )Overall the presentation was good but I had a few comments on the selected item :  *The method consisted of 12 different methods. This was very comprehensive. I can say that none of the methods were clear to the participants.                                   * The slides were very simple with no pictures or colors
* The third teacher had a very low voice.                                  * What was discussed in the slides were the advantages and disadvantages, but what turned out to be this method had more disadvantages than benefits.
6-  Group sixth (Case based learning )It was good in general, especially Mr. third, who explained the subject very well, but it took a long time and the subject was a little repetitive and exhausting.
7- Group Seventh (Brain storming)Overall it was very good but the slides were very cluttered and the fonts were bad.
8- Group eight (story telling)Overall, the presentation and preparation was very good. The slides were very appropriate. The pictures were very appropriate.
I would like to say that it was a very good and useful experience for the participants. Thanks to Mr. Miran for using this method to learn more for the participants .

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In the continuation of the course on pedagogy at the Language Center of Polytechnic University, the second method was about innovative pedagogy of method. The first lesson was about what is pedagogy? What do you expect to learn from the pedagogy course? Difference between knowledge and skill?
Pedagogical Definition It considers thein traction's that take place during learning
What was relevant to this module
1- Teaching methods
2- Assessment tools
3- Creating learning environments
In another part of the lesson it was special
Recognizing educational future and 21st century skills.
Also some examples of new teaching skills in other countries.
In the second part of the lesson, the skills of the 21st century were discussed, which was very interesting and important for me. Dr. Miran asked us to prepare it in groups and each person tried to present useful and new information The article discussed three main sections and then each group was divided into several sections

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On the second day of the second module, the key elements of effective pedagogy were discussed, which consisted of content, context, combination, change.
Then discuss the Teaching method.
Then the teaching method was discussed, which is an important topic of this module, the first method was lecturing method, the advantages and disadvantages were discussed each teacher had his own opinion on the subject, then several other teaching methods were discussed such as (seminars, workshops, written assignments , laboratory / field work , graduation project)At the request of one of the participants, Dr. Miran explained the difference between seminars, workshops and conferences.
After the reset method (fish - bowel learning) was done practically about:-
1- creative teaching.
2- creative learning
3- teaching for creativity .
For 30 minutes, some of the participating teachers expressed different opinions on the topic and it was a different and informative activity.
Three other methods were then discussed:-
1- Authentic Learning
2- Flipped Learning
3- problem based learning

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Section 8In the last lesson, the learning environment in the university was discussed, which is two-sided:-
1- University environment for students
2. University environment for teachers
University environment for students: The purpose of this environment is that students should study and stay at the university environment in terms of: -
* Classroom environment such as seating, weather, magic and whiteboard supplies, datasheets
* Outside the classroom environment: such as afternoon, library, garden, stadium, internet, appropriate teachers, etc.
University environment for teachers: These are the requirements that teachers need to be close to their students.
Another topic discussed the improvement of teachers in terms of teaching skills in the following areas:
* Trust
* student center
* student group  team work
* team teaching
* teacher assistant for special need
* student unions  and representative
* online learning
* observation for participant
* student assist teacher
*teachers are facilitation
* modules per year
* feed back on teachers from different sours
* assessment methods
* final project and thesis
* per requirement
* matriculation
* our impression