buy custom Students Assessment Process essay

buy custom Students Assessment Process essay Student assessment is a fundamental link between effective learning and teaching. Student assessment is a measurement instrument of student outcomes. The assessment process can be more than an evaluation that leads to a grade in a course or on an assignment. It should however be noted that student evaluation is the end result of successful learning and teaching assessment. Two educational entities web sites that describe their student assessment process The two websites visited include; The National Assessment of Educational Progress (NAEP) and Instructional Assessment Resources (IAR). The National Assessment of Educational Progress (NAEP) is the biggest national representative and continuing assessment of what Americas students know and perform in various subject areas. NAEP conducts assessment periodically in Mathematics, Reading, Science, Writing, Arts, Civics, Economics, Geography and U.S History (NAEP, 2011). NAEP assessments are carried out uniformly using the same sets of test booklets across the country. NAEP assessment results are used to serve a common metric for all states and selected urban districts (NAEP, 2011). NAEP assesses students based on the subject on the matter achievement, instructional experiences. The assessment results of NAEP are dependent on representative samples of students at grades 4, 8 and 12 for the main assessments (Beatty, 1994). NAEP also uses samples of students at ages 9, 13, or 17 years for the long-term trend assessments. The ages and grades are considered because they represent important stages in students academic achievement (NAEP, 2011). NAEP conducts both national and state assessments. The national assessments cover a broad range of subjects such as Reading, Mathematics, Science, Writing, Arts, Civics, Economics, Geography, and U.S History. NAEP (2011) indicated that these assessments follow the frameworks developed by the National Assessment Governing Board. For national assessments, students in public and private schools are assessed but at state level, NAEP conducts assessment in public schools only. According to Instructional Assessment Resources (IAR) students assessment involves data collection from accepted analysis methods in order to monitor, draw conclusions, make recommendations and improve student learning (IAR, 2011). The Instructional Assessment Resources (IAR) follows three main steps which include planning, gathering data and reporting results. IAR first considers the subject area, difficulty, constraints, expected student results and other features of the course or activity which sets the frame of reference for all subsequent planning decisions in a student assessment (IAR, 2011). It is important to determine whether the process will use the assessment to informally monitor student work, provide feedback, document progress and to formally evaluate student knowledge. IAR (2011) publication mentioned that it is important to decide how often the assessment process will be conducted. An assessment plan is significant because it details how to implement the assessment. The plan includes the course learning objectives, assessment points, the assessment methods and the performance criteria for each method (IAR, 2011). During the IAR student assessment process, data gathering focuses on the best way to implement the various assessment methods (IAR, 2011). The process should put emphasis on the processes and methods to assess student learning, performance criteria for all approaches used and ethical or grading concerns (IAR, 2011). Using the IAR student assessment process, at the start and end of the semester, students complete assessments that are used to determine their strengths and opportunities for improvement in areas of strategic learning. IAR publication notifies that the results of this assessment do not affect their final grade in the course (IAR, 2011). NAEP student assessment process intends students answer questions based on a variety of age appropriate reading materials such as stories, poems reports and advertisements. According to NAEP (2008) publication Trends in Academic Progress the assessment process is designed to measure students ability to locate specific information in the text provided, make inferences based on information in two or more parts of the text and identify the main idea in the text. The publication continues to say that students reading skills were assessed using multiple-choice questions and some constructed response questions (NAEP, 2008, p. 8). The NAEP (2008) publication also stated that the skills and abilities shown by students performing at different points on the reading scale help to provide additional context for understanding changes in students performance over time (p. 12). Using the NAEP student assessment processes, the results obtained are in terms of average scale scores, percentiles and five performance levels. The assesment results are described by race, gender and type of school (Beatty, 1994). Identify the goals and assumptions inherent in these processes and assessment instruments. Goals The goal of student assessment is to show reliable evidence that learning relative to course goals has occurred (Siebert McIntosh, 2001). The assessment is congruent with this role because they put more emphasis on the measurement of learning outcomes over more course completion. Apart from measuring the outcomes, assessment can be used to inform instruction. Siebert McIntosh (2001) says that through studying the students in the class and collecting data that inform about the progress hence establish the effectiveness of the teaching practice. Siebert McIntosh (2001) also noted that a well designed assessment can be used as a learning tool by students hence assessments provide students with feedback on the efficacy of their study habits and therefore allow students to assess their own learning (p. 57). Another goal of assessment is that they help students to provide information only on what students know and do not know based on that assessment, taken on that day (Psencik, 2009). Students assessment measures their perceptions of their teachers practices in the same domains and allows comparisons of the discrepancies between each student and their teachers perceptions of classroom practices in each domain of classroom practice McCombs Miller (2008). In addition, Psencik (2009) says that through student assessment, teams involved establishment a commitment to mapping as one of several tools they will develop together for their learning as well as their students learning. Assessment results are used to determine the retention or promotion of students, rating of schools based on single test data, or differentiated pay for staff whose students score high. Student assessment can be part of every instructional opportunity and experience. Avery (2003) mentioned that the data gathered during the assessment process serves to improve the instruction and ensure student learning (p. 20). They are used to measure student learning outcomes, and the process is iterative, cyclical and leads to action. In addition, Avery (2003) also says that an effective assessment plan will produce data to show that students are learning and we are accountable and to depict the integral value of librarians to the educational process. Assumptions While carrying out the student assessment process, the assumptions cannot be overlooked. Psencik (2009) noted that the first assumption is that professional learning communities who are most successful engage in rigorous learning through designing aligned, reliable and valid assessment instruments. Psencik thus says that there should be continuous learning of new ways of and for assessing student learning and work to develop powerful instruments (2009). The second assumption is that the more teachers are involved in the process with the students, the deeper the teachers and students understand the students progress and the goals students need to set for themselves (Psencik, 2009). The third assumption is that as teaching teams design and use common assessments of and for learning, they will develop deeper understanding of the concepts and standards for their courses of study. Psencik (2009) also says that it is assumed that during the assessment process, the teams will begin to visualize what students are actually doing when they are proficient, and explore new and different instructional strategies(p. 65). Analyze the instrument's quality and appropriateness. The design and implementation of an effective assessment tool in a school, school district, or state presents many challenges hence there is a need for a careful assessment of the instruments quality and appropriateness. Doran (2002) says that an appropriate instrument must use format that enable students to demonstrate what they know and what they can do (p. 15). An appropriate instrument and tasks must collect relevant data and information that are consistent, informative, reliable and valid to all students (Doran, 2002). In this context, it can be noted that both IAR and NAEP instruments are appropriate because they are flexible, adaptable enough to accommodate a variety of learning styles and language proficiencies, enabling students to demonstrate their knowledge and skills in multiple ways. The assessments must be consistent with the decision they are designed to inform. Siebert McIntosh (2001) noted that achievement and opportunity to learn science must be assessed. Also the technical quality of the data collected is well matched to the decision and actions taken on the basis of their interpretation. In addition the inferences made from assessments about student achievement and opportunity to learn must be sound (Siebert McIntosh, 2001). Another important feature of assessment is that it is an ongoing process aimed at understanding and improving student learning. Siebert McIntossh (2001) indicated that student assessment involves making our expectations explicit and public, setting the necessary criteria and high standards for learning quality (p. 58). The assessment process is governed by systematically gathering, analyzing, and interpreting evidence to establish how well performance matched the expectations and standards. Assessment helps key stakeholder to focus on their collective attention, examine their assumptions and create a shared academic culture dedicated to assuring and improving the quality of education (Siebert McIntosh, 2001). In her studies, Avery (2003) noted that classroom-level assessment can take relatively simple forms. This assessment process is legitimate and highly informative and implementation and data analysis are easily managed. The classroom assessment techniques (CATs) give continuous feedback and therefore it enables us to be confident students are learning. Avery (2003) further says that CATs also can be used to obtain formative or summative student learning information. Through student assessment process we are able to determine if students have obtained critical thinking skills, the behaviors and the abilities to synthesize crucial concepts and ideas. National Assessment of Educational Progress (NAEP) student assessment process enables institutions to capture the bigger picture of student information literacy skills. Avery (2003) noted that information literacy assessment within a classroom setting includes strategies that focus on course syllabus, products for the course and the process by which students create those products (p. 10). The methodologies used in this assessment process include evaluation of bibliographies, reviews of assignments and underscore the research process and the use of portfolios or journals. In order to make these assessment processes to be effective the goals and objectives of the instruction must be explicit and fully understood by the students as well as the teacher (Avery, 2003). While carrying out the assessment in Instructional Assessment Resources (IAR), the assessment tools are matched with both the definition or theory being used and the goals of the assessment (Starko, 2009). The first assumption while carrying out this assessment is that no one assessment has sufficient reliability and validity to be the sole determination of student educational opportunities. This implies that it is important to have different sources of information. Starko (2009) indicated that other sources of student information required in the assessment process include standardized tests, performance assessments, and behavioral observation (p. 307). In Instructional Assessment Resources (IAR) it is recommended that the multiple sources of student information are examined rather than creating an artificial, summed creativity score. In addition, Horvat, Block Kelly (2007) says that most assessment tools are selected based on very practical consideration such as how easy they are or how much time they require to administer. The appropriateness of assessment tools is based on the complexity and subjective nature of many of the behaviors being assessed or if there is ambiguity as to whether a student is consistently demonstrating improvement. Beatty (1994) on the other hand identified that the appropriateness of an assessment tool is dependent on the range of constructed response exercises to stimulate thinking and a wide array of stimuli. IAR assessment exercises were innovative in other respects. Beatty (1994) says that one limitation of this type of assessment is that it frequently presents pieces of information or problems to be solved in isolation. IAR encourages students to consider several different aspects of the subject and have greater opportunity to demonstrate their knowledge and understanding. NAEP assessment tool also encourages students to consider several different aspects of the subject and have greater opportunity to demonstrate their knowledge and understanding. Beatty (1994) NAEP strategy uses two longer sets of exercises known as theme blocks. This assessment tool gives the students the opportunity to showcase their ability to work with a variety of primary and secondary sources to use several different sources at once and to synthesize a body of information. Beatty (1994) says that NAEP also uses multiple choice questions and the assessment includes both short and extended constructed response questions. The advantage of this instrument is that each constructed response question is scored according to a scoring guide or rubric that gives credit for partially correct answers. In conclusion, students assessment process plays an important role in measuring the effectiveness of student learning and teaching process. Both Instructional Assessment Resources (IAR) and National Assessment of Educational Progress (NAEP) student assessment processes require a clear definition of goals and objectives of carrying the procedures. The process employed should be flexible, adjustable enough to take care of a variety of learning styles and language proficiencies. This enables students to reveal their knowledge and talents in numerous ways. Buy custom Students Assessment Process essay

Causes of Poverty in Mauritius

Causes of Poverty in Mauritius Over the past two decades, Mauritius has continuously experienced considerable improvements in both social and economic levels. Mauritius is ranked as an upper middle income country since 2003, with a GDP per capita of $4000. Substantial improvement in life expectancy and literacy, Mauritius has shifted from medium to a high human development country during same period. This is evidenced by the latest UN Human Development Indices: Mauritius is ranked 81 (182 countries) in 2007, with an HDI value of 0.804. Challenge Despite these considerable improvements, poverty does exist in Mauritius. Rapid modernization and industrialization has lead to income inequality in the population, leading to an increase in number of pockets of poverty. This is a common phenomenon experienced by most developing countries. Governments or organizations have to reconsider their policies to decrease the level of income inequality in order to eradicate the problem of poverty. Meeting the challenge In Mauritiu s, government has implemented several social welfare programmes to bridge the gap between poor and non-poor. This include the distribution of social aid to needy people, subsidies on basic food item, ZEP programme in schools to enhance level of education, micro-financing to small and medium enterprises, female empowerment in labor market . In the 2008/09 National Budget, the Government provided Rs 395 million for the setting up of the of the Eradication of Absolute Poverty (EAP) Programme, an integrated development project which targets the households in the 229 pockets of poverty. In 2009, the Government has set up the National Empowerment Fund as an institutional framework to strengthen the role of various policy programmes such as the Empowerment Programme, EAP, Decentralised Cooperation Programme (DCP), etc. Despite the government policies, reforms and actions, poverty is still persistent in Mauritius. Poverty perceptions Poverty is a complex issue and multifaceted. This has alw ays been of concern for everybody. Many studies and policy programmes have been put forward to assess poverty situation in the country and also to target the poor. It is worth noting that the proportion of people living below $1.25 per day, international poverty line, is almost negligible in the country. In contrast, past studies have shown that there are people living in severe poverty. The Relative Development Index for administrative regions, Municipal Wards and Village Council Areas (Central Statistics Office, 2000) identified the least developed regions in the country. The Trust Fund of Social Integration for Vulnerable Groups (set up in 2001) identified 229 pockets of poverty. The qualitative study conducted by DCP pointed out that there were people struggling for basic food. As a matter concern poverty has even been linked to a particular ethnic group that is, poverty perceived as ‘malaise creole’. These perceptions of poverty are evidence that people show their concern and this concern has accentuated the need for good measurement. Objective of study The complexity and sensitivity of poverty has accentuated the interest of people in targeting the poor and assessing poverty. Debates, focus group discussions and studies regarding poverty alleviation are still going on. Researchers are looking for new measurement and approaches to assess poverty in the country. Policy makers are looking for high quality inputs to formulate targeted strategies and programmes.

ENERGY WEDGES Lab Report Example | Topics and Well Written Essays - 500 words - 1

ENERGY WEDGES - Lab Report Example Lastly shifting to bio fuels seems as an easy way of reducing carbon emission The world yearns to reduce carbon emission especially after Kyoto protocol and Copen Hagan reports were released. Environmentalists and human rights activists are putting pressure on countries that are producing high carbon energy on the environment to reduce or pay heavy fines with the aim of reducing carbon emission for sustainable development. Our energy wedge is based on conservation of green resources and use of renewable sources of energy as a means of conservation. Nuclear wedges comes in second as a means of preventing of cutting carbon emission by half by the year 2055. Nuclear energy is capable of producing a lot of energy but is not widely used since it possesses high risks to the environment. The above two wedges are good ways of producing energy without production of carbon. (Wardlaw, 2009). A growth rate of 5.3% annually is projected in production of low carbon environmental goods and services (Nesta, 2009). There has also been tremendous increase in green jobs from 13 70 billion dollars from now to 2740 billion dollars by 2020, which is projected as a growth rate of 5.5% annually (Office, 2009). Due to the involvement of new technology while shifting from fossil energy sources to renewable sources of energy, it is expected that job creation will rise from 24% annually to 42% by 2020 (UNEP, 2007). The demand for low carbon activities is exceptionally high. The next wedge of conservation is efficiently producing electricity. Use of coal as a source of energy leads to production of about a fifth of worlds carbon. Conserving forests ensures that trees absorb carbon emitted and use it as a source of food production. Soil is also another form in which carbon products can be stored. This can be supported by planting cover crops and preventing soil erosion. Use of biofuels is believed to be cost

Final Assignment Example | Topics and Well Written Essays - 1500 words

Final - Assignment Example tury liberal rights custom, in the feeling of being outlined fundamentally to ensure natives from state activity which encroaches upon singular freedom and self-governance. The assert that the right to " life, freedom and security of the individual" under area 7 assurances the right to deny unwanted health awareness medication is predictable with this origination of the Charter.2 Since its establishment, inquiries have likewise been raised regarding whether the Charter not just keeps the state from meddling with unique flexibilities, yet obliges governments to take positive measures to guarantee that Canadians can to be sure delight in the full profit of essential human rights. From this point of view, the issue whether the Charter assurances access to human services benefits as a component of the right to life, freedom and security of the individual under area 7, or of the right to equivalent insurance and equivalent profit of the law under segment 15(1) of the Charter, is a matter of much more amazing investment (Jacob, 2007). The medicinal calling has as far back as anyone can remember subscribed to a collection of moral explanations created principally for the profit of the patient. As a part of this calling, a doctor must distinguish obligation to patients as a matter of first importance, and to social order, to other wellbeing experts, and to self. The accompanying Principles embraced by the American Medical Association are not laws, however measures of behavior which characterize the essentials of fair conduct for the whole association and its administration. A regular skeleton utilized as a part of the examination of therapeutic morals is the "four standards" methodology hypothesized by Tom Beauchamp and James Childress in their reading material Principles of biomedical morals. It distinguishes four fundamental good standards, which are to be judged and weighed against one another, with consideration provided for the extent of their requisition. The four

Arrogance in Oedipus and Cocteaus Infernal Machine Essay -- compariso

Arrogance in Oedipus and Cocteau's Infernal Machine   Ã‚  Ã‚   The myth of Oedipus dates back centuries. Overtime a myth changes in many ways as each author or orator presents their own version. The main plot usually remains intact, but authors add their own style to the tragic story. In the case of Sophocles' Oedipus the King and Jean Cocteau's Infernal Machine both authors focus on the arrogant nature of Oedipus. Since this quality ultimately has destructive powers, the relationships Oedipus has with other characters demonstrates this arrogance. Although, the two authors portray Oedipus in different ways to emphasize their different themes both use the relationship between Oedipus and Teiresias to demonstrate Oedipus' arrogant nature. In both plays, this arrogance manifests in Oedipus' rejection of the prophet Teiresias. However, the two playwrights differ greatly in the relationship between these two characters. Cocteau's Oedipus immediately disrespects Teiresias' prophecy. This rejection of the prophecy and warnings of Teiresias emphasizes his theme of malevolent gods. Equivalently, in Sophocles' version of the myth, the denial of Teiresias demonstrates the main theme of the destructive nature of arrogance. Instead of the gods holding him back, Oedipus' own pride does not allow him to believe Teiresias. Oedipus believes that he is above everything and everyone. Just as in Cocteau, he even believes that he can defy the gods and disregard fate. In Sophocles version of the myth, the denial of Teiresias does not occur right instantly. At first, Oedipus regards the prophet Teiresias in the proper, respectful manner. Oedipus greets him by exclaiming, "My lord, in you alone we find a champion, in you alone one that can rescu... ...uture. They provide him with numerous hints regarding the impending doom that hangs in the atmosphere. However, Oedipus' arrogance blinds him to the truth of his situation and leads to his ultimate demise. Works Cited and Consulted Abrams, M. H. A Glossary of Literary Terms, 7th ed. New York: Harcourt Brace College Publishers, 1999. Benardete, Seth. â€Å"Sophocles’ Oedipus Tyrannus.† In Sophocles: A Collection of Critical Essays, edited by Thomas Woodard. Englewood Cliffs, NJ: Prentice-Hall, Inc., 1966. Cocteau, Jean. (1963). The Infernal Machine in The Infernal Machine and other plays. (A. Bermal, Trans.) New York: New Directions Publishing Corporation. Nagle, Brendan D.   The Ancient World: A Cultural and Social History. New Jersey: Prentice-Hall, 1979. Sophocles. (1991). Oedipus the King in Sophocles I. (G. David, Trans.) Chicago:University of Chicago Press.    Arrogance in Oedipus and Cocteau's Infernal Machine Essay -- compariso Arrogance in Oedipus and Cocteau's Infernal Machine   Ã‚  Ã‚   The myth of Oedipus dates back centuries. Overtime a myth changes in many ways as each author or orator presents their own version. The main plot usually remains intact, but authors add their own style to the tragic story. In the case of Sophocles' Oedipus the King and Jean Cocteau's Infernal Machine both authors focus on the arrogant nature of Oedipus. Since this quality ultimately has destructive powers, the relationships Oedipus has with other characters demonstrates this arrogance. Although, the two authors portray Oedipus in different ways to emphasize their different themes both use the relationship between Oedipus and Teiresias to demonstrate Oedipus' arrogant nature. In both plays, this arrogance manifests in Oedipus' rejection of the prophet Teiresias. However, the two playwrights differ greatly in the relationship between these two characters. Cocteau's Oedipus immediately disrespects Teiresias' prophecy. This rejection of the prophecy and warnings of Teiresias emphasizes his theme of malevolent gods. Equivalently, in Sophocles' version of the myth, the denial of Teiresias demonstrates the main theme of the destructive nature of arrogance. Instead of the gods holding him back, Oedipus' own pride does not allow him to believe Teiresias. Oedipus believes that he is above everything and everyone. Just as in Cocteau, he even believes that he can defy the gods and disregard fate. In Sophocles version of the myth, the denial of Teiresias does not occur right instantly. At first, Oedipus regards the prophet Teiresias in the proper, respectful manner. Oedipus greets him by exclaiming, "My lord, in you alone we find a champion, in you alone one that can rescu... ...uture. They provide him with numerous hints regarding the impending doom that hangs in the atmosphere. However, Oedipus' arrogance blinds him to the truth of his situation and leads to his ultimate demise. Works Cited and Consulted Abrams, M. H. A Glossary of Literary Terms, 7th ed. New York: Harcourt Brace College Publishers, 1999. Benardete, Seth. â€Å"Sophocles’ Oedipus Tyrannus.† In Sophocles: A Collection of Critical Essays, edited by Thomas Woodard. Englewood Cliffs, NJ: Prentice-Hall, Inc., 1966. Cocteau, Jean. (1963). The Infernal Machine in The Infernal Machine and other plays. (A. Bermal, Trans.) New York: New Directions Publishing Corporation. Nagle, Brendan D.   The Ancient World: A Cultural and Social History. New Jersey: Prentice-Hall, 1979. Sophocles. (1991). Oedipus the King in Sophocles I. (G. David, Trans.) Chicago:University of Chicago Press.   

Problem Behavior Syndrome Essay

Problem Behavior Syndrome (PBS) are a number of antisocial behaviors that cluster together which may include family dysfunction, substance abuse, smoking, educational underachievement, suicidal thoughts/attempts, unemployment and even crime. (Siegel, 2011) There is one person that comes to mind that has a criminal record and also possesses numerous antisocial behaviors listed in the text. That person, sadly, is my ex boyfriend/ baby’s father, Jonathon. He is only 27 years old and already has two strikes against him. The antisocial behaviors that pertain to him are: family dysfunction, smoking, substance abuse, unemployment, and educational underachievement. I personally believe his mother is to blame for that. She’s a lazy, unemployed alcoholic and possibly bipolar. She picks fights with him whenever possible and has even gotten him arrested once or twice. She is and most likely never was a positive role model for Jon. Maybe it has to do with his father never being around. Who knows? He had gotten a chick pregnant while he was only 15 or so. I have met that kid and the mother; I feel she is already heading down the road he went. That is exactly why I will not let him be in my daughter’s life. I don’t want her to be like him in any way. I am not sure how or who introduced him to drugs but that is his biggest downfall. Drugs (crystal meth) are why he’s been arrested. That fact that he smoked it as well didn’t make things better. He has never harmed anyone or robbed anything either so thank god for that. Since he has a record, it’s very hard for him to find a decent job. But the fact that he is trying to turn his life around and make something of himself, is what makes me know for a fact that he won’t become another PBS statistic.

Personal Economic Decisions - 1455 Words

Running Head: Personal Economic Decisions Personal Economic Decisions How People Make Economic Decisions People make economic decisions on a daily basis, from choosing to go to the grocery store and cook dinner or going out to eat. While in the general scheme of things this is a relatively small decision to make it still can have impact on the economy. Yet a decision for a family to have a child is more of a major decision and has far more of an impact on the economy then a dinner decision. There are four basic principles to economic decision making and in the following I will list and explain these. I will also provide and an example of a decision that I have made in my personal experiences and what impact that has had or could have had†¦show more content†¦It is a definite tie in to the previous principle as most consumers are looking to get the most for the least. Restaurants are starting to use promotions of smaller portions for smaller prices in order to compete with the growing money saving tight budgeted crowd. Mankiw (2007) provides a great example of this by stating à ¢â‚¬Å"For example, when the price of an apple rises, people decide to eat more pears and fewer apples because the cost of buying an apple is higher. At the same time, apple orchards decide to hire more workers and harvest more apples because the benefit of selling an apple is also higher. As we will see, the effect of a good’s price on the behavior of buyers and sellers in a market—in this case, the market for apples—is crucial for understanding how the economy allocates scarce resources.† (p. 7) Personal Economic Decision When I made the decision recently to purchase a new car, I was forced to evaluate the cost versus the benefits in order to make the most economically sound decision I could. My current car at the time was costing a significant amount in repairs and due to the age of the car was not the most gas efficient car that I could have. The warranty of the car was just about up and it seemed that most of the issues I was having with the car at the time were not covered under warranty. The major plus of the car is that I did own the title, there was no car payment needed. The biggest cost comparison was the cost I was having with my currentShow MoreRelatedThe World Is Becoming More Complex Day By Day Essay1128 Words   |  5 Pagescomplex day by day.so when we take any decision it must influences other factors. We take different policy or decision everyday by considering many sites or situation and which has a specific goal or vision. 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