Assessment and Students Essay Example for Free

Assessment and Students Essay Journal assessment Conclusion Reccomendation III. INTRODUCTION: Why do Assessment? Are you asking too little of your class? Are your students approaching your course as hurdlers, barely clearing required levels of performance? Or are they approaching your course like high jumpers, pushing themselves under your guidance to increasingly more challenging heights? If your students arent high jumpers, maybe its because you arent asking them to high jump. By using appropriate assessment techniques, you can encourage your students to raise the height of the bar. There is considerable evidence showing that assessment drives student learning. More than anything else, our assessment tools tell students what we consider to be important. They will learn what we guide them to learn through our assessments. Traditional testing methods have been limited measures of student learning, and equally importantly, of limited value for guiding student learning. These methods are often inconsistent with the increasing emphasis being placed on the ability of students to think analytically, to understand and communicate at both detailed and big picture levels, and to acquire lifelong skills that permit continuous adaptation to workplaces that are in constant flux. Moreover, because assessment is in many respects the glue that links the components of a course its content, instructional methods, and skills development changes in the structure of a course require coordinated changes in assessment. IV. RESEARCH (CONTENT) What is Assessment? Assessment is a systematic process of gathering, interpreting, and acting upon data related to student learning and experience for the purpose of developing a deep understanding of what students know, understand, and can do with their knowledge as a result of their educational experience; the process culminates when assessment results are used to improve subsequent learning. Huba and Freed, 2000 Key Points Assessment is an ongoing process aimed at understanding and improving student learning Multiple methods Criteria and standards Evidence Students know, can do and understand It’s more than just collecting data Sequence in Preparing Instructionally Relevant Assessment INSTRUCTION Indicates the learning outcomes to be attained by students LEARNING TASK Specifies the particular set of learning task(s) to be assessed. ASSESSMENT Provides a procedure designed to measure a representative sample of the instructionally relevant learning tasks. Is there close agreement? What is the Assessment Process? AIMS ASSESSMENT ACTION ADJUSTMENT Importance of Assessment To find out what the students know (knowledge) To find out what the students can do, and how well they can do it (skill; performance) To find out how students go about the task of doing their work (process) To find out how students feel about their work (motivation, effort) What is Student Assessment for? *To help us design and modify programs to better promote learning and student success. To provide common definitions and benchmarks for student abilities that will enable us to act more coherently and effectively to promote student learning. *To provide feedback, guidance, and mentoring to students so as to help them better plan and execute their educational programs. *To provide improved feedback about student learning to support faculty in their work. Functions of Assessment Diagnostic: tell us what the student needs to learn Formative: tell us how well the student is doing as work progresses Summative: tell us how well the student did at the end of a unit/task What can be assessed? Student learning characteristics -Ability differences -Learning styles Student motivational characteristics -Interest -Self-efficacy -goal orientation Learning Content knowledge Ability to apply content knowledge Skills Dispositions and attitudes Performances Direct and Indirect Assessment Measures Direct methods ask students to demonstrate their learning while indirect methods ask them to reflect on their learning. Direct methods include objective tests, essays, case studies, problem solving exercises, presentations and classroom assignments. Indirect methods include surveys, interviews and student reflection and/or self-assessment essays. It is useful to include both direct and indirect assessment measures in your assessments. How should we assess? True –False Item Multiple Choice Completion Short Answer Essay Practical Exam Papers/Reports Projects Questionnaires Inventories Checklist Peer Rating Self Rating Journal Portfolio Observations Discussions Interviews Criteria In Choosing an Assessment Method It should be reliable. It should be valid. It should be simple to operate, and should not be too costly. It should be seen by students and society in general. It should benefit all students. Who should be involved in assessment? The teacher The student The student’s peer Administrator Parents What should we do with the information from our assessment? Use it to improve the focus of our teaching (diagnosis) Use it to focus student attention of strengths and weaknesses (motivation) Use it to improve program planning (program assessment) Use it for reporting to parents Classroom Assessment Paper and pencil assessments: Ask students to respond in writing to questions or problem -Item level: Assessing lower vs. higher skills -Knowledge vs. application, analysis, synthesis, and evaluation -Authentic tasks e. . multiple choice, T/F, matching (recognition), short answer, essay (recall) Paper and Pencil Assessment Strengths -Can cover a lot of material reasonably well -Fair -Effective in assessing declarative knowledge of content Easier to construct and administer than performance assessments Weaknesses -Require forethought and skill -Less effective in assessing procedural knowledge and creative thinking -Con struction of good higher level recognition items is difficult -Recall items that do a good job of assessing higher level thinking (essay questions) are difficult to score. Performance Assessments assessment that elicits and evaluates actual student performances Types of Performances: Products: drawings, science experiments, term papers, poems, solution to authentic problems Behavior: time trial for running a mile, reciting a poem, acting tryouts, dancing Performance assessments Strengths – Effective for assessing higher level thinking and authentic learning -Effective for assessing skill and procedural learning -Interesting and motivating for students Weaknesses -Emphasize depth at the expense of breadth Difficult to construct -Time consuming to administer -Hard to score fairly How can we assess student learning? Traditional assessment: assess student knowledge and skills in relative isolation from real world context. Traditional assessment practices reflect what students are able to recall from memory through various means, such as, multiple choice, true/false, fill in the blank, and matching questions. Authentic assessment: assess studentsâ⠂¬â„¢ ability to use what they’ve learning in tasks similar to those in the outside world. Occurs when the authenticity of student learning has been observed. It requires information from a variety of source such as content work samples, observation during class activities, and conferences with students. Classroom Assessment Informal Assessment: teachers’ spontaneous, day to day observations of student performances. Examples Verbal -Asking questions -Listening to student discussions -Conducting student conferences Nonverbal -Observing -Task performances -On-and off-task behavior -student choices -student body language Informal Assessment Strengths -Facilitates responsive teaching -Can be done during teaching -Easy to individualize Weaknesses -Requires high level of teacher skill -Is vulnerable to -Bias -Inequities –Mistakes Classroom Assessment Formal assessment : assessment that is planned in advance and used to assess a predetermined content and/or skill domain. Strengths -allows the teacher to evaluate all students systematically on the important skills and concepts -helps teachers determine how well students are progressing over the entire year -provides useful information to parents and administrators. Portfolios A collection of student samples representing or demonstrating student academic growth. It can include formative and summative assessment. It may contain written work, journals, maps, charts, survey, group reports, peer reviews and other such items. Portfolios are systematic, purposeful, and meaningful collections of students’ work in one or more subject areas. Importance of Portfolios For Students Shows growth over time Displays student’s accomplishment Helps students make choices Encourages them to take responsibility for their work Demonstrates how students think Importance of Portfolios For Teachers Highlights performance-based activities over year Provides a framework for organizing student’s work Encourages collaboration with students, parents, and teachers Showcases an ongoing curriculum Facilitates student information for decision making Importance of Portfolios For Parents Offer insight into what their children do in school Facilitates communication between home and school Gives the parents an opportunity to react to what their child is doing in school and to their development Shows parents how to make a portfolio so they may do one at home at the same time Importance of Portfolios For Administrators Provides evidence that teacher/school goals are being met Shows growth of students and teachers Provides data from various sources What do portfolios contain? Three basic models: Showcase model, consisting of work samples chosen by the student. Descriptive model, consisting of representative work of the student, with no attempt at evaluation. Evaluative model, consisting of representative products that have been evaluated by criteria. Disadvantages of Portfolio Require more time for faculty to evaluate than test or simple-sample assessment. Require students to compile their own work, usually outside of class. Do not easily demonstrate lower-level thinking, such as recall of knowledge. May threaten students who limit their learning to cramming for doing it at the last minute. Rubric It is a scoring guide that seeks to evaluate a student’s performance based on the sum of a full range of criteria rather than a single numerical score. It is a working guide for students and teachers, usually handed out before the assignment begins in order to get students to think about the criteria on which their work will be judged. Rubrics are scoring criteria for Free-response Questions Scientific reports Oral or Power point presentations Reflections/Journals Essay Laboratory-based performance tests Article review or reactions Portfolios Many others Open-ended Question Concept Mapping It requires students to explore links between two or more related concepts. When making concept maps, they clarify in their minds the links they have made of the concepts and having visual representation of these links, they are better able to rearrange of form new links when new concepts are introduced. Laboratory Performance In this format students and teachers know the requirements in advance and prepare them. The teacher judges the student performance within a specific time frame and setting. Students are rated on appropriate and effective use of laboratory equipment, measuring tools, and safety laboratory procedures as well as a hands-on designing of an investigation. Inventories Diagnostic Inventories: Student responses to a series of questions or statements in any field, either verbally or in writing. These responses may indicate an ability or interest in a particular field. Interest Inventories: student responses to questions designed to find out past experience and or current interest in a topic, subject or activity. Classroom Assessment Presentation : a presentation by one student or by a group of students to demonstrate the skills used in the completion of an activity or the acquisition of curricular outcomes/expectations. The presentation can take the form of a skit, lecture, lab presentation, debate etc. Computers can also be used for presentation when using such software as Hyperstudio, Powerpoint or Corel presentations. Peer Evaluation : judgments by students about one another’s performance relative to stated criteria and program outcomes Journal Assessment This refer to student’s ongoing record of expressions experiences and reflections on a given topic. There are two types: one in which students write with minimal direction what he/she is thinking and or feeling and the other requires students to compete a specific written assignment and establishes restrictions and guidelines necessary to accurately accomplish the assignment. Journals can evolve different types of reflecting writing, drawing, painting, and role playing. REFLECTIVE JOURNAL What did I learn? How do I feel about it? What happened? SYNTHESIS JOURNAL How I can Use It? What I learned? What I Did? SPECULATION ABOUT EFFECTS JOURNAL What could happen because of this? What happened? V. CONCLUSION A fair assessment is one in which students are given equitable opportunities to demonstrate what they know and can do. Classroom assessment is not only for grading or ranking purposes. Its goal is to inform instruction by providing teachers with information to help them make good educational decisions. Assessment is integrated with student’s day-to-day learning experiences rather than a series of an end-of-course tests. Why link assessment with instruction? Better assessment means better teaching. Better teaching means better learning . Better learning means better students. Better students mean better opportunities for a better life. VI. RECCOMENDATION Specific assessment tools, listed below, are strongly recommended to faculty and department heads for their ability to provide useful information for accountability and, more importantly, to foster dialogue to improve student learning within courses. These three assessment tools are strongly recommended because they are concise and effective direct evaluations as opposed to indirect evaluations. Direct evaluations can be both formative (the gathering of information about student learning during the progression of a course or program, usually repeatedly, to improve the learning of those students) and summative (the gathering of information at the conclusion of the course, program or undergraduate career to improve learning or to meet accountability demands. ) 1. Rubrics:  These are the most flexible types of direct assessments and can be used to score any product or performance such as essays, portfolios, skill performances, oral exams, debates, project/product creation, oral presentations or a student’s body of work over the course of a semester. Since we are talking about assessing â€Å"official† course learning outcomes that are stated in course documents, all faculty teaching that course must agree on a detailed scoring system that delineates criteria used to discriminate among levels and is used for scoring a common assignment, product or performance or set of assignments, products or performances. Information can be obtained from the course document’s assignment and evaluation pages to help guide the creation of the rubric. Pros: †¢ Defines clear expectations. †¢ Can be used to score many kinds of assignments or exams †¢ Faculty define standards and criteria and how they will be applied Cons: †¢ Faculty must agree on how to define standards and criteria and how they will be applied 2. Common Final Exam or Common Capstone Project:  These direct assessment methods integrate knowledge, concepts and skills associated with an entire sequence of study in a course. Either use the same final exam for all sections offered in a course (commercially produced/standardized test or locally developed final exam) or require a culminating final project that is similar (using the same grading rubric to evaluate). Pros: †¢ Good method to measure growth over time with regard to a course †¢ Cumulative †¢ The data is more robust if all students complete the same assessment †¢ Provides an additional buffer between student learning performance and an individual instructor’s teaching performance Cons: Focus and breadth of assessment are important †¢ Understanding all of the variables to produce assessment results is also important †¢ May result in additional course requirements †¢ Requires coordination and agreement on standards 3. Embedded Test Questions:  Embed the same agreed upon questions that relate to the course’s student learning outcomes into the final exam for all sections of the course and analyze tho se results and/or embed the same agreed-upon requirements into the final project/assignment for all sections of the course and analyze those results. Pros: †¢ Good method to measure growth over time with regards to a course †¢ Cumulative †¢ The data is more robust if all students complete the same assessment †¢ Provides an additional buffer between student learning performance and an individual instructor’s teaching performance †¢ Embedded questions can be reported as an aggregate Cons: †¢ May result in additional course requirements †¢ Requires coordination and agreement on standards If some instructors embed and others do not, the data will be difficult to compare and analyze †¢ Separate analysis of embedded set of questions is required VII. REFERENCES https://www. google. com. ph/search? q=ASSESSMENT+TOOLS+PPT;rlz=2C1GTPM_enPH0537PH0537;aq=f;oq=assessment+tools+;aqs=chrome. 0. 59j57j61j60l2j0. 3437j0;sourceid=chrome;ie=UTF-8 http://www. slideshare. net/armovil/assessment-of-student-learning? from_search=2 Fulks, Janet, â€Å"Assessing Student Learning in Community Colleges†, Bakersfield College, 2004

The Internet :: social issues

The Internet MEMORANDUM Mrs. -----, I understand that some students that have already graduated from College are having a bit of trouble getting their new businesses started. I know of a tool that will be extremely helpful and is already available to them; the Internet. Up until a few years ago, when a student graduated they were basically thrown out into the real world with just their education and their wits. Most of the time this wasn't good enough because after three or four years of college, the perspective entrepreneur either forgot too much of what they were supposed to learn, or they just didn't have the finances. Then by the time they save sufficient money, they again had forgotten too much. I believe I have found the answer. On the Internet your students will be able to find literally thousands of links to help them with their future enterprises. In almost every city all across North America, no matter where these students move to, they are able to link up and find everything they need. They can find links like "Creative Ideas", a place they can go and retrieve ideas, innovations, inventions, patents and licensing. Once they come up with their own products, they can find free expert advice on how to market their products. There are easily accessible links to experts, analysts, consultants and business leaders to guide their way to starting up their own business, careers and lives. These experts can help push the beginners in the right direction in every field of business, including every way to generate start up revenue from better management of personal finances to diving into the stock mar ket. When the beginner has sufficient funds to actually open their own company, they can't just expect the customers to come to them, they have to go out and attract them. This is where the Internet becomes most useful, in advertising. On the Internet, in every major consumer area in the world, there are dozens of ways to advertise. The easiest and cheapest way, is to join groups such as "Entrepreneur Weekly". These groups offer weekly newsletters sent all over the world to major and minor businesses informing them about new companies on the market. It includes everything about your business from what you make/sell and where to find you, to what your worth. These groups also advertise to the general public.

A Golden Age: 1960s

The 1960s era, commonly referred to as the â€Å"Golden Age†, represents a fascinating turning point for economic and post war policies world over. It was a decade stretch that lasted soon after the Second World War to initial oil crisis that began in 1973.Recognized economists, politicians and senior government officials have deliberated upon the socio-economic policies and their consequences during that period.There has been much speculation concerning whether there were errors in the 1960s economic policies that could have contributed to the great inflation of the 1970s. Key players’ roles in that era’s major economic decisions are scrutinized to establish their positive and negative contributions to the great economic boom and the negatively perceived inflation.Some of these figures included Lord O’Brien who was the Bank of England’s Governor between 1966 and 1973. The considerations were both from an official or a political position held by the individuals.However, even with the inflation, the 1960s decade seem to be an economic golden age as viewed from the 1990s perspective due to the major economic reformations and inventions that took place during the period. It is in this respect regarded as an economic apogee whose high/crest preceded the tribulations decent that followed. National income’s growth rate was faster than ever in history (Jason, 2001, p.45).The unemployment level in Britain for example remained below 2.5% of the total labour. In many instances, it remained below 2%, far much below the proceeding two decades. For most of this golden decade, the inflation averaged below 4% even though it was a reason for major concern especially as it rose to between 5-6% in and within the last 2 years of the decade.The 1967 balance of payments devaluation particularly led to surplus that was very healthy after it was affected to abide to post war years problems.Generally, 1960s is regarded as a social and economic policy experimental period where major innovations took place and resulted to admirably noteworthy economic revolutions. In Britain for example the endless departures successions in the countries fiscal policies including gains in capital tax, regulatory tax, selective employment and corporation tax were major economic factors on the one side of the ledger whereas grants on investments and regional employment premiums comprised the other (Diller, 1995, p.23).The National Plan and the National Economic Development Council were the major economic organs of the government that attempted to accelerate the economic growth rate especially through the use of long successive experimentation of income policies to control inflation.Industrial restructuring was done through the industrial reconstruction corporation as a concerted effort to have an overhaul of the industrial. The 25% premium surrender on investment currency on temporary surcharged imports played a vital role in the balance of payments operations as efforts were made to join the European Community.Other methods included opening of new universities as well as relaxation of procedures of Open University Learning system. This was facilitated by relaxations in the â€Å"permissiveness† law.However, the golden age survivors usually do not see back to it with any particular individual resounding success. Most of them don’t have the feeling that they had singularly been carried or blessed for the successes but are sometimes retrospective on the fact that this period was also characterized by crises especially the balance of payments crisis.Notably, the long uncertainties of currency, the 1968 catastrophic prediction of the following years and the long deferred 1967 devaluation to reduce difficulties in the balance of payments were some of these crises. And several years later, a number of the 1960s experiments were abandoned (Caircross, 1992, p.13).Furthermore, the 1990s reappearances of difficulti es in the balance of payments may perhaps revive the experiments and crises of the 1960s.Considering for example the narrowly fixed exchange rate limits within the European monetary system, and the external deficit that is enormously increasing, the temptation to revert to the golden age policies and innovations is quite strong. Britain’s dilemma comes from an inclination of great magnitude of restoring her competitive power.Other countries of the world have also experienced these difficulties as well although different world industrial economies experience substantiated differential effects.This is especially considering the fact that continental countries had a faster growth rate as compared to the UK but in the 1950s they grew less fast than the UK did. All countries therefore had their unique problems.Paris experienced riots and a strike that almost brought the government down early in 1968, between 1969-70 Germany suffered a great inflation than at any other time after t he war whereas French franc devalued within one year after the sterling pound and again towards the end of the golden decade (Stuart, 1999, p.32).

Women s Experiences During The Holocaust - 898 Words

While women’s experiences during the Holocaust were not entirely different from those of men, it would be false and misleading to assert that they were identical. There were many instances in which an individual’s ordeal was shaped by his or her gender and it is only by understanding what was unique to women and children, and what was unique to men, that we can provide a complete account of what occurred during the Holocaust. One of the reasons it took so long for historians to comprehend the importance of these perspectives is because women were busy rebuilding their lives after the Holocaust. It wasn’t until the 1970s when feminist scholarship was sparked, that there became an interest in the stories of women survivors. Eventually, after the women were able to put their lives back together and raise their children, it became important for them to share their memoirs. One source of gender difference during the Holocaust experience women had more anticipatory reactions towards Nazi danger. In Germany, even before the 1938 Kristallnacht pogrom, it was often the women who had to assume new roles to rescue other family members. It was assumed that the Nazis would not harm women, so it was typically women who went to the police, the SS and the municipality to protest haphazard actions against their children and families and to secure the release of husbands and sons who had been detained or arrested. In organizing and arranging the details of everyday life, such as who shouldShow MoreRelated Women and the Holocaust Essay example706 Words   |  3 PagesWomen and the Holocaust nbsp;nbsp;nbsp;nbsp;nbsp;The Jewish female is like the ovule of a flower, it spreads its seeds to create future generations. It is known that the true root of a Jewish person lies in the hands of his/her mother. 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The Gulag Archipelago is a three volume non-fictional book written by a famous Russian historian, novelist, story writer, Aleksandr Solzhenitsyn between 1958 and