...The answer to show if test scores are a good indication of School’s competency is simply no! I find myself in this predicament with every test I take. During high school the education seemed easy to me as I did good on all assignments for EVERY class, but yet when I taking tests such as the ACT and SAT, I always fail to achieve the points I need on it. I fell far below average and then was required to take placements test’s to get into college. I can’t believe how I can feel so smart completing the normal assignments then feel dumb as I fail the test’s. During my sophomore year, my class had to take the Arizona’s Instrument to Measure Standards (AIMS) test which can either allow you or kept you from graduating high school. The AIMS test includes four content areas: writing, reading, mathematics, and science. You have multiply opportunities to take this test and pass each content area before the end of your senior year. I passed all content areas on my first try and seemed very proud and confident that I would do well on the advanced tests for college. When it came to the end of my senior year and I shuck hands with my Principle during our graduation ceremony, I was saddened as most of my friends didn’t get to receive a diploma. They had to wait to graduate during the summer time because they failed to pass the AIMS. My friends were good students like me and passed each class and followed the guide lines of our school. For example, they didn’t do drugs, drink alcohol...
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...Are Test Scores a Good Indication of School's Competency?? Aseel Hesham Al-Halees 201212087 Al-Yamamah University Ms. Amira Al-Menier PHL 101 7 March 2014 Are Test Scores a Good Indication of School's Competency ?? ----------------------------------------------------------------------------------------- Competencies are probably the most closely related to abilities. The term ability normally means either able to do or a special talent; while competencies relate more to expertise and experience. Competencies can be thought of as the state or quality of being well qualified to perform a task. A person gain competency through education, training, experience and natural abilities. However, every parent wants for their children the best education. To have a good education they must determine which school is the best. There are so many ways to measure the competency of schools and test scores are not a good way. So, test scores are not a good indication of school's competency. The first reason why tests scores are not good indication of school's competency is test score only show if students memorized the information or not. It only proves if the students can remember the important facts. For example, when students take a vocabulary test, students only remember how to spell the word and the definition of the word. Students will not remember how to use the word in its correct context. As with all tests, the figures are simply on indication of how well...
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...neuropsychological assessment. Their study focused on a preliminary standardisation of the Wisconsin Card Sorting Test (a non-verbal measure) for Setswana-speaking university students. The US normative sample is described as participants (N = 899) aged 18 to 29 years who were screened beforehand to exclude individuals with a history of neurological, learning, emotional and attention difficulties. The South African sample consisted of university students (N = 93) from both genders, between the ages of 18 and 29, who were screened in terms of hearing and visual impairments and any history of psychiatric or neurological difficulties. These students were from the University of Limpopo, Medunsa Campus. Critically evaluate the South African normative sample by answering questions 1 and 2. Question 1 There are similarities and differences between the South African and the original norm sample. Given the purpose of the test, which characteristic(s) implies/imply that the local sample is appropriate? (1) age (2) absence of hearing and visual impairments (3) absence of psychiatric and neurological difficulties (4) all of the above Question 2 Which unique characteristic would probably have the greatest effect on the performance of the local sample in comparison to the original norm sample? (1) age (2) hearing or visual impairments (3) language Wisconsin Card Sorting Test (a non-verbal measure) (4) culture Gradidge and De Jager (2011) evaluated the psychometric properties of the...
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...Reading Competencies of Grade 1 Pupils of Kids At Heaven Christian Academy by Almira B. Delos Reyes Master of Arts in Education Major in Educational Administration Abstract This study aimed to observed the development of the pupils in Kids At Heaven Christian Academy reading comprehension skills during this period. Four measurements were conducted during this period, and four tests were used as indicators. . 1. Introduction There is not an area in the school curriculum that does not demand an ability to read. Reading skills are an important tool that pupils need to become academically successful. Good readers are better students than poor readers in every subject area.Even when a pupil is studying practical or mathematical subjects he or she has to read instructions before starting to solve the task. When reading a text the goal is to understand its content. It is a process that exceeds decoding, and includes comprehension processes of the word, sentence, and text level. A child who does not learn to read and comprehend in the early school years has severe difficulties also in studying other school subjects. (Bowyer-Grane & Snowling 2005, 190; McGee & Johnson 2003, 49.) An important goal of literacy teaching is to awaken pupil’s interest in language and literature and also give them a lasting positive attitude towards reading. The aim is to support the development of pupil’s ability to read, interpret and use different texts. Each pupil should adopt...
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...PREFERENCE ON THE PROPOSED K+12 BASIC EDUCATION PROGRAM “If you want to plan for a year, plant a tree; for a decade educate people.” It is an old maxim that talks about the importance of education where it plays a major role in the progress and welfare of a nation. Thus, every nation has a high regard in educating its people. According to Nelson Mandela, one of an African foremost statesman said that “education is the most powerful weapon you can use to change the world.” It is supported by one of the approaches of curriculum which is known as reconstructivism where the long term purpose of education is promoted. They are trained to be professionals in the future that in the end will reform the society. Everyone has the right to education as what the Universal Deceleration on Human Rights stated. It is supported by the 1987 Philippine Constitution Section 1 of Article XIV that announces that “the state shall protect and promote the right of all citizen to quality education at all levels and shall take appropriate steps to make such education accessible to all.” This creates an avenue for the children to have quality education so that they will have a bright future and a better quality of life that most parents want to achieve and this will be beneficial and helpful to the nation itself. In the Philippine Journal (2006), Moises R. Tamandong cited different ingredients for quality education. He stated the following: 1.Curriculum which caters to the needs of the learners...
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...Should Examination Be Abolished ? Have you ever heard the shocking news about an Indian girl who committed suicide after have a bad result for Primary School Evaluation Test (UPSR)?. This happened because of the emotional distress and pressure that existed in her circumstances making this poor girl lost her sanity. This is one of the disadvantages of having a public examination. Public examination can be defined as a test is prepared by the ministry of education to test the performance of students and the examination will be conducted simultaneously throughout the country. For example UPSR , PMR , SPM and STPM. There are many disadvantages of the public examination. Therefore, I agree that the examination should be abolished due to several reasons which are examination are not reliable way of gauging the true ability of student, examination is not the best mean to evaluate certain skill of the student and examination is lacking of its validity. To begin with, public examination are not a reliable way of gauging the true ability of students. Many students simply memorise what has been taught and regurgitate the facts during examinations. In that respect, they are merely exhibiting lower order thinking skills as expounded in Bloom's taxonomy of learning. If student has a poor memory and fails a public examination, does it mean the student is not smart? . At best, public examination only seem to evaluate a student's ability to memorise and retain...
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...Spearman - General Intelligence: British psychologist Charles Spearman (1863-1945) described a concept he referred to as general intelligence, or the g factor. After using a technique known as factor analysis to to examine a number of mental aptitude tests, Spearman concluded that scores on these tests were remarkably similar. People who performed well on one cognitive test tended to perform well on other tests, while those who scored badly on one test tended to score badly on others. He concluded that intelligence is general cognitive ability that could be measured and numerically expressed. Louis L. Thurstone - Primary Mental Abilities: Psychologist Louis L. Thurstone (1887-1955) offered a differing theory of intelligence. Instead of viewing intelligence as a single, general ability, Thurstone's theory focused on seven different "primary mental abilities." The abilities that he described were: * Verbal comprehension * Reasoning * Perceptual speed * Numerical ability * Word fluency * Associative memory * Spatial visualization Howard Gardner - Multiple Intelligences: One of the more recent ideas to emerge is Howard Gardner's theory of multiple intelligences. Instead of focusing on the analysis of test scores, Gardner proposed that numerical expressions of human intelligence are not a full and accurate depiction of people's abilities. His theory describes eight distinct intelligences that are based on skills and abilities that are valued within different...
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...Tutoring: Its Effect on the Achievement and Attitude in Physics Of high School Senior Students of Naval Institute of Technology ---------------------------------- A Thesis Presented to the Faculty of the Graduate School Leyte Normal University Tacloban City ---------------------------------- In Partial Fulfillment of the Requirements for the Degree Master of Arts in Teaching (Science) ---------------------------------- by Minerva E. Sañosa February 1996 ABSTRACT This study attempted to assess the effects of peer tutoring on the achievement in and attitude towards Physics of high school senior students of Naval Institute of Technology, SY 1995-1996. Five high school senior students with the highest grade point average from first year to third year high school in English, Mathematics, and Science were used as peer tutors. The subjects of the study were fifty high school senior students randomly selected and assigned into two groups, the peer tutored or experimental group and non-peer tutored or the control group. The two groups answered the achievement test in electromagnetic energy and a scale to measure attitude towards Physics before and after the conduct of study. The result indicated that students in both groups increased their level of achievement during the study. Morever, with the use of two-tailed test, it was revealed that the level of achievement of students in the experimental...
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...Education employer Research Report AsiaPacific Journal of Cooperative Education ca edu tor stu den t Assessing the Contribution of Internship in Developing Australian Tourism and Hospitality Students’ Management Competencies Maree Walo School of Tourism and Hospitality Management, Southern Cross University, PO Box 157 Lismore, NSW, Australia Received 24 September 2001; accepted 8 October 2001 This study assessed students’ perceptions of their level of management competence, before and after the internship component of their degree programme. A self-assessment instrument utilising the management competencies within the Competing Values Framework (Quinn, Faerman, Thompson, & McGrath, 1990) was used for the empirical stages of the study. The key findings of this research imply that the internship programme has proved effective in contributing towards the development of management competencies for this cohort of students. The study provides valuable insight into the relationship between internship and the development of students’ management competencies and highlights the need for further research in this area (Asia-Pacific Journal of Cooperative Education 2001 2(2), 12-28). Keywords: assessment; tourism and hospitality; management competencies I n order to meet the future demands for appropriately skilled managers and workers, ongoing collaboration and consultation with industry is required to ensure the goals of all primary stakeholders - students, educators...
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...MGMT 3385 TERM PAPER Talal Wazeer A00260788 Instructor: Matt Macphee Table of CONTENTS Table of CONTENTS ii LIST OF FIGURES ii eXECUTIVE SUMMARY 2 jOB ANALYSIS QUESTIONNAIRE AND RESULTS 3 dOCUMENT CONTROL SUPERVISOR JOB DESCRIPTION 8 analysis and Targeting of three job markets 13 Description of the selection process 15 Recommendations to improve the selection process 17 JOB-SKILLS TEST PROPOSAL 18 compensation profile and comparisons 18 TRAINING AND DEVELOPMENT PLAN 23 REFERENCES ….. 24 LIST OF FIGURES Figure 1.1 Sample Document Control Supervisor Advertisement………11 Figure 1.2 Sample Document Control Supervisor Advertisement…….. 12 Figure 2.1 Document Control Supervisor Median Salary in HRM……….. 19 Figure 2.2 Document Control Supervisor Median wage in HRM………….. 20 Figure 3.1 Document Control Supervisor Median SALARY in CANADA…. 21 Figure 3.2 Document Control Supervisor Median wage in CANADA….... 21 Figure 4.1 Document Control Supervisor Median SALARY in CALGARY... 22 Figure 4.2 Document Control Supervisor Median WAGE in CALGARY..... 22 Executive Summary Background In 2011, Irving Shipbuilding Ltd. was awarded a $25 billion contract to build new combat ships for the Canadian navy over the next 20 years. This contract award had some far-reaching consequences at all levels of the organization. More importantly, the Human Resource function would now have to adapt...
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...Question 1 1.1 Discuss the differences between the following: a) Psychological Testing b) Psychometrics c) Psychological Assessment a) Psychological testing Psychological tests are basically an objective and standardized measure of a sample of behaviour; it can be referred to as a measuring instrument or procedure that was developed to measure variables related to the field of psychology. They set out three apparent characteristics: 1. It is a random sample test of for behaviour. 2. The random sample is obtained under standardized conditions 3. There are set rules for the marking of the instruments or obtaining of quantitative information of the random sample test. b) Psychometrics It is defined as a systematic and scientific way in which psychological measures are developed and the technical measurement standards required of measures. It is designed to show someone’s personality, mental ability, opinions, etc. c) Psychological assessment Psychological assessment is a process orientated activity aimed at gathering a wide array of information by using assessment measures and information from many other sources such as interviews, the information is then evaluated and integrated to make a conclusion or a decision. 1.2 Research participants want to know what anonymity and confidentiality are, explain. The data that is collected should be private, an individual has the right to privacy which means he has the right to decide how much he wants to...
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...Measuring Quality of Hire – The Ultimate Recruiting Metric By Dr. John Sullivan & Master Burnett © 2007, Dr. John Sullivan. Table of Contents Table of Contents....................................................................................................... 2 Abstract...................................................................................................................... 4 Why You Should Read This ................................................................................... 4 About the Authors ...................................................................................................... 5 Dr. John Sullivan .................................................................................................... 5 Master Burnett........................................................................................................ 5 Common Misconceptions About Quality of Hire (QoH) .............................................. 6 The Perspective Dilemma ...................................................................................... 6 One Way Is Better Than the Next........................................................................... 7 Measuring the Quality of Your Applicants Before You Hire Them .......................... 7 Avoiding Overkill ................................................................................................. 9 Don’t Be Fooled On Applicant Quality .............................................
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...Relation to Sex, 1871)2 Since its publication in 1995, Daniel Goleman’s Emotional Intelligence: Why It Can Matter More than IQ has been the flagship of a fleet of books that Goleman has authored or co-authored, and the foundation text of a world-wide movement that claims that what has been universally regarded as intelligence is merely one type of intelligence – cognitive intelligence – and is not as important as another type of intelligence – emotional intelligence. As the dust jacket of Emotional Intelligence proclaims, it is, “The groundbreaking book that redefines what it means to be smart.” In this document, I will analyze every book and article that Goleman adduced to denigrate the importance of cognitive intelligence, and even more, the tests that measure it. I will demonstrate that not one of them says what Goleman claims it says, and many say the opposite.3 No one denies that emotional strengths and social abilities often contribute to social and occupational success. But Goleman knew two crucial facts about them that he did not tell his readers. In the introduction to Emotional Intelligence, Goleman wrote (pages xi-xii), This mapping [of emotional intelligence] offers a challenge to those who subscribe to a narrow view of intelligence, arguing that IQ is a genetic given that cannot be changed by life experience … That argument ignores the more challenging question: What can [Goleman’s italics] we change that will help our children fare better in life? What factors are at play...
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...Relation to Sex, 1871)2 Since its publication in 1995, Daniel Goleman’s Emotional Intelligence: Why It Can Matter More than IQ has been the flagship of a fleet of books that Goleman has authored or co-authored, and the foundation text of a world-wide movement that claims that what has been universally regarded as intelligence is merely one type of intelligence – cognitive intelligence – and is not as important as another type of intelligence – emotional intelligence. As the dust jacket of Emotional Intelligence proclaims, it is, “The groundbreaking book that redefines what it means to be smart.” In this document, I will analyze every book and article that Goleman adduced to denigrate the importance of cognitive intelligence, and even more, the tests that measure it. I will demonstrate that not one of them says what Goleman claims it says, and many say the opposite.3 No one denies that emotional strengths and social abilities often contribute to social and occupational success. But Goleman knew two crucial facts about them that he did not tell his readers. In the introduction to Emotional Intelligence, Goleman wrote (pages xi-xii), This mapping [of emotional intelligence] offers a challenge to those who subscribe to a narrow view of intelligence, arguing that IQ is a genetic given that cannot be changed by life experience … That argument ignores the more challenging question: What can [Goleman’s italics] we change that will help our children fare better in life? What factors are at play...
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...DEPARTMENT OF THE AIR FORCE Thomas N. Barnes Center for Enlisted Education (AETC) Maxwell AFB, AL 36118 NONCOMMISSIONED OFFICER ACADEMY STUDENT GUIDE PART I COVER SHEET LESSON TITLE: CF01, SUCCESSFUL LEARNING TIME: 4 Hours METHOD: Informal Lecture, Guided Discussion LESSON REFERENCES: 1 Apr 12 Air Force Manual (AFMAN) 36-2236. Guidebook for Air Force Instructors, 12 November 2003. Bloom, Benjamin S., Max D. Englehart, Edward J. Furst, Walker H. Hill, and David R. Krathwohl. The Taxonomy of Educational Objectives, The Classification of Educational Goals, Handbook I: Cognitive Domain. New York: McKay, 1956. Halpern, Diane F. Thought and Knowledge: An Introduction to Critical Thinking. New Jersey: Lawrence Erlbaum Associates, 1996. Hopson, Barrie, and Mike Scally. Time Management: Conquering the Clock. California: Pfeiffer & Company, 1993. Krathwohl, David R., Benjamin S. Bloom, and Bertram B. Masia. Taxonomy of Educational Objectives, The Classification of Educational Goals, Handbook II: Affective Domain. New York: McKay, 1964. Mayer, Jeffrey J. If You Haven’t Got The Time To Do It Right, When Will You Find The Time To Do It Over? New York: Fireside/Simon & Schuster, 1990. Mayer, Jeffrey J. Time Management for Dummies. California: IDG Books, 1995. McGee-Cooper, Ann and Duane Trammel. Time Management for Unmanageable People. New York: Bantam Books, 1994. University of Northwestern Ohio, Virtual College. Learning Styles Evaluation, 14 December 2000. STUDENT PREPARATION: Read...
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