...SPIRITUAL ASSESSMENT EVALUATION Spiritual Assessment Evaluation Steven Atilano Grand Canyon University August 18, 2012 Spiritual Assessment Evaluation Spirituality has been part of nursing from its’ infancy. Initially, nursing care of the sick, was provided by monks as part of a religious order. Florence Nightingale who is credited with revolutionizing modern nursing was said to have chose the profession, because God called her to serve (Nursing-Theory.org, n.d.). Nightingale was the first to revolutionize this thought process, as she realized that healing was holistic, and even involved the patient’s environment. As a result, our profession now recognizes the need to treat the patient holistically, to include the patient’s spirituality. Two examples of assessment tools that assess spirituality are the HOPE assessment tool and the FICA spiritual assessment tool. The HOPE assessment tool uses the acronym to remember all elements of the assessment. H stands for hope, O stands for the patient’s organized religion. P stands for personal spirituality, and E stands for end of life decisions (LaRocca-Pitts, 2009). The FICA spiritual tool acronym stands for Faith or belief, Importance of the patient’s spirituality, their individual spiritual community, and Addressing spirituality (Borneman, Ferrell, & Puchalski, 2010). The author believes that patient spirituality should be assessed immediately in order to ensure holistic care, so a new spiritual assessment tool called...
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...School of Nursing & Midwifery MENTORSHIP ASSESSMENT DOCUMENT Student mentor’s Name: (Block Capitals) Keele ID Number: (First 8 digits from Keele Card) Module Code: NUR-30186 Workplace Name: Module Start & Finish Dates: Supervisor’s Name: (Block Capitals) Personal Tutor: (Block Capitals) Start: Finish: Module Leader: (Block Capitals) Assessment Submission Date: Assessment Result: For MIDWIFERY STUDENTS ONLY, the assessment decision also includes sign-off Date of Supervisor’s Last Update: PASS (Supervisor – please delete above as appropriate) FAIL (Supervisor – please delete above as appropriate) Assessment date: Please download and save this file with your own name as part of the file name Student mentors MUST keep and back-up copies of this document as it must be submitted to the School by email as part of the module’s summative assessment strategy. 1 C:\Users\NATHAN\AppData\Local\Microsoft\Windows\Temporary Internet Files\Low\Content.IE5\GJVPHQF6\NUR%20%2030186%20Mentorship%20Assessment%20Document%20SEPTEMBER%202014[1].rtf Introduction This booklet contains the necessary documentation for recording whether or not a student mentor has demonstrated achievement of the competencies for this module. The following details provide guidance for student mentors, supervisors, link lecturers and tutorial staff on the assessment of student mentors during the module. The document is to be completed electronically by the student mentor...
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...continues to happen or exist * the last part of a story, movie, song, etc. * the part at the edge or limit of an areaWebster’s Dictionary | (Johnson et al; Ledlow 1998) | | Grading | * Grading leniency is a removable contaminant of student ratings. * Grading in education is the process of applying standardized measurements of varying levels of achievement in a course.(Greenwald, Anthony G.; Gillmore, Gerald M. 2009) | University of Mindanao Official Website | | Student Course Evaluation | There are almost as many terms used to describe student course evaluations as there are articles about them; among the most common are “student evaluations,” “course evaluations,” “student ratings of instruction,” and “student evaluations of teaching (SETs).” Each of these phrases has slightly different connotations, depending on whether they emphasize students, courses, ratings, or evaluation. Wright (2008) has suggested that the most appropriate term for end-of-course summative evaluations usedprimarily for personnel decisions (and not for teaching development) is “student ratings of instruction”because this most accurately reflects how the instrument is used. | | | References: Brookfield, Stephen P. and Preskill, Steven (1999). Discussion as a way...
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...Assessment Focus in Elementary Schools: Instructional Process for Assessment Mercedes Alvarez Keiser University EDU514G3 Dr. Brian Keintz Professor Date: July 1, 2010 Planning of Instruction Our textbook ‘Assessment of Student Learning’ states that before a teacher can construct an appropriate lesson a “blue print” needs to be created. This ‘blue print’ is meant to be a design to show what a student should have learned once they have finished the lesson. When constructing a lesson plan many things must be taken into account, mainly the grade level and subject this lesson is directed to. Florida has The Sunshine State Standards, also referred to as “content standards”, they are used to describe what a student should be able to achieve, in regards to that subject by the time the teacher has finished the lesson. The Sunshine State Standards are broad statements that describe what a child should know and be able to do at every grade level. These standards cover seven content areas: social studies, science, language arts, health/physical education, the arts, foreign language, and mathematics. The lesson might be two days or two weeks long, the time frame is indicated by the curriculum, which is followed by all the teachers in that same grade level. Careful planning is used when preparing these lesson plans. All the lessons must help the students achieve the goals set forth in the lesson to insure that the student is successful. The standards used in lesson plans can be...
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...Assessment is defined as "The use of a variety of procedures to collect information about learning and instruction." (Johnson, 2013) It is a crucial part of instruction. In asking students to demonstrate what they have learned we are then able to evaluate if the educational goals and standards are being met. It can affect decisions about grades, instructional needs, curriculum, placement, advancement and in some cases even funding. It inspires three important questions. "Are we teaching what we think we are teaching?" "Are students learning what they are supposed to be learning?" "Is there a better way to teach the subject, thereby promoting better learning?" (Edutopia, n.d.) There are two basic assessment types, summative and formative. Each has a distinct purpose and answers certain questions about student learning. We will discuss these later in this treatise. It is the teachers' responsibility to interpret these assessments and utilize the data for meeting student need, tailoring the content of curriculum and lessons, and, of course, assessing student progress. Teachers must take an active responsibility for achieving a balance between assessments and content. Both summative and formative assessments contribute to the measurement of broader progress on assessment goals. Formative assessment is commonly known as "assessment for learning". It focuses on monitoring student response to and progress in instruction as well providing information to teachers about where...
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...between summative and formative assessments Formative assessment gives feedback and information during the instructional process- during the learning that occurs. This type of assessment measures the learner's progress and also that of the instructor. The main focus of formative assessment is to identify areas that need help or improvement. These check the learning progress and the effectiveness of the teaching methods and activities. Types of formative assessments include observations, homework exercises, question and answer sessions, and student. Formative assessment occurs during a course or programme of study which the teacher implements. It is often informal. This shows effective learning and the need for modifications. Formative assessment is assessment for learning. Uses for formative assessment: •facilitates learning •determine whether learning has occurred •provide feedback on learners' progression, signs for improvement •diagnose needs/barriers of learning and changes needed to change the course/programme •current strategies and methods can be adapted and accommodating •monitors the learning process Summative assessment occurs after learning and provides information and feedback that summarises and concludes the teaching and learning process. Rubrics are designed with set standards and are communicated to learners before the task so they know what is expected of them. Grades are an example of the outcome of summative assessment to determine whether students...
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...The Purposes and Methods of Classroom-Based Literacy Assessment Grand Canyon University: RDG 512 June 3, 2014 Assessing Literacy Development The purpose of the information provided is to adequately use literacy assessments and understand their purpose as well as how they benefit students and help guide teachers’ instruction. I. Classroom Assessment A. Planning for Assessment Considerations for each student include: 1. Background knowledge (What do students know about this concept) 2. Vocabulary 3. Comprehension (How well are students understanding the concept) 4. Completion of work 5. Work habits 6. Work well with classmates 7. Ability to apply material learned (Tompkins, 2000) B. Monitoring Students’ Progress There are several ways teachers can keep track of student achievement: 1. Observations—Focus on literacy, not behavior 2. Anecdotal notes—quickly jotted notes 3. Conferences: a) On-the-spot: Brief, approximately 1 minute, at student’s desk b) Planning: Scheduled with student ahead of time to discuss concepts, vocabulary, or writing c) Revising: Discuss rough draft and make suggestions to revise d) Book Discussion: Discussion of currently read book e) Editing: Correct mechanical errors in writing f) Evaluation: Discuss growth, reflect on goals met 4. Checklists-Criteria students are expected to meet (students know criteria before completing assignment) C. Evaluating There...
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...The three types of evaluations described to date: needs assessment, process evaluation, and outcome evaluation. Discuss how the three types of evaluations work together to present a picture of a program. The Process Evaluation determines whether program activities have been implemented as intended and resulted in certain outputs. The Process Evaluation can be conducted periodically throughout the life of a program by reviewing the activities and output components of the logic model. Basically, it is the road map; it gives details of what the program needs to achieve, provide/ serve, etc. The Outcome Evaluation measures program effects in the target population by assessing the progress in the outcomes that the program is to address. For instance, in our program, we measure the program effects with surveys, such as physical measurement: Illness...
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...Assessment Type 3: Evaluation Summary of research and outcome: My investigation focused on exploring the effects of anxiety on the cognitive abilities and determining the most effective treatments. The topic was inspired by my interest in medicine and mental disorders that affect large proportions of the contemporary populace. Various research processes including a series of literature reviews as my secondary sources and an interview as my primary source were conducted to obtain information regarding the effects of anxiety on the cognitive functions. The results indicated that anxiety does severely impairs the cognitive functions. The research conducted also yielded in the discovery of the key factors that contribute to anxiety. These include...
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...discusses their success and how Personalized Learning worked for them. The key points covered in this article were adaptive testing; lessons learned and test taking accommodations. There are districts that are discovering that assessments have other types of value that extends well beyond just getting students test scores. Students at Waukesha Stem Academy Saratoga Campus find themselves taking adaptive test once a day or even once a month. How often they take a test depends on the subject and how fast they cover their curriculum. The charter school found these customized assessment so beneficial that they decided to use funds from full time educational programs to buy more of this personalized testing. Their reasoning is that students have performed very well on adaptive test since they began using adaptive test, less than 5 percent scored in the 24th percentile or lower on state tests compared to 20 percent five years prior. To the district this showed an inadvertent benefit, the adaptive testing showed the educator just how individualized their instructional approach could be. Because each student is different they were required to fill out learner profiles so that the teachers could use the best adaptive software. They used ALEKS (assessment and learning in knowledge spaces) for math concepts and Achieve 3000 for reading comprehension and writing proficiency. As time passes, computer adaptive testing has become more relevant and more sophisticated. There are...
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...Grade Inflation: C is the new A Sabas Orona Jr. Del Mar College Psychology 2301 Regina Weir March 23, 2015 Grade Inflation: C is the new A Have you ever wondered why your grade has been different from a friend or classmates’ when you both have studied the same material in the same class? Could it be that one of you is a better student or that your instructor is participating in grade inflation? Hopefully by the end of this paper you will have a better understanding of this growing phenomenon. Merriam-Websters dictionary (Merriam-Webster, 2015) defines grade inflation as a rise in the assignment of a grade that previously would have received a lower one. There have been some studies in the past few years regarding grade inflation in American universities and colleges and the affects it might be having on a student’s grade point average (GPA) and on the institutions grading system itself (Abbott, 2008) (Jewell & McPherson, 2012) (Miller, 2014). Some studies have shown that the trend of grade inflation started in the 1960’s (Jewell & McPherson, 2012). A popular theory is that the Vietnam War, which was highly unpopular at the time, played a major role in grade inflation (Miller, 2014). It is believed that sympathetic college professors gave their students higher grades to keep them from being drafted into the military. By having the students keep a higher GPA the students were then able to keep their draft deferments, thus allowing them to avoid the draft and...
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...Introduction Student achievement is not simply a matter of what happens in school. Academic achievement can be defined as excellence in all academic disciplines, in class as well as extracurricular activities. It includes excellence in sporting, behavior, confidence, communication skills, punctuality, assertiveness, arts, culture, and the like. It is a good way to enhance the drive of student to achieve a lot. It is about academic excellence, exemplary deportment, special awards, essential life skills, and responsibility to the community. In terms of academics, all students will obtain, understand, analyze, communicate and apply knowledge and skills to achieve success in school and life. In terms of essential life skills, all students will demonstrate aptitude, attitudes, and skills to lead responsible, fulfilling, and respectful lives. In terms of responsibility to the community, all students will understand and model the important attributes people must have to contribute to an effective and productive community and common good of all. In brief, it involves both product and process, and achievement is assessed both individually and collaboratively. A key component of both the product and the process in this "new literacy" classroom is that the students need to be conversant in multiple forms of representation—they must collect and process a certain amount of information, including non-print material such as photographs, video footage, and phone interview data. Also, students...
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...What Is the Meaning of Academic Performance? Written by Scottk | Translated by Ehow Contributor Most people know that academic performance generally refers to how well a student is accomplishing his or her tasks and studies, but there are quite a number of factors that determine the level and quality of students' academic performance. Grades Certainly the most well-known indicator of academic performance, grades are the student's "score" for their classes and overall tenure. Grades are most often a tallying or average of assignment and test scores and may often be affected by factors such as attendance and instructor opinion of the student as well. Grading systems vary greatly by country and school; common scales include a percentage from 1-100, lettering systems from A-F, and grade point averages (GPA) from 0-4.0 or above. Attendance It would be difficult to perform well in class if the student doesn't attend. In public grade schools, attendance is compulsory and numerous unexcused absences may lead to notifying the students' parents, barring of make-up work for missed assignments and tests, or direct affects on grades. In extreme instances, parents have even been taken to court and given jail time for their truant students! Standardized Tests Standardized tests are those that provide a consistent measure of a student's performance with those that take the same test, often nationwide. Standardized tests include the Stanford Achievement Test (SAT), the Stanford-Binet Intelligence...
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...Academic Standards Students must maintain high academic standards in all their program activities. After attempting 12 credit hours, all students must maintain an overall grade point average (GPA) above 2.75 to be considered as making satisfactory progress. If a student’s overall GPA falls to 2.75 or below, the student and advisor are notified by the Registrar that the student is not making satisfactory progress. If the overall GPA of any student falls below 2.65, the Registrar will inform the student that all future registrations will be given grades only on a pass/fail basis unless the department Graduate Committee intervenes. If the overall GPA of any student falls below 2.5, the student is removed from the program unless the department Graduate Committee intervenes. Grade Point Average (GPA) Grades are assigned the following grade points: A = 4.0, B = 3.0, C = 2.0, D = 1.0 and F = 0.0. The grade point average is calculated as the sum of the products of the grade points and credit hours for each registered activity (including courses, independent studies, directed research, thesis research and dissertation research) in the average, divided by the total number of credit hours for all registered activities in the average. If a student takes the same course more than once, the course enters the GPA only once, the most recent grade received for the course being used in the average. A student’s overall GPA is calculated on the basis of all registered activities...
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...Grade 5 Georgia Department of Education November 2014 All rights reserved. Assessment Guide Assessment Guide Georgia Milestones Grade 5 EOG Assessment Guide THE GEORGIA MILESTONES ASSESSMENT SYSTEM GEORGIA MILESTONES END-OF-GRADE (EOG) ASSESSMENTS ASSESSMENT GUIDE 2 3 3 TESTING SCHEDULE 4 DEPTH OF KNOWLEDGE DESCRIPTORS DEPTH OF KNOWLEDGE SKILLS AND QUESTION CUES 4 6 SCORES 7 ENGLISH LANGUAGE ARTS (ELA) DESCRIPTION OF TEST FORMAT AND ORGANIZATION CONTENT MEASURED GRADE 5 ENGLISH LANGUAGE ARTS (ELA): DOMAIN STRUCTURES AND CONTENT WEIGHTS ITEM TYPES ENGLISH LANGUAGE ARTS (ELA) EXAMPLE ITEMS ENGLISH LANGUAGE ARTS (ELA) ADDITIONAL SAMPLE ITEMS ENGLISH LANGUAGE ARTS (ELA) ADDITIONAL SAMPLE ITEM KEYS ENGLISH LANGUAGE ARTS (ELA) EXAMPLE SCORING RUBRICS AND EXEMPLAR RESPONSES ENGLISH LANGUAGE ARTS (ELA) WRITING RUBRICS 8 8 9 10 11 11 21 34 36 40 MATHEMATICS DESCRIPTION OF TEST FORMAT AND ORGANIZATION CONTENT MEASURED GRADE 5 MATHEMATICS: DOMAIN STRUCTURES AND CONTENT WEIGHTS ITEM TYPES MATHEMATICS EXAMPLE ITEMS MATHEMATICS ADDITIONAL SAMPLE ITEMS MATHEMATICS ADDITIONAL SAMPLE ITEM KEYS MATHEMATICS EXAMPLE SCORING RUBRICS AND EXEMPLAR RESPONSES 46 46 47 48 49 49 53 61 63 SCIENCE DESCRIPTION OF TEST FORMAT AND ORGANIZATION CONTENT MEASURED GRADE 5 SCIENCE: DOMAIN STRUCTURES AND CONTENT WEIGHTS ITEM TYPES SCIENCE EXAMPLE ITEMS SCIENCE ADDITIONAL SAMPLE ITEMS SCIENCE ADDITIONAL SAMPLE ITEM...
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