...data-centered. Equity issues often stem from our preconceived, systemically influenced belief systems. An alterative to making decisions based on our gut feelings, educators should focus on utilizing well-designed, objective measurement tools. Test data should be used regularly to make instructional decisions. ED887, Authentic Assessments course at Emporia State University, discussed using a variety of assessment methods, both formative and summative, to alter instruction in order to meet the needs of our students. Assessment practices should be encouraged and evaluated during regularly scheduled professional development sessions. Assessment data should be looked at collaboratively...
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...Introduction GEI manufactures protective body armor, munitions equipment, and armored vehicles. They are a long-term military contractor. As a result of injuries and deaths involving service personnel in combat, the U.S. military began to realize the problems with these products they were purchasing from GEI. Along with the legal investigations initiated by the U.S. department of Justice, families of injured or killed U.S. service members also began filing lawsuits and forming class action lawsuits against GEI. I conducted some research to understand the issues around this case and provide some possible solutions. Ethics Issue statement Through my research and analysis, I’ve identified the following issues: 1. GEI was knowingly manufacturing products using substandard materials 2. GEI’s Board of Directors took steps to circumvent requirements under POCA and UMAW 3. GEI is posing an environmental hazard Fact Findings Substandard Materials in Manufacturing The use of substandard materials has caused the following problems – flak jackets don’t fully protect service members; night vision rifle scopes work erratically; and armored vehicles are vulnerable to IED explosions. Although the defects in these products have resulted in injuries and deaths, GEI has not made the changes necessary to fix the problems neither have they disclosed their knowledge of this to the military. Circumvention of POCA and UMAW Requirements Since they were facing criminal prosecution...
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...Authentic Assessment Project By Jaime Galvan CMIT 320 Introduction Global Distribution, Inc. (GDI) would benefit from having an internal IT department rather than outsourcing. Several policies can be put in place in order to reduce the risk of computer attacks. By having an internal IT department any attacks can be dealt with immediately rather than depending on a third party to inform on the situation. The protection of the customer’s information should be the highest priority next to the company’s files. GDI Roles and Responsibilities The CSM will be responsible for the network and all its components in GDI. The staff will consist of 11 personnel who will assist in this endeavor. Policy Directives Information Security Policy Policy Information security is the protection of information from threats in order to ensure business continuity, minimize business risks, and maximize business opportunities. GDI information security program is managed by the Computer Security Manager (CSM). The CSM ensures that an acceptable level of information security is achieved. Information Security is not the purview of any one functional group and requires the cooperation of all. Members of the workforce are responsible for the information and assets that they receive, store, utilize and transmit. (Louis, 2014) Security Management Guidelines Guideline The CSM will provide the following services to GDI 1. Will be the computer security manager for GDI 2. The create...
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...EXPERIENTAL LEARNING COURSES FS FIELD STUDY 5 * Your Tools As you observe a class, note down your significant observation of the performance-based activity in the classroom. Then, make a checklist of the important things you wish to consider in your assessment planning. For these tasks, please use the Activity Forms provided for you. For your proposed plan for process-oriented assessment, it is recommended that you use the format that you agreed in your Assessment-2 class. Please remember that the rubrics are part and parcel of your assessment plan. OBSERVATION NOTES | Name of the School Observed: Cagayan State University Andrews CampusYear level & Section: III-J Subject Area: Social ScienceSubject Matter: Micro and Macro Economics Topic: Four Production ProblemsObserved teacher: Mr. Roger Ramos Objective: Perform a simple role-play showing ways on how to solve the four production problems. | Describe in bullets the performance-based activity you observe. * The performance-based assessment task that was given to us portrays real-life situation wherein we were able to use and apply the information we acquired during the discussion. It was an authentic assessment task that is embedded in a context that has some meaning or purpose beyond school or beyond the bounds of the classroom lesson or unit. * It involves all domains of learning: * Cognitive- we are able to use the information that we acquired by thinking on what possible way...
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...AET 535 Interview Presentation on Assessments Learning Team B Dr. Greg Thomas 9/30/13 Donna Romano Name: Paula R. Boblitz Title: Nurse Coordinator at University of Virginia's Neuro-Oncology Department Highest level education - Bachelor's degree in Nursing Organization name - Unversity of Virginia Years of teaching - 30 years Type of learning environment - Within the hospital- hands on What kind of assessments are used? We use different assessments. We verbally ask the students questions as well as we watch them work. Questionairres are sent out to the different departments that they are working in to assess their abilities and their work ethic. They are also giving tests about what they did for the week and what they thought could be better or was good about what they did. They are also asked to asses their teaching and themselves. What information do you want your learner to retain? We are hoping that they retain all that they learn. They will be nurses that will work with patients in sometimes life emergiencies. We want them to know what to do and how to do it. If the patient can be saved, we want them to have the ability to do it. How are assessments changes implemented? Once all the data is compiled and read through we take in account what everyone has said and critiqued. We can make changes immediately once all are in agreement. There are 5 of us that make that decision based on the facts of the tests, the journals and the questionairres...
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...This paper will define and explain and provide examples of several characteristic features of performance assessments. This paper will also examine if the topic impacts curriculum and standards, and will critically analyze if the impact seems appropriate. Body Generally speaking, coming to terms with a good definition of performance assessments, from Frey and Schmitt points of view, was difficult to capture. Although they made mention of classroom assessments (performance, authentic, and formative), they compared and contrasted other scholars views. Therefore, my focus shifted to additional articles. According to the Education Consumer Guide, performance assessment also known as alternative or authentic assessments, is a form of testing that requires students to perform a task rather than select an answer from a ready-made list. For example, a student may be asked to explain historical events, generate scientific hypotheses, solve math problems, converse in a foreign language, or conduct research on an assigned topic (Office of Research, Sep 93). As you see from the examples above, performance assessments require the student to display or show what they can do. This performance can take the form of responding to an activity by assessing their thinking, problem solving, or writing abilities to name a few. Several features or methods of assessing student’s performance are currently being used. My discussion will briefly explain and provide examples of the following...
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...CLASSROOM ASSESSMENT CHAPTER 10 l Classroom Assessment LE ARNI NG OUTCOMES After studying this chapter, you should be able to: 1. Define assessment; 2. Explain the basic concepts in assessment; 3. Explain how to plan for assessment; 4. Describe types of assessment in the classroom; 5. Explain what is teacher-made tests; 6. Describe what is standardized tests; and 7. Explain what is authentic assessment. 254 CHAPTER 10 CHAPTER 10 l CLASSROOM ASSESSMENT INTRODUCTION One of the most basic and difficult task that teachers face in their work is the process of assessment. Classroom assessment includes all the process involved in making decisions about students learning progress. It includes the observation of students’ written work, their answers to questions in class, and performance on teacher-made and standardized tests. According to (Koyalik, 2002 as cited in Eggen & Kauchak, 2004): i. It facilitates teachers in decision making about learning progress through systematic information gathering. Besides that, assessment also accomplishes two other important goals; increasing learning and increasing motivation. The relationship between learning and assessment is very strong. Students learn more in classes where assessment is an integral part of instruction than in those where it isn’t. Brief assessment that provides frequent feedback about learning progress is more effective than long, infrequent ones, like once-a-term tests. 255 255 CLASSROOM...
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...Educator Guide to the 2014 Grade 7 Common Core English Language Arts Test THE UNIVERSITY OF THE STATE OF NEW YORK Regents of The University MERRYL H. TISCH, Chancellor, B.A., M.A., Ed.D. ................................................................ ANTHONY S. BOTTAR, Vice Chancellor, B.A., J.D. ............................................................... ROBERT M. BENNETT, Chancellor Emeritus, B.A., M.S. ....................................................... JAMES C. DAWSON, A.A., B.A., M.S., Ph.D. .......................................................................... GERALDINE D. CHAPEY, B.A., M.A., Ed.D. ........................................................................... HARRY PHILLIPS, 3rd, B.A., M.S.F.S. .................................................................................... JAMES R. TALLON, Jr., B.A., M.A. .......................................................................................... ROGER B. TILLES, B.A., J.D. ................................................................................................... CHARLES R. BENDIT, B.A. ..................................................................................................... BETTY A. ROSA, B.A., M.S. in Ed., M.S. in Ed., M.Ed., Ed.D. ............................................. LESTER W. YOUNG, Jr., B.S., M.S., Ed.D. .............................................................................. CHRISTINE D. CEA, B.A., M.A., Ph.D. .......................
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...Saint Joseph College of Cavite, Inc. www.sjc-cavite.edu.ph FIELD STUDY 5 LEARNING ASSESSMENT STRATEGIES Second Semester 2014- 2015 Cav National High School FS Student- BSED III Mr. Resource Teacher M Department Head English Department Field Study 5- Learning Assessment Strategies EPISODE | RATING | COMMENTS | Form 1 for FS 5Documenting and Assessing Student Progress | | | Episode 1Documenting and Assessing Student Progress | | | Episode 2Assessment Tools in the Learning Environment | | | Episode 3Log Me | | | Episode 4Product Oriented Assessment | | | Episode 5Available Tests and Measurement | | | Episode 6Student Reflection | | | General Reflection | | | FORM 1 FOR FS 5 DOCUMENTING AND ASSESSING STUDENT PROGRESS (answered by my resource teacher) 1. List the procedures you follow to correct different types of student work (e.g. Daily papers, homework, test, projects, etc.) * According to my resource teacher, he corrects class’ homework orally/ on- the- spot to the class, however those essays, he is the one who checks it. And when it comes to checking of projects he prefers using rubrics for checking. 2. List the methods you use to record student progress (e.g. grade book, anecdotal records, progress charts, etc) * According to my resource teacher, he uses the traditional class records in recording the students’ progress. 3. List any time saving tips you have discovered...
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...Create 4 CRITICAL questions directed at the reading. 1. Does assessment determine curriculum? Or does curriculum determine assessment? I have been taught both of these ideas, it seems as if authentic assessments drive curriculum. But which is correct? 2. Should authentic assessments require a rubric to assess? Some of the assessments types such as performance-based assessments or play-based assessments are very open-ended and can easily become invalid when the skills needed for those assessments do not reflect the targeted skills. 3. Are the authentic assessments types like interview-based, performance based, and portfolios meant to be graded? Or is their only purpose to gather information on students? 4. If we use authentic assessments in our classroom, how will we...
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...Current Research IN READING / LANGUAGE ARTS Understanding Assessment: Putting Together the Puzzle SHEILA W. VALENCIA UNIVERSITY OF WASHINGTON, SEATTLE “No one test or assessment should be asked to serve all the assessment purposes. We need, at this point, a system made up of articulated components, glued together by their adherence to content standards and serving explicit purposes for assessment.” —National Council for Education Standards and Testing, 1992 discussions, and more. Now, 10 years later, we are hearing the same reminder (Brennan, Kim, WenzGross, Siperstein, 2001; Herman, 2001; International Reading Association, 1999). In fact, in July 2001 members of the National Education Association, the nation’s largest teacher’s union, endorsed a policy calling for a combination of standardized tests and other assessment tools such as teacher designed assessments when making important educational decisions (Blair & Archer, 2001). Assessment has always been a part of the educational landscape. However, because assessment can serve so many different purposes and can come in so many different forms, it has been confusing and, sometimes, it has been the subject of contentious debate. Unfortunately, as a result, many of us have come to view assessment as a necessary evil, a requirement rather than a helpful part of instruction. But assessment IS a critical part of instruction and it CAN be useful if we understand the pieces of the puzzle. As far back as 1992, when...
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...This item was submitted to Loughborough’s Institutional Repository (https://dspace.lboro.ac.uk/) by the author and is made available under the following Creative Commons Licence conditions. For the full text of this licence, please go to: http://creativecommons.org/licenses/by-nc-nd/2.5/ COMPUTER ASSISTED TESTING OF SPOKEN ENGLISH: A STUDY TO EVALUATE THE SFLEP COLLEGE ENGLISH ORAL TEST IN CHINA Xin Yu and John Lowe Computer Assisted Testing of Spoken English: A Study to Evaluate the SFLEP College English Oral Test in China Xin Yu and John Lowe University of Bath Introduction ‘If you want to encourage oral ability, then test oral ability’ (Hughes, 1989:44) Since its opening up to the outside world in the 1980s and the introduction of economic reforms that have involved engagement with the global economy and wider community, the Chinese government has become determined to promote the teaching and learning of English as a foreign language among its citizens. In particular, it has mandated the study of English for all college and university students and has made the passing of the College English Test (CET) at Band 4 level a requirement for obtaining a degree. With some ten million candidates annually (and rising) CET Band 4 has become the world’s largest language test administered nationwide (Jin and Yang, 2006). In a deliberate attempt to harness the backwash effect of examinations on teaching and learning, the Ministry of Education has insisted that all college...
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...their time with the organisation, it should take place to ensure the learners have received a quality service and that assessment has been correct and fair The IQA process is to: plan what will be monitored, from whom and when observe training and assessor practice, and give developmental feedback sample assessment records, learners’ work and assessor decisions meet with learners and others, for example, witnesses facilitate the standardisation of assessor practice hold team meetings support assessors. Internal verification was the previous term used for monitoring assessment, however, IQA monitors the whole process from when a learner commences to when they leave. The functions of IQA To: • • • • • • uphold credibility (of the qualification or what is being assessed, of the organisation etc) ensure quality throughout the learner journey ensure accuracy and consistency of decisions manage risk identify issues and trends support and develop assessors If there is no external formal examination taken by learners, there has to be a system of monitoring the performance of assessors. If not, assessors might make incorrect judgments or pass someone who hasn’t met the requirements because they were biased towards them. I9002 (V1) - Copyright Ann Gravells - www.anngravells.co.uk SAMPLE ONLY – NOT TO BE ISSUED TO LEARNERS Page 1 of 5 Assessment and IQA systems should be monitored and evaluated continuously to identify any actions for improvement, which should then...
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...employers and candidates to fully understand how these qualifications can further support and benefit their business. Thus ensuring effective delivery meeting the learners’ needs and expectations, which follows their agreed learning plan. They will maintain a close link between the learner, assessor and employer to enable full understanding in all assessment methods and the criteria they must adhere to. ‘Internal Quality Assurance is a key factor in managing ‘risk’ and ensuring that when certificates are claimed for learners the requirements of the national standards have been reliably met.’ (City & Guilds guidance on Internal Quality Assurance of Qualifications pg 6) The IQA team has a specific function with the assessment process within (education) centres. Although these functions may vary slightly, the guidelines the IQA’s work within remain the same. For example City & Guilds outline 4 main aspects to the IQA role, which state they must; * Plan, operate and evaluate internal assessment and quality assurance systems. * Support and develop tutors and/or assessors. * Monitor and improve the quality of assessment practice. * Apply policies, procedures and legislation to meet regulatory requirements. (City & Guilds guidance on Internal Quality Assurance of Qualifications pg7) IQA’s are under heavy...
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...LEARNING AND ASSESSMENT A GUIDE TO ASSESSMENT FOR THE NATIONAL QUALIFICATIONS FRAMEWORK © New Zealand Qualifications Authority 2001 All rights reserved. No part of this publication may be reproduced by any means without the prior permission of the New Zealand Qualifications Authority. ISBN 0-90892751-7 ii LEARNING AND ASSESSMENT Assessment for the Qualifications Framework Introduction to 2001 edition Learning and Assessment was first published in 1996. It has been in demand ever since and reprinted many times in its original format. The 2001 edition retains the text of the original. The photographs have been omitted to reduce costs and the original Foreward was no longer relevant. We are delighted and a little surprised that there is sufficient demand for a reprint five years on. When we were researching for Learning and Assessment late in 1995 only 40,000 learners were being assessed for the Framework. There were 4,800 registered unit standards and 109 national qualifications. Only 414 providers were accredited and 16 ITOs were able to register workplace assessors. Sixty schools were trialling mathematics and geography standards. There was little practice of any kind, let alone proven successful practice, on which to base advice to assessors. Our scenarios and case studies in computing, small business management, commercial fishing and economics reflected hope and expectation rather than experience. There are now 626,000 learners registered on the Framework; about 200...
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