...Developmental Assessment of Childhood: PRECIOUS The film Precious is an emotional movie that deals with the unfortunate realities of everyday life for some individuals. The film that stares Gabourey Sidibe who plays the main character Clarice “Precious” Jones is based out of Harlem in the year of 1987. Precious is a sixteen year-old obese and uneducated teenager whom has had to grow up in a severely dysfunctional family environment. Her mother verbally and physically abuses her, often times using her as a personal servant. Her father has been sexually abusing her since childhood, and has impregnated her twice. Precious has lived with the ugly truth that because of her weight, skin color, and sexual abuse, she does not fit in with the standards of society in the eyes of some. After the school finds out about Precious’ second pregnancy, she is suspended from school. She is then referred to an alternative school, “Each one Teach one” in hopes of changing the road in which her life is heading. Precious finds ways to deal with her painful realities through imagination and fantasy. Encouraged by her new teacher at “Each one Teach one”, precious begins learning to read and write. Towards the middle of the film, Precious begins to meet with Social Worker, Miss Weiss, who eventually becomes aware of the incest in the household when Precious accidentally tells her. Precious’ mother informs her that her father has passed away due to AIDS, and soon after Precious discovers...
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...Why is developmental assessment essential in the provision of primary care for infants, children, and adolescents, and what are the essential components of this assessment on the basis of a child's age? Developmental assessment is essential in primary care to identify developmental delays early and initiate treatment. Developmental delays includes, language impairment and learning disorders, mild intellectual disorders and severe disorders such as autism, global developmental delays, hearing loss and blindness. Early identification of developmental disorders can lead to early detection, intervention and improved long term outcome (Williams et al, 2015). Typical areas of developmental assessment includes, motor, language, social-emotional and...
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...ECE 354 Assessment and Intervention During Early Childhood Click Link Below To Buy: http://hwcampus.com/shop/ece-354-assessment-and-intervention-during-early-childhood/ As you have learned throughout this course, assessments are used for many purposes. As professionals working with children, we must look at assessment as a driving force behind planning instruction and developing goals for those children in our care. We must begin to understand the relationship between how children are assessed and how assessment data is used. This is a multi-step process of gathering data, determining goals for instruction, and then implementing those goals into our work with children. For this Final Project, you are asked to do the first two steps of this process. You will develop a partial portfolio for the child you observed and, with that information, you will develop instructional goals for that child. This assignment has three parts: The first part of this assignment requires you to develop a mission statement. Using your completed Assessment Purpose KWL Chart from the Week Five Reflection Journal, create your mission statement outlining: The purpose of assessment Your plan for including assessment when working with children How you can use assessment to document children’s work How you will use children’s interests and ideas when assessing. This statement should also include your position on working with children with developmental delays. This mission statement...
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...Assessments Below are the required assessments for participation in the Striving Reader Literacy Grant competition. SRCL funding can be used to pay for all assessments and administration of the assessments if necessary. The assessments must be given and data provided for the full five year performance period. Assessment | Purposes | Properties | Skills Measured | Test Frequency | Birth - Three | DP-3 | S | Yes | Dev. & function | 2 X per year | Four-Year Old | PALS-Pre-k | S, PM, O | Yes | AK, PA, CoP, OL | 3X per yr. | PPVT4 Form A/B | S, PM, O | Yes | V, OL | 2 X per yr. | CLASS | T-S interactions | Yes | Classroom | 1 X per yr | K-3 | DIBELS Next* | S, PM, O | Yes | AR, PA, ORF | 3 X per yr | IPI (K-2 as needed for small group instruction and RTI) | D | | Decoding | 3 X per yr (for internal purposes only) | 3-5 | SRI* | S, PM, O | Yes | RC-Inferential | 3 X per yr | CRCT | O | | ELA | 1 X per yr | 6-8 | SRI | S, PM, O | Yes | RC-Inferential | 3 X per yr | CRCT | O | | V, RC | 1 X per yr | 9-12 | SRI | S, PM, O | Yes | RC-Inferential | 3 X per yr | End-Of-Course Test | O | | ELA | 1 X per yr | K-12 | ACCESS for ELLs | S | ...
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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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...Alternative Assessment An assessment in which students create an original response to answer a certain question. Students respond to a question using their own ideas, in their own words. Examples of alternative assessment are short-answer questions, essays, oral presentations, demonstrations, performance assessment, and portfolios. Other activities included in this type are teacher observation and student self-assessment. * Components of Alternative Assessment a) Assessment is based on authentic task that demonstrate students’ ability to accomplish communication goals. b) The teacher and students focus on communication, not on right and wrong answers. c) Students help the teacher to set the criteria for successful completion of communication tasks. d) Students have opportunities to assess themselves and their peers. Performance-based Assessment Performance assessment ( Mueller, 2010) is an assessment in which students are asked to perform real world tasks that demonstrate meaningful application of essential knowledge and skills. It is a direct measure of student performance because the tasks are designed to incorporate context, problems and solution strategies that students would use in real life. It focus on processes abd rationales. There is no single correct answer; instead students are led to craft polished, thorough and justifiable responses, performances and products. It also involved long-range projects, exhibits, and performances...
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...Feedback Exercise I 1. Define assessment. 2. What is the purpose of assessment? 3. What is the emphasis of assessment today? 4. What issues need to be addressed by assessments? (List at least four.) (a). (b). (c). (d). 5. Briefly describe the Developmental Model. 6. What is the Focus of the Habilitation Model? 7. Describe the Inclusionary Model and its three major components. 8. Describe why the program planning should begin with the establishment of global goals? 9. What are the characteristics of a functional assessment? 10. Global goals should be: a._________ statements of desired outcomes rather than individualized and specific short-term objectives. b. Broad, long range and ________. c. Based on what the team __________ to accomplish. d. Set __________ comprehensive assessments are completed. e. Set the __________ for all future goals. f. Established as the __________ step in program planning. g. Consistent with the __________ __________ __________. h. Based on the dreams and aspirations rather than behavior __________. Feedback Exercise II 1. List at least five of the legal rights every U.S. citizen has. (a). (b). (c). (d). (e). 2. List the three conditions covered by the Section 504. (a). (b). (c). 3. What is the major protection provided by Section 504? 4. What is the American with Disabilities Act (ADA)? 5. What are the employment provisions under ADA? 6. What are...
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...ASSESSMENT IN AN INDUTRIAL CONTEXT The assessment process in an industrial context Three broad areas in assessment in industry * First concerned with psychological measurements of attributes of individuals in the workplace. Measures used here can be classified as psychological measures or techniques * Second and third is concerned with assessment of groups and organizations and measures used are not classified as psychological measures even though the process follows a psychometric process. Assessments of individuals The goals for individual assessment in the workplace are to assess: * Individual differences for selection and employment purposes * Inter and intra individual differences for placement, training, development, compensation and reward purposes Where measures which coply with technical standards of psychometry can be used? Personal selection Two approaches used in the application of psychological measures for selection purposes are * Input based approach where individuals are compared with the job specifications in terms of their personal characteristics or personality traits, also called the psychometric evaluation of testing approach * Output based approach where individuals are compared in relation to the required output standards of a job.also called the competency assessment approach, eg the copmtency to write, use a computer programe. Measures that are used to assess the competencies of individuals should be reliable and valid even...
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...submit this portfolio with your final assignment. Contents Overall Assessment of Achievement 3 Portfolio Instructions & Your Responsibility 4 Guidance for the Supervising Mentor 6 Who can be your learner during the mentorship course? 7 Key meetings and activities with your Learner 8 Record of your initial meeting with Supervising Mentor 9 Learning Contract 10 Assessment of the eight domains of mentorship 11 1 - Establish effective working relationships 12 2 - Facilitation of learning 13 3 - Assessment and accountability 14 4 - Evaluation of learning 16 5 - Creating an environment for learning 17 6 - Context of practice 19 7 - Evidence-based practice 20 8 - Leadership 21 Record of progress meetings 23 Record of final meeting 24 Future developmental Action Plan 25 Acknowledgements This portfolio was developed by the Supporting and Assessing Learning in Practice Settings module team at City University London, with the kind help of practice facilitators who are the members of the Mentorship Programme Board. The table of key meetings and activities (page 7) is adapted from ‘A guide for mentors when using the record of achievement in practice’ by Practice Education Facilitators Gareth Evans (The London Clinic), Anne Levington (St. Bartholomew’s Hospital), Maggie Maxfield (Newham University Hospital NHS Trust) and Raj Samraj (Newham University Hospital NHS Trust). Overall Assessment of Achievement This must be completed by the named supervising mentor...
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...Essay Questions Kristy Bazzanella Liberty University Essay Questions Assessment is a vital component in the counseling process. Use of both informal and formal assessment methods ensure that clinicians judgments are non-biased, and when utilized correctly aide in formulating of case conceptualizations and treatment plans (Whitson, 2013). The primary purpose of assessments, for the counselor, is to obtain information to effectively counsel clients. According to Whitson (2013), once all information is gained, the counselor, can “either formally or informally, diagnose the client” (p.285). It is critical that the counselor choose assessments that are both reliable and valid. The choice of assessment type and instrument will vary depending on the presenting problem, age, and cognitive and developmental state of client. Assessments will also vary according to settings. For example, the choice of assessment instruments utilized by a school counselor will differ greatly from the assessments utilized in a drug treatment or psychiatric facility. Assessments can have either a negative or positive impact on treatment planning. Counselors who use informal assessment techniques, such as unstructured interviews may find that the information gathered is not reliable and, therefore, prone to error (Whitson, 2013, p.111). Inexperienced counselors who use unstructured interviews have been observed to focus on minor issues and have failed to collect adequate data...
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...Elementary Education Standards (1999 ed-rev. 2003) - Summary DEVELOPMENT, LEARNING AND MOTIVATION 1. Development, Learning and Motivation--Candidates know, understand, and use the major concepts, principles, theories, and research related to development of children and young adolescents to construct learning opportunities that support individual students’ development, acquisition of knowledge, and motivation. CURRICULUM 2.1. English language arts—Candidates demonstrate a high level of competence in use of English language arts and they know, understand, and use concepts from reading, language and child development, to teach reading, writing, speaking, viewing, listening, and thinking skills and to help students successfully apply their developing skills to many different situations, materials, and ideas; 2.2. Science—Candidates know, understand, and use fundamental concepts in the subject matter of science—including physical, life, and earth and space sciences—as well as concepts in science and technology, science in personal and social perspectives, the history and nature of science, the unifying concepts of science, and the inquiry processes scientists use in discovery of new knowledge to build a base for scientific and technological literacy; 2.3. Mathematics—Candidates know, understand, and use the major concepts, procedures, and reasoning processes of mathematics that define number systems and number sense, geometry, measurement,...
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...Assessment is a valuable tool to measure students learning and achievement. It is an essential element for teacher to reflect on what and how they teach. To assess students is to collect evidence of their learning. Teachers use the information to modify their lesson plans and adjust their instructional methods; students need feedback on their performance to concentrate on their vulnerable areas. Assessment is necessary for parents to reinforce their children strength and assist them where extra attention is required. The data collected will inform school administration the parts of improvement that both teachers and students needed and for the state and federal levels, as is important to determine if additional funding is necessary to assist students in their learning and achievement. To provide the suitable service and achieve optimal result, teachers and administrators must identify their ELL students and place them in classroom that best fit with their abilities. In an interview conducted with Miss Fabiaschi, an academic dean at a charter school in my district, she said that at her school parents are providing information on home language on the application. Then they use the CELDT (California English Language Development Test) to determine which level of English proficiency for their students. She added, there are two types of ELLs, the new enrollments, which are kindergartens who enroll in school for the first time or students of higher grade levels who transferred from...
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...and then covered 1.4 hope this helps. When assessing children’s or young people’s development we need to look at different areas of development: Physical – this can be done by observing them at play or during physical education. – what level are their motor skills at, what is their pincer grip like, can they run, can they balance on one foot, can they hop, throw a ball, kick a ball more formal assessment can be used such as bleep tests. Communication – this can be assessed by again observing children at play or in class - how they interact with other children and adults, do they understand instructions (verbal, pictorial, written) Communication is also assessed on a daily basis by listening to reading. Intellectual/cognitive – this would require observation in a more formal setting,...
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...difference between performance management and performance appraisal Identify the necessary characteristics of accurate performance management tools List and briefly discuss the purposes for performance appraisals Identify and briefly discuss the options for “what” is evaluated in a performance appraisal Briefly discuss the commonly used performance measurement methods and forms Identify and briefly discuss available options for the rater/evaluator Briefly discuss the value and the drawbacks of a 360° evaluation Identify some of the common problems with the performance appraisal process Identify the major steps we can take to avoid problems with the appraisal process Briefly discuss the differences between evaluative performance reviews and developmental performance reviews Define the following terms: Performance management Performance appraisal Motivation Traits Behaviors Results Critical incidents method Management by Objectives (MBO) method Narrative method or form Graphic rating scale form Behaviorally Anchored Rating Scale (BARS) form Ranking method 360° evaluation Bias Stereotyping Electronic Performance Monitoring (EPM) Chapter 8 Outline Performance Management Systems Performance Management Versus Performance Appraisal The Performance Appraisal Process Accurate Performance Measures Why Do We Conduct Performance Appraisals? Communicating Decision Making (Evaluating) Motivating (Developing) Evaluating and Motivating (Development) What Do We Assess? Trait Appraisals Behavioral...
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...Types of Assessments What is an assessment? Assessment is the process of observing, recording, and documenting children’s growth and behavior. The main purpose of assessment is for teachers to get information about children’s needs. Assessment also help teacher plan an appropriate curriculum. In my site where I am working right now, we mainly use 3 types of assessment are anecdotal record, checklist, and participation charts. Anecdotal notes are the simplest form of direct observation, it simply consist on writing a narrative note, but the note must contain who was involve, what happen, when did it happen, and where did it happen. During your observation you will record how children communicate, both verbally and nonverbally; also include how they look and exactly what they do. Anecdotal records can be one of the easiest forms of assessment, since it requires no special setting and it’s basically a short story of an incident, where you collect as many details as possible. Another form of assessment we use at my site is the checklist. A checklist is where you record the presence or absence of a specific behavior. They are use when many different items need to be observed. Checklist maybe designed for any developmental domain, such as physical, social, emotional or cognitive. The advantage of a checklist is that the information can be quickly recorded at anytime during class hours, but it’s a lack of detailed information. A checklist is basically a table with goals, where...
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