...Communication Program Assessment Report Narrative: The communication faculty at Georgia Perimeter College (GPC) is committed to the mission of the college which includes strengthening student success, fostering a culture of teamwork, and enhancing the economic, social, and cultural vitality of the communities the college serves. Faculty commitment to the mission includes assessing the Communication Program of Study and individual communication courses. The Communication Program of Study includes a survey course in human communication (COMM 1100), a public speaking course (COMM 1201), a business and professional communication course (COMM 2300), an interpersonal communication course (COMM 2105) and an intercultural communication course (COMM 2900). To expand access and enrollment capacity, the communication courses are offered in a variety of course formats, i.e., face-to-face, online, and as a hybrid course. They are also designed for Honors students, learning communities, and with service learning components. All of the communication course offerings at Georgia Perimeter College, regardless of focus and format, are designed to meet the requirements for an Associate of Arts Degree with a concentration in Communication, and for transfer into baccalaureate programs in Speech Communication. Communication Program Goals I. Students will produce well organized communication that exhibits logical thinking and organization, use appropriate style for audience, and meet conventional standards...
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...Assessment Summary I (Pre-test/Post-test) The participants for this portion of the results consisted of 10 Access classes (students who received free admission) and 17 additional classes for a total of 27 classes. Those students in the Access classes were all from elementary schools (grades 3-5) with the addition of one other class for a total of 11 elementary classes (41%); and, those students in the remaining classes were from middle schools (grade 6-8) for a total of 16 middle classes (59%). The Access classes along with one additional class participated in the program, Our Place in Space and the remaining classes participated in the program, Active Atmosphere. Classes that had incomplete pre and post-test data were not included in the assessment summary. The assessment tool used was the Classroom Performance System by E-Instruct. Participating students used wireless response pads to answer multiple choice and True/False-style questions. Students who participated in the Journey to Earth (grades 1-2) class were not assessed using the Classroom Performance System. Question: What was the average pre-test class point score for all classes? For Access classes (those with free admission)? When examining the pre-test class point scores for all classes (N=27), it was determined that the average score was 53.57%, ranging from 40.48% to 72.73%. For those students who received free admission (the Access classes), the average pre-test class point score (N=10), was...
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...each module. Each module provides a PowerPoint, online lecture, and e-text related to the material for that module under the folder labeled Module 1 Resources. It is RECOMMENDED that you view the PowerPoint lecture for each module and/or read the e-text. * When you are ready to begin the assessment/training for each module, just open the folder Excel Module 1: Introduction to Excel and then open the folder Module 1 Activities and then click on the assessment (e.g. "Excel Module1: Study Plan [Project-Based]: Pre-Test > Training > Post-Test"). * Each assessment has three parts: 1) Pre-test, 2) Training, and 3) Post-test. Your grade is based on your score for your HIGHEST attempt on the Post-test. * However, you have to get permission to take the post-test first. This can be done one of two ways: 1. Take the Pre-test and earn a minimum score of 70% which allows you to skip the training and go straight to the post-test. 2. If you don't earn a 70% or better on the pre-test you must do 100% of the training and then you will have permission to take the post-test. HINT: You must at least start the pre-test before you can do anything else. If you begin the pre-test and are not familiar with the skills (e.g. get the first few questions wrong or are...
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...instruction. If they were left to complete a task on their own they often were unable to manage their pacing. At the same, allowing the students to work on their own allowed the teacher to be able to provide individual students with more direct instruction along with re-teaching methods when necessary. The format that was used helped the students to accomplish the learning needs. The students had each concept modeled for them each day and then they had time to practice independently. During independent practice the teacher would be able to correct mistakes/misconceptions. The class only had ten students so meeting the needs of every student was attainable. Homework was taken as an informal assessment. This was used to determine what students needed additional help during bell work. The pre-test was...
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...ABSTRACT A quasi experimental pretest and post test with control group design was adopted to assess the effectiveness of hydrotherapy in terms of reducing pain and improving functional status among patients with Rheumatoid arthritis in Madurai Arthritis and Rheumatism centre, Madurai,Tamilnadu.Quantitative approach was used to collect data. Purposive sampling technique was used to select 60 samples with rheumatoid Arthritis of which 30 were in experimental and 30 were in control group. Experimental group received nursing intervention(hydrotherapy) for 30 minutes twice a week for 4 weeks and control group received only routine treatment.The data was organized and analyzed using both descriptive and inferential statistics....
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...Assessment of Student’s Academic Growth It is vital that teachers are able to assess their students learning and growth. Teachers need to be able to analyze data about their students in order to modify his/her lessons. By assessing students, the teacher has the ability to see what students excelled on, and what needs to be re-taught. It shows if certain techniques worked for a particular group of students and how well they understood the information presented. While administering the pre-test, I told the students to do their best, but this test was not going in the grade book. This released some anxiety from the students, and they relaxed as they took the test. Some of the students were overwhelmed by the test, and continuously complained about how they didn't know about the information on the test. I reassured the students that the test was only for practice to see how much they knew about science instruments, magnets, and the planets. On the pre-test, the students performed poorly. The students were not familiar with the science instruments listed on the test. The post-test was a great success! A majority of my students passed the test with an A or B, and only a few made a C or below. I would be sure to have a blank for the planet Pluto on the test. Some students didn't like the fact that Pluto was left off the test even though we have discussed that Pluto is no longer a planet. I feel it is important to reiterate the importance of Science and how it is...
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...To: Incoming MBA Students, 2015 Full-Time Program (0101 and 0201) From: Professor Rebecca Hann Faculty Coordinator for BUSI 610: Introduction to Financial Accounting Re: Pre-term Course from Harvard Business School Publishing Date: June 3, 2015 BUSI 610, Introduction to Financial Accounting, is one of the Core courses that you will take in Fall 2015. This course is designed to help you become an informed user of financial statements. Given the duration of the term, we will be moving at a fairly rapid pace. The course will begin with a brief overview of the fundamentals of accounting (key accounting concepts, the accounting process, and the principal financial statements) and then move on to study in greater depth the various elements of financial statements. At the end of the course, I expect you will have a good understanding of a company’s financial statements—be familiar with the process of preparing the statements as well as the ability to interpret and analyze financial data for economic decision making. To do well in the course, you need to have a solid understanding of the fundamental elements of accounting; the remainder of the course will otherwise prove to be difficult. To help you better prepare for the course, you are required to take an on-line web-based course from Harvard Business School Publishing titled Financial Accounting: An Introductory Online Course (FA). This requirement is intended to ensure that all students have a common understanding...
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...1. Project Title: Strategic Intervention Material: Improving the level of Academic Performance of Grade 8 Students 2. Proponents: Ronaldo Z. Ongotan, Joanne C. Collantes, Mark Anthony L. Esparza, Jennifer D. Ramos, Edralin Aban, Racel Santiañez, and Richard F. Lacquin MAEd, Students 3. Project Duration: June 2014 – March 2015 4. Project Location: Masbate National Comprehensive High School CHAPTER 1 Introduction Despite the fact that students have many difficulties in Mathematics, Factoring Polynomials is one of the least mastered skills for the students. They are confused and didn't know which appropriate method should be used. The proponent wondered if the academic performance of the students will improve through the use of Strategic Intervention Material (SIM) in the topic, Factoring Polynomials in Mathematics Grade 8. This tool of teaching, if properly done, has been proven to encourage students to understand more of the lesson independently and with less teachers’ guidance. The proponent also patterned the activities from the K to 12 curriculum while transforming the learning process into an enjoyable reading, problem solving experience and make an impact to their academic performance. Review of Related Literature Intervention has become an important way for teachers to ensure that all students succeed in today’s high stakes testing environment. Intervention is needed by those low performing students who find it hard to cope-up...
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...In this writing the writer is going to discuss the stages of HIV and AIDS Counseling and these are pre-test counseling, post test counseling and on- going counseling, which is normal done for HIV positive clients. However before these stages are discussed further, the writer is going to give a brief background of HIV and AIDS Counseling. This will include the definition of HIV and AIDS Counseling. Various definitions by different scholars are going to be reviewed. HIV has emerged as the greatest challenge faced by communities in the past 20 years. This impact has been particularly devastating for the individual who is infected and for the family of such an individual.HIV has cut through the very fabric of human existence and brought with it untold suffering for the infected and the affected. The suffering is as a result of inter alia that HIV has no cure and is life limiting, that progression of infection may and often brings about gradual and painful deterioration of the being of the infected individual that HIV brings to a premature end and individuals aspirations and dreams for the future.HIV brings with it a host of emotional or psychological, economic, spiritual, medical or physical problems. Coupled with this are problems that may be to do with unavailability of needed drugs, the unaffordability of anti-HIV drugs and for some lack of access to health institutions. People who are infected with HIV have to make such adjustment in their lives that will enable them to cope...
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... A review of the literature will cover the kinds of misconceptions that students come with to Key Stage 3, and where these likely originated. It will also consider what research says about how to address misconceptions (both in general terms and specific to the forces topic), and whether or not these techniques are beneficial. Before misconceptions can be challenged, there must first be an understanding of the types of misconceptions held about the topic in general. These can be used to inform pre-topic assessment to distinguish what, if any, misconceptions are held by the students, in order to challenge these views. An action plan will be devised to address each potential misconception, based on a review of both current and established literature. The long-term effect of these techniques will be monitored, by a post-instruction assessment (the same as the pre-instruction assessment), in addition to the end of topic test. The results of the pre- and post-instruction assessment will be analysed, to make a judgment on whether or not the techniques...
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...leading business schools, as well as Fortune 2,000 companies, our self-paced learning programs offer comprehensive introductions in their subject areas and provide the fundamental skills that every business professional needs to succeed. Each online program offers: * an introduction to an essential management topic * interactive, step-by-step instruction * practical exercises with real-world examples pre- and post-assessment tests to help you evaluate your strengths and weaknessesDeveloped by Harvard Business School faculty for use in MBA and executive education courses at Harvard Business School and other leading business schools, as well as Fortune 2,000 companies, our self-paced learning programs offer comprehensive introductions in their subject areas and provide the fundamental skills that every business professional needs to succeed. Each online program offers: * an introduction to an essential management topic * interactive, step-by-step instruction * practical exercises with real-world examples * pre- and post-assessment tests to help you evaluate your strengths and weaknesses Developed by Harvard Business School faculty for use in MBA and executive education courses at Harvard Business School and other leading business schools, as well as Fortune 2,000 companies, our self-paced learning programs offer comprehensive introductions in their subject areas and provide the fundamental skills that every business professional needs to succeed...
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...Using Student Self-Reflections to Improve Student Study Habits in the Mathematics Classroom A Capstone Project Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Arts in Teaching: Mathematics Nancy Daly Department of Mathematics and Computer Science College of Arts and Sciences Graduate School Minot State University Minot, North Dakota Summer 2011 ii This capstone project was submitted by Nancy Daly Graduate Committee: Dr. Laurie Geller, Chairperson Dr. Cheryl Nilsen Dr. Rebecca Anhorn Dean of Graduate School Dr. Linda Cresap Date of defense: Month day, year iii Abstract Type the abstract here. Do not indent. It should be one block paragraph. The abstract is a summary of your paper. iv Acknowledgements Type your acknowledgements here. Indent each paragraph 0.5 inch. You can thank whomever you choose. v Table of Contents Page Abstract .................................................................................................................. iii Acknowledgements ................................................................................................ iv List of Tables ....................................................................................................... viii List of Figures ........................................................................................................ ix Chapter One: Introduction ................................................................
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...Case Study Research Report Christine Y. Harris Grand Canyon University RDG 581 October 12, 2011 Action Research Plan: Effective Interventions for Vocabulary Acquisition in Children of Disadvantaged Backgrounds The Purpose Research suggests that students can be taught phonics skills that are needed to become proficient readers. The use of strategies such as guessing from context, predicting and re-reading may aid, to some extent, with reading comprehension. However, according to Becker (1977), a primary difficulty in developing comprehension in the early years in reading is an inadequate vocabulary. An insufficient vocabulary will have an adverse impact on reading comprehension. E.D.Hirsch states “It is now well accepted that the chief cause of the achievement gaps between socioeconomic groups is a language gap.” The purpose of this research is to determine how explicit instruction using interventions can help close the vocabulary deficits with children from disadvantaged backgrounds The Problem Children of lower socioeconomic backgrounds enter kindergarten with a less extensive vocabulary than those of higher socioeconomic environment. One study showed that three year old children from affluent families had larger vocabularies than children from impoverished families (Hart and Risley, et al 1995). Unfortunately, once the deficit in vocabulary is established, differences in vocabulary knowledge are hard to eliminate. This leads to continued gaps as students...
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...Overview of Assessment Plan The following assessment plan for the Algebra 1 unit in Polynomials is explicitly outlined in the table which can be found toward the end of this section. For each of the goals mentioned, a pre-, post, and formative assessment has been aligned with the learning goals. Modifications and adaptations are taken into consideration while working with Gift and Talented students in the classroom. Description of Pre-Post Assessments The following pre-assessments, post-assessments attached below will be presented to a 9th grade Algebra 1 class. Before beginning a lesson, it is important to measure at what comprehension level our students are in order to modify the lesson accordingly and prepare differentiated instruction...
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...on the quality of a HCR-20 assessment. The HCR-20 is a approach to assess the risk of violence that a mentally disordered patient could have. Both of these papers...
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