The Assessment Of An Educational Assessment

In my point of view assessment is a testing tool by which a teacher or assessor can use to detect the outcomes of teaching, learning or assessment process with the learners by

Student achievement is one of the driving factors in education and, quite possibly, the most important. Educators strive to help students improve achievement through quality instructional practices and safe and effective learning environments, but this does not always correlate to adequate performance on standardized testing used to evaluate college or career readiness. One of the measures utilized to evaluate student achievement is the ACT test. Historically, the ACT has provided a measure of college readiness and one that became very serious for Kentucky schools as it is now part of the state accountability

Assessment, assessment, assessment, it is not fun and no student in their right mind would argue otherwise but testing is necessary. This one word has become the centerpiece of education not only in the United States but in the entire westernized world. Standardized testing has been used to measure teacher quality and student achievement since the mid-1800s. Within the last two decades standardized testing has taken on an important role in education in all 50 states since its mandate by President Bush’s No Child Left Behind Act. The use of standardized testing to measure progress, identify strengths and weaknesses, and help professionals reach competency in their careers are critical to improvement of the educational system. There are many facts about standardized achievement testing: the public wants it, other nations may do it better, and many critics offer no viable alternatives to it (Haladyna, 2006).

In the traditional function of education, assessments are utilized as a form of judgment, which leads to sorting and producing performance goals for students (Green & Johnson, 2010). Unfortunately, in my current position as a science, technology, engineering, and mathematics (STEM) instructor at a technical college, I have followed this path in my classroom. STEM curricula are known for being rigorous and challenging, and students have expressed feelings of being overwhelmed by the conceptual difficulties in the curriculum (Koenig, Schen, Edwards, & Bao, 2012). Unfortunately, having experienced the rigor and challenges of the STEM disciplines during my undergraduate years and through my work experience, my assessment practices tend to decide who I believe can “make it” in the STEM field. Consequently, by using my judgment in separating the non-achievers from the achievers in my classroom, I am, in fact, harming my students, because I am not assisting all of them in reaching their potential in the STEM field (Green & Johnson, 2010). Thus, I acknowledge and must address this ethical issue within my classroom.

Throughout this assignment the essential underpinning principles of the nursing assessment process exploring what it is, why we do it and what factors influence the nursing process will be discussed. Also discussed in this paper will be the holistic aspects of the assessment process as well as an example of an assessment tool I used on a recent placement. I will explore the effectiveness of my assessment and highlight the disadvantages which I came across. Are the principles for assessment really the foundation of good practice?

To begin my assessment plan, I first looked at the state standards for environmental science and then talked with the host teacher. After a discussion with the host teacher to determine where the class was in the standards, I selected 2 standards that were coming up in the sequence of the teacher’s unit, as environmental science tends to build on previous knowledge. I then dissected the standards into more manageable parts. By doing this, I kept lessons simple and was able to set appropriate and reachable learning goals. In my discussions with the host teacher, I also learned that the class was a low to medium abilities class, so I knew that my lessons had to be simple (no extra ‘fluff)’with a lot of visuals so that students could relate

The following table may be used to aid your completion of this unit. Alternatively, you may want to record your knowledge and understanding in an assignment type format. If you choose the assignment format, please make reference to the criteria numbers in the margins adjacent to relevant paragraphs.

The main purpose of assessment is to establish a person`s level of knowledge or skill in a particular field. This can take place before during or after a process of learning. The feedback given during this process is helpful to the learner to improve their performance as they progress with their work. Assessment is also a useful tool for employers to see whether employees are capable of performing their given roles. Assessment should be provided in an unbiased and objective manner regardless of personal

In analyzing the effectiveness of the BASC-2 and CBCL in the professional setting, school counselors can refer to the literature to identify how the assessments have been used and their effectiveness. In a review of the literature, the BASC-2 has been used for the purpose of serving as the criterion for externalizing and internalizing problems with youth age 7 to 15 to examine if teacher support is a moderator of life stressors (Huber, Sifers, Houlihan, & Youngblom, 2012). This study used the PRS to determine externalizing problems and the SPR to determine internalizing problems (Huber, Sifers, Houlihan, & Youngblom, 2012). In addition, another study conducted with first grade students in South Korea aimed

Classroom assessments does more than assess learning. What is assess, how it is assessed, and how to communicate the results to the student to send a clear, concise message about what is needed to be learned, the way it is best to be learned, and the expectations on how well the student is to perform. The proper assessment is critical when assessing a student’s abilities and skill set, and then to fairly and objectively grade the student in a non-biased manner. What this paper is intended to do is describe the assessment and grading that best fits the student that is in higher education.

Functional Assessment of Behavior (FAB) is a method of identifying the variables associated with the occurrence of a behavior. It involves noting down the events that either precede or follow the behavior and the environment or setting that the behavior occurs regularly. FAB has been used by individuals as a problem solving method to help people with chronic behavior problems. It is built on the assumption that the individual repeats the behavior for a purpose thus, the purpose is identified and the person helped to achieve the same purpose in more appropriate way (Miller, 2011). The purpose of FAB is to develop an

School districts everywhere within the United States have many legislated mandates and demands to produce students who are college, career and citizenship ready for the future. In order to meet the challenges that they face educators have been evaluating curriculum, methodologies and pedagogy. An urban school system within the south east portion of Virginia has uncovered the need to make changes to their Social Studies curriculum. These educators will need to establish a reliable streamlined process that will meet the needs and buy-in of their parents, teachers, librarians and administrators.

In this lesson, a Pre k class with inclusion of special education was expected to discuss and identify different types of transportation. The teacher started by telling the children how she got to school every morning. The teacher got practical by showing the children a pretend steering wheel as a motivation. Then the children were then asked to name some of the ways through which they got to school and around the neighborhood. The children's' responses were written on chart paper as a brainstorming activity. They also placed their name card on the graph of how they got to school. The teacher and the class then counted how many types of transportation they could identify. After that activity, the teacher read aloud the text "How Will We Get to the Beach?" By Brigette Luciani & Eve Tharlet. The children were then asked to make predictions about what the mom and baby in the text would do next and to identify details of the story.

Earlier, in their study Supovitz and Klein (2003) were surprised by the limited technical capacity of the faculty even in schools that had been identified as innovative data users. Only 19 percent of the teachers and administrators felt that they possessed the skills to manipulate data to answer questions of interested to them. Capacity issues did not only related to the technological capacity of educators and their ability to use computer software to run analyses but also to competences such as formulating research questions, isolation of relevant data outputs, interpreting results and effectively developing and using classroom assessments (Marsh and Ikemoto, 2006). Instructional leaders ought to know how to use data and evidence to

Performance assessment is a tool that is use to evaluate whether the student have mastered the skills or knowledge that they learned. It is a process that needs to be done continuously and have to modify accordingly. Performance assessment can be done within the class and can be in any form. The result of performance assessment is not only based on their exam but also from other aspect. That will help the student to know what they are good in and what they lack of. It is different from the traditional assessment from the way it assessed.