Assessment Essay

Different assessment examines different features of an individual, or similar assessments examine similar features in different ways. Three assessments that regard family conditions and that are considered important are, the Family Adaptability and Cohesion Evaluation Scales (FACES III), the Family Assessment Device (FAD), and the Self-report Family Inventory (SFI). When completing the assessments and interpreting the results, I realized that there were various accurate elements I always saw in

major elements, students solving real world problems, students and staff developing a culture of “trust, respect and responsibility”, and an emphasis on one-to-one technology. In order for this type of environment to thrive, project planning and assessment practices are key to ensure the students are getting the most out of their experiences. As the Instructional Specialist, I am considered as one of the instructional leaders in the building and a major role I play involves providing meaningful

Classroom assessment practices are instrumental in preparing students to become autonomous, critical thinkers (Green & Johnson, 2010), and this portfolio documents my personal growth and development (Kuh et al., 2001) in the content area of classroom assessment. Unfortunately, I have been utilizing assessments to pass judgment on my students and only focusing my attention on the students who I believe have the intellectual ability to succeed in the STEM field. However, I am, now, enlightened on the

CRITICISMS OF CHURCH PLANTING ASSESSMENTS Controversial Topic Church planter assessment is occasionally a controversial topic.Before advocating for the development of even more tools for the assessment process, it is necessary to address some of the criticisms facing church planter assessment. “Assessment Isn’t Necessary” One argument, typically made by those not directly responsible for the recruitment and appointment of church planters is that a formal assessment process is not even necessary

Assessment in the Kindergarten Classroom For many years, educators have been challenged in their efforts to assess kindergarten children using a variety of strategies. Tests and other types of assessments designed for kindergarten children are not the same as those intended for children in later grades in elementary school. Today, kindergarten teachers face the challenge of balancing traditional developmental programming with the academically oriented curriculum that is currently required. The essence

identified I began administering the silent reading comprehension assessments and the oral reading assessments. I started at level one because this was the level below the placement sentence that he made two mistakes in. On the level one silent reading assessment he only retold the most basic components of the story and I had to ask most of the questions in order for him to answer the comprehension questions. On the oral reading assessment portion for level one the student only made three errors and self-corrected

looking over students’ assessments, there were several patterns that emerged among my students when it came to problem #4, which Shane, Enzo, and Shaanza’s assessments provide those patterns. Whole Class As a whole class, based on the rubric and data for problem #4 where all the misconceptions occurred, 6 out of 28 students completely got the problem wrong meaning they didn’t have 7/10 or 3/10 or having the answer of 7 written down. An example of this would be Shaanza’s assessment where she put the

Assessments and feedbacks are crucial to helping students learn effectively. Evaluating student’s abilities to comprehend text and science concepts is a major component because it helps the teacher know how their student’s literacy skills are developing (Rakes & Smith, 1992). Therefore, assigning formative literacy assessments are crucial in STEM classrooms because it helps educators get an insight on how their students would perform on high stake exams. A student who is having difficulty understanding

As stated by Foxcroft (2011) the psychological assessment practitioners core ethical responsibility is that nothing should be done during testing and assessment to harm the client, and that it is their responsibility to follow ethical practices so that the test-takers can perceive the assessment to be fair and beneficial. This discussion will be covering ethical issues in psychological assessment with an emphasis on the South African context. We will look at what a psychological test is, what ethics

Each session, I observe students being assessed on their behavior; all students attending the alternative program are identified as having emotional/behavior disorders. The teacher uses informal assessment to evaluate student’s ability to express emotions and to complete student’s individual daily behavioral sheets. Students begin the day by completing the “high low” activity; the activity requires students to share their high and low emotions of the day and the reason(s) why. The teacher assesses