Source Evaluation Essay

During the identification stage for process improvement in the previous assessment, we were able to identify that Toyota’s failure to adhere to its own principles “The Toyota Way” in regards to the Toyota Production System (TPS), more directly principle 5, to build a culture for stopping production in order to fix identified problems and getting quality right the first time. Furthermore, leading to Toyota’s biggest crisis “sudden unintended acceleration” in their top selling models causing a number

SWOT ANALYSIS TABLE Strengths Weaknesses • Quality teachers and school leaders • High expectations for students • Teacher motivation • Rigorous teaching • Strong relationship with central office • Flexible • Anticipating and preparing for future challenges • Technology • Communication • Parental involvement • Achievement gaps among student sub-groups. • Lack of instructional programs beyond the academic opportunities for non‐college bound students • Reading and math scores needs improvement Opportunities

Students need to be the priority when it comes to student-centered environments. In today 's classroom it is no longer the teacher instilling one way to solve the math problem into the students. It is the students working cooperatively with the teacher and their classmates to find their own way to solve the math problem. If they can solve a math problem in a way that is unique to the teacher or their classmates and still gets the correct answer that is student-centered learning. There are many steps

Supervisors face the formidable challenge of providing fair evaluation of intern performance while maintaining high professional and legal standards (Hahn & Molnar, 1991). A balanced evaluation of strengths and weaknesses provides the intern with feedback about areas of expertise as well as areas that require continuing education and supervision. Ongoing evaluations may help interns incorporate the role of evaluator with those of teacher, facilitator, and mentor (Hahn & Molnar, 1991). LIMITATIONS

for learning and in 1998 Black and Wiliam – as part of the Assessment Reform Group - published ‘Inside the Black Box: Raising the Standards through Classroom Assessment’. This publication took 9 years of research to complete and reviewed over 250 sources. The aim of this review was to highlight the importance of assessment for learning in raising the standards in the classroom. Black and Wiliam, although in agreement that formative assessment forms a key part of classroom learning, ask three pertinent

Quality assessment and quality assurance in healthcare: importance, challenges, and facilitators Robert Vining Jefferson College of Health Sciences Course: Foundations of Healthcare Administration Instructor: Sharon L Hatfield PhD Correspondence Information: rdvining@jchs.edu Date:   Abstract Quality assessment and quality improvement in healthcare are methods for assessing the performance of healthcare delivery in terms of quality. Quality is a term broadly describing efficient access to

Summary of chapters: Tompkins, E Gail. (2014). Literacy for the 21st Century A Balanced Approach 1. It is imperative for teachers to not only monitor their students’ behavior in the classroom, but also to assess their students’ literacy development effectively, so they could be ensured of their students’ learning progress, which is the most significant point Tompkins makes in Chapter 2. Chapter one in Tompkins book Literacy for the 21st Century A Balanced Approach mainly focuses on the strategies

Worksheets, such as the Missouri and Washington Risk Assessments are valuable tools used by criminal justice practitioners. Moreover, Risk Assessment scales are used in both formal and informal capacities, to determine the potential risk or harm an individual poses to society should he or she be released from detention or custody. The following is an example of how the Missouri and Washington Risk Assessment worksheets can be utilized when applied in two completely different cases; it is important

learning. There is technically no difficult question in this assessment because according to the difficulty index rule if the item difficulty is below .25 then the question is considered too difficult (Making sense of test analysis, n.d.). In this evaluation, the question closest to .25 is question 2, which has a difficulty index of 0.40. The score indicates that although the question was quite difficult, it is still an appropriate question to use because it is not below the difficulty score range.

Classroom observation The fundamental of classroom observation is to evaluate teachers’ instruction performance during classes by using assigned observers and evaluation tools (Gallagher et al, 2011; Learning Point Associates, 2010). In order to observe the teacher performance, core components of teacher effectiveness should be used for designing criteria of rubrics or checklists, such as the quality of demonstrating content knowledge, communicating with students, and classroom management skills