...METHODS PROPOSAL WRITING TOPIC: ASSESSMENT OF STUDENTS: WHETHER END OF SEMESTER EXAMINATION IS THE ONLY INDICATOR OF STUDENTS’ PERFORMANCE. (A CASE STUDY OF UNIVERSITY OF GHANA) INTRODUCTION Lecturers most often use assessment to obtain information that helps them improve their instruction. This in turn helps them to bridge the gap between curriculum standards and student achievement. Assessment is also used for accountability purposes, for both students and teachers. Classrooms are made up of a diversity of learners and so to help them to make appropriate instructional decisions and to provide valid information for accountability, teachers use a wide variety of assessments. PROBLEM DEFINITION Most tertiary institutions determine students’ performance only on the basis of examination at the end of each semester. The issue here is whether examination is enough to determine a student’s performance and whether it’s indeed gives a true and fair view of actual performance. LITERATURE REVIEW Veteran first grade teacher Debbi Beckhorn states "... I have seen many changes in the arena of assessment and monitoring of student progress. More and more, it seems, we need to 'check in' with students more frequently in order to carefully lead them in their next step in the learning process. I use a variety of assessment tools to 'dip in' to a student's progress..."(Beckhorn, 2000). For this first grade teacher, the use of assessment information helps her make instructional...
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...factors involved in planning the monitoring and assessment of work performance. 4.2. Factors involved in planning the monitoring and assessment of work performance. 4.3. Evaluate the success of the Assessment. 4.4. Explain ways to motivate staff to achieve objectives 4.1. Explain the factors involved in planning the monitoring and assessment of work performance. Business pressures are ever-increasing and organizations are now required to become even more effective and efficient, execute better on business strategy, and do more with less to remain competitive. This puts focus on the work process and improving efficiency in how it is carried out. A work process is a series of steps or activities that use different organization resources (e.g., information, raw materials, human labor, machinery, supplies) to provide a product or service. When thinking about how work gets done in an organization, we usually focus on how people do their jobs and how each team and department gets the work done. Organizations are implementing innovative solutions to ensure that work processes deliver real results and improve business performance. Managers use many assessment tools and processes to assess, improve and monitor work processes. What is Performance Assessment? Performance assessment is a process that enables managers to assess...
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...Question 1: How does formative assessment support student performance? Formative assessment is a ongoing process used by teachers during instruction that gives explicit feedback to students to adjust teaching and learning process to improve students’ achievement of the desired instructional outcomes. It is also known as “assessment for learning”. Formative assessment is proven to be highly effective way to enhance and support student performance. The purpose of formative assessment is to give students the means and motivation to take ownership of their own learning. This means that students need to be responsible for their own learning. Students themselves must have the initiative to discover what to learn and how to learn. At the same time, teachers play important roles to encourage students to monitor and support their own learning. More powerful learning happens when students have more control over their own learning through such assessment practices. They should not be excluded from the assessment process. Students will be able to know what they are ready to learn next. Through formative assessment, students are able to know and understand their specific learning goals clearly. This can be done through direct communication which involves interactions between teacher and student and student and student. Students are informed directly their specific learning goals. For example, at the beginning of the lesson, teacher can tell the students they will be tested on “Adverbs”...
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...Performance measures are essential approaches to identifying best practices regarding nonprofit organizations as it helps the organization expand their services abroad. Performances measurements are vital tools for nonprofit organizations to utilize particularly when assessing accountability, funding, or advancing the goals or mission of the organization (Beamon & Balcik, 2008). Benchmarking and the Means-Based (The Balanced Scorecard) Performance Assessment are two current measures used by nonprofit organizations (Renz, 2010). Benchmark Performance Measure, is identified as one of the most primary implements used to evaluate nonprofit organizations today (Renz, 2010). Benchmarking permits nonprofit organizations to determine their baseline...
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...EXPERIENTAL LEARNING COURSES FS FIELD STUDY 5 * Your Tools As you observe a class, note down your significant observation of the performance-based activity in the classroom. Then, make a checklist of the important things you wish to consider in your assessment planning. For these tasks, please use the Activity Forms provided for you. For your proposed plan for process-oriented assessment, it is recommended that you use the format that you agreed in your Assessment-2 class. Please remember that the rubrics are part and parcel of your assessment plan. OBSERVATION NOTES | Name of the School Observed: Cagayan State University Andrews CampusYear level & Section: III-J Subject Area: Social ScienceSubject Matter: Micro and Macro Economics Topic: Four Production ProblemsObserved teacher: Mr. Roger Ramos Objective: Perform a simple role-play showing ways on how to solve the four production problems. | Describe in bullets the performance-based activity you observe. * The performance-based assessment task that was given to us portrays real-life situation wherein we were able to use and apply the information we acquired during the discussion. It was an authentic assessment task that is embedded in a context that has some meaning or purpose beyond school or beyond the bounds of the classroom lesson or unit. * It involves all domains of learning: * Cognitive- we are able to use the information that we acquired by thinking on what possible way...
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...Current Research IN READING / LANGUAGE ARTS Understanding Assessment: Putting Together the Puzzle SHEILA W. VALENCIA UNIVERSITY OF WASHINGTON, SEATTLE “No one test or assessment should be asked to serve all the assessment purposes. We need, at this point, a system made up of articulated components, glued together by their adherence to content standards and serving explicit purposes for assessment.” —National Council for Education Standards and Testing, 1992 discussions, and more. Now, 10 years later, we are hearing the same reminder (Brennan, Kim, WenzGross, Siperstein, 2001; Herman, 2001; International Reading Association, 1999). In fact, in July 2001 members of the National Education Association, the nation’s largest teacher’s union, endorsed a policy calling for a combination of standardized tests and other assessment tools such as teacher designed assessments when making important educational decisions (Blair & Archer, 2001). Assessment has always been a part of the educational landscape. However, because assessment can serve so many different purposes and can come in so many different forms, it has been confusing and, sometimes, it has been the subject of contentious debate. Unfortunately, as a result, many of us have come to view assessment as a necessary evil, a requirement rather than a helpful part of instruction. But assessment IS a critical part of instruction and it CAN be useful if we understand the pieces of the puzzle. As far back as 1992, when...
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...Combined Supporting Notes and Technical Specifications including Units for ------------------------------------------------- ILM Level 5 NVQ Diploma in Management (8331) Version 4 20/08/2010 © The Institute of Leadership and Management (ILM) 2012 © The Institute of Leadership and Management (ILM) 2012 Supporting Notes for ILM QCF NVQs | This document is intended for current ILM centres and contains supporting notes for ILM National Vocational Qualifications (NVQs) in the QCF. The main purpose of this document is to act as a refresher to help reacquaint our centres with some of the key sections covered in the ILM Centre Manual and provide guidance to assist a centre in preparing to deliver an ILM NVQ. This a generic document and should always be read in conjunction with the ILM QCF NVQ Qualification Specifications Part 2 Technical Info document and the ILM Centre Manual (www.i-l-m.com/centres). IMPORTANT NOTES: * This document replaces the previous ILM NVQ Level 2, 3, 5, and 7 General Qualification Information for QCF NVQs. * 2011 SCQF SVQs are now standalone products and are no longer S/NVQs. They have separate specifications to meet SQA and SCQF requirements. Please refer to our SVQ webpage’s for detail and SVQ resources section online * Centres should be aware that the specifications for NQF Team Leading and Management NVQs at Levels 2, 3, 4, 5 should continue to be followed for learners who have been registered on this version of the...
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...differences in performance at school .These are intra-individual variables which reflect differences in an individual’s abilities from one situation to another ,for example ,between numerical ,reading ,sporting abilities and inter-individual variables which reflect differences between individuals at any given point in time .Individual differences which are related to academic achievement that may affect performance may include age ,cognitive style ,home background ,ability to remember given information ,level of confidence and amount of previous learning experiences. In order to identify these pupils, assessment tests of both scholastic aptitude and achievement are used to assess pupil variability. This discussion focuses on the role of criterion referenced tests and norm referenced tests in the teaching and learning process. Definition of key terms Criterion referenced test According to Popham and Hesek (1969),a criterion referenced test is a measure used to identify an individual’s status with respect to an established standard of performance .Similarly ,Mpofu E (1991),says a criterion referenced test measures whether a student has or has not reached the criterion or specific level of achievement .This means that criterion referencing as the name implies ,involves determining a student ‘s grade by comparing his or her achievements with clearly started criteria for learning outcomes and clearly stated standards for particular levels of performance. The major focus...
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...1) When should employers reassess the assessment methods they use in hiring? Assessment methods should be reevaluated if organizations desired goals and expected outcomes of hires are not achieved. Business and staffing strategies will differ and may require multiple methods of assessing to accomplish staffing objectives. Methods provide effective and/or efficient means to identify applicants/candidates ability to be a successful hire. Factors employers should consider in determining if assessment methods may require evaluation; • High employee turnover rates • Poor performance related to new hires • Low applicant rates • Declines in organizational productivity • Screening of applicants effectively • Identification of competencies requirements (Person-job fit) • Identify development needs and/or capacity to obtain knowledge • Organization and cultural fit (Person-organizational fit) • Talent and HR philosophy alignment to business strategy • Other attributes; personality, attitude, motivations, teamwork and interests (Person–group fit) and (Person-vocation fit) • Validity/reliability and accuracy of method to achieve staffing goals • Minimize adverse impact, ethical and legal concerns • Maximize ROI/costs of hiring • Candidates reaction (fair, consistent and objective) Source: Strategic Staffing 2nd edition – Phillips and Gully. Chapter 9 Assessing External Candidates page 233- 240 2) Discuss the advantages and disadvantages of both structured...
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...Task4.Be able to assess the work and development needs of individuals 4.1The factors involved in planning the monitoring and assessment of work performance It is monitored in order to improve the performance of members of its performance is very important. I should consider the following factors to plan and monitor the performance of members of the workplace. At first I had planned performance required to do so, I should consider the following: - The performance of the program you want. - Should exist in order to help members improve their performance resources - Should be taken to improve performance. - To check the Framework Programme is appropriate. In order to monitor the performance of the following points should be considered a member of: - Provide performance feedback every day. - Create a relationship between performance and incentives. - Good appreciation and performance incentives. - Performance appropriate evaluation. - A tremendous pace, in order to improve performance. There are three factors that always follow in the employee's performance. Performance management, performance management process provides an opportunity for staff and human resource managers to discuss development goals, work together to create achieving those goals. Achieving overall organizational goals requires several ongoing activities, including identifying priorities and expected results plan, build are those committed to making the results of ongoing feedback between the...
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...MGT8034 Assessment page 1 Assessment Assessment scheme The assessment for Strategic management of human resources and innovation has two case studies and an on-line test. Description Marks out of Wtg(%) Due date On-line test (see study desk) 100 20% Friday, 18 December 2015 Case study 1 (2000 words) 100 40% Friday, 15 January 2016 Case study 2 (2000 words) 100 40% Friday, 05 February 2016 On-line test (due to be completed by Friday 18 December, 2015) Please note, the on-line test relates to 20 multiple choice questions prepared from the main text Millmore et al, 2007, Strategic human resource management: contemporary issues. Prentice Hall. To pass this test, you must have acquired a copy of this textbook. You can acquire a copy of the text by contacting the USQ cooperative bookshop where both your texts (i.e. Milmore and Davilla et al) have been packaged together to reduce the cost. Please see the study desk in week 1 under the heading ‘ON-LINE TEST’. A ‘Guidelines for the On-line Test’ will also be posted in this section. These guidelines will set out which chapters you should study to be able to answer the multiple choice questions. Further details will be posted for completing this test. © University of Southern Queensland MGT8034 Assessment page 2 Case study 1 Description Case study 1 (2000 words) (approximately 5 typed pages single spaced) Marks out of Wtg(%) Due date 100 ...
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...LEARNING AND ASSESSMENT A GUIDE TO ASSESSMENT FOR THE NATIONAL QUALIFICATIONS FRAMEWORK © New Zealand Qualifications Authority 2001 All rights reserved. No part of this publication may be reproduced by any means without the prior permission of the New Zealand Qualifications Authority. ISBN 0-90892751-7 ii LEARNING AND ASSESSMENT Assessment for the Qualifications Framework Introduction to 2001 edition Learning and Assessment was first published in 1996. It has been in demand ever since and reprinted many times in its original format. The 2001 edition retains the text of the original. The photographs have been omitted to reduce costs and the original Foreward was no longer relevant. We are delighted and a little surprised that there is sufficient demand for a reprint five years on. When we were researching for Learning and Assessment late in 1995 only 40,000 learners were being assessed for the Framework. There were 4,800 registered unit standards and 109 national qualifications. Only 414 providers were accredited and 16 ITOs were able to register workplace assessors. Sixty schools were trialling mathematics and geography standards. There was little practice of any kind, let alone proven successful practice, on which to base advice to assessors. Our scenarios and case studies in computing, small business management, commercial fishing and economics reflected hope and expectation rather than experience. There are now 626,000 learners registered on the Framework; about 200...
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...CLASSROOM ASSESSMENT CHAPTER 10 l Classroom Assessment LE ARNI NG OUTCOMES After studying this chapter, you should be able to: 1. Define assessment; 2. Explain the basic concepts in assessment; 3. Explain how to plan for assessment; 4. Describe types of assessment in the classroom; 5. Explain what is teacher-made tests; 6. Describe what is standardized tests; and 7. Explain what is authentic assessment. 254 CHAPTER 10 CHAPTER 10 l CLASSROOM ASSESSMENT INTRODUCTION One of the most basic and difficult task that teachers face in their work is the process of assessment. Classroom assessment includes all the process involved in making decisions about students learning progress. It includes the observation of students’ written work, their answers to questions in class, and performance on teacher-made and standardized tests. According to (Koyalik, 2002 as cited in Eggen & Kauchak, 2004): i. It facilitates teachers in decision making about learning progress through systematic information gathering. Besides that, assessment also accomplishes two other important goals; increasing learning and increasing motivation. The relationship between learning and assessment is very strong. Students learn more in classes where assessment is an integral part of instruction than in those where it isn’t. Brief assessment that provides frequent feedback about learning progress is more effective than long, infrequent ones, like once-a-term tests. 255 255 CLASSROOM...
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...istockphoto Evaluating Teacher Effectiveness How Teacher Performance Assessments Can Measure and Improve Teaching Linda Darling-Hammond October 2010 w w w.americanprogress.org Evaluating Teacher Effectiveness How Teacher Performance Assessments Can Measure and Improve Teaching Linda Darling-Hammond October 2010 Contents 1 Introduction and Summary 5 Why performance assessments are needed 7 National Board Certification 9 Assessment of beginning teachers 11 Prospects for a national system of Teacher Performance Assessments 12 How performance assessments can help teachers improve their practice 17 Improving preparation through the use of performance assessments 22 Policy recommendations and conclusion Introduction and Summary Parents, practitioners, and policymakers agree that the key to improving public education in America is placing highly skilled and effective teachers in all classrooms. Yet the nation still lacks a practical set of standards and assessments that can guarantee that teachers, particularly new teachers, are well prepared and ready to teach. This report discusses a promising approach to the question of how to measure teacher effectiveness. Specifically, it describes the ways in which assessments of teacher performance for licensing and certification can both reflect and predict teachers’ success with children so that they can not only inform personnel decisions, but also...
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...SHRM FOUNDATION’S EFFECTIVE PRACTICE GUIDELINES Selection Assessment Methods A guide to implementing formal assessments to build a high-quality workforce Elaine D. Pulakos SHRM FOUNDATION’S EFFECTIVE PRACTICE GUIDELINES Selection Assessment Methods A guide to implementing formal assessments to build a high-quality workforce Elaine D. Pulakos This publication is designed to provide accurate and authoritative information regarding the subject matter covered. Neither the publisher nor the author is engaged in rendering legal or other professional service. If legal advice or other expert assistance is required, the services of a competent, licensed professional should be sought. Any federal and state laws discussed in this book are subject to frequent revision and interpretation by amendments or judicial revisions that may significantly affect employer or employee rights and obligations. Readers are encouraged to seek legal counsel regarding specific policies and practices in their organizations. This book is published by the SHRM Foundation, an affiliate of the Society for Human Resource Management (SHRM©). The interpretations, conclusions and recommendations in this book are those of the author and do not necessarily represent those of the SHRM Foundation. ©2005 SHRM Foundation. All rights reserved. Printed in the United States of America. This publication may not be reproduced, stored in a retrieval system or transmitted in whole or in part, in...
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