The document describes a study on student performance appraisal at VJIM, including developing evaluation criteria through a student questionnaire, rating student responses on a scale of 1-4, and ranking students based on their total scores. A 10x10 matrix was created to sum the ratings for each student across 10 questions, and students were given rankings based on their total scores. The process used a graphic rating method to evaluate student performance and provide rankings.
Learning Indicators in science classroom, types of indicators, Learning indic...Bhaskar Reddy
This slides include What are learning Indicators, Types of Indicators, How to develop Learning Indicators, How to treat with the indicators which we find in classrooms
Presentation given by Murli K S, CEO, 24×7 Guru on July 15,2011 at WORLD EDUCATION SUMMIT (www.worldeducationsummit.net) in the School Education Track: FROM CONVENTIONAL ASSESSMENT PRACTICES TO CONTINUOUS AND COMPREHENSIVE EVALUATION (CCE): A REVIEW OF BEST PRACTICES
ATI/Pearson 20th Annual Summer Conference breakout session to be presented on July 8 and 9, 2013. This is discussion session with minimal presentation for those already involved in implementing standards/proficiency-based grading.
Learning assessments, such as quizzes, can be powerful tools for informing and reforming learning. The ability to analyze a variety of assessment data, and interpret the factors that can contribute to or influence learning has the potential to make it more effective and facilitate better decision-making for the investment and allocation of resources.
In this 30 minute Master Class, we will show you how to use Zoola Analytics to analyze quiz results, quiz question frequency, and quiz question pass/fail rates.
Shifting the conversation from cost to value! How to gather the right evidenc...Dr. Regis P. Chasse, MBA
For many years, Chief Learning Officers have proudly reported the cost of a learning hour, the ratio of L&D professionals per 1000-employee, or how many people their high-priority programs reached (efficiency); however, many learning executives struggle to articulate the real business value of their learning initiatives. Moving the conversation with stakeholders from a cost perspective to a value perspective is a critical aspect of engaging in rich exchanges with the business and becoming a true business partner.
After a focused effort, Majid Al Futtaim’s Leadership Institute now uses a pragmatic and cost-effective approach to measure the business impact of learning (effectiveness). The Leadership Institute Framework for Effectiveness Evaluation (LIFE2) will be introduced, supported with real examples from its School of Leadership Development and the School of Analytics & Technology.
Objectives :
• Understand the pillars of the Leadership Institute Framework for Effectiveness Evaluation (LIFE2)
• Understand the key steps to develop their own measurement approach for a specific program
• Understand the importance of post-measurement dialog with the business and follow-though
• Gain insights on the Leadership Institute lessons learned while implementing this framework
Target audience: Learning and HR business partners and executives who want to build credibility and trust with the business, and show the business value of their learning initiatives.
Learning Indicators in science classroom, types of indicators, Learning indic...Bhaskar Reddy
This slides include What are learning Indicators, Types of Indicators, How to develop Learning Indicators, How to treat with the indicators which we find in classrooms
Presentation given by Murli K S, CEO, 24×7 Guru on July 15,2011 at WORLD EDUCATION SUMMIT (www.worldeducationsummit.net) in the School Education Track: FROM CONVENTIONAL ASSESSMENT PRACTICES TO CONTINUOUS AND COMPREHENSIVE EVALUATION (CCE): A REVIEW OF BEST PRACTICES
ATI/Pearson 20th Annual Summer Conference breakout session to be presented on July 8 and 9, 2013. This is discussion session with minimal presentation for those already involved in implementing standards/proficiency-based grading.
Learning assessments, such as quizzes, can be powerful tools for informing and reforming learning. The ability to analyze a variety of assessment data, and interpret the factors that can contribute to or influence learning has the potential to make it more effective and facilitate better decision-making for the investment and allocation of resources.
In this 30 minute Master Class, we will show you how to use Zoola Analytics to analyze quiz results, quiz question frequency, and quiz question pass/fail rates.
Shifting the conversation from cost to value! How to gather the right evidenc...Dr. Regis P. Chasse, MBA
For many years, Chief Learning Officers have proudly reported the cost of a learning hour, the ratio of L&D professionals per 1000-employee, or how many people their high-priority programs reached (efficiency); however, many learning executives struggle to articulate the real business value of their learning initiatives. Moving the conversation with stakeholders from a cost perspective to a value perspective is a critical aspect of engaging in rich exchanges with the business and becoming a true business partner.
After a focused effort, Majid Al Futtaim’s Leadership Institute now uses a pragmatic and cost-effective approach to measure the business impact of learning (effectiveness). The Leadership Institute Framework for Effectiveness Evaluation (LIFE2) will be introduced, supported with real examples from its School of Leadership Development and the School of Analytics & Technology.
Objectives :
• Understand the pillars of the Leadership Institute Framework for Effectiveness Evaluation (LIFE2)
• Understand the key steps to develop their own measurement approach for a specific program
• Understand the importance of post-measurement dialog with the business and follow-though
• Gain insights on the Leadership Institute lessons learned while implementing this framework
Target audience: Learning and HR business partners and executives who want to build credibility and trust with the business, and show the business value of their learning initiatives.
Training program effectiveness a measuring instrument (1)TheGrowthFactor
In addition to enhancing knowledge and skills, measuring training effectiveness has proven to be an important tool to boost employee engagement and retention. ... Organizations should ensure that employees can demonstrate a positive impact of training through improved productivity and overall skill development
The second keynote I delivered at #eas14 continued the theme of Brookfield's lenses of reflection, but this time focussed on Assessment Analytics. The two examples identified were from the LIFTUPP project at Liverpool's Dental School, as well as a pilot from Liverpool's Medical School in using data from Turnitin and Grademark to analyse staff and student performance in written assignments.
Strategic Planning, Implementation, Monitoring and Evaluation (SPIME) for Edu...virgilio gundayao
The function of Implementation, Monitoring, and Evaluation (IME) in the Strategic Planning is a pivotal management and leadership component paving towards organizational success. The SPIME complements and completes the SWOT, environmental scanning, action plan to come out with an ideal but workable road map, blue print, milestone, in the attainment of organizational goals, values, and objectives.
On this oral and written reports, it is apparent that the SPIME is intertwined as a practical approach towards exploring the entire gamut of a CorPlan that are within the frame work of the organizational vision, mission, goals, objectives and values—in this case of an educational institution.
Achievement test - Teacher Made Test and Standardized Test - Characteristics,...Suresh Babu
Achievement test - Teacher Made Test and Standardized Test - Characteristics, Steps in Construction (blueprint) and Standardization, Types of Test Items - objective, short answer and long answer- its merits and demerits.
Appraisal and Performance Management in Schools - A practical approachMark S. Steed
This presentation discusses the rationale and methodology that lies behind the Berkhamsted Schools Group appraisal structure. The approach is loosely based on an industry model that considers ‘Attitudes and Behaviours’ as well as ‘Performance outcomes’. The senior team have developed a structure using a suite of appraisal grids for each of the key roles within the organisation: teacher, teaching assistant, Head of Department and Senior Leaders. The teacher appraisal structure applies from Early Years through to Sixth Form.
The presentation was given by Mark S. Steed, Principal of Berkhamsted Schools Group at TLAB15 on Saturday 21st March, 2015 hosted at Berkhamsted School.
Similar to A STUDENT PERFORMANCE APPRAISEL STUDY (20)
1. ASSIGNMENT – 4
A STUDENT PERFORMANCE APPRAISEL STUDY
MEANING - Performance appraisal is the step where the management finds
out how effective it has been at hiring and placing employees.
A “Performance appraisal” is a process of evaluating an employee’s
performance of a job in terms of its requirements.
Some of the important things to be considered…
1. Student Performance Appraisal Guidelines.
(a). STUDENTS PARTICIPATION - In any case, if the students
perceive the appraisal system as biased, unfair and lacks rig our, then it
is unlikely that they will accept the outcomes of the system.
Participation gives an opportunity to the students to raise their voice
into the appraisal process. Performance standards, criteria for
evaluation and the evaluation form itself – all can be developed with the
help of students. Greater student participation generates an atmosphere
of cooperation and support.
(b). GOAL SETTING: Goal setting has been powerful motivational tool.
Majority of goal setting research has been carried out in non-appraisal
settings. Goal setting consists of performance goals that are specific,
moderately challenging and accepted. Goal setting within performance
appraisal has been associated with greater appraisal satisfaction and
increased performance.
(c).DEVELOPING PERFORMANCE STANDARDS: Standards to be
developed that measure the essential responsibilities. Once again,
student participation facilitates developing reliable, valid, fair and useful
performance standards.
2. 2. Using an absolute measurement procedure of students at
VJIM.
SOME STEPS…
STEP 1…
We prepared a questionnaire for the students for their
evaluation criteria and gave ratings to the responses.
QUESTIONS
1 what do you think about how much you improved in your 2nd trimester?
2 Does your CGPA increased ?
3 how well you prepared for your 2nd trimester as comparison to 1st?
4 Does your background effected your PGDM course?
5 how many hours do you study?
6 Any changes do you feel in your overall development?
7 How do you think ET helped you in gaining knowledge?
8 what is your aim? How well are you preparing for that?
9 Does your confidence level increased? To what extent?
10 Internal or External what helped you in gaining more knowledge?
STEP 2…
Gave rating with a scale of 1-4 to each response made by the student.
1 what do you think about how much you improved in your 2nd
trimester?
very good 4
good 3
moderatelly 2
no improvement 1
2 Does your CGPA increased ?
3. increased 3
decreased 1
no change 2
3 how well you prepared for your 2nd trimester as comparison to 1st?
same preparation 2
work hard a little 3
one day before exam 1
4 Does your background effected your PGDM course?
yes 4
no 2
cannot say 1
moderate 3
5 how many hours do you study?
6 hrs 4
4 hrs 3
2 hrs 2
sometimes 1
6 Any changes do you feel in your overall development?
very much 4
very less 3
moderate 2
do not know 1
4. 7 How do you think ET helped you in gaining knowledge?
making up to date 2
only new terms 1
global knowledge 3
8 what is your aim? How well are you preparing for that?
working very hard 4
care less 1
going side by side 3
sometimes acting on that 2
9 Does your confidence level increased?
yes 4
no 1
moderate 3
not at all 0
10 Internal or External what helped you in gaining more knowledge?
2 points each….
internal 2
external 2
STEP 3…
Created a 10 X 10 matrix and sum it up and gave rank to all
those students.
6. Student Performance Appraisal (PRECISE FORMAT)
Student Name: _______________________
Please evaluate the student according to the following criteria, offering
additional comments where appropriate:
1 = Unsatisfactory Does not meet expectations
2 = Below Average Meets some expectations but needs
improvement
3 = Satisfactory Meets expectations, but does not exceed them
4 = Very Good Exhibits above average performance
5 = Exceptional Exhibits superior performance
6 = Not Applicable
1 2 3 4 5 6 Productivity: Student completes assignments in a timely
manner, performs high quality work that is accurate and
thorough, and manages time effectively.
1 2 3 4 5 6 Punctuality: Student is responsible, dependable, punctual,
has good attendance, and notifies supervisor if s/he will be late or
unable to work.
1 2 3 4 5 6 Communications Skills: Student expresses thoughts clearly
and is professional in dealing with both co-workers and the public.
1 2 3 4 5 6 Initiative: Student asks for work if not assigned and is able
to work independently
1 2 3 4 5 6 Creativity: Student is innovative, accomplishes tasks in
creative ways, and offers suggestions for new or better methods of operation.
1 2 3 4 5 6 Overall Contribution: Student contributes overall to
improving the office/department.