Assessment - EDUC_524.pdf
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The document discusses student assessment and its purposes. It defines assessment as determining students' knowledge in educational areas of interest. Assessments gauge student learning and academic strengths/weaknesses. They are used to increase student and teacher performance, hold schools accountable, and determine school funding. The document also outlines the history of standardized testing in the US and Florida's transition to its new progress monitoring system called F.A.S.T. which reduces testing time and better informs teachers of student progress. Assessments are important to monitor learning at the student, teacher, school, district and state level.
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This document summarizes a research study on how teachers manage standardized testing in schools. A survey of 20 teachers found that standardized testing significantly impacts instruction, with many teachers focusing heavily on test preparation year-round. This governs much of their curriculum. While a few teachers saw benefits to more focused teaching, the challenges of standardized testing on teachers are significant and need to be addressed. The literature review found that standardized testing is widely used for accountability but may discourage critical thinking in favor of test success.
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This document summarizes research on how teachers manage standardized testing in schools. A survey of 20 teachers found that standardized testing significantly impacts their instruction. Many teachers felt pressured to solely teach test content and format year-round. While a few teachers saw benefits, most felt it reduced creativity and student enjoyment of learning. Standardized tests were also found to increase student anxiety and lower self-esteem in some cases. The research highlights challenges that teachers face in balancing testing demands with student-centered instruction.
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1. The document discusses factors to consider when establishing a grading scheme for a course, including what criteria to include and their relative weights. It suggests basing grades primarily on measurable achievements and considering effort, improvement, and other subjective factors less heavily.
2. Guidelines are presented for selecting grading criteria, such as stating the full grading scheme in writing for students and using observable measures for subjective factors.
3. An anecdote is included emphasizing that teachers can best support student learning through establishing optimal conditions rather than dictating outcomes.
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What makes a good secondary assessment on achieving the aims of assessment
This document discusses the aims of secondary school assessments and different assessment methods. It outlines four main purposes of assessment: 1) measuring student achievement and attainment, 2) acting as a gatekeeper for further education or careers, 3) promoting equality of opportunity, and 4) holding schools accountable. It then analyzes traditional assessments like standardized multiple-choice tests and alternative assessments like classroom-based formative evaluations. While traditional tests can efficiently compare large numbers of students, the document argues they may not accurately measure understanding. Alternative assessments better capture student capabilities but face challenges in objectively comparing all students. The document concludes that no single assessment method can fulfill all aims and that the curriculum also needs to support the goals of assessment.
Classroom Social Environment and School Performance in The Selected Secondary...
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student performance in a sample of secondary schools in the Philippines' Municipality of Iba and Botolan,
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classroom mutual respect, and classroom academic self-efficacy. There was a significant difference in the level
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retention rate, and cohort survival rate. There is a negligible relationship between the classroom social
environment and the school student progress and development level.Regarding classroom mastery goals,
classroom performance goals, classroom social interaction, classroom mutual respect, and classroom academic
self-efficacy, there was a significant difference in perception. Concerning the failure rate, drop-out rate,
promotion rate, retention rate, and cohort survival rate, there was a considerable variation in the level of school
performance. The social climate in the classroom has very little bearing on how well students are progressing
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Classroom Performance Goals, Classroom Social Interaction, Classroom Academic Self-Efficacy
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This document summarizes a research study on how teachers manage standardized testing in schools. A survey of 20 teachers found that standardized testing significantly impacts instruction, with many teachers focusing heavily on test preparation year-round. This governs much of their curriculum. While a few teachers saw benefits to more focused teaching, the challenges of standardized testing on teachers are significant and need to be addressed. The literature review found that standardized testing is widely used for accountability but may discourage critical thinking in favor of test success.
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This document summarizes research on how teachers manage standardized testing in schools. A survey of 20 teachers found that standardized testing significantly impacts their instruction. Many teachers felt pressured to solely teach test content and format year-round. While a few teachers saw benefits, most felt it reduced creativity and student enjoyment of learning. Standardized tests were also found to increase student anxiety and lower self-esteem in some cases. The research highlights challenges that teachers face in balancing testing demands with student-centered instruction.
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1. The document discusses factors to consider when establishing a grading scheme for a course, including what criteria to include and their relative weights. It suggests basing grades primarily on measurable achievements and considering effort, improvement, and other subjective factors less heavily.
2. Guidelines are presented for selecting grading criteria, such as stating the full grading scheme in writing for students and using observable measures for subjective factors.
3. An anecdote is included emphasizing that teachers can best support student learning through establishing optimal conditions rather than dictating outcomes.
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This document introduces value added assessment as a method for measuring student academic growth and progress over time rather than just achievement at a single point. It discusses two 11th grade students, Anne who scores high on standardized tests but shows less growth, while David scores low but demonstrates significant academic growth each year. Value added assessment compares individual student performance over time to determine how much progress each student makes regardless of achievement level. The document outlines benefits of value added data for educators to evaluate their impact on student learning and better support all students.
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The document provides information about Regional School District #14's new standards-based elementary school progress report system. It explains that the new system breaks student performance down into specific standards rather than overall subject grades. It is intended to provide more detailed information about what students have and have not mastered. The document outlines the differences between the new standards-based reports and traditional report cards, and explains the performance level rating scale used to assess student progress on individual standards.
What makes a good secondary assessment on achieving the aims of assessment
This document discusses the aims of secondary school assessments and different assessment methods. It outlines four main purposes of assessment: 1) measuring student achievement and attainment, 2) acting as a gatekeeper for further education or careers, 3) promoting equality of opportunity, and 4) holding schools accountable. It then analyzes traditional assessments like standardized multiple-choice tests and alternative assessments like classroom-based formative evaluations. While traditional tests can efficiently compare large numbers of students, the document argues they may not accurately measure understanding. Alternative assessments better capture student capabilities but face challenges in objectively comparing all students. The document concludes that no single assessment method can fulfill all aims and that the curriculum also needs to support the goals of assessment.
Classroom Social Environment and School Performance in The Selected Secondary...
ABSTRACT: This research investigated teachers' perceptions of the social environment in the classroom and
student performance in a sample of secondary schools in the Philippines' Municipality of Iba and Botolan,
Zambales, including Amungan National High School, San Agustin Integrated School, Jesus F. Magsaysay High
School, President Ramon Magsaysay State University-laboratory High School, Botolan National High School,
and Bancal Integrated School. One hundred fifty-five respondents were chosen at random, and the researcher
used the descriptive research design and questionnaire as the primary instruments to collect data. The school
received a "Very High" rating for promotion, retention, and cohort or survival rates but a "Very Low" rating for
failure and drop-out rates.There was a significant difference in the perception of the classroom social
environment as to classroom mastery goals, classroom performance goals, classroom social interaction,
classroom mutual respect, and classroom academic self-efficacy. There was a significant difference in the level
of school performance on student progress and development as to failure rate, drop-out rate, promotion rate,
retention rate, and cohort survival rate. There is a negligible relationship between the classroom social
environment and the school student progress and development level.Regarding classroom mastery goals,
classroom performance goals, classroom social interaction, classroom mutual respect, and classroom academic
self-efficacy, there was a significant difference in perception. Concerning the failure rate, drop-out rate,
promotion rate, retention rate, and cohort survival rate, there was a considerable variation in the level of school
performance. The social climate in the classroom has very little bearing on how well students are progressing
academically.
KEYWORDS: Social Environment, Failure Rate, Drop-Out Rate, Survival Rate, Classroom Mastery Goals,
Classroom Performance Goals, Classroom Social Interaction, Classroom Academic Self-Efficacy
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BORNO STATE, NIGERIA
1Haman Modu, 2Gideon Istifanus and 3Ruth Ishaku
1Department of GST, 2Government Day Secondary School, Bama, Borno State, Nigeria, Department of Public Administration, 1&3College of Business and Management Studies, Konduga, Borno State, Nigeria;
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Test constructed by the teacher at the class room leve l at the end of a term or end of the year is referred to as school based examination (SBE) student often perform well in the SBE because items are drawn from topic covered by the class teacher. This study is to find out the predictive validity of SBE in relation to NECO and WAEC, SSCE. The population of the study was all (670) senior secondary school in Borno state. Student performance in SBE and WAEC and NECO in English language and history in senior secondary school in 2006, 2007 and 2008 were correlated. Purposive sampling was used in selecting the school. At the time of this study only three school were found to be offering English language but not history) one school in Gwoza zone and two in Maiduguri zone. These three schools were used as samples. The result of the analysis revealed that student’s performance SSCE IN WAEC and SSCE NECO was low but there performance in SBE is high. The student performance is low in English in NECO and WAEC because no student score A or B grade for the three years in school studied. While no student obtained A or B in NECO and WAEC, the student performance in history for the three years show that few student obtained A and B grades the researcher recommend that teacher in senior secondary schools should be made to go for workshops on test construction so that they can construct good test items to match WAEC and NECO standard.
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National and provincial assessments (NAs) aim to evaluate education systems by testing samples of students, while public examinations (PEs) assess all students wishing to take an exam. NAs have low stakes, cover a few subjects with short tests, and influence long-term policy. PEs have high stakes, extensively test major subjects, and strongly influence immediate teaching. NAs are better for monitoring trends over time, while PEs provide student certification.
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This document provides summaries of several studies on the impact of Advancement Via Individual Determination (AVID) programs:
1) AVID graduates were better prepared for and persisted through college due to strategies learned in AVID like note-taking and time management. They were more likely to be on track to graduate compared to national averages.
2) AVID students raised their expectations over time from an Associate's to Bachelor's degree, unlike the control group. Intervention programs provided social and cultural benefits.
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Using Assessment Data for Educator and Student Growth
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This presentation reviews major topics to be considered when using assessment data in implementing a school's program of educator and student growth and evaluation. By attending this workshop, participants will improve their assessment literacy, learn how to improve student achievement and instructional effectiveness through thoughtful data use, and discuss common issues shared by educators when using data for evaluative purposes.
1Assessment A Foundation Image SourceSuperStockPrete.docx
1Assessment: A Foundation
Image Source/SuperStock
Pretest
1. Assessment refers to use of tests to measure children’s achievements. T/F
2. Assessment always has the same purpose of determining if and how much children are learning.
T/F
3. One of the best ways to use assessment outcome information is to determine if changes need to
be made in methods and services to children. T/F
4. The advent of testing means that early childhood professionals do not need to be concerned
about their biases and the manner in which these biases might influence assessment outcomes.
T/F
5. Federal funding of public education is linked to students’ performance on standardized tests. T/F
Answers can be found at the end of the chapter.
© 2015 Bridgepoint Education, Inc. All rights reserved. Not for resale or redistribution.
Introduction
Learning Objectives
By the end of this chapter, you should be able to:
ሁ Describe the evolution of assessment practices in education.
ሁ Understand and use the key language of assessment.
ሁ Explain how assessment assists early childhood personnel in making decisions to
continually improve the quality of services.
ሁ Summarize the principles associated with quality assessment.
ሁ Explain the primary shifts in education and the manner in which these trends affect
assessment practices.
Remi is an early intervention professional and has been working with infants and toddlers and
their families for 15 years. She has a deep understanding of child development and knows what
to expect of children at different ages. She also recognizes when children’s development is sig-
nificantly or even slightly more advanced or delayed than what is expected at a given age.
When she started her career, Remi relied heavily on formal assessments to determine students’
performance level, but now she rarely does more than observe children and take mental notes.
Remi is such a keen observer that she feels it is unnecessary to document in writing whether chil-
dren are responding to parents’ or professionals’ intervention. The only assessments she com-
pletes are those required by law.
Recently, however, Remi was asked to take on a new professional apprentice, Anika, who has
completed a degree in early childhood (EC) education. Anika is eager to put theory into practice;
she wants to use all the tools she studied in school. Not only is Anika aware of changes in early
childhood that increasingly require more assessment evidence, she also knows that regular data
collection is important for being an effective professional.
Anika writes notes, collects observational data, and keeps a record of children’s successes on
work samples. She analyzes the data and compares the results often to see whether children
are making progress. When she approaches Remi and suggests that, based on her observations,
they work with parents to introduce rich language activities, Remi becomes defensive. Remi sees
no reason to change .
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Reflection On Summative Assessment
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The document discusses preparing for end-of-year summative assessments. It notes that while it is difficult to believe, it is time to wrap up the school year, which means preparing students for summative assessments. Summative assessments are used to evaluate student learning and achievement at the end of a unit or school year. Effective preparation is important to help students feel ready to demonstrate what they have learned.Encyclopedia on Early Childhood Development .docx
Encyclopedia on Early Childhood Development 1
©2004 Centre of Excellence for Early Childhood Development
Rimm-Kaufman S
School Transition and School Readiness:
An Outcome of Early Childhood Development
SARA RIMM-KAUFMAN, PhD
University of Virginia, USA
(Published online February 25, 2004)
Topic
School transition
Introduction
Recent research has redefined what it means for a child to “be ready” for kindergarten.
This primary objective of Goals 2000 set by the National Education Goals Panel1 was “to
insure that all children enter school ready to learn.” Historically, views on readiness have
placed differing levels of priority on children’s social and academic preparedness.
Subject
Researchers have been examining the topic of school transition and readiness for several
decades. The recurrent questions emerge: What does it mean to be ready for school? How
do different stakeholders prioritize different aspects of school readiness? What are the
antecedents of school readiness? This short report summarizes evidence on the school
transition and readiness with the goal of describing stakeholders’ definitions of readiness,
characteristics of child readiness, and readiness as an outcome of early childhood
experiences.
Problems
Children and their families experience a large discontinuity as they make the transition
into kindergarten. This shift is notable despite the fact that more than 80% of American
children received care on a regular basis from a non-parental caregiver prior to this
transition.2 The change in priorities and the heightened academic rigour present
challenges to children as they begin their formal education.
The current educational climate in the U.S. has furthered the experience of discontinuity
for American children. The emphasis on accountability has forced a “push down
curriculum” in which children are expected to perform at higher academic levels at earlier
ages. The transition to kindergarten has become an increasingly visible issue as federal
and state governments consider the merits of federally funded preschool programs.
Further, the children entering kindergarten are different from those of a generation ago;
they are increasingly diverse with regard to racial, ethnic, economic and language
backgrounds.3
SCHOOL TRANSITION
School readiness leads to school success. Research suggests that children’s school
outcomes, especially achievement, remain remarkably stable after the first years of
school.4,5 Further, there is evidence that interventions are more likely to be successful in
the early school years.6 As a result of this evidence, researchers, policy-makers, educators
and parents are grappling with what it means for children to be “ready” for school.
Research Context
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Connor Street Early Childhood Program EvaluationsEDDD 8084E
Connor Street Early Childhood Program Evaluations
EDDD 8084/EDSD 7084
Breann Crocker
Allison Van Horn
Heather Lang
Katherine Gonzales
Welcome Connor Street Team!
Agenda
Strengths - Families
Strengths - Staff
What was Evaluated
Evaluation Results
Recommendations
Resources
Goals
Thank you for hosting our team of evaluators to better support your program’s educational success. We are looking forward to reviewing the results of the assessments the Connor Street Early Childhood Program participated in with the families, staff, and children. We will also be discussing how to create goals for the program and providing recommendations on how to implement those goals. This will also be a great opportunity to ask questions and discuss your ideas on how you as educators will implement these ideas into your classrooms.
All About Your Program
● Connor Street serves low-income and working-class families.
● Evaluation data is based of four classrooms of 4-year-olds. Each class has one teacher and one assistant teacher.
(Walden University, 2022)
Connor Street Early Childhood Program is made up of 20% Hispanic students, 2 students are Asian, and 3 students are from the Caribbean. The school serves working-class and low-income families and as a result all but three of the students in the program are at school between 7 to 9 hours a day. The evaluation data is based on four classrooms of 4-year-olds with one teacher and one assistant teacher.
Strengths: Families
Positive and respectful relationships with staff
Open communication
Rules, expectations, and procedures are clear for parents
Program invites parents into the classroom and to events
Program connects families and community
(Walden University, 2022)
When looking at the NAEYC Self-Assessment Family Survey, there were many survey questions where all 29 families surveyed acknowledged strengths within the Connor Street program. This reflects many of the wonderful things you as staff are doing at Connor Street! Families noted that the staff at Connor Street were good teachers who cared for their children. Families said staff had a good relationship with the children and parents and are good at communicating what is going on at school and checking in to see how things are going at home. Families acknowledged that they knew the rules and procedures of the school and Connor Street’s mission and philosophy. Families surveyed felt that Connor Street staff actively engaged with families and the community through events. Lastly, families felt they were invited into the classrooms to participate in their child’s learning throughout the year.
Strengths: Staff
Staff feel supported by the program administration.
Strong, positive relationships between staff, families, and the community
Curriculum is inclusive and supports the needs of all students.
Teachers collaborate.
A variety of assessments are used
Assessments inform future teaching.
Assessments happen regularly and are ...
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1Department of GST, 2Government Day Secondary School, Bama, Borno State, Nigeria, Department of Public Administration, 1&3College of Business and Management Studies, Konduga, Borno State, Nigeria;
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Test constructed by the teacher at the class room leve l at the end of a term or end of the year is referred to as school based examination (SBE) student often perform well in the SBE because items are drawn from topic covered by the class teacher. This study is to find out the predictive validity of SBE in relation to NECO and WAEC, SSCE. The population of the study was all (670) senior secondary school in Borno state. Student performance in SBE and WAEC and NECO in English language and history in senior secondary school in 2006, 2007 and 2008 were correlated. Purposive sampling was used in selecting the school. At the time of this study only three school were found to be offering English language but not history) one school in Gwoza zone and two in Maiduguri zone. These three schools were used as samples. The result of the analysis revealed that student’s performance SSCE IN WAEC and SSCE NECO was low but there performance in SBE is high. The student performance is low in English in NECO and WAEC because no student score A or B grade for the three years in school studied. While no student obtained A or B in NECO and WAEC, the student performance in history for the three years show that few student obtained A and B grades the researcher recommend that teacher in senior secondary schools should be made to go for workshops on test construction so that they can construct good test items to match WAEC and NECO standard.
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1) AVID graduates were better prepared for and persisted through college due to strategies learned in AVID like note-taking and time management. They were more likely to be on track to graduate compared to national averages.
2) AVID students raised their expectations over time from an Associate's to Bachelor's degree, unlike the control group. Intervention programs provided social and cultural benefits.
3) Students who felt nurtured by AVID teachers through personal bonds were more likely to remain in the program for four years.
4) Schools implementing AVID saw improvements in accountability measures, advanced
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1) The document discusses factors that influence the academic performance of graduate students, including gender, age, schooling background, socioeconomic status, residential area, medium of instruction, tuition trends, and accommodation.
2) It reviews several previous studies on this topic and their findings that academic performance is positively associated with higher socioeconomic status, private schooling, urban residence, and English medium instruction.
3) The methodology section describes a study of 100 graduate students that uses questionnaires to collect data on independent variables and academic performance, which is then analyzed using statistical tests in SPSS and Excel.
What is the Georgia Milestones Assessment System?
The Georgia Milestones Assessment System is a comprehensive summative assessment for grades 3-high school that measures student mastery of state standards in core subjects. It replaces the CRCT and EOCT. The Milestones includes multiple choice, constructed response, and extended response items. Students and teachers are preparing for the Milestones through practice tests and focusing on skills like using evidence from texts. The assessments will be administered in April-May and results provide information on student learning and readiness.
Tag power point
This power point is a presentation I made to the School Board about the district's Talented and Gifted Program.
Research PowerPoint presentation senior high
This research aims to examine the relationship between demographic characteristics and academic performance among Grade 7 learners in Camandag National High School. Specifically, it seeks to determine the impact of age, gender, ethnicity, socioeconomic status, and geographical location on students' grades. The study will collect data on these demographic factors and academic metrics like test scores from a diverse sample of students. Statistical analysis will be used to investigate correlations between demographics and performance and identify any significant performance differences between demographic subgroups. The findings could help educators develop more effective policies and support systems.
Grading Ethical Issues
The document discusses ethical issues related to student grading practices. It notes that grading is a unique challenge in education and that unethical practices can range from obviously changing grades to more subjective inconsistencies in grading policies. The purpose of grading should be to accurately reflect student learning, though determining fair grading practices is an ongoing debate between standards-based and more subjective approaches.
Assessment Etil
The document provides an overview of secondary assessment and formative and summative assessments for new teachers. It defines formative assessment as assessment used to feed back into the teaching and learning process, while defining summative assessment as assessment used to summarize learning. The document discusses implications for classroom practice, including sharing learning goals with students, involving students in self-assessment, and providing feedback to help students recognize next steps. It also provides background information on the school district and testing programs used for assessment.
Performance assessment
This document discusses the need for teacher performance-based accountability systems to better evaluate and improve teacher quality. It reviews previous research that found proxies like teacher test scores, degrees, and experience were poor indicators of student achievement and effective teaching. The research showed teacher quality is the strongest school-related factor in student outcomes but past methods did not capture what defines quality teaching. The author argues performance-based accountability can focus on actual classroom teaching practices, provide a knowledge base to develop teachers, and ultimately help raise student achievement.
Using Assessment Data for Educator and Student Growth
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This presentation reviews major topics to be considered when using assessment data in implementing a school's program of educator and student growth and evaluation. By attending this workshop, participants will improve their assessment literacy, learn how to improve student achievement and instructional effectiveness through thoughtful data use, and discuss common issues shared by educators when using data for evaluative purposes.
1Assessment A Foundation Image SourceSuperStockPrete.docx
1Assessment: A Foundation
Image Source/SuperStock
Pretest
1. Assessment refers to use of tests to measure children’s achievements. T/F
2. Assessment always has the same purpose of determining if and how much children are learning.
T/F
3. One of the best ways to use assessment outcome information is to determine if changes need to
be made in methods and services to children. T/F
4. The advent of testing means that early childhood professionals do not need to be concerned
about their biases and the manner in which these biases might influence assessment outcomes.
T/F
5. Federal funding of public education is linked to students’ performance on standardized tests. T/F
Answers can be found at the end of the chapter.
© 2015 Bridgepoint Education, Inc. All rights reserved. Not for resale or redistribution.
Introduction
Learning Objectives
By the end of this chapter, you should be able to:
ሁ Describe the evolution of assessment practices in education.
ሁ Understand and use the key language of assessment.
ሁ Explain how assessment assists early childhood personnel in making decisions to
continually improve the quality of services.
ሁ Summarize the principles associated with quality assessment.
ሁ Explain the primary shifts in education and the manner in which these trends affect
assessment practices.
Remi is an early intervention professional and has been working with infants and toddlers and
their families for 15 years. She has a deep understanding of child development and knows what
to expect of children at different ages. She also recognizes when children’s development is sig-
nificantly or even slightly more advanced or delayed than what is expected at a given age.
When she started her career, Remi relied heavily on formal assessments to determine students’
performance level, but now she rarely does more than observe children and take mental notes.
Remi is such a keen observer that she feels it is unnecessary to document in writing whether chil-
dren are responding to parents’ or professionals’ intervention. The only assessments she com-
pletes are those required by law.
Recently, however, Remi was asked to take on a new professional apprentice, Anika, who has
completed a degree in early childhood (EC) education. Anika is eager to put theory into practice;
she wants to use all the tools she studied in school. Not only is Anika aware of changes in early
childhood that increasingly require more assessment evidence, she also knows that regular data
collection is important for being an effective professional.
Anika writes notes, collects observational data, and keeps a record of children’s successes on
work samples. She analyzes the data and compares the results often to see whether children
are making progress. When she approaches Remi and suggests that, based on her observations,
they work with parents to introduce rich language activities, Remi becomes defensive. Remi sees
no reason to change .
ACADEMIC PERFORMANCE.Pdf
The document discusses factors that contribute to students' academic performance at the university level. It analyzes data collected from 100 students at Islamia University of Bahawalpur Rahim Yar Khan Campus in Pakistan. The study finds that age, father/guardian socioeconomic status, and daily study hours significantly impact students' grades. Previous studies have found mixed results on the relationship between prior academic performance and future university achievement.
Reflection On Summative Assessment
Reflection On Summative AssessmentCollege Paper Writers The University of Oklahoma Health Sciences Center
The document discusses preparing for end-of-year summative assessments. It notes that while it is difficult to believe, it is time to wrap up the school year, which means preparing students for summative assessments. Summative assessments are used to evaluate student learning and achievement at the end of a unit or school year. Effective preparation is important to help students feel ready to demonstrate what they have learned.Encyclopedia on Early Childhood Development .docx
Encyclopedia on Early Childhood Development 1
©2004 Centre of Excellence for Early Childhood Development
Rimm-Kaufman S
School Transition and School Readiness:
An Outcome of Early Childhood Development
SARA RIMM-KAUFMAN, PhD
University of Virginia, USA
(Published online February 25, 2004)
Topic
School transition
Introduction
Recent research has redefined what it means for a child to “be ready” for kindergarten.
This primary objective of Goals 2000 set by the National Education Goals Panel1 was “to
insure that all children enter school ready to learn.” Historically, views on readiness have
placed differing levels of priority on children’s social and academic preparedness.
Subject
Researchers have been examining the topic of school transition and readiness for several
decades. The recurrent questions emerge: What does it mean to be ready for school? How
do different stakeholders prioritize different aspects of school readiness? What are the
antecedents of school readiness? This short report summarizes evidence on the school
transition and readiness with the goal of describing stakeholders’ definitions of readiness,
characteristics of child readiness, and readiness as an outcome of early childhood
experiences.
Problems
Children and their families experience a large discontinuity as they make the transition
into kindergarten. This shift is notable despite the fact that more than 80% of American
children received care on a regular basis from a non-parental caregiver prior to this
transition.2 The change in priorities and the heightened academic rigour present
challenges to children as they begin their formal education.
The current educational climate in the U.S. has furthered the experience of discontinuity
for American children. The emphasis on accountability has forced a “push down
curriculum” in which children are expected to perform at higher academic levels at earlier
ages. The transition to kindergarten has become an increasingly visible issue as federal
and state governments consider the merits of federally funded preschool programs.
Further, the children entering kindergarten are different from those of a generation ago;
they are increasingly diverse with regard to racial, ethnic, economic and language
backgrounds.3
SCHOOL TRANSITION
School readiness leads to school success. Research suggests that children’s school
outcomes, especially achievement, remain remarkably stable after the first years of
school.4,5 Further, there is evidence that interventions are more likely to be successful in
the early school years.6 As a result of this evidence, researchers, policy-makers, educators
and parents are grappling with what it means for children to be “ready” for school.
Research Context
Numerous large-scale studies currently target the success of the transition to school as ...
Guidelines in Assessing Knowledge, Process, Understanding, and Performance/Pr...
This document provides a guide for assessing four domains established by the Philippine Department of Education: knowledge, process, understanding, and performance/product. It defines each domain and provides examples of assessment questions and tasks that could be used to evaluate students in that domain. The knowledge domain focuses on basic facts and information. The process domain assesses cognitive operations used to solve problems. Understanding refers to grasping big ideas and is assessed using six facets. Performance/product evaluates students' ability to apply their understanding through authentic tasks. Formative and summative assessment are both emphasized to help students master standards and improve learning.
Garcia, patricia impact of teacher personality styles nftej v21 n3 2011
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
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Connor Street Early Childhood Program EvaluationsEDDD 8084E
Connor Street Early Childhood Program Evaluations
EDDD 8084/EDSD 7084
Breann Crocker
Allison Van Horn
Heather Lang
Katherine Gonzales
Welcome Connor Street Team!
Agenda
Strengths - Families
Strengths - Staff
What was Evaluated
Evaluation Results
Recommendations
Resources
Goals
Thank you for hosting our team of evaluators to better support your program’s educational success. We are looking forward to reviewing the results of the assessments the Connor Street Early Childhood Program participated in with the families, staff, and children. We will also be discussing how to create goals for the program and providing recommendations on how to implement those goals. This will also be a great opportunity to ask questions and discuss your ideas on how you as educators will implement these ideas into your classrooms.
All About Your Program
● Connor Street serves low-income and working-class families.
● Evaluation data is based of four classrooms of 4-year-olds. Each class has one teacher and one assistant teacher.
(Walden University, 2022)
Connor Street Early Childhood Program is made up of 20% Hispanic students, 2 students are Asian, and 3 students are from the Caribbean. The school serves working-class and low-income families and as a result all but three of the students in the program are at school between 7 to 9 hours a day. The evaluation data is based on four classrooms of 4-year-olds with one teacher and one assistant teacher.
Strengths: Families
Positive and respectful relationships with staff
Open communication
Rules, expectations, and procedures are clear for parents
Program invites parents into the classroom and to events
Program connects families and community
(Walden University, 2022)
When looking at the NAEYC Self-Assessment Family Survey, there were many survey questions where all 29 families surveyed acknowledged strengths within the Connor Street program. This reflects many of the wonderful things you as staff are doing at Connor Street! Families noted that the staff at Connor Street were good teachers who cared for their children. Families said staff had a good relationship with the children and parents and are good at communicating what is going on at school and checking in to see how things are going at home. Families acknowledged that they knew the rules and procedures of the school and Connor Street’s mission and philosophy. Families surveyed felt that Connor Street staff actively engaged with families and the community through events. Lastly, families felt they were invited into the classrooms to participate in their child’s learning throughout the year.
Strengths: Staff
Staff feel supported by the program administration.
Strong, positive relationships between staff, families, and the community
Curriculum is inclusive and supports the needs of all students.
Teachers collaborate.
A variety of assessments are used
Assessments inform future teaching.
Assessments happen regularly and are ...
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
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Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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Assessment - EDUC_524.pdf
- 2. The definition of assessment according to the text is “a formal attempt to determine students’ status with respect to educational variables of interest” (Popham, 2017, p.39). What is an assessment? My definition would be “a way of determining what a student has learned.”
- 3. ● “High-quality assessment that is integrated into regular classroom practice can increase the rate of learning”(Vega, n.d.). ● Scores can “gauge a student's academic strengths and weaknesses” (Darling-Hammond, n.d.). ● Assessment “represents a commitment to high academic standards and school accountability” (Darling-Hammond, n.d.). Why do we assess students?
- 4. High-stakes testing refers to tests where the results determine important things such as promotion, graduation, or school rankings (Grissmer et al., n.d.). Accountability testing begins as a way to determine if Title 1 funds are providing effective programs in schools. Brief History 1965 1970s 1980s 1990s Standards-based reforms begin. Teachers should not be teaching to the test. Tests should assess conceptual understanding and applied knowledge. Tests begin to measure academic and survival competencies.
- 5. Events Leading to Nationwide High-Stakes Testing Elementary and Secondary Education Act President Johnson, 1965 No Child Left Behind President Bush, 2002 Improving America’s Schools Act President Clinton, 1994 Common Core State Standards Initiative 2010
- 6. Justification of the roles of mandated assessment Assessment brings data and information to increase performance at all levels. Student Performance See growth and determine proficiency. Teacher Performance Evaluation status includes student success rates. School Performance School-wide scores can determine school score. District Performance Analyze scores to hold schools accountable. State Performance Set goals for districts and set high standards.
- 7. F.A.S.T. Florida transitions to progress monitoring. Florida Assessment of Student Thinking
- 8. F.A.S.T. Progress Monitoring ● Aligned with the new B.E.S.T. standards ● 75% less testing time, more time for learning (Florida's Assessment of Student Thinking, 2021) ● Eliminates previous FSA (end of year) testing ● Better informs teachers of progress ● Tests administered in the fall, winter, and spring
- 9. Florida Assessments F.A.S.T. Progress Monitoring B.E.S.T. Assessments Writing - Grades 4-10 Algebra 1 - EOC Geometry - EOC Administered in the fall, winter, and spring for pre-k - 10th grade Statewide Science Assessment Grades 5-8 ACCESS for ELLs K-12 English Language Learners Florida Kindergarten Readiness Screener Kindergarten students Florida Standards Alternate Assessment Students with significant cognitive disabilities (K-12 Assessments, n.d.)
- 10. Volusia County, Florida Assessments Unit Tests - Reading Unit Tests - Math Math Assessments provided by the district grades K-12 Reading Assessments provided by Benchmark Advance grades K-6 iReady Assessment given in the fall, winter, and spring for math and reading
- 11. Assessments help students, teachers, parents, schools, and districts monitor progress and determine the path of learning. They measure student, teacher, and school achievement. Why is assessment important? Assessments can determine school funding. They can also determine the score of the school.
- 12. References Darling-Hammond, L. (n.d.). How Should We Measure Student Learning? 5 Keys to Comprehensive Assessment. Edutopia. Retrieved July 18, 2022, from https://www.edutopia.org/comprehensive-assessment-introduction Florida's Assessment of Student Thinking. (2021, September 14). Florida Department of Education. Retrieved July 18, 2022, from https://www.fldoe.org/fast/index.stml Grissmer, D., Flanagan, A., Kawata, J., & Williamson, S. (n.d.). Testing - Standardized Tests And High-stakes Assessment - Students, Standards, Assessments, and Achievement - StateUniversity.com. Education Encyclopedia. Retrieved July 18, 2022, from https://education.stateuniversity.com/pages/2500/Testing-STANDARDIZED-TESTS-HIGH-STAKES-ASSESSMENT.html K-12 Assessments. (n.d.). Florida Department of Education. Retrieved July 18, 2022, from https://www.fldoe.org/accountability/assessments/ Popham, W. J. (2017). Classroom Assessment: What Teachers Need to Know. Pearson Education. Vega, V. (n.d.). Comprehensive Assessment Research Review. Edutopia. Retrieved July 18, 2022, from https://www.edutopia.org/comprehensive-assessment-research