This document summarizes research on the effects of high-stakes testing on instruction. It finds that while negative effects like narrowing curricula are documented, research does not show how widespread these are. More analyses find a positive relationship between high-stakes tests and achievement, especially for low-income students. Instruction affects test scores when the curriculum is aligned to state standards and assessments, and when student achievement data informs instructional decisions. School leaders can help ensure student preparation and high scores by providing aligned curricula and using data to support students.
Value-added assessment measures student growth and progress over time rather than absolute achievement. It aims to determine how much "value" or progress individual teachers, schools and districts add to student learning after accounting for external factors. The document discusses benefits of value-added assessment such as identifying effective/ineffective teachers, targeting resources, and creating more accurate school accountability systems. Several studies are cited showing significant impacts teachers can have on student growth and achievement over multiple years.
Is The NCLB Leaving Minorities Behind PresentationJerald Wilson
The document discusses how the No Child Left Behind Act may negatively impact minority students. It outlines key aspects of NCLB, including adequate yearly progress requirements and high-stakes testing. It then analyzes how these policies disproportionately affect minority groups by failing to close achievement gaps, funding schools inequitably, and increasing dropout rates among minorities. Overall, the document suggests NCLB has exacerbated existing inequalities and social classes along racial lines in the American education system.
This spreadsheet accompanies Professor Gamoran's February 1 lecture/webcast for the Berman Jewish Policy Archive @ NYU Wagner:
Education researchers have become increasingly aware of the challenges of measuring the impact of educational practices, programs, and policies. Too often what appears to be cause and effect may actually reflect pre-existing differences between program participants and non-participants. A variety of strategies are available to surmount this challenge, but the strategies are often costly and difficult to implement. Examples from general and Jewish education will highlight the challenges, identify strategies that respond to the challenges, and suggest how the difficulties posed by these strategies may be addressed.
1) The study uses a randomized controlled trial to test whether incentivizing students and teachers to adopt a self-study routine using classroom textbooks at home can improve student achievement in the Democratic Republic of Congo.
2) Treatment schools saw test score gains of 0.307 standard deviations in French but no significant gains in math. The intervention also increased the likelihood students took their end-of-year national exam by 10 percentage points.
3) The routine leveraged existing educational materials to encourage more efficient self-study at home, providing a potentially low-cost strategy for improving learning outcomes in resource-constrained settings.
This document summarizes the key topics discussed in a school reform project analyzing critical issues in education, including the achievement gap, accountability, standardized testing, and the No Child Left Behind Act. It discusses the pros and cons of these topics from the perspectives of teachers, students, and society. It also provides an individual teacher's perspective on the impacts and their plan for enacting positive changes in their school.
The document discusses the high-stakes testing movement in schools and its consequences. It begins by outlining the sources of stress on educators, students, and entire communities caused by high-stakes testing requirements. Administrators and teachers feel pressure to improve test scores to avoid sanctions. Students experience stress to avoid disappointing parents or losing scholarships. Entire communities can feel a sense of failure when local schools do not meet testing goals. The document then examines some of the marginally ethical practices some schools have used to improve scores, before providing strategies that are both effective and ethical for improving student achievement.
Value-added assessment measures student growth and progress over time rather than absolute achievement. It aims to determine how much "value" or progress individual teachers, schools and districts add to student learning after accounting for external factors. The document discusses benefits of value-added assessment such as identifying effective/ineffective teachers, targeting resources, and creating more accurate school accountability systems. Several studies are cited showing significant impacts teachers can have on student growth and achievement over multiple years.
Is The NCLB Leaving Minorities Behind PresentationJerald Wilson
The document discusses how the No Child Left Behind Act may negatively impact minority students. It outlines key aspects of NCLB, including adequate yearly progress requirements and high-stakes testing. It then analyzes how these policies disproportionately affect minority groups by failing to close achievement gaps, funding schools inequitably, and increasing dropout rates among minorities. Overall, the document suggests NCLB has exacerbated existing inequalities and social classes along racial lines in the American education system.
This spreadsheet accompanies Professor Gamoran's February 1 lecture/webcast for the Berman Jewish Policy Archive @ NYU Wagner:
Education researchers have become increasingly aware of the challenges of measuring the impact of educational practices, programs, and policies. Too often what appears to be cause and effect may actually reflect pre-existing differences between program participants and non-participants. A variety of strategies are available to surmount this challenge, but the strategies are often costly and difficult to implement. Examples from general and Jewish education will highlight the challenges, identify strategies that respond to the challenges, and suggest how the difficulties posed by these strategies may be addressed.
1) The study uses a randomized controlled trial to test whether incentivizing students and teachers to adopt a self-study routine using classroom textbooks at home can improve student achievement in the Democratic Republic of Congo.
2) Treatment schools saw test score gains of 0.307 standard deviations in French but no significant gains in math. The intervention also increased the likelihood students took their end-of-year national exam by 10 percentage points.
3) The routine leveraged existing educational materials to encourage more efficient self-study at home, providing a potentially low-cost strategy for improving learning outcomes in resource-constrained settings.
This document summarizes the key topics discussed in a school reform project analyzing critical issues in education, including the achievement gap, accountability, standardized testing, and the No Child Left Behind Act. It discusses the pros and cons of these topics from the perspectives of teachers, students, and society. It also provides an individual teacher's perspective on the impacts and their plan for enacting positive changes in their school.
The document discusses the high-stakes testing movement in schools and its consequences. It begins by outlining the sources of stress on educators, students, and entire communities caused by high-stakes testing requirements. Administrators and teachers feel pressure to improve test scores to avoid sanctions. Students experience stress to avoid disappointing parents or losing scholarships. Entire communities can feel a sense of failure when local schools do not meet testing goals. The document then examines some of the marginally ethical practices some schools have used to improve scores, before providing strategies that are both effective and ethical for improving student achievement.
The document discusses challenges in conducting cross-national research on socioeconomic status (SES) and child development. It is difficult to find truly comparable measures across countries due to differences in how data is collected. The researcher discusses how they addressed this by selecting common SES measures like income quintiles and harmonizing variables to prioritize comparability over using country-specific measures. Their research found SES gaps in school readiness vary between countries and that most factors like these are already present before school entry, especially in the US. The researcher advocates being transparent about harmonization decisions and how sensitive results are to alternative measurements.
Schools, funding and performance: Lessons from the NSW National Partnerships. On November 18, Professor Stephen Lamb presented at a CESE Seminar on:
• Recent changes in school funding
• Evidence of impact of funding
• Evidence from evaluations of NSW low SES National Partnerships
• Conditions for ensuring success.
Respondents in a 2017 Gallup poll said they have little confidence in the public schools today with only 36 percent having a “great deal” or “quite a lot” of confidence in the schools. While the rising tide of mediocrity so often mentioned in educational research pushes for more funding— smaller class sizes and higher teacher salaries, this research and that of others shows money may not be the leading factor in success in a scholastic media environment. When 310 of the most successful scholastic broadcast, yearbook, newspaper and online programs were examined, the qualifications of the teachers, the location of the school and the racial diversity of the school were more likely to predict success than per pupil revenues or low student/teacher ratios.
The School Advisory Council (SAC) aims to improve communication about school issues and design an effective School Improvement Plan (SIP). The SIP focuses on improving achievement in reading, math, and other subjects for all student subgroups. While some goals were met in 2013, reading and math scores need more work. To address this, the school implemented daily 30-minute reading periods, teacher training in reading strategies, and voluntary math tutoring before school. The SAC also distributes climate surveys and shares information at open meetings to better engage with students, parents, and the community.
Standardized testing has a long history dating back to ancient China and was used widely in the early 20th century. Supporters argue it provides accountability and information to improve education, while critics say it narrows curriculum, increases stress, and fails to account for outside factors influencing student performance. Different groups have varying views, with teachers expressing the most skepticism about overreliance on standardized tests.
1) Standardized testing has expanded dramatically in recent years in the U.S. and plays a much larger role in education than ever before or in other countries.
2) Non-instructional factors like socioeconomic status explain most of the variation in test scores between schools and districts.
3) Norm-referenced tests are designed to spread out scores, not measure learning or teaching quality.
4) Standardized test scores often correlate more with superficial learning approaches than deep understanding.
The document discusses the need to broaden the pipeline of students in K-12 mathematics to address several issues, including declining student interest in STEM fields and an aging technical workforce. It introduces BEST, a public-private partnership aimed at building a stronger and more diverse workforce in STEM. BEST analyzes research on pre-K-12 programs to identify effective practices and design principles, such as defined outcomes, persistence, personalization, challenging content, and engaged adults. BEST then disseminates its findings and empowers districts to implement changes to broaden the STEM pipeline.
This document examines the effects of high-stakes testing on student learning. It discusses how high-stakes testing became a major part of the U.S. education system in the 1980s to improve schools. While proponents argue it can improve education through rewards and sanctions, others note it puts pressure on students and teachers and can lead to invalid test scores and improper teaching practices focused on test performance. The document also outlines the No Child Left Behind Act and its use of standardized testing and accountability. A brief research study found that high-stakes testing did not significantly impact student progress or scores over time.
Braun, H. (2004, January 5). Reconsidering the impact of high-stakes testing, Education Policy Analysis Archives, 12(1). Retrieved [Date] from http://epaa.asu.edu/epaa/v12n1/.
Nichols, S. L., Glass, G. V, & Berliner, D. C. (2006). High-stakes testing and student achievement: Does accountability pressure increase student learning? Education Policy Analysis Archives, 14(1). Retrieved [date] from http://epaa.asu.edu/epaa/v14n1/.
Supovitz, Jonathan. 2010. Is High-Stakes Testing Working? Penn GSE. Retrieved from http://www.gse.upenn.edu/review/feature/supovitz.
This document examines the effects of high-stakes testing on student learning. It discusses how high-stakes testing became a major part of the U.S. education system in the 1980s to improve schools. While proponents argue it can improve education through rewards and sanctions, others note it puts pressure on students and teachers and can lead to invalid test scores and improper teaching practices focused on test performance. The document also outlines the No Child Left Behind Act and its use of standardized testing and accountability. A brief research study found that high-stakes testing did not significantly impact student progress or scores.
Braun, H. (2004, January 5). Reconsidering the impact of high-stakes testing, Education Policy Analysis Archives, 12(1). Retrieved [Date] from http://epaa.asu.edu/epaa/v12n1/.
Nichols, S. L., Glass, G. V, & Berliner, D. C. (2006). High-stakes testing and student achievement: Does accountability pressure increase student learning? Education Policy Analysis Archives, 14(1). Retrieved [date] from http://epaa.asu.edu/epaa/v14n1/.
Supovitz, Jonathan. 2010. Is High-Stakes Testing Working? Penn GSE. Retrieved from http://www.gse.upenn.edu/review/feature/supovitz.
Here are three suggestions for activities based on the document:
1. Research and discuss the different approaches to foreign aid for education that have been tried over the past decades, from the "productivist" approach of the 1960s-80s to the "developmentalist" approach that followed. What were the strengths and limitations of each?
2. Examine specific education aid projects mentioned, like those led by USAID in the Philippines. Identify their goals and intended outcomes. Discuss how factors outside of schools could influence whether those outcomes are achieved.
3. Consider the complex challenges of assessing the effectiveness of foreign aid for education. Brainstorm strategies aid agencies could use to better evaluate the impact of their projects on educational and developmental
This document discusses and compares high-stakes testing programs under No Child Left Behind (NCLB) and at the state level. By 2002, high-stakes testing programs had spread to all 50 states and DC. Similarly, NCLB was enacted in 2002 and many states used existing testing programs to meet NCLB requirements. Both NCLB and state programs require annual student assessments and issuing public report cards on school performance. The document outlines the history of high-stakes testing, including the development of academic standards, performance standards, and aligning tests to standards. It also discusses criticism of high-stakes testing but notes there is no clear evidence of widespread public backlash against testing.
This document discusses the need to rebalance assessment in education by placing more emphasis on formative and performance assessments rather than high-stakes standardized tests. It argues that the current over-reliance on standardized tests to drive accountability narrowly focuses teaching and learning on basic skills and factual recall, diminishing student engagement and motivation. The document calls for a new approach centered around curriculum-embedded performance assessments that provide opportunities for learning, formative feedback, and summative evaluation. These assessments could better facilitate deeper learning skills and be used to measure student outcomes in a state accountability system.
This document summarizes a discussion between researchers at Johns Hopkins University's School of Education about their experiences bringing evidence-based educational programs to scale. The researchers discuss the importance of having dedicated coaches and facilitators to support implementation, the challenges of high turnover rates in schools, the need to adapt programs to local contexts while maintaining fidelity, and the importance of ongoing evaluation and communicating data to demonstrate program effectiveness. The researchers emphasize facilitating quality implementation, establishing local and national support networks, and maintaining program integrity as key factors for successfully expanding evidence-based programs.
This document summarizes high-stakes standardized testing and its impact on K-12 education. It discusses that these mandatory, multiple choice tests are used to assess students and schools under the No Child Left Behind Act. While these tests can assess learning and retention, they only teach students what will be on the test and do not assess important skills. The document proposes using formative assessments instead and providing teachers professional development to improve assessment practices.
This document summarizes a literature review on influences and policies related to low educational attainment. Key findings include:
1. Prior attainment, gender, ethnicity, socioeconomic background, home environment, and school characteristics all influence educational achievement, with prior attainment being the strongest predictor.
2. Successful policies for raising attainment include personalized learning, programs to raise aspirations, incentives to stay in school, supporting home learning, and targeted school support.
3. The evidence on strategies like ability grouping, increased resources, and class size reduction is mixed or shows limited impact, while policies supporting school quality, preschool, and local delivery initiatives have more positive effects.
The document discusses holistic assessment and its application to improve student success. It begins by outlining degree attainment rates which show that a significant portion of students, particularly underserved populations, do not complete a degree. It then discusses how holistic assessments that measure noncognitive skills can provide a more comprehensive understanding of students and help target support. The document presents the SuccessNavigator assessment as a tool that measures both cognitive and noncognitive skills to help with placement, advising, and planning support services. It provides an example of how the assessment could be used to recommend support services to a student and accelerate course placement when appropriate.
Digital technology has become an important tool for teaching, learning, and leading in our schools. We also know our students use technology frequently in their everyday lives.
This meeting is the start of conversations about how digital technology is used in our school and how we can support our students to effectively use technology in and out of school in safe, respectful, and responsible ways.
Assessment is a critical component of the online classroom. It provides students
with an idea of their progress in a course, identifies individual strengths and weaknesses, and ultimately serves as the measure of whether students achieve the course’s learning objectives.
The document discusses challenges in conducting cross-national research on socioeconomic status (SES) and child development. It is difficult to find truly comparable measures across countries due to differences in how data is collected. The researcher discusses how they addressed this by selecting common SES measures like income quintiles and harmonizing variables to prioritize comparability over using country-specific measures. Their research found SES gaps in school readiness vary between countries and that most factors like these are already present before school entry, especially in the US. The researcher advocates being transparent about harmonization decisions and how sensitive results are to alternative measurements.
Schools, funding and performance: Lessons from the NSW National Partnerships. On November 18, Professor Stephen Lamb presented at a CESE Seminar on:
• Recent changes in school funding
• Evidence of impact of funding
• Evidence from evaluations of NSW low SES National Partnerships
• Conditions for ensuring success.
Respondents in a 2017 Gallup poll said they have little confidence in the public schools today with only 36 percent having a “great deal” or “quite a lot” of confidence in the schools. While the rising tide of mediocrity so often mentioned in educational research pushes for more funding— smaller class sizes and higher teacher salaries, this research and that of others shows money may not be the leading factor in success in a scholastic media environment. When 310 of the most successful scholastic broadcast, yearbook, newspaper and online programs were examined, the qualifications of the teachers, the location of the school and the racial diversity of the school were more likely to predict success than per pupil revenues or low student/teacher ratios.
The School Advisory Council (SAC) aims to improve communication about school issues and design an effective School Improvement Plan (SIP). The SIP focuses on improving achievement in reading, math, and other subjects for all student subgroups. While some goals were met in 2013, reading and math scores need more work. To address this, the school implemented daily 30-minute reading periods, teacher training in reading strategies, and voluntary math tutoring before school. The SAC also distributes climate surveys and shares information at open meetings to better engage with students, parents, and the community.
Standardized testing has a long history dating back to ancient China and was used widely in the early 20th century. Supporters argue it provides accountability and information to improve education, while critics say it narrows curriculum, increases stress, and fails to account for outside factors influencing student performance. Different groups have varying views, with teachers expressing the most skepticism about overreliance on standardized tests.
1) Standardized testing has expanded dramatically in recent years in the U.S. and plays a much larger role in education than ever before or in other countries.
2) Non-instructional factors like socioeconomic status explain most of the variation in test scores between schools and districts.
3) Norm-referenced tests are designed to spread out scores, not measure learning or teaching quality.
4) Standardized test scores often correlate more with superficial learning approaches than deep understanding.
The document discusses the need to broaden the pipeline of students in K-12 mathematics to address several issues, including declining student interest in STEM fields and an aging technical workforce. It introduces BEST, a public-private partnership aimed at building a stronger and more diverse workforce in STEM. BEST analyzes research on pre-K-12 programs to identify effective practices and design principles, such as defined outcomes, persistence, personalization, challenging content, and engaged adults. BEST then disseminates its findings and empowers districts to implement changes to broaden the STEM pipeline.
This document examines the effects of high-stakes testing on student learning. It discusses how high-stakes testing became a major part of the U.S. education system in the 1980s to improve schools. While proponents argue it can improve education through rewards and sanctions, others note it puts pressure on students and teachers and can lead to invalid test scores and improper teaching practices focused on test performance. The document also outlines the No Child Left Behind Act and its use of standardized testing and accountability. A brief research study found that high-stakes testing did not significantly impact student progress or scores over time.
Braun, H. (2004, January 5). Reconsidering the impact of high-stakes testing, Education Policy Analysis Archives, 12(1). Retrieved [Date] from http://epaa.asu.edu/epaa/v12n1/.
Nichols, S. L., Glass, G. V, & Berliner, D. C. (2006). High-stakes testing and student achievement: Does accountability pressure increase student learning? Education Policy Analysis Archives, 14(1). Retrieved [date] from http://epaa.asu.edu/epaa/v14n1/.
Supovitz, Jonathan. 2010. Is High-Stakes Testing Working? Penn GSE. Retrieved from http://www.gse.upenn.edu/review/feature/supovitz.
This document examines the effects of high-stakes testing on student learning. It discusses how high-stakes testing became a major part of the U.S. education system in the 1980s to improve schools. While proponents argue it can improve education through rewards and sanctions, others note it puts pressure on students and teachers and can lead to invalid test scores and improper teaching practices focused on test performance. The document also outlines the No Child Left Behind Act and its use of standardized testing and accountability. A brief research study found that high-stakes testing did not significantly impact student progress or scores.
Braun, H. (2004, January 5). Reconsidering the impact of high-stakes testing, Education Policy Analysis Archives, 12(1). Retrieved [Date] from http://epaa.asu.edu/epaa/v12n1/.
Nichols, S. L., Glass, G. V, & Berliner, D. C. (2006). High-stakes testing and student achievement: Does accountability pressure increase student learning? Education Policy Analysis Archives, 14(1). Retrieved [date] from http://epaa.asu.edu/epaa/v14n1/.
Supovitz, Jonathan. 2010. Is High-Stakes Testing Working? Penn GSE. Retrieved from http://www.gse.upenn.edu/review/feature/supovitz.
Here are three suggestions for activities based on the document:
1. Research and discuss the different approaches to foreign aid for education that have been tried over the past decades, from the "productivist" approach of the 1960s-80s to the "developmentalist" approach that followed. What were the strengths and limitations of each?
2. Examine specific education aid projects mentioned, like those led by USAID in the Philippines. Identify their goals and intended outcomes. Discuss how factors outside of schools could influence whether those outcomes are achieved.
3. Consider the complex challenges of assessing the effectiveness of foreign aid for education. Brainstorm strategies aid agencies could use to better evaluate the impact of their projects on educational and developmental
This document discusses and compares high-stakes testing programs under No Child Left Behind (NCLB) and at the state level. By 2002, high-stakes testing programs had spread to all 50 states and DC. Similarly, NCLB was enacted in 2002 and many states used existing testing programs to meet NCLB requirements. Both NCLB and state programs require annual student assessments and issuing public report cards on school performance. The document outlines the history of high-stakes testing, including the development of academic standards, performance standards, and aligning tests to standards. It also discusses criticism of high-stakes testing but notes there is no clear evidence of widespread public backlash against testing.
This document discusses the need to rebalance assessment in education by placing more emphasis on formative and performance assessments rather than high-stakes standardized tests. It argues that the current over-reliance on standardized tests to drive accountability narrowly focuses teaching and learning on basic skills and factual recall, diminishing student engagement and motivation. The document calls for a new approach centered around curriculum-embedded performance assessments that provide opportunities for learning, formative feedback, and summative evaluation. These assessments could better facilitate deeper learning skills and be used to measure student outcomes in a state accountability system.
This document summarizes a discussion between researchers at Johns Hopkins University's School of Education about their experiences bringing evidence-based educational programs to scale. The researchers discuss the importance of having dedicated coaches and facilitators to support implementation, the challenges of high turnover rates in schools, the need to adapt programs to local contexts while maintaining fidelity, and the importance of ongoing evaluation and communicating data to demonstrate program effectiveness. The researchers emphasize facilitating quality implementation, establishing local and national support networks, and maintaining program integrity as key factors for successfully expanding evidence-based programs.
This document summarizes high-stakes standardized testing and its impact on K-12 education. It discusses that these mandatory, multiple choice tests are used to assess students and schools under the No Child Left Behind Act. While these tests can assess learning and retention, they only teach students what will be on the test and do not assess important skills. The document proposes using formative assessments instead and providing teachers professional development to improve assessment practices.
This document summarizes a literature review on influences and policies related to low educational attainment. Key findings include:
1. Prior attainment, gender, ethnicity, socioeconomic background, home environment, and school characteristics all influence educational achievement, with prior attainment being the strongest predictor.
2. Successful policies for raising attainment include personalized learning, programs to raise aspirations, incentives to stay in school, supporting home learning, and targeted school support.
3. The evidence on strategies like ability grouping, increased resources, and class size reduction is mixed or shows limited impact, while policies supporting school quality, preschool, and local delivery initiatives have more positive effects.
The document discusses holistic assessment and its application to improve student success. It begins by outlining degree attainment rates which show that a significant portion of students, particularly underserved populations, do not complete a degree. It then discusses how holistic assessments that measure noncognitive skills can provide a more comprehensive understanding of students and help target support. The document presents the SuccessNavigator assessment as a tool that measures both cognitive and noncognitive skills to help with placement, advising, and planning support services. It provides an example of how the assessment could be used to recommend support services to a student and accelerate course placement when appropriate.
Similar to High-stakes-testing-and-effects-on-instruction-PDF-.pdf (19)
Digital technology has become an important tool for teaching, learning, and leading in our schools. We also know our students use technology frequently in their everyday lives.
This meeting is the start of conversations about how digital technology is used in our school and how we can support our students to effectively use technology in and out of school in safe, respectful, and responsible ways.
Assessment is a critical component of the online classroom. It provides students
with an idea of their progress in a course, identifies individual strengths and weaknesses, and ultimately serves as the measure of whether students achieve the course’s learning objectives.
The document discusses using assessment to support teaching and learning in the classroom. It defines assessment as the process of gathering information about a student's learning. There are three main types of assessment discussed: assessment of learning, which evaluates student learning after instruction; assessment for learning, which provides feedback to students during the learning process; and assessment as learning, which involves students in self-assessment. The document emphasizes the benefits of formative assessment, or assessment for learning, in improving student outcomes and equity. Key principles of formative assessment include sharing learning intentions, success criteria, quality questioning, and feedback.
To review and reflect on the formative assessment practices in your classroom or school. Use as a resource for exploring professional development in formative assessment.
An Introduction to Formative Assessment for School Teachers.pptAbdelmoneim Abusin
To review and reflect on formative assessment practice for School Teachers. As a focus for professional development in formative assessment for secondary schools.
1) The workshop discusses redesigning teaching and learning activities based on Biggs' theory of constructive alignment.
2) Constructive alignment means clearly stating learning objectives and designing teaching methods and assessments to achieve those objectives.
3) It is important to use verbs in learning objectives that describe the types of understanding and behaviors students should demonstrate, and to select teaching and learning activities and assessments that elicit those verbs.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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For more information about PECB:
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Slideshare: http://www.slideshare.net/PECBCERTIFICATION
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria