Reflection Paper April 2018
The module began with assessing the current teaching approach deployed by
teachers in class. As such, I noted that teachers are using theory for grading the students
instead of evaluating their practical skills. The pre-assessment given at the inception of
this module showed that only 18% of the 26 students in my manufacturing class scored at
the proficiency level while 70% of the students score at a lower level between 59 percent
and Zero. Based on this data, I found it necessary to assess my students using Portfolio
Assessment rubrics. This assessment been used before solely focused on the theoretical
assumptions taught in class while neglecting the practical skills. In this regard, the
portfolio needs to be changed to incorporate the practical skills. Thus, the portfolio will
be structured to integrate practical assessment for grading the students’ performance.
Besides, the evaluation approach has to be changed from a system that solely assesses the
student’s knowledge to one that can evaluate the student’s competence and abilities. The
portfolio assessment is a collection of purposeful documents that gives the outlay on how
tasks are completed and competence amongst the learners is developed. Interest in using
portfolio assessment in the class is developed as part of moving away from the traditional
approach used by instructors on grading based on theory rather than ascertaining the
student’s practical skills. In the past, the students have been assessed through the class-
based teaching practice to prove that they had acquired the skills relayed by the
instructor. It is through this that I felt the teaching approach was not sufficient to enable
the learners to grasp the required competence and skills. To solve the issue of enhancing
teaching and learning, I think it is important for the teachers to practice the assessment
through the use of a portfolio with a different module, practicum. The integration of
practicum module for assessing the students is important as this enables the learner to
acquire specific techniques that are imperative for future success. Additionally, there are
some techniques that can be learned through actual experience. While theoretical
teaching might have been ideal in the past, the students should be assessed based on their
practical skills as it enhances a deeper understanding of concepts through personal
experience.
Notably, when I came in, the students had a problem with articulating what they
know with the actual practical application of concept taught in class to solving regular
daily problems. After this, I sought to create an assessment that would integrate the
practical skills of the learners during the evaluation. Primarily, I noted that using a
portfolio assessment rubric would be effective for grading the class as it justifies their
competence and abilities. To design an effective assessment that is in.
This reflection document discusses the use of portfolio assessment rubrics to evaluate students. The teacher notes that students were previously assessed only on theoretical knowledge, not practical skills. To address this, the teacher plans to modify the portfolio to include practical skills assessment. Research on portfolio assessment highlighted its benefits over traditional testing. Classroom observations of other teachers provided ideas on instructional strategies to incorporate. The portfolio modification and use of rubrics improved student assessment scores, showing the effectiveness of this approach.
Chapter 8 reporting by group 6 (autosaved) (autosaved)Christine Watts
This document discusses various methods of alternative assessment including authentic assessment, portfolio assessment, classroom assessment techniques, formative assessment, integrated assessment, and holistic assessment.
Authentic assessment involves tasks that mimic real-world problems and require students to apply skills and knowledge. It emphasizes higher-order thinking and evaluates projects over time through methods like portfolios. Formative assessment provides feedback during learning to improve instruction, while summative assessment evaluates learning after instruction. Integrated assessment combines outcomes from multiple topics into realistic activities conducted over time. Holistic assessment balances assessing learning outcomes with assessing for learning through a variety of methods.
Formative Assessment as an Essential Competence of University Teachersiosrjce
: In the framework of a competency-based education, teachers require to acquire previously the
formative assessment as a fundamental task to develop an educational process of higher quality. In this article
the complexity of the educational act is analyzed from a socio-cultural approach, presenting the theoretical
bases that support a continuous and ongoing evaluation of student performance. It is highlighted the role of
teachers in order to help students to achieve their learning objectives and it is promoted a comprehensive
evaluation, where self-assessment, peer assessment and hetero assessment are essential stages for feedback of
the teaching-learning-processes. The evaluation will be useful when strengths and weaknesses of the
educational process could be determined holistically, to consolidate and transfer strengths to other areas or
contexts overcoming weaknesses and shortcomings in time, before the end of the semester. It is recommended
that university teachers develop the competence of formative assessment so that they are in a position to redirect
scientific discourse to a scenario in which the educational process unfolds. For this, the teacher needs to
assume its role as a mediator of knowledge, so that the course contents are understood and assimilated by the
student.
K to 12 Grading Sheet Deped Order No. 8 S. 2015 PPT presentationChuckry Maunes
Download Link Found Here
https://teachingtools-stuff.blogspot.com/2017/02/k-to-12-grading-sheet-deped-order-no.html
For the Grading Sheet Spreadsheet
http://www.slideshare.net/chuckrymaunes5/k-to-12-grading-sheet-based-on-deped-order-no-8-series-of-2015
This document discusses assessment strategies for enquiry and problem-based learning. It begins by noting that assessment is often the most challenging part of curriculum changes for teachers. It then provides several principles for assessment in enquiry and problem-based learning, including aligning learning outcomes, teaching, and assessment; assessing how students can apply knowledge to complex situations; and involving self-assessment and peer assessment. Finally, it suggests strategically planning assessment by considering why, what, when, who, and how students will be assessed. The overall message is that assessment needs as much thought and care as other aspects of teaching for enquiry and problem-based models to be effective.
Essay Methods for Assessing Students
Unit 301 Essay
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My Philosophy Of Assessment In Education Essay
Principles of Assessment Essay
Essay on Student Assessment Reflection
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Essay about Purpose of Assessment
Assessment In Learning Essay
Essay Assessment and Learner
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Assessment Of Learning : Assessment
Assessment for Learning
Essay On Learning Outcomes Assessment
Prior Learning Assessment
Educational Assessment Essay
Purpose Of Assessment For Learning
Learning Styles : A Learning Style Assessment
This document discusses assessment in education. It defines assessment as a systematic process of gathering data on student learning and using it to understand what students know and can do. The goal is to continuously improve student learning outcomes. Effective assessment involves measuring intended learning outcomes, analyzing results, and making changes to instruction or programs based on those results. Assessment should be integrated into daily learning rather than just tests. The document discusses different types of assessment like classroom, performance, portfolios, and rubrics. It also outlines considerations for choosing assessment methods and the importance of assessment for students, teachers, and other stakeholders.
The document discusses improving formative assessment in education. It argues that effective formative assessment requires careful examination of all components of teaching, including tasks given to students. Group discussions, observations, and marking written work provide opportunities for students to demonstrate understanding. Teachers giving feedback on tests, group work, and homework can guide improvement. While some policy changes may help, long-term professional development and support are needed for teachers to incorporate new assessment practices into their classrooms in a way that works for their students. Ultimately, raising standards requires changes made directly by teachers and students in how learning and assessment occur daily.
This reflection document discusses the use of portfolio assessment rubrics to evaluate students. The teacher notes that students were previously assessed only on theoretical knowledge, not practical skills. To address this, the teacher plans to modify the portfolio to include practical skills assessment. Research on portfolio assessment highlighted its benefits over traditional testing. Classroom observations of other teachers provided ideas on instructional strategies to incorporate. The portfolio modification and use of rubrics improved student assessment scores, showing the effectiveness of this approach.
Chapter 8 reporting by group 6 (autosaved) (autosaved)Christine Watts
This document discusses various methods of alternative assessment including authentic assessment, portfolio assessment, classroom assessment techniques, formative assessment, integrated assessment, and holistic assessment.
Authentic assessment involves tasks that mimic real-world problems and require students to apply skills and knowledge. It emphasizes higher-order thinking and evaluates projects over time through methods like portfolios. Formative assessment provides feedback during learning to improve instruction, while summative assessment evaluates learning after instruction. Integrated assessment combines outcomes from multiple topics into realistic activities conducted over time. Holistic assessment balances assessing learning outcomes with assessing for learning through a variety of methods.
Formative Assessment as an Essential Competence of University Teachersiosrjce
: In the framework of a competency-based education, teachers require to acquire previously the
formative assessment as a fundamental task to develop an educational process of higher quality. In this article
the complexity of the educational act is analyzed from a socio-cultural approach, presenting the theoretical
bases that support a continuous and ongoing evaluation of student performance. It is highlighted the role of
teachers in order to help students to achieve their learning objectives and it is promoted a comprehensive
evaluation, where self-assessment, peer assessment and hetero assessment are essential stages for feedback of
the teaching-learning-processes. The evaluation will be useful when strengths and weaknesses of the
educational process could be determined holistically, to consolidate and transfer strengths to other areas or
contexts overcoming weaknesses and shortcomings in time, before the end of the semester. It is recommended
that university teachers develop the competence of formative assessment so that they are in a position to redirect
scientific discourse to a scenario in which the educational process unfolds. For this, the teacher needs to
assume its role as a mediator of knowledge, so that the course contents are understood and assimilated by the
student.
K to 12 Grading Sheet Deped Order No. 8 S. 2015 PPT presentationChuckry Maunes
Download Link Found Here
https://teachingtools-stuff.blogspot.com/2017/02/k-to-12-grading-sheet-deped-order-no.html
For the Grading Sheet Spreadsheet
http://www.slideshare.net/chuckrymaunes5/k-to-12-grading-sheet-based-on-deped-order-no-8-series-of-2015
This document discusses assessment strategies for enquiry and problem-based learning. It begins by noting that assessment is often the most challenging part of curriculum changes for teachers. It then provides several principles for assessment in enquiry and problem-based learning, including aligning learning outcomes, teaching, and assessment; assessing how students can apply knowledge to complex situations; and involving self-assessment and peer assessment. Finally, it suggests strategically planning assessment by considering why, what, when, who, and how students will be assessed. The overall message is that assessment needs as much thought and care as other aspects of teaching for enquiry and problem-based models to be effective.
Essay Methods for Assessing Students
Unit 301 Essay
Types of assessment
Essay On Formative Assessment
Assessment for Learning Essay
My Philosophy Of Assessment In Education Essay
Principles of Assessment Essay
Essay on Student Assessment Reflection
Assessment and Learner Essay
Essay about Purpose of Assessment
Assessment In Learning Essay
Essay Assessment and Learner
Assessment Reflection Essay examples
Assessment Of Learning : Assessment
Assessment for Learning
Essay On Learning Outcomes Assessment
Prior Learning Assessment
Educational Assessment Essay
Purpose Of Assessment For Learning
Learning Styles : A Learning Style Assessment
This document discusses assessment in education. It defines assessment as a systematic process of gathering data on student learning and using it to understand what students know and can do. The goal is to continuously improve student learning outcomes. Effective assessment involves measuring intended learning outcomes, analyzing results, and making changes to instruction or programs based on those results. Assessment should be integrated into daily learning rather than just tests. The document discusses different types of assessment like classroom, performance, portfolios, and rubrics. It also outlines considerations for choosing assessment methods and the importance of assessment for students, teachers, and other stakeholders.
The document discusses improving formative assessment in education. It argues that effective formative assessment requires careful examination of all components of teaching, including tasks given to students. Group discussions, observations, and marking written work provide opportunities for students to demonstrate understanding. Teachers giving feedback on tests, group work, and homework can guide improvement. While some policy changes may help, long-term professional development and support are needed for teachers to incorporate new assessment practices into their classrooms in a way that works for their students. Ultimately, raising standards requires changes made directly by teachers and students in how learning and assessment occur daily.
The goal of education is learning, and the vehicle used to accomplish this goal is teaching. In the learning-teaching process, the fundamental component which determines the degree of learner outcomes’ achievement is assessment. Assessment has the express objective of determining whether or not learners have learned what they are supposed to learn. This reflective essay on assessment looks at assessment and what it is, what assessment should not be, how to constructively align assessment to learning outcomes, and valid assessment practices, among others. It is based on my personal experiences in the learning-teaching arena, from the secondary institution system to the tertiary institution system, and how my assessment practices have been transformed since having completed the Postgraduate Certificate in Tertiary Teaching. It is underscored that since assessment should send the right messages to learners, it should be done carefully in order to give an accurate picture of student learning.
The document discusses monitoring a school literacy program through ongoing research and assessment. It proposes the following steps:
1) Gathering data on student achievement and teacher practices systematically to identify strengths and weaknesses in the literacy program.
2) Analyzing the collected data to evaluate various components of the literacy program and how well they support student learning.
3) Developing and implementing action plans based on the findings to improve parts of the program that need enhancement, thus continuing the cycle of monitoring.
The goal is to use research-based monitoring strategies to ensure continuous literacy growth for students.
1. Assessment of learning refers to strategies designed to confirm what students have learned and determine if they have achieved learning outcomes. It provides evidence of student achievement to various stakeholders. Assessment of learning is important for improving instruction, guiding student learning, and informing students, teachers and parents of student progress.
2. Classroom assessment serves several purposes for teachers. It helps teachers understand student learning, identify strengths and weaknesses, and adjust instruction to meet student needs. When done properly, assessment provides teachers with evidence of what students know and can do.
3. There are differences between measurement, evaluation, testing and assessment. Measurement quantifies performance through numbers, while evaluation makes judgments about success. Testing is a type of measurement using
The document discusses various concepts related to assessing student learning, including measurements, assessment, evaluation, and different types of assessments. It provides definitions and explanations of key terms. Some of the main points covered include:
- Measurement is determining attributes of physical objects quantitatively, while assessment involves gathering information about student learning through various methods like tests and observations.
- Evaluation attaches quality or value judgements to the results of assessment by comparing performance to standards or other students.
- Different types of assessments discussed include traditional pen-and-paper tests, alternative assessments using projects and portfolios, and authentic assessments that simulate real-world situations.
- Principles of effective assessment include having clear learning targets, using appropriate
Appendix 4 Quality Of Assessment Practices PresentationKathleen Zarubin
The document discusses quality assessment practices in vocational education and training (VET). It reports on a scoping study that identified key issues impacting assessment quality and critical components of quality assessment. The study found that clear benchmarks, assessor capability and support materials are important for quality assessment. It also emphasizes that assessment should be learner-centered and an integral part of learning to promote competency development.
A portfolio is a collection of a student's work that shows their progress and achievements in one or more subject areas. It should include student-selected samples that show growth over time. Portfolios are used for assessment because they provide a more comprehensive view of a student's skills and learning compared to standardized tests. Performance-based assessment requires students to demonstrate their knowledge and skills by creating responses or products, rather than just selecting answers. Effective performance tasks clearly identify the intended learning outcomes and require students to apply their knowledge to realistic scenarios. Rubrics are scoring guides used to evaluate performance tasks based on multiple criteria rather than a single score or grade. They provide clear standards and feedback to improve student learning.
PILOT TESTING, MONITORING and EVALUATING the IMPLEMENTATION of the CURRICULUMAlbin Caibog
The document discusses pilot testing, monitoring, and evaluating curriculum implementation. It describes pilot testing as gathering empirical data to determine if curriculum materials are useful, relevant, reliable and valid. Monitoring ensures the curriculum is accomplishing its intended purposes and is still effective through periodic assessments. Evaluation refers to systematically judging the value, effectiveness and adequacy of a curriculum through examining its process, product and setting. This leads to informed decisions about curriculum improvement and implementation.
This document outlines the principles of classroom assessment for the K-12 Basic Education Program in the Philippines. It discusses assessment as a joint process between teachers and learners to holistically measure abilities. Appropriate assessment considers learners' zones of proximal development and enables them to display independent knowledge and skills. Both formative and summative assessments are discussed, with formative used to improve instruction and check effectiveness, while summative measures if standards are met. The focus is on ensuring students learn through a collaborative culture centered around results.
CONTINIOUS AND COMPREHENSIVE ASSESSMENT IN EDUCATION Shisira Bania
Continuous and Comprehensive Evaluation (CCE) refers to a system of school-based evaluation of students that covers all aspects of students development. It is a developmental process of assessment which emphasizes on two fold objectives. These objectives are continuity in evaluation and assessment of broad based learning and behavioral outcomes on the other.
Assessment of learning refers to systematically gathering data about student learning to make decisions about students. Traditional assessment uses methods like multiple choice tests to evaluate students, while alternative assessment uses non-traditional methods like performance tasks and portfolios. There are three main models of alternative assessment: emergent assessment which focuses on intended and unintended outcomes, developmental assessment which looks at student progress over time, and authentic assessment where students complete real-world tasks. Principles of alternative assessment include evaluating both the process and products of learning, assessing higher-order thinking, measuring non-cognitive outcomes, using authentic real-world contexts, taking a comprehensive and holistic approach, and using assessment to support further student learning.
Assessment of learning refers to systematically gathering data about student learning to make decisions to help students. Traditional assessment uses tests to measure cognitive outcomes, while alternative assessment uses performance tasks and portfolios to measure both cognitive and non-cognitive outcomes. There are three main models of alternative assessment: emergent assessment which focuses on intended and unintended learning outcomes, developmental assessment which looks at student progress over time, and authentic assessment where students complete real-world tasks. Alternative assessment principles include evaluating both the process and products of learning, assessing higher-order thinking, measuring non-cognitive outcomes, using authentic real-world contexts, taking a comprehensive and holistic approach over time, and using assessment to help guide student learning.
Portfolio are not just about the collectionsGJ Novales
Portfolios provide a more complete assessment of student progress than traditional testing. They show students' problem-solving abilities and allow students and teachers to track growth over time. Portfolios also encourage collaboration between teachers and administrators. While students own the reflection process and content selection, teachers play a critical role by establishing structures to support portfolio development. Effective portfolios are not just collections of work but involve ongoing preparation and assessment throughout the teaching process.
The document discusses assessment for learning, which is different from assessment of learning. Assessment for learning helps students learn better by helping students and teachers see learning goals, where students are in relation to goals, and how to improve. Research shows assessment for learning improves learning, especially for students who find learning challenging. The document advocates for applying assessment for learning principles to help students learn now and in the future.
Ch. 8 developing an instructional strategyEzraGray1
This chapter discusses developing instructional strategies that engage learners. It identifies five components of instructional strategies: pre-instructional activities, content presentation and guidance, learner participation, assessment, and follow-through. Each component considers how to motivate, present content, provide practice and feedback, evaluate learning, and facilitate transfer. Instructional strategies aim to support learners' internal cognitive processes by incorporating techniques like gaining attention, presenting objectives, and eliciting performance. Constructivist strategies emphasize reasoning, problem-solving, and situating learning in complex but relevant contexts.
Authentic assessment presents students with real-world challenges that require them to apply relevant skills and knowledge, accurately evaluating what they have learned. It examines students' collective abilities through tasks analogous to adult problems. Examples include performances, portfolios, self-assessments, and projects. Authentic assessment improves teaching and learning by giving students clarity on expectations to master engaging tasks, and helping teachers believe results are meaningful for instruction.
This document discusses evaluating student progress. It begins by outlining the objectives of the unit, which are to define evaluation, describe methods of measuring student progress, analyze the need for evaluation, and discuss tools and using evaluation for instructional feedback. It then covers key concepts around evaluation including defining it as a systematic process of collecting and analyzing data to make decisions. It also discusses using both informal and formal evaluation for different purposes like informing teaching and judging student achievement. Overall, the document emphasizes that evaluation is an important part of the educational process that can provide feedback to improve instruction and measure student learning.
This document discusses the uses of educational assessment. It states that assessment drives instruction by informing teachers what students know and still need to learn. Assessment also drives student learning by influencing what and how they study. Additionally, assessment informs students of their progress and helps teachers improve their practice by reflecting on student results. The conclusion emphasizes that the primary purposes of assessment are to enhance student learning and improve teaching methods.
AUTHENTIC and ALTERNATIVE ASSESSMENT METHODSJane Basto
This document discusses alternative assessment methods such as authentic assessment and portfolio assessment. It provides definitions and characteristics of alternative assessment, authentic assessment, and formative assessment. Some key points include:
- Alternative assessment contrasts with traditional standardized tests and focuses more on applying skills to real-world tasks.
- Authentic assessment requires students to develop responses rather than select answers and evaluates projects and work over time.
- Formative assessment, also known as assessment for learning, provides feedback to improve student learning.
- Effective assessment should be appropriate, personalized, and promote rapport between students and teachers.
This document discusses alternative assessment methods such as authentic assessment and portfolio assessment. It provides definitions and characteristics of alternative assessment, authentic assessment, and formative assessment. It also discusses the key elements involved in developing a portfolio assignment, including determining the purpose, audience, content, processes, management, communication, and evaluation of the portfolio. Some of the main points covered include:
- Alternative assessment contrasts with traditional standardized tests and focuses more on real-world application of skills.
- Authentic assessment involves tasks that mimic real-world situations and require higher-order thinking.
- Developing a portfolio assignment requires addressing questions about its purpose, intended audience, sample content to include, processes for selection and reflection, management of time and
This document provides an overview of assessment for learning based on the new two-year B.Ed curriculum in India. It discusses assessment moving from a traditional end-of-teaching activity to an ongoing process within a constructivist paradigm. The goal is to develop dynamic assessment processes that are culturally responsive and lead to better learning outcomes and more confident students. Key topics covered include formative and summative assessment, tools and techniques for classroom assessment, issues in assessment, and using assessment to enhance learning.
Reflective PostAnthony Johnson posted Apr 2, 2020 318 PMThe.docxcarlt3
Reflective Post
Anthony Johnson posted Apr 2, 2020 3:18 PM
The readings and assignments throughout this course have been very important in enhancing my skills and knowledge about human resource management both in the public and private sector. Based on these readings, I was able to learn about the various legal measures that have been established to enhance the welfare of employees across the country from the actions of their employers. In addition, the readings and assignments enabled me to learn about the various approaches that are used by the employers to motivate their employees and ramp up productivity. some of the key concepts that I believe are applicable to my work experience, profession, and career plans for the future include the use of total rewards to motivate employees, the role of employment at will and other legislations, as well as the changes that have been made in employment laws to improve the working conditions for the employees.
Employee motivation has a key role in ensuring that individuals are able to achieve high standards of performance and productivity. Employers use different approaches to ensure that their employees remain fully committed and satisfied with the workplace environment. Lack of satisfaction is likely to negatively impact their performance, which in turn affects the performance of the entire organization. The various legislations that have been passed by the government such as the employment at will, aim at protecting the interests of both the employees and their employers. From the readings and assignments, I was able to learn the rights and obligations that I have as an individual as well as what I should expect from my employer. Such knowledge is important not only for my present career but also for my future career plans.
The government, through the Department of Labor (DoL) has made significant efforts to ensure that the interests of the American employees are adequately protected. At the same time, the government seeks to ensure that the employers are acting in a manner that benefits the economy while focusing on the interests of the employees. Over the years, the regulatory environment has changed, in a bid to adapt to the changes occurring in the workplace. This has ensured that effect HRM practices are adopted across the board thereby enhancing the welfare of all the employees.
One key part of the course that helped shape my perception of the role of HRM in the private sector was the Module 3 Assignments. These assignments enabled me to evaluate some of the tasks carried out by the HRM in private organizations and how they rhyme with the practices in the public sector. Based on the assignments, I was able to learn how legislation such as Employment at Will Doctrine, Immigration Reform and Control Act (IRCA), and the Uniformed Services Employment and Reemployment Rights Act (USERRA) have impacted the private sector human resource management practices.
Module 1 - Background
EQUAL EMPLOYMENT .
Reflective Report
Student Number: 15833856
Module code: HR380
Content of Table
1. Introduction----------------------------------------------------------------------------------3
2. Reflective Report ---------------------------------------------------------------------------3
University experience -------------------------------------------------------------------------3
2.1 Group Report------------------------------------------------------------------------ 3-4
2.1 Extracurricular activity -----------------------------------------------------------5
3. Personal Analysis ---------------------------------------------------------------------------6
Personal Development Plan -----------------------------------------------------------6
4. Conclusion -----------------------------------------------------------------------------------7
5. Reference ------------------------------------------------------------------------------------8
1. Introduction
The aim of this reflective report is to develop a reflective statement concerning the previous experience, and develop a draft idea to assess self-ability in order to enhance future learning or future employability behaviours. The reflection statement is used to measure outputs and allow individuals to look back on their value (Watt et, al.,2001) Therefore, in this report I will demonstrate my university experience particularly “ Developing centre - Group work” and extracurricular activity. I will use both kinds of information to continue from the original learning context; there are two elements to consider in carrying out development areas; combining the elements from the break down experience, which suggests new insight, and finally through evaluation, the action of decision making will be made based on criteria or systematic judgement. (Bloom,1954) An experiential reflection will offer the opportunity to discuss personal context within practicum, as to do so allows an insight and perspective for professional personal growth (Monaghan et al. 2012) as the Kolb’s learning cycle (1984) will be adopted to encourage a high level of reflection approach. Furthermore, a personal development plan will be included in the appendix at the end of the report, which includes the overall competencies that I wish to work on from the past or those competencies that I am planning to work on in the future (Brown, 1995; McMullan et al., 2003; Redman, 1994; Seng and Seng, 1996; Smith and Tillema, 1998; Snadden et al., 1996).
2. Reflective Report
The reflective work is on certain experiences at university and the extracurricular role which demonstrate significant capability for professional competencies, which in order to gain better skills, overcomes conflict and improves future performance.
2.1 The university experience – Group work in developing centre
We did throwback group work on a dev.
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The goal of education is learning, and the vehicle used to accomplish this goal is teaching. In the learning-teaching process, the fundamental component which determines the degree of learner outcomes’ achievement is assessment. Assessment has the express objective of determining whether or not learners have learned what they are supposed to learn. This reflective essay on assessment looks at assessment and what it is, what assessment should not be, how to constructively align assessment to learning outcomes, and valid assessment practices, among others. It is based on my personal experiences in the learning-teaching arena, from the secondary institution system to the tertiary institution system, and how my assessment practices have been transformed since having completed the Postgraduate Certificate in Tertiary Teaching. It is underscored that since assessment should send the right messages to learners, it should be done carefully in order to give an accurate picture of student learning.
The document discusses monitoring a school literacy program through ongoing research and assessment. It proposes the following steps:
1) Gathering data on student achievement and teacher practices systematically to identify strengths and weaknesses in the literacy program.
2) Analyzing the collected data to evaluate various components of the literacy program and how well they support student learning.
3) Developing and implementing action plans based on the findings to improve parts of the program that need enhancement, thus continuing the cycle of monitoring.
The goal is to use research-based monitoring strategies to ensure continuous literacy growth for students.
1. Assessment of learning refers to strategies designed to confirm what students have learned and determine if they have achieved learning outcomes. It provides evidence of student achievement to various stakeholders. Assessment of learning is important for improving instruction, guiding student learning, and informing students, teachers and parents of student progress.
2. Classroom assessment serves several purposes for teachers. It helps teachers understand student learning, identify strengths and weaknesses, and adjust instruction to meet student needs. When done properly, assessment provides teachers with evidence of what students know and can do.
3. There are differences between measurement, evaluation, testing and assessment. Measurement quantifies performance through numbers, while evaluation makes judgments about success. Testing is a type of measurement using
The document discusses various concepts related to assessing student learning, including measurements, assessment, evaluation, and different types of assessments. It provides definitions and explanations of key terms. Some of the main points covered include:
- Measurement is determining attributes of physical objects quantitatively, while assessment involves gathering information about student learning through various methods like tests and observations.
- Evaluation attaches quality or value judgements to the results of assessment by comparing performance to standards or other students.
- Different types of assessments discussed include traditional pen-and-paper tests, alternative assessments using projects and portfolios, and authentic assessments that simulate real-world situations.
- Principles of effective assessment include having clear learning targets, using appropriate
Appendix 4 Quality Of Assessment Practices PresentationKathleen Zarubin
The document discusses quality assessment practices in vocational education and training (VET). It reports on a scoping study that identified key issues impacting assessment quality and critical components of quality assessment. The study found that clear benchmarks, assessor capability and support materials are important for quality assessment. It also emphasizes that assessment should be learner-centered and an integral part of learning to promote competency development.
A portfolio is a collection of a student's work that shows their progress and achievements in one or more subject areas. It should include student-selected samples that show growth over time. Portfolios are used for assessment because they provide a more comprehensive view of a student's skills and learning compared to standardized tests. Performance-based assessment requires students to demonstrate their knowledge and skills by creating responses or products, rather than just selecting answers. Effective performance tasks clearly identify the intended learning outcomes and require students to apply their knowledge to realistic scenarios. Rubrics are scoring guides used to evaluate performance tasks based on multiple criteria rather than a single score or grade. They provide clear standards and feedback to improve student learning.
PILOT TESTING, MONITORING and EVALUATING the IMPLEMENTATION of the CURRICULUMAlbin Caibog
The document discusses pilot testing, monitoring, and evaluating curriculum implementation. It describes pilot testing as gathering empirical data to determine if curriculum materials are useful, relevant, reliable and valid. Monitoring ensures the curriculum is accomplishing its intended purposes and is still effective through periodic assessments. Evaluation refers to systematically judging the value, effectiveness and adequacy of a curriculum through examining its process, product and setting. This leads to informed decisions about curriculum improvement and implementation.
This document outlines the principles of classroom assessment for the K-12 Basic Education Program in the Philippines. It discusses assessment as a joint process between teachers and learners to holistically measure abilities. Appropriate assessment considers learners' zones of proximal development and enables them to display independent knowledge and skills. Both formative and summative assessments are discussed, with formative used to improve instruction and check effectiveness, while summative measures if standards are met. The focus is on ensuring students learn through a collaborative culture centered around results.
CONTINIOUS AND COMPREHENSIVE ASSESSMENT IN EDUCATION Shisira Bania
Continuous and Comprehensive Evaluation (CCE) refers to a system of school-based evaluation of students that covers all aspects of students development. It is a developmental process of assessment which emphasizes on two fold objectives. These objectives are continuity in evaluation and assessment of broad based learning and behavioral outcomes on the other.
Assessment of learning refers to systematically gathering data about student learning to make decisions about students. Traditional assessment uses methods like multiple choice tests to evaluate students, while alternative assessment uses non-traditional methods like performance tasks and portfolios. There are three main models of alternative assessment: emergent assessment which focuses on intended and unintended outcomes, developmental assessment which looks at student progress over time, and authentic assessment where students complete real-world tasks. Principles of alternative assessment include evaluating both the process and products of learning, assessing higher-order thinking, measuring non-cognitive outcomes, using authentic real-world contexts, taking a comprehensive and holistic approach, and using assessment to support further student learning.
Assessment of learning refers to systematically gathering data about student learning to make decisions to help students. Traditional assessment uses tests to measure cognitive outcomes, while alternative assessment uses performance tasks and portfolios to measure both cognitive and non-cognitive outcomes. There are three main models of alternative assessment: emergent assessment which focuses on intended and unintended learning outcomes, developmental assessment which looks at student progress over time, and authentic assessment where students complete real-world tasks. Alternative assessment principles include evaluating both the process and products of learning, assessing higher-order thinking, measuring non-cognitive outcomes, using authentic real-world contexts, taking a comprehensive and holistic approach over time, and using assessment to help guide student learning.
Portfolio are not just about the collectionsGJ Novales
Portfolios provide a more complete assessment of student progress than traditional testing. They show students' problem-solving abilities and allow students and teachers to track growth over time. Portfolios also encourage collaboration between teachers and administrators. While students own the reflection process and content selection, teachers play a critical role by establishing structures to support portfolio development. Effective portfolios are not just collections of work but involve ongoing preparation and assessment throughout the teaching process.
The document discusses assessment for learning, which is different from assessment of learning. Assessment for learning helps students learn better by helping students and teachers see learning goals, where students are in relation to goals, and how to improve. Research shows assessment for learning improves learning, especially for students who find learning challenging. The document advocates for applying assessment for learning principles to help students learn now and in the future.
Ch. 8 developing an instructional strategyEzraGray1
This chapter discusses developing instructional strategies that engage learners. It identifies five components of instructional strategies: pre-instructional activities, content presentation and guidance, learner participation, assessment, and follow-through. Each component considers how to motivate, present content, provide practice and feedback, evaluate learning, and facilitate transfer. Instructional strategies aim to support learners' internal cognitive processes by incorporating techniques like gaining attention, presenting objectives, and eliciting performance. Constructivist strategies emphasize reasoning, problem-solving, and situating learning in complex but relevant contexts.
Authentic assessment presents students with real-world challenges that require them to apply relevant skills and knowledge, accurately evaluating what they have learned. It examines students' collective abilities through tasks analogous to adult problems. Examples include performances, portfolios, self-assessments, and projects. Authentic assessment improves teaching and learning by giving students clarity on expectations to master engaging tasks, and helping teachers believe results are meaningful for instruction.
This document discusses evaluating student progress. It begins by outlining the objectives of the unit, which are to define evaluation, describe methods of measuring student progress, analyze the need for evaluation, and discuss tools and using evaluation for instructional feedback. It then covers key concepts around evaluation including defining it as a systematic process of collecting and analyzing data to make decisions. It also discusses using both informal and formal evaluation for different purposes like informing teaching and judging student achievement. Overall, the document emphasizes that evaluation is an important part of the educational process that can provide feedback to improve instruction and measure student learning.
This document discusses the uses of educational assessment. It states that assessment drives instruction by informing teachers what students know and still need to learn. Assessment also drives student learning by influencing what and how they study. Additionally, assessment informs students of their progress and helps teachers improve their practice by reflecting on student results. The conclusion emphasizes that the primary purposes of assessment are to enhance student learning and improve teaching methods.
AUTHENTIC and ALTERNATIVE ASSESSMENT METHODSJane Basto
This document discusses alternative assessment methods such as authentic assessment and portfolio assessment. It provides definitions and characteristics of alternative assessment, authentic assessment, and formative assessment. Some key points include:
- Alternative assessment contrasts with traditional standardized tests and focuses more on applying skills to real-world tasks.
- Authentic assessment requires students to develop responses rather than select answers and evaluates projects and work over time.
- Formative assessment, also known as assessment for learning, provides feedback to improve student learning.
- Effective assessment should be appropriate, personalized, and promote rapport between students and teachers.
This document discusses alternative assessment methods such as authentic assessment and portfolio assessment. It provides definitions and characteristics of alternative assessment, authentic assessment, and formative assessment. It also discusses the key elements involved in developing a portfolio assignment, including determining the purpose, audience, content, processes, management, communication, and evaluation of the portfolio. Some of the main points covered include:
- Alternative assessment contrasts with traditional standardized tests and focuses more on real-world application of skills.
- Authentic assessment involves tasks that mimic real-world situations and require higher-order thinking.
- Developing a portfolio assignment requires addressing questions about its purpose, intended audience, sample content to include, processes for selection and reflection, management of time and
This document provides an overview of assessment for learning based on the new two-year B.Ed curriculum in India. It discusses assessment moving from a traditional end-of-teaching activity to an ongoing process within a constructivist paradigm. The goal is to develop dynamic assessment processes that are culturally responsive and lead to better learning outcomes and more confident students. Key topics covered include formative and summative assessment, tools and techniques for classroom assessment, issues in assessment, and using assessment to enhance learning.
Similar to Reflection Paper April 2018 The module began with assessin.docx (20)
Reflective PostAnthony Johnson posted Apr 2, 2020 318 PMThe.docxcarlt3
Reflective Post
Anthony Johnson posted Apr 2, 2020 3:18 PM
The readings and assignments throughout this course have been very important in enhancing my skills and knowledge about human resource management both in the public and private sector. Based on these readings, I was able to learn about the various legal measures that have been established to enhance the welfare of employees across the country from the actions of their employers. In addition, the readings and assignments enabled me to learn about the various approaches that are used by the employers to motivate their employees and ramp up productivity. some of the key concepts that I believe are applicable to my work experience, profession, and career plans for the future include the use of total rewards to motivate employees, the role of employment at will and other legislations, as well as the changes that have been made in employment laws to improve the working conditions for the employees.
Employee motivation has a key role in ensuring that individuals are able to achieve high standards of performance and productivity. Employers use different approaches to ensure that their employees remain fully committed and satisfied with the workplace environment. Lack of satisfaction is likely to negatively impact their performance, which in turn affects the performance of the entire organization. The various legislations that have been passed by the government such as the employment at will, aim at protecting the interests of both the employees and their employers. From the readings and assignments, I was able to learn the rights and obligations that I have as an individual as well as what I should expect from my employer. Such knowledge is important not only for my present career but also for my future career plans.
The government, through the Department of Labor (DoL) has made significant efforts to ensure that the interests of the American employees are adequately protected. At the same time, the government seeks to ensure that the employers are acting in a manner that benefits the economy while focusing on the interests of the employees. Over the years, the regulatory environment has changed, in a bid to adapt to the changes occurring in the workplace. This has ensured that effect HRM practices are adopted across the board thereby enhancing the welfare of all the employees.
One key part of the course that helped shape my perception of the role of HRM in the private sector was the Module 3 Assignments. These assignments enabled me to evaluate some of the tasks carried out by the HRM in private organizations and how they rhyme with the practices in the public sector. Based on the assignments, I was able to learn how legislation such as Employment at Will Doctrine, Immigration Reform and Control Act (IRCA), and the Uniformed Services Employment and Reemployment Rights Act (USERRA) have impacted the private sector human resource management practices.
Module 1 - Background
EQUAL EMPLOYMENT .
Reflective Report
Student Number: 15833856
Module code: HR380
Content of Table
1. Introduction----------------------------------------------------------------------------------3
2. Reflective Report ---------------------------------------------------------------------------3
University experience -------------------------------------------------------------------------3
2.1 Group Report------------------------------------------------------------------------ 3-4
2.1 Extracurricular activity -----------------------------------------------------------5
3. Personal Analysis ---------------------------------------------------------------------------6
Personal Development Plan -----------------------------------------------------------6
4. Conclusion -----------------------------------------------------------------------------------7
5. Reference ------------------------------------------------------------------------------------8
1. Introduction
The aim of this reflective report is to develop a reflective statement concerning the previous experience, and develop a draft idea to assess self-ability in order to enhance future learning or future employability behaviours. The reflection statement is used to measure outputs and allow individuals to look back on their value (Watt et, al.,2001) Therefore, in this report I will demonstrate my university experience particularly “ Developing centre - Group work” and extracurricular activity. I will use both kinds of information to continue from the original learning context; there are two elements to consider in carrying out development areas; combining the elements from the break down experience, which suggests new insight, and finally through evaluation, the action of decision making will be made based on criteria or systematic judgement. (Bloom,1954) An experiential reflection will offer the opportunity to discuss personal context within practicum, as to do so allows an insight and perspective for professional personal growth (Monaghan et al. 2012) as the Kolb’s learning cycle (1984) will be adopted to encourage a high level of reflection approach. Furthermore, a personal development plan will be included in the appendix at the end of the report, which includes the overall competencies that I wish to work on from the past or those competencies that I am planning to work on in the future (Brown, 1995; McMullan et al., 2003; Redman, 1994; Seng and Seng, 1996; Smith and Tillema, 1998; Snadden et al., 1996).
2. Reflective Report
The reflective work is on certain experiences at university and the extracurricular role which demonstrate significant capability for professional competencies, which in order to gain better skills, overcomes conflict and improves future performance.
2.1 The university experience – Group work in developing centre
We did throwback group work on a dev.
Reflective Journal Ethics and DiversityOverviewDuring your .docxcarlt3
Reflective Journal: Ethics and Diversity
Overview
During your course of study in the M.Ed. program you have examined issues relating to ethics in the educational setting and the importance of promoting diversity.
In this journal, you will reflect on these Master's of Education program learning outcomes:
Ethics:
Examine major legal, social, and ethical issues affecting education in diverse learning environments.
Diversity:
Promote differentiated learning and multi-ethnic, multicultural, and global awareness and appreciation in instructional methods, program curricula, and assessment practices.
Requirements:
Write a 1–2 page paper in which you:
Reflect upon what you have learned throughout your coursework related to ethical issues in education, and discuss the fundamental manner in which your ideas, values, beliefs, practices, etc. have or have not changed as a result.
Examine how your coursework in the M.Ed. program and your work experience have helped you to grow in the areas of ethics and diversity and how you have used or will use these competencies in your current or future position.
Attach one to three pieces of your chosen previous assignments as artifacts to demonstrate your competencies in the areas of ethics and diversity. Identify the ID and title (for example: EDU599 – Education Capstone) of the courses for which you had produced the assignments.
If you do not have an artifact, attach the descriptions of your chosen previous assignments (This will become your artifact submission). Artifacts do not count as part of the one to two page length requirement.
.
Reflective Personal Development Paper(25 Points)5-to-6 p.docxcarlt3
Reflective Personal Development Paper
(25 Points)
5-to-6 page paper [double-space, APA style]
Students will write a narrative essay about your own life, describing the experiences that have shaped your views of race, culture, and issues of diversity and how your life experiences, perceptions, education, and family background have led to your current ideas about teaching and learning diverse
student populations.
By researching and studying your own family background, it is possible to gain an appreciation about ways in which we share many similarities and differences. As a brief, introductory section of this assignment, try to gather as much information as you can about your family background including
religious affiliation, ethnicity, culture, language(s), country of origin, education/occupation and any other information you think is of interest and value. Then, reflect on your own experiences in terms of your cultural reference, your family background, your interactions with others unlike yourself, and other factors determined by your own circumstances and your upbringing. Include SPECIFIC EXAMPLES OF EVENTS AND SITUATIONS
that you feel shaped your views on these issues. Be sure to situate your
examples in the context of assumptions about schooling and education.
Write a five to six page paper [double-space, APA style] recapturing your recollections and emphasizing your experiences with cultural diversity as a student in elementary, secondary, and higher education.
Some suggested questions you may want to ask yourself:
What messages did I receive growing up a
bout what it meant to be a member of my racial/
ethnic group, religious, gender, sexual orientation, socioeconomic class, etc.? How has these, or later life situations that challenged it, informed the way you interact with students or colleagues or parents, either in or out of your group?
Have you been encouraged (or forced) to think about issues like racism, sexism, heterosexism/homophobia, or classism? If so, how did those experiences shape your teaching and/or learning? If not, how has the lack of consideration of those issues informed your teaching and/or learning?
What are some of your life experiences, or dimensions of your identity, that give you a unique insight into multicultural issues?
What are some of the areas or isms with which you still struggle? What are some of your stereotypes or prejudices? How might you confront them?
Try to think deeply about parts of your identity that put you in a privileged group (whiteness for race, maleness for gender, heterosexuality for sexual orientation, uppermiddle class for socioeconomic status, etc.) and the inequities around those areas. Challenge yourself. Use this as an opportunity to
practice and model self-critique.
Suggested Format
-Family History Family Background
Life Experience
Cultural Experiences
Childhood
Adolescence
College and beyond
Adulthood
-Impact on Teaching
Personal Im.
Reflective practice is crucial in education and becomes the foundati.docxcarlt3
Reflective practice is crucial in education and becomes the foundation for ongoing growth and development as a professional. Reflect on how you plan to continue growing in your practice and utilize district, academic, or personal resources to support you. How has the reflective process helped you to identify your personal and professional goals? How do you intend to meet those goals?
.
Reflective Journal 9 Benefits and Dangers of Social NetworksW.docxcarlt3
The document discusses planning and conducting program evaluations. It covers:
1. Preparing data by coding, cleaning, and organizing it into a usable format.
2. Analyzing data through descriptive statistics, inferences, and univariate, bivariate, and multivariate analyses.
3. Reporting evaluation findings through written reports that include an abstract, introduction, methods, results, and conclusions.
4. Considering ethics, safety, legal issues, and stakeholder needs when implementing and reporting on programs.
RELATIONSHIP BETWEEN DEPRESSION AND PAIN .docxcarlt3
RELATIONSHIP BETWEEN DEPRESSION AND PAIN 5
Relationship Between Depression and Pain Among College Students in Us
Kean University
Research and Technology
05/08/20
Expected Results
Since correlation and regression analysis will be used to test the research hypothesis, it is expected that the results of the research will show there is a positive relationship between depression and pain among college students in the United States. From the literature reviewed, it was clear that chronic pain is a predisposing factor for depression. The results will show that a higher percentage of people who are depressed also experience pain. The results can be summarized using figure 1 below.
Figure 1: relationship between pain and depression.
The results will show that people who are in pain and depressed often turn to drugs to manage pain. Drug abuse among the depressed people is expected to high as the ability to manage stress is annihilated by pain. It is also expected that the relationship between depression and pain will be pronounced among women participants than among the male counterparts. The coefficient of correlation between pain and depression will be higher in women than in men. People experiencing chronic pain have an escalated risk of experiencing mood disorders such as depression. Another significant proportion with persistent pain suffers from clinical depression. Conversely, depression should also have the ability to increase severity of chronic pain
There are other factors such that mediate the relationship between chronic pain and depression. These include religious practices, values and beliefs. Similarly, meditation and prayer can help reduce the strength of the relationship between the two variables. This is in line with the published literature that highlights that positive psychological factors that can be used in helping people adjust to pain and optimism. Hope has been identified as one of the psychological factors that can be used in reducing pain and depression as it increases the likelihood of a person accepting the pain and suffering and hence coping positively.
Discussion:Potential Significance of the Results
Pain and depression are closely intertwined. As such, there is a positive relationship between chronic pain and depression. Just as depression can cause pain, pain can also cause depression. If not effectively managed, pain and depression can create a vicious cycle where chronic pain worsens the manifesting symptoms of depression. The depression that results also worsens the experiential pain.
Women are more vulnerable to depression because they are too emotional. Women have a lower tolerance to pain and hence become easily depressed (Amirifard et al., 2017). This explains why the coefficient of correlation between pain and depression is higher for women and men. It therefore follows that teaching women pain management skills can empower women to avoid getting depress.
RELATED COVERAGEA More Streamlined CharityJULY 26, 201.docxcarlt3
The summary discusses the main types of audit reports that can be issued including:
- Standard unqualified audit reports and when they are issued
- Qualified opinion reports which are issued when there are departures from GAAP
- Adverse opinion reports which are issued when financial statements are materially misstated
- Disclaimer of opinion reports which are issued when the auditor cannot express an opinion
It also notes that publicly traded companies receiving qualified or adverse opinions can face implications, and that non-public entities may receive opinions other than unqualified. Sample opinion paragraphs for each type of report are also paraphrased.
Related Reading Chapter 12 (Parrott text)Chapter.docxcarlt3
Related Reading:
Chapter 12 (Parrott text)
Chapters 10, 11, and 12 (Baldwin et al. text)
Acts 15:1-29, 1 Corinthians 12:4-27, Rom. 12:4-8.
Prompt: After completing the lecture and reading assignments, describe an effective leadership approach from a biblical perspective. Include the following:
Describe core attributes.
Support with Scripture.
Describe style and approach.
Distinguish from popular models in purpose and perception.
Include an assessment of your leadership strengths and how you can use this information to increase your success as a leader. Use the
StrengthsFinder 2.0
source—use the code to access the website and further explore your strengths.
Requirements: 750 words minimum, two scholarly sources, APA format
.
Relating to triaging mobile evidence thoroughly explainDevice.docxcarlt3
Relating to triaging mobile evidence thoroughly explain:
Devices powered off as it relates to:
Isolated network, wifi, and Bluetooth
Sleep mode
Legal issues
Validating findings
Report
What is mobile forensics
What is computer forensics
Describe two major differences between the two as it relates to extractions
.
Rejepov 1Rejepov 2810229112018Technology and its impact on.docxcarlt3
Rejepov 1
Rejepov 2
81022
9/11/2018Technology and its impact on our environment
2018 was one of the hottest years of the century. And most people claim that the use of modern technology is the reason for such climate change. However, the government spends millions and millions of money on scientists who are researching on eco-friendly technology and source of energy. James Gustave Speth, then-President of the World Resources Institute, in 1992 wrote an article suggesting a national strategy to combine the goals of a healthy environment and a strong economy. He suggests that we can reduce pollution by recycling waste. This process makes products more affordable for people to buy and use. A year after year the eco-friendly technology is becoming more affordable for people. More people are installing solar panels on the roofs of their houses which helps to reduce the use of eco-harmful sources of energy. Scientists calculated that by the end of the XXI century everyone will be using eco-friendly tech products which will reduce the harm to the environment to zero.
Technology requires energy. In the early XX century, the coal was the main source of energy. Years after the coal was changed with oil. In the 1950s scientists started using a nuclear power as a main source of energy. However, none of them are eco-friendly. They deal inevitable damage to our environment, damaging the air we breathe, the atmosphere that protects us from Sun and soil where we plant our vegetables and fruits. The changes scientists started paying attention to the damage we are dealing with the environment in the 1990s. That was the time when scientists started researching on alternative sources of energy. Marine energy, hydroelectric, wind, geothermal and solar power are first renewable and alternative sources of energy. China is one of the first countries to start using renewable energy. In 2004, “The New York Times” published an article which states that the government of China declared by 2010 10 percent of the whole of China’s power will be generated through renewable sources. Indeed, in 2018 China’s 12 percent of power is generated through renewable sources of energy and China is not going to stop on this. Now they are planning to increase that number from 10 percent to 20 by the year 2030. With renewable sources of energy comes the eco-friendly technologies. Some of the tech companies are working on so-called “greenhouses”. This houses are entirely eco-friendly and do not require energy that is harmful to the environment. The price of these houses starts at 75000$ which makes it affordable for people. Also, solar and wind farms are being built which will help to reduce the use of energy sources such as nuclear power.
Tech products are more eco-friendly then they were before. For example, phones these days come with Lithium-ion batteries which lasts for years and requires less electricity. Gas powered cars are now being replaced by electric cars which do not produce.
Reflective Essay- Nursing professionDirectionsImagine or be s.docxcarlt3
Reflective Essay- Nursing profession
Directions:Imagine or be sure to ask your nurse to be specific and provide examples and stories. 300 words per questions below:
Reminder: Respond to the following questions below.
1. Why did you choose nursing as a profession?
1. What was nursing school like for him or her? Ask them:
1. How they managed and balanced work, family and life and the difficulties.
1. The level of commitment to school required to be successful (hrs. required for studying, social life, workload)
1. What their clinical and lab experiences were like.
1. How they prepared for examinations and the NCLEX.
1. Describe their top three patient memories and why they are memorable.
1. What does the phrase “Nurse-Life” mean to this nurse?
1. What is the hardest thing about being a nurse?
1. Reflect and discuss what your thoughts are about the interview. Did the interview change your perspective on nursing, on nursing school or life?
Analyses of Social Issues and Public Policy, Vol. 11, No. 1, 2011, pp. 300--313
This paper is part of an ASAP special collection on Social Psychology and Contemporary
Immigration Policy
Economic Dynamics and Changes in Attitudes
Toward Undocumented Mexican Immigrants
in Arizona
Priscila Diaz,∗ Delia S. Saenz, and Virginia S.Y. Kwan
Arizona State University
Mexican immigration to the United States comprises an important social issue
in contemporary public policy debate, particularly given the recent passage of
Arizona’s Senate Bill 1070 (SB 1070). The current study investigated how indi-
viduals’ sentiments toward undocumented Mexican immigrants shifted between
2006 and 2009 in Arizona, and also examined economic concomitants to these
shifts. Participants included 3,195 culturally diverse students attending a state
university in Arizona. They reported their attitudes toward undocumented Mex-
ican immigrants regarding housing, employment, values, social welfare, citizen-
ship, health care, and education issues. Results show less-positive attitudes as
each year progressed among European and Latino Americans, as well as other
ethnic minorities. Further, anti-undocumented immigrant sentiment increased as
unemployment increased and gross domestic product real growth rate decreased.
Ethnic differences emerged in the relative negativity toward undocumented immi-
grants such that European Americans were less positive towards undocumented
Mexican immigrants than Latinos over 4 years. These findings suggest that eco-
nomic dynamics may beget anti-immigrant sentiment, leading to contentious leg-
islation, such as Arizona’s recent immigration law.
“America has constantly drawn strength and spirit from wave after wave of immigrants. . .They
have proved to be the most restless, the most adventurous, the most innovative, the most
industrious of people.” – Bill Clinton, 42nd U.S. President
Nearly all U.S. citizens have roots in other countries from which they, their
parents, or one of their ancestors from 300 ye.
REL133 v8Hinduism, Jainism, and SikhismREL133 v8Page 2 o.docxcarlt3
REL/133 v8
Hinduism, Jainism, and Sikhism
REL/133 v8
Page 2 of 4
Religion Comparison
Part 1: Hinduism Overview
Hinduism has no founder, but an integration of different beliefs. Its development was influenced by the nomadic Aryan Indo-European races that occupied Northern India. The religions originated from Russia and Central Asia as they attacked the Harappans residing in the area. Veda is the oldest scripture in Hindu that means wisdom and knowledge. It has hymns, prayers and ritual texts introduced during in the ancient times. The secret teachings in Hindu are known as the Upanishads, and it includes the mystical concepts of man and the universe.
Hinduism has a term known as Ramayan and is one of the significant Indian tales. Puranas is a vital source used to understand Hinduism, and it includes the legends, gods, and demons. A common feature between Hinduism and other religions is that most of its festivals fall in two classes (Doniger, 2010). There are those who celebrate saints and others celebrating notable scriptural events. Om is a symbol in Hinduism and used in meditation. The swastika is another symbol associated with a negative connotation in other parts across the world while in Hinduism, it is a sign of luck and fortune.
Part 2: Compare and Contrast Two Religions
Religion 1
Hinduism
Religion 2
Jainism
Similarities
Differences
Points of origin
Jainism and Hinduism came from India. Moreover, they are all knows as the traditional faiths of the Indians.
The existence of Atma
The two religions accept the reality of Atma, also known as the soul. They believe in the immortality of the soul. In the contexts of both religions, the physical body can die, but the spirit that inhabits it lives on and leads to reincarnation.
The ideas of Moska, Karma, and Reincarnation
Jainism and Hinduism both believe in Karma. Karma can refer to the good or bad. They also believe in reincarnation, the idea of life after death (Babb, 2015). Both religions also believe in moska, the liberation from the cycle of life and death. However, the meaning of these concepts is different in each religion.
Temples and Idols
The religious activities in both religions are similar. They both have temples and conduct idol worshiping. They also have times when they fast as a way of worship and purification of the soul.
The concept of Karma
In Hindu, Karma is an essence of transgression to atone for blessings to get in the next life. Jains consider Karma a kind of activity that attaches to the soul in each life. While Hindus try to do the right thing to atone for the spiritual debt, Jains follow actions intended to clean the soul of a polluting nature.
The idea of Moksha
Hindus believe that Moksha and liberation take place where the soul meets the universal soul and results to eternal life in Vishnu’s territory. The Jains considers moksha an activity-less and tranquil that is said to take place in Siddhabhumi.
Animal Sacrifices
Jainism do not engage in ani.
REL 2300 Walters Short Writing Assignment #1 .docxcarlt3
REL 2300
Walters
Short Writing Assignment #1
Please answer the following question with in a one-page essay. What is your opinion of the
influence of religion in American society?
Format
Your response must include these elements:
Topic Sentence: Give a direct and precise answer to the question. State clearly your
position on the question so there is no doubt in the readers’ mind where
you stand.
Definition: Explain how you are using the main terms included in the topic sentence.
Context: Explain where the example to be used comes from and the circumstances
surrounding its relevance.
Example(s) Cite a specific example.
Interpretation: In the case of a quotation taken from the text, interpret it fully. In the case
of a painting describe it completely.
Relationship: Explain the relationship between the example and the position you have
taken on the subject.
Grading Rubric
II n dn d ii c ac a tt oo rr ss
LL ee vv ee ll ss o f o f
AA c hc h ii ee vv ee mm e n te n t
BB ee gg ii n nn n ii n gn g (( 0 )0 ) DD ee vv e le l o po p ii n gn g (( 1 )1 ) CC oo mm pp e te t e n te n t (( 33 )) AA c c oc c o mm pp l i sl i s h e dh e d (( 55 ))
Meaning and Development:
ideas, examples, reasons and
evidence,
point of view
Inappropriate
No viable point of view; little
or no evidence; weak critical
thinking; providing
insufficient reasons or other
support
Appropriate Develops a point
of view; demonstrating some
critical thinking; may have
some inadequate examples,
reasons and other evidence of
support
Effective
Develops a point of view and
demonstrates competent
critical thinking; enough
supporting detail to
accomplish the purpose of the
question
Insightful
Ideas are fresh, mature and
extensively developed;
insightfully develops a point
of view and demonstrates
outstanding critical thinking
Conventions: grammar.
punctuation, spelling,
paragraphing, format
Distracting
Errors interfere with writer’s
ability to consistently
communicate purpose;
pervasive mechanical errors
obscure meaning;
inappropriate format
Fundamental
Errors interfere with writer’s
ability to communicate
purpose; contains an
accumulation of errors; some
weakness in format
Controlled Occasional errors
do not interfere with writer’s
ability to communicate
purpose; generally
appropriate format
Polished Control of
conventions contribute to
the writer’s ability to
communicate purpose;
free of most mechanical
errors; appropriate format
.
REL101(WI) World ReligionsReflection Paper #2The Problem of.docxcarlt3
REL101(WI): World Religions
Reflection Paper #2
The Problem of Evil
The most formidable challenge a believer in God must face is known as “the problem of evil.” This problem, which goes back to ancient times yet is no less distressing today, asks about the relationship between belief in God and the existence of evil in the world. If God is truly good and cares for us, why do bad things continually happen to good people? How can there be so much unmerited evil and suffering in the world if an all-powerful and all-loving creator governs the universe? Like many other faiths, Judaism has had to confront such questions head on. While much of Jewish history is full of pain and suffering, nothing has tested the Jewish faith like the mass slaughter of Jews during the Holocaust (or Shoah). Given God’s covenantal promise of a blessed existence and God’s declaration that the Jews are his “chosen people,” many wonder today how they can possibly square the extermination of 6 million such people with belief in a deity who is said to be both compassionate and just. For this second Reflection Paper, you are asked to weigh in on this conflicted debate. Before you begin to write, consider the discussion of Judaism in class, read carefully the article “The Problem of Evil” posted under “Course Materials” on Blackboard, and research at least two other articles of your choice that address this topic. Then, in your paper, expand this difficult issue to all of the Western religions and offer your best insights on the ongoing attempt to make sense of the problem of evil. If you are a believer, how do you reconcile your belief in an all-powerful, all-loving God and the immense evil that surrounds us? Which of the many solutions to the problem of evil (officially known a “theodicy”), do you find convincing? If you are not committed to a religious belief, what is your opinion about the problem of evil? Is this problem great enough to lead one to atheism, as many have argued? Is one of the counterarguments presented in this discussion particularly powerful?
The Problem of Evil
Introduction: The Great Problem
We live in a world in shadow. It’s a fact, noted by every religion and belief system throughout history, that suffering plagues the human condition. Some of us experience far more pain than others, but it’s something we must all face during our lives. Possibly even worse than the existence of suffering is the randomness with which it strikes—often in the lives of people who have done nothing to deserve it—and our too-frequent powerlessness to help the afflicted innocent.
The great and terrible fact of suffering has been humanity’s constant companion. Our history as a species is a long, slow climb up from the darkness, punctuated by much faltering, backsliding, and frustration. For thousands of years of human history, every day was a struggle to stay alive. Plagues and epidemics swept continents like wildfire. Natural disasters led to the collapse of great empires..
REL 212 WEEK 7 DQWeek 7 Discussion The roots of Christianity a.docxcarlt3
REL 212 WEEK 7 DQ
Week 7 Discussion
The roots of Christianity and the growth of this religion.
Please respond to the following:
Main discussion questions for the week:
We have seen/suggested that Zoroastrianism influenced Judaism. Jesus was a Jew and used the Jewish scripture when he taught. Some even say that Christianity is a sect of Judaism (see Rabbi Norman Solomon, Judaism: A Very Short Introduction). Yet, most Christians claim that their religion is unique.
· Did Zoroastrianism and/or Judaism provide the basis for Christianity or not?
· Pick a side and defend it with three (3) reasons. Explain each reason.
In our chapter we have seen numerous splits in Christianity: In the Book of Acts; the division between Roman Catholicism and the Eastern Orthodox Church, the Protestant Reformation, and on and on. Modern Christianity is sometimes characterized by the split between followers who believe in the literal interpretation of the Bible and those who believe in a figurative interpretation.
· How can one Bible, especially one New Testament, be used to justify so many divisions?
· Is one of these divisions/denomination the "right" denominations? Why?
Be sure to respond to at least one (1) (BELOW) other student.
Samantha Anglin
RE: Week 7 Discussion
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I believe that Zoroastrianism/Judaism provided a basis to Christianity. Since Zoroastrianism did exsist before Christianity, I think this is a major reason why Christianity came about. I will use the example of Hinduism and Buddhism, Buddhism originated mainly from Hinduism (since Hinduism is one of the oldesst realigions) because some people wanted to take some of the philosophies from Hinduism and create their own set of beliefs. Christianity has some of the same basics as Judaism and Zoroastrianism, but they created new philosophies and values to fit the kind of religion that they wanted.
Like the religion, there was a basis that was used to start the religion. It was influenced by many factors including religion and culture so there is going to be one bible that started it all. I think that they all use the Bible as the center stone that each new division expands and revolves on. I think that every single sect can believe that their denomination is the 'right' one, but ultimately the only right one would be the one to start it all.But they are all revolving around the same basis, so it really depends on your morals and values as to which one is the 'right' one.
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Running head: CASE STUDY TEMPLATE 7
CASE STUDY TEMPLATE:
Case Study #
Background Summary
Statement of the Problem
Implications and Alternative
Solution
s
Description of Alternative
Pros
Cons
Explanation of each alternative in detail
Methods for Determining
.
Reimplementation of a bedside shift report 7 Errors are .docxcarlt3
Reimplementation of a bedside shift report 7
* Errors are in red that must be addressed or more points will continue to come off.
· Clarification about the change process is needed; telehealth in ICU is mentioned but not explained as being relevant to BSR. There are many sentence structural issues. See my feedback throughout.
Change Proposal: Reimplementation of a Bedside Shift Report
The identified clinical problem that is relevant to nurses in the workplace is the bedside shift report (BSR). The bedside shift report may be used to help the development of teamwork, ownership, and accountability thus increasing the satisfaction of the nurses. The reason for selecting the reimplementation of a bedside shift report is because; at a targeted facility the implementation of the bedside shift report is becoming poor. This has led to the poor compliance with the standards of practice, and increase costs in the facility. Also, to have a reduced cost by removing overtime pay and scrubbing off legal errors which result in legal fees (Clark et al., 2020). (*Re-phrase this sentence, avoid slang).
The reimplementation of a bedside shift report is important for the nurse practicing in the organization. Bedside shift report assists in improving the experience of the client and improving the handoff care between the nurses through including the family and client in the delivery of care. Bedside shift report is leading to the introduction of a change in the nursing culture i.e. introduction of various methods of communicating patient-specific care at a shift transformation. Shift reports given at the bedside is helping in changing the manner in which nurses are communicating and practicing (Clark et al., 2020).
At the targeted facility, the execution of the bedside shift report is poor and this is associated to the lack of knowledge concerning the role of bedside shift reporting on the patient outcome. The healthcare providers at the facility are not directly engaged in the provision of healthcare. There is poor communication of the goals of the bedside shift reporting and their importance about the positive outcomes and benefits that are involved in the change (Clark et al., 2020).
According to the study by Gregory et al., (2014), the process of assessing the transformation in practice that involves transitioning of the bedside nurse shift handoffs is important. The evaluation process is helpful in the re-implementation plan to help in improving the areas of weaknesses. The evaluation process of the success in the implementation in the practice is assessing the perception of the nurses about the proposed changes i.e. the re-implementation plans. There is evidence showing the positive impacts of the bedside shift report in the safety of the patient, the control of the pain, the satisfaction of the patients, and improvement in the nurse to patient or nurse to nurse communication (Gregory et al., 2014).
A study by Dempsey et al., (2014) reveals t.
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
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.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
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
Reflection Paper April 2018 The module began with assessin.docx
1. Reflection Paper April 2018
The module began with assessing the current teaching approach
deployed by
teachers in class. As such, I noted that teachers are using theory
for grading the students
instead of evaluating their practical skills. The pre-assessment
given at the inception of
this module showed that only 18% of the 26 students in my
manufacturing class scored at
the proficiency level while 70% of the students score at a lower
level between 59 percent
and Zero. Based on this data, I found it necessary to assess my
students using Portfolio
Assessment rubrics. This assessment been used before solely
focused on the theoretical
assumptions taught in class while neglecting the practical skills.
In this regard, the
portfolio needs to be changed to incorporate the practical skills.
Thus, the portfolio will
be structured to integrate practical assessment for grading the
students’ performance.
2. Besides, the evaluation approach has to be changed from a
system that solely assesses the
student’s knowledge to one that can evaluate the student’s
competence and abilities. The
portfolio assessment is a collection of purposeful documents
that gives the outlay on how
tasks are completed and competence amongst the learners is
developed. Interest in using
portfolio assessment in the class is developed as part of moving
away from the traditional
approach used by instructors on grading based on theory rather
than ascertaining the
student’s practical skills. In the past, the students have been
assessed through the class-
based teaching practice to prove that they had acquired the
skills relayed by the
instructor. It is through this that I felt the teaching approach
was not sufficient to enable
the learners to grasp the required competence and skills. To
solve the issue of enhancing
teaching and learning, I think it is important for the teachers to
practice the assessment
through the use of a portfolio with a different module,
practicum. The integration of
3. practicum module for assessing the students is important as this
enables the learner to
acquire specific techniques that are imperative for future
success. Additionally, there are
some techniques that can be learned through actual experience.
While theoretical
teaching might have been ideal in the past, the students should
be assessed based on their
practical skills as it enhances a deeper understanding of
concepts through personal
experience.
Notably, when I came in, the students had a problem with
articulating what they
know with the actual practical application of concept taught in
class to solving regular
daily problems. After this, I sought to create an assessment that
would integrate the
practical skills of the learners during the evaluation. Primarily,
I noted that using a
portfolio assessment rubric would be effective for grading the
class as it justifies their
competence and abilities. To design an effective assessment that
is in line with this goal, I
4. conducted research whereby I came across numerous sources
about the use of portfolio
assessment rubric to evaluate student performance. I began with
The Use of Portfolio to
Assess Student’s Performance by Osman Birgin and Adnan
Baki. According to Birgin
and Baki, (2007), recent educational developments such as the
advent of multiple
intelligence theories have heightened the rapid change in
traditional approaches to
teaching and assessing. While the educational developments
have been enhanced by
societal changes, it is imperative to acknowledge that the
traditional learning approach
has been altered.
Outstandingly, theories such as constructivism have facilitated
the radical change
in learning approaches, both in teaching and assessments. For
instance, the main
objective of the earlier educational approach is enabling the
learners to know about a
certain domain. In this instance, learning the basic knowledge
5. was considered important
which is in line with the behaviorist approach. In the traditional
instructional approach,
knowledge is abstracted whereby both learning and teaching are
perceived as an
individual process. Besides, learning is perceived as the
accumulation of the stimulus-
response association. Considerably, both drills and practice are
important aspects of this
process. Significantly, the assessment practice is mainly based
on the testing acquisition
of basic knowledge. Despite this, this traditional approach
merely promotes memorizing
of the rules or algorithms by the learners rather than conceptual
comprehension of
discrete components of the domain. Additionally, the
assessments provide less
understanding of the student’s comprehension of high order
cognitive skills such as
critical thinking, problem solving and reasoning.
Contrary, the constructivism theory that is based on Piaget’s
and Vygotsky
presume that learners should acquire and socially construct their
knowledge and
6. comprehension. Notably, this approach pays more attention to
the student’s problem-
solving skills and collaborative learning. As such, the portfolio
assessment rubric offers a
wide range of assessment tools for evaluating the student’s
practical skills that are
imperative in the learning process. For example, the
manufacturing class students will be
required to apply the knowledge gained in solving new
problems. Furthermore, the
constructivist epistemology heightens the need for assessing the
student’s individual
performance and group performance together to better their
learning experience.
Nowadays, social trends have mounted pressure on the learners
who are required to
possess more practical and cognitive skills. With the new
trends, educational
improvements are focused on strengthening the learning
environment. For this reason,
alternative and effective assessment approaches are required to
evaluate the teaching
7. outcomes. Primarily, this was achieved by modifying the
portfolio rubric used to assess
the learners. As such, new standards was used on modifying the
portfolio by integrating
new approaches such as multiple pre and post assessment tools
for the mathematics and
physics component was built in to including oral, written and
demonstration formats. To
ensure that the assessment contributes to the student’s learning,
they will be focused on
evaluating what the student’s know and what they fall short of.
Therefore, the use of a
modified portfolio rubric is imperative as it provides clear
information on the students’
progress to enable the teachers to plan their teaching
approaches.
The authors have highlighted the importance of using an
alternative assessment
process to better the teaching and learning of the students in the
class. An important
aspect of the use of the portfolio assessment rubric is
determining the best criteria for
evaluating the student’s performance. As highlighted, the
theoretical approach deployed
8. by the instructors does not provide an effective reflection about
the student’s
comprehension of important concepts in the manufacturing
class. With this, the portfolio
assessment will be focusing on the acquisition of practical skills
by the students. This
assessment criterion was used to determine the quality of
performance by the student
which is easy to understand. Besides, the rubric was also used
to ascertain the quality of
the evidence presented in the portfolio relative to student
performance. Significantly, this
makes the assessment not only reliable but also valid.
Similarly, I came across Using portfolio assessment as an
innovation to assess
problem-based learning in Hong Kong schools by Sharon Lynne
Bryant and Andrew
Anthony Timmins. The author's highlight on how Problem-
Solving Learners in Hong
Kong were required to prove that they had grasped the content
related to being a
successful teacher. By using the portfolio assessment rubric, the
learners were assessed
9. on how well they understood information through the use of a
practical module. Notably,
the lecturer sessions were guided through the use of these
assessments by an agreed set of
rubrics. Through this, the portfolio assessment was used to
improve the teaching practice
of the students. Besides, the instructors obtained feedback from
the students through
which they use to modify their module content and instruction.
Therefore, educational
work accomplished through teaching practical skills is deemed
important to improve the
learning outcomes of the students. While the portfolio will be
modified by integrating the
assessment of practical skills, it is imperative to take into
consideration the student’s
feedback. It is through this that I intend to incorporate feedback
from the learners to
better modify the portfolio assessment rubric feature the
important aspects highlighted.
Therefore, using feedback to improve teaching and learning is
vital as it dictates how to
modify better the portfolio. Additionally, obtaining continues
feedback from the students
10. will enable them to reflect on their studies and review their
progress. Primarily, this is
enhanced by the fact that it provides visual and dynamic proofs
of the student’s skills
development, success, and weaknesses that need improvement.
As such, not only does
the portfolio assessment rubric provide me the opportunity to
have a different perspective
in the teaching process, but also enables students to reflect on
their skills and offer
feedback for improving the teaching and learning outcomes.
While reading the professional texts, I came across the
sociocultural theory that
focusses on key aspects of knowledge and learning that should
be situated, mediated and
dependent on practical participation. Often, these learning
aspects are perceived to be of
importance in the organizational setting rather than institutional
settings. However, this is
not the case as a practical participation of the students improves
both teaching and
learning outcomes. The use of portfolio assessment rubric is
11. important as it will also
improve self-assessment skills of the students. This approach
enables them to monitor
their learning progress, understand their strengths and weakness
that can be used to better
inform the instructional design adopted by the teachers. By
being aware of the learning
progress, the students will be required to provide feedback
which will be used to design
the instructions in accordance with their needs.
Therefore, I will modify the portfolio rubric being used for
student assessment in
my manufacturing class as continuous feedback is obtained from
the students.
Additionally, the sociocultural perspective governs the
understanding and practice of the
assessment. This means that the instructors and the students will
be well-informed about
the teaching and learning outcomes expected in class. Through
this, the portfolio can be
modified by integrating important aspects that are highlighted
both from the feedback or
learned through its continuous practice. By modifying the
portfolio, I will facilitate the
12. need to evaluate the practical skills of the learners rather than
merely explaining
theoretical perspectives.
In addition to the professional texts that I have read regarding
the importance of
portfolio assessment rubric, I intend to observe other teachers
and see how I will learn
within their class to integrate physics, math, and marketing into
the portfolio assessment
rubric. Often, instructors have different teaching approaches, all
of which improve
learning outcomes for the students. Subsequently, it is
important to acknowledge that
different subjects are characterized by different instructional
designs. For example,
demonstration of formats is imperative in the mathematics and
physics classes. These
approaches differ to that of the marketing class. As such, the
portfolio should be
comprehensive enough by covering important teaching and
learning approaches that can
be effective for the different subjects. Furthermore, this
13. highlights the need for additional
modification of the portfolio to accommodate the different
learning styles for the various
subjects. Further insights will be collected from attending these
class sessions as I can
garner a physical approach for the different instruction designs.
This escapade will enable
me to learn the important activities for the different classes and
most importantly ideas
for use in modifying the portfolio.
The assessment of other teachers and how they teach in their
class will enable me
to target the required modifications based on the grade-level
expectations for the students.
The in-class observations will form the basis of informing me
on instructional strategies
that can be adopted to improve my instructional methodology.
Notably, evidence will be
garnered from this assessment to evaluate the learning outcomes
of the different teaching
strategies and instruction designs. The data from this
assessment will be used to identify
areas of success and parts that need improvement before
modifying the portfolio. If
14. students do not master mathematical equations, for instance,
such as algebra, this will
highlight the need for a better instructional approach for the
given subject. As such, the
classroom assessment of other teachers will provide necessary
feedback that can be used
in modifying the portfolio to better integrate effective teaching
approaches. The results
from the assessments will dictate on whether I will be required
to change my teaching
strategies. As highlighted earlier, I noted that most students had
a problem in articulating
what they knew with an actual practical application of the
concept to daily real-life
problems. Notably, a similar outcome can be garnered from
these assessments which will
highlight the need to alter the instructional strategies and
incorporate a more practical
approach. Assessing their practical skills will be used to
reinforce the concepts learned in
class. For instance, the instructional design for the math class
will be required to integrate
15. the SMART board technology and require the students to work
in groups to enrich their
learning process. It is through this that their practical skills can
be ascertained.
Observing how other teachers teach in their class for the
different subjects will be
important as this will form the basis of identifying students
struggling with the
instructional approach. Notably, while instructional approaches
can be favorable to some
students, particularly the quick learners, some learners struggle
as they often require
additional reinforcement or need other forms of engagement to
improve their learning
outcomes. This highlights that there are two groups of learners
in the class. With this, the
observation will form a basis for identifying individualistic
needs of the learners and
areas of improvement for the instructional designs. As such, the
observation
demonstrated the teaching activities that are effective and those
that require
improvement. Such information cannot be collected without
practical observation thereby
16. highlighting the importance of this activity. The primary
objective of the observation
process is to probe how better the students can apply the learned
concepts in real-world
settings. Thus, the information garnered from the observation
was used to form the basis
for differentiating the portfolio rubric lesson materials, lesson
approaches and assessment
of the students, all of which will be integrated into the portfolio
assessment rubric. I
attribute that student growth and improved performance
outcomes are enhanced by
continuous data collection to determine the effectiveness of the
teaching approaches
which will be integral when modifying the portfolio.
The assessment will fully capture how I and my students operate
in the learning
environment. The daily interactions afforded by the teachers to
the students demonstrated
their comprehension of the learning materials and practical
skills garnered. This
information will be used to improve both the teaching and
learning of the students by
17. modifying the portfolio. The world is a natural part of the
classrooms which differs from
the formal examinations. With this, it can be acknowledged that
the acquisition of
practical skills is vital for use in the real world setting. The
assessment information of
both the teachers and the students will provide conclusions on
the desirable modifications
of the portfolio. Therefore, I intend to conduct these activities
to improve the overall
academic of the students by bringing the teaching and learning
outcomes to a higher
level. As at the reporting period that will end in April, there has
been a dramatic
improvement the assessment report of my students at least the
post rubric report had
shown an improvement of about 15% bringing the number of
students that scored on the
proficiency level to 29% and still counting.
As I reflect on the information garnered during this module, I
drew several
conclusions on the usefulness of the portfolio assessment rubric
to improve student
18. performance. First, my understanding of their use is that it
enables the learner to acquire
specific techniques that are imperative for future success.
Additionally, there are some
techniques that can be learned through actual experience. I
noted that using a portfolio
assessment rubric would be effective for grading the class as it
justifies their competence
and abilities. The different professional texts have highlighted
the importance of this
approach based on theoretical backgrounds such as the social
construct theory. Moreover,
a modified portfolio will guide the lessons enabling the
instructor to identify areas that
need improvement. Furthermore, the student’s self-assessment
skills will be enhanced in
that they can identify their learning progress, strengths and
weaknesses. From this, the
provided feedback will be used to justify the appropriate
modifications to be enacted on
the portfolio. Besides, the rubric will be used to ascertain the
quality of the evidence
presented in the portfolio.
19. Secondly, the physic class observation on other teachers will
form the basis of
informing me instructional strategies that can be adopted to
improve my instructional
methodology. The data from this assessment showed that my
student’s grade improved
by 18% more after taken the post rubric assessment and this
data will be used to identify
areas of success and parts that need improvement before
modifying the portfolio. This
will be enhanced further by reading the textbook on portfolio
assessment and classroom
differentiation for different students to address their needs. As
such, these activities are
meant to raise the student’s performance to a higher level by
improving both the teaching
and learning outcomes and my teaching and learning process
was drastically improved
doing this process.
Regular reflection about the portfolio assessment of the students
will enabled me
to garner insight on high order cognitive skills such as creative
thinking and problem-
20. solving which are imperative in the real world setting learning
and teaching situations. I
also realized the use of the portfolio assessment rubric had
guided my instruction design
is important as it can be aligned with the learning objectives
and created in a manner that
the students can demonstrate ways through which they learn the
best. No longer will I
consider the traditional instructional approach as an effective
teaching and learning
methodology as it solely focuses on formal examinations and
mastery of content. As
such, continuous reflection is important as it enables me to
identify the current
educational developments and the focus of new theoretical
perspectives. Therefore, the
portfolio will be modified by adopting effective instructional
strategies such as
integration of practicum module and feedback from learners to
improve their learning
outcomes.