Stakeholder of Assessment
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This document identifies and describes the key stakeholders in student assessment. The main stakeholders discussed are policymakers, administrators, teachers and trainers, students, parents, and the external community. Policymakers set rules and standards and want information on school quality. Administrators are responsible for education delivery and improvement. Teachers can determine strengths and weaknesses of teaching methods. Students may provide feedback on their own and peer performance. Parents focus on individual student performance and progress. The external community can provide feedback on how the organization affects and is benefited by the community.
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If you happen to like this powerpoint, you may contact me at flippedchannel@gmail.com
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Subscribe to our online platforms:
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http://bit.ly/LETndNET
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DATA GATHERINGS AND INTERVIEWS
Data Gathering and Interviews
Introduction
School improvement has important on schools, which are low-performing schools where the whole school should be turned toward another path. There are changes of ways and that a school can do with school improvement. Instructors, administrators, and parents are to set objectives to assist the school with improving each year on an institutionalize test and other test to contrast them and others school presentations. With the No Child Left behind Act in 2002 it expects leaders to take a gander at each child as people and as gatherings and not exactly at the aggregate school, making the act of ceaseless improvement for all students. Be that as it may, this Act has change and called Every Student Succeeds Act, it enable schools for more important adaptability to decide best interventions and improvement activities. For school improvement, information should be gathered to distinguish shortcoming and the qualities of a specific school. Instructors, staff, administrators and parents are partners they thought of a school improvement intend to upgrade student accomplishment in the classroom and to prepare instructional procedures for persuasive getting ready for school improvement.
School Reform
For a long time training, leaders have been pushing onto school regions school changes that don't hint at any working while at the same time giving short shrift to those that have a reputation of working. In the classroom there are such a large number of weaknesses and basic leadership that can be considered to improve student accomplishment and to help school improvement. School change or school upgrades results should be changed. Among a meeting with the standard of WASC team, they expressed that school improvement or school change is followed up on the coordinated effort on administrators, teachers, parents and students. Specialist assumes a critical job in the school. There are a few schools with various socioeconomics that can influence different results. Schools that demonstrated achievement grasps fundamental help and these backings are:
•
Leadership-Everyone in the school is a leader. An educator is the leader in the classroom. Parents are leaders at home and administrators are the leaders of an explicit school. Guideline sorted out their staffs and their locale resources in help of student learning. Whatever the guideline needs the school pursues, here and there initiative can be a reason for miscommunication, and they will simply accumulate information from educators and guardians yet they do not want to do with that information.
•
Improved people group ties the standard and school staff examines out and made school additionally inviting for parents and made connects to other network establishments. In an instruction framework the mission of the school isn't just done in the classrooms and the school itself. They need to als.
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- While gender parity has improved in Rwandan schools, implicit biases may still exist that affect how female leaders are perceived and supported in their roles.
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- Schools can promote gender awareness through policies of non-discrimination, role models of female leaders, gender-sensitive teaching, and extracurricular programs
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Educational leadership
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This document discusses action research in education. It defines action research as research conducted by educators to examine and improve their own practices. The document outlines key characteristics of action research, including having a practical focus on issues relevant to educators, studying the practices of the educator-researchers themselves through a collaborative process. It also discusses the cyclical nature of action research, which involves identifying an area of focus, developing and implementing a plan of action, collecting and analyzing data, and interpreting results to continually refine practices. The document provides examples of how teachers can use action research to address common questions and problems in their classrooms and schools.
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This document provides an overview of action research in education. It defines action research as a systematic inquiry conducted by educators to gather information and improve their own educational practices and student learning. The document discusses key characteristics of action research such as having a practical focus on the educator's own practices, involving collaboration, following a dynamic and cyclical process, developing a plan of action, and sharing research findings. It also outlines common steps to conducting action research and lists different techniques for collecting data, such as observation, questioning, and examining records.
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This document discusses engaging stakeholders, including parents and the community, to sustain improved reading outcomes in schools. It defines stakeholders as individuals or groups with an interest in an organization's success. Key stakeholders in education include students, parents, school staff, district staff, school boards, taxpayers, the business community, and other community members. While school staff can produce short-term improvements, external stakeholders are needed to help sustain gains over time as staff change. The document provides guidelines for genuinely engaging stakeholders around student achievement goals and data in order to establish partnerships focused on the school's mission of improving student learning outcomes.
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This document discusses the National Education Association's framework for transforming teacher evaluation systems. It argues that current systems often fail to improve teaching or support growth. The NEA advocates for a comprehensive system with two components: ongoing formative assessments to support growth, and periodic summative evaluations to guide employment decisions. Formative assessments should be non-punitive and involve self-reflection, peer feedback, and professional development. Summative evaluations must be based on clear standards and allow time for teachers to improve, with due process before removal. Overall the goal is continuous professional learning to enhance teaching and student learning.
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The administrative model of curriculum development is a top-down approach where major curriculum decisions are made by administrators rather than teachers. It emphasizes standardization, efficiency, and centralized control. According to this model, curriculum designers start by outlining educational objectives in domains like personal development, social competencies, continued learning skills, and specialization. They then design the curriculum and implement instructional strategies to achieve the objectives. Both formative and summative evaluation are used to provide feedback and determine whether to modify or eliminate the curriculum plan.
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The document discusses the various stakeholders in education and their roles. It identifies the key stakeholders as students, parents/guardians, teachers, religious groups, government administrators, society, and professionals. Each stakeholder has a vested interest in students' success and the well-being of the education system. Stakeholders influence education in different ways such as through policy implementation, curriculum development, resource provision, and supporting students' academic and social growth. Strong relationships between stakeholders are vital for a high-quality education system.
33918006
This document summarizes key findings from PISA 2003 about student approaches to learning. It discusses how PISA assessed students' motivation, engagement, beliefs, anxiety, and strategies related to mathematics learning. It finds that:
1) Students' interest in and enjoyment of mathematics, sense of belonging at school, self-concept, confidence, and anxiety levels all relate to their performance and ability to self-regulate learning.
2) There are marked gender differences in these attitudes, with females generally reporting less interest, lower self-concept, and more anxiety than males. These differences may influence later education and career choices.
3) The characteristics discussed are based on self-reports rather than direct observation, and students
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Stakeholder of Assessment
- 1. Botor, Catherine C. BEED 3A-1 STAKEHOLDERS OF ASSESSMENT
- 2. STAKEHOLDER SStakeholders one who invested in welfare and success of a school. Also a parties that either directly or indirectly affected by the success of an education system.
- 5. POLICYMAKERS • This Stakeholder, reviews the rules and standards of a certain organization. • This group desire information about the quality of institutions of the school.
- 6. • Policy Maker • Administrator
- 7. ADMINISTRATOR • These are the one who is responsible for delivering and improving the education provided to students in the aggregate. administrators are likely to be more concerned with long-term development of students’ intra- and interpersonal competencies.
- 8. • Policy Maker • Administrator • Teachers and Trainers
- 9. TEACHERS and TRAINERS • They are able to determine the strengths and weaknesses of the teaching methods employed in terms of the student learning outcomes. • They may be able to revise instructional approaches in keeping the balance between the learning objectives and the capacity of the learners to learn
- 10. • Policy Maker • Administrator • Teachers and Trainers • Students
- 11. STUDENTS• They may be well-informed of their respective performances as individual and groups in a given lessons or task. They are motivated to developed a study or learning habit in excellently meeting the requirements. They may obtain objective bases and gauge of comparing the performance against others, against set of criteria and standards, and against self.
- 12. • Policy Maker • Administrator • Teachers and Trainers • Students • Parents
- 13. PARENTS(relatives) • The common focus of families in all of these cases is individual-level performance, that is, the status or progress of a particular individual. Their interests encompass both one-time events (selection and/or placement, getting good grades) and longer-term development and support.
- 14. • Policy Maker • Administrator • Teachers and Trainers • Students • Parents • External Community
- 15. External Community people outside of the school or business may have the full grasp of the picture on what they exist for and how they perform. They may have the bases to present feedback in ways they are benefited or affected by the operation, and suggest alternatives for improvement in a manner that the organizational objectives and public interests are not sacrificed.