Page1 of 2 application of management information systems

1. Page1 of 2
Application of Management Information Systems
© 2013 South University
Page2 of 2
Application of Management Information Systems
© 2013 South University
Assessment Project Evaluation
Overview
Now you will complete this section of the white paper. You will
justify your topic selection and its
relevance to the school district's goal of improving its
assessment results.

2. Instructions
Write a 3–5 page paper in which you:
● Revise the Assessment Project, printed below (The revision of
the previous assignment
is not included in the page count for this assignment).
● Evaluate your district's assessment strategy for the area(s)
that are relevant to your
research and make any recommendations. Consider the
following points:
○ Does your district's current assessment strategy meet the
needs of certain
populations of students?
○ What can be done to improve assessment results, especially
within specific
populations?
○ Are there any concerns about your district's assessment
strategy that you have
based on your research?
○ How do your research and recommendations fit into the
border picture of
improvement?
● Ascertain three new advances in computer and web
technologies that would benefit K–12
assessment that are related to your topic. Highlight one of these
new innovations that
might be practical for the district to implement in the near
future. Provide a rationale for
your response.

3. ● Propose the strategic manner in which you would conduct a
training needs analysis for
teachers related to your topic.
● Provide at least three additional reliable, relevant, peer-
reviewed references published
within the last two years.
2. This course requires the use of Strayer Writing Standards.
For assistance and information, please
refer to the Strayer Writing Standards link in the left-hand menu
of your course.
The specific course learning outcome associated with this
assignment is:
● Create recommendations for an assessment strategy, new
technologies, and a training
needs analysis.
MUST FOLLOW RUBRIC:
Evaluate your
district’s
assessment
strategy for the
area(s) that are
relevant to your
research and
make any
recommendations

4. .
Points:
0 (0.00%)
Did not submit or
incompletely
evaluated your
district’s assessment
strategy for the
area(s) that are
relevant to your
research and/or did
not make any
recommendations, or
made incomplete
recommendations.
Points:
40.5 (15.00%)
Partially
evaluated your
district’s
assessment
strategy for the
area(s) that are
relevant to your
research and/or
made partial
recommendations
.
Points:
45.9 (17.00%)

5. Satisfactorily
evaluated your
district’s
assessment
strategy for the
area(s) that are
relevant to your
research and
made
recommendations.
Points:
54 (20.00%)
Thoroughly
evaluated your
district’s
assessment
strategy for the
area(s) that are
relevant to your
research and
made
recommendations.
Ascertain three
new advances in
computer and
web technologies
that would benefit
K–12 assessment
that are related to
your topic.
Highlight one of

6. these new
innovations that
might be practical
for the district to
implement in the
near future.
Provide a
rationale for your
response.
Points:
0 (0.00%)
Did not submit or
incompletely
ascertained three new
advances in computer
and web technologies
that would benefit
K–12 assessment that
are related to your
topic. Did not submit
or incompletely
highlighted one of
these new innovations
that might be practical
for the district to
implement in the near
future. Did not submit
or incompletely
provided a rationale
for your response.

7. Points:
50.625
(18.75%)
Partially
ascertained three
new advances in
computer and
web technologies
that would benefit
K–12 assessment
that are related to
your topic.
Partially
highlighted one of
these new
innovations that
might be practical
for the district to
implement in the
near future.
Partially provided
a rationale for
your response.
Points:
57.375
(21.25%)
Satisfactorily
ascertained three
new advances in
computer and web

8. technologies that
would benefit
K–12 assessment
that are related to
your topic.
Satisfactorily
highlighted one of
these new
innovations that
might be practical
for the district to
implement in the
near future.
Satisfactorily
provided a
rationale for your
response.
Points:
67.5 (25.00%)
Thoroughly
ascertained three
new advances in
computer and web
technologies that
would benefit
K–12 assessment
that are related to
your topic.
Thoroughly
highlighted one of
these new
innovations that
might be practical
for the district to

9. implement in the
near future.
Thoroughly
provided a
rationale for your
response.
Propose the
strategic manner
in which you
would conduct a
training needs
Points:
0 (0.00%)
Did not submit or
incompletely
Points:
50.625
(18.75%)
Points:
57.375
(21.25%)
Points:
67.5 (25.00%)
Thoroughly
proposed the

10. analysis for
teachers related
to your topic.
proposed the strategic
manner in which you
would conduct a
training needs
analysis for teachers
related to your topic.
Partially proposed
the strategic
manner in which
you would
conduct a training
needs analysis
for teachers
related to your
topic.
Satisfactorily
proposed the
strategic manner
in which you would
conduct a training
needs analysis for
teachers related to
your topic.
strategic manner
in which you

11. would conduct a
training needs
analysis for
teachers related to
your topic.
Three references. Points:
0 (0.00%)
No references
provided.
Points:
20.25 (7.50%)
Does not meet
the required
number of
references; some
or all references
were poor-quality
choices.
Points:
22.95 (8.50%)
Meets number of
required
references; all
references were
high-quality
choices.
Points:
27 (10.00%)

12. Exceeds number
of required
references; all
references were
high-quality
choices.
Writing
mechanics,
grammar, and
formatting.
Points:
0 (0.00%)
Serious and persistent
errors in grammar,
spelling, punctuation,
or formatting.
Points:
10.125
(3.75%)
Partially free of
errors in
grammar,
spelling,
punctuation, or
formatting.
Points:
11.475 (4.25%)

13. Mostly free of
errors in grammar,
spelling,
punctuation, or
formatting.
Points:
13.5 (5.00%)
Error free or
almost error free
grammar, spelling,
punctuation, or
formatting.
Clarity and
coherence of
writing.
Points:
0 (0.00%)
Information is
confusing to the
reader and fails to
include reasons and
evidence that logically
support ideas.
Points:
20.25 (7.50%)
Information is
partially clear,
with minimal

14. reasons and
evidence that
logically support
ideas.
Points:
22.95 (8.50%)
Information is
mostly clear and
generally
supported with
reasons and
evidence that
logically support
ideas.
Points:
27 (10.00%)
Information is
provided in a
clear, coherent,
and consistent
manner with
reasons and
evidence that
logically support
ideas.
Assessment Project:
Introduction

15. Standardized and aptitude tests intend to measure the general
knowledge and intelligence of
students. Standardized assessments and aptitude tests have
played a primary role in providing
opportunities for students. The opportunities result in success in
vital economic sectors and
competitive job markets. Despite that, culture and gender could
result in assessment inaccuracy.
The tests are formed based on the majority group's values and
knowledge, forming bias against
minority groups. Also, for female students, the tests have often
barred their access to progress.
This paper will assess cultural and gender bias in standardized
and aptitude tests in 12th grade
students of North Carolina school of science and mathematics,
and present recommendations.
Aptitude and standardized tests are presumed impartial and fair
academic performance measures.
BAZEMORE-JAMES, Shinaprayoon & Martin (2016) postulate
that the tests have become the
most substantial educational program quality measures.
However, performance gaps are evident
between non-minority groups and ethnic minority groups when
standardized tests are performed,

16. despite efforts to minimize. Most grade 12 aptitude and
standardized tests are normed from
majority group scores and male gender in a general perspective
(BAZEMORE-JAMES,
Shinaprayoon & Martin, 2016). Therefore, it is inappropriate for
individuals from other minority
cultures to be given the same assessments since they do not
reflect those groups. When the
gender or cultural background of students being tested is
inadequately represented, the
assessment's reliability and validity are questionable, mostly
when used on the said persons.
Such groups are being denied access to career and advanced
education opportunities because the
test does not reflect their ability and knowledge (Morgan,
2016). This necessitates the expansion
of current test practices to be inclusive and more uniform. For
instance, creativity assessments
are normed for specific groups and produce uniform scores.
Kruse (2016) established a bias in the interpretation and
meaning of words included in
assessments and tests. Gender and culture affect how students
interpret and understand the

17. wording of test questions. The comprehension of questions can
be impacted by communication
patterns, values, epistemologies, beliefs, learning and teaching
styles, and students' societies and
cultures' experiences (Morgan, 2016). More so, the test question
can influence the item's
interpretation, primarily when written in a language different
from the test-takers (Kruse, 2016).
Therefore, it is integral to regard non-native English speakers'
language proficiency before
assessing them in the native language or English.
Men and women have unequal grounds concerning higher
education. Such includes the scores
received by male and female students in the North Carolina
school of science and mathematics
on standardized tests for admission into universities and
colleges. As noted by Saygin (2020),
male students are associated with significantly higher test
scores than females in SATs. In
retrospect, this could develop a pool of unequal opportunities
for both genders when seeking
scholarships and admission to higher learning institutions.
Female students have consistently

18. scored below males in math and science tests (Saygin, 2020).
The tests underpredict female
performance because while female students score lower on the
standardized and aptitude tests,
they obtain higher grades than boys in all subjects for the same
course in their first year in
university or college.
Key Related Political, Legal, and Current Issues
Proper standardized and aptitude tests are among the current
concerns under debate to advance
education policies. Studies by Eble & Hu (2018) agree that
policymakers and most elected
officials use standardized tests to influence local schools'
operations. The tests have been used to
promote policy goals, impose sanctions, and bestow rewards,
broadening educational
opportunity gaps for students from different cultural
backgrounds and female and male students,
narrowing the curriculum, deprofessionalize education
instructors, and centralized education
decision making. In this sense, policymakers use standardized
test prodigy as policy strategies

19. (Eble & Hu, 2018). For instance, policymakers and elected
officials face pressure to improve
schools using existing tests for neither adequately validated nor
intended objectives (Saygin,
2020). As a result, the tests designed to provide valid
performance measures are used to make
decisions about students only at the aggregate level, leading to
unfair consequences to individual
students.
Policymakers often depend on available tests as it is an action
opportunity. Reilly, Neumann &
Andrews (2019) agree that though it is an impacted test, it
yields better than harm results.
Therefore, due to the correlation of policy and testing, it is
critical to provide standards for
proper tests. For reliability of the tests, all assessments must
consistently measure student
performance across tasks. The test scores meaning should not
differ across settings, individuals,
or groups as a fairness measure (Morgan, 2016). The scores
must reflect and draw meaning in
the measured domains for validity measure (Reilly, Neumann &
Andrews, 2019). With testing
being utilized as a political strategy, individuals running

20. political seats call for more substantial
test-based accountability, support testing for given aims, and
take stands on different students'
type of tests. The politicians' focus on SAT has provided a
strong support vein among citizens.
Standardized tests in schools have been used to enact legal
proceedings. As part of public
schooling, standardized achievements have shaped several
federal and state laws, regulations,
and policies to enhance school performance. In particular,
(Scheiber, 2016) standardized test
scores are used as a practical measure, and educators and
schools are held accountable for
student performance and educational results (Saygin, 2020)s.
The scores are also used to
establish achievement gaps among several student groups such
as students with learning or
physical disabilities, from low economic status households, not
proficient in English, and color
(Eble & Hu, 2018). The achievement gaps highlight and
exposure could be crucial for greater
public awareness in education programs and policies.

21. Teachers and schools append the curriculum to reflect the tests.
In this context, teachers prepare
students for the test types and format with constructed
responses (Scheiber, 2016). Taking a test
having an unfamiliar structure is difficult for students. Thus,
teachers are inclined to help
students prepare for what will be in the test rather than the
required comprehensive skill set
(BAZEMORE-JAMES, Shinaprayoon & Martin, 2016). Like in
the North Carolina school of
science and mathematics, teachers spend more time on
mathematics and less on other subjects.
As a result, instead of students being educated, they are
prepared to do tests.
Specific Needs of Students in The School
Special needs and other students need instructional support and
assistance to progress in their
assessments and classes (Scheiber, 2016). Education teachers
help students understand presented
information and assignments, and modify work to support their
needs. This could be provided in
a separate or general education classroom. Such students often
join regular classes for select
subject areas (Reilly, Neumann & Andrews, 2019). Teachers

22. collect information on students
requiring special needs and device strategies and initiatives to
succeed in their education and
formal assessments (Eble & Hu, 2018). On the other hand,
students need consultation services
from general education and special education teachers (Ok, Rao,
Bryant & McDougall, 2017).
The instructors provide behavioral intervention and assessment
adaptation, which facilitates
students with specific needs to benefit.
Students with a disability require appropriate modifications,
adaptations, and accommodations to
the classroom activities for their success. According to Kruse
(2016), such must be
individualized based on personal interests, needs, and learning
styles (BAZEMORE-JAMES,
Shinaprayoon & Martin, 2016). This includes ensuring the
student accesses the general
curriculum to meet education standards applying to all students.
Hence, it requires adapting the
assessment to the content.
Applications to K-12 Assessment

23. Creativity assessment is a preferred creative accomplishment
predictor for students. It leverages
intelligence and benefits minority groups and gender than
standardized tests (Morgan, 2016).
This can facilitate student assessment based on their cognitive
potential rather than the ability to
adopt the majority's culture, especially when the assessments
reduce verbal aspects. It may
increase fairness in other learning institutions such as colleges
and universities (Reilly, Neumann
& Andrews, 2019). Besides, alternative assessment models
place the minority groups on the
same ground as the majority in ways standardized tests are
incapable of doing. As a result, it will
minimize the gender and cultural disparity and distortions
emerging from the given
disadvantages.
Reforms on standardized tests must ensure skills and content
learned is aligned in the assessment
(Saygin, 2020). Therefore, local policymakers should formulate
assessments that present useful
questions and information that triggers students' critical
thinking capacity. This will enable

24. students to gain valuable experience (Eble & Hu, 2018). In this
way, leaders can be decisive in
providing appropriate support and resources to local schools.
The local district can balance the need for high-quality
assessment and instructional time. It will
ensure that student students exhaust the required time to
undertake standardized assessments.
Worth noting, assessment of the tests would ensure each test
serves a critical and distinct role in
facilitating students' progressive learning (Reilly, Neumann &
Andrews, 2019). Fairness should
be exercised when using assessment to measure student
learning, mainly for minority groups and
students with disabilities. Uniform and equal assessments can
help leaders and educational
instructors identify additional interventions and support for
student success.