Running head: PLANNED EVALUATION APPROACH AND QUESTIONS 1 PLANNED EVALUATION APPROACH AND QUESTIONS 8 Planned Evaluation Approach and Questions Antony Jacob Cheanel Nolden May 5, 2019 Planned Evaluation Approach and Questions Identification of Students’ Innate Talents In order to identify the talents of individual students, teachers will communicate with parents and guardians of the students from time to time so that the parents can information regarding the interests of the students at home. The teachers will also identify student’s innate talents through carefully observing the students to identify the activities that they like to engage in, apart from interviewing the students. The student assessment program will be done twice in a week and will involve putting students in groups so that they can develop social skills (Heeneman et al., 2015). Student’s social skills will be assessed through oral examination. The oral exams will be conducted by giving allowing students to present their ideas in their groups and later in the class on selected topics. The teacher will then note the weaknesses of each student and model ways of encouraging the students through individual-centered approaches (Heeneman et al., 2015). With time, students will master appropriate social skills so that they can be able to present and express themselves eloquently, and with the required social and moral competencies. Another element of the program will involve exploring the students’ talents by asking them to complete talent-based tasks. There will be no limitations or restrictions as to the nature of task that the student will choose since the project to be completed will be based on their own personal interests. From the completed tasks, teachers will be able to identify students’ personal interests. Teachers will then group students based on their inclinations. For instance, the teacher will introduce creative arts to allow students to engage in taking different perspectives in order to explore their talents and expand their creativity (Jones, Kittendorf & Kumagai, 2017). In this way, even academically talented students will be in a position to rediscover and explore other alternative activities that can be useful in their future socioeconomic life. Physical education will also make a core element of the student assessment plan. Teachers will identify students who are talented in different games and will communicate with the parents to promote the student’s abilities by investing in such talents rather than discouraging the sports. Rationale The reason why talent-based assessment is important and should be included in the overall student’s assessment is that students view education different from the way parent do. In most occasions, parents and teachers put high academic expectations that they want students to achieve and discourages talent-based activities. This tendency often makes students feel pressured to the extent that most stude.

1. Running head: PLANNED EVALUATION APPROACH AND
QUESTIONS 1
PLANNED EVALUATION APPROACH AND QUESTIONS 8
Planned Evaluation Approach and Questions
Antony Jacob
Cheanel Nolden
May 5, 2019
Planned Evaluation Approach and Questions
Identification of Students’ Innate Talents
In order to identify the talents of individual students, teachers

2. will communicate with parents and guardians of the students
from time to time so that the parents can information regarding
the interests of the students at home. The teachers will also
identify student’s innate talents through carefully observing the
students to identify the activities that they like to engage in,
apart from interviewing the students. The student assessment
program will be done twice in a week and will involve putting
students in groups so that they can develop social skills
(Heeneman et al., 2015). Student’s social skills will be assessed
through oral examination. The oral exams will be conducted by
giving allowing students to present their ideas in their groups
and later in the class on selected topics. The teacher will then
note the weaknesses of each student and model ways of
encouraging the students through individual-centered
approaches (Heeneman et al., 2015). With time, students will
master appropriate social skills so that they can be able to
present and express themselves eloquently, and with the
required social and moral competencies.
Another element of the program will involve exploring the
students’ talents by asking them to complete talent-based tasks.
There will be no limitations or restrictions as to the nature of
task that the student will choose since the project to be
completed will be based on their own personal interests. From
the completed tasks, teachers will be able to identify students’
personal interests. Teachers will then group students based on
their inclinations. For instance, the teacher will introduce
creative arts to allow students to engage in taking different
perspectives in order to explore their talents and expand their
creativity (Jones, Kittendorf & Kumagai, 2017). In this way,
even academically talented students will be in a position to
rediscover and explore other alternative activities that can be
useful in their future socioeconomic life. Physical education
will also make a core element of the student assessment plan.
Teachers will identify students who are talented in different
games and will communicate with the parents to promote the
student’s abilities by investing in such talents rather than

3. discouraging the sports.
Rationale
The reason why talent-based assessment is important and should
be included in the overall student’s assessment is that students
view education different from the way parent do. In most
occasions, parents and teachers put high academic expectations
that they want students to achieve and discourages talent-based
activities. This tendency often makes students feel pressured to
the extent that most students study hard to pass exams rather
than to discover their true talents, abilities, weaknesses, and
inclinations. As such, it is necessary to make academic work
more enjoyable to the students by simplifying the assessment
process so that they can discover their areas of strength both in
academic work and in social and talent-based activities (Cross,
Hamner, Zito & Nourbakhsh, 2016). Teachers will improvise
simple methods of discovering students’ inclinations through
applying appropriate methods and technologies such as
computer programs that simplify complex mathematical or
scientific concepts to monitor the way students react and
perform. It will then be necessary to emphasize on and motivate
students in their areas of strength so that they can view
themselves and the education positively. Research has shown
that talent exploration and assessment enable students to
reconnect with their creative selves so that they can experience
a strong sense of self-worth (Jones, Kittendorf & Kumagai,
2017). Further, the creative activities in which students engage
in in groups enhances their sense of belonging to one another
since they have to cooperate and coordinate to accomplish
common objectives. This fosters unity in multiverse classrooms
and eliminates hate and prejudice. From these preliminary
approaches, different facilities will be developed so that
students who are talented in music, creative arts, or high social
skills can be completing their tasks. These activities will be
integrated in the academic curriculum so that they will also
make part of students’ performance in addition to pure academic

4. work.
The overall talent-based programmatic student assessment
project has been found to positively impact on students’ view of
performance and success. Research has shown that social, and
talent-based activities increase student’s participation and
motivation in the classroom (Jones, Kittendorf & Kumagai,
2017). When students engage in social and talent-based
activities, they get insights on how to go about different issues
of personal and professional lives so that even if they
experience challenges in their academic work, they believe that
they can make meaningful contributions to the society.
Furthermore, the approach has been shown to invoke self-
reflection amongst students to view education and future
professional life through the ultimate humanistic objectives of
improving the welfare of the society (Heeneman et al., 2015).
Students will thus be able to apply different approaches that are
not limited to academic excellence.
Three Major Areas
The three major areas for the programmatic student assessment
program are development of social skills, improvement of
critical thinking, and talent development. The social skills
improvement will focus mainly on interpersonal relations and
development of oral skills as well as societal moral
expectations. Students will mainly work in groups to
accomplish and will be evaluated and given immediate
feedback. Some of the questions for this area are:
· Through which approaches can students learn what is socially
wrong and right?
a) Can the real community setting be simulated in the classroom
environment successfully?
b) How best can students be made to apply moral values to
improve their academic performance?
c) Can social the skills program prevents undesirable behaviors
such as bullying, hate, violence, or drug abuse?
Improvement of critical thinking skills will be conducted using
different technologies to improve creativity. Computer software

5. and applications will be used to increase students’ creativity.
Further, students will be evaluated based on their critical
thinking skills whenever they complete their academic
assignments apart from the actual scores. Some of the questions
for this area are:
· How can technology be used to improve students’ critical
thinking skills?
a) Can students use computer applications constructively to
boost their problem-solving skills?
b) Which technologies are the most appropriate for students
depending on their grade?
c) Can students apply critical thinking skills in their academic
work successfully?
The third area of focus will be talent-based assessment. In this
unit, students will be assessed based on their innate talents after
completion of different tasks that require creativity. Technology
will be used to assess student’s affiliation to different academic
subjects such as mathematics or engineering through the use of
applications that can simplify complex theoretical processes
(Domingo & Garganté, 2016). Through this approach, students
can find academic work interesting, which can help to keep
them attentive and engaged throughout the lessons. Some of the
questions for this unit include:
· Does application of technologies have positive impacts on
students’ attitudes towards education?
a) Which technological devices and applications are suitable for
creative learning?
b) How can students be assisted to realize their dreams by
exploiting their talents?
c) Can students have a positive view of education and life when
they are assisted to discover and explore their talents?
Stakeholders
The stakeholders for the program are teachers, parents,
education leaders, counselors, and religious leaders. Teachers
should be involved since they understand the classroom
environment and student’s attitudes. As such, they may suggest

6. the best approaches of delivering the program. Parents should
also participate since they understand the talents of their
children, and tastes and preferences. They can thus help the
teachers understand the needs or strengths and weaknesses of
the students. Education stakeholders will play the role of asking
for funds for the program from relevant financial organizations
or the government. Further, counselors will be needed to
evaluate the attitudes of the students towards the program, and
to guide students on social issues. Lastly, religious leaders will
participate by motivating and encouraging students to discover
their true selves and will also provide guidance so that the
program does not go against any religious faiths.
References
Cross, J., Hamner, E., Zito, L., & Nourbakhsh, I. (2016,
October). Engineering and computational thinking
talent in middle school students: a framework for defining and
recognizing student affinities. In 2016 IEEE Frontiers in
Education Conference (FIE) (pp. 1-9). IEEE.
Domingo, M. G., & Garganté, A. B. (2016). Exploring the use
of educational technology in primary education: Teachers'
perception of mobile technology learning impacts and

7. applications' use in the classroom. Computers in Human
Behavior, 56, 21-28.
Heeneman, S., Oudkerk Pool, A., Schuwirth, L. W., van der
Vleuten, C. P., & Driessen, E. W. (2015). The impact of
programmatic assessment on student learning: theory versus
practice. Medical education, 49(5), 487-498.
Jones, E. K., Kittendorf, A. L., & Kumagai, A. K. (2017).
Creative art and medical student development: a qualitative
study. Medical education, 51(2), 174-183.