Assessment

If high-stakes standardized testing were to be abolished, as the report authors might like, American society as a whole would be much worse off, and so would many individual students. Probably the most unfairly affected would be the high achievers among the poor.Wealthy families who value academics have the choice of moving to a school district where their high achieving children can excel, or sending their children to a private school. It is a waste of money and otherwise too bad that they feel they must move, but they can. Poor families are not so mobile.
  High achieving students who cannot leave a school district where academic achievement is undervalued face varied pressures that impede them: pressure to fit in and be popular; to excel at sports; to work at low-pay, dead-end jobs to earn money for cars and parties; and so on. If they study hard and excel at academics, they will be taunted; disliked; called “nerd,” “geek,” “dork”; or be accused of “acting White.”
  The report spends considerable effort worrying about the feelings of students who might fail high-stakes tests, but little if any effort worrying about the social fallout of abandoning high academic standards. High-achieving students among our poor should be considered our country’s most precious human resources.
  For a variety of reasons, our society very badly needs these students to prosper; so their gifts and ambitions should be nurtured, not discouraged. The report, however, in the effect of its recommendations, would have these students treated as pariahs and have them feel guilty for wanting to work hard and succeed. After all, if these students work hard and succeed, won’t that make other students who do not want to work hard look and feel bad?
  Abandoning the enforcement of high academic standards will not eliminate pressures and hurt feelings among our youth, however. Pressure and hurt feelings are facts of life. Abandoning academics just means the pressures will come from and the hurt feelings will be caused by nonacademic aspects of these students’ lives.
  Is that really what we want? In radical egalitarian bliss, there will be no high-stakes tests, no academic standards enforced in any meaningful way, and no academic tracking. Academic progress in every school and for every student will be slowed to the preferred pace of the least motivated student.

The inaugural convening of the Historically Black College and University (HBCU) Collaboration for Excellence in Educational Quality Assurance (CEEQA) took place June 21-22, 2018, on the historic Morehouse School of Medicine campus in Atlanta, GA. Candid conversations around student learning outcomes assessment happening on HBCU campuses framed the conference agenda. These discussions centered on solutions to common assessment challenges and the need for an official HBCU collaborative of practicing and retired assessment professionals. This collaborative, the first on its kind, seeks to help address accountability measures while being true to HBCU missions and culturally relevant assessment approaches. Hence, as both internal and external accountability mandates increase, so too has the need for a strong HBCU alliance.
The group met over the course of two-days and immersed themselves in professional development sessions and group work. From the Transparency Framework to the Role of Culture and Cultural Competence to Quality Assurance, the culmination of the event produced a newly formed collaborative including an organizational structure and future convenings. We found that CEEQA can offer significant resources and specific expertise to the HBCU community and higher education community writ large. This report presents the background and subsequent founding of the Collaboration for Excellence in Educational Quality Assurance.

Previous research has examined world language classroom-based assessment practices as well as the impact of the Standards for Foreign Language Learning in the 21st Century (National Standards in Foreign Language Education Project, 1999) on practice. However, the extent to which K–12 teachers' assessment practices reflect national and state standards has not been made clear. This article presents a multiple case study examining how the classroom-based assessments used by four secondary world language teachers provided insight into students' progress toward achieving the competencies that are specified by Ohio's Learning Standards for 9–12 World Language Programs and the five goal areas as they were described in the 1999 version of the nationally accepted standards framework. Qualitative analysis of assessment artifacts and interview transcripts showed that assessments principally targeted presentational writing and interpretive reading and that some assessments did not directly align with any of the goals or standards. Findings provide continuing evidence to support the results of the Standards Impact Survey (ACTFL, 2011) and have implications for world language teachers' professional development needs and the role of standards in world language education.

Η επιλογή της κριτικής παρουσίασης του αναλυτικού προγράμματος και της φιλοσοφίας που διέπει το International Baccalaureate Programme γίνεται για να εμπλουτιστεί η συζήτηση για την περαιτέρω αλλαγή των αναλυτικών προγραμμάτων στη δευτεροβάθμια εκπαίδευση και τον τρόπο πρόσβασης στην τριτοβάθμια εκπαίδευση.
Η προσέγγιση του θέματος της παρούσας εργασίας βασίστηκε στην ανάλυση του Bourdieu που εξηγεί το ρόλο της επίσημης σχολικής εκπαίδευσης στην παραγωγή και νομιμοποίηση του πολιτισμικού κεφαλαίου και της συμβολικής διαφοράς που προκύπτει ως αποτέλεσμα της διαδικασίας αυτής.

Required from elligible coachees prior to the 1st. meeting and discussion of the goals and objectives for the coaching program.

Should allow 5 days after completed material arrives, as to analyze the information and draw the basic recommendations to be discussed with the coachee at meeting #1.

In a naturalistic study exploring the impact of outcome-based accountability on teaching and assessment practices in 3 school districts, teachers identify increased stress as a prime effect. The teachers’ experiences and their perspectives on stress are analyzed as being the result of transactions between themselves and the workplace environment. This chapter identifies and outlines some of the changes made to the workplace and to the nature of teachers’ work brought about as a result of a high stakes accountability environment.

Bu sunum 27 Kasım 2019 tarihinde Kadıköy Lisesinde İstanbul Ölçme ve Değerlendirme Merkezi tarafından düzenlenen bir toplantıda yapılmıştır.
Ölçme ve Değerlendirme Akademisi'nin ilk dersidir. Toplantıya gönüllüler arasından seçilmiş 50 dolayında öğretmen ve Milli Eğitim yöneticileri katılmıştır. Akademi'nin dersleri Bahçeşehir, Boğaziçi ve Yıldız Teknik Üniversitesinden seçkin öğretim üyeleri ile devam edecektir.

Anormal Psikoloji kitabı, ruhsal bozukluklar alanında çalışan tüm profesyoneller, psikiyatristler, klinik psikologlar, psikologlar, psikolojik danışmanlar, hekimler, sosyal hizmet uzmanları, psikiyatri hemşireleri ve bu alanlarda öğrenci yetiştiren akademisyenler ile eğitim alan öğrenciler için temel bir başvuru kitabıdır.
2013 yılının Mayısı ayında yayımlanan DSM-5 ölçütlerine göre ruhsal bozukluklarla ilgili sunulan bilgilerin güncellemesinin de yapıldığı bu kitap, tüm dünyada pek çok üniversitenin psikiyatri ve psikoloji bölümlerinde ders kitabı olarak okutulmaktadır.
Kitabın her bölümünde, ilk olarak ruhsal bozukluklarla ilgili vakalar sunulmakta, daha sonra bozuklukların klinik tanıları yapılmakta ve DSM-IV-TR’den farklı olan DSM-5’te yapılan değişikliklere yer verilmektedir. Ayrıca, DSM-5’teki tanı ölçütleri, bozuklukların etiyolojisi ve epidemiyolojisi, bozukluklar üzerinde kalıtımın ve çevrenin etkileri, biyolojik ve sosyal ve kültürel etkiler, en güncel araştırmalardan elde edilen verilerle harmanlanarak sunulmaktadır. Ruhsal bozuklukların tedavisinde etkili olacak terapi yaklaşımları ve ilaçla yapılan tedaviler hakkında da bilgiler veren kitap, sahip olduğu zengin içeriği ile eşsiz bir kaynaktır.
Anormal Psikoloji kitabının; profesyoneller ve öğrenciler için önemli bir rehber olacağına, yardıma ihtiyaç duyan insanların sorunlarının çözümüne, ruhsal bozuklukların tanı ve tedavisinde önemli katkılar sağlayacağına inanıyoruz.

This case study examines the effectiveness of a formative assessment intervention in an honors section of a basic public speaking course. Previous research has found significantly higher levels of public speaking anxiety among honors students than among non-honors students and has therefore identified them as a population at risk for high public speaking anxiety (PSA). This analysis tested a one-hour tutoring session designed to aid students in maximizing learning outcomes for the first speech of the course and to enhance markers of student development through reduced PSA and increased self-perceived communication competence (SPCC). Results indicated significant and sustained reductions in honors students’ PSA directly after the intervention and significant increases in these students’ SPCC after the classroom delivery of the first speech. We posit that students may have benefited from a sleeper effect due to the intervention, needing the catalytic event of the speaking experience t...

Spatial data sharing mechanisms are an important asset to territorial communities. They help them understand and control their long term development. In this perspective, this paper suggests a novel approach of geodata appropriation processes based on diverse socio-cognitive theories. This approach suggests that the evolution of spatial data infrastructures from rough data exchange platforms towards geospatial learning networks, also termed "communities of practice", and towards geo-collaboration platforms supporting co-decision may be a significant driver or added value. Thus, it is important to consider these new perspectives in the evaluation criteria and processes of spatial data infrastructures.

The greater emphasis on information books in elementary schools has led to an increased emphasis on informational writing as well. Although some have suggested utilizing mentor texts to engage children in informational writing, there has been little information about the developmental progression of children's ability to compose in this genre. What has been missing is advice on how to support children's approximations of the information report genre. This article aims to do precisely that by presenting a developmental framework of informational writing derived from a study of K–5 children's writing. We share the framework, provide examples of children's compositions at each developmental level, and demonstrate how teachers can use this continuum to support increasingly more mature forms of information text.

This paper represents one outcome from the Invitational Research Symposium on Technology-Enabled and Universally Designed Assessments, which examined technology-enabled assessments (TEA) and universal design (UD) as they relate to students with disabilities (SWD). It was developed to stimulate research into TEAs designed to make tests appropriate for the full range of the student population through enhanced accessibility. Four themes are explored: (a) a construct-centered approach to developing accessible assessments; (b) how technology and UD can provide access to targeted knowledge, skills, and abilities by embedding access and interactive features directly into systems that deliver TEAs; (c) the possibility of incorporating scaffolding directly into innovative assessment items; and (d) the importance of investigating the validity of inferences from TEAs that incorporate accessibility features designed to maximize validity. Through the paper, symposium participants and contributin...

Objectives: To summarise available evidence for responsiveness of six key assessments used with patients with disorders of consciousness: Coma Recovery Scale – Revised (CRS-R), Disorders Of Consciousness Scale (DOCS), Sensory Modality Assessment and Rehabilitation Technique (SMART), Sensory Stimulation Assessment Measure (SSAM), Wessex Head Injury Matrix (WHIM), and the Western Neuro Sensory Stimulation Profile (WNSSP).Method: A literature search of five electronic databases was conducted using a systematic search strategy. Relevant literature was evaluated and pertinent information extracted.Results: Database searches using key terms initially yielded 132 articles. Following review for inclusion identified 24 articles. No studies were specifically designed to investigate responsiveness of any of the measures and therefore responsiveness data were either based on statistical significance of change post-treatment or descriptive analysis of change scores. The majority of studies ident...

(Last paragraph) This is actually a meta-interactional structure as students and teachers adjust to each other and try to find out what their different perceptions are of what they all think are the same events. It behooves us to remind ourselves that while there might be a reality, we only have a 'conception'  of it. "Nothing is that is not conceived, imagined or perceived, and we are all deceived inside a prison-me" (found on the wall of a WC). Egotism is a cognitive liability, interaction forces one into multiperspectivity and higher cognitive processing.

Citation
Murphey, T. (1989). Student-made Tests. Modern English Teacher. Winter 1989/90 v17, #1&2, pp. 28-29, 41

Cet article présente la pratique d’un e-portfolio qui vise à accompagner et à certifier les compétences professionnelles de stagiaires dans le domaine commercial. L’Espace Entreprise, organisme de formation créé en 2011 par le Département de l’instruction publique du canton de Genève, propose des stages afin de répondre à un déficit d’offres de places d’apprentissage dans le domaine commercial. Quelle évaluation concevoir dans cet espace de formation qui vise à s’approcher au plus près des conditions de la pratique professionnelle que rencontrerait un apprenti en entreprise ? Quelles sont les valeurs qui ont guidé les choix évaluatifs ? Quels sont les principaux défis qui ont dû être relevés et qui doivent encore l’être ?

Todays’ world is constantly evolving towards improving humanenvironment interaction and thus achieving a better quality of life in the digital age. Apart of this, the proper understanding and perspectives for progressive development of this idea is discoverable in multiple current and future problem areas. The paper outlines a methodological approach for modelling, simulation and assessment from the complex discrete systems perspective. The presented idea is illustrated from both theoretical and practical prospects, noting numerous successful results. Some possible improvements of the proposed approach are finally discussed.

Disponible en: http://www.redalyc.org/src/inicio/ArtPdfRed.jsp?iCve=235119250001 ... Redalyc Sistema de Información Científica Red de Revistas Científicas de América Latina, el Caribe, España y Portugal ... Godoy-Izquierdo, Débora; Vélez, Mercedes; Pradas, Francisco

The Shedler-Westen Assessment Procedure (SWAP) is a personality assessment instrument designed for use by expert clinical assessors. Critics have raised questions about its psychometrics, most notably its validity across observers and situations, the impact of its fixed score distribution on research findings, and its test-retest reliability. We review empirical data addressing its validity, emphasizing the multitrait-multimethod approach to evaluating test validity. To evaluate the hypothesis that the fixed, asymmetric score distribution artifactually inflates correlations between SWAP profiles, we conducted Monte Carlo simulations and also presented empirical data from a large patient sample. We observed a mean correlation of zero between simulated SWAP profiles, indicating that the score distribution does not impact the correlation coefficients. Empirical correlations between SWAP profiles of actual patients were small and similar to those obtained using Diagnostic and Statistica...