This essay considers my personal philosophy of assessment. One of the primary considerations I recognize in terms of assessment is developing a means of judging student participation and effort throughout the marking periods and course. One of the primary challenges I had when originally considering assessment was the nature of developing assessment strategies that are student specific, or measure objective standards of comprehension. While ideally classrooms are constituted by students of the same level of achievement, in reality this is not always the case. Early in my teaching career I recognized that I would have to make the difficult decision of requiring all students to achieve the same level of achievement. From this foundational level I then began to design assessment strategies that required students to achieve an objective standard of accomplishment. In these regards, I have been greatly influenced by constructivist theory of assessment, specifically a text Understanding by Design. This text contends that assessment should be designed from a top-down structure with the end goal in mind. Working from this theory, each semester I considered the ultimate objective for the course and then worked back from that in developing assessment strategies that would work as standards bearers for the marking period. Still, I recognize that this approach to assessment should only be used to construct a general approach to curriculum development. As is later demonstrated, the most effective instruction and assessment will consider the learner’s background knowledge and phenomenological grasp of the learning material in developing dynamic and multi-varied assessment mechanisms. In addition to these constructivist approaches to assessment, I have become more directly acquainted with direct methods of assessment. It’s indicated that one of the primary such means of demonstrating direct assessment strategies is through the teacher’s active involvement in student learning. In these regards, “the teacher a) presents information, b) develops concepts through lecture, c) requires students to recite or respond to questions, d) provides feedback and reteaching as necessary” (Payne 63). In terms of my own assessment strategies, I implement direct methods in a variety of ways. After determining the end of course objective I would then break down the marking period into manageable units (chapters). Within each of these units (chapters) there would be a final exam and quizzes. The quizzes were implemented in large part as a means of motivating students to remain consistent with scholastic work throughout the chapter. In these regards, oftentimes I approached quiz grades with a more lenient approach than I did the chapter tests. The student quiz scores also functioned to aid me in identifying areas of student progress that are more in need of attention. Indeed, student quiz assessment was a learning process for the students as well, giving them an early idea of elements of the text that they must further study. With the final exam then students had to demonstrate their mastery of the material. Rather than functioning as a learning aid, the final exam existed solely for the purpose of measuring the student’s achievement in relation to the objective progress they made within the specific unit. Through research I have discovered a
Angela Antoniello May 24, 2011 Curriculum, Evaluation, & Assessment Donna Norman My Philosophy of Classroom Assessment One of the primary elements of education emerges in the form of assessment. While assessment elements differ among different instructional domains, it’s clear there are a number of assessments methods that pertain to all levels and forms of education…
Furthermore, it is also observed that GDI cooperates with its customers by facilitating them with services related to transportations, warehousing and staging along with distribution. For serving the clients in these nations with their primary services, GDI has employed around 3200 employees.
I will explore this more fully, and will explain how Noddings’ care ethics can be made more valid by including Bell’s case for a more thorough system. Noddings begins by characterizing women as having a “natural caring” (373). Her ethical system proposes the evolving of women from their innate natural nurturing tendencies to an ethic of caring based on the repudiation of male history and values.
However, he diverged from some of the beliefs and re-evaluated them on terms of systems that allowed for the idea that knowing the surrounding elements of a truth did not require finding the end of that truth. Where Augustine criticized the Academicians for such types of though, Aquinas picked it up again in order to further expand on the essence of understanding and knowing, and how proof of a concept, such as God, proved the existence of God, but did not reveal the finality of all that was true in regard to God.
Immanuel Kant, born in 1724, said that moral necessities were a function of rationality. He emphasized on the fact that immorality takes into account the breach of Categorical Imperative (CI) and is therefore not rational. Many other philosophers such as Hobbes and Locke also said that moral requirements were a result of the rationality standards.
A leader should be flexible at all times, which means in all situations. Today, it is not necessary to confine our ideas about leadership on traits and styles. What is important is the thought that every leader should go beyond traits and styles in leadership.
Wind Shield Survey Community Assessment of a community in Queens in New York. Health care sector is gaining a lot of attention in response to the fast emerging concern about quality service delivery and the impending risk to the society (Zuckerman,1998). This paper discusses community evaluation and assessment of a long-term healthcare strategies and policies in the community of Queens,New York.The community as a client refers to several groups comprising individuals, families groups and communities at large with a focus of providing nursing services.
These tests were aimed at getting glimpse of how well some of the inherent attribute of a human being affected their outlook on life and how some of these may affect their personality as well. The report herein will look at the two and their results and what can be done to
olicies in the community of Queens,New York.The community as a client refers to the several groups comprising individuals, families groups and communities at large with a focus of providing nursing services. The Wind Shield survey is a health client community that conducts