| Papers [1-15] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "COMMUNICATION PROCESS ASSESSMENT": |
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Student Perceptions of Assessment, 2007.
This paper discusses the feelings and attitudes of high school students as related to assessments.
19,980 words (approx. 79.9 pages), 100 sources, MLA, $ 249.95
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Abstract
In this article, the writer notes that a review of existing literature indicates that students' perceptions about assessment have many influences on students' approaches to learning. In addition, the writer points out that there are many elements that influence how students perceive assessment. This study reveals that students hold strong views about various formats and methods of assessment. For example, the writer shows that within traditional assessment, multiple-choice exams are seen by many students as favorable assessment methods in comparison to essay questions. However, when conventional assessment and alternative assessment methods are compared, students perceive alternative assessment methods as more 'fair' than the traditional assessment methods. This paper discusses how students view assessment and presents a series of recommendations for improving traditional assessment.
Abstract
Introduction
Statement of the Problem
Rationale of the Study
Scope of the Study
Definition of Terms
Overview of the Study
Literature Review
Overview
What is Assessment?
What Students Value in Assessment
Important Trends in Assessment
Challenging Traditional Assessment
Changing the Role of Assessment
Assessment Tools
Student Perceptions of Rubrics
Case Studies
Purposes of Assessment
Choosing Assessment
Methodology
Research Approach
Research Design
Data Gathering
Focus Group Questions
Primary Questions
Extended Questions
Validity of Data
Limitations of Study
Summary
Results
Research Questions
Students Recommendations
Summary of Findings
Conclusions and Recommendations
Overview
Summary of Findings
Recommendations
Conclusion
Bibliography
From the Paper
"Unfortunately, few studies have been conducted on the perceptions of the assessments that are given to students, with the exception of those done from the perspective of the teachers. It is important to look at this issue from the point of view of the students since they are the ones who are assessed and judged. It is also important that students have a clear understanding of why they feel the way they do and why they are judged in a particular way. By learning more about the students' perceptions of assessment, teachers can learn more about student perceptions of other aspects of their educational experience. This type of study is especially beneficial because it helps educators examine assessment in a new light."
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Assessment and Education, 2006.
This in-depth paper evaluates the effectiveness of the current educational process by focusing on the issue of assessment and the vital role it plays in instruction and learning.
5,216 words (approx. 20.9 pages), 6 sources, MLA, $ 129.95
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Abstract
This well-researched paper details the recent focus of the educational standards movement on the issue of assessment. The primary goal of the movement is to raise standardized test scores, but this is done without careful consideration of what the scores actually mean. The writer of this paper evaluates the effectiveness of the current educational process by focusing on the aspect of assessment and the vital role it plays in instruction and learning. Two defining criteria for solid assessment are validity and reliability. Validity is determined by how well an assessment measures what it is supposed to measure, including showing differences between test takers. Reliability is concerned with both the student performance and the scoring of the assessment. This paper discusses the matter of teacher shortages which augments the assessment problem. This paper also delves into the fact that many teachers are beginning their careers without certification and the only guidance they are given in assessment comes through the regular staff meetings that invariably include the latest information about how to raise standardized test scores. This paper examines the various strategies educators have at their disposal for combining assessment and learning. The writer contends that the end result should be more student-centered assessment which encourages the growth of each individual student. This also paper contains two illustrated graphs that relate to relevant assessment strategies.
Table of Contents:
Considerations When Designing and Using Tests
Connecting Assessment and Learning
Teaching to the Test: the Good, the Bad and the Ugly
Pretests
Personalized System of Instruction (PSI)
Differentiating Instruction for Select Students
Rubrics
Portfolios
Project-Based Assessment
Learning Should Not End With the Test
Split the Difference
Test Retake Opportunities
Project Revisions
Conclusion
References
From the Paper
"Two defining criteria for solid assessment are validity and reliability. Validity is determined by how well an assessment measures what it is supposed to measure, including showing differences between test takers. In other words, do the test scores actually reflect each student's mastery of the material being assessed? Reliability of an assessment is determined by how consistent its results are. Reliability is concerned with both the student performance and the scoring of the assessment. If students take the same test on two different days, a reliable test will yield the same results. Also, two or more scorers will come to the same conclusion in scoring the assessment."
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Peer Assessment Methods, 2002.
A study of research conducted into a method for teaching instructors how to evaluate peer assessment models.
8,655 words (approx. 34.6 pages), 14 sources, MLA, $ 182.95
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Abstract
This research developed a program module for teaching a particular collective of instructors how to plan, implement and evaluate peer assessment methods. Instructors were teachers working at the United Nations Works and Relief Agency's Education Science Facility. The ESF provides college level instruction to Palestinian refugees now living in host countries.
Contents:
Abstract
Introduction
Purpose of the Study
Statement of the Problem
Research Questions
Definitions
Review of Literature
Overview
Theoretical and Conceptual Thinking of Experts
Review of Research
Planning Instruction in Peer Assessment
Teaching Peer Assessment
Formats To Use For Peer Assessment
Evaluation
Present Status of Topic
Summary
Methodology and Problem Solving
Procedures
Limitations
Results
Program Module for Instruction on Peer Assessment
Purposes of the This Program
Peer Assessment: Definition and Effects
Definition
Effects of Peer Assessment
Linkage of Peer Assessment To Other Instructional Activities
Planning Instruction
Training Techniques
Formats
Evaluation of Peer Assessment
From the Paper
"The developed program contained several components including: introductory remarks, a discussion of the nature of peer assessment and its effects, a delineation of the linkage between peer assessment and instructors' other instructional activities, a discussion of how to plan peer assessment and various instructional strategies and components involved in implementing the process. The program also included possible formats that can be used, and a discussion of how to evaluate the effectiveness of peer assessment programs."
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Five Principles of Quality Classroom Assessment, 2008.
This paper describes five Ontario guidelines aiding teachers in quality classroom assessment of creative writing in Grades 1-6.
1,587 words (approx. 6.3 pages), 3 sources, APA, $ 51.95
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Abstract
The paper addresses (1) quality assessment of what and how students learn; (2) assessments serving students who are learning the language of instruction; (3) assessment towards clear instructions; (4) the ability of students to assess their own learning and (5) samples of students' work as evidence of achievement. These five sections are examined in relation to messages for the classroom teacher, steps towards implementation, signs of being on the right track and finally, how technology might assist in a task or project.
Outline:
Quality Assessment of What Students Learn and How They Learn.
Assessment Serving Students Learning the Language of Instruction
Quality Classroom Assessment Ensuring Clear Instructions
Quality Classroom Assessment and Student Self-Assessment
Samples of Student Work as Evidence of Achievement
Conclusion
From the Paper
"A: The key message for the classroom teacher is to develop an ability to observe students' different ways of expressing themselves, remembering that some students are able to learn from watching others, or listening to the teacher's views, whereas other students must perform an exercise practically, and from which such students often tend to learn quickly and concretely.
"B: The teacher should give instructions in different ways as in description, a demonstration of how she might perform the task, and when a task is underway, encouraging students. Work is not simply assigned and monitored for the class enters into a dynamic with the teacher involved."
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Planning and Threat Assessment, 2008.
This paper explores threat assessment in general and in a specific case.
1,499 words (approx. 6.0 pages), 3 sources, APA, $ 49.95
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Abstract
The paper defines threat assessment and explains that the main goal of the agency charged with protection responsibilities is to prevent an attack on a prospective target. The paper lists the main functions of threat assessment and then provides a threat assessment of a specific case. The paper also shows how comprehensive and sensitively performed threat assessment investigations can discourage probable attackers, safeguard potential targets and serve the public.
Outline:
Introduction
Threat Assessment Definition and Purpose
Planning and Assessment
From the Paper
"Threat assessment has made immense advances in the past 20 years; assessments of targeted violence resume posing a sizeable challenge to law enforcement, mental health, and other professionals. This explicit and critical assessment calls for an innovative approach. The effective assessment and management of people acknowledged as being at risk for violence continues to be a significant worry in the criminal justice and mental health communities. In the case of Principal Dauber who is an outspoken supremacist, he is in danger of his life due to his lifestyle and beliefs."
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Pain Assessment: Quantitative Article Critique, 2008.
A critique of the article "Assessment of Pain in Cognitively Impaired Older Adults: A Comparison of Pain Assessment Tools and their Use by Non-professional Caregivers," by Krulewitch et al.
2,018 words (approx. 8.1 pages), 3 sources, APA, $ 63.95
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Abstract
This paper analyzes and critiques the article "Assessment of Pain in Cognitively Impaired Older Adults: A Comparison of Pain Assessment Tools and their Use by Non-professional Caregivers," by Krulewitch et al., published in the Journal of the American Geriatric Society. The writer examines each step of the study in detail and discusses its strengths and limitations. The writer concludes that the limitations of this study may guide future researchers in launching similar and more successful studies in this field.
Outline
Research Problem and Purpose
Hypotheses and Research Question
Literature Review
Theoretical or Conceptual Framework
Population
Protection of Human Participants
Research Design
Instruments and Strategies for Measurement
Data Collection
Data Analysis
Interpretation of Results
Discussion of Findings
Limitations
Implications
Recommendations
Research Utilization in my Practice
From the Paper
"Pain was measured using a standardized pain assessment (Krulewitch et al., 2000, 1612). This assessment was administered to all participants in the study. The researchers used several scales in the study. The MMSE was used to determine dementia, along with documented diagnosis as such. The face pain scale and the nonverbal visual analog pain scale were used to determine moderate to sever pain. The researchers of the study report that one-third of demented subjects were unable to rate pain using any of the tools, but had had a pain assessment during the designated time of the study. Researchers point out those who were assessing the subjects for pain may have been unaware of the degree of pain experienced by the demented individual."
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Current Trends in Student Assessment, 2005.
This paper discusses current student assessments and looks at the changes in such assessments.
900 words (approx. 3.6 pages), 3 sources, $ 35.95
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Abstract
In this article, the writer notes that times have changed with regards to education. The writer points out that now, teachers are being held accountable for their work. Yet, the writer notes that with this accountability comes the need for effective student assessment. Further, the writer discusses that just as the priorities of the demands on teachers have changed from keeping classrooms clean and warm, to ensuring that each and every child comes through the educational system with an actual education, these assessment tools have also changed.
From the Paper
"The field of teaching has changed significantly over the course of just the last two generations. In 1923, a standard elementary teacher's contract included items such as remaining unmarried, not associating with men, being at home between the hours of 8:00 p.m. and 6:00 a.m., and not leaving town without permission. These were in addition to not smoking, drinking, or even riding in a carriage or automobile with any man except her father or brother."
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Performance Assessment Tools: A Comparison, 2008.
A discussion of the relative merits of formative assessment and standardized achievement tests.
1,504 words (approx. 6.0 pages), 2 sources, APA, $ 49.95
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Abstract
This paper compares two kinds of performance assessments, formative assessment as described in an article by N. Starkman, and standardized achievement tests as described in an article by Beswick, Willms & Sloat. The author explains that formative assessment is the most effective form of student assessment available for determining student achievement, while standardized achievement tests can assess and focus on emergent readers' needs and potentially the needs of the system in which they are educated. The writer concludes that standardized tests offer a lot of information to educators that would not otherwise be available, but are inferior as an independent assessment tool to formative tests, which show individual progress over time and can be used for near instantaneous intervention.
From the Paper
"Standardized achievement tests have been in use for many years, and have become the foundation of outcomes based curriculum. They are purported to measure how a student fares with regard to the rest of the population of common students or students of the same educational level or grade. They are often grade and subject based and can also be compiled in a variety of ways to assess the performance of very large groups, including all the compatible students in a single grade in an entire state and where standardized tests are found in common even among several states."
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Family Assessment, 2007.
A case study of how the family assessment model helps a family function and cope with stress.
1,104 words (approx. 4.4 pages), 5 sources, APA, $ 38.95
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Abstract
This paper examines how the family assessment model is used to help a specific family cope during a crisis. It explains that a family assessment model is effective because later nursing interventions correspond to and are based in a comprehensive family assessment. The paper looks at how in the family assessment model, the patient's needs are addressed by nursing interventions that follow directly from the assessment. The paper also notes that as this model reveals, while families experience problems and stressors, they also have coping mechanisms.
Outline:
Introduction
Developmental Stage
Family Function and Structure
Family Stress, Coping and Adaptation
Family Health Care Function
Identification of Priority Family Health Education Needs
Conclusion
From the Paper
"Communication patterns for the family are open and effective. This family forms a cohesive group and has developed strong links beyond the immediate nuclear family, and demonstrates deep respect towards the elderly. Sylvia and Daniel are physically affectionate and warm towards their parents. Both children also exhibit respect and obedience toward the parents. The family furthermore is able to communicate effectively with the physicians and nurses who are involved in their care."
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Assessment Centers, 2006.
An overview of the use of assessment centers to standardize the evaluation of potential employees.
3,900 words (approx. 15.6 pages), 13 sources, MLA, $ 106.95
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Abstract
This paper studies the development and use of assessment centers to eliminate unfair and unequal employee selection procedures. The paper defines the purpose of assessment centers as providing a standardized evaluation of behavior based on multiple exercises and observations. The paper then provides a historical reviews of assessment centers, which reached large scale implementation for the first time in the military during World War II. Next, paper discusses the essential elements of an assessment center, explaining that it is multi-faceted and goes well beyond panel interviews or single techniques and assessors. The paper also examines how assessment centers aid employers in making decisions about candidates and how the use of these centers protects potential candidate from biased criteria. The paper concludes by discussing how assessment centers increase the validity and acceptance of the results of such a process.
Outline
Introduction
Background
Essential Elements
Candidate Selection and Rights
Validity
Conclusion
From the Paper
"The first private sector use of assessment centers was seen in the Michigan Bell Telephone Company. They became the first company to establish an assessment center program for operational use, specifically to assess the qualifications of long-term, non-management employees for the purpose of moving into managerial positions. Companies to follow suit were Standard Oil of Ohio, IBM, Sears Roebuck, General Electric, and J. C. Penney (MacKinnon, 1975, p. 2-3). The first use of assessment centers in uniformed public service, such as police and fire services, can be found in England. The British are considered to have pioneered this process and have led the field for many years (Olson, 1981, p. 2). Perhaps the most historically influential use of the assessment center process can be found in the American Telephone and Telegraph Company's Management Progress Study which took place from 1956 through 1960. This was strictly a study and the results were not used for actual promotional decisions within the company. The steps taken in the study almost mirror the steps taken in creating and implementing an assessment center in any organization. Characteristics of successful managers were identified, including dimensions such as managerial functions, interpersonal relations, general abilities, attitude, and values. Candidates were then rated on each of the variables through the use of exercises designed to cover each of the characteristics. An in-basket exercise was used which required the assessee to prioritize and carry out multiple administrative tasks which might be found on a manager's desk. A business game and a group discussion allowed assessors to observe the behaviors associated with group problem solving and communication skills. An interview was used to cover the areas of attitude and values, and several pen and paper tests were administered as well."
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Academic Assessment Tests, 2005.
Compares and contrasts formal assessment tests and informal assessment tests.
675 words (approx. 2.7 pages), 7 sources, APA, $ 23.95
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Abstract
This paper compares formal assessment tests to informal reading and writing inventories. The paper looks at how the tests are prepared and administered.
From the Paper
"Tests used as a basis of academic assessment have been characterized as falling into one of two categories. Formal assessment tests are norm-referenced or criterion-referenced tests that are administered in a controlled setting in which directions cannot be altered and students respond to items they have not seen in instruction. Informal reading and writing inventories are commercially prepared or teacher student-made tests in which students read orally and retell and or answer comprehension questions over a passage."
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A Nursing Assessment of Infant Pain, 2005.
A review of the assessment of pain in infants proving that infants experience pain more acutely than adults.
1,800 words (approx. 7.2 pages), 6 sources, $ 71.95
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Abstract
This paper is a literature review of a quantitative research study based on pain assessment of neonates and the corresponding practice of documenting findings of the pain assessment. The author's beliefs and findings were consistent with other research in the area that while the belief is strong in the need to follow recommended assessments and use prescribed assessments tools, the practice of documenting assessment findings is inconsistent - in other words, pain assessments may take place, but little documentation exists.
From the Paper
"Infants experience pain more acutely than do adults (Reyes, 2003). This is a concept that has radically changed since the time when the medical profession was of the belief that infants did not experience pain at all due to nerve fibers that were yet to develop myelinated sheaths. Also changing, has been technology and nursing practices related to neonatal pain assessment. This paper will analyze the October, 2003 article: Nursing Assessment of Pain, published in the Journal of Perinatal and Neonatal Nursing (Reyes, 2003). The analysis presentation will follow class report review guidelines, focusing on why this study is important to the field of nursing."
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Peer Assessment, 2002.
A look at the development of a program module for teaching a particular collective of instructors how to plan, implement and evaluate peer assessment methods.
8,370 words (approx. 33.5 pages), 13 sources, MLA, $ 178.95
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Abstract
This paper examines the concept of peer assessment, a method of teaching and learning in which, to a greater or lesser extent and within a structured framework, students assesses their peers' work. In particular it evaluates research program module for teaching a particular collective of instructors how to use peer assessment methods using instructors working at the United Nations Works and Relief Agency's Education Science Facility. It discusses how the program was developed using information obtained from a comprehensive search of the pertinent literature and in consultation with three general education specialists and three specialists in measurement and evaluation who provided feedback to the researcher regarding the most crucial elements for the program to include.
Outline
Abstract
Introduction
Purpose of the Study
Statement of the Problem
Research Questions
Definitions
Review of the Literature
Overview
Theoretical and Conceptual Thinking of Experts
Review Of Research
Planning Instruction in Peer Assessment
Teaching Peer Assessment
Formats to Use for Peer Assessment
Evaluation
Present Status of Topic
Summary
From the Paper
"Instructors have a limited amount of time for peer assessment training; otherwise the activity will interfere with their other instructional activities. Boud (1995) points out that by planning ahead the amount of time they wish to spend on peer assessment training, instructors can better organize what they will and will not require students to assess in terms of the amount of time it will take students to accomplish the associated assessment tasks. Doing this will then save them from devoting so much time to peer assessment instruction that it interferes with their other job responsibilities."
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Risk Assessment Software Applications, 2004.
An analysis of the effectiveness of risk assessment software applications in the workplace.
11,473 words (approx. 45.9 pages), 10 sources, MLA, $ 224.95
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Abstract
The risk assessment process is becoming increasingly important, but it has assumed enormously complex dimensions at the same time. Risk assessment has reached a new level of importance in the Information Age. The growth of sophisticated networked information systems and distributed computing has created a potentially dangerous environment for private and public organizations. This paper examines these issues and provides an analysis of popular risk assessment applications. An original comparison table is provided.
Chapter One: Introduction
Statement of Hypothesis, Research Problem, or Statement of the Purpose
Outline of Thesis/Project
Chapter Two: Methodology/Layout or Reason
Chapter Three: Literature Review
Industrial Settings and Software
Business Credit Settings and Software
Primary Software
Secondary Software
Risk Assessment Software for Credit Applications
Accounts Receivable Processing (ARP) Company
Advisa, Inc.
C/LECT Consulting, Inc.
Competix
Credit & Management Systems, Inc.
Dun & Bradstreet
eCredible, Ltd.
eCredit.com
Experian
GETPAID Corporation
I-many, Inc. (formerly ChiCor, Inc.)
Magnum Communications, Ltd.
9ci, Inc.
NMC Technologies, Inc.
Risk Assessment in Financial Institutions
Selected Banking Risk Management Software
Chapter Four: Pros and Cons
Chapter Five: Findings
Establish the Context
Identify Situations that Have Risk Implications
Analyze and Assess Risk
Design Response Strategies
Implement and Integrate
Measure, Monitor and Report
Chapter Six: Conclusion and Recommendations
Works Cited
From the Paper
"Risk assessment has reached a new level of importance in the Information Age. The growth of sophisticated networked information systems and distributed computing has created a potentially dangerous environment for private and public organizations. ?Critical data -- such as from trade secrets, proprietary information, troop movements, sensitive medical records and financial transactions -- flows through these systems? (Hammond 1999:69). Consequently, organizations are becoming increasingly concerned with potential exposure and are looking for ways to evaluate their organization's security profile today. Risk assessment software applications systems allow researchers, managers and others to perform "what if" analyses of the value of their information and various threats and vulnerabilities. For instance, risk assessment software systems such as NetSolar by Cisco, use both passive analysis and active probing methods to identify security vulnerabilities, which may increase the efficiency of vulnerability identification and reduce false-positive results. Hamilton reports that these technical assessments can differentiate between infrastructure devices (routers, switches, or firewalls) and host devices (user workstations or servers such as e-mail servers and Web servers). ?Technical vulnerability tools can find vulnerabilities in network TCP/IP hosts, UNIX hosts, Windows NT hosts, Web servers, mail servers, FTP servers, firewalls, routers and switches? (Hamilton 1999:69)."
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Assessment in the Geography Classroom, 2002.
An analysis of the true value of assessment and its importance to both teachers and pupils in the geography classroom.
3,623 words (approx. 14.5 pages), 12 sources, MLA, $ 100.95
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Abstract
Assessment is a strong component on the agenda for all the major political parties in Britain as a result of the discourse of the 'failing schools' and the notion of promoting equal opportunities in and through education. The purpose of this paper is to discover if the following factors have a detrimental effect on assessment in the geography classroom: Selection, maintaining standards, motivation, accountability, comparison, certification, feed back for students, parents and teachers, preparation for life, social control and curriculum control.
Outline
What is Assessment
Assessment and Raising Standards of Attainment Within Schools
Rationale
Assigning Levels
Evaluation and Analysis
From the Paper
"Balderstone and Lambert (1992) argue that we need two types of evidence for effective assessment: teacher evidence- which consists of observations, records and notes; and pupils evidence- which comes in many forms: written evidence (reports, notes, diaries, questionnaires, stories, essays, newspaper articles, short answer questions, multiple choice questions); Oral evidence (questioning, discussions, interviews, sequencing, role play, pupil presentations, tapes, video recordings, debates); Geographical evidence (maps, drawings, graphs, print-out, photographs); and Products (models, artefacts)."
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