| Papers [1-15] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "FUNCTIONAL ASSESSMENT INTERVENTION SYSTEM": |
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Functional Assessment and Intervention System, 2007.
An analysis of the importance of functional assessment and intervention systems for English language learner (ELL) students.
1,487 words (approx. 5.9 pages), 4 sources, MLA, $ 49.95
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Abstract
This paper identifies and evaluates the assessment evaluation test called FAIS, or Functional Assessment and Intervention System, as it relates to English language learner (ELL) students. The paper concludes that functional assessment and intervention systems offer a new guiding light for the future of ELL students and, as a result, all schools should be prepared to meet the challenge of an increasingly diverse student population, including many students who are not proficient in English.
From the Paper
"Other problems affecting a functional assessment of ELL learners would have to do with student absences due to illness, suspension, an inability to meet with parents or siblings, or school cancellations. The lack of an individual functional analysis is a criticism that could be directly applied to the ELL student, because in their case, a better intervention plan could be written based on an individual analysis only. Research estimates that the future of "bilingual education" will directly affect one out of four public school students and have a significant impact on almost every school (E-Source Online, 2005). In such cases, interventions derived from functional assessment could also be subjected to further experimental tests, including an analysis of variables in single-participant designs (Schcill, 1996). Finally, during the process of implementing a functional assessment and intervention system, teachers and educators must develop multi-step programs that utilize existing skills and the theory that knowledge of the functions causing learning problems can be used to shape more effective learning potential."
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Children's Play: Assessment and Early Intervention, 2008.
An exploration of children's play as a tool for assessing children's development and a vehicle for implementing intervention strategies.
887 words (approx. 3.5 pages), 10 sources, APA, $ 31.95
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Abstract
This paper discusses how observing and assessing children through play can help to identify delays in a child's social, cognitive, language, and physical development, and to plan intervention strategies. Correlations found between play behavior and skill development show that play is a valuable tool for learning and should be used in intervention. Although some educators prefer formal assessment tools, the writer concludes that a combination of traditional assessment methods and play-based assessment methods can result in optimal development for the child.
From the Paper
"Assessing children through play is an unobtrusive non-threatening method of assessment that will result in a more accurate picture of the child's development. As children play in a familiar environment such as their home or child care center, they are more likely to demonstrate their full range of skills and abilities. Moore agrees that assessments made from children's informal work and during play are most likely to give an accurate and balanced understanding of their learning and development (2000)."
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Assessment and Intervention - Case Study, 2001.
An investigation of theoretical perspectives for social work and mental health practice.
3,200 words (approx. 12.8 pages), 18 sources, MLA, $ 92.95
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Abstract
A case example is presented, theoretical models are applied, assessment tools are presented, cultural values and key issues are discussed, goals are identified, and an intervention plan is developed.
From the Paper
"Another theoretical perspective that the clinician may focus upon with this client is the behaviorism point of view. Behavior therapies focus on very specific aspects of the individual?s behavior and seeks to increase appropriate behavior by modifying the negative behavior. This viewpoint also believes that ?overt behavior should be studied, without reference to consciousness or mental processes? (Skolnick, 1986, p. 523). Another words, not much effort is put forward to study the psychodynamics of the individual, while the present is emphasized in the treatment of the client. Behavior therapies might be utilized by the clinician in this case to focus on her behavior of fighting for example. If the clinician can improve upon the client?s behavior and physical altercations that she has began to become involved in, this will be one specific step in achieving a better lifestyle for the client overall. "
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Functionalism and Neo-Functionalism, 2005.
This paper compares the ideas of functionalism and neo-functionalist schools in international relations.
920 words (approx. 3.7 pages), 6 sources, $ 31.95
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Abstract
This paper defines functionalism and neo-functionalism in international relations. The author includes references to these ideas and the work of David Mitrany and Jean Monnet.
From the Paper
"The political theory known as functionalism refers to that policy of shifting responsibility for resolving problems from the nation-state to international bodies indirectly by ..."
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Intervention, 2002.
The connection between theory, assessment and intervention.
650 words (approx. 2.6 pages), 2 sources, $ 26.95
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Abstract
This paper shows the relationship between theory, assessment and intervention as it is related to the field of behavioral psychology.
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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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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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Humanitarian Intervention, 2004.
Examines to what extent there has been an emerging international norm of 'humanitarian intervention' and how successful attempts at humanitarian intervention have been.
2,320 words (approx. 9.3 pages), 10 sources, MLA, $ 71.95
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Abstract
This paper argues that humanitarian intervention, defined as military intervention in a state without the consent of its government, has become an international norm during the period since 1985. Since the U.N. is virtually always the primary agent of intervention, the paper begins by analyzing the reasons for the U.N.'s increasing number of interventions and why they are moving away from the traditional model and shifting towards humanitarian intervention without consent. The results of these interventions have varied, and the paper discusses three precedent-setting cases from the early 1990s in which the consent of parties as a requirement for U.N. humanitarian action was downgraded. Limited, focused humanitarian intervention has been successful, as exemplified by U.N. protection of Kurds in Northern Iraq. When the U.N. and U.S. intervened in Somalia, however, they lost their focus and took on large and varied tasks. In that case, intervention failed. Intervention also fails when it is done halfheartedly, and force is not used even when it is needed. This is what happened in the allied and U.N. humanitarian intervention in Bosnia. For each case study, the paper explains how it set a precedent in U.N. intervention practice, then analyzes the success or failure of the conflict and the causes for it. The effects of failed intervention are profound. The paper concludes by evaluating the U.N.'s role as the primary intervenor in conflicts since the 1980s.
From the Paper
"There was evidence of "elements of consent" to this in Yugoslavia. Full consent was impossible because of the number of parties and disputes about their status, but through the winter of 1992, interventionist actions were based in consent. But the Security Council's resolution referred obliquely to chapter VII and implied that if Yugoslav consent stopped the UN would continue with its plans. Subsequent resolutions have been written along similar lines. Eventually it became clear that consent and traditional mediation would not halt the fighting, help civilians, or bring a peace settlement. Bosnia never requested humanitarian assistance from the UN, but 4 June 1993, the UN authorized force to defend UN safe area in Bosnia. This was a landmark decision."
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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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General Model Of Government Intervention, 2002.
Looks at the use and effects of government intervention, and the best approach to intervention.
1,400 words (approx. 5.6 pages), 1 source, $ 53.95
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Abstract
The general model of government intervention is intended as an analytical framework to investigate the use and effects of government intervention. The model demonstrates that a strategic, direct, and coercive intervention is the preferable one for achieving goals.
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| Term Paper # 86298 |
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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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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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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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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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