For example, when assessing the results of a multiple-choice test, the instructor can see what questions students most frequently circled as incorrect, and specifically which incorrect responses were most attractive to students. Technology can also help highlight what students have improved or not improved in their test performance over the course of the semester by tracking student grades, on easily-read graphs, which can serve as a dramatic illustration of student progress for the teacher. If student performance was particularly poor on a particular unit or cluster of concepts, the teacher can target these areas for more extensive review. Technology thus allows for a more in-depth means of obtaining valuable feedback from test results as well as greater speed of assessment. Technology allows instructors to use feedback to improve both lesson plans and assessments by providing information about how students approach tests as well as how they...
While many students claim that they are poor test takers because of nerves, some students do poorly on tests because they do not understand how to appropriately 'attack' a test and analyze it in a useful fashion. Students who consistently make the same types of errors on similar types of tests -- such as students with particular deficiencies in solving word problems, for example -- can be singled out for additional review. Standardized assessment should never be used alone, and instructors must think outside of the proverbial box when constructing assessment devices. But these examples illustrate that even conventional tests can yield additional insight, when new methods of analysis, facilitated by technology, are applied in an effective fashion.
As the company's Web site points out, "We recognize our continued success depends on our ability to attract, develop and retain a highly competent workforce and on the creative, effective and productive use of human resources. Therefore, Continental is committed to a work environment that provides equal employment opportunity" (Diversity and inclusion, 2010, para. 30). The company's stated diversity policy is as follows: 1. Continental affords equal opportunity for employment
Students then move to advisory to discuss what they learned from the principal, then begins first period science class. Science is tutorial based, but often broken up into groups of four for lab and experimentation work. Math lab includes a number of different activities that change out regularly. Following math, the students meet for Art class, which varies daily in activities, social and spatial development. Lunch and a brief recess follows. First class after
The program uses good planning models to develop and create the program, and the planners are aware of the program's intended audience, purpose, and topics. However, there are some weaknesses to the idea, too. They need to develop comprehensive training that is both affordable and retrains workers for new jobs, so they need to identify the top employment needs of different employers, and design curriculum to meet those needs.
Formative assessment gives teachers the opportunity to provide students with feedback in time to improve learning. Fluckiger, Vigil, Pasco & Danielson (2010) describe several techniques to provide formative feedback to students more frequently and to involve them more fully in the process. Although their techniques were developed specifically to enhance the learning experiences of postsecondary students across a variety of disciplines, teachers of students at all levels can adapt
In 1997, numerous key educational institutions including the AASA (American Association of School Administrators); ASCD (the Association for Supervision and Curriculum Development), NAESP (the National Association of Elementary School Principals), and the NASSP (National Association of Secondary School Principals) worked in the auspices of ISLLC, funded by the CCSSO (Council of Chief State School Officers), to increase educational management standards. The National Policy Board for Educational Administration used the ISLLC
Health Behavior The "Theories At A Glance" manual discussed a variety of healthy behaviors. Select two theories that can be used to explain why people behave the way they do. Discuss the basic premise and constructs of the theories you choose. Cite two examples of how each theory could be used to explain a health behavior. Theory of Planned Behavior (TPB) The relationship that exists between behavior and attitudes, beliefs and intention
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