21. Portland Community College It is a chance for you to prepare for the Online Skills assessment Test and to 3,If you have done this so many times that you could teach others how to do it http://www.pcc.edu/dl/assessments/survey.html

The page you requested is not at this location. We apologize for any inconvenience. The links below can help you find the page or information you are looking for. Back Search PCC home

22. Title Of Project: Assessment Of Using New Technologies To Teach Statistics Title of project assessment of Using New Technologies to teach Statistics.Presenter Ileah McKee. Student Researchers Ileah McKee and Leann Hooge. http://www.mtsu.edu/~scientia/journals/vol6/issue1/14.htm

Title of project: Assessment of Using New Technologies to Teach Statistics Presenter: Ileah McKee Student Researchers: Ileah McKee and Leann Hooge Faculty: Dr. Ginger Holmes Rowell Department of Mathematical Sciences Abstract: The ongoing goal of the project is to find and assess technologies related to the teaching and learning of statistical concepts in terms of determining which technologies are most effective. Effectiveness is rated by using certain standards including those of the National Council of Teachers of Mathematics and the teaching purpose of the specific technologies. For the project, we are creating a rubric that will provide a standard with which to evaluate different websites that focus on learning statistical concepts and applications. The assessment tool might also be used on tools such as statistical software, statistical applets on the web, web-based tutorials, and other new technologies. Statistical methods will also be used to determine the effectiveness of these technological statistical teaching tools. These methods may include, but will not be limited to surveys, pretests and posttests of students using the materials.

23. AAHE Assessment Conference 2003 Home Page How does competence develop in our disciplines and professions; and how do we design,teach, and develop methods of assessment that capture that competence? http://www.aahe.org/assessment/2003/

2003 Assessment Conference Since 1985, the Premier Convening on Assessment The Assessment Conference Preview will be live on April 10. Until then, please take advantage of the following interim information: Preconference Workshops Hotel and Airfare Information Registration Information Registration Form (PDF) Hotel Reservation Form (PDF) Tracks and Volunteer Opportunities Schedule-At-A-Glance (PDF) Registration Rates AAHE brings you "A Richer and More Coherent Set of Assessment Practices." This theme, distilled from Knowing What Students Know: The Science and Design of Educational Assessment (National Research Council 2001), encourages us to examine what we know about learning. It challenges us to examine the assumptions underlying teaching and the relationships among pedagogy, curricular and instructional design, expected learning outcomes, and the design of assessment methods. If you have questions, please email Matthew Sutton at msutton@aahe.org AAHE Home Conference Home Help

24. Index Of /~jamie/teach/JBlustein/Assessment Parent Directory 16Dec-2002 1244 - grading_oral_present......Index of /~jamie/teach/JBlustein/assessment. Name Last modified Size http://www.cs.dal.ca/~jamie/teach/JBlustein/Assessment/

Index of /~jamie/teach/JBlustein/Assessment Name Last modified Size Description ... Parent Directory 07-Mar-2003 17:08 - 04-May-2002 20:13 46k 04-May-2002 20:11 41k 04-May-2002 20:10 5k 23-Oct-2002 12:53 24k graduate_midsemester.ps 23-Oct-2002 12:52 25k 23-Oct-2002 12:52 2k readme.html 23-Mar-2003 17:04 9k 22-May-2002 15:17 28k 22-May-2002 15:17 32k 22-May-2002 15:14 5k undergrad_post_test.pdf 31-May-2002 07:15 39k undergrad_post_test.ps 31-May-2002 07:15 34k undergrad_post_test.tex 31-May-2002 07:15 3k Apache/1.3.27 Server at www.cs.dal.ca Port 80

25. Using Assessment To Teach First Previous Next Last Index Text, Slide 43 of 46. http://disted.ifas.ufl.edu/support/instructionaldesign/sld043.htm

26. SSCED - Instruction And Assessment - Teaching Strategies Strategies to teach Social Studies This document is designed to provide you witha brief description of a few key strategies. It is not an exhaustive list. http://www.tea.state.tx.us/resources/ssced/instass/strategies.htm

Strategies to Teach Social Studies This document is designed to provide you with a brief description of a few key strategies. It is not an exhaustive list. Your task as a trainer of teachers (and as a teacher) will be to match the appropriate strategy with the content and skills students are to master. Table of Contents Introduction A Note on Cognitive Strategies Activating Prior Knowledge Collaborative Processes ... References and Resources Social Studies Center for Educator Development (SSCED) http://www.tea.state.tx.us/resources/ssced/ Texas Education Agency

27. Using Rapid Assessment Process (RAP) To Teach Qualitative Research To Graduate S 3/13/2002 Using Rapid assessment (RAP) to teach Qualitative Research to Studentsin Professional Programs such as Education, Nursing, and Leadership Studies. http://www.gonzaga.edu/rap/UsingRAPpp/SfAApresentation.html

28. Rethink The Fitness to teach assessment. The first stage in the fitness to teach assessmentis a written questionnaire that all applicants have to complete. http://www.rethink.org/information/work/teaching6.html

Could Someone with a Diagnosis of a Severe Mental Illness Work as a Teacher? The Fitness to Teach Assessment All successful applicants for teacher training courses must pass a 'fitness to teach assessment' before they can be accepted on to a training course. This is likely to be a barrier for people with severe mental illness because of stigma and lack of awareness by the people doing the assessments. The first stage in the fitness to teach assessment is a written questionnaire that all applicants have to complete. This is sent to the medical officer of the college or university to which you have applied. The medical officer may then ask you to submit further information or to attend a medical examination. If your doctor or psychiatrist is asked for information you may ask to see their report and you may submit your own comments on it. Medical information you or any doctor gives in the assessment is confidential between you, the doctor(s) and the medical officer. Only information about your fitness to teach may be passed to other people. The medical information should not be passed to others unless you agree to it being passed on. The purpose of the 'fitness to teach assessment' is to check that you are fit to teach but also to identify any support needs you may have. Following the assessment you will be assigned to one of three categories:

29. Multicultural Diversity Grant Home Page The purpose of this grant is to assess student mastery of multicultural outcomes, both attitudes and Category Society Issues AntiRacism Organizations......assessment of Multicultural/Diversity Outcomes Grant A collaborative effortbetween The Teachers College and the College of Liberal Arts and Sciences http://www.emporia.edu/teach/dean/grant/

EMPORIA STATE UNIVERSITY The Teachers College Assessment of Multicultural/Diversity Outcomes Grant A collaborative effort between The Teachers College and the College of Liberal Arts and Sciences Objectives of Project Significance of Work Methodology Research Team ... The Teachers College Home Page Please feel free to email Dr. Tony Ambrosio, ambrosia@emporia.edu if you have any questions concerning the grant. Thank you. This page has been accessed 03744times since January 2001.

30. Teach/Assessment assessment. The students will assessed on all the skills used whileworking their way through each section of the investigation. http://192.107.108.56/portfolios/y/yelenik_m/teachass.htm

The Earth's Precious Atmosphere Home Teacher's Lab Site Analysis Student's Lab I. Atmosphere Properties II. Cycle Involvement III. Ozone-(Real Time Data Projects) IV. Preservation Assessment The students will assessed on all the skills used while working their way through each section of the investigation. They will be given a rubric before starting each section. These skills will include: working as a group, sharing jobs, computer, tools, etc. following step-by-step directions and clues. finding and documenting clues on the Evidence Pad. making charts, graphs, and completing the activities within the Evidence Lab. analyzing the data within the Evidence Lab to reach final conclusions. Each "self contained" units will be assessed separately. The rubric will be general so as to include all units. The teacher may vary the points depending on the type, number, and importance of actives within that unit. The students will print these out and follow the directives for each icon. Evidence Pad: The students will print out these questions prior to working their way through the Web site.

31. Trying To Teach - What Is The Present Situation? assessment and evaluation occur daily, and are contextually based. growth proliferateour classrooms, so will teachers under pressure begin to teach for the http://www.teachers.ab.ca/publications/monographs/_trying/trying13.html

Trying to Teach: Interim Report of the Committee on Public Education and Professional Practice What Is The Present Situation? Portfolio Assessment "Portfolios" of student work have long been used by some teachers to enhance learning and to aid in their assessment of students' work. What is new is a trend towards authorities mandating their use in schools and school systems. At present, there is a great deal of debate over such questions as what constitutes a "portfolio," how they should (or should not) be used, and who gets to decide their contents. There is a considerable amount of support for the use of portfolios, particularly in some elementary schools, often by those who favor a more "child-centred" approach to teaching. Some see them as a means to get at goals which are not easily reflected in achievement tests or other means of assessment (often in such areas as creativity, originality and higher levels of thinking skills such as synthesis and evaluation). But, while it is often seen as a desirable tool if used by individual teachers of their own volition, there is widespread resistance to the imposition of portfolio assessment as a mandated practice. The most common concern was "time":

32. Preparing To Teach Literacy Page 5 general, school staff made very helpful contributions to the assessment of a withinthe PGCE (Secondary) for student teachers intending to teach English were http://www.scotland.gov.uk/hmie/pttl/pttl-05.htm

33. WestEd - Assessment Responses to Science and Mathematics Test Items Understanding Young Readers TheRole of Early Literacy assessment Using assessments to teach for Understanding http://www.wested.org/cs/wew/view/top/2

Assessment Specialists at WestEd create resource materials in assessment design and provide services in the development, implementation, and evaluation of state and local assessments — tests that measure the performance of teachers as well as students. Of the 10 Regional Educational Laboratories, WestEd has been designated by the U.S. Department of Education to provide national leadership in the area of assessment. Which programs are involved with Assessment? Assessment and Standards Development Services (ASDS) Center for Prevention and Early Intervention (CPEI) Learning Innovations Policy Program ... Western Regional Educational Laboratory (WREL) Which projects are involved with Assessment? Assessments in Career Education California Infant, Preschool, and Family Mental Health Initiative Center for Assessment and Evaluation of Student Learning (CAESL) Center for Science Education and Professional Development (CSEPD) ... Western Assessment Collaborative (WAC) Leadership Initiative Which resources feature Assessment? Accountability Dialogues: A Look Inside the Process Accountability Dialogues: Book and Video Set Accountability Dialogues: School Communities Creating Demand from Within Assessment Alternatives for Diverse Classrooms ... Show 6: Martin Luther King Jr. Elementary School

34. WVU Workshop To Teach How To Apply Risk Assessment Concepts Monday December 02, 2002. WVU workshop to teach how to apply risk assessmentconcepts CONTACT William Fremouw, Department of Psychology, 304293-3807. http://www.nis.wvu.edu/2002_Releases/risk assessment.htm

News and Information Services News Release Back to Newsroom Monday December 02, 2002 WVU workshop to teach how to apply risk assessment concepts CONTACT William Fremouw , Department of Psychology, 304-293-3807 William Fremouw, a WVU psychology professor, will speak on The Ethical Management of High-Risk Clients from 1-4 p.m. Friday, Dec. 6, in 809 Allen Hall. Dr. Fremouw will discuss a risk assessment model and its application to psychiatric patients, suicidal patients and HIV-positive clients. The forum will explore the legal and ethical issues of confidentiality and protection from harm. "Clinical and counseling psychologists are challenged by the ethical problems presented by clients who present potential risk to themselves or to others," Fremouw said. "After distinguishing between danger and risk, the workshop will review the risk assessment issues and procedures developed through the MacArthur Foundation longitudinal study of psychiatric patients." Additionally, legal-ethical issues of confidentiality and protection from harm arising from legal cases will be discussed. Participants will learn how to apply risk assessment concepts to clinical cares and gain a better understanding of the legal-ethical issues involved when dealing with high-risk clients.

35. Rethinking Assessment And Its Role In Supporting Educational Reform against the use of assessment as a motivator and believe that the quality of theassessment information gained is jeopardized when teachers teach to the test http://www.ncrel.org/sdrs/areas/issues/methods/assment/as700.htm

Critical Issue: Rethinking Assessment and Its Role in Supporting Educational Reform ISSUE : Assessment of student achievement is changing, largely because today's students face a world that will demand new knowledge and abilities. In the global economy of the 21st century, students will need to understand the basics, but also to think critically , to analyze, and to make inferences. Helping students develop these skills will require changes in assessment at the school and classroom level, as well as new approaches to large-scale, high-stakes assessment. Linda Bond, director of assessment at NCREL, explains how the new skills needed in the 21st-century global economy have spurred the accountability/assessment movement in education. Excerpted from NCREL's Policy Talks , audiotape #2, Reaching for New Goals and Standards: The Role of Testing in Educational Reform Policy (NCREL, 1994). [Audio Comment, 204k]. A text version is available.

36. Functional Assessment Of Effectiveness Of Amplification For Children Functional assessment of effectiveness of amplification for children. Evaluationof Aural/oral performance of Children) and teach (teachers’ Evaluation of http://www.nal.gov.au/PEACH & TEACH/PEACH & TEACH main document.htm

Up About Us Publications Current projects ... Search Functional assessment of effectiveness of amplification for children To optimise effectiveness of amplification for a hearing impaired child, hearing aids should be selected using a validated prescription and verified using real-ear measurements, and the efficacy of amplification should be evaluated in real life. The real-ear measurements performed by audiologists are useful for hearing aid verification, and can also be potentially very useful to teachers and parents. In turn, teachers and parents have many opportunities to observe a child’s response to amplification in real life, and obtain information that is relevant and helpful for the audiologist to optimise the effectiveness of hearing aid amplification for a child. (A conference paper on this subject was presented in May 2001. Click here to view it.) The PEACH (Parents’ Evaluation of Aural/oral performance of Children) and TEACH (Teachers’ Evaluation of Aural/oral performance of Children) are questionnaires designed to record parents’ and teachers’ observations of children’s functional performance in a systematic way, so that the information collected can be useful for evaluation of amplification for children. In the PEACH, there are 15 probe areas. Under each probe area are examiners’ instructions that are to be administered in an interview. Questions marked by an asterisk, in black ink, are more suited to older children, those marked by a hash and in blue are for younger children, and those marked by a smiley face

37. Heinemann: The Energy To Teach Contents 1. The Energy to teach 2. Taking Stock 3. Setting a Clear Colleagues 7.Create Energy Through Learning 8. Take Energy from assessment 9. Exchanging http://www.heinemann.com/shared/products/E00326.asp

Welcome to Heinemann Search Advanced Search Browse New Titles Firsthand Reading Writing ... View All Topics >> Professional Development Planning Services Heinemann Workshops Heinemann Speakers HeinemannU ... Seminars Special Features Resource Center Sample Chapters Exhibit Schedule Heinemann Distributors ... Help The Energy to Teach Donald H. Graves Heinemann/0-325-00326-2/2001/192 pp/Paperback Availability: In Stock Grade Level: K-12 List Price: $18.00 Savings: $1.80 Online Price: $16.20 Table of contents Online resources Also available from Donald H. Graves People who bought this also bought... ... EMAIL this page to a friend Graves offers an at-once practical, philosophical, and positive framework for making our teaching days rich and rewarding rather than merely frustrating and wearying. —The Quarterly Over the course of a year you and thousands of other teachers will spend countless hours with children and experience the full range of emotion associated with parenting. Every day you will be second-guessed by parents, administrators, and pundits who have never taught. Standardized tests will be mandated that try to govern the teaching transactions you make with children. It's no wonder that many teachers these days are feeling drained and it's no surprise that Don Graves is ready to offer his uncommon insight, unwavering support, and unbounded hope for the future. "The idea for

38. Assessment Hence assessment will also determine the way in which we teach and whatwe teach. But assessment is not just about grading and examinations. http://www.lgu.ac.uk/deliberations/assessment/

Assessment plays an important part in the teaching-learning process at all levels of education. Since assessment plays such an important and significant part in the future of students there is no doubt that any assessment system will determine what students learn and the way in which they do this. Hence assessment will also determine the way in which we teach and what we teach. But assessment is not just about grading and examinations. It is also about getting to know our students and the quality of their learning and to use this knowledge and understanding to their benefit. Assessment is without doubt one of the major 'drivers' of the teaching-learning process. It is thus important for teaching staff to be familiar not only with the technical aspects of the many different forms of assessment currently in use but also with their advantages and limitations and about assessment issues and concerns. Resource Materials Published in Deliberations: Assessment Sally Brown, Director of the Quality Enhancement Unit at the University of Northumbria, orginally hosted the pages on assessment. In this article she gives a personal view on some of the pros and cons of assessment. A Survey of Assessment When the pages on assessment were begun an on-line survey on the subject carried out through Deliberations. This is a report of the survey data collated by mid-1996.

39. Assessment Survey For Faculty assessment Survey for Faculty. Fall 2001 In 1998 Rice 1.d. Coursesyou usually teach or coteach annually 1. 2. 3. 4. 5. 1.e. As http://www.owlnet.rice.edu/~cainproj/surveys/facsurveyf01.html

Assessment Survey for Faculty Fall 2001 In 1998 Rice University received a gift to start the Cain Project in Engineering and Professional Communication. The director sent to faculty a survey asking about their experience using writing or presentations in their courses and what kind of services they wanted for themselves and their students. Now this survey asks you to evaluate progress since the first survey toward the following goals: Prepare students to lead through excellence in communication Foster positive attitudes toward communication and adoption of high standards Integrate communication instruction into existing courses in engineering and sciences Conduct research Provide national leadership This survey is divided into four parts: faculty information evaluation of project goals evaluation of your experience with the Cain Project, survey on what the Cain Project should do in the future to benefit you or your students. The results may also be used in the University's discussion of writing instruction and requirements.

40. Tough To Teach : ESEA | Creative Classroom Online qualified 20072008 School Year Annual science assessment in at least one of thefollowing grade spans (3-5, 6-9, and 10-12). What are your tough-to-teach topics http://www.creativeclassroom.org/jf03ttt/

NO CHILD LEFT BEHIND A sweeping education act that leaves no one untouched by Monty Neill Contents FEATURE: No Child Left Behind NCLB and testing Accountability Remaining questions B y overwhelming majorities, the House and Senate passed the "No Child Left Behind" Act (NCLB) last December. On January 8, 2002, President Bush signed this bill into law, reauthorizing the longstanding Elementary and Secondary Education Act (ESEA). This comprehensive educational policy (1,180 pages) encompasses Title 1, the federal government's aid program for disadvantaged children. NCLB represents the biggest increase in federal government involvement (in both regulations and dollars) in K-12 education in several decades. This ambitious legislation includes provisions for everything from assessment to homeless students. NCLB places substantial pressure on states and local school districts to raise student achievement as measured by yearly test scores. Individual school populations as a whole, as well as different racial, ethnic, income, and disability subgroups within each, must meet "adequate yearly progress" (AYP) towards a proficient level of achievement to be reached within 12 years (2013-2014). Those schools and school districts that fail to make AYP after predetermined amounts of time are first subject to improvement measures, then to corrective and restructuring actions. Besides assessment and accountability, other key principles of NCLB include greater choice for parents and students, increased flexibility for states and school districts in the use of federal money, and an emphasis on teaching methods based on "scientific research," especially with regard to teaching young children to read (Reading First).

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