Mr. Mefisto - Foreign Language Essay :: Foreign Language Essays

Abstract Mr. Mefisto. Before asking who he is, the first question must be, he exists or not? I did not meet him directly, face to face, but I heard a lot about. If you ask people who knows they will give you all kind of answers. They will tell you that, he us good, bad, obedient or is THE GOD. My opinion is that it do not exists by it self, it exists as a relation between you and the World. If you are not in Harmony with the World, you are under his power. D-ul Dracu , Inainte de a te intreba cine e Dracul, cred ca trebue sa te intrebi daca intradevar exista. Eu nu m-am intalnit cu el, fata in fata, dar din timpuri stravechi si pana astazi, multi spun ca intradevar exista. Fortale Binelui si Fortele Raului. Cu Achriman fiind "intunericul absolut" si Christos "Iubirea Vie". Sunt persoane care ar trebi sa stie. Chistos a scos un demon dintr'un om si l-a bagat intr'o ciurda de porcii. In zilele noastre Papa Paul Ioan II zice " Demonul exista, are regatul sau, are un program bine stabilit †¦." iar Papa Benedict XVI, zice "Dracul e o prezenta misterioasa, dar reala, personala, nu simbolica" . Asta e convingator ? O idee interesanta apare la Gnostici ("comoara" Templarilor e probabil o copie a Evangeliei apocrife a lui Toma) cu Simeon Magnus si bineinteles cu Valentinian in "Imnul Perlei" Dar mai ales in critica Legei Mozaice prin "Scrisoarea catre Flora" a lui Ptolomeu, "Lumea nu a fost creata nici de Dumnezeu Tatal si nici de Satana, ci de Demiur g". Ceace ar putea explica dece Dl Dracu exista. Sau dece Seful Ingerilor s-a razvratit inpotriva lui Dumnezeu. Daca exista inceputul exista si sfarsitul. Daca exista Ying exista si Yang. Tot nu sunt absolut convins, dar sunt inclinat sa accept, pentru ca stiu ca ceva e Bine si ceva e Rau. Nu stiu de unde stiu, dar cred ca e in legatura cu idea de "Just" si "Injust" Cred ca e just ca Socrate sa se si e injust sa furi bomboane dela copii. Acum cand de bine de rau, cred ca Dl Dracul exista, as vrea sa stiu cine si ce e. Nu cred ca e sarpele care a ispitit-o pe Eva. Am vazut in o catedrale din Gubbio, o fresca cu tentatia Evei. Sarpele avea maini si merge pe 2 picioare.

Accommodating Differences: Everybody is Entitled to Education

All people are entitled to instruction. The ground as to why I have started by indicating out this basic world is because in an academic establishment there are diverse perspective groups of persons that makeup a schoolroom and who deserve equal chances to get cognition. In a schoolroom puting there may be ‘normal ‘ or healthy pupils who do non necessitate any particular attending and pupils with attending shortage upset should be provided with particular environment to ease their acquisition of cognition. For illustration in a category puting one may hold visually impaired or unsighted pupils, pupils with attending shortage upset ( ADD ) and absolutely normal individuals who can make all the normal school jobs without any excess attempt. It ‘s incumbent upon any instructor to understand the differences that exist in such a category so as to supply all the three classs of pupils with what they came to school for: Learning. Brantlnger ( 1997 ) has pointed out that harmonizing to recent research done to asses whether disabled pupils should be required to take part in all the regular instruction activities, there are several advantages that go along with their engagement in regular categories, including: They are able to increase academic accomplishments, they get better societal accomplishments, they gain more positive ego construct easing to greater self esteem, and get more appropriate societal accomplishments ( Brantlnger, 1997 ) . Common features in all pupils The diverseness in this group of pupil exhibits different features. Nevertheless for a instructor to efficaciously supply an disposed environment for all pupils to larn there is a demand to understand the pupils. Equally much as he/she may place their diverseness, there are common traits in all pupils and in this specific group that will enable the instructor to do intelligent judgement and determinations in relation to the learning methodological analysis. All pupils will ever desire to be treated as mature people. The instructor can easy impact and transform a pupil to make everything if he entreaties to the desire of adulthood which holds a pupil accountable for their actions. A instructor should demand an big degree of work from every pupil at the same clip stress on grownup larning necessitating ‘hand on ‘ experience. The instructor should handle pupils with regard ( Integrate Publishing Inc. , 2007 ) . No pupil comes to category with a desire to neglect ; the instructor should utilize the basic desire to win to its extreme advantage through endeavoring to help them to come on from one success to another. The adage that success breeds success can ne'er be more true and implementable. The instructor ought to transfuse self assurance in a pupil through proviso of support that encourages intense acquisition. It ‘s the character of people to go defeated hence give up if they are invariably neglecting ( Integrate Publishing Inc. , 2007 ) . Ability to measure is a common feature among all pupils ; pupils are speedy to sentiments preparation. Students will measure everything within their disposal including the teacher. Students will rapidly observe deficiency of enthusiasm, competency or earnestness. It ‘s the instructor ‘s function to put the gait for ardor in his work and pupils are most likely to follow suit. Since pupils will ever measure the instructor should non supply them with an chance of diverse rating ( Integrate Publishing Inc. , 2007 ) . All pupils are bound to do errors as any normal human being for ‘man is to mistake ‘ . When an teacher understands this it becomes easier to cover with all pupils in their diverseness. Those who have disablements should be encouraged to understand that they are non the lone 1s who make mistakes as an mistake is non an terminal to the acquisition procedure. A error should be capitalized on in all pupils to do interpret it into a positive acquisition experience. A ridicule is really traumatizing hence makes a pupil to be stigmatized by others. A instructor should non supply an environment for such to boom. All pupils should be judged by the same criterion ( Integrate Publishing Inc. , 2007 ) . Some of the challenges that a instructor may confront in the enterprise to supply the diverse population with instruction may include: Communication challenge: In this group puting where a instructor has a people with different abilities and restrictions it becomes difficult to utilize a common linguistic communication that is apprehensible by all the pupils. In this category the normal and ADD pupil will at easiness construe what the instructor says in category since the non verbal cues plays a great function in easing the effectual communicating. The instructor will hold to do excess attempts in doing the particular pupil to be at par with the other pupils. Monitoring and Evaluation The rating of pupils in such a assorted up puting becomes a challenge. The instructor may be forced to harmonize particular attending to ADD pupils and the pupils with eyes damage. This state of affairs may demand from the instructor to fix a different test from the remainder of the pupils or to put them aside. This farther becomes a challenge for the particular group may hold different abilities where those who are better placed may take the advantage of the state of affairs to overreach the physically fit ; more clip to reply exam inquiries. Time direction In a category puting where people have different abilities the instructor may hold to develop particular learning accomplishments that may demand some more clip to go through the message place. The composing velocity of the pupils differ therefore the instructor has to suit the full pupil to guarantee that no pupil is left Begin. At the same clip the instructor has to cover the course of study in the set clip. This may demand that the instructor creates excess clip to make this ( Ormrod, 2008 ) . The instructor may besides ne'er be certain whether a pupil is partly impaired or he is feigning so as to bask the particular privileges that are enjoyed by those who have this particular demand. Particular larning chances needed An academic establishment may hold to use some more particular acquisition chances for the blind and the cripple pupils. For the unsighted pupils E-learning Opportunities and Barriers for the Blind ( ELBA ) can play this important function really efficaciously. The blind and visually impaired pupils can analyze together with the remainder of the pupils merely that they are required to take the particular devices. The instructors and the pupils explore the multimedia available in easing acquisition. This may include the usage of tablet-PCs or Pas, computing machines, wireless LAN webs where informations in transferred by usage of wireless moving ridges ( Miesenberger, 2004 ) . A pupil with partial ocular damage may utilize close circuit Television magnifier, big print books, and big print typewriters. The pupil may besides utilize sound taped talks and books, a pupil may besides utilize raised diagram or drawings illustrators, charts, forms, physical variety meats, three dimensional theoretical accounts, and alleviation maps among many other tools that are big plenty for pupils with ocular damage. In rating the instructor may use big prints, Braille or unwritten tests to the pupils. The adjustment of pupils with ocular damage needs a anterior readying for their categories. The instructor should guarantee progress handiness of the course of study or the reading list so that the necessary agreements will be made such as brailing or tape. The instructor should form the category in such a manner that the forepart seats are reserved for the pupils with particular demands ( Finn, 1991 ) . In instance a pupil is utilizing a usher Canis familiaris, it should be really disciplined and provided with small infinite. The teacher should ever do attempts to confront the category while learning. The teacher should guarantee that whatever is displayed on the wall or blackboard is conveyed verbally and supply a transcript of the stuff to the note-takers. The teacher should allow the pupils to tape record the category or talk Sessionss or render transcripts of notes where indispensable. The instructor should supply big print transcripts of schoolroom stuffs. When the instructors issues assignments he should be flexible with deadlines for this group of pupils ( Sacks & A ; Wolff, 2006 ) . Students with attending shortage upset ( ADD ) need to be sited near the instructor and pupil who shall move as function theoretical accounts to the pupil. The instructors should learn them from close propinquity utilizing soft voiced tone. The instructor should extinguish broadcasted sounds that proceed from equipments such as computing machines. To actuate the pupils the instructor should praise appropriate behaviour. The instructor should reexamine prior accomplishments every bit good as larning for doing connexions ( Ormrod, 2008 ) . The instructor should place all the necessary stuffs for the instruction in clip ; he besides has a duty of sketching cardinal words or constructs before get downing the lesions. The instructor should guarantee that at the stopping point of every lesson he closes the lesion with a restatement of the aims of the lesion. The instructor should interrupt instructions to assorted consecutive stairss for pupil to easy hold on. He should supply extended und ertakings which he will carefully supervise. Promote the pupils to us taped drawn-out reading and let the pupils to do usage of reckoners. Should fix the pupils for passage by denoting several times that a certain lesion is coming to a closing at the same clip preview the approaching categories promoting pupils to get down fixing for the categories. The instructor should supply information in progress in instance there are any alterations in the modus operandis. It is of import to unite the vocal cues with ocular cues to heighten communicating. The highlighting of cardinal words in the work sheet facilitates in capturing the attending of the pupil ( McGraw, 2010 ) .

Organize Your Digital Genealogy Photos Files

If you use a computer in your genealogy research—and who doesnt!—then you likely have a large collection of digital research files. Digital photos, downloaded census records or wills, scanned documents, emails... If youre like me, however, they end up scattered in various folders throughout your computer, despite your best efforts. This can really complicate matters when you need to locate a specific photo or track down an email. As with any organization project, there are several different ways to organize your digital genealogy files. Begin by thinking about the way you work and the types of files that you collect in the course of your genealogy research. Sort Your Files Digital genealogy files are easier to organize if you first get them sorted by type. Spend some time searching your computer files for anything related to genealogy. Look in your My Documents (or Documents) folder and sub-folders for text files, photos, downloaded files, and other genealogy documents. Use your file explorer (e.g. Windows Explorer, Finder) to search for documents using keywords such as surnames, record types, etc. A number of free file search tools are also available that offer additional search features. Check My Pictures, or other folder where you store your photos, for any digital or scanned photos or documents. You can also search using common image file extensions such as .jpg, .png or .tiff. Open your genealogy software program to learn where it stores its related files. They may be in the same folder as your genealogy software program (often under Program Files). This may include your genealogy software file, as well as any reports youve created or photos or documents youve imported into your software program. If you have downloaded any files, they may be in a Downloads, or similarly named folder.Open your email program and do a search for genealogy-related emails as well. These are often easier to organize if you copy and paste them into a word processing document or your genealogy software. Once youve located your digital genealogy files you have a number of choices. You can choose to leave them in their original locations and create an organization log to keep track of the files, or you can copy or move them into a more central location.   Log Your Digital Genealogy Files If you prefer to leave your files in their original locations on your computer, or if you are just the super-organized type, then a log may be the way to go. This is an easy method to maintain because you dont really have to worry about where things end up on your computer - you just make a note of it. A digital file log helps simplify the process of locating a particular photograph, digitized document, or other genealogy file. Use the table feature in your word processing program or a spreadsheet program such as Microsoft Excel to create a log for your genealogy files. Include columns for the following: file name (including its extension) and datelocation on your computera brief description of the filenames of the primary individual(s) or geographical area(s) in the filephysical location of the original document or photo (if applicable). If you backup your digital files to DVD, USB drive, or other digital media, then include the name/number of and physical location of that media in the file location column.   Reorganize the Files on Your Computer If a file log is too hard for you to keep up, or doesnt meet all of your needs, then another method of keeping track of your digital genealogy files is to physically reorganize them on your computer. If you dont already have one, create a folder called Genealogy or Family Research to contain all of your genealogy files. I have mine as a sub-folder in my Documents folder (also backed up to my Dropbox account). Under the Genealogy folder, you can create sub-folders for places and surnames you are researching. If you use a particular physical filing system, you may want to follow the same organization on your computer. If you have a large number of files under a particular folder, then you may choose to create another level of sub-folders organized by date or document type. For example, I have a folder for my OWENS research. Within this folder I have a subfolder for photos and subfolders for each county in which Im researching this family. Within the county folders, I have subfolders fo r record types, as well as a main Research folder where I maintain my research notes. The Genealogy folder on your computer is also a good place to keep a backup copy of your genealogy software, although you should also keep an additional backup copy offline. By keeping your genealogy files in one central location on your computer, you make it easier to locate important research quickly. It also simplifies backup of your genealogy files.   Use Software Designed for Organization An alternative to the do-it-yourself method is to use a program designed for organizing computer files. Clooz  An organization program designed specifically for genealogists,  Clooz  is billed as an electronic filing cabinet. The software includes templates for entering information from a variety of standard genealogical documents such as census records, as well as photos, correspondence, and other genealogical records. You can import and attach a digital copy of the original photo or document to each template if you wish. Reports can be generated to show all documents contained in Clooz for a specific individual or record type. Photo Album Software  If your digital photos are scattered across your computer and on a collection of DVDs or external drives, a  digital photo organizer such as Adobe Photoshop Elements or Google Photos  can come to the rescue. These programs scan your hard drive and catalog every photo found there. Some also have the ability to catalog photos found on other networked computers or external drives. The organization of these images varies from program to program, but most organize the photos by date. A keyword feature allows you to add tags to your photos -- such as a specific surname, location, or keyword -- to make them easy to find at any time. My tombstone photos, for example, are tagged with the word cemetery, plus the name of the particular cemetery, the location of the cemetery and the surname of the individual. This gives me four different ways to easily find the same picture. One last method of organization for digital files is to import them all into your genealogy software program. Photos and digitized documents can be added to many family tree programs through a scrapbook feature. Some can even be attached as sources. Emails and text files can be copied and pasted into the notes field for the individuals to which they pertain. This system is nice if you have a small family tree, but can get a bit cumbersome if you have a large number of documents and photos which apply to more than one person. No matter what organization system you choose for your computer genealogy files, the trick is to use it consistently. Pick a system and stick to it and youll never have trouble finding a document again.  One last perk to digital genealogy - it helps eliminate some of the paper clutter!

Switzerland Health Care System - 1296 Words

Switzerland Health Care System The Introduction and Historical Background Switzerland, officially known as the Swiss Confederation, is a federal republic made up of 23 cantons. It lies in central Europe and is bordered by many different countries, which are France, Germany, Italy, and Austria. It covers a huge amount of area about 41,287 km2 Switzerland’s major city include, Berne which is the capital, also Zurich, Basle and Geneva. The country is dominated by the Jura Mountains in the northwest and the beautiful Alps, which is a big tourist attraction in Switzerland for skiing. The Cambrian Switzerland ski hotel located in Bernese Oberland region one of the world’s most spectacular mountain landscape in the south together these two areas occupy about seventy percent of the country’s area. The Rhine and Rhone rivers both gather in Switzerland, and there are many lakes, including Lake Geneva and Lake Constance. Most of the population of just over seven million lives in the valley of the Swiss Plateau, a narrow, hilly region between t he two mountain ranges called Swiss alps known as the Monta Rosa, that rises four thousand six hundred and thirty four meters. Switzerland has a very great climate that is never extremely hot or extremely cold with conditions that vary with relief and altitude. The population is made up of four principle language communities Germans, French ,Italians and the Romans. About forty eight percent are Roman Catholic forty four percent areShow MoreRelatedHealth Care Systems Of Switzerland855 Words   |  4 Pages Health Care Systems of Switzerland Switzerland’s health care system is not tax based or is not company paid either. If you are planning on moving to Switzerland within three months of being there, you must contact a public or private health insurance company provider. Upon buying your insurance each member of your family is individually cover no matter what the ages are, and as soon as you receive your insurance it starts immediately, and youRead MoreSwitzerland Health Care System993 Words   |  4 PagesUnited States’s and Switzerland’s health care systems are compared and analyzed for this written assignment. The United states do not have a universal health care system. It has a regulated healthcare market system composed of private insurance companies, health maintenance organizations and preferred provider organizations. Tricare is health insurance for military, spouses,dependents and beneficiaries.(Cherry, B, (2014)) Government funded programs provide health coverage for the unemployed, el derlyRead MoreSwitzerland Health Care System Essay1779 Words   |  8 PagesFINANCING: OVERVIEW Switzerland’s health care system follows the Bismarck Model in terms of sickness funds. It is financed through contributions of the individual to the insurance company rather than through tax or employment based contributions.16 This keeps tax percentages down and allows for more equality in access. The insurance is regulated by the country’s canton.16 The country works under the concept of social solidarity, meaning that the government is responsible in giving all social servicesRead MoreThe United States And Switzerland Health Care System1309 Words   |  6 PagesFinding a healthcare system that is beneficial and affordable for the country’s citizens is challenging and often seems impossible due to the high price of medical care and the broad spectrum of healthcare issues that insurance plans must cover. The debate of a healthcare system which is affordable, effective, and accessible for the majority of the population is a topic of great discussion. The Unite d States and Switzerland health care systems are prime examples of this debate. 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Healthcare has become a considerable event in almost every country; due to the increasing amount of medical needs in our world and the continuous technological innovations. It seems that there is no foolproof system that satisfies all citizens of a country, howeverRead MoreHealthcare And The Unified Healthcare System Essay1971 Words   |  8 PagesÚnico de Saà ºde, in English the Unified Healthcare System. Healthcar e has become a major event in almost every country; due to the increasing amount of medical needs in our world and technology advances. It seems that there is no such thing as a perfect system that satisfies all citizens of a country, however countries like Switzerland and Brazil seem to have an edge that the rest of the world may be overlooking. It seems that universal health care could be the future that lies before us. First, weRead MoreAmericas Universal Healthcare Coverage1322 Words   |  6 Pagesjoin the other industrialized countries that have long since implemented universal healthcare systems such as: Germany, France, United Kingdom, and Canada; who have more cost effective systems which produce better health outcomes than the US.1 Setting the focus outwards and learning from both the success stories and the growing pains as would be beneficial in shaping a universal healthcare system of care. In order to achieve universal healthcare coverage, the author delivers this message to the readerRead MoreEfficiency in Health Care Systems Essay2288 Words   |  10 Pagescountless ways to define efficiency in the health care system. The different structures of the health care systems around the world give rise to discrepancies in the definitions present. Yet such definitions all share common elements. Hence a unanimous statement of what efficiency is should be adopted to allow the fair evaluation of health care systems internationally. Efficiency should be simply defined as the balanced relationship between the inputs to health care and the maximized outputs that are generatedRead MoreCare For All : A Case For Universal Healthcare1829 Words   |  8 PagesCare for All: A Case for Universal Healthcare Without our health, we have nothing. Money, friends and family, happiness--all are afterthoughts without our health. As such, both as individuals and as a society, maintaining our health must be an indispensable priority. Despite the many faults of our healthcare system, Americans realize this. Healthcare is undoubtedly a major concern in the United States. The recent implementation of the Affordable Care Act, more commonly known as â€Å"Obamacare,† the heated

Sociology - 1447 Words

Lecture 6: The Deskilling Thesis H. Braverman – Labor and Monopoly Capital (1974) †¢ The central text in what has come to be called the labour process approach. †¢ Context for Braverman: ⠝‘ Braverman associated with Monthly Review journal – founded in 1949 by Paul Sweezy and Leo Huberman. An influential journal but little impact on American sociology. Best known product of this school is Baran and Sweezy’s Monopoly Capital (1966). Indeed, Braverman’s analysis of work is predicated theoretically upon Baran and Sweezy’s analysis of ‘Monopoly Capital’ [ie oligopolistic, ‘organized’ capitalism. ⠝‘ After mid-1960s increasing interest in neo-Marxism in the US – partly result of social conflicts evident†¦show more content†¦Furthermore, Braveman argued that the affluence that Marcuse made so much of was little more than the froth on the surface of capitalist societies and that, within the labour process of advanced capitalist societies, the same factors identified by Marx as operative in the mid-19th century remained just as central in the 1970s in the USA. †¢ Braverman argued that the labour process (process of production whereby labour power is applied to raw materials and machinery to produce commodities) in advanced capitalist economies is determined by capitalist social relations and is not the result of technical / organizational factors. Braverman’s Assumptions: †¢ that labour creates all value; †¢ that social relations not technical relations determine the conditions of work. According to Braverman, Labour Processes reflect, in their organization, the antagonistic relations inherent in capitalist societies. In particular, managers cannot rely on labour to work efficiently of its own accord and therefore managers look to maximize their control over the labour process and minimize the autonomy of workers. †¢ This is a straight fowardly Marxist account. Within Braverman’s model Capital needs to dominate the labour process and weaken the ability of workers to resist. Braverman placed considerable emphasis on the role of Scientific Management (Taylorism) as a quintessential method of achieving this. In particular, Scientific ManagementShow MoreRelatedSocial, Sociology, And Sociology857 Words   |  4 Pagesindividuals who need that extra support. 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Assessment and Students free essay sample

Journal assessment Conclusion Reccomendation III. INTRODUCTION: Why do Assessment? Are you asking too little of your class? Are your students approaching your course as hurdlers, barely clearing required levels of performance? Or are they approaching your course like high jumpers, pushing themselves under your guidance to increasingly more challenging heights? If your students arent high jumpers, maybe its because you arent asking them to high jump. By using appropriate assessment techniques, you can encourage your students to raise the height of the bar. There is considerable evidence showing that assessment drives student learning. More than anything else, our assessment tools tell students what we consider to be important. They will learn what we guide them to learn through our assessments. Traditional testing methods have been limited measures of student learning, and equally importantly, of limited value for guiding student learning. These methods are often inconsistent with the increasing emphasis being placed on the ability of students to think analytically, to understand and communicate at both detailed and big picture levels, and to acquire lifelong skills that permit continuous adaptation to workplaces that are in constant flux. Moreover, because assessment is in many respects the glue that links the components of a course its content, instructional methods, and skills development changes in the structure of a course require coordinated changes in assessment. IV. RESEARCH (CONTENT) What is Assessment? Assessment is a systematic process of gathering, interpreting, and acting upon data related to student learning and experience for the purpose of developing a deep understanding of what students know, understand, and can do with their knowledge as a result of their educational experience; the process culminates when assessment results are used to improve subsequent learning. Huba and Freed, 2000 Key Points Assessment is an ongoing process aimed at understanding and improving student learning Multiple methods Criteria and standards Evidence Students know, can do and understand It’s more than just collecting data Sequence in Preparing Instructionally Relevant Assessment INSTRUCTION Indicates the learning outcomes to be attained by students LEARNING TASK Specifies the particular set of learning task(s) to be assessed. ASSESSMENT Provides a procedure designed to measure a representative sample of the instructionally relevant learning tasks. Is there close agreement? What is the Assessment Process? AIMS ASSESSMENT ACTION ADJUSTMENT Importance of Assessment To find out what the students know (knowledge) To find out what the students can do, and how well they can do it (skill; performance) To find out how students go about the task of doing their work (process) To find out how students feel about their work (motivation, effort) What is Student Assessment for? *To help us design and modify programs to better promote learning and student success. To provide common definitions and benchmarks for student abilities that will enable us to act more coherently and effectively to promote student learning. *To provide feedback, guidance, and mentoring to students so as to help them better plan and execute their educational programs. *To provide improved feedback about student learning to support faculty in their work. Functions of Assessment Diagnostic: tell us what the student needs to learn Formative: tell us how well the student is doing as work progresses Summative: tell us how well the student did at the end of a unit/task What can be assessed? Student learning characteristics -Ability differences -Learning styles Student motivational characteristics -Interest -Self-efficacy -goal orientation Learning Content knowledge Ability to apply content knowledge Skills Dispositions and attitudes Performances Direct and Indirect Assessment Measures Direct methods ask students to demonstrate their learning while indirect methods ask them to reflect on their learning. Direct methods include objective tests, essays, case studies, problem solving exercises, presentations and classroom assignments. Indirect methods include surveys, interviews and student reflection and/or self-assessment essays. It is useful to include both direct and indirect assessment measures in your assessments. How should we assess? True –False Item Multiple Choice Completion Short Answer Essay Practical Exam Papers/Reports Projects Questionnaires Inventories Checklist Peer Rating Self Rating Journal Portfolio Observations Discussions Interviews Criteria In Choosing an Assessment Method It should be reliable. It should be valid. It should be simple to operate, and should not be too costly. It should be seen by students and society in general. It should benefit all students. Who should be involved in assessment? The teacher The student The student’s peer Administrator Parents What should we do with the information from our assessment? Use it to improve the focus of our teaching (diagnosis) Use it to focus student attention of strengths and weaknesses (motivation) Use it to improve program planning (program assessment) Use it for reporting to parents Classroom Assessment Paper and pencil assessments: Ask students to respond in writing to questions or problem -Item level: Assessing lower vs. higher skills -Knowledge vs. application, analysis, synthesis, and evaluation -Authentic tasks e. . multiple choice, T/F, matching (recognition), short answer, essay (recall) Paper and Pencil Assessment Strengths -Can cover a lot of material reasonably well -Fair -Effective in assessing declarative knowledge of content Easier to construct and administer than performance assessments Weaknesses -Require forethought and skill -Less effective in assessing procedural knowledge and creative thinking -Con struction of good higher level recognition items is difficult -Recall items that do a good job of assessing higher level thinking (essay questions) are difficult to score. Performance Assessments assessment that elicits and evaluates actual student performances Types of Performances: Products: drawings, science experiments, term papers, poems, solution to authentic problems Behavior: time trial for running a mile, reciting a poem, acting tryouts, dancing Performance assessments Strengths – Effective for assessing higher level thinking and authentic learning -Effective for assessing skill and procedural learning -Interesting and motivating for students Weaknesses -Emphasize depth at the expense of breadth Difficult to construct -Time consuming to administer -Hard to score fairly How can we assess student learning? Traditional assessment: assess student knowledge and skills in relative isolation from real world context. Traditional assessment practices reflect what students are able to recall from memory through various means, such as, multiple choice, true/false, fill in the blank, and matching questions. Authentic assessment: assess studentsâ⠂¬â„¢ ability to use what they’ve learning in tasks similar to those in the outside world. Occurs when the authenticity of student learning has been observed. It requires information from a variety of source such as content work samples, observation during class activities, and conferences with students. Classroom Assessment Informal Assessment: teachers’ spontaneous, day to day observations of student performances. Examples Verbal -Asking questions -Listening to student discussions -Conducting student conferences Nonverbal -Observing -Task performances -On-and off-task behavior -student choices -student body language Informal Assessment Strengths -Facilitates responsive teaching -Can be done during teaching -Easy to individualize Weaknesses -Requires high level of teacher skill -Is vulnerable to -Bias -Inequities –Mistakes Classroom Assessment Formal assessment : assessment that is planned in advance and used to assess a predetermined content and/or skill domain. Strengths -allows the teacher to evaluate all students systematically on the important skills and concepts -helps teachers determine how well students are progressing over the entire year -provides useful information to parents and administrators. Portfolios A collection of student samples representing or demonstrating student academic growth. It can include formative and summative assessment. It may contain written work, journals, maps, charts, survey, group reports, peer reviews and other such items. Portfolios are systematic, purposeful, and meaningful collections of students’ work in one or more subject areas. Importance of Portfolios For Students Shows growth over time Displays student’s accomplishment Helps students make choices Encourages them to take responsibility for their work Demonstrates how students think Importance of Portfolios For Teachers Highlights performance-based activities over year Provides a framework for organizing student’s work Encourages collaboration with students, parents, and teachers Showcases an ongoing curriculum Facilitates student information for decision making Importance of Portfolios For Parents Offer insight into what their children do in school Facilitates communication between home and school Gives the parents an opportunity to react to what their child is doing in school and to their development Shows parents how to make a portfolio so they may do one at home at the same time Importance of Portfolios For Administrators Provides evidence that teacher/school goals are being met Shows growth of students and teachers Provides data from various sources What do portfolios contain? Three basic models: Showcase model, consisting of work samples chosen by the student. Descriptive model, consisting of representative work of the student, with no attempt at evaluation. Evaluative model, consisting of representative products that have been evaluated by criteria. Disadvantages of Portfolio Require more time for faculty to evaluate than test or simple-sample assessment. Require students to compile their own work, usually outside of class. Do not easily demonstrate lower-level thinking, such as recall of knowledge. May threaten students who limit their learning to cramming for doing it at the last minute. Rubric It is a scoring guide that seeks to evaluate a student’s performance based on the sum of a full range of criteria rather than a single numerical score. It is a working guide for students and teachers, usually handed out before the assignment begins in order to get students to think about the criteria on which their work will be judged. Rubrics are scoring criteria for Free-response Questions Scientific reports Oral or Power point presentations Reflections/Journals Essay Laboratory-based performance tests Article review or reactions Portfolios Many others Open-ended Question Concept Mapping It requires students to explore links between two or more related concepts. When making concept maps, they clarify in their minds the links they have made of the concepts and having visual representation of these links, they are better able to rearrange of form new links when new concepts are introduced. Laboratory Performance In this format students and teachers know the requirements in advance and prepare them. The teacher judges the student performance within a specific time frame and setting. Students are rated on appropriate and effective use of laboratory equipment, measuring tools, and safety laboratory procedures as well as a hands-on designing of an investigation. Inventories Diagnostic Inventories: Student responses to a series of questions or statements in any field, either verbally or in writing. These responses may indicate an ability or interest in a particular field. Interest Inventories: student responses to questions designed to find out past experience and or current interest in a topic, subject or activity. Classroom Assessment Presentation : a presentation by one student or by a group of students to demonstrate the skills used in the completion of an activity or the acquisition of curricular outcomes/expectations. The presentation can take the form of a skit, lecture, lab presentation, debate etc. Computers can also be used for presentation when using such software as Hyperstudio, Powerpoint or Corel presentations. Peer Evaluation : judgments by students about one another’s performance relative to stated criteria and program outcomes Journal Assessment This refer to student’s ongoing record of expressions experiences and reflections on a given topic. There are two types: one in which students write with minimal direction what he/she is thinking and or feeling and the other requires students to compete a specific written assignment and establishes restrictions and guidelines necessary to accurately accomplish the assignment. Journals can evolve different types of reflecting writing, drawing, painting, and role playing. REFLECTIVE JOURNAL What did I learn? How do I feel about it? What happened? SYNTHESIS JOURNAL How I can Use It? What I learned? What I Did? SPECULATION ABOUT EFFECTS JOURNAL What could happen because of this? What happened? V. CONCLUSION A fair assessment is one in which students are given equitable opportunities to demonstrate what they know and can do. Classroom assessment is not only for grading or ranking purposes. Its goal is to inform instruction by providing teachers with information to help them make good educational decisions. Assessment is integrated with student’s day-to-day learning experiences rather than a series of an end-of-course tests. Why link assessment with instruction? Better assessment means better teaching. Better teaching means better learning . Better learning means better students. Better students mean better opportunities for a better life. VI. RECCOMENDATION Specific assessment tools, listed below, are strongly recommended to faculty and department heads for their ability to provide useful information for accountability and, more importantly, to foster dialogue to improve student learning within courses. These three assessment tools are strongly recommended because they are concise and effective direct evaluations as opposed to indirect evaluations. Direct evaluations can be both formative (the gathering of information about student learning during the progression of a course or program, usually repeatedly, to improve the learning of those students) and summative (the gathering of information at the conclusion of the course, program or undergraduate career to improve learning or to meet accountability demands. ) 1. Rubrics:  These are the most flexible types of direct assessments and can be used to score any product or performance such as essays, portfolios, skill performances, oral exams, debates, project/product creation, oral presentations or a student’s body of work over the course of a semester. Since we are talking about assessing â€Å"official† course learning outcomes that are stated in course documents, all faculty teaching that course must agree on a detailed scoring system that delineates criteria used to discriminate among levels and is used for scoring a common assignment, product or performance or set of assignments, products or performances. Information can be obtained from the course document’s assignment and evaluation pages to help guide the creation of the rubric. Pros: †¢ Defines clear expectations. †¢ Can be used to score many kinds of assignments or exams †¢ Faculty define standards and criteria and how they will be applied Cons: †¢ Faculty must agree on how to define standards and criteria and how they will be applied 2. Common Final Exam or Common Capstone Project:  These direct assessment methods integrate knowledge, concepts and skills associated with an entire sequence of study in a course. Either use the same final exam for all sections offered in a course (commercially produced/standardized test or locally developed final exam) or require a culminating final project that is similar (using the same grading rubric to evaluate). Pros: †¢ Good method to measure growth over time with regard to a course †¢ Cumulative †¢ The data is more robust if all students complete the same assessment †¢ Provides an additional buffer between student learning performance and an individual instructor’s teaching performance Cons: Focus and breadth of assessment are important †¢ Understanding all of the variables to produce assessment results is also important †¢ May result in additional course requirements †¢ Requires coordination and agreement on standards 3. Embedded Test Questions:  Embed the same agreed upon questions that relate to the course’s student learning outcomes into the final exam for all sections of the course and analyze tho se results and/or embed the same agreed-upon requirements into the final project/assignment for all sections of the course and analyze those results. Pros: †¢ Good method to measure growth over time with regards to a course †¢ Cumulative †¢ The data is more robust if all students complete the same assessment †¢ Provides an additional buffer between student learning performance and an individual instructor’s teaching performance †¢ Embedded questions can be reported as an aggregate Cons: †¢ May result in additional course requirements †¢ Requires coordination and agreement on standards If some instructors embed and others do not, the data will be difficult to compare and analyze †¢ Separate analysis of embedded set of questions is required VII. REFERENCES https://www. google. com. ph/search? q=ASSESSMENT+TOOLS+PPTrlz=2C1GTPM_enPH0537PH0537aq=foq=assessment+tools+aqs=chrome. 0. 59j57j61j60l2j0. 3437j0sourceid=chromeie=UTF-8 http://www. slideshare. net/armovil/assessment-of-student-learning? from_search=2 Fulks, Janet, â€Å"Assessing Student Learning in Community Colleges†, Baker sfield College, 2004

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