No full-text available
To read the full-text of this research,
you can request a copy directly from the author.
A COMPARATIVE STUDY TO EVALUATE ASSESSMENT FACILITIES AT GOVERNMENT SPECIAL EDUCATION SCHOOLS
Abstract
The present study attempts to evaluate the availability of assessment facilities at government special education schools and to make a comparison of these available facilities among assessment professionals. Professionals (Speech Therapist, Psychologist, and Audiometerist) working at government special education schools of Faisalabad and Multan are the population of the study. The sample of the study is N=81 professionals (n= 39 Speech Therapists, n=36 Psychologists, and n=06 Audiometrists) selected through Simple random sampling technique. Assessment system evaluation questionnaire (ASEQ) is developed as a tool of study and reliability of the questionnaire is 0.886. It is found out after statistical analysis that the psychologist and speech therapist working at government special education institutes are in a greater amount as compare to audiometrists who are very few and it is found out that there is the significant difference among professionals related to the availability of assessment facilities for special students in government special education institutions. It is also analyzed that problems faced by the professionals regarding the assessment of special students at government special education schools have no significant difference. It is concluded that there should be arrangements for the availability of assessment material related to all assessment professionals in the schools so that they can do the best assessment that can be
ResearchGate has not been able to resolve any citations for this publication.
In this paper, a methodology for characterizing assessment environments at an engineering program level that is able to distinguish between weak, average, and talented students has been presented. Also an Assessment Experience Questionnaire (AEQ) that is competent of measuring students' learning response has been presented. These two methods are used in this paper to study various undergraduate degree programs in Engineering. Finally, the correlation between characteristics of assessment environments and student learning responses and also features of assessment environments that appear to be associated with positive learning responses also provided. (C) 2011 Published by Elsevier Ltd.
The authors are members of the Steering Committee of the PREAL Working Group on Standards and Assessments (GTEE). The opinions expressed in this study are those of the authors and do not necessarily reflect the positions of PREAL or its sponsoring institutions.
In recent years, an increase in the number of large-scale assessment programs in Canada has been observed. However, due to the provincial/territorial control of education throughout Canada, the format and purposes of these assessment programs vary. The central purpose of this study was to document the format and explicit purposes of the current large-scale assessment programs in each of Canada's ten provinces and three territories. Through document analysis of publicly accessible policy documents, examination of Ministry websites, and telephone interviews with Ministry of Education officials, specific and general characteristics and purposes of large-scale assessment practices in Canada were obtained and analyzed. This analysis provided an opportunity to examine the commonalities and variations in the frameworks guiding the current large-scale assessment culture that is evolving in Canada. Assessment programs were categorized by their explicit purposes as they related to the functions of accountability, gatekeeping, instructional diagnosis, and monitoring student achievement over time.
In the context of a worldwide paradigm shift towards student-centred outcomes-based approaches, and at a time when many UK departments are developing learning, teaching and assessment strategies, this article reviews what the research literature says about the impact of assessment on students’ learning. It then proceeds to translate that into practical suggestions for practice with the specific intention that this should help to inform departments in the development of appropriate assessment strategies and learner-centred assessment practices which meet the Quality Assurance Agency (QAA) general principles on assessment.
Economic development in Latin America has trailed most other world regions over the past four decades despite its relatively high initial development and school attainment levels. This puzzle can be resolved by considering the actual learning as expressed in tests of cognitive skills, on which Latin American countries consistently perform at the bottom. In growth models estimated across world regions, these low levels of cognitive skills can account for the poor growth performance of Latin America. Given the limitations of worldwide tests in discriminating performance at low levels, we also introduce measures from two regional tests designed to measure performance for all Latin American countries with internationally comparable income data. Our growth analysis using these data confirms the significant effects of cognitive skills on intra-regional variations. Splicing the new regional tests into the worldwide tests, we also confirm this effect in extended worldwide regressions, although it appears somewhat smaller in the regional Latin American data than in the worldwide data.
Secondary schools are the least successful component of the U.S. education system. Students learn considerably less than in other industrialized nations and dropout rates are significantly higher. This paper provides an explanation for this failure, describes the standards based reforms strategies that many states are implementing to attack these problems, and evaluates the success of these efforts.
External assessment began as an imposed activity to provide quality control for a process. This gatekeeping role has a norm-referenced focus. A second role, ensuring accountability, emerged to judge the quality of education, an activity that has remained essentially norm-referenced. A third role, instructional diagnosis, is a recent phenomenon driven by the need to improve education and to provide educational, not political, justification. Traced from a measurement perspective, two requirements must be met for external assessment to yield instructionally diagnostic information: a reconceptualization of reliability, and development of more detailed and facilitative mechanisms for test scoring and interpretation.
This article analyses three normative accounts that can underlie educational policies, with special attention to gender issues. These three models of education are human capital theory, rights discourses and the capability approach. I first outline five different roles that education can play. Then I analyse these three models of educational policies. The human capital approach is problematic because it is economistic, fragmentized and exclusively instrumentalistic. Rights and capabilities are in principle multi-dimensional and comprehensive models, and can therefore account for the intrinsic and non-economic roles that education plays. However, depending on how one fills out the specific details of the rights and capability frameworks, they also have some drawbacks. I conclude by arguing that the intrinsic aim of educational policy should be to expand people’s capabilities, whereas we should use the rights discourses strategically, that is, when they are likely to contribute to expanding people’s capabilities.
In a climate of accountability, the development of "assessment literacy" among school professionals has become critical to school success. The provision of "assessment leadership" is viewed as the means by which such literacy can be enhanced. The writers examine the conditions under which student achievement gains can be realized. Implications of assessment reform for the instructional leadership role are translated into the knowledge, appreciations and skills that can help principals transform "assessment leadership expectations" into "instructional leadership practice". (Contains 1 table.)
The paper discusses the role of Public Examination at the secondary level in the context of Pakistan. Based on an empirical study, it is argued that examination plays a vital role in determining approaches to teaching and learning and that teachers face great pressures from various stakeholders to gear their teaching to prepare students for passing examinations with good grades. Students are also expected by teachers and parents to sharpen their latent potentials in rote memorizing factual knowledge and reproducing it in the examination. There is little emphasis on testing children's understanding of what they learn and on higher order skills. It suggests that it is through clearly defined objectives of why examinations are conducted and by introducing internal school formative assessment as part of public examination it would help improve the system that would lead to improved teaching and learning and enhanced quality of education.
To date, no evaluation frameworks are specifically targeted at evaluating partnership relationships, as opposed to partnership programmatic outcomes. Following a discussion and definition of partnership, its defining features, and value-added, the paper proposes a framework for assessing partnership relationships in order to: (1) improve partnership practice in progress, (2) refine and test hypotheses regarding partnership's contribution to performance and outcomes, and (3) suggest lessons for future partnership work. The proposed assessment approach is continuous, process-oriented and participatory, and developmental. Targets of assessment include compliance with prerequisites and success factors, degree of partnership practice, the outcomes of the partnership relationships, partners' performance, and efficiency. Indicators and associated methods are proposed for each of these. The framework addresses the evaluation challenges of integrating process and institutional arrangements into performance measurement systems, thus contributing to relationship performance as well as program outcomes. It can also be used to enhance the theory and practice of partnership.
The article begins with a view of learning and of what its assessment entails, arguing that it is helpful to distinguish between assessment systems primarily intended to provide feedout and those intended to provide feedback. Attention is then concentrated on summative, feedout, or high stakes assessment, which is supposed to be highly reliable. A number of difficulties with current practices are then identified, leading to the claim that high stakes assessment in first degrees is in such disarray that it is difficult to know what grades or classifications mean and risky to treat them as reliable. Two main lines of response are explored. The first treats this as a failure of technique, while the second adds that assessment purposes themselves have fallen into disarray, which requires a reappraisal of curriculum in addition to any technical changes that appear to be expedient.
Attention-deficit/hyperactivity disorder (ADHD) is associated with poor grades, poor reading and math standardized test scores, and increased grade retention. ADHD is also associated with increased use of school-based services, increased rates of detention and expulsion, and ultimately with relatively low rates of high school graduation and postsecondary education. Children in community samples who show symptoms of inattention, hyperactivity, and impulsivity with or without formal diagnoses of ADHD also show poor academic and educational outcomes. Pharmacologic treatment and behavior management are associated with reduction of the core symptoms of ADHD and increased academic productivity, but not with improved standardized test scores or ultimate educational attainment. Future research must use conceptually based outcome measures in prospective, longitudinal, and community-based studies to determine which pharmacologic, behavioral, and educational interventions can improve academic and educational outcomes of children with ADHD.
Global environmental change is increasingly understood to have causes, consequences, and responses which span multiple levels, from the local to the global. The multi-level nature of such problems has required a radical shift in the relationship between knowledge and action. This working paper illustrates that in an era of global change which is inexorably linked with local ecosystems and communities, successful efforts of regional assessments which address large-scale environmental change can be characterized as distributed research, assessment, and decision support systems. Such systems share a number of characteristics. They: 1) integrate research, assessment, and decision-making across multiple levels; 2) are structured to assess and address global change in the context of local consequences; 3) identify, assess, and respond to the interactions between society and environment which cross levels; and 4) structure the relationship between decision-makers and researchers as a two-way, dynamic, and iterated process (not a "pipeline" from science to decision-maker).
Directions for assessment in New Zealand: Developing students' assessment capabilities
- M Absolum
- L Flockton
- J Hattie
- R Hipkins
- I Reid
Absolum, M., Flockton, L., Hattie, J., Hipkins, R., & Reid, I. (2009).
Directions for assessment in New Zealand: Developing
students' assessment capabilities. Unpublished paper prepared
for the Ministry of Education.
The cost of accountability (No. w8855)
- C M Hoxby
Hoxby, C. M. (2002). The cost of accountability (No. w8855). National
Bureau of Economic Research.
An evaluation of the exercises provided in the English compulsory textbook for class X
- S Khan
Khan, S. (2006). An evaluation of the exercises provided in the English
compulsory textbook for class X. Unpublished MA
dissertation] Faculty of English Linguistics, University of
Karachi.
Assessment in schools in Pakistan
- S G Khattak
Khattak, S. G. (2012). Assessment in schools in Pakistan. SA-eDUC, 9(2).
An introduction to Assessment. Learning and Teaching Centre
- M Mcculloch
- S House
McCulloch, M., & House, S. (2007). An introduction to
Assessment. Learning and Teaching Centre, University of
Glasgow, 1-36.
International education and the production of global imagination
- F Rizvi
Rizvi, F. (2000). International education and the production of
global imagination. na.