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Full-Text Articles in Education

An Analysis Of Functional Behavioral Assessments Used In Public Schools In Tennessee And Georgia., Dana Winningham Dec 2002

An Analysis Of Functional Behavioral Assessments Used In Public Schools In Tennessee And Georgia., Dana Winningham

Electronic Theses and Dissertations

The purpose of this study was to survey special education supervisors in public school systems throughout Tennessee and Georgia to determine the types of Functional Behavioral Assessment (FBA) procedures used and training provided to assessment personnel in their school systems. The primary focus of the study was on who conducts assessments, differences between the amount of training and support provided by school districts, and the use of best practices in conducting these assessments.

Surveys were mailed to 317 supervisors, 108 in Tennessee, and 123 in Georgia. These supervisors were asked to respond to questions concerning assessments in their respective school ...


Developing A Rich Assessment Task, Gayl O'Connor Oct 2002

Developing A Rich Assessment Task, Gayl O'Connor

Gayl O'Connor

No abstract provided.


The Evolution Of Portfolios In Teacher Education, Nancy D. Turner Sep 2002

The Evolution Of Portfolios In Teacher Education, Nancy D. Turner

Essays in Education

Portfolios have been used in many fields of study to highlight the best work of individuals. In teacher education, portfolios serve as an authentic assessment, in that they contain artifacts representative of the preservice teacher’s performance in the classroom. As teachers are accountable for an in-depth understanding and implementation of teaching standards, portfolios can become the avenue for documenting how these standards are being met. The teacher preparation program at Saint Mary’s College, Notre Dame, Indiana has utilized portfolios since 1994. Over the years, these portfolios have evolved from their inception to a performance-based evidence that indicates the ...


Brief 13: The Critical Connection: Department Chairs' And Associate Deans' Strategies For Involving Faculty In Outcomes Assessment, New England Resource Center For Higher Education, University Of Massachusetts Boston May 2002

Brief 13: The Critical Connection: Department Chairs' And Associate Deans' Strategies For Involving Faculty In Outcomes Assessment, New England Resource Center For Higher Education, University Of Massachusetts Boston

New England Resource Center for Higher Education Publications

Assessment, with a capital “A”, has become in the academy a politically loaded buzzword that closes many more doors than it opens. Assessment, with a small “a”, however, is a necessary part of any attempt to find the best path forward in environments that change. At meetings this spring, Members of NERCHE’s Departments Chairs Think Tank and Associate Academic Deans Think Tank discussed this controversial issue, focusing on ways to foster climates in which faculty and administrators are collaborative partners in assessment with the intention of strengthening teaching and learning.


Knowledge, Attitude And Practice Of Classroom Assessment: Implications On The Implementation Of School-Based Assessment In Malawi, Chokocha Mathias Selemani-Mbewe Jan 2002

Knowledge, Attitude And Practice Of Classroom Assessment: Implications On The Implementation Of School-Based Assessment In Malawi, Chokocha Mathias Selemani-Mbewe

Master's Capstone Projects

The study investigated a sample of Malawi Secondary School teachers’ knowledge, attitude and practice of classroom assessment. A knowledge of classroom test and an attitude toward classroom test survey were administered to 51 qualified teachers from six randomly selected secondary schools. Focus group discussions were also conducted to get an in depth understanding of the problem under investigation. Two schools were national secondary schools; two were district boarding schools, and other two were district day secondary schools. The results of the study indicate that although the teachers had positive attitudes toward classroom assessment, they had very limited knowledge in this ...


Assessing Change And Transformation In Higher Education: An Essential Task For Leaders, Peter D. Eckel Jan 2002

Assessing Change And Transformation In Higher Education: An Essential Task For Leaders, Peter D. Eckel

GSE Publications

An important responsibility of metropolitan university leaders is to provide compelling evidence that their institutions have the ability to change and to articulate how much change has occurred. This paper examines how institutions can develop that capacity and determine the extent to which institutions are different. It defines transformation, describes types of evidence, presents a framework for determining evidence, suggests strategies for collecting evidence, and identifies challenges to determining progress.


An Evolving Assessment Model For Learning Communities, Lynn D. Akey Jan 2002

An Evolving Assessment Model For Learning Communities, Lynn D. Akey

Academic Affairs Publications

No abstract provided.


Performance Feedback To Schools Of Students’ Year 12 Assessments : The Vce Data Project, Ross Turner, Ken Rowe, K Lane Dec 2001

Performance Feedback To Schools Of Students’ Year 12 Assessments : The Vce Data Project, Ross Turner, Ken Rowe, K Lane

Ross Turner

This chapter describes a current project conducted in Victoria, Australia, to engender within-school improvements in teaching, learning and student achievement via the provision of performance feedback data from the Year 12 Victorian Certificate of Education (VCE) assessment program. With a key focus on improvement, the purpose of the VCE Data Project aims to assist schools to monitor the effectiveness of their within-school teaching and learning programs for students on up to 53 subjects in a given year, and over time. Within the context of a discussion of issues related to the responsible feedback of student performance data to schools for ...