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Assessing Career Planning Courses Without Using Test Scores: Another Neglected Issue?, Alison Holmes Phd, Loren Collins Ma
Assessing Career Planning Courses Without Using Test Scores: Another Neglected Issue?, Alison Holmes Phd, Loren Collins Ma
Career and Curriculum Connections: integrating career education across the disciplines
Twenty years ago, in an article entitled “Assigning Grades in Career Planning Courses: A Neglected issue”[1], Rex Filer posed several important questions in terms of the practicalities of how we design and grade career planning courses. The challenge, he suggested, is that while teaching pedagogy often relies on Bloom’s traditional taxonomy where information and understanding act as an ‘anchor’ while synthesis and evaluation are goals achieved later, career course activities are naturally geared to the top of the pyramid – regardless of when the class is taught. This, he argues, poses particular issues in terms of career course …
Evidence-Based Assessment In Adapted Physical Education-Cognitive Outcomes: A Meta-Analysis, James Robert Kunkel
Evidence-Based Assessment In Adapted Physical Education-Cognitive Outcomes: A Meta-Analysis, James Robert Kunkel
Cal Poly Humboldt theses and projects
There is little data to show evidence-based practices in adapted physical education and whether or not such practices are successful. Currently there is a lack of information on the frequency of which assessments are being administered, on the disabilities that are being assessed or should be assessed during each test, and on the uses for which assessments are being conducted. The aim of this paper is to assess and synthesize all evidence-based practices on cognitive outcomes in adapted physical education using a meta-analysis. Data was sourced from computerized searches using the following databases: SPORT Discus, PsycINFO, PsycARTICLES, Pub Med (Medline), …