Aiming is a process in planning which takes time and should be done before you could fire your way into into a successful career, organization, relationships, and life in general. I have seen a similar thing in some people’s professional and personal lives most of the time. Several individuals get themselves ready and equipped with power thinking, influential friends, and advanced education, but they usually fire before they even aim. I can still recall an experience of a neighbor of mine which he fondly told me about. When he was just in his teenage years, he and his dad always loved to go on a hunting spree. They will hunt whatever animal that happened to be in season at that time and anything else that moves. Especially if there were snakes, but that’s another story. On one of their hunting trips, he and his father were about 30 yards from each other just patiently waiting for a certain kind of bird to fly over. My neighbor’s mind was so concentrated and focused, and his gun was now loaded. He was so ready and he promised himself he is going to “outshoot” his father on this particular hunting session. Well, he was already for any encounter and in his “ready” position when he pulled the gun’s trigger by accident. Bang! As his shotgun let off a loud shoot, he then realized that his shotgun was aiming just within a few feet away from where his father was situated. In his excitement, he obviously fired before he aimed the gun and he almost killed his dad in the process. Now you may ask, “I already know how to fire, and how to get ready but how do I really take aim and then fire?” Or, “Is this just another one of those ‘how to set your goals’ exercises?” no, but in fact this is an exercise in planning your life. So I made a list of some of the questions given below which could bring out the creative and imaginative part of your brain and in the process, help you build and establish your aim so that you would be able to attain the kind of career, organization, relationships and life that you always aspired for. Planning your life with exact AIM: 1. Do you have anybody or a person in your life to hold you responsible or accountable so you do not fire before you have taken aim or before you’re ready? 2. What standards of excellence, specific review or constant growth of progress do you really need? 3. A good system is much better than a good friend when it comes to planning your life. So, what’s on your to-do list of activities today which would help you be more like your picture tomorrow? 4. And, where do you want your career, organization, relationships and life to be in the next five years, next decade, or the next 20 years? One way to answer this effectively is to draw a picture. This picture would give you a sense of purpose, energy, and the drive. It will also make you visualize what youre truly aiming at.
Showing posts with label Education. Show all posts
Showing posts with label Education. Show all posts
Monday, October 12, 2009
Saturday, March 15, 2008
Educational Evaluation Quality - Good Results
Educational Evaluation Quality - Good Results
by:Manas R Parida
An adequate educational evaluation enhances instruction. Just as evaluation impacts student learning and motivation, it also influences the nature of instruction in the classroom. There has been considerable recent literature that has promoted evaluation as something that is integrated with instruction. To her, when evaluation is integrated with instruction it informs teachers about what activities and assignments will be most useful, what level of teaching is most appropriate, and how summative evaluations provide diagnostic information. For instance, during instruction activities informal, formative evaluation helps teachers know when to move on, when to ask more questions, when to give more examples, and what responses to student questions are most appropriate. Standardized test scores, when used appropriately, help teachers understand student strengths and weaknesses to target further instruction.
Good assessment is valid and considers validity as a concept that needs to be fully understood. Like reliability, there are technical terms and issues associated with validity that are essential in helping teachers and administrators make reasonable and appropriate inferences from evaluation results (e.g., types of validity evidence, validity generalization, construct underrepresentation, construct-irrelevant variance, and discriminant and convergent evidence). Both intended and unintended consequences of evaluation need to be examined with appropriate evidence that supports particular arguments or points of view. Of equal importance is getting teachers and administrators to understand their role in gathering and interpreting validity evidence.
Good evaluation is fair and ethical and there are four views of fairness: as absence of bias (e.g., offensiveness and unfair penalization), as equitable treatment, as equality in outcomes, and as opportunity to learn. It includes entire chapters on the rights and responsibilities of test takers, testing individuals of diverse linguistic backgrounds, and testing individuals with disabilities or special needs.
According to his text, there are also three additional areas characterized as also important:
- Student knowledge of learning targets and the nature of the evaluations prior to instruction (e.g., knowing what will be tested, how it will be graded, scoring criteria, anchors, exemplars, and examples of performance).
- Student prerequisite knowledge and skills, including test-taking skills.
- Avoiding stereotypes.
Evaluation that is fair, leading to valid inferences with a minimum of error, is a series of measures that show student understanding through multiple methods. A complete picture of what students understand and can do is put together in pieces comprised by different approaches to evaluation. While testing experts and testing companies stress that important decisions should not be made on the basis of a single test score, some educators at the local level, and some (many?) politicians at the state at the national level, seem determined to violate this principle. There is a need to understand the entire range of evaluation techniques and methods, with the realization that each has limitations.
Good evaluation is efficient and feasible. Teachers and school administrators have limited time and resources. Consideration must be given to the efficiency of different approaches to evaluation, balancing needs to implement methods required to provide a full understanding with the time needed to develop and implement the methods, and score results. Teacher skills and knowledge are important to consider, as well as the level of support and resources.
We may consider a lot the importance in the fact of good evaluation appropriately incorporates technology. As technology advances and teachers become more proficient in the use of technology, there will be increased opportunities for teachers and administrators to use computer-based techniques (e.g., item banks, electronic grading, computer-adapted testing, computer-based simulations), Internet resources, and more complex, detailed ways of reporting results. There is to him, however, a danger that technology will contribute to the mindless use of new resources, such as using items on-line developed by some companies without adequate evidence of reliability, validity, and fairness, and crunching numbers with software programs without sufficient thought about weighting, error, and averaging.
To summarize, what is most essential about evaluation is understanding how general, fundamental evaluation principles and ideas can be used to enhance student learning and teacher effectiveness. This will be achieved as teachers and administrators learn about conceptual and technical evaluation concepts, methods, and procedures, for both large-scale and classroom evaluations, and apply these fundamentals to instruction.
by:Manas R Parida
An adequate educational evaluation enhances instruction. Just as evaluation impacts student learning and motivation, it also influences the nature of instruction in the classroom. There has been considerable recent literature that has promoted evaluation as something that is integrated with instruction. To her, when evaluation is integrated with instruction it informs teachers about what activities and assignments will be most useful, what level of teaching is most appropriate, and how summative evaluations provide diagnostic information. For instance, during instruction activities informal, formative evaluation helps teachers know when to move on, when to ask more questions, when to give more examples, and what responses to student questions are most appropriate. Standardized test scores, when used appropriately, help teachers understand student strengths and weaknesses to target further instruction.
Good assessment is valid and considers validity as a concept that needs to be fully understood. Like reliability, there are technical terms and issues associated with validity that are essential in helping teachers and administrators make reasonable and appropriate inferences from evaluation results (e.g., types of validity evidence, validity generalization, construct underrepresentation, construct-irrelevant variance, and discriminant and convergent evidence). Both intended and unintended consequences of evaluation need to be examined with appropriate evidence that supports particular arguments or points of view. Of equal importance is getting teachers and administrators to understand their role in gathering and interpreting validity evidence.
Good evaluation is fair and ethical and there are four views of fairness: as absence of bias (e.g., offensiveness and unfair penalization), as equitable treatment, as equality in outcomes, and as opportunity to learn. It includes entire chapters on the rights and responsibilities of test takers, testing individuals of diverse linguistic backgrounds, and testing individuals with disabilities or special needs.
According to his text, there are also three additional areas characterized as also important:
- Student knowledge of learning targets and the nature of the evaluations prior to instruction (e.g., knowing what will be tested, how it will be graded, scoring criteria, anchors, exemplars, and examples of performance).
- Student prerequisite knowledge and skills, including test-taking skills.
- Avoiding stereotypes.
Evaluation that is fair, leading to valid inferences with a minimum of error, is a series of measures that show student understanding through multiple methods. A complete picture of what students understand and can do is put together in pieces comprised by different approaches to evaluation. While testing experts and testing companies stress that important decisions should not be made on the basis of a single test score, some educators at the local level, and some (many?) politicians at the state at the national level, seem determined to violate this principle. There is a need to understand the entire range of evaluation techniques and methods, with the realization that each has limitations.
Good evaluation is efficient and feasible. Teachers and school administrators have limited time and resources. Consideration must be given to the efficiency of different approaches to evaluation, balancing needs to implement methods required to provide a full understanding with the time needed to develop and implement the methods, and score results. Teacher skills and knowledge are important to consider, as well as the level of support and resources.
We may consider a lot the importance in the fact of good evaluation appropriately incorporates technology. As technology advances and teachers become more proficient in the use of technology, there will be increased opportunities for teachers and administrators to use computer-based techniques (e.g., item banks, electronic grading, computer-adapted testing, computer-based simulations), Internet resources, and more complex, detailed ways of reporting results. There is to him, however, a danger that technology will contribute to the mindless use of new resources, such as using items on-line developed by some companies without adequate evidence of reliability, validity, and fairness, and crunching numbers with software programs without sufficient thought about weighting, error, and averaging.
To summarize, what is most essential about evaluation is understanding how general, fundamental evaluation principles and ideas can be used to enhance student learning and teacher effectiveness. This will be achieved as teachers and administrators learn about conceptual and technical evaluation concepts, methods, and procedures, for both large-scale and classroom evaluations, and apply these fundamentals to instruction.
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