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Standardized tests do not do well in measuring the emerging content standards, and over use of this type of assessment often leads to instruction that stresses only basic knowledge and skills. Although basic skills may be important goals in education, they are often overstressed in an effort to raise standardized test scores. Basic skills and minimum competencies become the main goal of schools and teachers as accountability and minimum competency exams concentrate on these areas (Critical Issue: Rethinking Assessment and Its Role in Supporting Educational Reform, 1995).
Recently, educators, policymakers, and parents have begun to recognize that minimums and basics are no longer sufficient and are calling for a closer match between the skills students learn in school and the skills they will need to succeed in the world. Schools are now expected to help students develop skills and competencies that apply to real life, genuine situations, and schools are expected to graduate students who can demonstrate these skills. Often performance is measured on alternative assessments rather than standardized tests (Critical Issue: Rethinking Assessment and Its Role in Supporting Educational Reform, 1995).
Assessment in the classroom is beginning to follow contemporary descriptions of learning, thinking, and language use as processes. This way of thinking also emphasizes that thinking or problem solving should be a major focus for instruction. Another emphasis is a focus on performance or the application of the information and strategies that students learn to situations that are real and meaningful for them. The curriculums that are evolving in schools are exemplifying beliefs that emphasize ideas and the reasons for understanding and expressing them. Reading and listening comprehension and effective speaking and writing are accentuated in this theory...
There are ten guiding principles that are often used in today's practice. These basic premises are used as assessment practices and are neither inherently good nor bad. There affects all depend on the purpose for which they are being used. These principles include: clarifying what good performance is, encouraging time and effort on challenging learning tasks, delivering high quality feedback information that helps learners self-correct, encouraging positive motivational beliefs and self-esteem, encouraging interaction and dialogue centered around learning, facilitating the development of self-assessment and reflection in learning, giving learners a choice in assessments, involving students in decision-making about assessment policy and practice, supporting the development of learning communities, and helping teachers adapt teaching to the student needs (Nicol, 2007).
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Practice Extrapolate strategies propose close theory-practice gap nursing. Must 3 specific articles 2 choosing a total 5 references. This master's degree Nursing Theory Course. The paper 3-5 pages length APA format. The theory-practice gap in nursing: Different perspectives and strategies to close the 'gap' According to many nurses, there exists a "gap between nursing theory and practice. In order to improve the integration of theory and practice, a high standard of clinical practice
Nursing Education Assessment Project Coursework early in a nursing education program covers a broad range of topics and extensive amount of details must be committed to memory. Assessments that are directly tied to coursework are primarily formative assessments, which demonstrate the ongoing learning over the period of the course. Formative assessments generally take the form of quizzes and clinical demonstrations of a particular knowledge set recently covered in during a class
Personality Theory Blog Personality Theories and Conducting Assessment According to the humanistic psychologist's theory of personality, people in their endeavor, try to reach superior levels of mental functioning and personal growth that they also evaluate through objective measures and individual reflections. Even though objective measures are not biased, they do not offer a lot of information. An objective measure of personality is one that uses research to get results. For instance, a
Theory and Practice of Business Psychology Table of Contents 1 Introduction 3 2 Motivators in the Workplace 3 2.1 Herzberg’s Two-Factor Theory of Workplace Motivation 3 2.2 Vroom’s Expectancy Theory 5 2.3 Maslow’s Hierarchy of Needs Theory 7 2.3.1 Primary Motivators in the Workplace 8 2.3.2 Secondary Motivators in the Workplace 10 2.4 Extent of the Impact of Primary Motivators 12 3 References 12 Introduction Motivation can be delineated as a psychosomatic feature, which urges individuals to achieve both personal and organizational
Theory vs. Practice When it comes to working in any sort of organization or corporation, one of the obvious chasms that becomes clear here is the relationship between theory and what is practiced in a small business setting. To truly look at and assess that paradigm, the author of this report has interviewed an owner/manager at a small business to discuss what they do to make things work, what is suggested
According to Peters, "We can bracket the impact of this style of 'being with' as 'placebo response', but the term tends to confuse because it obscures a valuable and potentially transformative reorientation of the practitioner -- client axis; the action of the placebo response is triggered by the loving, trusting presence of another in the therapeutic relationship" (p. 173). Today, women represent about half of all health administrators and almost