Alternative Assessments
What challenges do alternative assessments present to teachers at your school?
Alternative assessments (AA) are a fine means to determining the education of a student. Standardized assessment is very rigorous but allows for the system to be managed effectively and efficiently. AA's present certain challenges, not to the students but the staff and faculty. AA's require more imagination and creativity. Grading scales provide rigid guidance and it is mostly simple to evaluate students be applying basic mathematics and scoring to tests.
The main challenge of AA's is getting them approved and then synthesized into the classroom. In non-standard classrooms like special-education or gifted programs, alternative assessments are more readily put into action due to the abnormality of the inherent situation. Since the basis of American education is equality and uniformity, alternative assessment are not seen as being aligned with the larger educational philosophies that are being practiced and emphasized in today's schooling environment.
Since diversity is often frowned upon in public schools as denoted by many traditions, policies and dogmas, it may be up to the individual teacher or faculty member to take it upon themselves to assess the student in more than one way. The challenges...
Few hydrogen fueling stations exist, and it will cost billions to build an infrastructure that will make FCVs practical. Critics say that hydrogen is difficult to store and that producing the hydrogen makes FCVs less efficient than other types of alternative vehicles, such as electric or natural-gas-powered cars. Even though FCVs may represent the future of the industry, they are still not practical for most applications. However, the hybrid technology and biodiesel
Clear boundaries must be set for the child as to what is acceptable or unacceptable behavior. Older and more verbal children may be able to 'talk out' some of their anger issues with a counselor, and the counselor can probe as to why the child feels angry (Non-drug therapies for ADHD, 2005, Mental Health Matters). Creating a new way of relating to the world for the child For hyperactive children, behavior
Educational Evaluation and Policy Analysis, 15(1), 51-64. Beaudin, B.Q. (1995). Former teachers who return to public schools: Characteristics of those who return to the classroom. Educational Evaluation & Policy Analysis, 17(1): 462-475. Guarino, C., SantibaNez, L., Daley, G., & Brewer, D. (2004) a review of the research material on teacher recruitment and retention, Santa Monica, CA: Rand Publishers Nakai, D. & Turley, S. (2003). Going the alternate route: Perceptions from non-credentialed teachers. Education,
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