What is the theory of Assessment?
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Principles of assessment\n\nReliability\nIf a particular assessment were totally reliable, assessors acting independently using the same criteria and mark scheme would come to exactly the same judgment about a given piece of work. In the interests of quality assurance, standards and fairness, whilst recognising that complete objectivity is impossible to achieve, when it comes to summative assessment it is a goal worth aiming for. To this end, what has been described as the 'connoisseur' approach to assessment (like a wine-taster or tea-blender of many years experience, not able to describe exactly what they are looking for but 'knowing it when they find it') is no longer acceptable. Explicitness in terms of learning outcomes and assessment criteria is vitally important in attempting to achieve reliability. They should be explicit to the students when the task is set, and where there are multiple markers they should be discussed, and preferably used on some sample cases prior to be using used 'for real'.\n\nValidity\nJust as important as reliability is the question of validity. Does the assessed task actually assess what you want it to? Just because an exam question includes the instruction 'analyse and evaluate' does not actually mean that the skills of analysis and evaluation are going to be assessed. They may be, if the student is presented with a case study scenario and data they have never seen before. But if they can answer perfectly adequately by regurgitating the notes they took from the lecture you gave on the subject then little more may be being assessed than the ability to memorise. There is an argument that all too often in British higher education we assess the things which are easy to assess, which tend to be basic factual knowledge and comprehension rather than the higher order objectives of analysis, synthesis and evaluation.\n\nRelevance and transferability\nThere is much evidence that human beings do not find it easy to transfer skills from one context to another, and there is in fact a debate as to whether transferability is in itself a separate skill which needs to be taught and learnt. Whatever the outcome of that, the transfer of skills is certainly more likely to be successful when the contexts in which they are developed and used are similar. It is also true to say that academic assessment has traditionally been based on a fairly narrow range of tasks with arguably an emphasis on knowing rather than doing; it has therefore tended to develop a fairly narrow range of skills. For these two reasons, when devising an assessment task it is important that it both addresses the skills you want the student to develop and that as much as possible it puts them into a recognisable context with a sense of 'real purpose' behind why the task would be undertaken and a sense of a 'real audience', beyond the tutor, for whom the task would be done.\n\nCriterion v Norm referenced assessment\nIn criterion-referenced assessment particular abilities, skills or behaviours are each specified as a criterion which must be reached. The driving test is the classic example of a criterion-referenced test. The examiner has a list of criteria each of which must be satisfactorily demonstrated in order to pass - completing a three-point turn without hitting either kerb for example. The important thing is that failure in one criterion cannot be compensated for by above average performance in others; neither can you fail despite meeting every criterion simply because everybody else that day surpassed the criteria and was better than you.\n\nNorm-referenced assessment makes judgments on how well the individual did in relation to others who took the test. Often used in conjunction with this is the curve of 'normal distribution' which assumes that a few will do exceptionally well and a few will do badly and the majority will peak in the middle as average. Despite the fact that a cohort m
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there is a global assessment test and the dsm, your orientation to reality or person place time and event as well as your ability to think  abstractly,reason, interpret reality, etc , alot of people with certain disorders can only deal with concrete thought, the assessments are comprehensive , the dsm, is a standardized dianostic tool based on certain criteria for each diagnosis, try doing a yahoo or google or wikipedia search on DSM for classifying mental ilnesses or going to  a pych site, you might be ablre to find a sample copy of questions used to assess one's mental status
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One aspect of my work is to help determine whether students are eligible for Special Ed, or for protections under state and federal laws to protect students with disabilities. When we make that decision, we are required by law to look at information from a variety of sources. Usually we do two or three different formal assessments that give us two or three completely different pictures of a student. These are usually standardized, so that you get a score in terms of how this student compares to other students his or her age. The team will review the school records, and get input from teachers, counselors, and family. Often, an objective outsider will observe the student in their usual classroom setting. Fifteen or twenty minutes of quiet observation can give you valuable information about a student.  \n\nAnother reason we need tests is to demonstrate that the students are actually learning what we allegedly teach them. Unfortunately, the yearly state tests we give them in the US each year are profoundly flawed.\n\nAlfie Kohn writes, "Don’t let anyone tell you that standardized tests are not accurate measures.  The truth of the matter is they offer a remarkably precise method for gauging the size of the houses near the school where the test was administered." By that he means that standardized test scores are profoundly affected by the students' social standing and economic condition (or socio-economic status).\n\nBut when it comes to taking away funds from a school, the same requirement of gathering information from a variety of sources does not seem to apply. It seems this is often done because of the scores on a single type of yearly test, one that covers a small fraction of what students should be learning in school, and one which has no direct consequences for the students who take it.  They don't care, and they like to draw pictures with the dots in the bubbles. On the other hand, there are big-time consequences for school staff.\n\nIn one major metropolitan area in the US, a favorite trick of the politicians is to cut the budgets of struggling schools and watch the test scores go down. Then they fire the principal and all the teachers (except the ones with "outstanding" ratings, which principals rarely give), replace the staff with new teachers, give them a highly-scripted curriculum (Teacher: Take out your pencils and open your workbooks to page 41. We are going to complete these sentences...), pour more money into the school, declare the school "Transformed", and take credit when test scores go up again. \n\nTeacher qualifying exams: They make an awful lot of money for the companies that give them, which sometimes charge more than $100 for a test that only takes an hour or two. Often a state will require six or seven of these for a teaching license. They do help protect the schools and the teachers unions from allegations that the teachers can't read or write. But you cannot test what separates a good teacher from a terrible one with a #2 pencil and a bunch of bubbles to fill in. And that's just common sense.
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assessment means to put something together or to asses something.\n\nAppraisal is to bid or estamate
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Critical and analytical thinking
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The challenge you're going to face is that the publishers of most assessments are looking for cash -- i.e. they sell their assessments.  \n\nThe easiest method for finding out about the existence of any kind of assessment is to go to a college or university library, and get a hold of Mental Measurement Yearbook (preferably online), or Tests in Print.
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There are many schools on management theory and it is you who are being asked to answer that question for your homework and it is only you opinion that matters here - not ours.\n\nGood Luck!!!
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Theory. Because application means that the theory is'applied to' something which we write and that is application. 'Applied to'.\nBest of luck for you projct. It is a good topic.\nBye
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Copied from the Wiki:\n\nStructure/agency theory is a now recognised as a branch of social theory that reconciles the debate between whether social structure or social agency should be given theoretical primacy - by refusing to grant theoretical primacy to either. Structure/agency theorists suggest that social agents are inherently socialised and that the actions of agents are informed by and shaped by social structure such as norms and institutions prevalent in the society they are socialised into. On the other hand, the actions of actors may, individually or collectively, alter and shape social structure such as norms and institutions.
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http&#92;&#92;levine.sscnet.ucla.edu\n/general/whatis.htm\n\nhttp&#92;&#92;plato.stanford.edu/\nentries/game-theory/\n\nthe theory of a game is a theory of \ndecision making it consider how one \nshould make dicision and to a lesser\n extent how one does make them  this \nsite will help yu!!
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I guess that the best assessment of a politician is:\n\n* does he or she make an effort to implement their promises;\n\n* does he or she tell the truth to voters;\n\n* does her or she have firm principles or will he or she say or do anything to get elected.\n\nIn the end, you would have to judge by outcomes not talk.
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In education, certification, counselling, and many other fields, a test or an exam (short for examination) is a tool or technique intended to measure students' expression of knowledge, skills and/or abilities. A test has more questions of greater difficulty and requires more time for completion than a quiz. It is usually divided into two or more sections, each covering a different area of the domain or taking a different approach to assessing the same aspects.\n\nA standardized test is one that compares the performance of every individual subject with a norm. The norm may be established independently, or by statistical analysis of a large number of subjects.
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I like to think of pedagogy as the art of teaching a particular subject.  The way to explain topics so that they are best understood in an effiecient way.  \nWith that said, a theory is an idea that has not been proved or disproved.  I think that because we have not perfected the way people learn best, that within pedagogy there can be theories about how people learn.\n\nResearch usually has more to do with collecting information.  When we do research for papers, we gather information to prove our point from a variety of sources.  Scientific research gathers information through experiments to support a hypothesis.
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examination\ntestament
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Not necessarily. With the new theories about assessment, there's a lot of ways that yo can make an evaluation of your students. Look out for books about assessment and ideas for students especially elementary kids.
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Skills that are assessed are more about self-help (are they starting to FEED themselves or go to the bathroom?), social/emotional (are they SHARING yet?), receptive/expressive language (can they follow directions?  Understand facial expressions and gestures?), cognitive, transitional, fine motor and gross motor skills.  These assessments are simple such as checking to see if a child can button their own clothes, work with other children, responds to adults using language, can hold a crayon, can run, walk and hop.  The assessments are for the use of preschool teachers to determine what skills need to be focused on in the classroom.  It also allows us to determine if the child might be at risk for learning or behavior disorders.\n\nTake a look at one of the checklist:\nhttp://members.aol.com/iepinfo/pre.htm\n\nTHESE IS A GREAT CHECKLIST FOR PARENTS!!!\n\nThe assessment are mainly to help us as teachers provide students with developmentally appropriate lessons and activities.  If an activity is too easy, a child does not learn.  Believe it or not~some kids need to learn to hold a fork, handle a crayon, run or catch a ball.  If children are only napping at preschool then you need to find another preschool.  Sometimes parents do not always see what teachers do with children such as teaching students how to behave at the table, open milk cartons, button their clothes (there is a lot of buttoning in preschool!), sorting, cutting and pasting (yes~this helps with fine motor) and so on.  Assessments are a GOOD thing~\nAgain, if no assessments are being done~find a new preschool~\n\nYou would really want a preschool teacher to do these assessments~that way you know they are making sure your child is learning~!
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Meaurement and Evaluation are part of Bloom's Taxonmy.  Measurement is how you will measure the students work-on what standards-and what scale.  Evaluation is how you will grade or evaluate the students work or progress.  This can be done in a variety of ways including portfolios, observation, tests, and written responses.