Assessment History Essay Example for Free

Assessment History Essay Then and Now: History of Assessments Used in Special Education In today’s world students are being diagnosed every day for multiple disorders. Over the history of special education both standardized (formal) and curriculum based (informal) assessments have been created and implemented to help make sure that students are receiving the proper support to help them meet their educational goals. Assessments within special education are implemented to determine a student’s strengths as well as pinpoint areas where they may need extra support and guidance. (Pierangelo Giuliani, 2007) The results of the assessments given to students will be used to decide if the student qualifies for special education services. The assessments used in the United States have developed in conjunction with special education services, to what we know and use today. This paper will outline the history of assessments administered in the United States, discuss how today’s application of assessment differs, and how these changes have impacted special education as a whole. History of Assessments The history of special education has evolved greatly over the years. Prior to the 1970’s there were very few individuals with special needs being served within the public school system. There were two federal laws passed in 1975 that would aid in the process of children enrolling in the public schools. The first law was Education for All Handicapped Children (EHA), this law requires that children of all ability levels receive the right to public education. The second law that played a key role in providing students with disabilities appropriate education is the Individuals with Disabilities Act (IDEA). The IDEA not only requires students with disabilities access to public education but that the school district provides personalized services (special education) for individuals who qualify. (Special Education News, 2013) The laws and legislative acts passed advocate for these students, making sure they receive free and appropriate education. As special education evolved over the years so did many of the tools used to assess students with special needs. Although â€Å"Interest in intelligence dates back thousands of years, it wasnt until [the early 1900’s that] psychologist. Alfred Binet was commissioned to identify students who needed educational assistance, that the first IQ test was born. † (Cherry, 2013). This type of assessment was a standardized test that measured the individual in areas such as their: skills, character traits, attitudes, knowledge, and educational measurement. As the special education field grew, the use of the Simon-Binet method spread quickly across the Western world. (Reschly, 2002). â€Å"Historically, educational assessment in the United States has been dominated by psychometric assumptions and approaches,† such as the Simon-Binet Scale. (McLaughlin Rouse, 2000). However, as time as the years have gone by the assessments and protocols used for special education have adapted and evolved. Today’s Assessment / Impact of changes In today’s world there are a variety of assessments and tools to choose from when working with and identifying students with special needs. These assessments fall under two categories, the first being standardized assessments, and the second being curriculum based assessments. The Binet scale, now known has the Stanford-Binet Intelligence scale has been adapted since it was introduced to educators in 1905, and is one of the many standardized assessment tools still used today. Although standardized tests are a great starting point for diagnosing students with special needs it should not be the sole contributor to the diagnosis of a student. Two main concerns when using a standardized test such as the Stanford-Binet scale are that it is culturally unfair and testing conditions and interpretation of test results influence how the student will do on the assessment. Often the standardized tests that are implemented within the school district have been created in the UK or the United States and are mainly designed to be used among white, middle-class children. Therefor if this test is used for any child outside of the specific target group it will be unfair and could lead to the misdiagnosis of students who need special education services. (Newton, 2009) â€Å"For example, if a student with limited English proficiency were assessed using an IQ measure where the directions are given in English, this students performance would likely be compromised based upon limited understanding of the instructions, resulting in a significant underestimate of the students true intelligence. † (GCU, 2013) It is  extremely important for educators to properly assess the students and to make sure we work with them in their areas of struggle prior to labeling them as needing special education. Since every assessment has its pros and cons it is a teachers responsibility to become familiar with their students and know what assessment would best fit their needs. Since there can be some limitations with standardized tests educators may want to explore various curriculum based assessments to aid in the process of identifying these students. One common curriculum based assessments that is used today is the Response to Intervention (RTI). RTI is a type of educational intervention that is implemented to provide students who are having difficulties extra assistance prior to referring them to a special education program. This informal assessment tool is a multi-level prevention system that helps students succeeds in their education. Teachers will follow RTI by monitoring the students’ progress on a regular basis, implementing evidence-based interventions of varying intensities depending on how the student is responding. (NCRTI, 2010). Curriculum based assessments such as RTI have many benefits to students and Educators. Educators today may choose to use these types of assessments because it allows them to be proactive about the problem at hand, they are easy to implement into a classroom routine, if interventions are successful the child will be brought back up to grade level without needing special education services. (Wilmshurst Brue, 2013) Conclusion The assessments and protocols developed throughout the history of special education have evolved and implemented to benefit the students, as well as special education as a whole. Each assessment and intervention has been created to aid educators in the process of serving their students to the best of their abilities. School systems went from using one assessment tool to identify and work with students with disabilities to having a vast selection to choose from. Both formal and informal assessment tools used by educators in today’s society aid in the process of diagnosing and helping students who qualify for special education services. Although, there are some assessment tools that may be better than others, each one will have their pros and cons. Educators can create and use assessment tools that reflect what we know about the student and their learning abilities. The educators and their school districts â€Å"can do so by building on what we have learned during the past decade, and ensuring that the process and outcomes of their approach to alternate assessment are transparent and subject to review, stand up to both technical and ethical scrutiny, push practices and outcomes in the expected and desired directions, and can be improved through data-based oversight over time. † (Quenemoen, 2008). Educators will have to use the best judgment and knowledge to decide what assessment(s) will best work for them. Whether educators use one assessment or a variety of assessments, the main objective is to give the student the best chance to succeed in their education and assist them in becoming functioning members of our their community. References Cherry, K. (2013). History of Intelligence Testing. Retrieved from: http://psychology. about. com/od/psychologicaltesting/a/int-history. htm Grand Canyon University. (2013). Types of Evaluation. Received from: www. my. gcu. edu McLaughlin, M. Rouse, M. (2000). Special Education and School Reform in the United States and Britain. New York, NY: Routledge. Newton, C. (2009). Problems with IQ and Psychometric Assessment. Retrieved from: www. inclusive-solutions. com/word/IQ_Problems_Jan. doc? NCRTI. (2010). Essential Components of RTI. Retrieved from: http://www. rti4success. org/ Pierangelo, R. Giuliani, G. (2007). Understanding Assessment in the Special Education Process. Thousand Oaks, CA: Corwin. Quenemoen, R. (2008). A brief history of alternate assessments based on alternate achievement standards (Synthesis Report 68). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes. Retrieved from: http://www. cehd. umn. edu/NCEO/onlinepubs/Synthesis68/Synthesis68. pdf Reschly, J. D. (2002). Change Dynamics in Special Education Assessment: Historical and Contemporary Patterns. Peabody Journal of Education, V77 n2 p117-36. Retrieved from: http://owl. english. purdue. edu/owl/resource/560/10/ The History of Special Education in the United States. (2013). Special Education News. Retrieved from: http://www. specialednews. com/the-history-of-special-education-in-the- united-states. htm Wilmshurst, L. Brue, W. A. (2013). Advantages of Response to Intervention. Retrieved from: http://www. education. com/reference/article/advantages-rti/

The Little Girl Who Changed My Life Essay -- Community Service, Servic

When I was a child, my grandparents always told me that children are the future of our world. A child needs to be shown how much they are able to achieve. A child not shown that will never blossom into the beautiful flower which they are meant to be. That is why I chose to volunteer at my community elementary school. I wanted to live the words that my grandparents told me, the words that would make a difference in my future. I was handpicked by the principal and the teacher to be the friend of a child who needed me. My journey began with a blonde-haired, blue-eyed little girl named Mary. Now, Mary isn’t your normal four-year-old who always wants to tell you what happened from the moment she wakes up. She never said one word to me from the moment I met her. I didn’t say much to her, either. All I kept telling her was we are going to have so much fun this year. When I went home that day, all I could think of was that I was picked for this child for a reason, and that while I was with her, I would make the best effort I could to change her outlook on the worl...

Critical Reading and Writing in the Humanities Essay

1. Reflective Essay (Diagnostic) Describe briefly your experiences with writing at the pre-university level. Discuss how any factor or an individual has influenced your approach and/or attitude to writing. Explain your expectations of this course. (300 words) 2. Essay Outline and Annotated Bibliography-20% Annotated Bibliography Compiling a list of annotated references will help you to become familiar with a variety of perspectives on your chosen topic so that you can begin to formulate or strengthen your view about it. Based on information gathered from the library session as well as from class readings and discussions on critical thinking, you will summarise each source’s content and critically evaluate its relevance to your documented essay in no more than 150 words per source. NB. Only four sources are required for this activity. Each of the entries in this single-spaced document will consist of the following three sections: The publication details of the source in M.L.A or A.P.A. format. Paragraph 1 -a succinct summary of the main ideas and supporting points of the source, an explanation of the author’s purpose and a description of the intended audience Paragraph 2 – short discussion of the author’s credibility of the relevance of the source to your topic. 3. The Response Paper -20% The response paper requires students to summarise, explore and critically analyse a written text. This allows for the communication of the students’ perspective on the author’s ideas. 4. The Documented Essay-30% The research and writing processes in which you will engage as you prepare this assignment are outlined on the seminar schedule. Before writing your first draft, you will select a theme/topic that is relevant to your discipline; generate ideas on it; narrow it to a researchable theme/topic that can be reasonably explored in a 1000-word essay for a general academic audience; prepare a short proposal; research the topic and make relevant notes; write an annotated bibliography which evaluates your source materials and prepare your essay outline (with sources included). You are required to show evidence of at least four (4) scholarly/reputable/credible sources which must include at least one journal article and a book. Only one newspaper article (not news item) is allowed. 5. Collaborative Project/Group Presentation- 10% Students will work in groups to present research or analysis of a theme from their discipline. Works of art, songs, poetry, films and written text may be used. 6. Final Reflective Essay -20% Instructions will be given in seminar. FOUN 1012 SEMINAR SCHEDULE for SEMESTER I (2013-2014) LECTURES are given weekly on Wednesdays 12:00-1:00 and 5:00-6:00pm in N1. SEMINAR NUMBER LECTURE TOPICS CURRENT WEEK’S SEMINAR ACTIVITIES PREPARATION and ASSIGNMENTS for NEXT SEMINAR Sept..2 – 6 Critical Reading and Writing in the Humanities and You 1. Enrolment confirmation. 2. Discuss course aims and objectives, teaching structure, assignment and grading schedule, and special requirements for academic reading and writing. 3. Students and tutors share on literacy 4. Discussion of reflective essay Choose and attend a Library OPAC session. Visit the Foun1012 website at http://ourvle.mona.uwi.edu and Watch Shaped by Writing and E-literate (before Week 3). Browse the resources and download the course outline Read chapter 11 of Wadsworth and write a definition of the humanities. Sept 9-13 Researching for Academic Writing The Writing Process Submit the reflective essay. 1.Discussion of features of writing in the humanities 2. Discussion of The Right to Write 3. Brainstorming of documented essay topics and explanation of the proposal ESSAY TOPICS/THEMES: a. Enslavement b. Language and Culture c. Media and Professionalism d. Technology and the Arts Read chapter one of Wadsworth. Revise the reflective essay after feedback and upload to Turnitin. Record the similarity index. Peruse samples of the proposal on OurVLE. Write and submit proposal. Guide questions for your proposal: 1. What are my broad and narrowed topics? 2. How is my narrowed topic related to a sub-discipline in the humanities? 3. What do I already know about this topic? 4. What am I interested in finding out OR sharing with a general academic audience about this narrowed topic? 5. How will I go about gathering additional data on this topic? Sept. 16 – 20 [Deadline for all students to register with TURNITIN.] Communicating in the Academy- Rhetorical Contexts Submit the proposal at the beginning of seminar and collect at the end. [Go to the Main Library for your seminar.] 1. Practise locating information from a variety of sources. 2. Discuss shaping your writing and evaluating sources 3. Visit this website and attempt the multiple choice activity on evaluating sources: http://www.lib.calpoly.edu/infocomp/modules/05_evaluate/index.html. 4. Browse this website for tips on critical thinking: www.library.cornell.edu/olinuris/ref/webcrit.html Visit the â€Å"Foun1012 website at http://ourvle.mona.uwi.edu read and download Critical Reading 1. Manage YOUR Sources: Locate TWO source materials for your Documented Essay- a journal article and book chapter. In addition to taking notes on NOTE CARDS, summarise each source material in a few sentences and record the publication details. Sept. 23 – 27 [Deadline for students with special English language needs to start self-help exercises in the â€Å"Grammar & Mechanics† folder on OurVLE or in the recommended texts.] Critical Thinking and Reading 1. Introduction to Rhetorical analysis- Critical Reading 1 2. Summary writing Elect a class representative Annotate one of your sources and consult your tutor for feedback. Ensure that you have uploaded your reflective Essay to Turnitin. Peruse the model (sentence) outlines on Ourvle, and chapter 2 of Bazerman: The Informed Writer. Sept. 30-Oct.4 Language and Communication 1 1. Summary Writing contd. 2. Writing Workshop: a. Thesis statements and the Introduction b. Writing the formal Outline Read chapter 6 of Wadsworth and prepare your formal outline and your annotated bibliography for submission at the beginning of next week’s seminar. Upload it as a single file to Turnitin. Reminder: All hard copies of the assignment are to be submitted within the first 20 minutes of the seminar Read and download Critical Reading 2 on OurVLE as directed. Oct. 7 – 11 Language and Communication 2 Submit your Outline and Annotated Bibliography along with your accountability statement and rubric. 1.Critical Analysis 2. Response Writing Prepare for the Mid semester exam. Oct. 14 – 18 Students should NOT change Documented Essay topics after this week. Ethics and Academic Writing Critical Analysis contd. a. Organising Principles b. Paragraph Development Mid Semester Exam- One sitting Manage YOUR Sources: Locate TWO more source materials for your Documented Essay In addition to taking notes on NOTE CARDS, summarise each source material in a few sentences and record the publication details. √ Give your tutor, in writing, your group presentation topic (see Week 11), thesis, names of group members and group leader’s name. Oct. 21 – 25 **October 21 is a public holiday. Please attend another seminar during this week if your class is on a Monday.] Working With Sources 1 Class discussion and presentations on The functions of language Caribbean language varieties Language and social status Type and upload your essay draft and references to Turnitin. Record the similarity index, read the report and complete your self -review. Revise the draft based on your self- review and Turnitin report. Bring the revised draft to the next seminar. Visit the OurVLE course website and download and read â€Å"Peer Critique Checklist† & â€Å"Peer Critique Model†. Bring the Peer Critique Checklist to the next seminar. Do not lose your documented essay draft and the accompanying materials! You will need them for final submission of the essay. Oct. 28 – Nov. 1 Working with Sources 2 Using the â€Å"Peer Critique Checklist† as your guide, participate in the IN-CLASS peer critiquing session by allowing TWO of your peers to read and discuss your essay. Afterwards, ONE of your peers will WRITE a critique of your essay draft. Attach the critique and your self- review to your essay draft. Continue revising your documented essay draft based on feedback from your peers and tutor. Bring a copy of your single-spaced revised essay to the next seminar. Nov. 4-8 Revising and Editing 1. Framing/ integration of sources 2. Corresponding reference entry/ies. 3. Style of writing Prepare to submit your double-spaced documented essay for grading (along with your first draft, self-review, peer comments, and accountability statement at the start of your seminar in Week 11 (30%). Reminder: All hard copies of the assignment are to be submitted within the first 20 minutes of the seminar in Week 11. Download â€Å"Group Presentation Guidelines† from the course website and bring it to the next seminar. Nov. 11-15 [Tutors to reserve multimedia equipment for groups] Reflective Writing SUBMIT the hard copy of the final draft of your Documented Essay (30%) along with your draft, self-review, peer comments and accountability statement. Planning for Collaborative Project/ Group Presentations & Performances. Visit the OurVLE course website and read text on reflective writing to prepare for writing the final reflection. Topic for Collaborative Project : Issues in your Discipline Caribbean Realities Nov. 18 – 22 Oral Presentations Discussion on Reflective writing Drafting the Final Reflection Prepare to give the script for your group’s presentation and your assessment of your group members to your tutor at the start of the seminar. All presenters are to be in place within the first 10 minutes of the seminar. Revise your Reflection for submission next class. Upload To Turnitin. Nov. 25 – 29 No LECTURE Collaborative Project/Group Presentations & Performances (10%) Give the script for your group’s presentation and your assessment of your group members to your tutor at the start of the seminar. Submit your Final Reflection and accountability statement. END OF COURSE

Rulers That Followed the Prince by Machiavelli - 861 Words

Niccolà ² Machiavelli suggested in The Prince that a ruler should behave as both a fox and a lion, being both loved and feared. There are clever rulers who were strategic, courageous rulers who were effective, and successful rulers who possessed both qualities. Elizabeth I of England and Henery IV of France were two great rulers from Europe that were able to personify Machiavelli s advice. Elizabeth I of England was able to act as a fox by preventing England from being torn apart over matters of religion. By repealing The Catholic Legislation of Mary Tudor s reign, she was able to make the New Act of Supremacy which dsignated her as the supreme govenor of spritual and temporal affairs. Also she restored the church service of the Book†¦show more content†¦Elizabeth showed much leadership and strength in defeating the Spanish. She heeded Machiavelli s advice and was able to drive England towards a prosporous Golden Age of wealth and power. Henry IV of France was able to act a s a fox by evaluating what mattered more to him. When Henry converted to Catholosism out of being a Hugenot during the Saint Bartholomew s Day Massacre, it was clear that he valued his own life over religion. Even when he coverted back to Calvinism afterwards, he soon relized his valued of being in power over religion would cause him to convert, once again, back into Catholism. â€Å"Paris is worth a Mass, he said as he gave into the Roman Catholic Church for the leadership of France. This value of state over religion made him a politique, believing that no religious truth was worth the ravages of cicil war. He kept France from futher civil war by issuing the Edict of Nantes which acknowledged Catholicism as th official religion of France but guaranteed the Hugenots the rights to worship. He was wise to recognize that tolerance can help establish peace in his nation and also to convert to Cathalosism because of their bigger population in France. 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