Communicating the Purpose and Value of Assessment

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Readings to help with answer

Use Assessing Student Learning: A Common Sense Guide to read the following:

  • Chapter 14, “Valuing Assessment and the People Who Contribute,” pages 175186.

Use the Internet to read the following:

  • American Association for Higher Education. (1996). Nine principles of good practice for assessing student learning. Retrieved from https://www2.indstate.edu/assessment/docs/ninePrinciples.pdf
  • National Institute for Learning Outcomes Assessment. (2018, April 16). Why are we assessing? Retrieved from https://www.learningoutcomesassessment.org/wp-content/uploads/2019/08/Viewpoint-Why-Are-We-Assessing.pdf

Question:

Introduction

For this Question, you will apply what you have gained from the readings about the misunderstanding of and the resulting resistance to assessment efforts. You will also propose known strategies for navigating the resistance to assessment, as presented in the readings. In this real-world, on-the-job, practical question, you will assume the role of a member of student services or an academic department or a program that serve students. Those who work in your academic department or program are expected to collaborate on implementing an assessment plan, but there has been some resistance. You will create two email messages:

  1. The first to a supervisor who has asked you to look into the controversy regarding assessment. 
  2. The second to a colleague, a co-worker you have heard complain about “what the administration is expecting us to do now.”

Instructions 

  • Assuming the role of a member of a student services or an academic department or program, develop two e-mail messages as described below. These messages are to be concise and professional. In both e-mail messages, provide citations from the readings thus far in the course to support your position and provide a list of references from the readings that you use for this question. Be sure to apply the submission requirements described below.
  • Your first e-mail message is to the head of the department, your direct supervisor, who is aware that there has been some resistance to assessment among those working in your academic department or program. Your supervisor has asked you to report on what assessment is, what common obstacles to involvement exist, and how your department can engage faculty or staff members in assessment efforts. 
  • The second e-mail message is to be directed to a fellow member of your department or program, one whom you have heard complain about “what the administration is expecting us to do now.” In this more informal e-mail message, persuade your colleague of the value of assessment and the reasons they should be involved.

Submission Requirements

Your submission should meet the following requirements:

  • Written communication: Written communication is free of errors that detract from the overall message.
  • Resources: Support ideas, claims, and concepts with evidence from scholarly literature.
  • APA formatting: Resources and citations are formatted according to current APA style and formatting.
  • Length: 11.5 pages for each e-mail message (for a total of 23 pages), single-spaced, excluding references page.

Resources

  • Assessing Student Learning.

Classroom Arrangements and Cooperative Learning

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Students learn in a variety of settings and environments. Group learning creates an environment of engagement and motivation. It gives students a chance to learn from each other in a cooperative learning setting. The arrangement and layout of the classroom should provide opportunities to work productively and cooperatively to achieve learning goals.

For this assignment, you will design a classroom arrangement for your selected grade level and the students outlined in the Class Profile.  Consider your experiences in your field experience classroom, and conduct an Internet search to identify a variety of classroom environments. Take note of the materials found in each environment and the physical arrangement of the classrooms. Use one of the classroom design websites in Topic Materials to design your classroom. Your design should create a learning environment that focuses on creating opportunities for group and cooperative learning.
Your classroom design should include:

  • Classroom layout (i.e., where the desks/tables will be placed) that facilitates group learning.
  • Resources and technological tools, and where they will be located.
  • Traffic flow consistent with age-appropriate physical and social development.
  • Equal access to the rooms resources and technological tools for students of all ability levels.

In addition, write a 200-300 word rationale that explains how the classroom arrangement:

  • Minimizes distractions and maximizes classroom time and space to facilitate students working productively.
  • Encourages cooperative learning groups that foster respectful and safe communication to cooperatively achieve learning goals.  

Economy

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Compare United States economy among the most friendly to small businesses to Indonesia which is among the least friendly to small businesses. Do some research on determinants of entrepreneurship in these countries and compare them. What conclusions can you draw? (1 page)

Discuss Low reporting rates of cybercrime in India: a vicious circle 1 page

Can this be done by tomorrow 12pm?

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A clients social history can be a valuable tool when working with clients and setting goals. Completing a social history form or documenting it in another way, can serve as a broader view of where the client was when he or she came in and current issues. To create a social history document, it should be a collaborative process with the client, in order to make recommendations for actions to resolve the issue. For this Assignment, you will create a brief social history and in Week 9 a service plan on a colleague that was assigned to you last week. For this assignment you work in pairs using the scenario in the resources about a Syrian teen, George, from the interactive community.

To Prepare

Schedule a call or Skype session with your colleague. Then, use the outline in Chapter 16 of your Summers textbook. Take turns over the phone or Skype with your colleague playing the human and social services worker and the interviewee, George. Click on George in the Community Center of the Interactive Learning Community, you will see his background at the bottom. The rest of the Interactive Learning Community where he lives is there so you can draw upon the community background while role playing. When participating as George, you can make up the information to fill the gaps, when being interviewed. The most important takeaways are that you are practicing taking a social history and organizing it appropriately. You should be referring to Chapter 16 of your Summers textbook for advice on completing a social history appropriately. (George Tiblis is 16 years old. He is a refugee from Syria. His parents and sister were killed in a bombing attack of his village in northern Syria 2 years ago. He came to America as part of a Christian mission rescue. He lived with a foster family for a year and attended high school, but had difficulty fitting into the routine and lifestyle. He recently decided to leave his foster family and has been hitchhiking around the country, staying in shelters or sleeping in public buildings when he can)….

For this Assignment

Complete a Social History of George from the interview that you conducted. Use the headers outlined in Chapter 16 of your Summers textbook (pg. 298 Figure 16.1).

CHAPTER 16