Evaluating College Essay Topics

Evaluating College Essay TopicsWhen you go to college, there are some topics that will be open to discussion for every student, especially if you were raised in a culture where learning is done at home. There will be times when you learn new information that you haven't heard before, and there will be times when you can ask your professors about it. Some topics that are not taught very much are where to eat, where to stay, and what it's like to have a campus around you.This is what these types of evaluation essays will look like: a teacher will be asking their students about some part of campus life, and the students will write an evaluation based on how they feel about that topic. And if that topic is important enough for the students to go back and tell others about it, then those people will go on to comment on it as well. The more 'outside the box' topics that students talk about, the more valuable the information.Most college campuses are located on different parts of the world, so each one has a different culture. And since students often get to choose where they attend school, they want to choose something that appeals to them. So, one of the main topics that is open to discussion is the food that is offered on campus. If you are from a culture where food is important, you may want to take this to the next level.What would it be like to eat in a restaurant in a foreign country? Would you feel more comfortable or less comfortable eating out? Would you want to know what the dishes are and what they taste like? You can find out the answers to these questions by asking your college-bound peers.How is the dining experience in a foreign country? How good is the service? Is it anything like what you expect at home?These are the topics that evaluation essays are normally used for, and you should try to make sure that the topics that you choose are relevant to the college campuses you go to. The more information you include in the essay, the better. Keep in mind that if you are going to go to a school that is very different from your home country, then you might not want to include a lot of information about that subject matter in your paper.There are many topics that you can think of to discuss with your college-bound peers, but you don't have to go into them blindly. This type of essay will allow you to build a picture of what it's like to be there. And once you get to college, it'll give you an idea of whether or not you should go back.

How to Write the Best Elca Sample

How to Write the Best Elca SampleThe Elca is an easy and effective way to write an endorsement essay for a particular product. In this article, I will explain how to write the best Elca sample. The primary goal is to get to know the Elca, and not to get to know it so much that you buy it.When writing the endorsement essay, make sure that you know the features of the product you are writing about and make sure that you know what it is good for. Are there any health benefits that your advertisement claims? If there are none, just eliminate this information from your Elca sample.The endorsement essay for Elca products is always a great deal easier if you know how the product works. Does it work as it claims? Does it function as advertised? I like to avoid the need to prove anything because I know that people do not read lengthy endorsements anyways.Once you know the answers to these questions, the next step is to come up with the key elements that you want to include in your endorsement . For me, that element would be - A Elca review that has been written by someone who already uses the product and who can recommend it to other people.One of the first and most important elements of an endorsement essay is how you relate to the endorser. You should always take this into consideration. How do you relate to the person?It is very possible that you could find testimonials on the internet or in newspapers, but usually it is harder to come by. These are usually from people who have already bought the product and if they are not the actual buyer, you can assume that they might have their own preferences. Therefore, you must give your own opinions and impressions on the product. Did you know that some people use a number of testimonials to determine which product is right for them? In my opinion, this is a waste of time. If the customer's opinions are valuable to you, then you should use the testimonials to determine which product is right for you. You must also put the own er's name, but just put the name of the person and not the company.To wrap up, your endorsement for Elca is one of the easiest ways to show how you relate to the reader. If you follow the advice I am giving you, this will create a great amount of credibility for your product and your own personal style as well.

Selected book Review Essay Example

Selected book Review Paper Essay on Selected book Why is it when you have all that is necessary to itself, and all the spoil You live normally, so no I want new thrills and without in any way? !!! Zoey Redbird -zhivet currently clover in the House of Night for several months, meeting with the coolest guy in school -Eric, zapechetlena with her ex Heath, so also vampire teacher ADULT Lauren under bokom- bad so But here that -That is clearly not the case and besides, there is a desire to save his undead friend Stevie Ray High priestess Neferet does not leave her in pokoe- not how many at once all well, Zoe and tries to understand? do you think she got it Certainly not .. Lets start with perhaps Lauren the main cause of all her problems, why, etc. Bloem, because it is because of him she tore Imprinting with Heath and left her boy-handsome Eric and this Priplyusuet that she stood in front of the charm of Lorena and gave him her innocence, and for what? .For then catch your favorite in the open arms and the other one is Neferet it was the last straw in the welfare of Zoe . learning everything about Lauren and her friends Stevie Ray otvarachivayutsya from it . and I forgot mentioning it Neferet rigged to Stevie Rae being undead penetrated the protected area shkoly..a why protection hydrochloric because people showed up killing teacher night at home and this was it WAR . so here I digress as soon as all the friends Zoe learn about her betrayal they otvarachivayutsya from it, but what about Zoe go your way and come to terms with the idea that it will be one in the near future time- . well, more precisely with Niall) We will write a custom essay sample on Selected book Review specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Selected book Review specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Selected book Review specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The book is very much .. very straight so I advise you not to come off not for a minute)

Free Essays on Susan Glaspells Use Of Symbols In “Trifles“

In one of Susan Glaspell’s first plays â€Å"Trifles† (1916), her use of symbols serves to build characters and add emphasis to her main points. In â€Å"Trifles† the main symbols are used to illustrate the status of women in the early twentieth-century rural society. The play tells the story of two women coming to the house of a neighbour, Minnie Wright, who has been accused in the strangulation murder of her husband. They’ve come to collect some of Minnie’s things while the men, the sheriff, county attorney, and a witness, search for clues and answers. Minnie Wright is never seen in the play, but the audience can learn a lot about her character in Glaspell’s representation by use of symbols such as the house, Minnie’s quilt and the way she quilted it, the bird, and the sardonic title of the play. â€Å"I stayed away because it weren’t cheerful - and that’s why I ought to have come. I - I’ve never liked this place. Maybe it’s because it’s down in a hollow and you don’t see the road. I dunno what it is, but it’s a lonesome place and always was† (Glaspell, 983). This is a description of the Wright’s house given by Mrs. Hale, a neighbour who Minnie in her happier days before marrying John Wright, as Miss Foster. Minnie’s life was very much like the life of the house, dreary, secluded, and lonesome. The house was down in the hollow where nobody could see, just like Minnie Wright was cooped up in the house where nobody would see her. John Wright did not give Minnie any money to buy nice clothes, so she was embarrassed to be out where all the other ladies were socializing. Minnie could not go out and buy things for herself; she could not spend the day in town if she wanted to. As a farm wife in the early twentiet h century, Minnie had to stay home and be a housewife to the full extent of its meaning. John was out working all day and Minnie was stuck in the house to work and try to pass the time. Their house had ï ¿ ½... Free Essays on Susan Glaspell's Use Of Symbols In â€Å"Triflesâ€Å" Free Essays on Susan Glaspell's Use Of Symbols In â€Å"Triflesâ€Å" In one of Susan Glaspell’s first plays â€Å"Trifles† (1916), her use of symbols serves to build characters and add emphasis to her main points. In â€Å"Trifles† the main symbols are used to illustrate the status of women in the early twentieth-century rural society. The play tells the story of two women coming to the house of a neighbour, Minnie Wright, who has been accused in the strangulation murder of her husband. They’ve come to collect some of Minnie’s things while the men, the sheriff, county attorney, and a witness, search for clues and answers. Minnie Wright is never seen in the play, but the audience can learn a lot about her character in Glaspell’s representation by use of symbols such as the house, Minnie’s quilt and the way she quilted it, the bird, and the sardonic title of the play. â€Å"I stayed away because it weren’t cheerful - and that’s why I ought to have come. I - I’ve never liked this place. Maybe it’s because it’s down in a hollow and you don’t see the road. I dunno what it is, but it’s a lonesome place and always was† (Glaspell, 983). This is a description of the Wright’s house given by Mrs. Hale, a neighbour who Minnie in her happier days before marrying John Wright, as Miss Foster. Minnie’s life was very much like the life of the house, dreary, secluded, and lonesome. The house was down in the hollow where nobody could see, just like Minnie Wright was cooped up in the house where nobody would see her. John Wright did not give Minnie any money to buy nice clothes, so she was embarrassed to be out where all the other ladies were socializing. Minnie could not go out and buy things for herself; she could not spend the day in town if she wanted to. As a farm wife in the early twentiet h century, Minnie had to stay home and be a housewife to the full extent of its meaning. John was out working all day and Minnie was stuck in the house to work and try to pass the time. Their house had ï ¿ ½...

Internet Technology, Marketing, and Security Research Paper

Internet Technology, Marketing, and Security - Research Paper Example In addition, in the past three years the threat of security and privacy attacks has grown significantly. Additionally, the extent and complexity of online security and privacy attacks continue increasing. As a matter of fact, daily amount of online security breaches and attacks increased up to 93 percent from 2009 to 2010. In this scenario, a number of worldwide researches discovered that online security threats are hitting corporate bottom lines because of the overall increase in the cost of data breaches. Above all, many research reports discovered that hacking results in a standard of 262,767 identities uncovered for each data breach event (Schwartz, 2011; Turban, Leidner, McLean, & Wetherbe, 2005). This report addresses the information security related concerns for H4 Corporation. Part 1 Corporate Website For the purpose of analyzing the biggest security and privacy attacks on any web based business, I have chosen the scenario of Betfair business. This report discusses how web ba sed privacy exposure at Betfair affected poker players. This report presents a detailed analysis of such security attacks and breaches at the business website that eventfully led toward the overall business degradation and caused other issues. Security breach Overview In 2010, web based security and privacy attacks against business, governmental, social network websites and users have grown to a greater extent. However, among these security and privacy attacks the most common attack was directing users to a website that can attack the website’s hosts through the malicious code; as a result, such attackers could be able to perform a drive-by download that makes use of some dangerous vulnerability on the clients’ systems and computer to infect it. However, in spite of the cleverness of the crime-ware toolkits employed to infect web based systems, as well as launch similar security and privacy attacks, a lot of social network based security breaches and attacks were compa ratively simple. Moreover, according to Symantec reports, "two-thirds of malicious security attacks based links are found in news feeds using shortened URL just forwarding clients to a malicious business or corporate website† (Schwartz, 2011; Condon, 2010; Whitman & Mattord, 2011). Product Information Betfair has turned into the world’s major betting community. Surrounded by a commitment to innovation and value, in just 10 years Betfair has modernized the traditional betting business. In addition, Betfair is a pioneer of betting business, where clients get together in order to bet at odds required by them or presented by other clients, thus, getting rid of the need for a customary bookmaker. Additionally, Betfair presents a variety of other sports betting services and products, as well as casino games and poker (Betfair1, 2011; Betfair2, 2011). Moreover, Betfair possesses LMAX that has established a business arrangement for online retail economic trading that has develo p from Betfair’s exchange optional technology. LMAX was initially

Assignment 4 Example | Topics and Well Written Essays - 750 words - 2

4 - Assignment Example eader it is appropriate to take a more specific approach by evaluating one particular leader such as Sir Richard Branson during his tenure as the CEO of the Virgin Group. This evaluation seeks to determine Branson’s contributions to the Virgin Group as its leader. Implementation of effective leadership requires upholding high standards that should be reflected form the leader trickling down to the entire organization. This is in order to establish the organization’s culture that acts as the guidance and driving force (Schein, 2010, p.232). Branson is driven by innovation and creativity values that can be seen from his works. Considering his educational background when he started the company, the success that ensued is a reflection of high levels of innovation and creativity. As such, the group has absorbed these values and can arguably be considered to be among the greatest cultures of the Virgin Groups and a contributor to its success. For example, during Branson’s tenure as CEO the group portrayed great zeal for innovations through creativity such as the project to establish a space travel company to take people to space. This implies that leaders should portray desirable traits since they act as the foundations of the organiz ation’s culture. Additionally, leaders should strive to create a suitable working environment favorable for the entire workforce. This is because suitable working environments guarantee employees’ happiness which is crucial for maximum productivity (Koohang, 2008, p.166). A suitable environment is created through ensuring effective communication and relationships between the leaders and the employees. This allows both all workers including leaders to interact effectively allowing idea exchange. Branson is known as a people’s person who relates with most people and this has also been reflected in his relations with his employees. Considering his position as the founder of the organization, his interactions with employees act as

Physical education Essay Example for Free

Physical education Essay Introduction Recent educational changes have spurred the need for assessment within the Physical Education field. Although it has always been part of the instructional process – Plan, Teach, Evaluate -it has not received the attention of many physical educators until recently. In the past it was not necessary to use assessment techniques for several reasons. Educators were not required to provide information on student performance to anyone. Both practicality of useful instruments and time needed to complete such assessments appeared to take away from the more relevant parts of teaching. In addition, professionals in the physical education field were not required to have defined learning outcomes for their students. Today, with the increased emphasis on accountability, physical education teachers in New Hampshire must rethink the place of assessment within their programs. The newly revised NH STANDARDS for Public School Approval (Ed 306 – effective 7/1/2005) addresses assessment in physical education as part of section 306. 41. It states: In the area of physical education, the local school board shall require that each school physical education provides: Sound assessment practices in physical education that: 1. Match goals and objectives; 2. Require evaluation and synthesis of knowledge and skills; 3. Emphasize higher-order thinking skills; 4. Clearly indicate what the student is asked to do; 5. Are at an appropriate skill level according to: a. State standard; and b. The needs of the individual; 6. Have criteria that are clear to students and teachers; 7. Are engaging and relevant to students; 8. Link to ongoing instruction; 9. Provide feedback to students; 10. Provide cost-effective benefits to students; 11. Reflect real-world situations; and 12. Emphasize use of available knowledge and skills in relevant problem contexts. In addition, assessment plays a key role in Follow the Child, a recently established New Hampshire Department of Education initiative, under the leadership of Commissioner Lyonel B. Tracy. This initiative, offered to New Hampshire schools and districts, helps schools foster student aspirations to promote student success through an emphasis on personalized learning and assessment and focuses on measuring student growth through all areas of each child’s life. To become a Follow the Child designated district, the school administrative unit (SAU) must show a commitment to several beliefs including the use of continuous assessment strategies. Therefore, it is imperative that physical education teachers are knowledgeable about assessment and utilize sound practices. 6 What is Assessment? Assessment refers to the process of testing and evaluating students to determine progress towards program goals. It is an important part of any sound physical education program because it helps teachers to measure students’ current levels of ability, progress, and their own teaching  effectiveness. A quality assessment model in physical education involves: 1. formally stating the instructional objectives (cognitive, psychomotor, affective) 2. pre-assessing the students 3. measuring the achievement of objectives using valid and reliable tests during and after the delivery of appropriate instructional activities 4. evaluating student progress towards meeting the objectives 7 What are the Principles that Guide Assessment? A quality assessment model is based on three principles: 1. Establish appropriate instructional objectives using national, state, and local standards or guidelines. 2. Select/use appropriate measures to determine student progress towards meeting instructional objectives. Assessment can take many forms. Both formal and informal tools can be used. (See â€Å"What are the Approaches to Assessment? †) 3. Develop an evaluation scheme that reflects the attainment of instructional objectives. While grading is part of the evaluation scheme, it should not be the only outcome. (See â€Å"What is the Relationship between Assessment and Grading? †) 8 What Do the Components of an Effective Assessment Measure? For an assessment measure to be effective, it needs to include: 1.validity – Does it measure what it claims to measure? There needs to be agreement between what the assessment measures and the performance, skill, or behavior the assessment is designed to measure. For example, if a test is designed to measure cardiovascular endurance, one must be confident it does so. It is important to remember that validity is specific to a particular use and group. An assessment might be valid for one age group, but not valid for a different age group. 2. reliability – Does it measure consistently? A reliable assessment should obtain approximately the same results regardless of the number  of times it is given. For example, an assessment given to a group of students on one day should yield approximately the same results if it is given to the same group on another day. 3. objectivity – Does the measurement yield highly similar results when administered by others? For example, an assessment has high objectivity when two or more people can administer the same assessment to the same group and obtain approximately the same results. 4. feasibility – Is the measure straightforward and easy to set up and administer? The following administrative considerations may help one determine the feasibility of an  assessment. a) Cost: does the assessment require expensive equipment that one does not have or cannot afford to purchase? b) Time: does the assessment take too much instructional time? c) Ease of administration: Does one need assistance to administer the assessment? If so, how will these people be trained? Are the instructions easy to follow? Is the assessment reasonable in the demands that are placed on those being assessed? d) Scoring: If another person is needed to help administer the assessment, will it affect the objectivity of the scoring? (For example: A person is needed to pitch the ball to  the hitter in a softball hitting assessment. ) 5. usefulness – Can the results be used for valid educational purposes such as self-appraisal, program planning, or reporting progress? For example: A worksheet is given to a student so one can demonstrate knowledge of skills/games. The results could provide to the student an idea of how much is known about skills/games (self-appraisal), to determine where in the lesson this information should be covered (program planning), and/or as part of calculating students grades (reporting progress). 9 What Are the Purposes of Assessment? 1. Student Learning: Assessment is a way for educators to measure progress, strengths, and areas of growth. Many teachers assess their students using a pre-test, mid-term, and post- test to gauge student learning. This may take place throughout a unit or the entire school year. 2. Improvement of Teaching: Teachers use assessment to determine what is effective in their teaching practices; what is working and what needs improvement. A variety of assessment tools may be used in order to determine what types of instruction are most beneficial in meeting the needs of students. 3. Communication: Assessment should serve as a means of communication between educators, students, administrators, and parents. Parents and students often look at assessment to see WHAT is being learned, HOW progress is being measured, and the TYPE of instruction being received. Educators and administrators use assessment to evaluate teaching practices and to determine if there are gaps in the curriculum. 4. Program Evaluation: Assessment can prove a good measure of one’s program, revealing evidence of the effectiveness of that program, throughout the year, assessment can offer  direction to the program and modifications can be made to increase both student and instructional success. 5. Program Support: Consistent assessment can be used to validate one’s program. Data gained is objective and can show evidence of goals and objectives being met by both student and teacher. With clear data presented, a strong measure of program support may follow. 6. Motivation: Assessment shows progress. When improvement is shown, students feel Positive about their learning environment. Documented assessment can offer proof of growth, thus enhancing students’ motivation to perform to the best of their ability. 10 What Should be Assessed? The Three Domains of Learning Throughout a child’s development there are three domains of learning that exist in order to educate the whole child. Psychomotor, cognitive, and the affective domains give meaning to learning. These are essential in allowing a child to explore the learning environment and obtain as much information about the world as possible. The three Domains are: 1. Psychomotor- The performance component; exploring one’s environment and gaining skills throughout the process. 2. Cognitive-The knowledge component; thinking, associating experiences with learning. 3. Affective-Personal and social development. Providing children with opportunities to interact with others in order to gain a sense of themselves and those around them. Incorporation of the 3 Domains in Physical Education According to David Gallahue, in physical education the three domains are interwoven to give meaning to movement. When children understand WHY their body functions the way it does (cognitive), they can begin to attain skill competency (psychomotor) and associate positive feelings with physical activity (affective). a. Psychomotor domain -the heart of physical education is developing competent motor skill abilities. b. Cognitive domain- an understanding of movement concepts and principles that allow children to become more efficient movers and learners through movement. c. Affective domain – development of acceptable social and personal behaviors in physical activity settings that allow for a productive learning environment with students working responsibly both individually and as members of a group. Assessment of the Three Domains in Physical Education When assessing the psychomotor domain, one is measuring the development of motor skills and health related fitness. For example, at the primary level, students demonstrate skipping by  performing the skill using the step, hop pattern or at the intermediate level, students participate in the FitnessGram assessment program. When assessing the cognitive domain, one is measuring student knowledge of movement concepts, principles, strategies and tactics. For example, at the middle school level students articulate the skill pattern of the underhand throw (â€Å"ready, swing back, step, follow through†) or describe a strategy used to defend territory during an activity. 11 When assessing the affective domain, one is measuring the development of acceptable social and personal behaviors in physical activity settings. For example, at the high school level, students fill out a self reflection about their performance, complete a peer evaluation or identify, follow and, when appropriate, create safety guidelines for participation in physical activity settings. 12 What Are the Approaches to Assessments? What is Formal and Informal Assessment? Teachers can collect information using either formal or informal evaluation. Formal assessment is usually standardized. This standardization allows the teacher to interpret student performance and provides an objective way to assess learning. Informal assessment, sometimes termed alternative/authentic assessment, often relies on observation techniques. What is Traditional Assessment? The term traditional assessment is used to describe the means of gathering information on student learning through techniques such as multiple-choice, fill-in-the-blank, and matching questions, as well as essays. These approaches are particularly useful in assessing students’ knowledge of information, concepts, and rules. They are also appropriate for assessing students’ knowledge of the terms and processes involved in a career. Because factual knowledge of information is one important aspect of applied technology, carefully  designed multiple-choice and matching questions can enable the teacher to quickly assess student mastery of content knowledge. However, an effective assessment evaluates knowledge of facts as well as the connection to a broader body of knowledge. Proficiency in applied technology depends on the ability to know and integrate facts about all aspects of industry into useful constructs. What is Alternative Assessment? Teachers from all academic fields are now being held accountable for the performance of their students. This level of accountability requires teachers to document student learning. In addition to  traditional assessment, more physical education teachers are incorporating â€Å"real-life† learning in their classes. These alternative or authentic assessments focus on the use of what is learned in real- life settings. â€Å"Alternative assessment techniques can be applicable to using assessment as a â€Å"learning experience† that is part of the instructional process rather than something that is â€Å"done to† students (Rink, 2006). Alternative assessment takes time. The teacher must balance the need for reliable and valid information against the practical issues involved in limited program time and too many students. Yet these assessments are gaining in popularity because they tend to focus on more meaningful â€Å"real-life† learning. Authentic assessment focuses on the use of what is learned in real-life settings. Alternative assessments techniques can be used for all of the learning domains and are most applicable to using assessment as a â€Å"learning experience† that is part of the instructional process. Most alternative assessment relies heavily on the assessor making a judgment about some performance. This performance could be about a physical skill or ability, an affective or cognitive behavior. 13 What are the Different Types of Assessment that are Used in Physical Education? Many types of assessments can be used by educators to collect information and provide students with a variety of learning experiences. The following are a few types of assessments used in physical education. After each type, the approach (formal or informal) is noted in italics. . Observation is one of the most common forms of assessment used in physical education. Observational data is a useful form of assessment for the teacher to assess student performance. It is also one of the most useful self and peer assessment activities. When the students are provided a set of criteria to assess their performance or the performance of others, they are learning what is important in what you are trying to teach them and learn to focus their efforts on improvement. (Rink, 2006). An example of each assessment noted below has been placed in Appendix I. †¢ Checklist: associate with observation data; used to identify a particular behavior or characteristic of performance with established criteria. Informal †¢ Performance task: are meaningful â€Å"culminating† experiences that can be accomplished within a single instructional period. Examples would include a dance routine, warm-up routine, locomotor skill sequences, skit, role playing, and oral report. Informal †¢ Rating scale: associated with observation data; determines degree Informal †¢ Record of performance: ‘Snapshot’ of performance from daily tasks (i. e. win/loss, fitness scores, skill assessments) Formal †¢ Rubric: used to assess complex behavior; a multidimensional rating scale. Formal †¢ Student interview, survey and questionnaire: used to gather information on student thinking and feeling. Informal †¢ Student journal: are often used as a â€Å"notebook† where students are asked to reflect on their  performance/ express their feelings, perceptions and attitudes about their experiences in physical education. Informal †¢ Student log: Establish a record of participation or some other behavior or characteristic over time. Formal †¢ Student project: designed as a learning and assessment experience. Students are asked to investigate, design/construct, and present their work in some form. Formal †¢ Written test/worksheet: Is the most common form of assessment in all content areas. It is considered the best way for teachers to determine student knowledge. Formal A portfolio has not been listed above as a type of student assessment. Although it may mean many things to some, within this document a portfolio is considered a representative collection of learning over time. It should demonstrate progress and learning. Students today are part of a highly technological world. Therefore, assessments might include audio-visuals (posters, white boards, easels) and computer-assisted techniques (i. e. mind mapping, imovies, powerpoint, movement skill videos). These knowledge or performance assessments can be compiled in an electronic portfolio that would demonstrate learning over time. 14 Types of Student Assessment Used in Physical Education. There are many types of assessments that can be used by teachers to collect information. The type of assessment chosen needs to match the student learning goals. The chart on the following page is an attempt to provide several examples of both traditional and alternative assessments. The format was modified from the following resource: Hopple, C. J. (1995). Teaching for outcomes in elementary physical education. Champaign, IL: Human Kinetic 15 TYPES of STUDENT ASSESSMENT Traditional Approaches Alternative Approaches Teacher Generated Student Products Written Tests/Worksheets Selected Response. Formats Limited Open-ended Formats Audio/visual Written Performance Tasks Responses selected from given alternatives Brief, written response constructed Generated for exhibition/display Written response generated Physical or cognitive behaviors Multiple-choice Open response Banner Essay, story, poem Skit / role playing True false Short answer Photo exhibit Research paper Officiate a game Matching /association Label diagram Artwork – black white Anecdotal Fitness assessment Corrective true false Fill-in-the- blank Videotape Student journal Debate Concept maps Personal fitness plan Oral report. Poster Student log Instruct a lesson Powerpoint Advertisement Interview imovie Brochure Showcase Audiotape Checklist Movement sequence – dance, gymnastics, locomotor, etc. Rating Scale Warm-up routine Rubric – teacher, peer, self Game play Model of athlete (clay, styrofoam) Record of performance Newspaper Magazine construction Reflection Student project Pre-assessment inventory Student survey, interview, questionnaire Editorial 16 Who Should Assess and Who Can Assess? There are a number of potential ways to assess within physical education. In order for assessment to be successful, it must be practical. The following will identify some ideas and suggestions that can make assessment feasible, useful, and meaningful for both the learner and teacher. Assessment can be completed by the teacher, student, or peer. The more traditional model where the teacher is assessing is often not feasible from a practical perspective. However, if one of the teacher’s objectives is to plan and provide opportunities that result in student responsibility, then it appears logical to involve students in the assessment process whenever appropriate. Self Assessment: Self assessment can be used throughout the instructional process. This provides  both a quick and practical way for the teacher to collect information. Student progress can be recorded using one or more of the following tools – student journal, notebook, index cards – that are completed and submitted to the teacher. Teacher Assessment: Simple checklists, rating scales, and/or rubrics can be used by teacher to assess student performance. In addition, the use of technology in the classroom or gymnasium can be used to assess student performance and student behavior. The videotape, CD and DVD can be viewed at a later time. Peer Assessment: With clear directions from the teacher, peers can collect information that can  indicate student progress. Again, checklists, rating scales, or rubrics can provide criteria for making judgments. Peer assessment requires students to focus on the criteria, allowing them to develop observation skills. For peer assessment to be effective, the teacher needs to teach the observational process. 17 When Should Assessment Occur? ssessment should occur on a continuous basis throughout the year. Assessment used prior to instruction (pre-assessment) could provide information about the students and help establish learning objectives. Assessment used during instruction can provide feedback to both the teacher  and students. Finally, assessment at the end of instruction (post assessment) can determine if learning objectives were met and/or if changes or more work in a particular area is warranted. 1. Formative versus Summative: a. Formative Assessment is done continuously throughout the learning and instruction period. This type of assessment provides feedback that can be used to alter, fine-tune, or modify what has been done. Both teacher and student can use the information gained to improve either teaching practices or learning methods. Traditionally, this is not graded but used as a diagnostic tool. b. Summative Assessment occurs at the end of the learning unit. â€Å"The purpose of summative assessment is to measure how well students have learned key content and skills as defined by the unit’s learning goals and objectives† (http://www. state. ct. us/sde/dtl/ta/seminarseries/online_seminars/phys_ed/4. htm) 2. Pre-Assessment versus Post Assessment: a. Pre-assessment tools are used at the beginning of instruction. Results from pre- assessment are used as a basis for setting reasonable and attainable goals. This allows teachers and students to identify and work on areas that need improvement. b Post assessment tools are used at the end of the learning unit to evaluate student progress and achievement. The post assessment results can be compared to the pre assessment results to measure how well individual students have mastered content and skills and to evaluate the effectiveness of instruction. c. Some of the assessment tools may be used for both pre-assessment and post assessment. For example, the Fitnessgram can be administered in the fall (as a pre-assessment) to help establish health-related fitness goals. Then it could be given again in the spring (as a post assessment) to measure process toward established goals. 18 Where Should One Begin? Using performance tasks for assessment: A performance task is a type of performance assessment in which students physically perform the skill or desired product to be assessed. If one chooses to use performance tasks for assessment the following suggestions should be kept in mind: 1. Choose a task that fits the level and is realistic for both teacher and students. 2. To begin, only assess 1-2 specific classes until becoming familiar with the process. 3. Find performance tasks that can be used to assess outcomes from more than one unit. 4. Use performance tasks for formal and informal assessment. 5. Use assessment stations, when possible. That way one can focus attention on fewer students at a time. 6. Record the names of students who do not perform the task (usually there are fewer). 7. When planning units, specifically plan for assessment time. Do not wait until the last minute to think about assessment. Using portfolio tasks for assessment: Portfolios provide teachers with an authentic form of assessment. They can be used by teachers and students to see progress over time. Physical education teachers need to adapt the use of portfolio tasks to their unique classroom setting. Useful strategies to do this include: 1. Portfolios need to last over time. Therefore, they need to be sturdy enough to handle a variety of papers. Students can personalize them, if desired. Make sure their names (last name, first name) are written in a common, visible place on the portfolio. 2. Decide what should go into the portfolio. This could be a combination of in- class and out-f-class work. Examples might include fitness scores, skill checklists, journal logs, fitness logs, reflections, and worksheets. 3. Store the portfolios by class in a crate or box with handles. Store them in an accessible place. 4. Develop a protocol for students to use when submitting work. 5. Make sure to plan time to review the work in the portfolios. 6. Begin using portfolios with 1-2 classes. In the beginning portfolio tasks may not be necessary for every unit. 19 How Do I Manage This Thing Called Assessment? Management is crucial in implementing any assessment strategy. Establishing assessment protocols will save teachers time and effort. The first step in effective management of assessment is to develop, teach, support students in practicing assessment protocols. Scheimer (1999) stated that assessment protocols provide students with an organized method for obtaining the assessment materials (i. e., paper, pencil, or portfolio), selecting a private area in the gym to complete the assessment, and collecting the materials at the end of the assessment episode. Examples of assessment protocols include: 1. distributing assessment materials 2. collecting assessments 3. ensuring names and dates on papers 4. arranging assessment materials (when teaching back to back classes) 5. dealing with insufficient assessment materials 6. accommodating nonreaders and/or non-English speaking students 7. accommodating students with special needs The following are suggestions for assessment protocols that have been used by effective teachers,  both within the context of physical education and regular classroom teachers. Each protocol can have its drawbacks – experimentation may lead to perfection. Each protocol may need to be modified depending upon the number of students, age/grade of students and use of student aides. Distributing Assessment Materials The key to this assessment protocol is getting the students involved. A class can be divided into smaller groups (no more than 8 students per group). Each group then has a specific equipment area where the necessary assessment materials (as well as the equipment needed for that lesson) are located. Before class begins, the teacher places the necessary assessment materials (and/or equipment) in each equipment area. When it is time to work with the assessment materials (and/or equipment), students go to their group’s equipment area, select the materials (and/or equipment) needed, and return to their designated work space. Collecting Assessments The teacher uses a moveable filing cabinet containing folders with identified markings as tabs. These 25† x 15† systems hold approximately 300 folders, depending on the amount of information collected. It is the students’ responsibility to submit or remove papers from the class or personal  student folder as requested by the teacher. Within each personal folder, files can be categorized by color paper inserts. 20 Ensuring Names and Dates on Papers To keep accurate track of submitted papers, have students write their name or school code, date, and class on each paper. The teacher can fill in the information for students who are absent as this will help keep track of students who have not completed assessments. Arranging Assessment Materials When Teaching Back to Back Classes One of the easiest ways to organize materials is to color code them. Use different colored folders for each class/grade level. Place the assessment worksheets and/or record keeping sheets to be used for that class/grade in each folder. Teachers can help students learn to find the correct folder for their class and take the materials from it. Dealing with Insufficient Assessment Materials Due to the tightness of school budgets, money is often focused on equipment and curriculum rather than materials needed for assessment. However, there are ways to deal with this situation if a teacher is inventive and frugal. Paper: Use recycled paper (one side) and cutting the paper in half or quarters (elementary). Provide a notebook or white lined paper specifically for physical education (secondary). Use chalk boards/ dry erase boards with the teacher making notations on a separate sheet. Writing utensils: Often times at the end of the year, teachers give away crayons that are no longer part of a complete set. Check with the custodians who frequently have collected a bucketful of pencils and pens as they clean the buildings after school. Upper level students may be asked to provide their own pencils or if stations are used, students can share writing implements. In addition, do not be afraid to ask business or community groups for help. Getting two or three boxes of pencils and a ream of paper may be sufficient to use for assessment annually. Accommodating Nonreader and/or Non-English Speaking Students The ideal would be to have a tutor and/or translator in the gymnasium, however, not all schools budget for this. However, since visual models are a key component in helping these students, the following could be used: A. large pictures posted on the walls B. large words with phonetic break downs C. the English alphabet posted on the walls D. flash cards E. teacher/student mirroring F. peer mirroring 21 Accommodating Students with Special Needs. Each student’s Individualized Education Plan (IEP) should be reviewed for necessary accommodations. When a paraprofessional is available, he/she should guide students using a variety of specific modifications as specified in the IEP to access the curriculum and assist in assessment. Consultation with the physical education teacher is critical in this process. When a paraprofessional is not available, the physical educator should utilize the identified modifications as outlined in each student’s IEP for both program development and student assessment. These may include the use of adaptive equipment and/or peer partners for guidance to  assist the student. 22 What is Grading? Grading reports a student’s level of performance and usually includes many assessment measures. Grades are useful for evaluating individual student performance. Grading can be used to motivate students and help them understand that learning is important. Grades provide students and parents with feedback regarding progress and achievement. In addition, grades may provide insight for teachers about instructional planning and for administrative purposes. Grades are needed for student rank, credits, and promotion. 23 What is the Relationship between Assessment and Grading? Assessment is information gathered that examines what has been taught, practiced and learned. Many different assessment techniques may be used to evaluate students’ progress. Grading is a report on students’ level of performance. Goals and objectives should be set prior to assessment used for grading. The students’ grade should reflect a level of achievement compared to the objectives. Assessment reflects performance; grading attaches value to performance. 24 New Hampshire Curriculum Guidelines/Objectives Alignment with Assessment Examples . Curriculum Guideline 1: Engages in a physically active lifestyle Since Guideline 1.