Peer and Self Assessment

Assessing Learning Peer and Self Assessment Peer Assessment One of the ways in which students internalize the characteristics of quality work is by evaluating the work of their peers. However, if they are to offer helpful feedback, students must have a clear understanding of what they are to look for in their peers' work. The instructor must explain expectations clearly to them before they begin. One way to make sure students understand this type of evaluation is to give students a practice session with it. The instructor provides a sample writing or speaking assignment. As a group, students determine what should be assessed and how criteria for successful completion of the communication task should be defined. Then the instructor gives students a sample completed assignment. Students assess this using the criteria they have developed, and determine how to convey feedback clearly to the fictitious student. Students can also benefit from using rubrics or checklists to guide their assessments. At first these can be provided by the instructor; once the students have more experience, they can develop them themselves. An example of a peer editing checklist for a writing assignment is given in the popup window. Notice that the checklist asks the peer evaluator to comment primarily on the content and organization of the essay. It helps the peer evaluator focus on these areas by asking questions about specific points, such as the presence of examples to support the ideas discussed. For peer evaluation to work effectively, the learning environment in the classroom must be supportive. Students must feel comfortable and trust one another in order to provide honest and constructive feedback. Instructors who use group work and peer assessment frequently can help students develop trust by forming them into small groups early in the semester and having them work in the same groups throughout the term. This allows them to become more comfortable with each other and leads to better peer feedback. Self Assessment Students can become better language learners when they engage in deliberate thought about what they are learning and how they are learning it. In this kind of reflection, students step back from the learning process to think about their language learning strategies and their progress as language earners. Such self assessment encourages students to become independent learners and can increase their motivation. The successful use of student self assessment depends on three key elements:  ·Goal setting  ·Guided practice with assessment tools  ·Portfolios Goal setting Goal setting is essential because students can evaluate their progress more clearly when they have targets against which to measure their performance. In addition, students' motivation to learn increases when they have self-defined, and therefore relevant, learning goals. At first, students tend to create lofty long-range goals (â€Å"to speak Russian)† that do not lend themselves to self assessment. To help students develop realistic, short-term, attainable goals, instructors can use a framework like SMART goals outline shown in the popup window. One way to begin the process of introducing students to self-assessment is to create student-teacher contracts. Contracts are written agreements between students and instructors, which commonly involve determining the number and type of assignments that are required for particular grades. For example, a student may agree to work toward the grade of â€Å"B† by completing a specific number of assignments at a level of quality described by the instructor. Contracts can serve as a good way of helping students to begin to consider establishing goals for themselves as language learners. Guided practice with assessment tools Students do not learn to monitor or assess their learning on their own; they need to be taught strategies for self monitoring and self assessment. Techniques for teaching students these strategies are parallel to those used for teaching learning strategies (see Motivating Learners[->0]). The instructor models the technique (use of a checklist or rubric, for example); students then try the technique themselves; finally, students discuss whether and how well the technique worked and what to do differently next time. In addition to checklists and rubrics for specific communication tasks, students can also use broader self-assessment tools to reflect on topics they have studied, skills they have learned, their study habits, and heir sense of their overall strengths and weaknesses. An example of such a tool appears in the popup window. Students can share their self-assessments with a peer or in a small group, with instructions that they compare their impressions with other criteria such as test scores, teacher evaluations, and peers' opinions. This kind of practice helps students to be aware of their learning. It also informs the te acher about students' thoughts on their progress, and gives the teacher feedback about course content and instruction. Portfolios Portfolios are purposeful, organized, systematic collections of student work that tell the story of a student's efforts, progress, and achievement in specific areas. The student participates in the selection of portfolio content, the development of guidelines for selection, and the definition of criteria for judging merit. Portfolio assessment is a joint process for instructor and student. Portfolio assessment emphasizes evaluation of students' progress, processes, and performance over time. There are two basic types of portfolios:  ·A process portfolio serves the purpose of classroom-level assessment on the part of both the instructor and the student. It most often reflects formative assessment, although it may be assigned a grade at the end of the semester or academic year. It may also include summative types of assignments that were awarded grades.  ·A product portfolio is more summative in nature. It is intended for a major evaluation of some sort and is often accompanied by an oral presentation of its contents. For example, it may be used as a evaluation tool for graduation from a program or for the purpose of seeking employment. In both types of portfolios, emphasis is placed on including a variety of tasks that elicit spontaneous as well as planned language performance for a variety of purposes and audiences, using rubrics to assess performance, and demonstrating reflection about learning, including goal setting and self and peer assessment. Portfolio characteristics:  ·Represent an emphasis on language use and cultural understanding  ·Represent a collaborative approach to assessment Represent a student's range of performance in reading, writing, speaking, and listening as well as cultural understanding  ·Emphasize what students can do rather than what they cannot do  ·Represent a student's progress over time  ·Engage students in establishing ongoing learning goals and assessing their progress towards those goals  ·Measure each student's achievement while allowing for individu al differences between students in a class  ·Address improvement, effort, and achievement  ·Allow for assessment of process and product  ·Link teaching and assessment to learning [-;0] – http://www. nclrc. org/essentials/motivating/moindex. htm

Nursing Theorist Essay

Formulate 3 nursing diagnoses using the Problem, Etiology, and Signs and Symptoms (PES) format and the taxonomy of NANDA. The diagnoses must be based on the case study, be appropriate, be prioritized, and be formatted correctly. For each nursing diagnosis, state 2 desired outcomes using NOC criteria. Desired outcomes must be patient-centered and measurable within an identified timeframe. For each outcome, state 2 nursing interventions using NIC criteria as well as 1 evaluation method. Interventions and the evaluation method must be appropriate to the desired outcomes. Provide rationale for each nursing diagnosis, and explain how PES, NANDA, NOC, and NIC apply to each diagnosis. Use a minimum of 3 peer-reviewed resources, and create an APA formatted reference page. Nursing Diagnosis 1: Urinary Retention R/T Anesthesia Nursing Interventions Desired Outcome 1 Desired Outcome 2 Nursing Intervention Visually inspect and palpate lower abdomen for distention (Mosby 2012). Patient’s abdominal girth will not increase and distention will decrease. Patient will remain free of abdominal pain r/t urinary retention. Nursing Intervention 2 Urinary Catheterization (Mosby 2012) Patient will empty bladder >30ml an hour Patient will demonstrate clean technique if performing self-catheterization. Evaluation method Measure input and output hourly to obtain accurate measurements. Make sure catheter is free of kinks to allow for proper drainage Rationale Keeping accurate records of I/O will ensure that the patient is evacuating properly. Ensuring patient is free of pain will promote less anxiety and keep vital signs within range. Educating patient on clean technique will promote an environment with less bacteria and keep risk of infection lower. Nursing Diagnosis 2: Risk for Infection/RT Urinary Catheter Desired Outcome 1 Desired Outcome 2 Nursing Intervention 1 Infection Control Patient remains free of infection, as evidenced by normal vital signs, and absence of purulent drainage from wounds, incisions, and tubes (Mosby 2012). Infection is recognized early to allow for prompt treatment (Mosby 2012). Nursing Intervention 2 Infection Protection Teach patient to wash hands often, especially after toileting, before meals, and before and after administering self-care (Mosby 2012). Teach patient importance of eating well balanced meals to promote healthy nutritional status. Evaluation method Evaluate patient perform self-care as to promote further education. Allow patient to verbalize and demonstrate understanding of proper nutrition and signs of infection. Rationale Patients with indwelling catheters need to be shown clean techniques when being discharged home. Educating patient on proper hand washing will promote clean environment and keep patients risk of infection lower. Educating patient on the early signs of infection will promote prompt medical intervention. Educating patient on proper nutrition and importance of well balanced meals will promote faster healing of incision and lower patients’ risk of infection. Nursing Diagnosis 3: Pain R/T Postoperative pain Desired Outcome 1 Desired Outcome 2 Nursing Intervention 1 Anticipate need for pain relief (Mosby 2012) Anticipating pain may result in medicating at a lower dose to keep patient comfortable. Maintaining a level of comfort where the patient is not begging for relief. Keeping vital signs stable while maintaining the patient comfortable. Nursing Intervention 2 Respond immediately to complaint of pain (Mosby 2011) Creates a trusting relationship with patient to ensure open lines of communication. Allows the patient to know that you are empathetic to their discomfort and that they are not alone. Evaluation method Evaluate scheduled times of medication administration. Round hourly on the patient as to reassure the patient that their needs will be met. Educate patient on medication administration time so they are not waiting until their pain is at a level 8 before they ask for relief. Evaluate the responses from the patient as to ensure that they are feeling comfortable with the care. Rationale Anticipating pain will allow the nurse to be on time for the patient in pain. Creating that trusting relationship with the patient will allow open lines of communication with the patient which will in turn allow for better care and outcome. Educating a patient on when to ask for medication will ensure that the patient never reaches a level of extreme pain. Treating your patient with compassion and empathy will allow for the patient to feel satisfied with the care they are receiving and create a trusting relationship. Reference Swearingen, P. L. (2012). All-in-one care planning resource: medical-surgical, pediatric, maternity, psychiatric nursing care plans (3rd ed.). Philadelphia, PA: Elsevier/Mosby. Gulanick, M. (2011). Nursing care plans: diagnoses, interventions, and outcomes (7th ed.). St. Louis, Mo.: Elsevier Mosby. Doenges, M. E., & Moorhouse, M. F. (2002). Nursing care plans guidelines for individualizing patient care (6th ed.). Philadelphia: F.A. Davis.

American Rennassance

How do the differences affect the mood of each piece? Answer: The poems â€Å"The Snow Storm† and â€Å"It Sifts from Leaden Sieves† are alike because they are both describing snow falling and the things the snow covers and how it covers it. The poems are different because Emerson never actually mentions snow but the way he words his poem you know exactly what he’s talking about. Emily Dickenson directly mentions snow so you know right from the start what she is talking about. (20 points) |Score | | | 2. Choose a poem from Whitman, and explain how it reveals Romantic thinking. Cite examples from the poem as your support. Answer: I chose â€Å"To a Stranger† by Whitman. It reveals romantic thinking because he writes, â€Å"you must be he I was seeking, or she I was seeking, (it comes to me as of a dream,). † He describes this like he was looking to find someone he had seen in a dream before. â€Å"I have somewhere surely lived a life of joy with you†, he says. Its sort of like he is describing a deja vu. Like he feels like he had live a life of joy and happiness with a person but is not really sure of it. 20 points) |Score | | | 3. Reread this quotation from near the end of â€Å"Walden Pond†: Many a forenoon have I stolen away, preferring to spend thus the most valued part of the day; for I was rich, if not in money, in sunny hours and summer days, and spent them lavishly; nor do I regret that I did not waste more of them in the workshop or the teacher’s desk. Explain this quotation. Be sure to address the â€Å"wealth† Thoreau claims, his use of that wealth, and his views of the workshop or school Answer: Basically Thoreau is saying that leisure time is a kind of wealth, something that may ultimately be more valuable than money and the material things it might buy. So he doesnt regret the time he played hooky in the middle of the day the most valued part of the day and skipped out of work or other responsible duties, because, although doing so might have prevented him from becoming richer in material goods, hes stored up a lot of experiences that he prizes higher.

Paradigm Paper Essay Example | Topics and Well Written Essays - 1250 words - 1

Paradigm Paper - Essay Example Since gender is culturally determined, it is complex in nature. In the long run gender identity focuses on the various customs within an individual about their socio-cultural life. This is different from other the observation in other animal kingdoms which is specific to the task of reproduction. Sexuality, viewed in this regard in the human kingdom would just be but the tip of an iceberg. Why is this so? This is because human beings have in the recent past lived in such an advanced era that they have changed the original mode of reproduction. In the modern times, reproduction can be fully made a success even in a modern laboratory. This makes it also vary dynamically from one region, society, country or even continent, to the next. There are several gender issues that so much affect the societies globally. Key of this is provision of opportunities. It is evident that most societies we live in provide opportunities that are not equal. For example, the economic principle of division o f labor helps promote biases related to gender. Class Also in regards to sociological question, class is defined as an organization of a given social grouping; which are characterized by similar rights, perceptions if not qualities, and duties. These are most often founded innately on one side and through socialization on the other side. As an end, class is deemed with the task of founding a culture since there it forebears a routine within the organization in question. It is therefore no surprise that the local societies as well as the world over are usually classified. This alone describes the functionality definition of â€Å"class.† Age This refers to the cognition about ones introvert experiences of their age and the developmental stages they are undergoing. It is concerned with identity and can be able to inform any individual where they belong and where they do not belong. For example, the youths know their rightful position and are often perceived by the aged as inexp erienced. On the other hand, the old also presume the role of overseer in any given society, but often in the same societies, the youths consider them with distasteful reactions. This identity does belong to and can be based subjectively to the experiences a person undergoes when aging. Some people will mature in age but the same people may fail to attest to this development. Some may also be young but attest to aging, which for a fact is not the case. In this regard this discipline becomes fundamental to study because it displays a myriad of platforms upon which an individual life may be considered. The other significance is that every individual considers their identities with this importance because their development is so fundamental to them. The aging process can also be used to explain various human psychological processes. A good example is in the learning process. During learning each individual undergoes a change, for example, in this assignment of paradigm paper, I will be able to evaluate myself on my positive progress during this pre-test period and after I shall have undergone a detailed learning process. Belief System A belief system is defines by a perceived way of thought, which most often is termed as a school of thought. It is knowledge that has been conceptualized and standardized in a unique way to form living principles of an

Comparative planetology Essay Example | Topics and Well Written Essays - 1250 words

Comparative planetology - Essay Example * "Negative values of rotation period indicate that the planet rotates in the direction opposite to that in which it orbits the Sun. This is called retrograde rotation". From the above table it can be implied that retrograde rotation is followed by Venus, Uranus and Pluto in the whole solar system (Windows to the Universe, UCAR, 2000-2005). "The eccentricity (e) is a number which measures how elliptical orbits are. If e=0, the orbit is a circle. All the planets have eccentricities close to 0, so they must have orbits which are nearly circular" (Windows to the Universe, UCAR, 2000-2005). As it is obvious from the table 1 above that the number of moons varies from 0 for Mercury and Venus to 60 for Jupiter. Mercury, Venus, Earth and Mars are denser, rocky and called Terrestrial Planets in contrast to Jupiter, Saturn, Uranus and Neptune, which are less dense, gas-rich and are called Jovian Planets. Rings are present around Jupiter, Saturn, Uranus and Neptune with the exception being Pluto. No rings are present around the terrestrial planets Mercury, Venus, Earth and Mars. ... e above table it can be implied that retrograde rotation is followed by Venus, Uranus and Pluto in the whole solar system (Windows to the Universe, UCAR, 2000-2005). "The eccentricity (e) is a number which measures how elliptical orbits are. If e=0, the orbit is a circle. All the planets have eccentricities close to 0, so they must have orbits which are nearly circular" (Windows to the Universe, UCAR, 2000-2005). All the planets orbit the sun in nearly circular pattern, same direction and lie in the same plane (Bennett, J., et al., 2004, The cosmic perspective, Chapter 8.2). As it is obvious from the table 1 above that the number of moons varies from 0 for Mercury and Venus to 60 for Jupiter. Mercury, Venus, Earth and Mars are denser, rocky and called Terrestrial Planets in contrast to Jupiter, Saturn, Uranus and Neptune, which are less dense, gas-rich and are called Jovian Planets. Rings are present around Jupiter, Saturn, Uranus and Neptune with the exception being Pluto. No rings are present around the terrestrial planets Mercury, Venus, Earth and Mars. But the atmosphere ranges from none on Mercury, Carbon dioxide on Venus and Mars, Nitrogen and Oxygen on Earth, Hydrogen and Helium on Jupiter, Saturn, Uranus, Neptune and lastly Methane on Pluto (Bennett, J., et al, 2004, The cosmic perspective, Chapter 10.3). The interiors of the earth can be broadly categorized on the basis of layering by density and layering by strength. In layering by density the earth has three layers called Core, Mantle and Crust and in layering by strength of the rock. The strength of a rock depends on its composition, its temperature, and the surrounding pressure. (Bennett, J., et al, 2004, The cosmic perspective, Chapters 10.2). The inner layers of a planet by rock strength appear to be

Work and how it has changed in the past 100 years and what effect it Essay

Work and how it has changed in the past 100 years and what effect it has had on resource managers - Essay Example There is email that promises communication without delay, facebook that shows the current status of friends, colleagues and peers, and skype that allows the people to interact with one another without having to visit one another or spend money on calling one another. In the contemporary age, people do not need to pay a dime in order to communicate with one another live 24 / 7 if they pay their internet and electricity bills in time. Skype plays the role of videoconferencing in both the e-businesses as well as the brick and mortar businesses. As the name implies, the human resource department has approach to many candidates who want to be part of the firm. Human resource department is a department that supplies humans to an organization for work just like a mineral resource provides us with minerals. From time to time, as per the need of the hour, human resource department keeps hiring new employees. The employees are hired according to the gaps identified in the existing organization structure, so that it becomes stronger and more effective when the gaps thus identified are filled in. The difference between the work culture that existed 100 years ago and that which exists today is fundamentally that of the difference between a brick and mortar business and an e-business. In the conventional brick and mortar business, candidates are necessarily interviewed before their selection into the organization.

Sensation and Perception Term Paper Example | Topics and Well Written Essays - 2250 words

Sensation and Perception - Term Paper Example - Two web investigative activities, - Three discussion questions, and - Eighteen short-answer items." The following is a pre- and post- self-report that can be used to evaluate the confidence of these issues in individuals: Figure 1: Pre and Post Self-Report Pre & Post Self-Report (1= not confident, 2=somewhat confident, 3=confident, 4=very confident) 1. I feel _________in my knowledge of perceptual development. 2. I feel _________in my knowledge of auditory development. 3. I feel _________in my knowledge of visual development. 4. I feel _________in my knowledge of the role of touch in development. 5. I feel _________in my knowledge of the role of auditory development. visual development and touch relative to language development of infants/toddlers with hearing loss. Source: Proctor and Compton (2009, pg. 1) An important part of perceptual development is sensory stimuli. "Sensory stimuli provide the medium through which babies learn about the world and its operation. Developmental progression in infants or toddlers is highly dependent on access to sensory information in the environment. Perceptual development occurs as infants explore and identify invariant features in the environment, discovering properties of and relationships between features. Language development evolves out of these sensory experiences that contribute to cognitive growth and development" (Proctor and Compton, 2009, pg. 1). The Preferences for Sensory Stimuli Typical infants develop their brain circuits and neural pathways during the first year. At this point in their lives, they can hear their mother's footsteps or voice as she approaches them. They lie in anticipation of her coming nearer, even directly... An important part of perceptual development is sensory stimuli. "Sensory stimuli provide the medium through which babies learn about the world and its operation. Developmental progression in infants or toddlers is highly dependent on access to sensory information in the environment. Perceptual development occurs as infants explore and identify invariant features in the environment, discovering properties of and relationships between features. Language development evolves out of these sensory experiences that contribute to cognitive growth and development" (Proctor and Compton, 2009, pg. 1). Typical infants develop their brain circuits and neural pathways during the first year. At this point in their lives, they can hear their mother's footsteps or voice as she approaches them. They lie in anticipation of her coming nearer, even directly after a nap. Anxiety and stress in infants can be soothed away from the nurturing, direct, skin-to-skin touch of their mothers. This is because, during this experience, their brains release endorphins. Babies' brains grow a little stronger and more perceptive every single time they receive a stimulus. According to Proctor and Compton (2009, pg.