Educational Evaluation

What Is Educational Evaluation? By Shane Hall, eHow Contributor I want to do this! What’s This? [pic]Educational evaluation involves the systematic assessment of educational activities. Objects of evaluation include instructional programs, school initiatives and education goals. The growth in federal funding for education and policy-makers’ increased calls for school accountability have contributed to the growth of educational evaluation. Many large school districts have personnel responsible for evaluation activities.

Function 1. Educational evaluation strives to assess the merits and the impacts of educational programs and initiatives.

Examples include evaluating the success of a new dropout prevention program, or comparing the effectiveness of two different reading programs.

Methods 2. Educational evaluation uses many of the research methods employed by education and social science researchers. Evaluation involves data collection and analysis, using quantitative and qualitative methods.

Benefits 3. Evaluation can help educators determine the success of their programs and pinpoint efforts to improve student achievement. It also can help school systems identify the characteristics of successful programs.

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Considerations 4.

Many school systems receive federal and state grants, which often include evaluation requirements, which helps document how the grant funds were used, and what outcomes resulted from funded activities. Misconceptions 5. Many educators often mistake student assessment and teacher appraisals for evaluation. These activities are better described as measurement: the former is an assessment of individual learners rather than of educational phenomena, whereas the latter is a measurement of certain attributes in teachers. From Wikipedia, the free encyclopedia Jump to: navigation, search Educational evaluation is the evaluation process of characterizing and appraising some aspect/s of an educational process. There are two common purposes in educational evaluation which are, at times, in conflict with one another. Educational institutions usually require evaluation data to demonstrate effectiveness to funders and other stakeholders, and to provide a measure of performance for marketing purposes.

Educational evaluation is also a professional activity that individual educators need to undertake if they intend to continuously review and enhance the learning they are endeavouring to facilitate. Standards for educational evaluation The Joint Committee on Standards for Educational Evaluation published three sets of standards for educational evaluations. The Personnel Evaluation Standards  was published in 1988, The Program Evaluation Standards (2nd edition)  was published in 1994, and The Student Evaluations Standards was published in 2003.

Each publication presents and elaborates a set of standards for use in a variety of educational settings. The standards provide guidelines for designing, implementing, assessing and improving the identified form of evaluation. Each of the standards has been placed in one of four fundamental categories to promote evaluations that are proper, useful, feasible, and accurate.  The Personnel Evaluation Standards

• The propriety standards require that evaluations be conducted legally, ethically, and with due regard for the welfare of evaluatees and clients involved in. The utility standards are intended to guide evaluations so that they will be informative, timely, and influential.

• The feasibility standards call for evaluation systems that are as easy to implement as possible, efficient in their use of time and resources, adequately funded, and viable from a number of other standpoints

• The accuracy standards require that the obtained information be technically accurate and that conclusions be linked logically to the data. [edit] The Program Evaluation Standards

• The utility standards are intended to ensure that an evaluation will serve the information needs of intended users. The feasibility standards are intended to ensure that an evaluation will be realistic, prudent, diplomatic, and frugal.

• The propriety standards are intended to ensure that an evaluation will be conducted legally, ethically, and with due regard for the welfare of those involved in the evaluation, as well as those affected by its results.

• The accuracy standards are intended to ensure that an evaluation will reveal and convey technically adequate information about the features that determine worth or merit of the program being evaluated. The Student Evaluation Standards The Propriety standards help ensure that student evaluations are conducted lawfully, ethically, and with regard to the rights of students and other persons affected by student evaluation.

• The Utility standards promote the design and implementation of informative, timely, and useful student evaluations.

• The Feasibility standards help ensure that student evaluations are practical; viable; cost-effective; and culturally, socially, and politically appropriate.

• The Accuracy standards help ensure that student evaluations will provide sound, accurate, and credible

Educational Psychology and Assessment as essay writers say

Describe key assessment methods and explain when you would use each one, highlighting pros and cons of each approach. Assessment methods are initial assessment, formative assessment, summative assessment, peer assessment and diagnostic assessment. At first as a teacher I will take initial assessment to know the abilities, styles and needs of the learners. Then I will use formative assessment to know the learners view and doubts about their course and again I will use formative assessment during the session to know about the learners.

After this I will take summative assessment to know the result of the learners and at last again I will take initial assessment to check the level of the learners. Explain initial assessment and the role it has on learning programmes. Initial assessment is a process to understand the learning needs prior knowledge and learning styles of the learner. It helps in planning the session according to the learner’s requirement.

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It plays a vital role to find out about the learners. It will help identify a learner’s skills against a level or levels within the national standards. Learners may have different levels of reading, writing, numeracy and language skill. Initial assessment is often used to help place learners in appropriate learning programmes. It is usually followed by detailed diagnostic assessment.

Explain the difference between formative and summative assessment and how you will incorporate both summative and formative assessment into your practice. Formative assessment helps both the learner and the teacher to review progress and is a central part of learning process. It takes place during the session or between the sessions. It helps the learners and the teachers to identify progress in relation to the learning plan. Progress should be recorded and new learning goals identified.

As a teacher I should apply formative assessment to know the learners views and doubts about their course and this will make me to build up rapport with the learners. Summative assessment provides evidence of what a learner has achieved at the end of each session. It provides feedback to the learner and the teacher on achievement in the relation to the standards and curriculum documents. Summative assessment may take the form of a record of achievement, a unit of qualification, a whole qualification or test.

The Full Catastrophe by Edna Mazya

Book Title: The Full Catastrophe

Author: Edna Mazya

 

Book Review. Edna Mazya is a playwright and director in Israel. The Full Catastrophe is her first novel, and what an achievement it is! From the beginning of the main character, Ilan’s, suspicions of his much younger wife’s unfaithfulness, to the full flight of his obsessive behaviour; the reader is lead deep inside Ilan’s increasingly tortured mind and brilliantly forced by the power of the narrative, to dwell there until the events of the text totally unwind.

 

Ilan’s journey is triggered by small changes in his wife’s behavior and the nagging feeling that considering his age and his wife’s attractiveness, he has married far above him. Every mannerism of Naomi’s and her every word become focal points for Ilan and he analyses incessantly, feeding his inner frustration at every instance. His mother’s warnings that the match between Ilan and Naomi was and is unwise, only fuels his turmoil.

 

The tension is heightened as Ilan’s best friend, Anton, works in a Criminal Investigations Department and Ilan becomes more and more convinced that his friend is aware of an act of murder which Ilan’s jealousy leads him to commit. Ilan is sure that Anton is ever ready to spring the charge on his friend and will do so when Ilan least suspects it.

 

The Full Catastrophe is a totally absorbing novel. Translated into English from the Hebrew by Dalya Bilu, it is a novel which it is impossible to recommend too highly.

 

The Full Catastrophe is published in Australia by Pan Macmillan Australia.

Women in Newspapers – the What Glass Ceiling Investigation

Female Career

What Glass Ceiling considers where in British newspapers female journalists are most likely to feature, with an in-depth look at business and sports sections.

We analysed issues of two broadsheet newspapers  (The Guardian and The Telegraph), two smaller dailies (the Evening Standard and i) and two tabloids (The Daily Mirror and The Sun) with some telling results!

Articles By Female Journalists

In general, female representation of women in the broadsheets and daily papers hovered around the 25% mark, with the Evening Standard featuring the most female journalists although even here they constituted only 29%. In the tabloids, however, women accounted for just half of that figure. Only 14% of the Sun’s articles were written by female journalists, with the Mirror coming in last place with women producing just 13% of their output.

Breakdown: General News Stories

For the number of women writing general news stories, i and the Guardian came out on top, with a third of home and international news stories produced by female journalists. 30% of the Telegraphs copy was filed by women, whilst the Evening Standard lagged further behind with 24%. The tabloids featured significantly fewer pieces by women, who produced only 16% of content in both papers. In fact, the reader had to wait until p23 to find any trace of a female journalist in the Sun!

Content-wise, education and health were both topics the broadsheets seemed more likely to give to women to cover. The Cannes film festival was reported on by women in both papers, with the Guardian also featuring articles written by women on equality and, ironically, Liberian beauty contests. The Telegraph featured women writing on typically girl-related topics including fashion, IKEA products and birth. Encouragingly, however, women also contributed more hard-hitting pieces to both newspapers on breaking stories, including the ongoing Brevik trial (Guardian) and continued unrest in Egypt (Guardian).

Neither i nor the Evening Standard had women writing on politics or particularly serious current affairs stories. Articles penned by women in the Standard centred on health, the Arts, clubbing and student life. Women writing for i tended to write about similarly soft topics, such as horticulture or design. Where they did cover more gritty stories, the topics covered tended to fall into the social affairs category, such as health and abortion.

The tabloids proved even more restrictive in the stories their female journalists could cover. Articles in the Sun produced by women centred around family tragedies, advice giving and a personal column about shopping in Ikea. The Mirror proved similarly restrictive, with women tending to write about showbiz, Jubilee celebrations, television shows and, again, stories concerning mothers.

Breakdown: Business Section

The Guardian boasted a convincing majority of articles produced by women in its business section 5 out of 8 pieces featured were written by women, who took up the entire first page. Meanwhile, 39% of the Telegraph’s business articles were produced by female journalists. Precisely a third of the section was written by women in i, whilst the Evening Standard registered a disappointing 15% female-produced content.

The tabloids featured a business page written by just one journalist. Whilst the Sun’s business guru is male, all the business-related content for the Mirror that day was produced by a woman. It’s worth noting that the Mirrors Consumer Editor, Ruki Sayid, is female.

Breakdown: Sports section

Finally, to the traditionally male-dominated sports section but has time finally changed the back pages? Sadly not. The Telegraph did not feature a single article written by a woman in its 21 sports pieces, nor did the Evening Standard in its 9 sports articles. The Guardian didn’t fare much better, with only one article by a woman journalist featuring in the section, constituting just 6%. i also included just one sports piece by a female writer, making up 7% of the whole section.

It was a similar story in the tabloids. Out of 19 pieces in the Daily Mirror, not one was written by a woman. The Sun did feature one article within the section (making up 4%), but it was one of the shortest pieces at just 116 words).

Final Thoughts: Women in the British Press

So what do these statistics tell us? Across the board, women remain underrepresented in Britain’s most popular newspaper, failing to account for even a third of the articles we read in popular broadsheets and daily papers. Female representation in the tabloids was even more disappointing, with neither of our featured papers breaking the 15% mark.

In terms of subject matter, there seemed a tendency with the broadsheets and dailies to give women softer topics such as health or abortion to write about, although both the Guardian and the Telegraph did feature political pieces written by women.

As for the business section, the results were surprisingly positive. Women produced the whole business section in the Mirror and the majority of the Guardians business pieces, although their small presence in the Evening Standard and non-existence in the Sun was disappointing.

Sport, it seems, remains the impenetrable fortress of the British press for women. Women were completely absent in half of the papers we surveyed, whilst the other half featured just one article in their sports section written by a woman.

Clearly, the British press still has a long way to go before it can put its male-dominated Fleet Street past behind it.

 

Better Education for a Better Future

The importance of Education is indispensable for any human being. The development of intellectual growth of a person depends on education, to a great extent. Not only intellectual growth, the overall personality development is related to the educational qualification intensely.

Better Education has its own values. They are:

It enables people with necessary skills and knowledge for a better life.
The access to healthcare and social amenities depends on education to great extent.
Education is the key to great governance, transparency in policies and a barrier against corruption.
Education helps in creation of opportunities for viable and justifiable economic growth.

  • Generally, the Education Hierarchy has the following levels.
  • Nursery and Primary Levels: Elementary (Age: 3-11years)
  • Secondary Level: High School (Ages: 11-18 years)
  • Tertiary Level: College (Ages: 18+)

After the tertiary level, the next level is usually Bachelor’s or Undergraduate Degree. Postgraduate courses follow Undergraduate Degree, and the next level is Doctorate, mainly devoted to research and is of three years duration. Higher Education usually starts from the tertiary level.

Better-Education

The primary education is the right for every child. Basic education, in fact, has been made compulsory in many countries. But for a better future, a person has to look beyond the elementary and High School education. Research has proved that individuals with Undergraduate Degrees have better earning opportunities than a High School Graduate.

The Advantages of Bachelor’s Degree over Elementary and High School Degrees are:

According to many studies, the average earning of an Undergraduate Degree holder is much higher than those without such degrees.

Accredited degrees from good colleges are highly valued. Be in jobs, or other higher education programs, they provide good edge to its holders during selection process.

Job satisfaction is much greater in case of undergraduates than basic degree holders. The more is the job satisfaction, the more does it have a positive effect on the personality of the person. He tends to be more focusses and content.
High school graduates are thrice as susceptible to face poverty as compared to a college degree holder. Also their dependence on public aids and programs is much more, about 8 times, in comparison to Bachelor’s Degree holders.
In times of economic downfall, College Degree holders have better advantage. They have more chances of surviving a job loss than their counterparts with less education.

Post-Graduation

Advantage of Postgraduate Education:

With increasing competition, a specialised function can offer more advantage. A college degree makes a person eligible for good jobs, but a Postgraduate Degree distinguishes him from the crowd of Bachelor’s Degree holders.
For a Doctorate, the basic requirement in most universities is Post-Graduation. As such, the importance of this degree can be realised very well.

Job sustainability is assured, as specialised degree holders are better skilled. In fact, many organisations consider only specialists for certain jobs.

Better education ensures better lifestyle. Good earning capability, rendered by higher education can enhance the standard of living of the person. In fact, organisations consider the educational qualifications for promotions and higher ranks in the organisation hierarchy. As such, improved education is essential for a better life.

Essay: Wake Up a Champion from us.edusson.com

Does this sound like a familiar story?  You wake up at 6, turn off your alarm and think of hitting the snooze because this time you just feel like you need more sleep.  You hit the snooze and lay back down, falling back asleep in exactly one second.  The alarm wakes you again in what seemed like only a moment when it was really 10 minutes.  You think of doing the same thing again, but you wonder if you have enough time for the shower, breakfast, chores, and the like before heading off to work.

This essay was written by top writers who help to write essay quick.

Writer guesses, you stumble out of bed and head for the coffee machine, hoping the moment lasts forever while drinking your cup because dealing with today is just going to be too hard.  A million thoughts go through your head as you savor your one moment of tranquility.  You think about life, your job, your relationships, everything you could change and what chores there are to do after work.  Your mind goes off into a million directions.
Guess what?  There’s no more coffee in your mug and you are so sick of gulping down so much in the morning because you lose the good taste.  You think of getting another cup, but you look at the watch again.  Just one more moment.  You decide to bargain and take a cup of coffee with you in the bathroom, take a few gulps and then hop in the shower.  During the shower, you wish the shower would last forever, because you can’t stand feeling cold, and the shower is the only thing saving you from the cold now.  Then you decide to stay in the shower a little longer.  Just one more moment.  Hopping out of the shower would mean you would have to be cold for a few moments, then stumble around, maybe in the dark with the light of your cell phone, to find the clothes to wear today.  Where is my shirt?  You start to look through your clothes but can’t find the one you were looking for.
All those moments before when you hesitated now sucked up enough time for you to worry about being on time.  You now hustle through the rest of getting ready, hoping to God you don’t forget something essential like your wallet or your keys like you did last time.  As you continue to get ready you realize you forgot to do one small chore for work.  You look at your watch and realize you don’t have enough time to do this small thing for work, which makes it feel even worse because it is so small.
And that is only the start…
Now Writers help you think about how your life would be if you could feel like this:
You go to sleep feeling refreshed, accomplished, calm, but at the same time, excited to wake up the next day, because there is something you are so interested in doing that sleep almost feels like an inconvenience.  No, it is an inconvenience.
You wake up the next day before your alarm.  You are so excited to be awake.  The whole day stands ahead of you – you are going one step further to your goal.  The first thing you think about is that you don’t really need coffee because you are already fairly awake.  So instead, you put on some shorts and a t-shirt and take a 15 minute jog around the block, just enough and not too much.  When you get home with a healthy sweat, you decide to have a little tea, however, because it is something you really enjoy in the morning.  You gulp down the tea with a smile, because you are happy.
You look out the window at the rising sun and smile again.  Today is going to be yet another good day.  You walk upstairs to go hop in the shower.  Your shower takes exactly one minute, because there is no reason to waste time in there.  You brush your teeth and shave to feel good.  Your clothes are already there waiting outside the door, arranged like usual for the next day.  Shirt, pants, socks, underwear.  It’s so easy.
You still have half an hour before you need to leave for work.  You turn on the computer quickly to shoot a few emails as you wait for the opportunity to go to work.  You open your inbox and, to your happiness, but not really amazement, your boss has complimented you on what a good job you have been doing at work.  You quickly send a reply email, and, in the spirit of keeping the good feelings alive, you send a few emails to some of your family or coworkers saying how much you appreciate them and how amazing of people they are.  After getting done with these emails, you decide to leave for work anyways so you can be there a little early.  No need to waste time.

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These two ways you can wake up are based entirely on how you see the world.  Notice that I never said anything about the kinds of jobs these two viewpoints had or any real details.  But they are two very different ways of approaching your day.  And they are both very easily accomplished by focusing the mind and visualization.  While typing out the first story, I relived moments when I felt exactly like this, and actually felt like I was living in that world once again.  I had to get out of it.
When I started writing the second story, I felt instant relief.  I felt instantly better and more aligned with having this routine in the morning.  I honestly is just that easy.  The person you are during the day is either formed by the first story or the second story – or another viewpoint.  You become your viewpoint during the day.  I hope these stories have served their purpose to make you more conscious of how your thinking in the morning affects the rest of your day and the rest of your life.  It really is that important.

Asifa Lahore

There is a serious miscommunication going on. Many people and Rabbi’s see guys going to Shofar and only hear, “I want to feel good” when in reality, guys are saying, “I want to feel” period. They are scared to even feel any emotion. By feel, I mean to reflect on it, give it space and honor it, instead of shutting it down since it doesn’t fit with toxic notions of bittul or kabbalas oyel that they were taught.

In fact, some guys are simply saying, “I want”. Forget about feelings, they’ve never allowed themselves to just be and exist without constant berating and beating of themselves.

Lastly, some guys, by going to Shofar, are simply saying, “I”. They can’t even conceive of having a desire. They are battul be’metziyus. Of course, they’re not emotionally (or intellectually but that’s a different story) resonant with that bittul bemetziyus so they suffer as do their families and friends.

It saddens me to say this and I know this will make some people mad, but it must be said. The Rabbanim last night wasted a wonderful opportunity. Instead of showing up receptive and listening they showed up talking and lecturing. I was hoping to hear, “Ok Chevra, you got our attention. We obviously (as evidenced by over 1800 men going to Shofar) failed to provide for your needs and wants via Chassidus. So help us understand what you feel is missing, help us understand your pain so that we might come to appreciate your suffering and perhaps begin to help you recover.

I thought there might be a hat going around so that people could put in anonymous comments, real questions and burning issues that bother them.
I thought perhaps, there would be an all night marathon of learning and study groups to begin the process of placing various Maamarim and sichos into different slots of issues.

One Example: If a guy has trouble saying “I love you” to his wife, what Maamarim might address that by talking about the properties of chessed and yesod, the sefirot corresponding to love (chessed), vulnerability, connection and sexual intimacy (yesod). Once those Maamarim were identified, I thought they might begin to figure out different experiential exercises that can inculcate these concepts and values (articulated in the Maamarim) into the person. After all, people are not brains walking around on bags of meat and very often, emotional pain and trauma that is lodged in the body will only exit by engaging the body.

But none of this happened. Nothing close to it. It pains me deeply but there it is. Many people refused to even go because the Rosh, a wonderful human being and incredible Talmid Chacham (someone who has shown me incredible kindness) has serious anger and communication issues. Others messaged me they won’t go because some of the Rabbanim won’t talk to the other Rabbanim outside of public functions and scheme against the others. Hardly the paragons of healthy happy Jews. Personally, while I hear that, the value of “accept the truth from those who speak it” would outweigh this if not for the fact that there was no attempt at listening and receptivity to people’s needs nor any attempt at articulation or systemization of Chassidus to address people’s needs.

I feel it prudent to point out that Chabad has never been one to tout Daas Torah and intellectual subservience to Torah Scholars. Think Zalman Moshe and Reb Mendel – need I say more? Therefore I feel it wise to address the Asifa’s points substantively, as I just did above.

Biggest proponents of using powerful techniques that all sorts of unsavory groups used. The Rebbe didn’t care who created them or how they were currently being used.

Read also:
https://www.meaningfullife.com/mlc-tv-channels/mylife-chassidus-applied/

​STUDENT LIFE

Athletics

There are a wide variety of athletic opportunities for both male and female athletes of all talent levels. We field basketball, volleyball, cross country and track teams that compete against other schools. In addition, we have in-house activities throughout the year. When athletes leave Immanuel, they are prepared to compete at the high school level. Please contact our Athletic Director, John Kyanka with any questions at extension 210 or email him at jkyanka@immanuel-hillside.org.

“He gives strength to the weary and increases the power of the weak. Even youths grow tired and weary,

and young men stumble and fall;but those who hope in the Lord will renew their strength.”

Isaiah 40:29-30

VOLLEYBALL                         BASKETBALL                         TRACK                         CROSS COUNTRY

IMG_2322.jpg
Music

In addition to music class, each week 1st grade – 8th grade have choir with Mr. Hempel. Six times a year our Dayschool Choir sings in Church at 9:30AM.

Preschool and Kindergarten have music class with their teachers and also sing in church twice during the school year.

Every December, we have a Christmas Program and in the spring, we have an all school musical. In past years we have performed Aladdin, The Jungle Book and School House ROCKS!

Visual Arts

Each grade has Art with their classroom teacher once a week.  Each class will cover a wide range of artistic topics such as: drawing, painting, decoupage, collage, crafts, melted crayon art, art history and more.

Many subjects our taught through topic based projects that utilize artistic mediums to study and learn. Art is in every classroom!

Performing Arts

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Every spring, we host an all school musical.  Each grade, Preschool – 8th has a part in the musical.  Every aspect of the musical from costumes to choreography to set design is directed, created and performed by ICA students, parents and Immanuel church members.  It truly is a community event.

ACADEMICS

Our mission to prepare and equip children is achieved through our everyday curriculum which centers on Christ and learning about God’s creation. Our course of study includes Language Arts, Math, Science/Health, Social Studies, Computer Technology, Music & Band, Spanish, Art, and Physical Education. Our teachers and varied curriculum offers students the opportunity to:

Learn     Think     Problem     Solve     Create     Innovate     Communicate     Collaborate

This is accomplished as the faculty strives to help each individual child reach their highest potential through differentiated instruction, which meets the needs of children at individual levels. 

Students are given Map Tests three times a year. Map testing  not only charts a students individual growth throughout the  year, but assists teachers in improving curriculum to better suit the needs of each child.     

Preschool – 4th Grade have a Teacher’s Aide.

All grades visit different classrooms and teachers for Art, Music, Technology and Spanish.

Immanuel Christian Academy is fully accredited by the National Lutheran School Association, an agency of the  Lutheran Church Missouri Synod and recognized by the State of Illinois. All our teachers are certified by the Illinois State Board of Education.

We are blessed with an outstanding and highly qualified faculty. Here, forgiveness and love are taught and practiced. Our Christ-centered instruction does make a difference; you will see it manifested through the actions of our students!

Our mission extends to Lutherans and non-Lutherans alike as we seek to know Christ better.

ADMISSIONS​

Welcome to Immanuel

We believe in equipping students with the tools they need to live a fulfilling and successful life. We teach them to believe in excellence, to believe in a bright future, to believe in the love of Jesus Christ and to believe in themselves. We believe school is more than sports and academics.  It’s about preparing children for life, teaching them to believe in a future full of possibilities and their own potential.

 Please plan on attending one of our Open House events or call admissions today.