The capacity of the 5 core capabilities development is seen as a process where people, organizations and business draws, strengthen, create, adapt and maintain capacity overtime. Capacity development must be well designed and executed to produce sustainable effects. The literature shows that this is a process that is only successful when built on a clear vision, a broad-based commitment and active stakeholder participation (OECD/DAC, 2006). Capacity development takes place in three levels as follows 1. individual (professional development of individuals) 2. organizational (strengthening the capabilities of organizations) 3. Institutional (development of rules and conditions which allow organizations to function properly).
Rubrics are evaluation guides that provide feedback on several different learning objectives, recognizing where a student falls into the spectrum of proficiency for each objective. Teachers should model the use of rubrics early in the class and explain to the students the importance of the holistic grading. When the students get used to the concept, they can use the rubrics to evaluate their own progress. Through the use of rubrics the teacher can receive information that reveals gaps between students’ perceived performance and actual performance (Alpert,
Family support programs that focus on nutrition, health, and a safe household also fall under this type of involvement, as these things are necessary for a child to learn successfully. The second type of involvement is communicating. This includes families and schools communicating with each other in numerous ways. Schools send home notes and flyers about important events and activities, as mentioned above in the specific interaction category. Parents can give teachers information about their child's health and educational history.
Ordinary policy challenges in teacher evaluation are combining the improvement and accountability functions of teacher evaluation; accounting for student results in evaluation of teachers; and using teacher evaluation results to shape incentives for teachers. The evaluation of the school presents regular rule challenges concerning: aligning external evaluation of schools with internal school evaluation; providing balanced public reporting on schools and improving data handling skills of school agents (“Evaluation and Assessment”,
Schools and teachers assess students in numerous methods, for a diversity of reasons – ranging from extensive classifications of judging, sorting and ranking, to more subtle explanations, determining students’ needs and level of understanding. Educators have distinguished a very strong difference concerning summative assessment and formative assessment; however the distinction is believed to be modified between how data is generated and how assessments are used. This paper will focus on formative assessments, and the difference between formal formative and informal formative assessments. Proceeding to the observation on how assessments can be used in the classroom effectively, the aspects of assessments and procedures to follow. Concluding
Instruction in most subject areas is being altered to include more practical applications of skills and to incorporate a greater focus on the understanding and combining of content and skills. Teachers are able to modify their methods of teaching when following to this way of teaching. Students are more responsible for their education and allows students to assess their own progress. Advocates of performance assessment believe these tests serve as a benchmark for educators and school officials. When students acquire the skills and knowledge, the educators are able to concentrate on teaching students this information.
The home and school coming together is critical for student improvement and success. Portfolio assessment gives active participation by describing the projected outcomes, advantages, characteristics, and format of portfolio assessment, it also can help parents begin to understand the process and purposes. Teachers who invite parents to participate in to help with the portfolio assessment brings a positive efforts of their children help and parents also developed a better understanding of the process of developing their child to be at a mastery level. It helps parents appreciate the strengths and growth of which children have developed as well as to better understand the need for the support and various kinds of activities and instruction you are providing when it comes to portfolio
Test The Test is done to measure the standard to which learning outcomes desired behavior change in the learning objectives have been achieved by the students (Purwanto, 2009, p. 67). As a measure, the test must meet two requirements, namely the validity and reliability. Purwanto (2009, p. 114) describes the validity and reliability as follows. Validity; A test is considered valid if it measures what it is supposed to measure. There are two types of validity, content validity and construct validity.
The answer to the question how to evaluate heavily depends on what should be evaluated. Teachers must ensure that teaching, learning, assignments, assessment and feedback are constructively aligned, and demonstrate the evidence of student’s achievement of the intended learning outcomes. Figure 1 shows how learning outcomes, evidence of achievement, assessment criteria and feedback linked with each other. Hence, based on how well learning outcomes have been achieved by a learner, assessment along with the feedback should be given to a student. In the following paragraphs we will discuss various formats and types of assessments.
Purpose of the research The research has some objectives or aims. The research would analyze the perception of teachers in teaching special needs children along with other students. The research would also consider the hurdles teachers may face in incorporating differentially able along with other students. The research would also find out the benefits of inclusive education for Special needs children. The research will discuss the factors that enable teachers to incorporate special needs children into mainstream school.