Principal Miller Case Study

To assess accurately and holistically a mentor should be able to assess the student’s competency through measurable assessment tools and to do assessment process accurately (Embo et al 2015). When a mentor is assessing the student accurately he or she is able to identify whether the student may fail at an early stage. A mentor is able to follow the right pathway with the student and university which involves link lecture and personal tutor (Maloney et al 1997). Gope (2015) suggested that assessment can also be opportunity to identify learning needs and considering the action of achieving

There are several approaches to interpreting assessment results; teachers and trainers should choose those most appropriate one for them in decision making. One common approach is to compare students against their peers. But often it's more appropriate to base a judgment on a standard .This standards-based approach is particularly appropriate when the student must meet certain criteria in order to progress to the next course or be certified. 7. Evaluate the outcomes of the assessments.

By incorporating the Myers-Briggs Type Indicator, faculty can layer this assessment with Socialization and Jablin’s Model of Organizational Assimilation (1987, 2001) to help develop and increase student retention/involvement in the classroom. By analyzing students sense-making (Weick, 1995), faculty can have a greater appreciation of what their students are thinking when they first begin class. Faculty will also have a better opportunity of addressing student concerns such as cultural accountability and meeting their educational needs in a communication style that is effective and understandable to each

This suggests that in order to expand in our field we should learn from our experiences by thinking about them using models of reflection. There are numerous reasons why pondering on different occurrences can be a positive experience, they can be useful when dealing with a challenging situation, this can help the practitioner contemplate and give the situation some thought before handling it, this is most common as one may reflect on a previous argument with a co-worker this would give the chance to face our feelings about the experience. For instance, if a senior member of staff asked an undergraduate student for a favour which perhaps included making a display board for the parents to see when they would walk in the student would feel very uncomfortable doing this task because it takes a lot of responsibility and it is very time-consuming, being only a student most would use a positive face and agree to do this task in order to demonstrate that they could accomplish this. However, after they would reflect on how they felt about this and possibly react differently. If the student felt too under pressure next time they should have simply declined politely, instead the student used Politeness theory, a theory by Brown and Levinson

(Ritualo, 2000). This work would serve educators, particularly in assessing students, Supervisors and Curriculum Planners to find understanding the outcome of assessment (traditional and authentic) on science appreciative and learning conclusions of scholars. Classroom assessment practices are based on teacher beliefs, training, knowledge and skills in educational assessment. Understanding teachers’ classroom assessment practices remains pivotal for informed educational decisions that can be made about students’ learning outcomes. The results of this study may provide valuable insights for understanding teachers’ classroom assessment practices and needs for teachers in and other parts of the world.

Nevertheless, with careful preparation, colleagues can provide an alternative perspective to that given by students. These guidelines are designed to assist university teachers to obtain systematic feedback from

There are two approaches according to Spady, the traditional and transformational. The traditional approach emphasizes students’ mastery of content some cross discipline outcomes like the ability to solve problems or to work cooperatively, whereas, the transformational approach emphasizes longterm, cross-curricular outcomes that are related directly to students’ future life roles such as being a productive worker or a responsible citizen or parent. The approaches mentioned strongly suggest the use of authentic assessment methodologies in the various

In an ideal family system, boundaries should be a mixture of both rigid and diffuse allowing for easy contact for support as well as independence. Goals and Techniques of Structural Family Therapy The primary goal of SFT is to bring about structural changes within the family system. This is achieved by modifying the family’s way of interacting and developing appropriate boundaries. Another goal is to create an effective hierarchical structure where parents are in charge of their children. The functions of the therapist are to: • Join the family in a position of leadership so that it is active and involved.

A recurring line that Cooper emphasizes throughout his work is that schools and teachers must maximize learning for all students. What is the purpose of differentiation if it is not to benefit the students potential for greatness? Cooper uses language for mixed readers, his content is either review for those who have heard this information before, but need a new perspective and those who are learning this material for the first time. He dissects differentiation into digestible parts, and key components. Mainly discussing and evaluating the three basis of differentiation: readiness, interest, and learning

For a teacher to be successful assessors, a deep understanding of assessments needs to be developed, and the following questions are able to be answered: why do assessments; when to do assessments; and how to assess in ways that have an impact on students learning in a positive way. Once a teacher has the knowledge to make meaningful decisions based on these questions, assessments that are planned, designed and implemented can be used to provide formative, meaningful information and support learning