AIOU Assignment BEd 1.5 Year 8628 Assessment in Science Education Assignment 2
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Q.1 a) How does evaluation be done in terms of judgment in terms of external criteria? (10)
Evaluation Criteria
The OECD/DAC definition of evaluation has been adopted by Danida and all major development agencies internationally. The definition contains five evaluation criteria that should be used in assessing development interventions: relevance, efficiency, effectiveness, impact and sustainability.'These are general criteria that should be used as a basis for developing evaluative questions through the full range of evaluations topics, i.e. from single intervention through to thematic, and ways of conducting the evaluation, e.g. joint evaluation.
Taken together, these five criteria should provide the decision-maker with the essential information and clues to understand the situation and determine what should be done next.
To the extent that specific evaluations have specific purposes, that there is no one right way to conduct an evaluation and that these criteria are interdependent and not mutually exclusive, their relative meaningfulness for a specific evaluation should be assessed and trade-offs discussed in each case to ensure that key questions are addressed and to avoid unnecessary effort and expense.
In addition, use of the five criteria does not exclude that other criteria might be used as well to better focus the evaluation on specific characteristics of the intervention and its context.
The criteria for the evaluation of humanitarian assistance are a case in point: because of some unique features of humanitarian intervention, the Active Learning Network for Accountability and Performance in Humanitarian Action, ALNAP http://www.alnap.org, has introduced three additional evaluation criteria: connectedness, coherence and coverag
Evaluation criteria
Relevance
The extent to which the objectives of a development intervention are consistent with beneficiaries’ requirement, country needs, global priorities and partners’ and donors’ policies.
The extent to which the objectives of a development intervention are consistent with beneficiaries’ requirement, country needs, global priorities and partners’ and donors’ policies.
Evaluation criteria
The extent to which the objectives of a development intervention are consistent with beneficiaries’ requirement, country needs, global priorities and partners’ and donors’ policies.
Efficiency
A measure of how economically resources/inputs (funds, expertise, time, etc.) are converted to results.
Effectiveness
The extent to which the development intervention’s objectives were achieved, or are expected to be achieved, taking into account their relative importance.
Impacts
The positive and negative, primary and secondary long-term effects produced by a development intervention, directly or indirectly, intended or unintended.
Sustainability
The continuation of benefits from a development intervention after major development assistance has been completed. The probability of long-term benefits. The resilience to risk of the net benefit flows over time.
The need to ensure that activities of a short-term emergency nature are carried out in a context that takes longer-term and interconnected problems into account.
Coherence
The need to assess security, developmental, trade and military policies as well as humanitarian policies, to ensure that there is consistency and, in particular, that all policies take into account humanitarian and human rights considerations.
Coverage
The need to reach major population groups facing life threatening suffering wherever they are.
The continuation of benefits from a development intervention after major development assistance has been completed. The probability of long-term benefits. The resilience to risk of the net benefit flows over time.
Additional criteria for evaluation of humanitarian action
ConnectednessThe need to ensure that activities of a short-term emergency nature are carried out in a context that takes longer-term and interconnected problems into account.
Coherence
The need to assess security, developmental, trade and military policies as well as humanitarian policies, to ensure that there is consistency and, in particular, that all policies take into account humanitarian and human rights considerations.
Coverage
The need to reach major population groups facing life threatening suffering wherever they are.
Relevance
Relevance is a measure of the extent to which development interventions meet population needs and country priorities, and are consistent with donor policies.
For example, in a road project relevance could be assessed in terms of the rationale for constructing the road: was it to serve a political agenda of the few or to exploit real economic potential? In a sector programme to support agriculture, relevance could be assessed in terms of domestic market responses to new crops, farmers’ responses to the various programme initiatives, etc.
A change in society’s policies or priorities could imply that the development interventions are now accorded lower priority, or lose some of their rationale. Once an endemic disease has been eradicated, for instance, it could mean there is no longer any need for a special health programme.
Efficiency
A measure of how economically resources/inputs (funds, expertise, time, etc.) are converted to results.
Efficiency is a measure of the relationship between outputs, i.e. the products or services of an intervention, and inputs, i.e. the resources that it uses.
A measure of how economically resources/inputs (funds, expertise, time, etc.) are converted to results.
Efficiency is a measure of the relationship between outputs, i.e. the products or services of an intervention, and inputs, i.e. the resources that it uses.
An output is a measure of effort; it is the immediate observable result of intervention processes over which the managers of the intervention, i.e. the implementers, have some measure of control. An intervention can be thought of as efficient if it uses the least costly resources that are appropriate and available to achieve the desired outputs, i.e. deliverables, in terms of quantity and quality.
The quality of the inputs and the outputs is an important consideration in assessing efficiency: the most economical resource is not necessarily the most appropriate and the trade-offs between the quantity of outputs and their quality are a key factor of overall performance.
Furthermore, assessing the efficiency of an intervention generally requires comparing alternative approaches to achieving the same outputs and this will be easier for some types of intervention that for others.
The quality of the inputs and the outputs is an important consideration in assessing efficiency: the most economical resource is not necessarily the most appropriate and the trade-offs between the quantity of outputs and their quality are a key factor of overall performance.
Furthermore, assessing the efficiency of an intervention generally requires comparing alternative approaches to achieving the same outputs and this will be easier for some types of intervention that for others.
Effectiveness
The extent to which the development intervention’s objectives were achieved, or are expected to be achieved, taking into account their relative importance.
Effectiveness is a measure of the extent to which the intervention’s intended outcomes, i.e. its specific objectives – intermediate results – have been achieved.
Explicitly, effectiveness is the relationship between the intervention’s outputs, i.e. its products or services – its immediate results – and its outcomes, meaning usually the intended benefits for a particular target group of beneficiaries.
As such, an intervention is considered effective when its outputs produce the desired outcomes; it is efficient when it uses resources appropriately and economically to produce the desired outputs.
For example, a teaching programme is considered effective if students learn, i.e. acquire intended knowledge, skills and abilities; it is considered efficient if it provides instruction, i.e. teaching time and materials, economically and of quality.
The extent to which the development intervention’s objectives were achieved, or are expected to be achieved, taking into account their relative importance.
Effectiveness is a measure of the extent to which the intervention’s intended outcomes, i.e. its specific objectives – intermediate results – have been achieved.
Explicitly, effectiveness is the relationship between the intervention’s outputs, i.e. its products or services – its immediate results – and its outcomes, meaning usually the intended benefits for a particular target group of beneficiaries.
As such, an intervention is considered effective when its outputs produce the desired outcomes; it is efficient when it uses resources appropriately and economically to produce the desired outputs.
For example, a teaching programme is considered effective if students learn, i.e. acquire intended knowledge, skills and abilities; it is considered efficient if it provides instruction, i.e. teaching time and materials, economically and of quality.
Impacts
The positive and negative, primary and secondary long-term effects produced by a development intervention, directly or indirectly, intended or unintended.
Impact is a measure of all significant effects of the development intervention, positive or negative, expected or unforeseen, on its beneficiaries and other affected parties.
Whereas effectiveness focuses on the intended outcomes of an intervention, impact is a measure of the broader consequences of the intervention such as economic, social, political, technical or environmental effects; locally, regionally, or at the national level; on the target group and other directly or indirectly affected parties.
For example an HIV/AIDS prevention and treatment programme targeting vulnerable groups could have broader effects both positive, such as a reduction in the incidence of tuberculosis on other groups, and negative, such as a reduction of funding to malaria prevention. Effects may also be economic in nature, e.g. size of the workforce, political, e.g. state budget allocation, and so on.
The positive and negative, primary and secondary long-term effects produced by a development intervention, directly or indirectly, intended or unintended.
Impact is a measure of all significant effects of the development intervention, positive or negative, expected or unforeseen, on its beneficiaries and other affected parties.
Whereas effectiveness focuses on the intended outcomes of an intervention, impact is a measure of the broader consequences of the intervention such as economic, social, political, technical or environmental effects; locally, regionally, or at the national level; on the target group and other directly or indirectly affected parties.
For example an HIV/AIDS prevention and treatment programme targeting vulnerable groups could have broader effects both positive, such as a reduction in the incidence of tuberculosis on other groups, and negative, such as a reduction of funding to malaria prevention. Effects may also be economic in nature, e.g. size of the workforce, political, e.g. state budget allocation, and so on.
Sustainability
The continuation of benefits from a development intervention after major development assistance has been completed. The probability of long-term benefits. The resilience to risk of the net benefit flows over time.
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The continuation of benefits from a development intervention after major development assistance has been completed. The probability of long-term benefits. The resilience to risk of the net benefit flows over time.
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b) What are evaluation techniques for evaluation objectives? Describe in detail. (10)
Evaluation techniques Different evaluation techniques have different purposes, work in different contexts, and give you different types of feedback. Some techniques will be more useful for particular questions than others.Evaluation techniques are often divided into quantitative and qualitative. You are likely to use both when evaluating information projects. The differences between the two are quite complex, but broadly speaking, quantitative evaluation counts numbers and qualitative explores processes, views, and feelings.
However, this rule does not hold up for all types of evaluation. Because of this, we have decided not to use this distinction. Instead, we describe the different evaluation techniques that can be used, and indicate the purposes, strengths and weaknesses they each have.
Getting feedback from users and others
If you want to know what people thought of the information (Did they like it? Did they think it was easy-to-read?) or how they used it, you can ask them in a range of different ways:
- Self-completion questionnaires - by post or online (see 'Designing self-completion questionnaires'for guidance).
- Face-to-face or telephone interviews.
- Group discussions, including focus groups.
- Intermediary or user diaries of activities and impressions.
All of these techniques will benefit from input from evaluators.
Some of these techniques - those that involve face-to-face interaction with intermediaries or users - are best undertaken by independent evaluators. If interviews are carried out by the creators of the information, it risks biasing people's responses.
Less interactive techniques like self-completion questionnaires and diaries are less prone to these bias issues, and so can be done without external help. However, you may still need the input of an evaluator to get the most out of them.
There is free software available that you can use to create simple online surveys or questionnaires.
For more complex surveys you will usually have to pay. www.surveymonkey.comLink opens in a new window www.questionpro.com/free-survey-software.htmlLink opens in a new window www.esurveyspro.comLink opens in a new window Understand how things work in practice.
If you want to know how things worked in practice (how it was really used, if users really understood it, etc), or to relate processes to the effectiveness of the information, you can find out by:
These techniques are extremely valuable because they show how things work in the real world. Good observation is very difficult to do well (probably impossible if you have been involved with the project and therefore have particular expectations), and does need to be carried out by an independent evaluator in order to get the most from it.
A word on outcomes and impact
'Outcomes' or 'impact' are ways of describing the effect the project had. A lot of emphasis is currently put on outcomes, and it is common for people to regard outcomes as the central aim of project evaluation. And not without reason, it is clearly hugely valuable to examine the influence of a project.
There are however two downsides to this current popularity that you should be aware of. The first is that social changes are very hard and usually very costly to measure with any confidence. It might be possible to identify a 'reliable' outcome with a project that has many thousands of users, with control groups who do not get the service, operating over a five-year period, and controlling for other social changes. But this might well cost several million pounds. The second is that other useful evaluation techniques are often dismissed because they do not obviously measure outcomes. This is a mistake.
Less interactive techniques like self-completion questionnaires and diaries are less prone to these bias issues, and so can be done without external help. However, you may still need the input of an evaluator to get the most out of them.
There is free software available that you can use to create simple online surveys or questionnaires.
For more complex surveys you will usually have to pay. www.surveymonkey.comLink opens in a new window www.questionpro.com/free-survey-software.htmlLink opens in a new window www.esurveyspro.comLink opens in a new window Understand how things work in practice.
If you want to know how things worked in practice (how it was really used, if users really understood it, etc), or to relate processes to the effectiveness of the information, you can find out by:
- informal observation - being around and watching what goes on;
- actively observing people doing things - intermediaries and users, users using the information;
- going through the information with them and asking them to explain it.
These techniques are extremely valuable because they show how things work in the real world. Good observation is very difficult to do well (probably impossible if you have been involved with the project and therefore have particular expectations), and does need to be carried out by an independent evaluator in order to get the most from it.
A word on outcomes and impact
'Outcomes' or 'impact' are ways of describing the effect the project had. A lot of emphasis is currently put on outcomes, and it is common for people to regard outcomes as the central aim of project evaluation. And not without reason, it is clearly hugely valuable to examine the influence of a project.
There are however two downsides to this current popularity that you should be aware of. The first is that social changes are very hard and usually very costly to measure with any confidence. It might be possible to identify a 'reliable' outcome with a project that has many thousands of users, with control groups who do not get the service, operating over a five-year period, and controlling for other social changes. But this might well cost several million pounds. The second is that other useful evaluation techniques are often dismissed because they do not obviously measure outcomes. This is a mistake.
Outcomes or aims are decided when the project is designed. Your evaluation should focus on these, and try to get as close as you can to assessing how far they were achieved, within the limited budget and time frame you have.
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Q.2 Develop test for assessing different levels off evaluation skills. (20)
The Reading Comprehension section tests your ability to read and comprehend both academic and non-academic texts.After you read each passage, read the questions that follow it and the four possible answers. Choose the best answer by filling in the space — see sample answer below — that corresponds to the letter of the answer you have chosen.
Sample: Reading Comprehension Questions
Questions 1–4 are about the following announcement.
Student Volunteers Needed!
On Saturday, December 12th, from 10 A.M. until 4 P.M., Carverton Middle School will be holding a music festival in the school gymnasium. The special event will feature a variety of professional musicians and singers.
Task Time Date
Make posters 1 P.M.–4 P.M. December 5th
Set up gym 11 A.M.–4 P.M. December 11th
Help performers 9 A.M.–4 P.M. December 12th
Welcome guests 10 A.M.–2 P.M. December 12th
Clean up gym 4 P.M.–7 P.M. December 12th
Interested students should speak with Ms. Braxton, the music teacher. Students who would like to help at the festival must have written permission from a parent or guardian.
1. What time will the festival begin?
A. 10 A.M.
B. 11 A.M.
C. 1 P.M.
D. 2 P.M.
2. In line 3, the word feature is closest in meaning to_______.
A. look
B. keep
C. include
D. entertain
3. What job will be done the day before the festival begins?
A. Making posters
B. Setting up the gym
C. Cleaning up the gym
D. Helping the performers
4. Who is told to talk to Ms. Braxton?
A. Parents
Interested students should speak with Ms. Braxton, the music teacher. Students who would like to help at the festival must have written permission from a parent or guardian.
1. What time will the festival begin?
A. 10 A.M.
B. 11 A.M.
C. 1 P.M.
D. 2 P.M.
2. In line 3, the word feature is closest in meaning to_______.
A. look
B. keep
C. include
D. entertain
3. What job will be done the day before the festival begins?
A. Making posters
B. Setting up the gym
C. Cleaning up the gym
D. Helping the performers
4. Who is told to talk to Ms. Braxton?
A. Parents
B. Students
C. Teachers
D. Performers
Questions 5–11 refer to the following story.
1. "Did you see that?" Joe said to his friend Bill.
2. "You're a great shooter!"
3. Bill caught the basketball and bounced it before
4. throwing it again. The ball flew into the net.
5. "Bill, you never miss!" Joe said admiringly.
6. "Unless I'm in a real game," Bill complained.
7. "Then I miss all the time."
8. Joe knew that Bill was right. Bill performed much
9. better when he was having fun with Joe in the school
10. yard than he did when he was playing for the school
11. team in front of a large crowd.
12. "Maybe you just need to practice more," Joe suggested.
13. "But I practice all the time with you!" Bill objected.
14. He shook his head. "I just can't play well when people are
15. watching me."
16. "You play well when I'm watching," Joe pointed out.
17. "That's because I've known you since we were five
18. years old," Bill said with a smile. "I'm just not
19. comfortable playing when other people are around."
20. Joe nodded and understood, but he also had an idea.
21. The next day Joe and Bill met in the school yard again
22. to practice. After a few minutes, Joe excused himself.
23. "Practice without me," Joe said to his friend. "I'll be
24. back in a minute."
25. Joe hurried through the school building, gathering
26. together whomever he could find—two students, a math
27. teacher, two secretaries, and a janitor. When Joe explained
28. why he needed them, everyone was happy to help.
C. Teachers
D. Performers
Questions 5–11 refer to the following story.
1. "Did you see that?" Joe said to his friend Bill.
2. "You're a great shooter!"
3. Bill caught the basketball and bounced it before
4. throwing it again. The ball flew into the net.
5. "Bill, you never miss!" Joe said admiringly.
6. "Unless I'm in a real game," Bill complained.
7. "Then I miss all the time."
8. Joe knew that Bill was right. Bill performed much
9. better when he was having fun with Joe in the school
10. yard than he did when he was playing for the school
11. team in front of a large crowd.
12. "Maybe you just need to practice more," Joe suggested.
13. "But I practice all the time with you!" Bill objected.
14. He shook his head. "I just can't play well when people are
15. watching me."
16. "You play well when I'm watching," Joe pointed out.
17. "That's because I've known you since we were five
18. years old," Bill said with a smile. "I'm just not
19. comfortable playing when other people are around."
20. Joe nodded and understood, but he also had an idea.
21. The next day Joe and Bill met in the school yard again
22. to practice. After a few minutes, Joe excused himself.
23. "Practice without me," Joe said to his friend. "I'll be
24. back in a minute."
25. Joe hurried through the school building, gathering
26. together whomever he could find—two students, a math
27. teacher, two secretaries, and a janitor. When Joe explained
28. why he needed them, everyone was happy to help.
29. Joe reminded the group to stay quiet as they all went
30. nothing to worry about for the next game!"
31. toward the school's basketball court. As Joe had hoped,
32. Bill was still practicing basketball. He made five
33. baskets in a row without noticing the silent people
34. standing behind him.
35. "Hey, Bill!" Joe called out finally.
36. Bill turned. A look of surprise came over his face.
37. "I just wanted to show you that you could play well
38. with people watching you," Joe said. "Now you'll have
5. What would be the best title for the story?
A. Joe Joins the Team
B. Practice Makes Perfect
C. Bill Wins the Big Game
D. Bill's Basketball Problem
6. In line 8, the word performed is closest in meaning to_______.
A. acted
B. played
C. moved
D. changed
7. Why is Bill upset?
A. He plays better in practice than he does during games.
B. The school yard is not a good place to practice.
C. Joe watches him too closely when he plays.
D. His team loses too many games.
8. Why does Bill play well when Joe is watching him?
A. He is comfortable with Joe.
B. Joe tells him how to play better.
C. He does not know that Joe is there.
D. He wants to prove to Joe that he is a good player.
9. Why does Joe decide to gather a group of people?
A. Because he wants more players for his team
B. Because he wants to help Bill feel less nervous
C. Because he wants to show them his talent
D. Because he wants more people to see the next game
10. At the end of the story, all of the following people watch Bill practice EXCEPT _______.
A. Joe
B. a janitor
C. a math teacher
D. the basketball coach
11. Why does the group have to be quiet when they go to the basketball court?
A. Because Joe is telling Bill what to do
B. Because they do not want Bill to know they were there
C. Because Bill likes to practice alone
D. Because the group needs to listen to Joe’s instructions
30. nothing to worry about for the next game!"
31. toward the school's basketball court. As Joe had hoped,
32. Bill was still practicing basketball. He made five
33. baskets in a row without noticing the silent people
34. standing behind him.
35. "Hey, Bill!" Joe called out finally.
36. Bill turned. A look of surprise came over his face.
37. "I just wanted to show you that you could play well
38. with people watching you," Joe said. "Now you'll have
5. What would be the best title for the story?
A. Joe Joins the Team
B. Practice Makes Perfect
C. Bill Wins the Big Game
D. Bill's Basketball Problem
6. In line 8, the word performed is closest in meaning to_______.
A. acted
B. played
C. moved
D. changed
7. Why is Bill upset?
A. He plays better in practice than he does during games.
B. The school yard is not a good place to practice.
C. Joe watches him too closely when he plays.
D. His team loses too many games.
8. Why does Bill play well when Joe is watching him?
A. He is comfortable with Joe.
B. Joe tells him how to play better.
C. He does not know that Joe is there.
D. He wants to prove to Joe that he is a good player.
9. Why does Joe decide to gather a group of people?
A. Because he wants more players for his team
B. Because he wants to help Bill feel less nervous
C. Because he wants to show them his talent
D. Because he wants more people to see the next game
10. At the end of the story, all of the following people watch Bill practice EXCEPT _______.
A. Joe
B. a janitor
C. a math teacher
D. the basketball coach
11. Why does the group have to be quiet when they go to the basketball court?
A. Because Joe is telling Bill what to do
B. Because they do not want Bill to know they were there
C. Because Bill likes to practice alone
D. Because the group needs to listen to Joe’s instructions
12. Which title best summarizes the main idea of the passage?
A. Wild Animals in Art
B. Hidden Prehistoric Paintings
C. Exploring Caves Respectfully
D. Determining the Age of French Caves
13. In line 4, the words pays heed to are closest in meaning to _______.
A. discovers
B. watches
C. notices
D. buys
14. Based on the passage, what is probably true about the south of France?
A. It is home to rare animals.
B. It has a large number of caves.
C. It is known for horse-racing events.
D. It has attracted many famous artists.
15. According to the passage, which animals appear most often on the cave walls?
A. Birds
B. Bison
C. Horses
D. Wild cats
16. In line 10, the word depict is closest in meaning to _______.
A. show
B. hunt
C. count
D. draw
17. Why was painting inside the Lascaux complex a difficult task?
A. It was completely dark inside.
B. The caves were full of wild animals.
C. Painting materials were hard to find.
D. Many painting spaces were difficult to reach.
18. In line 14, the word They refers to _______.
A. walls
B. artists
C. animals
D. materials
19. According to the passage, all of the following have caused damage to the paintings EXCEPT _______.
A. temperature changes
B. air movement
C. water
D. light
20. What does the passage say happened at the Lascaux caves in 1963?
A. Visitors were prohibited from entering.
B. A new lighting system was installed.
A. Wild Animals in Art
B. Hidden Prehistoric Paintings
C. Exploring Caves Respectfully
D. Determining the Age of French Caves
13. In line 4, the words pays heed to are closest in meaning to _______.
A. discovers
B. watches
C. notices
D. buys
14. Based on the passage, what is probably true about the south of France?
A. It is home to rare animals.
B. It has a large number of caves.
C. It is known for horse-racing events.
D. It has attracted many famous artists.
15. According to the passage, which animals appear most often on the cave walls?
A. Birds
B. Bison
C. Horses
D. Wild cats
16. In line 10, the word depict is closest in meaning to _______.
A. show
B. hunt
C. count
D. draw
17. Why was painting inside the Lascaux complex a difficult task?
A. It was completely dark inside.
B. The caves were full of wild animals.
C. Painting materials were hard to find.
D. Many painting spaces were difficult to reach.
18. In line 14, the word They refers to _______.
A. walls
B. artists
C. animals
D. materials
19. According to the passage, all of the following have caused damage to the paintings EXCEPT _______.
A. temperature changes
B. air movement
C. water
D. light
20. What does the passage say happened at the Lascaux caves in 1963?
A. Visitors were prohibited from entering.
B. A new lighting system was installed.
C. Another part was discovered.
D. A new entrance was created
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D. A new entrance was created
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Q.3 Describe in detail the nature of practical skills and abilities. (20)
In the world of human resources and corporate education, the acronym KSA stands for Knowledge, Skills, and Abilities. It is most often used to define the requirements of a job opening and compare candidates when making a final selection. If you're looking for a job, a recruiter may be looking at your KSA profile.KSA Background
Historically, the KSA framework was associated with the U.S. federal government. Its agencies applied the Knowledge, Skills and Abilities model to its recruiting activities for many years, although the practice has lately been phased out in favor of resume-focused recruiting. That doesn't mean it has disappeared, however. If anything, the use of KSA is expanding to include assessments of training and coaching needs in an existing workforce.
Defining Knowledge, Skills, and Abilities:
One of the criticisms of KSA is that it's easy to see those three terms as interchangeable or at the very least overlapping. However, they are distinctly different dimensions of an individual's qualifications.
Knowledge focuses on the understanding of concepts. It is theoretical and not practical. An individual may have an understanding of a topic or tool or some textbook knowledge of it but have no experience applying it. For example, someone might have read hundreds of articles on health and nutrition, many of them in scientific journals, but that doesn't make that person qualified to dispense advice on nutrition.
Skills are the capabilities or proficiencies developed through training or hands-on experience. Skills are the practical application of theoretical knowledge. Someone can take a course on investing in financial futures, and therefore has knowledge of it. But getting experience in trading these instruments adds skills.
Abilities are often confused with skills, yet there is a subtle but important difference. Abilities are the innate traits or talents that a person brings to a task or situation. Many people can learn to negotiate competently by acquiring knowledge about it and practicing the skills it requires. A few are brilliant negotiators because they have the innate ability to persuade.
Strengthening KSA Knowledge and skills are best developed through training activities that incorporate theoretical learning and hands-on application of key concepts and tools. For instance, a person who wants to be a project manager must understand the key concepts of that role such as scope, work breakdown structure, and critical path, but must also gain experience incorporating elements of those concepts into a real project.
Strengthening natural abilities is primarily a coaching challenge. Observation, feedback, and improvement can be applied to nurture abilities.
Drawbacks of KSA
The general criticisms of using a KSA framework for job applications or candidate evaluation tool include:
- Long and sometimes redundant job descriptions
- Complex and frustrating application processes
- Confusion over the differences between the terms, especially skills and abilities Some job applications include a request to describe your KSA, usually in the form of a brief essay. Keep those three terms straight and you'll be halfway
They are all “must-haves” in our career. Recruiters look for knowledge, skills, and abilities during the hiring process. Managers use KSAs when they are considering employees for transfers and promotions. KSAs are used as the company creates and updates their replacement and succession plans.
As we talk more about the skills gap, it will be important to understand the difference because the way we obtain knowledge, skills, and abilities can vary. And if we’re an organization trying to figure out how to solve the skills gap that exists within our workforce, then we have to link the right solutions.
For instance, if the issue is knowledge, then maybe we can create an in-house library that employees can check out books on the topics. But if the challenge is skills, the answer might be training. And if abilities need to be improved, is it possible to developpersonal action plans that give employees the opportunity to refine their abilities.
Thank goodness we have the terminology purists to correct us on the words. There are times when it’s fine to use the terms interchangeably and others when we need to emphasize the exact term. Regardless, they’re all equally important.
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As we talk more about the skills gap, it will be important to understand the difference because the way we obtain knowledge, skills, and abilities can vary. And if we’re an organization trying to figure out how to solve the skills gap that exists within our workforce, then we have to link the right solutions.
For instance, if the issue is knowledge, then maybe we can create an in-house library that employees can check out books on the topics. But if the challenge is skills, the answer might be training. And if abilities need to be improved, is it possible to developpersonal action plans that give employees the opportunity to refine their abilities.
Thank goodness we have the terminology purists to correct us on the words. There are times when it’s fine to use the terms interchangeably and others when we need to emphasize the exact term. Regardless, they’re all equally important.
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Q.5 a) What is diagnosis assessment? How does diagnosis assessment improve student’s science learning? (10)
Another type of assessment, which is given at the beginning of the course or the beginning of the unit/topic, is known as diagnostic assessment. This assessment is used to collect data on what students already know about the topic. Diagnostic assessments are sets of written questions (multiple choice or short answer) that assess a learner’s current knowledge base or current views on a topic/issue to be studied in the course. The goal is to get a snapshot of where students currently stand – intellectually, emotionally or ideologically – allowing the instructor to make sound instructional choices as to how to teach the new course content and what teaching approach to use. They are often used pre- and post-instruction, where students are given identical pre- and post-tests before and after the course. This method allows instructors and students to chart their learning progress by comparing pre- and post-tests results.
Diagnostic assessment is a form of pre-assessment that allows a teacher to determine students’ individual strengths, weaknesses, knowledge, and skills prior to instruction. It is primarily used to diagnose student difficulties and to guide lesson and curriculum planning.
Diagnostic assessment is a form of pre-assessment that allows a teacher to determine students’ individual strengths, weaknesses, knowledge, and skills prior to instruction. It is primarily used to diagnose student difficulties and to guide lesson and curriculum planning.
Psychology:
Instructor surveys students’ assumptions about the concepts that will be taught in the course (e.g. the nature of mind or behavior)
A Instructor surveys students prior experiences with group work and their attitudes towards group work, or conducts early term self-assessment
Physics:
Instructor uses a set of conceptual questions to assess students understanding of fundamental concepts at the start of the course
Course with sensitive/controversial topics
Instructor may survey students in order to reveal assumptions that they may bring to controversial questions
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b) Devise strategies for the assessment of student’s performance. (10)
Formative assessment strategies for teachers.1. Analysis of Student Work
A great deal of information can be learned from students’ homework, tests, and quizzes—especially if the students are required to explain their thinking. When teachers take the time to analyze student work, they gain knowledge about:- A student's current knowledge, attitudes, and skills about subject matter
- Strengths, weaknesses, and learning styles '
- Need for further, or special, assistance
2. Strategic Questioning Strategies
Questioning strategies may be used with individuals, small groups, or the entire class. Effective formative assessment strategies involve asking students to answer well-thought-out, higher-order questions such as “why” and “how.” Higher-order questions require more in-depth thinking from the students, and help the teacher discern the level and extent of the students’ understanding.Another strategic questioning strategy used in formative assessment is to give the students a "wait time" to respond. Studies have found that most students become more engaged in classroom dialogue when higher-order questions are combined with a wait period.
3. Think-Pair-Share
This is one of the many formative assessment strategies that is simple for teachers to use. The instructor asks a question, and students write down their answers. Students are then placed in pairs to discuss their responses.
Teachers are able to move around the classroom and listen to various discussions, gaining insight into an individual’s levels of understanding. After a time, the students discuss their responses with the entire class.
Teachers review the responses, and gain insight as to which students have fully learned the concept, and those that are still struggling. The information obtained can be used to plan a whole-group or partial-group lesson to re-teach the concept.
Admit Tickets are done at the very beginning of the class. Students may respond to questions about homework, or on the lesson taught the day before.
4. Exit/Admit Tickets
A simple but effective formative assessment is the Exit Ticket. Exit Tickets are small pieces of paper, or index cards, that students deposit as they leave the classroom. Students are required to write down an accurate interpretation of the main idea behind the lesson taught that day, and then provide more detail about the topic.Teachers review the responses, and gain insight as to which students have fully learned the concept, and those that are still struggling. The information obtained can be used to plan a whole-group or partial-group lesson to re-teach the concept.
Admit Tickets are done at the very beginning of the class. Students may respond to questions about homework, or on the lesson taught the day before.
5. One-Minute Papers
One-minute papers are usually done at the end of the day. Students in groups (or individually) are asked to answer a brief question in writing. The papers are collected and analyzed by the instructor to gain awareness of the students’ understanding. One-minute papers have been found to be more effective when done on a frequent basis. Typical questions posed by teachers center around:- Main point
- Most surprising concept
- Questions not answered
- Most confusing area of topic
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