Sentences with phrase «administration of another type of assessment»

Unfortunately, rarely do schools place the the same level of importance on the administration of another type of assessment: universal screening (US) measures (e.g., CBM, aReading).

Not exact matches

A Virtual Learning Environment will normally work over the internet and provide a collection of tools such as those for assessment (particularly of types that can be marked automatically, such as multiple choice), communication, uploading of content, return of students» work, peer assessment, administration of student groups, collecting and organizing student grades, questionnaires, tracking tools, etc..

The samples include nearly 50 assessment items and performance tasks, including examples of innovative, technology - enhanced items that take advantage of computer - based administration to assess a deeper understanding of content and skills than would otherwise be possible with traditional item types.

The shift to the Common Core State Standards and consortium - based assessments (e.g., PARCC and Smarter Balanced) has increased the focus on comparability and, importantly, on the threats to comparability including, but not limited to: different modes of test administration (computer vs. paper), different types of devices (e.g., tablets, desktop computers), and different administration vendors.

(a) Document a minimum of twenty - four hours of academic preparation or board approved continuing education coursework in counselor supervision training including training six hours in each area as follows: (i) Assessment, evaluation and remediation which includes initial, formative and summative assessment of supervisee knowledge, skills and self - awareness; components of evaluation e.g. evaluation criteria and expectations, supervisory procedures, methods for monitoring (both direct and indirect observation) supervisee performance, formal and informal feedback mechanisms, and evaluation processes (both summative and formative), and processes and procedures for remediation of supervisee skills, knowledge, and personal effectiveness and self - awareness; (ii) Counselor development which includes models of supervision, learning models, stages of development and transitions in supervisee / supervisor development, knowledge and skills related to supervision intervention options, awareness of individual differences and learning styles of supervisor and supervisee, awareness and acknowledgement of cultural differences and multicultural competencies needed by supervisors, recognition of relational dynamics in the supervisory relationship, and awareness of the developmental process of the supervisory relationship itself; (iii) Management and administration which includes organizational processes and procedures for recordkeeping, reporting, monitoring of supervisee's cases, collaboration, research and evaluation; agency or institutional policies and procedures for handling emergencies, case assignment and case management, roles and responsibilities of supervisors and supervisees, and expectations of supervisory process within the institution or agency; institutional processes for managing multiple roles of supervisors, and summative and formative evaluation processes; and (iv) Professional responsibilities which includes ethical and legal issues in supervision includes dual relationships, competence, due process in evaluation, informed consent, types of supervisor liability, privileged communication, consultation, etc.; regulatory issues include Ohio laws governing the practice of counseling and counseling supervision, professional standards and credentialing processes in counseling, reimbursement eligibility and procedures, and related institutional or agency procedures.