Assessment Methods Sample Clauses

Assessment Methods. 2.1 The California Standards for the Teaching Profession, most recently adopted by the State, shall provide the basis for the evaluation of classroom teachers and shall provide the foundation for assistance provided. 2.1.1 These Standards are adopted for the sole purpose of providing assistance to classroom teachers and recognizing and supporting quality instruction. 2.2 The evaluation of classroom teachers shall be based on three (3) of the six (6) standards agreed to by the evaluator and the teacher in the pre evaluation conference as the designated standards. If there is a difference of opinion in identifying these standards: one (1) Standard shall be identified by the classroom teacher and two (2) Standards by the evaluator. 2.3 With the approval of the principal and in consultation with the evaluatee, the evaluator may substitute an alternative Standard as the designated Standard if a need is so determined. The evaluatee continues to retain the right to select one (1) of the three (3) designated standards pursuant to Section 2.2 of this Article. This action shall be taken by the end of the first quarter. 2.4 In-service training related to evaluation based on the California Standards for the Teaching Profession shall be conducted for administrators and offered to classroom teachers.

Assessment Methods. As part of the evaluation process there shall be at least two (2) prearranged observations, or at the option of the evaluatee, one (1) prearranged observation and one (1) impromptu observation, or, two (2) impromptu observations of sufficient duration and quality to provide the evaluator(s) with sufficient data to make the evaluation. If prearranged, the evaluatee should prepare for the observer(s) a brief purpose and desired result. This does not preclude nonscheduled and informal observation as an additional useful assessment technique. The prearranged and impromptu observations shall be recorded on the Classroom Observation Form. Such comments shall be within the scope of the California Teaching Standards. A copy of the Classroom Observation Form shall be given to the evaluatee within five (5) working days of the observation.

Assessment Methods. 9.7.1 Methods to be utilized in the assessment of student progress shall be consistent with the stated objectives. Such methods of assessment may include use of state, District, and/or departmental test norms [but not publishers' norms established by standardized tests (See Ed. Code section 44662)] utilizing pre- and post-testing methods; product output measuring quality and/or quantity; performing output; observation and records; and other techniques.

Assessment Methods. A grading system will be established by the instructor and implemented uniformly. Grades will be based on demonstrated proficiency in subject matter determined by multiple measurements for evaluation, one of which must be essay exams, skills demonstration or, where appropriate, the symbol system.

Assessment Methods. Practice educators are required to use a range of assessment methods and sources of evidence on which to base their assessment of the student’s developing capability. These may include: Direct formal observation of the student’s practice (required) Evidence of reflective learning Practice documents (case recording, letters, referrals, emails etc.) Feedback from people who use services and/or carers (required) Feedback from colleagues and other professionals with whom the student has had contact, including the practice supervisor where applicable Practice learning sessions/ supervision notes Please detail below any additional assessment methods to be used on this placement (including arrangements for joint Practice Educator/ University assessment of student’s reflective work, if applicable)

Assessment Methods. Methods of assessment of student progress shall be utilized consistent with the stated objectives or program and other techniques discussed by the evaluator and evaluatee.

Assessment Methods. Assessment of student performance takes place throughout the course with regular feedback from facilitators and clinical supervisors. An examination at the end of each course helps to determine whether each student has reached a sufficient level of understanding of biological concepts and is able to apply them to clinical situations. The assessments emphasise students’ ability to use basic biology knowledge in novel clinical situations and to put basic biology information into real life situations.

Assessment Methods. Verbal discussion during seminars; final examination at the end of the course (written), using a unified 10 scores evaluation system.

Assessment Methods. Assessment of student performance takes place throughout the courses with regular feedback from facilitators, clinical instructors and experts (resource persons) in seminars in a number of formats. As a part of the assessment of the student performance, a ”two-way evaluation” is performed each semester. Based on self- assessment by the student and a student assessment by one or two teachers, the performance is discussed with each student separately. Important parts in these discussions are the student’s development of self confident, his/her ability to communicate with the patients (and parents) and the level of proffessionalism in his/hers behaviour in the clinic. An summative assessment at the end of each course/semester helps to determine whether each student has reached a sufficient level of understanding of behavioural and social concepts and is able to apply them to clinical situations. The assessment emphasise student ability to use behavioral and social knowledge in real life situations like in the meeting with patient, personnel and in the study group. This is analysed in feedback situations and in the clinical settings. A particular part of clinical assessment-tests which are similar to OSCE (Objective Structured Clinical Examination) assess the students communication with patient and dental nurse.