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Assessment is an essential part of mental-health nursing and as such a core learning requirement for pre-registration nursing students. Getting assessment right is essential for the nursing student in order for them to become an effective practitioner. Many books on assessment are very theoretical. This is a practical, hands-on guide to the assessment process, underpinned by the latest evidence. The book explains the core principles through running case studies, so that readers can see how each decision they make impacts on the person in their care. Key features: Assessment principles are applied across a variety of modern nursing settings that you may find yourself working in as a registered nurse Each chapter is linked to the relevant NMC standards and Essential Skills Clusters so you know you are meeting the professional requirements Activities throughout help you to think critically and develop essential graduate skills.
Assessment and Learning places learning at the centre of our concerns and explicitly underscores the importance of assessment in that learning. This new edition provides a comprehensive overview of assessment that is used to support learning, practice-based theory on assessment for learning, and formative assessment to support individual development and motivate learners. With a strong list of existing and new contributors, this second edition has been updated to include the latest work on assessment. Readers will find research-informed insights from a wide variety of international contexts. It features: - New chapters on e-assessment, the learner's perspective on assessment and learning and the influence of assessment on how we value learning - Teacher-friendly assessment topics - Practical examples and chapter summaries throughout This book is useful to teacher educators and researchers on postgraduate courses in education, teaching, learning and assessment. John Gardner is a professor of education at Queens University Belfast, and President of the British Educational Research Association.
A comprehensive expansion to the essential higher education assessment textThis second edition of Assessment Essentials updates the bestselling first edition, the go-to resource on outcomes assessment in higher education. In this thoroughly revised edition, you will find, in a familiar framework, nearly all new material, examples from more than 100 campuses, and indispensable descriptions of direct and indirect assessment methods that have helped to educate faculty, staff, and students about assessment.Outcomes assessment is of increasing importance in higher education, especially as new technologies and policy proposals spotlight performance-based success measures. Leading authorities Trudy Banta and Catherine Palomba draw on research, standards, and best practices to address the timeless and timeliest issues in higher education accountability. New topics include:Using electronic portfolios in assessmentRubrics and course-embedded assessmentAssessment in student affairsAssessing institutional effectivenessAs always, the step-by-step approach of Assessment Essentials will guide you through the process of developing an assessment program, from the research and planning phase to implementation and beyond, with more than 100 examples along the way. Assessment data are increasingly being used to guide everything from funding to hiring to curriculum decisions, and all faculty and staff will need to know how to use them effectively. Perfect for anyone new to the assessment process, as well as for the growing number of assessment professionals, this expanded edition of Assessment Essentials will be an essential resource on every college campus.
This cutting-edge volume offers a complete primer on conducting problem-solving based assessments in school or clinical settings. Presented are an effective framework and up-to-date tools for identifying and remediating the many environmental factors that may contribute to a student's academic, emotional, or behavioral difficulties, and for improving all children's educational outcomes. Concise, consistently formatted chapters from leading researchers describe problem-solving based applications of such core assessment methods as interviews, observations, rating scales, curriculum-based measurement, functional behavioral assessment, and published tests. Including helpful case examples to demonstrate each method in action, the volume also offers invaluable tips on collaborating with teachers and school administrators, writing solution-focused psychoeducational reports, and evaluating the effectiveness of interventions.
Glazzard (primary education, U. of Huddersfield) unites several other contributors from the University of Huddersfield to discuss the use of summative assessment in the early years foundation stage and offer guidance on the ways in which summative assessment data can be analyzed. The book begins with material on theoretical perspectives, leading pedagogy, and values and principles of assessment in the early years foundation stage, then moves on to cover topics such as personalized learning, collecting meaningful evidence, and involving parents and family as partners in assessment. Case studies draw from a range of settings, and reflection activities are designed to engage students in a range of assessment strategies. Additional pedagogical aids include within-chapter key points and chapter-ending lists of websites. The book is directed at readers in a range of Qualified Teacher Status (QTS), Early Years Professional Status (EYPS), and early years courses. Annotation ©2011 Book News, Inc. , Portland, OR (booknews. com)
Written for preschool and primary school teachers involved in preparing for, administering, interpreting, and moving forward with the results of informal and standardized testing, Wortham's Assessment in Early Childhood Education, Sixth Edition, is one of the most accessible and practical books available in measurement and evaluation examines both standardized and informal assessment tools from a developmental perspective, focusing entirely on children between birth and age eight. Key changes to this edition include: a new emphasis on building partnerships with families with the inclusion of a diverse array of parents and families as examples; revised and expanded information on children from diverse cultures and languages and children with disabilities; updated and streamlined figures, examples, and models of assessment are found throughout the text; activities at the end of the chapters provide opportunities for students to apply their own performance activities and demonstrate understanding of chapter content; updated content on the effects of No Child Left Behind; and new information on current trends toward accountability and the impact of high-stakes testing.
`This is an invigorating and very thought-provoking text, that I would recommend to all early years professionals, parents and citizens interested in developing their understanding of early years philosophy in action, which is directly linked to a compelling research paradigm and deep reflection alongside a sound theoretical base' - Early Years `I would recommend this book to practitioners interested in reflecting on their own practice and approach to assessment. The insights provided are thought-provoking and promote a practical and positive approach to early years assessment' - Early Talk `This thoughtful book challenges the standard assessment process that is commonly employed within the context of early years provision. For any practitioners working in early years setting this is a powerful and exciting book that helps to remind us that the child must be placed centrally within the assessment process, not as a recipient but as a proactive contributor to the situation'- Child Language Teaching and Therapy `This is a highly relevant text as some UK early childhood educators become engulfed with avalanches of tick sheets! A most useful book which contributes to the current vital debate about when, what and how we should access young children's progress' - T.A.C.T.Y.C Newsletter `I found Margaret Carr's book fascinating... the ideas and arguments put forward are well worth mulling over' - Early Years Educator `This is an inspiring book from bilingual, bicultural New Zealand about revolutionizing the assessment of young children's learning and progress.... I hope this book inspires United Kingdom practitioners to set out on learning story journeys' - Nursery World `This book manages to blend recognized theory and recent research with practice. I found it easy, and sometimes enjoyable, to read; it provided plenty of "food for thought" as well as references on "how to". I would recommend it to all early childhood practitioners, not just those considering their current assessment procedures, as the chapters focusing on the child as a learner are of value on their own' - Julia Browne, Goldsmiths Association for Early Childhood This book shows that an early childhood setting can be described as a learning place in which children develop learning dispositions such as resilience in the face of uncertainty, confidence to express their ideas, and collaborative and thoughtful approaches to problem-solving. These dispositions provide the starting point for life-long learning. The author asks: How can we assess and track children's learning in the early years in a way that includes learning dispositions and avoids the pitfalls of over-formal methods, whilst being helpful for practitioners, interesting for families, and supportive for learners? The book - describes a way of assessment that stays close to the children's real experiences and provides an alternative to mechanistic and fragmented approaches, - shows how practitioners can assess what really matters: those learning dispositions (interest, involvement and perseverance for example) that provide a foundation for life-long learning. The book is about weaving theory and practice: theorizing development and learning as reflected in assessment practice. The author also argues that unless we find ways to assess complex outcomes in early childhood they will be excluded from the teaching and the learning. Simple and low level outcomes and goals will take their place. The theoretical ideas and arguments are illustrated throughout by transcripts and stories of children in a range of early childhood settings. At every turn in the journey it asks: How is this reflected in a real life context? It documents the voices of children, practitioners and parents as the learning story develops.
Assessment is a process of collecting information for the purpose of making important decisions about students. It is critical that those decisions be made both appropriately and fairly. Noted as the standard for professional resources in the field, ASSESSMENT offers basic assessment information along with a handbook-style reference of frank, comprehensive reviews of the tests most administered in K-12 schools. Featuring an emphasis on improved outcomes, the book equips teachers with the tools and knowledge to do assessments correctly as well as use assessment information to bolster student competence.
The fourth edition of Assessment in Special Education covers assessments for every disability type while examining each stage of the assessment process. Chapters discuss the most current and reliable assessment measures used in schools to determine all areas of special need from infancy, to school-age and into adulthood. This book addresses current topics such as IDEIA, curriculum-based assessment, curriculum-based measurement, functional behavior assessments and behavioral intervention plans.
Assessment in the Second Language Writing Classroom is a teacher and prospective teacher-friendly book, uncomplicated by the language of statistics. The book is for those who teach and assess second language writing in several different contexts: the IEP, the developmental writing classroom, and the sheltered composition classroom. In addition, teachers who experience a mixed population or teach cross-cultural composition will find the book a valuable resource. Other books have thoroughly covered the theoretical aspects of writing assessment, but none have focused as heavily as this book does on pragmatic classroom aspects of writing assessment. Further, no book to date has included an in-depth examination of the machine scoring of writing and its effects on second language writers. Crusan not only makes a compelling case for becoming knowledgeable about L2 writing assessment but offers the means to do so. Her highly accessible, thought-provoking presentation of the conceptual and practical dimensions of writing assessment, both for the classroom and on a larger scale, promises to engage readers who have previously found the technical detail of other works on assessment off-putting, as well as those who have had no previous exposure to the study of assessment at all.
Editor John Schuh and his fellow contributors, all experts in the field, detail the methodological aspects of conducting assessment projects specifically for the student affairs practitioner who is ready to conduct assessment projects, but is not quite sure how to manage their technical aspects. Using a variety of case studies and concrete examples to illustrate various assessment approaches, the authors lead the reader step-by-step through each phase of the assessment process with jargon-free, hands-on guidance.
Thirteen contributions review the major screening and assessment instruments for treating alcohol, nicotine, cocaine, amphetamine, opioid, cannabis, club drug, gambling, and sex dependence. Intended for use in conjunction with Relapse prevention: maintenance strategies in the treatment of addictive behaviors, 2nd ed., the second edition adds a chapter on cultural sensitivity when working with different ethnic populations. Annotation ©2005 Book News, Inc., Portland, OR (booknews.com)
Significant progress has been made in assessing children with autism spectrum disorders, but the field has lacked a single, comprehensive resource that assembles current best practices within a unified assessment framework. This authoritative book demonstrates how to craft a complete, scientifically grounded, and clinically useful portrait of a child's strengths and difficulties in social behavior, language and communication, intellectual functioning, motor skills, and other key areas of impairment and comorbidity. Leading experts illustrate ways in which school and clinical practitioners can integrate data from a variety of sources to improve the accuracy of diagnosis and inform the development of individualized interventions.
This comprehensive guide enables teachers to understand a range of approaches to the assessment of children with dyslexic-type difficulties. Linking theory, research and practice, practitioners will gain critical knowledge of procedures to analyse, interpret and use in appropriate assessments which will facilitate setting targets for teaching. The book covers: - how to use both informal and formal assessment procedures - frameworks for evaluating published and teacher-made assessments - the professional development needs of any teacher involved in assessment Ideal for those training to be specialist teachers of learners with dyslexia, this text is equally useful to all teachers and SENCOS (Special Educational Needs Co-ordinators) and complements the authors' book Teaching Literacy to Learners with Dyslexia to provide comprehensive guidance for assessing and teaching learners with dyslexic-type difficulties. Sylvia Phillips is an experienced Special Educational Needs educator, and currently leads Glyndwr University's specialist course for teachers of learners with dyslexia. Kath Kelly is Programme Leader for the Masters in Specific Learning Difficulties, Manchester Metropolitan University. Liz Symes is Senior Lecturer in SEN (Special Educational Needs) and Professional Studies, Manchester Metropolitan University.
An Assessment of Mars Science and Mission Priorities
NASA maintains a planetary protection policy to avoid the forward biological contamination of other worlds by terrestrial organisms, and back biological contamination of Earth from the return of extraterrestrial materials by spaceflight missions. Forward-contamination issues related to Mars missions were addressed in a 2006 National Research Council (NRC) book, Preventing the Forward Contamination of Mars. However, it has been more than 10 years since back-contamination issues were last examined. Driven by a renewed interest in Mars sample return missions, this book reviews, updates, and replaces the planetary protection conclusions and recommendations contained in the NRC's 1997 report Mars Sample Return: Issues and Recommendations. The specific issues addressed in this book include the following: The potential for living entities to be included in samples returned from Mars; Scientific investigations that should be conducted to reduce uncertainty in the above assessment; The potential for large-scale effects on Earth's environment by any returned entity released to the environment; Criteria for intentional sample release, taking note of current and anticipated regulatory frameworks; and The status of technological measures that could be taken on a mission to prevent the inadvertent release of a returned sample into Earth's biosphere.
APEEC is the first measurement scale designed to evaluate the use of developmentally appropriate practices in the early elementary classroom (K 3). Developed for classrooms serving both children with and without disabilities, the APEEC can be used by administrators and researchers to evaluate the degree of developmental appropriateness in inclusive and general education classrooms. It can also be used by teachers as a self-assessment tool. The book includes a carefully thought-out score sheet, which can be photocopied for use in rating classrooms. Featuring straightforward language and an easy-to-follow format, APEEC is organized under three main categories: Physical Environment, Instructional Context, and Social Context. The authors used a multi-step process to develop the APEEC, including a thorough review of the relevant literature (particularly the NAEYC guidelines and early childhood special education literature); an extensive review of the scale by practitioners, researchers, and board members of professional organizations and research journals; and field testing in 69 classrooms.
An Assessment Of Precision Time And Time Interval Science And Technology
Within the Federal Aviation Administration (FAA), the Airway Transportation System Specialists ATSS) maintain and certify the equipment in the National Airspace System (NAS).In fiscal year 2012, Technical Operations had a budget of $1.7B. Thus, Technical Operations includes approximately 19 percent of the total FAA employees and less than 12 percent of the $15.9 billion total FAA budget. Technical Operations comprises ATSS workers at five different types of Air Traffic Control (ATC) facilities: (1) Air Route Traffic Control Centers, also known as En Route Centers, track aircraft once they travel beyond the terminal airspace and reach cruising altitude; they include Service Operations Centers that coordinate work and monitor equipment. (2) Terminal Radar Approach Control (TRACON) facilities control air traffic as aircraft ascend from and descend to airports, generally covering a radius of about 40 miles around the primary airport; a TRACON facility also includes a Service Operations Center. (3) Core Airports, also called Operational Evolution Partnership airports, are the nation's busiest airports. (4) The General National Airspace System (GNAS) includes the facilities located outside the larger airport locations, including rural airports and equipment not based at any airport. (5) Operations Control Centers are the facilities that coordinate maintenance work and monitor equipment for a Service Area in the United States. At each facility, the ATSS execute both tasks that are scheduled and predictable and tasks that are stochastic and unpredictable in. These tasks are common across the five ATSS disciplines: (1) Communications, maintaining the systems that allow air traffic controllers and pilots to be in contact throughout the flight; (2) Surveillance and Radar, maintaining the systems that allow air traffic controllers to see the specific locations of all the aircraft in the airspace they are monitoring; (3) Automation, maintaining the systems that allow air traffic controllers to track each aircraft's current and future position, speed, and altitude; (4) Navigation, maintaining the systems that allow pilots to take off, maintain their course, approach, and land their aircraft; and (5) Environmental, maintaining the power, lighting, and heating/air conditioning systems at the ATC facilities. Because the NAS needs to be available and reliable all the time, each of the different equipment systems includes redundancy so an outage can be fixed without disrupting the NAS. Assessment of Staffing Needs of Systems Specialists in Aviation reviews the available information on: (A) the duties of employees in job series 2101 (Airways Transportation Systems Specialist) in the Technical Operations service unit; (B) the Professional Aviation Safety Specialists (PASS) union of the AFL-CIO; (C) the present-day staffing models employed by the FAA; (D) any materials already produced by the FAA including a recent gap analysis on staffing requirements; (E) current research on best staffing models for safety; and (F) non-US staffing standards for employees in similar roles.
An Assessment of the National Institute of Standards and Technology Information Technology Laboratory: Fiscal Year 2011by Panel on Information Technology
Since 1959, the National Research Council (NRC), at the request of the National Institute of Standards and Technology (NIST), has annually assembled panels of experts to assess the quality and effectiveness of the NIST measurements and standards laboratories. In 2011, the NRC evaluated three of the six NIST laboratories: the Center for Nanoscale Science and Technology (CNST), the NIST Center for Neutron Research (NCNR) and the Information Technology Laboratory (ITL). Each of these was addressed individually by a separate panel of experts; this report assesses ITL.
This book shows how current and recent market prices convey information about the probability distributions that govern future prices. Moving beyond purely theoretical models, Stephen Taylor applies methods supported by empirical research of equity and foreign exchange markets to show how daily and more frequent asset prices, and the prices of option contracts, can be used to construct and assess predictions about future prices, their volatility, and their probability distributions.Stephen Taylor provides a comprehensive introduction to the dynamic behavior of asset prices, relying on finance theory and statistical evidence. He uses stochastic processes to define mathematical models for price dynamics, but with less mathematics than in alternative texts. The key topics covered include random walk tests, trading rules, ARCH models, stochastic volatility models, high-frequency datasets, and the information that option prices imply about volatility and distributions.Asset Price Dynamics, Volatility, and Prediction is ideal for students of economics, finance, and mathematics who are studying financial econometrics, and will enable researchers to identify and apply appropriate models and methods. It will likewise be a valuable resource for quantitative analysts, fund managers, risk managers, and investors who seek realistic expectations about future asset prices and the risks to which they are exposed.
Martin Kihn was the nicest guy in the world - and it was killing him. But on the day he turned forty, Marty decided to change his life - for the meaner. Tired of being passed over for promotions at work, Marty set out on a journey to transform himself from Mr. Nice Guy into a rule-breaking, order-giving dickhead like the "Marty Kaan" character played by Don Cheadle in the Showtime series House of Lies, based on Kihn's book of the same name. Asshole is the story of Kihn's ascent from Beta Male to Alpha Male to Asshole. He shares the techniques that helped him hone his image as a jerk, including the essential body language (don't smile, unless others are in pain); covers typical activities (credit stealing, getting even); and delineates classic behavior patterns, including speaking loudly and interrupting often, and insisting you've never, ever made a mistake.From acting lessons to boxing lessons, from hiring a life coach to covertly observing his nemesis at work, Marty develops the Seven Principles of Assholism. But will it be enough to earn him a promotion? Or will he alienate others to the point where his own wife won't be able to stand him?
What do you do after you write a #1 bestselling book about your drunken, sexual misadventures that makes you rich and famous? Celebrate by getting more drunk and having insane amounts of sex, obviously. And pretty soon you've got another bestselling book on your hands. Stuffed full of ridiculous stories of bad decisions, debauchery, and sexual recklessness, Assholes Finish First starts where I Hope They Serve Beer In Hell left off, then proceeds to "some next-level shit." You already know how women react to confidence, game, and vodka, but what happens when you add money and fame to the mix? You get answers to the hard questions you've never thought of asking:* What's it like to have sex with a midget? What about two midgets?* What does it do to a man to watch a 19-year-old do wind sprints to sober up, so that she can have sex with you before her twin sister does?* At what number of virgins does deflowering them stop being fun and start feeling like a job?* When a girl you met three hours ago decides to tattoo your name on her body, what is the appropriate reaction?The answers are inside, they are absurd and hilarious, and they are the product of one man's experiences: His name is Tucker Max, and he is still an asshole.
In this sexy, racy collection of short prose takes by a master of the form, Joyce Carol Oates makes her own appointment with character and event--a sort of extended sequential reverie that surprises and sometimes shocks, but always satisfies. Copyright © Libri GmbH. All rights reserved.
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