Assessment methods, their merits and demerits Essay Example for Free

Assessment methods, their merits and demerits Essay Mainly, three types of assessments are in practice, initial, formative and summative assessment. Initial assessment can be a formal or informal process of identifying each learner’s strengths and help them to understand their areas of development, and the setting action plan accordingly. In formative assessment, teacher or assessor monitor students learning performance during the learning time against a set criteria. Students struggling areas are identified by feedback records and action plan for teachers to adopt teaching strategies and student to motivate for more study is adjusted. In Summative assessment, teacher evaluates the learner’s performance at the end of an instructional unit by comparing it against a standard and other students’ performance. Summative assessments are high stakes or high point values and include: a)Written exams b)Quizzes c)Dissertations and projects d)Instead of comparing the advantages and disadvantages of these assessment types, I would prefer to discuss assessment instruments I used in these assessments and talk about their merits and demerits. Assessment typeStrengthLimitations 1.Written exams 1. Good tool to assess students’ knowledge without guessing. 2. It forces student to think and articulate that thinking. 3. Take less time to create test as compared to MCQ where assessor has to make more choices and student will choose one. 4. Teacher can provide better feedback on answers. 1. These tests needs language skills with and ESL students can’t demonstrate their capabilities. 2. These tests are time bounds and a slow writing student may not able to show his full knowledge. 3. Performance in these test based on memorizing facts instead of showing creativity. Assessment typeStrengthLimitations 2.Oral Exams1. This format decreases miscommunication and misunderstanding  while questioning or answering. 2. Student doesn’t need to follow any set lines for answer. 3. Give more chances to examiner to ask how student came to this answer. 4. More assessors can take part in this format. 5. More areas can be covered in less time. 1. Could be biased and less fair result oriented. 2. Requires a trained examiner to set such format which cost more. 3. Shy students can be distracted by other factors and c\they may not give their fullest. Assessment typeStrengthLimitations 3. Portfolios1. Assess and promote critical thinking. 2. Give opportunity learner to be self-directed, active, peer -supported and independent. 3. More than one assessor validates the performance. 4.Promotes creativity and problem solving 5. can be used to assess professional and personal development.1. Difficult to identify whether this is student’s own effort or somebody else’s. 2. Involve large amount of paper work which gives less time to focus on course. 3. Reliability issues. 4. Student can easily hide their weaknesses in this type of assessment. Assessment typeStrengthLimitations 4. Projects and dissertations1. All round ability testing i.e practical, analytical and interpretative skills. 2. Teaches students time management and if in group then teaches leadership and team work skills. 3. Increase motivation to complete task quickly and in time.1. Making of such format assessment is hectic and time consuming. 2. Validity and reliability of assessment is not high as compared to other formats. 3. If resources not available to learning, performance will be compromised. In my teaching career, I have gone through all above mentioned assessment tools and found written exams are widely used in many parts of world. People love written exams because they pile up work and when exam is near, they memorize it and ready for exam, no creative work during the term just collecting the notes. Trend is slightly changing in the world and other assessment tools are in practice, mostly university are assessing courses by  assignments, project and dissertations and these formats require continuous study and work that’s develop students other skills along with the completion of these tasks.

The Road to the Cemetery :: Narrative Memoir Essays

The Road to the Cemetery The smell of cigarette smoke was strong; the leather couch reeked of it. Next to the couch was a nick-knack rack and on it were a little china girl, maybe Jill, and a little china boy, Jack; there was a glass wishing well near them too. Little glass dogs, a china cat, some shiny rocks, a little box, and a plastic Hawaii hula baby lived on the rack as well. Grandma opened the doors and all of the windows; today we were to begin cleaning out Aunt Beth's house. I looked out the front door, saw clouds were coming, and in the distance, I saw lightning flash. Today was nothing like those days nearly two weeks ago when Aunt Beth had died, and was then laid to rest. I remember the year my Great Great Aunt Beth died. Being little, people would speak quietly about her declining health and expect my cousins and I not to understand, thinking that they were sheltering us. "She isn't doing well," someone would say. "No She isn't," would be the reply, "and she refuses to take her oxygen when she goes out." "I know, she won't even have it on when someone visits." "It embarrasses her." "It shouldn't lots of people have to have oxygen" "She left it on when I went to visit her the other day, that proves that she's really not feeling very well at all." Another time I was told straight out, "Honey, Aunt Beth doesn't feel well, I don't know if she'll ever get better." This statement was wrong I was sure, she was my Aunt Beth and she would get well. I would look at her sometimes, trying to see why everyone thought she was unwell. She looked like she always had; maybe her back was a little more crooked she had Scoliosis. Her voice was just a little rough and perhaps she coughed a little more. She still gave me a sound hug when I saw her. Aunt Beth did not go on picnics with the family anymore, because she was to old Grandma said. I did know she did not feel well, but she never had felt well as long as I could remember. She did not try to shelter her many nieces, nephews, great nieces and great nephews she knew we would find out sooner or latter. She used to say "My bones ache, my hands hurt, my back aches, I have trouble walking so I had to get me a cane, and I can't sleep for coughing.

Outline of Mesopotamia and Ancient Egypt

Introduction Throughout history, humans have been migrating in and out and settling in different areas of the region. Migrating and settling causes people to come together and spread their ideas to others which causes civilizations. Each civilization is created to be equal but separate in their own ways. They are all related to each other in different ways. They have shared similar beliefs, experiences and obstacles. They are both unique culturally, politically and socially. * Thesis: Two civilizations which are similar and different individually are Egypt and Mesopotamia.II. Differences * Geographical Differences 1. Egypt developed North and South hugging the banks of the Nile River Valley. * The Nile River systematically floods which flooded the surrounding banks and made the soil exceptionally rich. * Egypt bordered on the side of sea and dessert which was difficult to invade and conquer it. 2. Mesopotamia has the Tigris and Euphrates River, commonly referred to â€Å"Fertile Cre scent. † * Mesopotamia was formed in between these two rivers. * When Mesopotamia has a flood, they are forced to supply their agricultural lands. Mesopotamia land was easily opened for attack. * Writing Differences 1. Egypt created Hieroglyphics which developed from pictographs to advanced letters. 2. Mesopotamia created cuneiforms which are wedged shaped characters * Political Differences 1. Egypt had a Pharaoh which was passed down from father to son that established a long lasting dynasty. * The Pharaoh was viewed as god-liked and has magical powers. 2. Mesopotamia had a king but their king was usually deposed by invading forces due to the area's poor defensive position. Social Differences 1. In Egypt females had more opportunities to rise in life 2. Mesopotamia had different classes of slaves but all were still treated as properties. * Cultural Differences 1. Egypt did not have a law system set at the time 2. Mesopotamia had the Hammurabi Code which were orders given to c haotic places* Egypt had a longer continuous civilization than Mesopotamia III. Similarities * They were both similar by being polytheistic, believing in more than one god * They both later moved to a sort of monarchy Both of their system led to the creation of strict social classes that usually included a class for priests, traders, farmers and laborers. * Egypt and Mesopotamia both created pyramid structures * These two civilizations both first developed advance systems of writing. * Egypt and Mesopotamia created calendars beginning with the sun’s or moon’s cycle * These two civilizations both used their main rivers for trades and access to a major source of freshwater. * They used their river valleys for water for fertile crops and both have floods. Both of these civilization has structures which organizes classes within groups IV. Conclusion * Restate thesis * Till this day, ancient Egypt and Mesopotamia are still known as a huge impact in history. * Brief summary of the important similarities and differences * Why was the history of these two civilizations important? * What were some things that these civilization spread throughout and the result of it? * How are these two civilization related to today? * Analysis of this essay * End with a personal statement

Meaning and History of the Term Robber Baron

Robber Baron was a term applied to a businessman in the 19th century who engaged in unethical and monopolistic practices, utilized corrupt  political influence, faced almost no business regulation, and amassed enormous wealth. The term itself was not coined in the 1800s, but actually dated back centuries It was originally applied to noblemen in the Middle Ages who functioned as feudal warlords and were literally â€Å"robber barons.† In the 1870s the term began to be used to describe business tycoons, and the usage persisted throughout the rest of the 19th century. The late 1800s and the first decade of the 20th century are sometimes referred to as an age of robber barons. The Rise of Robber Barons As the United States transformed into an industrial society with little regulation of business, it was possible for small numbers of men to dominate crucial industries. Conditions which favored vast accumulations of wealth included the extensive natural resources being discovered as the country expanded, the enormous potential workforce of immigrants arriving in the country, and the general acceleration of business in the years following the Civil War. Railroad builders, in particular, needing political influence to build their railways, became adept at influencing politicians through the use of lobbyists, or in some cases, outright bribery. In the public mind, robber barons were often associated with political corruption. The concept of laissez faire capitalism, which dictated no government regulation of business, was promoted.  Facing few  impediments to creating  monopolies, engaging in  shady stock trading practices,  or exploiting workers, some individuals made enormous fortunes. Examples of Robber Barons As the term robber baron came into common usage, it was often applied to a small group of men. Notable examples were: Cornelius Vanderbilt, owner of steamship lines and railroads.Andrew Carnegie, steel manufacturer.J.P. Morgan, financier, and banker.John D. Rockefeller, founder of Standard Oil.Jay Gould, Wall Street trader.Jim  Fisk, Wall Street trader.Russell Sage, financier. The men who were called robber barons were often  portrayed in a positive light, as â€Å"self-made men† who had helped build the nation and in the process created many jobs for American workers. However, the public mood turned against them in the late 19th century. Criticism from newspapers and social critics began to find an audience. And American workers began to organize in great numbers as the labor movement accelerated. Events in labor history, such as the Homestead Strike and the Pullman Strike, intensified public resentment toward the wealthy. The conditions of workers, when contrasted with the lavish lifestyles of millionaire industrialists, created widespread resentment. Even other businessmen felt exploited by monopolistic practices as it was virtually impossible to compete in some fields. Common citizens became aware that monopolists could more easily exploit workers. There was even a public backlash against the lavish displays of wealth often exhibited by the very wealthy of the age. Critics noted the concentration of wealth as evil or weakness of society, and satirists, such as Mark Twain, derided the showiness of the robber barons as â€Å"the Gilded Age.† In the 1880s journalists such as Nellie Bly performed pioneering work exposing the practices of unscrupulous businessmen. And Blys newspaper, Joseph Pulitzers New York World, positioned itself as the newspaper of the people and often criticized wealthy businessmen. In 1894 the protest march by Coxeys Army drew enormous publicity to a group of protesters who often spoke out against a wealthy ruling class that exploited workers. And the pioneering photojournalist Jacob Riis, in his classic book How the Other Half Lives, helped to highlight the great gap between the wealthy and the suffering poor in New York Citys slum neighborhoods. Legislation Aimed at Robber Barons The public’s increasingly negative view of trusts, or monopolies, transformed into legislation with the passage of the Sherman Anti-Trust Act in 1890. The law did not end the reign of robber barons, but it signaled that the era of unregulated business would be coming to an end. Over time, many of the practices of the robber barons would become illegal as further legislation sought to ensure  fairness in  American business. Sources: The Robber Barons.  Development of the Industrial U.S. Reference Library, edited by Sonia G. Benson, et al., vol. 1: Almanac, UXL, 2006, pp. 84-99. Robber Barons.  Gale Encyclopedia of U.S. Economic History, edited by Thomas Carson and Mary Bonk, vol. 2, Gale, 2000, pp. 879-880.