Search results for: Assessment
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Teacher Education in a New Age of Accountability: How Can Programs Develop Responsible and Valuable Self-Assessment
This paper intends to demonstrate how within the current contentious environment for teacher education in the U.S., two small teacher preparation programs, two sister programs, the Jewish Teacher Education Program (JTEP) of Massachusetts (MA) and California (CA), conducted a voluntary coordinated long-term self-evaluation study, that partially responded to external accountability pressures by the Federal administration, state agencies and various private and non-governmental organizations. In particular, we focus on findings about graduates’ preparation experiences and sense of preparedness for teaching, as well as how they perceived their faculty strengths and weaknesses and programs’ effectiveness.
Updated: Sep. 10, 2020
Recently, I sat down (on Zoom, of course!) with a group of school principals, public and independent, to find out what their top-of-mind concerns were for new teachers trying to succeed in these most unusual times. They shared the following areas as most critical for new (and even veteran) teachers if they are to hit the ground running during the first days of the new school year and long beyond.
Updated: Aug. 18, 2020
Educational outcomes are the equalizer. Assessment of changes in behavior, attitudes and subject fluency interrogate the goals of teaching and track the hopes of educators for their students. These are the missing link which accord to all other datasets more discernable meaning. To paraphrase Rabbi Hanina’s wisdom captured in Ta’anit 7a, we learn more from our pupils than from all other sources of information.
Updated: Feb. 05, 2020
In the course of my current Mandel Center-sponsored research project, Hasidic Learning, I have observed an assessment technique that takes the benefits of frequent low-stakes assessment and adds to it the benefits of cognitive clinical interviews. The clinical interview is a technique used by researchers to investigate what students understand about a given topic. It is typically semi-structured; that is, it has some anchor questions that are used in all interviews, but no fixed formula throughout. This lack of rigid structure is a powerful tool in the researcher’s arsenal, allowing him or her to get into the nitty-gritty of student knowledge.
Updated: Jan. 28, 2020
Using Social Media to Engage Students in Technology-enhanced Learning Environments – A MOFET Webinar
Online classes pose special challenges for teaching and learning. Notable among these challenges is the tendency for students to feel like anonymous spectators rather than active, collaborative participants. MOFET International’s Online Academy invites you to join Dr. Danny Glick, Director of Pedagogical Implementation at Edusoft, Research Affiliate at University of California, Irvine’s Digital Learning Lab, and the editor of Targeted Interventions for Student Success in Online Courses, for an interactive and engaging webinar on how to engage students in technology-enhanced learning environments using social media on February 9, 2020 at 9 PM Israel Standard Time.
Updated: Jan. 15, 2020
This is a Jewish summer camp. This camp is participating in the Hiddur Initiative, a multiyear project of the Foundation for Jewish Camp (FJC).Hiddur aims to deepen the ways in which eight Jewish summer camps across the country think about Jewish education. Rosov Consulting has been working closely with funders, stakeholders and the camps themselves for the last two years, and my visit is part of our annual “site observations” at all eight camps.
Updated: Aug. 06, 2019
As Moishe House’s Jewish Education Retreats Manager, I recently had the opportunity to participate in a focus group of sorts with the Moishe House Jewish Education Team. Our team began the weekend with a clear task at hand: quantify the unquantifiable by creating a rubric for what constitutes Jewish education at Moishe House Jewish learning events—the Jewish Learning Tree. Why? To give some clarity and examples of Jewish learning programs for our Moishe House residents, Moishe House Without Walls hosts, Peer-Led Retreat facilitators and others who often have questions about how to infuse their programs with Jewish content.
Updated: Aug. 06, 2019
To determine if digital badges can function as assessments that strengthen religious, ethnic identity, we examined the badge programme of a Jewish temple’s after-school programme. Through interviews with student participants and evidence submitted to earn digital badges, a number of indicators suggest that a religious school’s digital badges can provide opportunity to strengthen religious identity. In particular, student interviews and evidence supplied for the completion of learning objectives for digital badges indicate increases of religious salience (compared to secular practices), religious commitment within a community, and self-esteem based on religious identity. Recommendations are made for ongoing and future religious badge implementations on how to strengthen religious identity while meeting the requirements of authentic, quality assessments.
Updated: Jun. 26, 2019
Learning Standards in a Non-Standard System: Mapping Student Knowledge and Comprehension in Ultra-Orthodox Talmud Torah Schools
The Jewish ultra-orthodox (Haredi) Talmud Torah schools have been consistently resistant to the process of standardization in content, measurement, and evaluation, in contrast to the Israeli state education system which has progressed steadily in these areas. Talmud Torah schools are private elementary schools for ultra-orthodox boys. Studies are religious and the main subject of study is the Gemara (Talmud). For religious and ideological reasons these schools insist on total independence at all levels and resist assessment or regulation of any kind and as a result have rarely been studied by Israeli or international researchers. The present study examined the contribution of a unique Gemara study program to a sample of 159 sixth grade boys in Talmud Torah schools.
Updated: Dec. 19, 2018
In Jewish schools, where we’re concerned with students’ spiritual growth and want our children developing in emotionally and socially successfully ways, an emphasis on grades can run counter to these religious and psychological goals. After all, is there some tally for how a child has deepened religious practice or grown spiritually? Should there be? And what about the progress a child has made in becoming more organized, collaborating successfully on a project, or learning to manage time and emotions well? The latter skills translate into a productive adulthood, but we don’t often stop to teach them, much less measure them in some quantifiable way. So, these are the limitations of grades: they measure some very precise things that some kids can do very well, but they leave us without information about important types of competencies that students may or may not be developing, because grades generally don’t address religious, social, and emotional growth.
Updated: Nov. 14, 2018