Search results for: Assessment
Page 1/3 22 items
I am passionate about this subject, nowhere more than in Jewish studies in Jewish day schools. You’ll argue that if we don’t give kids grades, they won’t take their classes seriously. I argue that most kids aren’t taking bad teaching seriously anyway. They’re just throwing away a love of subject to something more worthy, where they feel good about themselves. A Talmud teacher confessed to me that he had an excellent student but gave him a B-plus because he often came late to class. Not surprisingly, that student disengaged from Talmud study altogether. He saw his teacher as a person with the wrong priorities. Think about it. Most of us can’t remember what we learned years ago. We remember feelings about certain teachers that got transmitted to the subjects they taught. Associations linger.
Updated: May. 30, 2018
This study explores preservice teachers' conceptions of assessment and examines whether and how they change during an e-learning basic assessment course. This was done by addressing the following questions: What characterizes preservice teachers’ conceptions of assessment? And to what extent do preservice teachers' assessment conceptions change after participation in a basic assessment course?
Updated: May. 23, 2018
Are There Jewish Digital Badges?: A Study of Religious Middle- and High-School Girls’ Perception of an Emerging Educational Technology-Based Assessment
For Jewish education, digital badges can provide an alternative to traditional assessments. However, the emerging research on badges suggests a complex relationship between learning opportunities, the learner, and the design of the badge. An investigation of a digital badge system at an ultra-Orthodox Jewish middle and high school for girls reveals new findings on digital badges as well as how badges can be used in Jewish education. Qualitative analysis of student interviews details how badges can motivate, provide feedback, and serve as credentials in Jewish educational organizations. This research answers whether digital badges are Jewish.
Updated: Aug. 30, 2017
Missions, Methods, and Assessment in Hebrew Language Education: Case Studies of American Jewish Day Schools
This research consists of three case studies conducted within American Jewish day schools (JDSs). Addressing some of the issues pointed to by past researchers, this investigation focuses on the following discrete areas of Hebrew language (HL) programs: the stated visions for Hebrew language learning as noted in the mission statements and other documents of the schools and as articulated by teachers and administrators, the methodologies employed by Hebrew and Jewish Studies educators within these institutions, and the assessment practices employed by these schools and educators to determine whether the expressed goals of these programs are being met. By exploring the missions, methods, and assessment processes within these Hebrew language programs, and contrasting these aspects of the schools, we come to a better understanding of the inner workings of these programs and the issues that may be addressed in practice and future research.
Updated: Jan. 04, 2017
Commissioned by the Jim Joseph Foundation, Lippman Kanfer Foundation for Living Torah, the Charles and Lynn Schusterman Family Foundation, and The Marcus Foundation, the new report, Generation Now: Understanding and Engaging Jewish Teens Today is the result of years of research and efforts in Jewish teen education and engagement. The impetus for the new report can be traced back to the Jim Joseph Foundation’s 2013 report, Effective Strategies for Educating and Engaging Jewish Teens, and the subsequent funder collaborative that resulted. Now, following the collaborative work of our own researchers and a team of evaluators from Rosov Consulting, The Jewish Education Project is excited to unveil shared outcomes, indicators, and measurement tools that will gauge Jewish education and engagement among teens participating in Jewish experiences. We believe these mechanisms will have major ramifications for all elements of teen Jewish education and engagement – from the funding and design of initiatives to the practitioners who interact directly with teens.
Updated: May. 04, 2016
At Hillel International we have developed a “Jewish Fluency Assessment,” and we use it help us set a bar for the kind of knowledge and abilities we increasingly expect Hillel staff to have. The creation of this assessment was spurred by a new project supported by the Maimonides Fund, called the Ezra Fellowship. The assessment was developed by researching Jewish literacy tests and courses that are used at other institutions (the Jewish Agency For Israel’s test for shlichim, Bar Ilan University’s undergraduate requirements, synagogue Judaism 101 courses, etc.), and by having discussions and focus groups with Hillel professionals about the specific knowledge that is needed to respond to the issues that arise most often for Jewish students on college campuses.
Updated: Mar. 23, 2016
Assessment is a critical function at all levels of day schools. From the classroom to the boardroom, the faculty to the head, every stakeholder and every aspect of school operations stand to benefit from evaluation. Nonetheless, thinking about assessment, and the vehicles for achieving it, are changing in many ways parallel to other aspects of school design. This issue offers reflections about assessment, various and novel ways of achieving it, and discussion of outcomes that can result from successful measurement.
Updated: Nov. 04, 2015
While purveyors of childhood Jewish education as a whole struggle with enrollment and relevance, a small number have become pioneering practitioners of “digital badging,” a new pedagogical model in which learners in a wide variety of learning environments earn digital badges that indicate their accomplishments, skills or knowledge. Depending on which side of the generational divide you’re on, digital badges can be thought of as analogous either to merit badges in scouting or achievements in video gaming. This is a way of gamifying education. It doesn’t turn life or school into a game, but it brings some of the fun and incentives of games into education.
Updated: Feb. 19, 2015
JData is a shared resource for Jewish education in North America. Each year, JData collects information from the primary Jewish youth educational institutions – day camps, day schools, early childhood enters, overnight camps, and part-time schools – and delivers assessments on the health and wellness of the Jewish educational endeavor.
Updated: Feb. 05, 2015
At the Jim Joseph Foundation, we have invested time and dollars over recent years exploring the role that we, as a funder, can play in moving the field of Jewish education closer towards the adoption of shared measurement tools. Grants to the Jewish Survey Question Bank, JData, and the Consortium for Applied Studies in Jewish Education have helped key Foundation partners from the research community advance measurement, assessment, and knowledge-sharing across initiatives and varied educational settings. Looking towards the year ahead, we are optimistic that two collaborative projects now in development will take this work to the next level, as key leaders from within the field of Jewish education endeavor to develop shared measurement tools for two important age cohorts—Jewish college students and Jewish teens.
Updated: Oct. 22, 2014