Search results for: Assessment
Page 1/3 25 items
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
We are enormously excited to announce the creation of the Orthodox Union’s Center for Communal Research, and welcome its new director, Matt Williams. The Center for Communal Research will advance the OU’s mission to better understand and serve the Jewish community by developing a high-quality base of data, knowledge and insights about our community through a carefully conceived and executed research agenda.
Updated: Oct. 04, 2018
MOFET International is proud to present an online webinar to the global education community with Dr. Nellie Deutsch on “How Good Is your Online Course?” on Sunday, October 7, 2018, 9 PM - 10:30 PM - Israel time. The free webinar will deal with some of the criteria involved in evaluating both blended and fully online courses.
Updated: Aug. 29, 2018
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