Search results for: Assessment
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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
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