Search results for: Assessment
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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
After years of failure and disappointment, Israeli pupils have scored major achievements in international tests. Minister of Education Gideon Sa'ar today presented the results of the 2011 tests for primary and junior high school pupils. Israeli pupils ranked seventh in the world in mathematics and second in the world in reading by Hebrew speakers.
Updated: Dec. 18, 2012
Anna Marx describes how teachers in part-time Jewish learning programs have been experimenting with ways to assess learning. Teachers in the Coalition of Innovating Congregations in New York have been working together to develop methods of qualitative assessment. They call these methods “Noticing” because they are about observing, witnessing growth in their learners as they travel their own journeys.
Updated: Aug. 28, 2012
Karen Gazith discusses ways that Jewish studies teachers can change the focus of their instruction from knowledge and skill acquisition to deep knowledge and understanding that guides actions and behaviors of their students.
Updated: May. 15, 2012
There are two key issues associated with assessment in educational settings: the goals of assessment and the techniques employed in assessment. In this paper, Levi Cooper explores some of the stated goals of formal assessment in traditional Jewish educational institutions.
Updated: Feb. 12, 2012
The Fall, 2011 issue of Jewish Educational Leadership focuses on Assessment. It addresses questions such as: How do we know that our students are learning what we think we are teaching? Should students be measured against other students or against their own potential? Can we measure success in areas such as Jewish connectedness, commitment, beliefs and values?
Updated: Feb. 12, 2012