The idea has appeal, since parents are highly important stakeholders in public education. However, an article in the peer reviewed Public Administration Review suggests that "most parentsmay lack information to accurately judge the quality of schools their children attend" (Favero, et al
On the other hand, parents' views should be taken into consideration because some school characteristics that "administrative records often ignore might include the quality of a school's counseling service" or other services, so it is the opinion of this paper that parents should have a hand in the evaluation of schools and of teachers' performance. Another alternate course of action would be to scrap the standardized testing format and instead go back to the grades "given to students by teachers," which are determined by teachers based on "grade-point average and rank in class" (Tanner, 2013)
Measuring special abilities can be limited in its application due to unstructured settings like unstructured interviews eliciting thematic life narratives. These kinds of interviews although useful in examining and measuring abilities, can be confining due to the range of topics "considered and abiguities inherent when interpreting this information; (b) structured interviews and self-report instruments elicit details concerning patients' conscious understanding of themselves and overtly experienced sypmtomatology" (Shum, O'Gorman & Myors, 2006, p
It is also important to note that rats, rodents, rabbits, and mice are not protected by the Animal Welfare Act in the United States. Given this level of abuse inflicted on animals and also considering that there are numerous alternatives available such as the ones based on nanotechnology and stem cell science that are being ignored due to the convenience of testing on animals (Dove; Dolgin; Liebsch et al
"3 Rs" stand for reduction, refinement, and replacement. Researchers are thus encouraged to "to reduce the number of animals used in experiments to the minimum considered necessary, refine or limit the pain and distress to which animals are exposed, and replace the use of animals with non-animal alternative when possible" (Ferdowsian and Beck 1)
Supporters of animal testing insist that avoiding animal testing will put humans at greater risk because using animals in the process of developing a drug is at the moment a required procedure. Animals, besides, humans have a capacity to feel pain and express it through behavior and likewise they have a capacity to predict analgesic efficacy in humans, making the use of animals necessary in pain research models (Mogil, Davis, and Derbishyre)
For example, the thalidomide produced in late 1970s, intended to combat excessive vomiting in pregnant women, was largely successful on animals but led to tens of thousands of children being "born with severe deformities not predicted in animal tests" (Pycroft and Marston 35). Drawing from a systematic study of recent animal research scientific papers, some clinicians question the entire premise that animal research can be helpful for developing drugs suitable to humans (Roberts et al
e. "without treating the interests of animals as less weighty than those of humans" and if the evidences show that "the benefits of an experiment on an animal would outweigh the costs to the animal" (Singer)
They argue that stopping animal testing will make it much harder for scientists to develop effective drugs that can reduce pain, alleviate illnesses, and save lives. Supporters of animal testing ground their justification based on the belief that "humans are sufficiently superior to animals to the extent that the death of an animal from developing a new drug is justified by the benefit to human life or well-being" (Taylor 166)
" Although these subtests vary according to the age of the subject and the decisions of the trained test administrator, usually vocabulary exams are given first. (Ford-Martin, 2004) Type of test The Stanford-Binet is a scaled intelligence test, meaning that the subject's performance is measured against a scale or set of norms
The French Government commissioned Alfred Binet in 1904 "to find a method to differentiate between children who were intellectually normal and those who were inferior." (Strydom and Du Plessis, 2004) This early form of intelligence testing was not scaled -- a child either passed or was placed into a special school where he or she would receive more appropriate instruction
But we also established portfolios, not digital portfolios (we didn't really have the technology to create digital portfolios) but rather folders with hard copies of student work (the expanding kind of folders) that I paid for out of my own pocket (many teachers bought supplies for their classes because the budget at our school was very tight). We (the two other faculty that rejected strict adherence to preparing for standardized tests) kept assessment journals that increased "…teaching efficiency and effectiveness," and attempted to help in the teaching to "diverse learners" by interviewing and systematic observations (Vacca, et al
Well-documented gaps between mean scores of white and minority populations regularly raise the question of racial and socioeconomic bias with regard to how the tests are written." (Kingman, p
They're also cheap, says Robert Schaeffer, public education director of FairTest." (Koebler, p
Indeed, the article by Neal (2011) calls for nothing short of broad-based policy change, not just in the way that these tests are designed and administered but also in the degree to which these are used as ways of measuring and predicting student performance. As the text by Neal charges, "standardized tests allow colleges to practice social discrimination in the name of academic selectivity, when, in reality, high school grades are the best predictor of future collegiate success" (Neal, p
However, when used in high-stakes accountability, as the sole indicator of an individual student's achievement or the quality of a single school or school district, these tests can be imprecise." (Rubenstein, p
Test blueprints are therefore relevant to an instructor since they make the test more valid for students. It is therefore very important to make sure that you come up with a test blueprint before embarking on the process of constructing tests ((Martens, & Horst, 2009)
The construction of these tests has to be based on the learning objectives. If multiple choice tests are properly constructed then it would be very easy for students to understand them and hence score well in these tests (Barra, 2014)
Since then the MMSE has gone through revisions and been translated into at least 16 other languages (Steis & Schrauf, 2009). The primary intended patient population is the elderly, who tend to suffer from cognitive problems at a much higher rate than the rest of the population; however, it can also be used to track cognitive improvements in patients who are being treated for head trauma or mood disorders (Folstein, Folstein, and McHugh, 1975)
The primary intended patient population is the elderly, who tend to suffer from cognitive problems at a much higher rate than the rest of the population; however, it can also be used to track cognitive improvements in patients who are being treated for head trauma or mood disorders (Folstein, Folstein, and McHugh, 1975). The MMSE consists of 11 questions and takes is less than 10 minutes (Malloy et al