Sample Felicitation Speech

The purpose of the felicitation speech is to recognize as well as reward the main achievements of any individual, group of people, or an entire organization. Public recognition is provided through an open speech that highlights the attained success. The difference of the preliminary sample felicitation speech from the basic address is the need for discussing the various challenges or hardships that were successfully overpassed during the particular time periods. It is necessary for the speaker to know and understand the life circumstances, feelings and thoughts of the honorees. A felicitation speech is usually given at events aimed at recognition of the individual contribution of a person to the society and working community. Dear ladies and gentlemen, We are gathered here today in honor of an incredible woman who was able to inspire and support us while facing own challenges. Amy J. is a successful wife, mother, and social activist. Each aspect of her daily life is driven by bravery and determination. Her biography is spotless. Amy always showed great potential at school. Not only she was an excellent student but also a leader to her peers because of her high moral standards. In the Chicago University, she met her amazing husband Keith, who still remains, as she always says, her main support and the most valuable treasure. Amys two sons are also here today to encourage and share the joy with their mother. I speak in front of you today to recognize the achievement that Amy J. obtained through hard work, diligence, and hope for the better future. The majority of people in this room were able to experience and already appreciate the new educational program that Amy established and popularized across the United States to help children succeed despite the difficult family circumstances. She always believed that it was necessary to start from the nearest social surrounding in order to attain peace and justice rather than invest in education abroad. Her patriotism and faith in the future generations of the Americans cannot be underestimated. Throughout her life Amy tried a variety of educational approaches. She studied on each continent of the world and strived to dismiss language barriers. The life path directed her back to the United States, where she acquired such a lovely family. However, I know that the decision of creating the new social program was not easy. The main challenge for Amy was cancer that she obtained five years ago. With two little sons on her hands and strong support of her husband and other family members, she learned the value of life. Amy successfully recovered just after a year of struggle. Yet, this year was crucial for her to rethink the purpose of life and the ideals that she so strongly defended in childhood. With the help of the United States Federal Government, the community of the Chicago, and her own determination, Amy started diligent work on a program that altered millions of lives. The â€Å"Equal Free† program is an incredible opportunity for each teenager to learn and obtain a free baccalaureate diploma while providing valuable experience for generations to share knowledge and skills. We are proud that such diligent and creative woman guides our nation to a better future. Amy, these standing ovations sound in your honor!

The Zodiac Killer Long Time Mystery Solved - 1199 Words

The Zodiac Killer: Long Time Mystery Solved Several innocent lives were taken away by the Zodiac Killer who roamed the streets of northern California, the identity of the murderer remaining unknown until now. Investigations have been put into motion for years, but this serial killer has left no trail to follow. For a long time, the general public believed Joseph Newton Chandler III committed the crimes, while others created their own theories and accused Untied States Senator Ted Cruz. Although several people believe that the Zodiac Killer is Ted Cruz or Newton Chandler III, it can be proven by valid evidence that it was actually Earl Van Best, Jr. The Zodiac Killer is an infamous serial killer first reported in California around the late 1960s to early 1970s. This psychotic criminal committed the murder of thirty-seven innocent citizens, although only about five have the police investigated. He has sent the police department clipped letter notes and personal items of his victims. The identity of this executioner remained a mystery for several years until the year of 2014 when the truth came out. Contrary to popular belief, Ted Cruz is not the Zodiac Killer. It is impossible to accuse Cruz of being the Zodiac Killer as these crimes occurred in early 1970s and he was born in the year of 1970. It is a coincidence that Ted Cruz appears to have a few similar face structures as all human beings share similar physical characteristics. This is not enough supporting evidence dueShow MoreRelatedTaking a Look at the Zodiac Killer1610 Words   |  6 Pages The Zodiac Killer is one of the greatest unsolved serial killer mysteries, after Jack the Ripper. There were 2,500 suspects, but the case was never solved. The Zodiac’s first known victim is Cheri Jo Bates. His first letter, Confession, mentioned Cheri and said, â€Å" she is not the first and she will not be the last†. Six months after Cheri’s death, the killer sent copies of the letters to the Riverside Press, the police, and her dad. Since the killer knew her dad, the police thought that CheriRead MoreAmerican Myths and Mysteries Essay2813 Words   |  12 Pagesinteresting mysteries that have not been solved and myths passed down from generation to generation. No one knows what caused these myths to come about or why these mysteries were never solved, but they are a very interesting part of American history. From mysteries involving serial killers to myths about mysterious creatures, there is a wide range of the unknown that many people, except for witnesses, have never heard about. Now let’s take a look into some of the most fantastic myths and mysteries in AmericaRead MoreEssay on The Zodiac Killer2 094 Words   |  9 PagesThe Zodiac Killer The late 1960’s and early 1970’s were a time of great change in America. The Vietnam War, the civil rights movement and the sexual revolution were just some of the issues on the evening news in American households. For citizens of the San Francisco Bay area, as well as the rest of California, the late 60’s early 70’represented terror, fear and death. â€Å"The bizarre and theatrical and still unresolved serial murders by real-life ghoul who called himself Zodiac, who claimed inRead MoreMarketing Management130471 Words   |  522 PagesMoreover, modern business marketing activities are to a large extent, a consequence of the societal view of marketing. The essence of marketing is a transaction, an exchange intended to satisfy human needs or wants. Consequently, marketing occurs any time on societal limit strive to exchange something of value with another social unit. Marketing consists of all the activities to facilitate the exchange. Within this soci etal perspective, then (1) the makers (2) what they are marketing and (3) their potentialRead MoreLogical Reasoning189930 Words   |  760 Pagesa Decision as a Critical Thinker Imagine this situation. You are on a four-day backpacking trip in a national wilderness area with your friends Juanita and Emilio. The summer weathers great, the scenery is exotic, and youve been having a good time. Yesterday you drove several hours into the area and parked in the main parking lot. Then you hiked six hours to your present campsite. The three of you carried all your food, water, sleeping bags, and tents. Last night you discovered that somebody

Elements of Stress Free Essays

Stress is a state of tension created when a person responds to the demands and pressures that come from changes in daily life. Because of this, stress consists of many elements: its causes, effects, and ways in which to cope with it. Therefore, stress has significant impact on people. We will write a custom essay sample on Elements of Stress or any similar topic only for you Order Now Stress isn†t a condition that just came out of the blue, like everything else in life; it was caused by something. There are four major causes of stress, each of which have their own distinct characteristics and individuality. Physical appearance and general well being is one of the four major causes that everyone has experienced at one time or another. For the most part, adolescents and older women experience more physical stress related causes than others do. This is because of extreme hormonal changes such as, puberty, menopause, etc. Puberty in adolescents also causes increasing concerns about weight and perfection in beauty. (Whittlesey, pp. 19) A model is one person who exhibits a lot of stress because of the need to strive to be thin and beautiful. This is not to say that different age groups don†t also experience this. The second major cause is social situations and interpersonal relationships. For the most part, this category applies to everyone. Peer groups are one of, if not the most, frequent stressors around. These groups influence opinions, judgements, and other pressures to an individual. Therefore causing an increasing level of unwanted stress. Peer pressuring one another to do drugs is a prime example of peer groups in relationship to stress. Sexual relationships are another stress causing agent. Sexual relations cause tensions and sexual frustration, which can cause stress. In younger adults, these stressors can be greater because of frequent question about sex and other s prying into the personal sexual matters. For instance the gossip of whom slept with who and so on. is because of added tensions and frustration. An uneven balance between the two partners increases stress. School is another major cause of stress. (Mendelson, pp. 29-37) This is another stress that everyone will eventually have if they have not already experienced it. As for school, competition, usually within grades, is a major concern. Competition brings a person down from their original state of being. Students can get so infatuated with academic competition that they result in the slipping of grades. With older students, SAT†s, ACT†s and other college entrance exams can usually cause stress levels to rise. (McCoy, pp. 104-107) The greatest stressing agent in the school environment is from that of the teacher. (Joy, pp. 84) Teachers create undue place frustration, aggression, and confusion on their students. Some teachers have no compassion for their students work load and schedules. Most students have notably full schedules, whether it is schoolwork, sports or other extracurricular activities. These feelings are not the only things that teacher create. The responsibilities and expectations the teachers put on their students add to the amounts of stress from school. No wonder school is one of the major stressors in a person†s life. The last stress factor is family relationships. The most prevalent form of stress in the home is that created by divorce or remarriage. Although this form is newer, it involves a great deal of the population. In the Untied States, â€Å"45% of all children during 1983 and 1984 have experienced the divorce of their parents and will spend some of their growing-up years in a single-parent home. † (Joseph Alper pp. ) Pain, suffering and tension are feelings brought on by the separation or remarriage of one†s parents. Divorce is not the only type of family stress; death or serious illness of a family member can contribute to the formation of stress. Responsibilities at home also can create stress. The daily hassles of chores and responsibilities all add up to stress. Stress therefore can be found in many of our daily activities and problems. Sir Isaac Newton was correct in saying the statement, â€Å"For every action, there is an equal and opposite reaction,† because it applies to everything, especially stress. Stress, as an action, creates two common types of reactions. The first effects are emotional effects. Anxiety if the most well known of the emotional effects of stress. â€Å"The feelings of uneasiness or apprehensiveness experienced by anticipation of a threatening situation† is known anxiety. (Mendelson, pp. 43) Butterflies before taking a major test or nerves when one is flying on an airplane for the first time are two principal examples of anxiety. Depression is another well-known emotional effect of stress. Low self-esteem or something-tragic happening in someone†s life can construct depression. Not only does stress cause that, but it also creates mental illnesses. These can range from mental confusion to serious mental illness such as schizophrenia and possibly even suicide. Emotional effects are not the only stress-related effects. As referred to in the preceding paragraph, the second type of effects of stress is physical. In recent studies it was stated the â€Å"two-thirds of all visits to a physician are from stress related illness. † (About Stress Less: Stress Facts, pp. 1) The most frequent illness seen is that of a headache. Headaches can because by many things, but stress is at the top of the list. One illness is not as frequently seen as the daily headache, is insomnia. Hypertension, more commonly known as high blood pressure, is another good example of a stress-related disease. About 5 out of every 10 Americans suffer from stress-related hypertension. In relation to hypertension is Coronary Heart Disease. This illness is another one that is quite familiar with the American public. Not only are there stress-related diseases, but there also stress aggravated diseases. Diabetes is one of these diseases. Another stress aggravated diseases is psoriasis. This disease seems to â€Å"flare† when a person aggravated or â€Å"stressed out†. One more major stress aggravated disease is alcoholism. Some if not all of these physical effects can lead to dismal fate. â€Å"More than half of all US deaths between the ages 1 and 65 result from stress-related lifestyles. † (About Stress Less: Stress Facts, pp. 1) â€Å"42. 6% of adults 18= years old experienced adverse health effects from stress. † (About Stress Less: Stress Facts, pp. 1) Stress can be a cause or an effect, but anything of either nature needs to be coped with. Just like the effects, there are two different types of ways to cope with stress. Healthy stress management is one of two ways to deal with stress. The art of breathing is a good start when discussing stress management, because it helps to control anxiety. Singing is one immense type of breathing technique. Music ties right in with singing. Not only are both relaxing, but you can practice both without even relaxing it. Mediation is also another peaceful, relaxing why to cope with stress. An example of this is yoga. Just like mediation, exercise is also excellent for stress reduction. You can burn the fat, and relieve daily tension all at once. Along with exercise is a healthy diet. The right foods can improve your physical, mental, and emotional state of well being all at one time. The most important way to cope with stress is having friends. Friends are there to make you laugh and cheer you up (more ways to cope). If you need to talk about a problem, they are always there. And you can tell them anything. There are many healthy ways to cope with stress, which are not all listed above. Therefore there is a variety for each individual to choose from. Stress can be coped with in many was both positive and negative. The second way to cope with stress is unhealthy stress management. Overeating is one of these ways to deal with stress. If one chooses overeating as their outlet they will probably generate more stress for themselves because of low self-esteem or obesity. Unsatisfying sexual relationships with many lovers is another way to cope with stress. This choice can lead to low-esteem, possible STDs, and maybe even unwanted pregnancy. The most popular unhealthy stress management is drug use. Not only illegal, such as smoking and drinking, but also legal use, like tranquilizers. Choosing drug use can lead to drug abuse and other harsh consequences. So, there are both unhealthy, as well as healthy outlets to cope with stress. How to cite Elements of Stress, Essay examples

Food Availability- Essay Mold free essay sample

Food is essential for life and informed decisions when selecting foods are important for a happy and healthy life ? Body Physiological factors -Hunger -Appetite -Satiety Nutritional requirements- age, gender, body size, physical activity, health status e. g. allergy, diabetes, pregnancy/locating -Reactions to food – colour, shape, flavour, appearance, turgor. Psychological factors -Values -Beliefs -Attitudes and experiences -Habits -Emotions -Self-concept Define each (3) and give some examples Social factors Culture and traditions- define, examples: family traditions, easter etc -Lifestyle: employment (both parents work, less time for foos prepareation- convenience foods, take away), education (informed about food up will make good decisions), household sturctures and roles (whay do family members do?Spoer, social commitments, who is in the family? ) , geographoic locations and climate (coast- seafood, winter- warn foods, summer- salads) , travel and other interests -Social interaction†: peer group (make choices that your friends make) , hospitatlity at home (entertaining) -The media (influences of advertising) Conclusion -In conclusions you can see†¦. We will write a custom essay sample on Food Availability- Essay Mold or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page -In conclusions it is obvious that†¦ -The importance of food selections is obvious and has a real impact on people’s lives†¦

40 Helpful Words Ending in -Ade

40 Helpful Words Ending in -Ade 40 Helpful Words Ending in -Ade 40 Helpful Words Ending in -Ade By Mark Nichol Words ending in -ade (or -cade) have a certain panache to them, often denoting a vivid action (including, frequently, military activities or endeavors) or a product or outcome of an action hence several words referring to food or drink. Most terms in English are borrowed from the French suffix -ade, cognate with the Italian form -ata (which also appears, for example, in inamorata, meaning â€Å"lover†) and the Spanish -ada (found in such words as armada, meaning â€Å"armed fleet†); all three elements are derived from the Latin suffix -atus (as in apparatus). In several words with -ade endings, such as brocade, decade, invade, pervade, and pomade, the suffix is not derived from -atus, but check out this list of those that are: 1. Accolade: an award or an expression of praise, or a ceremony at which one or both are given 2. Ambuscade: an ambush 3. Aquacade: an aquatic entertainment in which participants swim and dive to music 4. Balustrade: a row of vertical supports for a railing, or any barrier 5. Barricade: a barrier or other obstacle, or the action of creating one (unrelated to barrier, which comes from the Anglo-French word barre, meaning â€Å"bar†) 6. Blockade: an obstruction to prevent supplies or military personnel from moving from one place to another by land or sea, or any similar preventive action, or an interruption of physiological processes; also, to undertake such an action 7. Brigade: a large military unit, or an organized group (as a bucket brigade, a line of people relaying buckets full of water to douse a fire) 8. Cannonade: a bombardment, or the figurative equivalent, as in a verbal attack 9. Carronade: a short-barreled cannon (unrelated to cannon, the word is from the place name of Carron, Scotland) 10. Cascade: one or more steps in a waterfall or any similar movement, a cascading pattern in material, or a process that occurs in stages in which each one causes another; also, used as a verb to describe one of these actions 11. Cavalcade: a procession of people riding on animals or in vehicles or vessels, or a series 12. Charade: a puzzle or game (the latter referred to as charades) in which participants try to guess a word or phrase, or a pretense 13. Chiffonade: a vegetable or herb serving or garnish 14. Crusade: an enthusiastic effort to remedy or improve a situation; also a verb and, as crusader or crusading, an adjective 15. Colonnade: a line of regularly spaced columns 16. Defilade: a fortification that narrows the enemy’s maneuvering area, or the area in a structure or in a terrain out of the enemy’s line of fire 17. Enfilade: a flanking attack along the enemy’s line of fire, or a series of rooms, each of which opens into the next 18. Escalade: an act of climbing, especially a fortification 19. Escapade: an unapproved or unconventional activity or adventure 20. Esplanade: an open area for walking or driving, especially on a shoreline 21. Fusillade: shots fired simultaneously or in succession, or a similar attack of projectiles or the figurative equivalent, as in an outburst of spoken or written criticism 22. Gallopade: a type of spirited dance 23. Gasconade: boasting or bravado 24. Glissade: a gliding or sliding ballet step, or any movement suggestive of one; also, to undertake this action 25. Lemonade: a drink made of lemon juice, sugar, and water 26. Limeade: a drink made of lime juice, sugar, and water 27. Marinade: a savory sauce used to flavor and/or tenderize meat; the verb form is marinate 28. Marmalade: a jelly that includes pieces of fruit and fruit rind 29. Masquerade: a party whose attendees wear masks and costumes, or the costume itself; also, something done for show or to deceive, or to disguise, or a verb describing this type of behavior 30. Motorcade: a procession of motorized vehicles 31. Orangeade: a drink made of orange juice, sugar, and water 32. Palisade: a protective fence made of pointed stakes, or one such stake, or a line of cliffs suggesting a barrier 33. Parade: a procession or mobile array, a formation of troops or the site of the formation, people strolling or the place where they stroll, or a spectacle or a series of actions or efforts suggestive of such an exhibition; also, to perform one of these activities 34. Pasquinade: a satire 35. Promenade: a place where people stroll, or a public walk or ride undertaken for enjoyment or to show off, a march at the beginning of a formal ball in which all guests participate, or a movement in square dancing (in addition, the word from which prom is truncated); also, to undertake any of these activities 36. Renegade: one who defies normal standards of behavior or abandons one cause for another 37. Scalade: an archaic variant of escalade (see above) 38. Serenade: a musical performance intended to compliment the listener, especially one performed as part of a courtship, or a specific type of musical composition for a small group of performers 39. Stockade: an enclosure of posts or stakes constructed to keep prisoners in or the enemy out 40. Torsade: an ornament, especially for a hat, of twisted cord or ribbon Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! 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buy custom Critique of IAR and NAEP Assessment Processes essay

buy custom Critique of IAR and NAEP Assessment Processes essay Whether used for high-stakes decisions or classroom-based formative decisions, the most fundamental element of any educational assessment is validity (Russell Kavanaugh, 2011). IAR validity focuses on the accuracy of information collected about students, the accuracy of inferences made based on that information and the appropriateness of decisions about students, schools, teaching and learning that are based on those inferences (Russell Kavanaugh, 2011). On the other hand, large-scale assessment programs such as NAEP have traditionally attempted to assess students using single instruments administered to students under the same conditions. As a result it has been acknowledged that this practice does not give valid information (Russell Kavanaugh, 2011). The importance of evaluating these two programs is to discover problems and additional requirements early to prevent more serious issues that may arise later in their use. Through evaluation, stakeholders can determine which assessment programs to continue and which ones to end (IAR, 2011). Critical evaluation of these programs will ensure quality and build client confidence about purchasing, or using the assessment procedure. Effective assessment will assist the users to prioritize resources by identifying program components that are most effective or critical (IAR, 2011). The evaluation of Instructional Assessment Resources (IAR) should ensure that students attain self assessment which will in turn help students to develop critical reflection as they have to evaluate their own and other students work. IAR does not provide the opportunity for students to learn responsibility towards others via assessment and to learn to make critical judgments. Frankland (2007) says that an assessment process such as IAR should play a fundamental role in all aspects of learning where individuals and groups have to be accountable for their work. IAR should enable students to grow their ability to be realistic judges of their own performance and the ability to monitor their own learning. In order to be more effective, IAR should involve learners in the assessment of self development and learning. This will motivate them to think about what had been learnt to a certain point, where the gaps are, and how to fill up or minimize the gaps (Frankland, 2007). The assessment process should introduce the concept of individual judgment to students and ensure effective communication among teachers and peers. Carless, Joughin Li (2007) noted that assessment processes should lead to both the award of a reliable grade and contribute to productive student learning. The major challenge of IAR is that students spend too much time being tested and lack enough time in productive learning. The key stakeholders in these two learning processes should note that learning is much more than the accumulation of grades. On the other hand, NAEP does not give students motivating assessment activities which involve them in productive learning experiences. Therefore, NAEP assessment process is likely to lead to better student grades because it involves students actively in the assessment, engages them with standards and encourages them to monitor and improve their own work. NAEP assessment process presents a major challenge to tutors because they carry potential share of workload. Carless, Joughin Li (2007) argues that tutors are forced to share ideas, strategies, worksheets, model answers, quality exemplars or follow-up tasks as part of the process of streamlining assessment. Ehlers Schneckenberg (2010) learned that the main purpose of student assessment has been as a mechanism for comparing individual learners as a screening or selection process. NAEP assessment process has not provided access to individuals to continued education and progression to higher degrees, to entry into the civil services and to progression for jobs and careers (Ehlers Schneckenberg, 2010). Instead this process is predicated on measuring the differences between individual students based on race, ethnicity and gender. NAEP assessment process has led to pressure for objectivity through standardized tests which are set that the bright or hard working students get it right and the dull or lazy ones get it wrong (Ehlers Schneckenberg, 2010). Both NAEP and IAR use technologies in their assessment processes. Ehlers Schneckenberg (2010) says that technology has been focused on the development of simple multiple choice question and answers designed both for easy marking and for standardized test provision (p. 441). More emphasis should be put on the trends being assessed. Traditionally, university assessment was focused on a mastery of a body of scholarly knowledge defined by experts in a subject and the ability to research about that body of knowledge (Ehlers Schneckenberg, 2010). Nowadays, assessment has been more focused on professional standards as defined by external bodies. The main aim of NAEP has been to compare institutions and to provide a comparison of the attainment of individual learners rather than as a measurement of quality in terms of learning processes (Ehlers Schneckenberg, 2010). The stakeholders in IAR should be cautioned that the process is central because quality is seen to be congruent with the move from teaching to learning and to new processes of knowledge development outlined in the curriculum. Ehlers Schneckenberg (2010) mentioned that critiques of both IAR and NAEP should also be based on the effect on student motivation and coming from those seeking to develop assessment based on reflection on learning, particularly through the introduction of e-portfolios (p. 441). Both IAR and NAEP assessment processes should allow students to garner rewards from their participation in the assessment processes. Palomba Banta (2001) says that through their participation in the assessment process, students should be given small incentives for participating in surveys or testing projects. This is because the real payoff to students for their involvement in assessment should be an opportunity to learn more than they would have learned without it (Palomba Banta, 2001). Both NAEP and IAR programs should review their strategies to meet their full potential to engage faculty, students and other stakeholders in a systematic effort to improve quality of education. Instructional Assessment Resources (IAR) Goals and strengths IAR conducts regular assessment of teaching in order to improve the instruction itself. IAR (2011) says that teaching assessment allows the instructors to monitor student learning and make necessary adjustments to improve their teaching. One of the strengths of IAR is that its teaching assessments help teachers to avoid surprises in end-of-course evaluations (IAR, 2011). As a result, IAR (2011) indicated that the assessment process embraces evaluation of student satisfaction with course organization, exams, assignments, and instruction throughout the term giving room for mid-course adjustments and the improvement of student satisfaction. According to IAR (2011) IAR student assessment entails the assessment of student learning through assignments, tests, and portfolios. Recommendations for improvement IAR assessment process should consider individual student interests, abilities, cognitive styles, and rates of learning, patterns of developed abilities, ethnicity, sex, social class and their motivations (Clark Zimmerman, 2004). The IAR measures should be sensitive to pluralistic issues and reinforce achievements of all students not just those from a particular background or social class. Clark Zimmerman (2004) mentioned that students achievements should be focused on and celebrated so they are motivated to learn, and teachers will be provided tools that allow them to deliver quality instruction to all students including those who are talented in given fields (p. 145). Consequently, IAR assessment processes should use accurate scoring keys for selected rsponse assessment and good scoring guides for extended written response and performance assessment (Stiggins, Arter Chappuis, 2004). Regardless of how carefully the whole process has been planned, things can still go wrong that result in inaccurate estimates of achievement. Stiggins, Arter Chappuis (2004) says that some of the problems that may arise from the process can be solved by adhering to the test development process (p. 114). Evaluation measures used IAR uses three types of evaluation which include: needs, process and outcome evaluation.Needs evaluation is typically used in program planning. IAR (2011) indicated that this evaluation helps determine which program aspects or activities are most needed and for which population. Generally, this method is used to help build up new programs or justify existing program components. Process evaluation investigates the implementation process of a program (IAR, 2011). This approach is useful to appraise program activities and categorize any essential improvements or changes (IAR, 2011). Outcome evaluation helps determine the overall effects or outcomes of the program in relation to program intentions. IAR (2011) says that this method may indicate whether the program objectives were met and also includes any recommendations for improvement. IAR assessment process employs scenario based higher order thinking evaluation. Nilson (2010) says that scenario based higher order thinking evaluation is a series of multiple choice items based on a new realistic stimulus such as tables, graphs, diagrams and data set. In addition, Schuh (2011) says that the assessment process may face the challenge of availability of resources to support the initiative. In addition, a structured assessment instrument such as IAR is not be limited to needs, process and outcome evaluation. Schuh (2011) noted that institutions using this process are not limited by the specific questions within the assessment tool. Additional measures needed Teachers and students need to construct the way forward for classroom assessment practice together. McInerney, Brown Liem (2009) says that students comments suggest their actions are shaped by their past experiences and the future they anticipate, so it is important to realize that changes to teacher and students roles and responsibilities will take time (p. 101). The main criticisms of IAR are based on the desires of empirical scholars to have a stable population to acquire hard data that can be treated statistically and reported as predictive (Dorn, 1999). This means that there is a need for the student and subject matter content to be measured is stable and predictable. IAR faces challenges in its effort to assess performances in real-life situations because both the student and school undergo change (Dorn, 1999). The IAR assessment process should embrace a deductive process in which critical theories are applied to the students outcomes. Christ (1997) says that students should be urged to apply the same theories to their own work after learning in a formal critique. McInerney, Brown Liem (2009) articulated that a good assessment process should allow us to review aspects of the learning context and teacher assessment actions to consider how they might better support the formative function of classroom assessment. The IAR process should provide students with multiple opportunities to demonstrate what they know and can do. McInerney, Brown Liem (2009) cautioned that the use of IAR should accommodate student goals as part of fostering a climate where assessment is viewed at a minimum, as a joint teacher-student responsibility. The entire process must value the suggestions as feedback that signals respect for students and their ideas and prompts students to actively engage in learning assessment process (McInerney, Brown Liem, 2009). How this supplementary data can enhance the results and conclusions. The team involved in the design and implementation of IAR student assessment should have insider information about challenges going on in students lives, which may have undue influence over their final report on the students progress (Orrell, Cooper Bowden, 2010). IAR assessment process should consider that students and peers gain much from playing an active role in the assessment process. Orrell, Cooper Bowden (2010) further says that self assessment is a powerful tool for learning when adequately supported and developed. They also noted that when students are required to review and critique their behavior by IAR process they will if guided appropriately develop their meta-cognitive ability. The supplementary data should be used to ensure recognition, accurate interpretation and respect for diversity, evaluators should ensure that the members of the evaluation team collectively demonstrate competence (AEA, 2004). Competence would be reflected in evaluators seeking awareness of their own assumptions, their understanding of the worldviews of different participants and stakeholders in the evaluation. AEA (2004) stated that the use of appropriate evaluation strategies and skills in working with different student groups will enhance the results and conclusions. The supplementary data will enhance diversity in terms of race, ethnicity, gender, religion, socio-economics, or other factors pertinent to the IAR evaluation context (AEA, 2004). National Assessment of Educational Progress (NAEP) Goals and strengths NAEP administers assessments in twelve subject areas which include Reading, Mathematics, Science, Writing, Arts, Civics, Economics, Geography, and U.S History. Pellegrino, Jones Mitchell (1999) says that NAEP has chronicled academic achievement for over a quarter century. This is because it has been a valued source of information about the academic proficiency of students in the United States (Pellegrino, Jones Mitchell, 1999). It provides among the best available trend data on the academic performance of elementary, middle and secondary students in key subject areas (Pellegrino, Jones Mitchell, 1999). NAEP measures national and state progress toward the third National Education Goal and provide timely, fair, and accurate data about student achievement at the national level, among states and in comparison to other nations (Pellegrino, Jones Mitchell, 1999). It also develops sound assessments to measure what students know and can do as well as what they should know and be able to do. Pellegrino, Jones Mitchell (1999) noted that NAEP helps states and other link their assessments to the National Assessment and use National Assessment data to improve education performance (p. 68). Pellegrino, Jones Mitchell (1999) says that one of the strengths of NAEP assessment is that it has set an innovative agenda for conventional and performance based testing and in doing so it has become a leader in American achievement testing. NAEPs prominence has made it a victim of its own success. Pellegrino, Jones Mitchell (1999) indicated that recent demands for accountability at many levels of the educational system, the increasing diversity of Americas school age population, policy concerns about equal educational opportunity, and the emergence of standards based reform have had demonstrable effects on the program (p. 56). Regulators in the education sector and other with legitimate interest in the status of United States education have asked NAEP to do more beyond its central purpose. The main strength of NAEP is that without changing its basic design, structural features have been added to NAEP in response to the growing consistency for assessment in schools. Pellegrino, Jones Mitchell (1999) says that the state testing program, the introduction of performance standards and the increased numbers of hands-on and other open-response tasks have made NAEP more complex (p. 57). Recommendations for improvement Moreover, Pellegrino, Jones Mitchell (1999) says that NAEP cannot and should not attempt to meet all the diverse needs of the programs multiple constituencies. From NAEP assessment program, it clear that the nation needs a new definition of educational progress. The program should thus provide a more comprehensive picture of education in America. Pellegrino, Jones Mitchell (1999) thus mentioned that NAEP should only be one component of a more comprehensive integrated system on teaching and learning in Americas schools. The current NAEP achievement survey fails to capitalize on contemporary research, theory, and practice in the disciplines in ways that support in-depth interpretations of student knowledge and understanding (Pellegrino, Jones Mitchell, 1999). Full student involvement is not evident in NAEP assessment process. Palomba Banta (2001) says that an important challenge with this approach is whether or not students will take seriously their responsibilities to participate in assessment activities (p. 24). In this context, the assessment teams should promote course-embedded assessment so as to draw on the natural motivation of students to do well in their studies. These assessment programs should encourage students to also serve on program assessment committees, participate in design of portfolio or other assessment projects, critique existing techniques through focus groups and assist in conducting assessment projects (Palomba Banta, 2001). Evaluation measures used NAEP assessment process comprises two elements: the long-term trend assessments and the main assessments (NAEP, 2004). The long-term trend assessment process uses considerably the same assessments after a certain period of time, each time a subject is evaluated, in order to determine student progress in that subject over time (Kitmitto Mello, 2008). On the other hand, the main assessments is regularly adapted to reflect current curriculum policies, content currently in use in the nations schools, and enhancements in techniques of educational measurement (NAEP, 2004). NAEP staff administers the long-term trend assessment to students who are part of the NAEP long-term trend sample (NAEP, 2011).Students areasked to complete a questionnaire to provide context fortheresults. NAEP (2011) indicated that the questionnaires are presented to students as an intact form in therevised assessment. However, in the original assessment given in previous years thesequestions are interspersed with the cognitive items (NAEP, 2011). NAEPs student evaluation measures should reach beyond capacities of large scale survey methods. Pellegrino, Jones Mitchell (1999) indicated that the current assessments do not test portions of the current NAEP frameworks well and are ill-suited to conceptions of achievement that address more complex skills (p. 65). In this context, student achievement should be more broadly defined by NAEP frameworks and measured using methods that are matched to the subjects, skills and populations of interest (Kitmitto Mello, 2008). In NAEP assessment process, the evaluation plan should be shared with students ahead of time to make the learning targets clearer. This implies that students should be involved throughout a unit, by establishing where each days instruction fits into the plan or by writing practice test questions periodically for each cell of the plan as a form of review (Stiggins, Arter Chappuis, 2004). Data collected in the assessment process should provide quality comments on which areas require significant improvement. Mann (2006) says that the teams involved should conduct further analysis to examine the pattern of the quality of assessment comments from the data. According to Mann (2006), students ability to critique, assess and evaluate improves with practice. Additional measures needed Critics of NAEP assessment program especially those groups representing specific vested interests have raised several complaints about the nature and implications of writing prompts developed by test makers (Flood, 2003). Flood (2003) noted that there have been concerns with privacy invasion, racial/ethnic/religious, regional biases exceeding the background limits of writers found voice in these complaints. Preskill Catsambas (2006) says that there is always a need to allow for more in-depth responses regarding in-person training while conducting the assessment. This will increase the effectiveness, usefulness, and appeal of current training and support. According to Evans, Economy Forney (2009), legitimate concerns should be expressed about lack of inclusiveness in the whole assessment process. The process should not be based on gender, race, ethnicity and other dominant groups within institutions. Rather the process should measure students knowledge of basic facts in specific areas. Another additional measure should be the inclusion of many constructs rather than one assessment scheme. Evans, Economy Forney (2009) studied that combining all notions can result in confounding notions, especially in terms of what is perceived as being more developed. With these additional measures in place, the end result of NAEP assessment should demonstrate to what extent teachers and students meet their objectives (Clark Zimmerman, 2004). The process should inform students about what they need to do to improve and at the same time provide teachers with information that can help them recognize their successes and make revisions when required (Cla rk Zimmerman, 2004). How this supplementary data can enhance the results and conclusions The differences observed among racial/ ethnic subgroups can almost certainly be associated with a broad range of socioeconomic and educational factors and may not be fully addressed by NAEP assessment program (Williams, 1995). As a result NAEP assessment program should bring out the differences between public and non-public schools. Nevertheless, the process should articulate differences in reading performance and its effectiveness. Also educational programs within the states, the challenges posed by economic constraints and student demographic demands should be addressed by the program (Williams, 1995). Davis (2007) says that the NAEP average scores should depict the progress over a certain period of time and show were declines occur in the average scores of all graders. The supplementary data will help the evaluators to close the gaps among ethnic groups and promote equity in the nations educational systems (Davis, 2007). The supplementary data will enhance results and conclusions. This is because the measures will reduce the programmes high sampling and administration costs. Teddlie Reynolds (2000) learned that the data will ensure that substantial modifications are made to test the design itself, so that the later assessment resembles traditional standardized achievement tests (p. 275). They further say that despite the compromises made in the overall program, the data will promote a concerted effort over the years to maintain special bridge samples whose testing conditions are comparable to the earlier NAEP assessments. Conclusion The recommendations and results evident in these two assessment processes are meant to portray some aspects of the condition of education in the country. They are best looked at as implying various ideas to be further observed in light of other assessment processes. They also elaborate on the many issues contributing to educational achievement among the teachers and students. A critical review of both IAR and NAEP has provided a dependable measure of their achievement and trends of were improvement is required at the national and state levels in various grades and subjects. The motivation behind IAR and NAEP assessment process should be the success and improvement of student performance at state and nation level, but not on the basis of race, disability, ethnicity and gender. Buy custom Critique of IAR and NAEP Assessment Processes essay

Bib 6 Essay Example | Topics and Well Written Essays - 500 words

Bib 6 - Essay Example According to the Acts, the Holy Spirit directed the Antioch Church to send out a missionary team, comprising of Barnabas and Paul (Act 13: 1-3) for the purpose of preaching the Gospel to the Jewish community and the Gentiles. It was around the 48AD that Paul and Barnabas led a commission from Antioch, Seleucia and travelled to the island of Cypress (Calmet 1832, p731). The group made various stops along the way in villages and settlements to preach the Gospel. As indicated in the map (Fig 1), the team made the way through Salomis and travelled through the area of Paphos. It was here that they met the Jewish sorcerer and false prophet with the name of Bar-Jesus. He was actually an attendant to the Governor Sergius Paulus. Paulus was an intelligent logical man and was interested in seeking the truth. When he summoned for Barnabas and Saul, Elymas the sorcerer intercepted and tried to steer Paulus away from them. Paul, with the power of the Holy Spirit, unveiled the truth about Elymas’s deceit and lies and stated that he would turn blind because of them. Paulus, hence, converted to Christianity. From Paphos and Cypress, the mission continued onwards to Perga in Pamphylia. This is where John left them to head for Jerusalem. Preaching and spreading the message of God, the mission travelled to the city of Antioch of Pisidia, and covered the towns of Iconium, Lystra, and Derbe, further East (Acts 13:13-14:20). In Iconium, Paul went to the Jewish synagogue to an assembly of Jews and Gentiles and was so articulate in speech that a great many of the listeners converted; however, the Jews were specifically hostile and the evangelical strategy to preach in synagogues proved to be more cumbersome. Along the way, Paul and Barnabas faced life threats and stoning, were confused as the human form of God and had to persistently explain