benefits of Outcomes-Based Education are learners comprehend exactly what is expected from them as unit standards make it very clear what is necessitate from them, there is greater buy-in and support for it from all role players due to the extended level of consultation and stakeholder enhancement. Well-defined assessments standard make it clear to both assessors and learners how assessment will take place. Assessment is more objective and fair as a result of the pre ordain assessment standard, it
According to William (2010:107-122) assessment is the core process of education and therefore it is an important concept in education (Sieborger & Macintosh 2002:5 in Msilia 2009:542). William (2010:107-122) beliefs that only through assessment we can find out whether teaching reached its intended effect. William (2010:107-122) goes further and argues that “all those with a stake in the outcomes of education – learners, teachers, parents, other taxpayers, employers, and the wider community – want
Knowledge of language assessment is complex and multi-dimensional, and encompasses different competences including knowledge about assessment, the language, the context, and the ability to design, administer, collect, and interpret data with the purpose of making logical ethical decisions (Inbar-Lourie, 2013; Pill and Harding, 2013). In spite of the significance of having the knowledge of language assessment and language teachers’ need to assess students’ progress the majority of these teachers
ASSESSMENT IN MALDIVIAN EDUCATION SYSTEM Is it serving the purpose? The first school was established in Male in 1927 and this school was only for boys. At present, there are 88341 students in 206 government schools, some of which are for kindergarten, primary and secondary, and a few schools with higher secondary education. There are four main phases of schooling recommended by the National Curriculum: foundation, primary, lower secondary and higher secondary The first National Curriculum was
DEFINITION OF EVIDENCE-BASED PRACTICE Evidence-Based Practice has been integrated the healthcare organization for over two decades because of its importance. Evidence-Based Practice is the conscientious explicit and judicious use of the current best evidence in making decision about the care of individual patients. (Sackett, Roseberg, Gray, Hayes & Richardson, 1996). This definition was the earliest acceptance for EBP. (Sackett D et al. Evidence-Based Medicine: How to Practice and Teach EBM, 2nd
Malaysia Ministry of Education (MOE) has made and welcomes effort to review the current education and assessment system. This assessment reform heralds the idea of humanizing assessment. The government intends to create an assessment-friendly environment where it will become part of the teaching and learning process. The proposal presented at the International Forum of Educational Assessment System states that the new proposed educational assessment reform should focus on assessment of learning and for
E – Assessment in health schools E-assessment starts to be used from the late 1990s. The Definition of e-assessment is including all uses of electronic technologies for the improvement, operation, information delivery and assessment. E – Assessment in health school based on learners work on assignments as regular, but their files are accessed via computer or technology instead of printed papers that assess by an assessor or teacher. The using of technology by teachers to introduce the information
The Connecticut Nurse Practice Act defines advance nursing practice as the " performance of advanced level nursing practice activists that, by virtue of post basic specialized education and experience, are appropriate to and may be performed by an APRN". This act describes the role of an APRN as one that "performs acts of diagnosis and treatment of alternations in health status" including collaborating under a physician to prescribe, dispense, and administer therapeutic and corrective medical interventions
One of the essential 21st century skills students are required to develop is critical thinking. Over the years, educators and researchers have long been cognizant of the importance of critical thinking skills as a learning outcome (Huber & Kuncel, 2015; Lai, 2011; Moore & Parker, 1992). In a constantly changing world, the escalation of critical thinking in educational system is driven by global, local, technological, societal and economic factors (Allen & Scozzi, 2012). This condition has challenged
In Learner-Centered Assessment on College Campuses (Huba & Freed, 2000) show a strong connection between assessments, learning, and effective teaching. Here, the students: • Are properly associated and receive the feedback required • Use their experience in problems • Incorporate their experience and general skills • Recognise the importance of excellent work • Become sophisticated learners • Accept the provided guidance for improvement • Forward their opinions • Value descriptive feedback as an