Dvling Assessment Instruments - Coursework Example

Dеvеlорing Assessment Instruments Name Institution Date Assessment plan for a planned activity Introduction Assessment is a necessary activity in every business or academic undertaking. The terms and conditions that are useful within assessment are influential to the general parameters of control within an institution or a learning endeavor. The paper endeavors to explore on the assessment plan and tools that can be used to manage a vocational education program objected at introducing use of technology in vocational learning environments. Technology is a modern undertaking that is as important as educational advancement. Within a learning environment, innovativeness leads to high chances of meeting the set goals and objectives among the learners (Abell et, al., 2009). Therefore, this study has endeavored to explore in planned structure and assessment tools that can be used to impart technology in delivering instructional materials to learners within a learning environment. The assessment plan has been established with a structure that summarizes the activities besides the immediate objectives, goals, and future trends of vocational learning. The two assessment instruments that have been involved by the study are the anecdotal records and assessment checklists (Brown-Chidsey et, al., 2013). The diagrammatic representation of the activities is illustrated below through a chart diagram Program implementation, Figure 1 Illustration of the assessment plan in a figure Goals To determine the levels of technology use in many learning institutions and within the selected vocational field To employ varied approaches of study and research within the technical applications and future trends of the study To demonstrate how technology can be utilized within the study details in order to bring out the best avenues of performance in the field To ascertain the level of like or dislike of the technical applications in vocational study Mission statement of the activity The project aims at changing the general performance of the institution within the learning strategies in the region. There is a distinct need to have mechanisms that will ensure that there is continuity, effectiveness, proficiency, and collateral activities within vocational learning. This will be achieved with the use of the appropriate technological activities and projects. The project aims at being one of the greatest competitive providers of technological transmission of information and other useful data within vocational learning (Radcliff, 2007). Timeline The vocational activity will take a period of twelve days. This time will oversee the provision and functioning of all the activities that are involved with vocational learning. Within every month, the activities that will be involved will be directed at preserving the competence of learning the provision of their services to the learners. All students will be required by the project to submit to the mechanisms of work that have been provided within the timeline (Shapiro, 2011). The timeline will be used to guide students while entering into every phase of managing the available activities of the project. The project will be divided into five sections or phases. These mechanistic categories are gradual towards attaining the set objectives within the project. The phases will appear as indicated in the table below with all the time or duration ascertained to majorly task. Task Duration Assembling of the required tools 2days Setting out to the field 1day Survey of the field activities 1day Day 1. Introduction to the topic of the project 1day Day 2. Indent learning of the topic pertaining use of technological approaches in learning 3days Day 3. Practical application and assessment 3days Day 4. Conclusion and recommendation of the vocational activity 1 day Objectives and outcomes definition A number of objectives will drive the project. The objectives are sentimental intentions that are supposed to be met by the project. In order to ascertain the rate at which the project is getting down, objectives will be laid out in accordance to the available mechanisms of work. The intention of the project will be directed at achieving the best services rendered towards the use of technological approaches in learning. The project recognizes the fact that the world is changing in many of its avenues of performance. Technology is taking every activity into greater heights. Therefore, the innate objective of the project will be directed at achieving the best avenues of performance within the learning department (Rauner et, al., 2008). Some of the major objectives of the project include the following: To determine the extent to which technology has been used in learning To ascertain the effectiveness of technology use within the available mechanisms of learning To determine how technology will influence the available avenues of learning in many learning institutions To determine how technology will be incorporated into learning in order to have success within learning To ascertain the overall perception of technology use among learning while in and out of their vocations Program educational objectives These are the general statements that ascertain how and what the students are supposed to attain while learning to use technological approaches. The needs of the study or educational constituencies deliberate on the importance of having a better way of handling the available structures of vocational learning (Richter & International Labor Office, 1986). In many cases, the vocational approaches appear like sentiments that have to be attained practically in the field (American Sociological Association, 2005). Some of the objectives that fall within this category are general. For instance, the project will aim at establishing the use of technology in learning among many institutions. The overall intention of this approach is to influence positive contribution towards the general terms and conditions of service within the study (Mortimer et, al., 2010). Student outcomes Students are the main concern of the project. The objectives that have been outlined by the project are directed to be achieved among the learners. Student outcomes describe what the learners are expected to be able to neither learn nor know at the end of the vocational study. These outcomes are related to the skills and knowledge when it comes learning with the use of the available technological parameters. The students or learners are expected to have integrated the right approaches of learning in order to usher a modernized avenue of learning with the use of the technological approaches. For instance, the learners will be expected to describe how learning can be achieved with the use of computer applications. Some of the learning outcomes are described within the practical terms while in the field (Rowley & Sherman, 2004). For instance, it would be easy for many learners to appreciate the need for learning when technological approaches are used. The outcomes do not lie within the skills and knowledge alone among the learners. Rather, outcomes will touch on the behavioral changes that are to be experienced by the learners in the field. At the end of the vocational program, it will be beneficial for the learners to have acquired a different behavior (Grisso, 2003). Such a behavior will be directed towards the use of technology in learning and use of different technological terms and conditions in learning. For instance, at the end of the vocational study, learners will have acquired a new step towards the use of technology and its applications in learning. It is certain that such technological approaches are different from the previous mechanisms of learning. Therefore, the learners will be able to appreciate the use of the available technological terms through expressing a different mode of behavior. The entry behavior of the learners or graduates will be different totally from the immediate behavior at the time of graduation. Therefore, the program will be student oriented. The learners will be expected to have changed their behaviors, acquired new avenues of skills and expertise, together with knowledge of the new terms and conditions of technical learning. Use of technological gadgets like computers and internet will improve the quality of learners (Wright, 2008). Therefore, it is certain that learning will be resumed when the learners will have appreciated the use of technology within the learning procedures. The student outcomes will be defined in order for faculty to embrace a common understanding of the student expectations together with the curriculum plans. The curriculum that will be used during the time of study will work towards achieving the best for the vocational learning. The curriculum is particularly beneficial in such a situation since it will be used to ensure equitable management of all the procedures and avenues of learning. The curriculum will bear the technological techniques that will be contained within the study. Performance indicators will be used in the project. These parametric structures will be used to ascertain the magnitude of learning at any given time. These performance indicators take a representation of the skills, knowledge, expertise, and behavioral changes that will be expected from the learners (Abell et, al., 2009). By the time the learners will be accomplishing their vocational studies, it will be necessary for them to demonstrate all levels of skill, knowledge, and behavioral changes that were set within the objectives of the study. By the time the students will graduate, they must be able to depict the best avenues of realizing success and competence when it comes to using the explored technological methods of learning and skill therein. In many cases, such approaches will be realized from the conventional learning that is explored while the learners will be in their different fields of work. The competence of the learners or the graduates will be replicated within the three levels of ability in skill, knowledge, and behavioral changes that will have been assembled over the time of twelve days. Design and conduction of the assessments Design The design of the project refers to the general outlook of the activities and the outcomes of h project. The design incorporates the procedures of work, activities that are supposed to be met by the project, the participants who are supposed to be part of the process, and the general tools and materials for use while engaging in the process of exploring technological applications in learning. The overall process involves complicated and minor activities that contribute to the general success of learning among learners within the vocational study (Nnajiofor & Widener University, 2008). The data is collected and assessed within the measures of performance that have been explored within the previous studies. For instance, the project will involve using all the available materials within the study as long as the objectives of the study are achieved. As a design technique, time will be considered as a fundamental parameter that tries to bring equitable terms and conditions of performance within the study. Moreover, the designs of the study will involve different features that bring the data together assess, and enable drawing of equitable conclusions for the study (Ollin & Tucker, 2012). Assessment Assessment is a lucrative procedure that must be involved in every study. Assessment takes several processes and procedures within this study. The assessment process starts with designing on how the identity of the study will be relayed by the researchers (Flanagan & Kaufman, 2009). For instance, the study involves varied avenues of relishing use of technology within study. The assessment process will involve several activities that are designed depending on the objectives that have been drawn by the study. The first activity involves identification of the study materials in the field. The vocational field is sentimental when it comes to handling matters that are related to the learners or the graduates. Need is identified within the beneficiaries of the study. For instance, it would be easy to allocate a number of resources to learners when the study researchers or the vocational attendees have identified them. In most cases, it is easy to allocate equitable amount of resources to a number of clients who are willing to be part of the vocational process in the field. Assessment is necessary in every vocational study (Flanagan & Kaufman, 2009). The reason for such a study and analysis is found within the specifications that have been drawn to yield the best to clients in the field. The hallucinating factor within the identification of the clients is found within the specification of staging an equitable assessment that will yield the best results to the overall vocational study. Use of technology and other technological appliances in learning are a growth strategy that will enable learners to be focused and ready to tackle future challenges in their careers. The next strategy of assessment is found within the collection and preparation of the available data within study. It will be relevant to have a convenient access of the available avenues of study in the vocational field. Collection of data is necessary when it comes to assurance of future study and conclusions for the study. In order to relay the best options of performance on the field, it is effective to collect and store equitable data that relay what was taking place in the field of vocation. Preparation of the available data becomes the following activity that has to be summarized by the study agents. Part of the information that will be found within such a category include study of the relevance of technology in the vocational field, the effects of the vocational study upon the studying people, and the overall future trends of learning and performance of learners who have enrolled for studies in the vocational field. Assessment of the learners is a reliable measurement activity that must be done with equitable care and concern(Flanagan & Kaufman, 2009). This is because aspects of validity and reliability are relayed within such levels or avenues of study in the field. The vocational study is directed at influencing the use of technology in learning. This means that the data that will be collected for study will be relevant to the methods of study that are in place now, and those that are effective if introduced within the vocational study. After collection and identification of the data for student involvement in technology within the vocational study, what follows is the preparation of the materials in light of the objectives of the vocational study. Within this category of study, it becomes necessary for the study to be based on the avenues of the set objectives together with the available measures of performance in the field. Technology is one of the relevant fields of study that have to be considered in order to ensure equitable management if future learning among learners in the vocational studies. Preparation of the data will take a period of almost equal sessions that were used in collecting the data. This is an essential aspect of management that has to be met within the required structures of performance in the field of study. The immediate features of performance are supposed to be ascertained when the learners are taken out to the immediate fields of study (Flanagan & Kaufman, 2009). For effective assessment, it is vital for the study to make use of relevant, direct, and quantitative measures of performance. The measures of performance that will be used within the study will be categorical of the qualitative and quantitative importance that is to be relieved within the study objectives and intentions. The immediate preparation details will try to bring out the features of performance that reflect on performance quality and attainment of the set objectives in the field. Sampling methods that are used must be within the set measures of performance. The available measures of performance need to be specified in order to link them with the objectives of educational standards in the field. Sampling should be done with appropriate care in order to manage the available avenues of performance from the field. In order to secure the scandalized presence and performance of the study objectives, samples that are collected should be used within the set objectives of the study. Failure to work on the set objectives of the study will spark a negative perception of the steps and procedures of learning among the learners within the vocational study program. Therefore, the program will desire to reiterate on the importance of specifying its importance together with relaying the best options of management in the field (Ollin & Tucker, 2012). Data collection Every strategy for data collection will have to be measured within the paradigms of performance in the field. The collection mechanisms and analysis procedures will have to be systematic and consistent in order to have enough focus on the assessment materials and procedures within the vocational study. The performance indicators in the study will be focused by the data collection methods. This is why the methods will have to be in line with equitable strategies that are found in the field of study. Evaluation of the assessment findings Evaluation is a necessary activity that will have to be used within the study procedures. All the mechanisms of production will be focused at ensuring equitable assessment of the technicalities of study. The vocational program will take a period of twelve days. This period is enough to conduct assessment activities. Evaluation refers to the process of interpreting the data that have been accumulated throughout the entire process of study. The assessment details will be replicated in activities and outcomes of the vocational process. In this case, it will be necessary to make consideration of the factors of production that tend to link together several avenues of production as a means of achieving the set objectives. Assessment starts to evaluation of the set objectives of the study (Lam, 2010). The study makes use of different mechanisms of production that are linked with procedures, processes, and the immediate activities that take place in the field. The attainment of the set objectives by the learners is a working that is contained within the evaluation procedures. In order to secure a stable platform of attaining the set objectives of the study, it becomes necessary to have all the tools of work and procedures subjected to an assessment parameter. In such a way, the study will be able to reflect on the attainment of the set objectives together with the mechanisms of production in the field. For instance, the level of performance that is reflected by the learning procedures will be subjected to assessment by the external parameters together with the internal parameters. After evaluation, what follows is the formulation of appropriate conclusions and recommendations. The processes of evaluation ensure that it has become relevant to make the purpose of the study in effecting future changes. Technology is a lucrative field for many learners in the modern society (Ollin & Tucker, 2012). Therefore, the evaluation procedures and programs will ensure that it has met all the requirements as contained in the study objectives. The study measures that are having been put in the field should be used as mechanisms that bring success and not failure to the project implementation. Using the results for decision making Decision-making is a lucrative endeavor that must be done within the project. The assessment results are crucial when it comes to making conclusions and decisions regarding the workability of the project. The assessment plan involves a plan to assess and evaluate the establishment and performance of a drainage system within a learning environment. One of the principal activities that will be replicated is drawing of conclusions (Nichols & Nichols, 2001). The conclusions drawn will be based on the effectiveness of the drainage system within the learning institution. The identified learning institution lies within a poorly drained area. Therefore, one of the decisions that will be made is the immediate need for the drainage system. Decisions are made based on the immediate plans and objectives that were laid beforehand (Foundations of education, 2000). The planned activity will have to assume the assumptions that were made. These forcing effects resulted in the formulation and implementation of the plans to succeed drainage system within the learning institution. The conclusions to be made will be based on the effectiveness of the available mechanisms of performance in the area. Therefore, it will be tremendously relevant to have a broader avenue of performance in order to make effective and efficient decisions from the results obtained from the project. The feedback process will be identified in order to ensure its effectiveness to the planned activity. This critical process will be used to maintain and systematically examine the quality of the project. The project will have its assumptions made basing on the implemented plans within the project. Some of the basic parameters to be used include assurance score cards together with possible happenings within the project. Assessment instruments for a planned activity Assessment checklists Checklists are prepared procedures that contain all the activities that are done within the vocational activity. The checklists will be used to ascertain the level of performance of the team basing on different parameters of performance in the field. For instance, the checklists will be used to take records, ascertain the expected level of performance, and make copies of the data that will be used in the future. The checklists are formulated in accordance to the specifications that are contained in the objectives of the vocational activity. The checklists will contain all the requirements to be attained by the study (Chatterji, 2003). Some of the considerations that are going to be used within the study include procedures of performance, scores for the different departments within the study, and the grading mechanisms that are used within the study. Illustrating the checklist that will be used to carry out the vocational study Tables Element Requirement Response A N 1 Integrating management systems Done 2 General requirements Done 3 Identifying progress Done 4 Determining the consequences Done 5 Defining criteria and methods Done 6 Ensuring availability of resources Done 7 Monitoring, measuring, analysis Done 8 Implementation process Done 9 Assessment Done Validity of checklists Learners are considered to replicate on the learnt values in the field. Therefore, it is necessary to make considerations that are supposed to meet all the set objectives without leaving out on the future trends of performance among the learners. It will be valid to consider technology within learning if it is estimated at improving on the general performance of the different subjects of study in the field (Reynolds & Fletcher-Janzen,2002). All the available avenues of performance will be transformed by the technological applications that will be found in the field. Moreover, the program will consider measures of assessment in order to ascertain the validity in all sectors of performance. Learners will be expected to replicate the learning objectives since they have participated in the entire processes of learning and practical application of the technical applications and procedures in the field (Pilz, 2012). The immediate terms and conditions of validity are tentative to the general process of vocational study. In order to ensure immediate implementation of the process, it will be important for the study to have avenues of relation that ensure increased validity of the program. Validity can only be realized when the procedures of study yield to the objective obtained as the study began. Moreover, checklists will be used to ascertain the quality of the services offered by different departments including all the sectors that are not direct contributors of growth and development of the vocational study. The descriptive measures in which the checklists will be used will depend on ensuring continuity of the available processes of technological learning. Therefore, checklists will be used as checkers to every procedure introduced in order to mark introduction of technology within the vocational learning activities. Reliability of the anecdotal records According to Nata, (2003), the educational practices and strategies that are to be used within the study are reflected in the objectives of the study. One of the major avenues of management in the field of study is to ensure that every activity that is to be done in the field reflects the best options of management in the field. In order to ensure attainment of the set objectives, it has become indispensable to make considerations of strategies to be used in the field. For instance, it would be relevant to have all the activities strategized in order to ensure order and equitable implementation of all the activities in the field of study (Pilz, 2012). There has to be an understanding between the educational practices and strategies in order to promote effectiveness and effective assessment of all the activities in the program. One of the steps that will be taken in order to improve on the level of performance in this field is to measure or map out all the educational strategies within the vocational study. Such strategies include the curriculum to be used, tools and materials that are found within the set strategies together will all the other factors of production in the field. The curriculum activities will need to be mapped together with the learning outcomes that have been developed earlier in the field. Furthermore, all the activities will have to consider the influence of having a relevant avenue of performance that dwells within the study procedures and all the programs of the vocational study (Pilz, 2012). Anecdotal records Anecdotal records are casual records that will be used within the study. These recordings are ascribed to the objectives of the study together with all the procedures of activities that lead to the realization of the set objectives of the study. In many cases, the anecdotal records will be established basing on the mechanisms of performances that are made compulsory to the study. Te recordings will be used for future purposes including establishing upgraded objectives that serve to better the ways in which technology will be used in the field (Nata, 2003). The anecdotal record that will be used is illustrated in the diagram below. Validity of the anecdotal records Validity refers to the consistency of the study objectives in line with the available literature in the field. One of the major considerations of the study is to ensure that all the study objectives are relevant and in line with the learning capabilities of the learners in the vocational field. One of the key considerations that have to be considered is the fact that there is a greater importance to the study program when the learners are able to integrate what is to be achieved (Nata, 2003). It will be valid when the technological approaches used in the field are able to yield the expected results from the study clients. For instance, use of the internet will serve to bring out the most appropriate skills and knowledge among the learners. One thing that is certain is the fact that it will be tremendously relevant to make use of the available avenues of performance when the learners are involved in all spheres of management and performance. It is relevant to consider reliable avenues of production in order to leave out any other production channels that do not match well with the procedures set in the vocational field (Nata, 2003). Reliability of the anecdotal records The study must portray all aspects of reliability in the vocational field. For instance, the program will ensure that it has met all the qualifications of study that relay consistency and importance of having technology within the study procedures in the field. The mechanisms of performance that should be fixed in the study program must fulfill the intentions of the study managers. Moreover, the vocational study will ensure that it has replicated all the results of the study and link them to the existing trends of performance like in institutions that have started practicing the use of technology in their vocational studies. Conclusion Assessment is a necessary facet in every activity involving productivity, growth, and development. The study involved a planned structure that would be used within a planned activity of relaying technology use in vocational learning sessions and institutions. From the study, it was successful to realize the immediate measures and categorical activities that result in completion of the project. The planned activity was dealing with introduction of technology in learning. This meant that the immediate activities that were done included drawing of objectives, laying out immediate activities that are supposed to be done, and depicting on the performance of the activity within the set assessment tools. The two assessment tools were declared valid and reliable within the vocational study. References Abell, N., Springer, D. W., & Kamata, A. (2009). Developing and validating rapid assessment instruments. Oxford: Oxford University Press. American Sociological Association. (2005). Creating an effective assessment plan for the sociology major. 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Shapiro, E. S. (2011). Academic skills problems: Direct assessment and intervention. New York: GUILFORD PRESS. Wright, R. J. (2008). Educational assessment: Tests and measurements in the age of accountability. Los Angeles: Sage Publications. Chatterji, M. (2003). Designing and using tools for educational assessment. Boston: Allyn and Bacon. Flanagan, Dawn P., & Kaufman, Alan S. (2009). Essentials of Wisc-iv Assessment: Epub Edition. John Wiley & Sons Inc. Read More