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Book part
Publication date: 11 August 2021

Eugene F. Asola and Samuel R. Hodge

In this chapter, we discuss health-related physical fitness and motor development assessments for students with physical disabilities or other health impairments in…

Abstract

In this chapter, we discuss health-related physical fitness and motor development assessments for students with physical disabilities or other health impairments in special education using traditional and innovative techniques. Traditional assessment techniques are those that are more standardized and formalized, while innovative assessment techniques refer to new variations or ways (alternative/authentic) to assess the abilities of students with physical disabilities and other health impairments. According to the United States Department of Education (2009), students with disabilities must be included in State and local assessments. Even though there has been significant growth in numbers, diversity and academic orientation of persons with physical disabilities, assessments practices have largely remained the same over the years. Adopting innovative pedagogies and emerging innovative assessment techniques may address some unmet needs of current students with disabilities faced with assessment biases.

Details

Traditional and Innovative Assessment Techniques for Students with Disabilities
Type: Book
ISBN: 978-1-83909-890-1

Keywords

Book part
Publication date: 11 August 2021

Shannon Stuart and Tia Schultz

This chapter provides evidence-based assessment techniques for students with autism spectrum disorder (ASD). An overview of formative and summative assessment, innovative

Abstract

This chapter provides evidence-based assessment techniques for students with autism spectrum disorder (ASD). An overview of formative and summative assessment, innovative formative assessment strategies for students with ASD, and innovative summative assessment strategies for students with ASD are included. Discussion includes case studies and clear examples of how technology can support the assessment process. Practitioners may combine the assessment supports presented in this chapter because each support addresses more than one characteristic or need.

Details

Traditional and Innovative Assessment Techniques for Students with Disabilities
Type: Book
ISBN: 978-1-83909-890-1

Keywords

Book part
Publication date: 11 August 2021

Festus E. Obiakor, Sunday Obi and Andrew T. Carrington

Assessment is used to describe the process of gathering information to make judgments about how well someone has performed, how much progress has been made, and how much…

Abstract

Assessment is used to describe the process of gathering information to make judgments about how well someone has performed, how much progress has been made, and how much potential someone has. In other words, gathering information and forming judgments are both indispensable to good teaching. Educational institutions, government agencies, and professional associations are placing increasing emphasis on assessing performance in relevant areas of their domains. In this chapter, several issues important to the establishment of appropriate assessment procedures and the potential uses of both traditional and innovative assessment techniques are discussed. Finally, the limitations of traditional assessment techniques are considered, followed by the future perspectives on assessment techniques.

Details

Traditional and Innovative Assessment Techniques for Students with Disabilities
Type: Book
ISBN: 978-1-83909-890-1

Keywords

Book part
Publication date: 11 August 2021

Emily C. Bouck and Holly Long

The education of students with intellectual disability, like all students, is influenced by assessments. For students with intellectual disability, assessment is used to…

Abstract

The education of students with intellectual disability, like all students, is influenced by assessments. For students with intellectual disability, assessment is used to evaluate individuals as having an intellectual disability (e.g., intellectual functioning assessments and adaptive behavior assessments), as well as to guide instruction and making decisions about what to teach. Throughout this chapter, the authors present assessments related to the determination of individuals having intellectual disability as well as ones that inform, guide, or evaluate instruction for students. In addition to presenting traditional assessment options for students with intellectual disability, the chapter also presents some innovative options for determining what to teach students with intellectual disability.

Details

Traditional and Innovative Assessment Techniques for Students with Disabilities
Type: Book
ISBN: 978-1-83909-890-1

Keywords

Content available
Book part
Publication date: 11 August 2021

Abstract

Details

Traditional and Innovative Assessment Techniques for Students with Disabilities
Type: Book
ISBN: 978-1-83909-890-1

Book part
Publication date: 4 August 2017

Colin Dingler, Alina A. von Davier and Jiangang Hao

Increased interest in team dynamics has resulted in new methods for measuring teamwork over time. The primary purpose of this chapter is to provide a survey of recent…

Abstract

Purpose

Increased interest in team dynamics has resulted in new methods for measuring teamwork over time. The primary purpose of this chapter is to provide a survey of recent developments in teamwork/collaboration measurement in an educational context. Key topics include conceptual frameworks, large-scale assessments, and innovative measurement techniques.

Methodology/approach

A range of methods for collecting and analyzing teamwork data are discussed, and five frameworks for measuring collaborative problem solving (CPS) over time are compared. Frameworks from Programme for International Student Assessment (PISA), Assessment and Teaching of 21st Century Skills (ATC21S) project, Educational Testing Service (ETS), ACT, and von Davier and Halpin (2013) are discussed. Results of assessments developed from these frameworks are also considered.

Social/practical implications

New techniques for measuring team dynamics over time have great potential to improve education and work outcomes. Preliminary results of the assessments developed from these frameworks show that important advances in teamwork measurement have been enabled by innovative task designs, data-mining techniques, and novel applications of stochastic models.

Originality/value

This novel overview and comparison of interdisciplinary approaches will help to indicate where progress has been made and what challenges are ahead.

Article
Publication date: 5 February 2018

Rachel Fleming-May, Regina Mays, Teresa Walker, Amy Forrester, Carol Tenopir, Dania Bilal and Suzie Allard

While assessment and user experience (UX) have been identified as areas of growing focus in all types of libraries, there is currently little infrastructure to prepare…

Abstract

Purpose

While assessment and user experience (UX) have been identified as areas of growing focus in all types of libraries, there is currently little infrastructure to prepare students for these roles (Applegate, 2016; Askew and Theodore-Shusta, 2013; Nitecki et al., 2015; Oakleaf, 2013; Passonneau and Erickson, 2014). As a step toward addressing this gap, a team from an American Library Association-accredited master’s program situated at a large public land-grant institution (LGU) worked with practitioner partners from academic libraries and information agencies to develop a new model for preparing information professionals with assessment and UX expertise. The paper aims to discuss these issues.

Design/methodology/approach

In fall of 2015, faculty members applied for funding from the US Institute for Museum and Library Services Laura Bush 21st Century Librarians program for a program to develop formalized assessment and UX training in Library and Information Science (LIS) education. The student cohort would have interests in two areas: academic libraries and specialized information agencies. The two groups would complete much of the same coursework, earn the ALA-accredited master’s degree and have the opportunity to engage in co-curricular activities focused on UX and assessment. However, each sub-group would also pursue a subject-specific curriculum. In April 2016, IMLS funded the program.

Findings

In addition to reviewing the literature related to best practices in curriculum development, the authors describe the process of designing the program, including the curriculum, co-curricular mentoring and practicum opportunities, and the tools developed to evaluate the program’s effectiveness.

Research limitations/implications

At a time in which the library practitioner and LIS educator communities are contemplating how best to prepare professionals with much-needed expertise in assessment and UX, UX-A represents an innovative approach in professional preparation. Although the UX-A program is grant-funded, several of the program components could be adapted and incorporated without such support.

Originality/value

This paper discusses the structure and history of the program, issues related to developing a new curricular program for LIS education, and the educational and professional development needs of the assessment and UX professional community. It includes an extensive review of literature related to LIS curriculum development, practica, and professional mentoring, as well as suggestions for implementing elements of the program in other settings.

Details

Performance Measurement and Metrics, vol. 19 no. 1
Type: Research Article
ISSN: 1467-8047

Keywords

Article
Publication date: 29 April 2021

Koorosh Gharehbaghi, Maged Georgy, Kathryn Mary Robson, Sara Wilkinson and Ken Farnes

Through an empirical study, this research proposes a multi-dimensional assessment method for Sustainable Building Design (SBD). This approach is adopted to investigate and…

Abstract

Purpose

Through an empirical study, this research proposes a multi-dimensional assessment method for Sustainable Building Design (SBD). This approach is adopted to investigate and evaluate the current practices of SBD and to provide a basis for refining such processes while reducing existing shortfalls. In doing so, a holistic sustainable framework for rating the sustainable performance of buildings is proposed.

Design/methodology/approach

To achieve the aforementioned purpose, this research (1) investigates the most current trends in SBD including the use of Building Information Modelling (BIM); (2) examines the practical issues of SBD; (3) proposes a multi-dimensional assessment method; and (4) compares 18 separate case studies in the three countries of Australia, United Kingdom and USA, as part of the SBD implementation. To compare these case studies, an additional SBD tool, Green Building Rating and Certification System (GBELS) was carefully selected and applied. Five core values of SBD were identified based on functionality, accessibility and productivity, which align with the GBELS outcomes.

Findings

This research found that, for the 18 examined buildings, the main issues in SBD in the three countries concerned environmental and ecological issues. These included the impacts of buildings on the environment, as well as issues concerning the buildings' life cycle analysis and assessment. It was also determined that energy usage, pollution reduction and climate change concerns were important inclusions in establishing these buildings, particularly in the USA.

Originality/value

To support the research aim, this paper explores the most innovative trends in SBD assessments including their Structural Health Monitoring (SHM), grade (stars) classification, Relative Weight (RW) and particularly GBELS. GBELS was selected for this research, since it is relatively new and there is little available literature discussing its adaptation. Accordingly, this research further evaluates the application of GBELS as a part of versatility in SBD multi-dimensional assessment method. As the basis of these tests, a total of 18 separate case studies are closely evaluated.

Details

International Journal of Building Pathology and Adaptation, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2398-4708

Keywords

Book part
Publication date: 4 February 2008

Mari Pearlman

To appreciate the distance the National Board for Professional Teaching Standards (NBPTS) certification program has come, and the speed with which it has traveled that…

Abstract

To appreciate the distance the National Board for Professional Teaching Standards (NBPTS) certification program has come, and the speed with which it has traveled that distance, a glance at its first decade from the perspective of assessment development is essential. The particulars of the history of the NBPTS's assessment strategies and designs have determined in many ways the current assessment architecture: the evolution of the assessment's design reveals the growth in our knowledge of innovative assessment strategies and formats and their uses. In this chapter, I will briefly summarize the history of the NBPTS assessment program, then describe and analyze the earliest assessment designs, some intermediate approaches, and then the current iteration (commonly referred to as the next generation certificates). I will finally detail the current assessment architecture, connecting that architecture to both the history and the lessons learned from the initial assessments.

Details

Assessing Teachers for Professional Certification: The First Decade of the National Board for Professional Teaching Standards
Type: Book
ISBN: 978-0-7623-1055-5

Article
Publication date: 21 December 2021

Liané van Wyk, Kahilu Kajimo-Shakantu and Akintayo Opawole

The South African construction industry appears to be lagging behind other industries in the country in terms of implementation and adoption of innovative technologies…

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Abstract

Purpose

The South African construction industry appears to be lagging behind other industries in the country in terms of implementation and adoption of innovative technologies. Moreover, sufficient empirical data on the adoption of innovative technologies, especially, in developing countries are not readily available. The aim of this study is therefore to assess the adoption and implementation of innovative technologies in the South African construction industry with a view to improving the industry's performance.

Design/methodology/approach

A survey was undertaken using a questionnaire, administered to construction professionals primarily in project management, quantity surveying and architectural firms.

Findings

The key findings show that there are some innovative technologies such as building information modelling, 3-dimensional mapping, drones, 3-dimensional printing and virtual reality that have been deployed. However, limited adoption of innovative technologies within the industry and low levels of knowledge of its benefits among the respondents were reported. This low implementation of innovative technologies was due to critical barriers such as high cost, limited knowledge, time requirement, fear of change, lack of interest, nature of construction processes and lack of team dynamics. Key drivers of innovation were found to include globalization and competition.

Practical implications

The current level of implementation of innovative technologies indicated that they are not yet optimized in the South African construction industry and suggests implications for change, adaptation and growth. The study recommends that firms should consider investing in research and development in order to exploit the potential of innovation for organizations and the industry at large.

Originality/value

The drivers and barriers indicated will help to prioritize the direction of adoption and growth which could help to improve the industry.

Details

International Journal of Building Pathology and Adaptation, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2398-4708

Keywords

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