Strength-based Assessment Strength based assessment is a tool that focuses on people ’s strengths rather than their problems‚ with an aim to move away from categorising the person as the problem and to focus on their strengths and resilience by empowering the client to be the problem solver. It is important for the worker to assist in recognising‚ organising and enhancing existing strengths and resources. The worker needs to be optimistic about what people can achieve by focussing on the capacities
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Since shifting from “academic” based education to “values” based education‚ the United States has fallen as a world leader of education. This movement is producing a culture that cannot think critically and capable of little more than menial tasks. Though the United States is spending $11‚000 per student per year‚ it ranks 19th out of 21 Industrialized Nations and the United States is growing dumber. Psychology-based curriculum is slowly changing the attitudes‚ values‚ and beliefs of the students
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OOUTCOMES-BASED EDUCATION: PRINCIPLES AND POSSIBILITIES Dr Roy Killen Faculty of Education‚ University of Newcastle‚ Australia This paper explores some of the basic principles of outcomes-based education and relates them to the Australian school and vocational education context. It is intended to help teachers 2 understand how they can translate the theory and philosophy of OBE into practical action in their instructional planning‚ teaching and assessment of student 3 learning. The
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growing body of work collectively labelled the resource and capability-based view of the firm (RBV). In reality‚ Resource Competence View (RCV) first adopted an “economic” orientation. Pioneer studies (Wernerfelt‚ 1984) ‚ Barney‚ 1986‚ 1991‚ Dierickx and Cool‚ 1989‚ Peteraf‚ 1993) focused on the type of resources and competencies that could offer to its owner a sustainable competitive advantage. Therefore‚ resources and competencies approach first appeared as a theory of competitive advantage or a theory
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INTRODUCTION Class Based Assessment had been introduced into the Fiji Education system as of 2010. As part of our Language and Literacy program‚ we were required to prepare a CBA task for class 5 in the discipline of English. Our CBA task was Descriptive writing whereby the students were asked to write a composition about My Family. This was to be of approximately 120 words. We prepared a marking criteria listing down all the competencies that the children were to be assessed on. Once the marking
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PERFORMANCE-BASED ASSESSMENT Performance based assessment is most commonly known as and educational assessment which judges the student knowledge and skills based on observation of the student behavior or the inspection of students products. On the other hand‚ standardized testing is a written form test‚ which measures the temporary understanding of facts and skills. As a result of standardized testing outcomes being temporary‚ the genuine of this testing type is obsolete. Hence‚ I will argue that
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GENERAL DISTRIBUTION OCDE/GD(96)102 THE KNOWLEDGE-BASED ECONOMY ORGANISATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT Paris 1996 Copyright OECD‚ 1996 Applications for permission to reproduce or translate all or part of this material should be made to: Head of Publications Service‚ OECD‚ 2 rue André Pascal‚ 75775 Paris‚ Cedex 16‚ France. 2 FOREWORD The OECD economies are increasingly based on knowledge and information. Knowledge is now recognised as the driver of productivity
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Going Beyond Outcomes-based Education: A Critical Analysis from Theoretical Perspectives Abstract Purpose The adoption of outcomes-based education (OBE) (Spady‚ 1994) has become a global trend to enhance teaching and learning (Ross & Davies‚ 1999; Killen‚ 2000; Botha‚ 2002)‚ however‚ recent research has showed OBE has limited potential for enhancing learning in developing countries such as South Africa because of its historical and situational constraints (Todd & Mason‚ 2005). In other words
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Historically nurses’ decision making has relied on tradition‚ authority‚ trial and error and research (Lee 2003‚ p. 618). However‚ more recently the appreciation and application of evidence based practice (EBP) has caused a shift in clinical nursing decision making (Lee 2003‚ p. 618). EBP is defined as ‘integrating individual clinical expertise with the best available external clinical evidence from systematic research’ (Sackett et al. 1996‚ cited in Rolfe‚ Segrott & Jordan 2008‚ p. 448). EBP
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problem solving and decision making. Employees who are strong in KSAOs has practice goal-directed thinking and action in situations for which no routine solutions exist and able to understand a problem situation and its step-by-step transformation based on planning and reasoning. Furthermore‚ it demonstrate ability to choose between alternative courses of action using cognitive processes such as memory and evaluation and demonstrate ability to map processes of possible consequences of decisions‚ to
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