Assessment Of Learning Essay Example for Free

Assessment Of Learning Essay Assessment of learning refers to strategies designed to confirm what students know, demonstrate whether or not they have met curriculum outcomes or the goals of their individualized programs, or to certify proficiency and make decisions about students’ future programs or placements. It is designed to provide evidence of achievement to parents, other educators, the students themselves, and sometimes to outside groups (e. g. , employers, other educational institutions). Assessment of learning is the assessment that becomes public and results in statements or symbols about how well students are learning. It often  contributes to pivotal decisions that will affect students’ futures. It is important, then, that the underlying logic and measurement of assessment of learning be credible and defensible. TEACHERS’ ROLES IN ASSESSMENT OF LEARNING Because the consequences of assessment of learning are often far-reaching and affect students seriously, teachers have the responsibility of reporting student learning accurately and fairly, based on evidence obtained from a variety of contexts and applications. Effective assessment of learning requires that teachers provide †¢ a rationale for undertaking a particular assessment of learning at a particular  point in time †¢ clear descriptions of the intended learning †¢ processes that make it possible for students to demonstrate their competence and skill †¢ a range of alternative mechanisms for assessing the same outcomes †¢ public and defensible reference points for making judgements Rethinking Classroom Assessment with Purpose in Mind †¢ 55. The purpose of assessment that typically comes at the end of a course or unit of instruction is to determine the extent to which the instructional goals have been achieved and for grading or certification of student achievement. (Linn and Gronlund, Measurement and Assessment in Teaching ) Reflection: Think about an example of assessment of learning in your own teaching and try to develop it further as you read this chapter. 56 †¢ Rethinking Classroom Assessment with Purpose in Mind Chapter 5 †¢ transparent approaches to interpretation †¢ descriptions of the assessment process †¢ strategies for recourse in the event of disagreement about the decisions. With the help of their teachers, students can look forward to assessment of learning tasks as occasions to show their competence, as well as the depth and breadth of their learning. PLANNING ASSESSMENT OF LEARNING The purpose of assessment of learning is to measure, certify, and report the level  of students’ learning, so that reasonable decisions can be made about students. There are many potential users of the information:†¢ teachers (who can use the information to communicate with parents about their children’s proficiency and progress) †¢ parents and students (who can use the results for making educational and vocational decisions) †¢ potential employers and post-secondary institutions (who can use the information to make decisions about hiring or acceptance) †¢ principals, district or divisional administrators, and teachers (who can use the information to review and revise programming). Assessment of learning requires the collection and interpretation of information about students’ accomplishments in important curricular areas, in ways that represent the nature and complexity of the intended learning. Because genuine learning for understanding is much more than just recognition or recall of facts or algorithms, assessment of learning tasks need to enable students to show the complexity of their understanding. Students need to be able to apply key concepts, knowledge, skills, and attitudes in ways that are authentic and consistent with current thinking in the knowledge domain. What am I  assessing? Why am I assessing? Rethinking Classroom Assessment with Purpose in Mind †¢ 57 Assessment of Learning In assessment of learning, the methods chosen need to address the intended curriculum outcomes and the continuum of learning that is required to reach the outcomes. The methods must allow all students to show their understanding and produce sufficient information to support credible and defensible statements about the nature and quality of their learning, so that others can use the results in appropriate ways. Assessment of learning methods include not only tests and examinations, but  also a rich variety of products and demonstrations of learning—portfolios, exhibitions, performances, presentations, simulations, multimedia projects, and a variety of other written, oral, and visual methods (see Fig. 2. 2, Assessment Tool Kit, page 17). What assessment method should I use? Graduation Portfolios Graduation portfolios are a requirement for graduation from British Columbia and Yukon Senior Years schools. These portfolios comprise collections (electronic or printed) of evidence of students’ accomplishments at school, home, and in the community, including demonstrations of  their competence in skills that are not measured in examinations. Worth four credits toward graduation, the portfolios begin in Grade 10 and are completed by the end of Grade 12. The following are some goals of graduation portfolios: †¢ Students will adopt an active and reflective role in planning, managing, and assessing their learning. †¢ Students will demonstrate learning that complements intellectual development and course-based learning. †¢ Students will plan for successful transitions beyond Grade 12. Graduation portfolios are prepared at the school level and are based on specific Ministry criteria and standards. Students use the criteria and standards as guides for planning, collecting, and presenting their evidence, and for self-assessing. Teachers use the criteria and standards to assess student evidence and assign marks. There are three major components of a graduation portfolio: 1. Portfolio Core (30 percent of the mark). Students must complete requirements in the following six portfolio organizers: arts and design (respond to an art, performance, or design work); community involvement and responsibility (participate co-operatively and respectfully in a  service activity); education and career planning (complete a graduation transition plan); Employability skills (complete 30 hours of work or volunteer experience); information technology (use information technology skills); personal health (complete 80 hours of moderate to intense physical activity). 2. Portfolio Choice (50 percent of the mark). Students expand on the above areas, choosing additional evidence of their achievements. 3. Portfolio Presentation (20 percent of the mark). Students celebrate their learning and reflect at the end of the portfolio process. ( Portfolio Assessment and Focus Areas: A Program Guide) 58 †¢ Rethinking Classroom Assessment with Purpose in Mind Chapter 5 Assessment of learning needs to be very carefully constructed so that the information upon which decisions are made is of the highest quality. Assessment of learning is designed to be summative, and to produce defensible and accurate descriptions of student competence in relation to defined outcomes and, occasionally, in relation to other students’ assessment results. Certification of students’ proficiency should be based on a rigorous, reliable, valid, and equitable process of assessment and evaluation. Reliability  Reliability in assessment of learning depends on how accurate, consistent, fair, and free from bias and distortion the assessment is. Teachers might ask themselves: †¢ Do I have enough information about the learning of this particular student to make a definitive statement? †¢ Was the information collected in a way that gives all students an equal chance to show their learning? †¢ Would another teacher arrive at the same conclusion? †¢ Would I make the same decision if I considered this information at another time or in another way? Reference Points Typically, the reference points for assessment of learning are the learning  outcomes as identified in the curriculum that make up the course of study. Assessment tasks include measures of these learning outcomes, and a student’s performance is interpreted and reported in relation to these learning outcomes. In some situations where selection decisions need to be made for limited positions (e. g. , university entrance, scholarships, employment opportunities), assessment of learning results are used to rank students. In such norm-referenced situations, what is being measured needs to be clear, and the way it is being measured needs to be transparent to anyone who might use the assessment  results. Validity Because assessment of learning results in statements about students’ proficiency in wide areas of study, assessment of learning tasks must reflect the key knowledge, concepts, skills, and dispositions set out in the curriculum, and the statements and inferences that emerge must be upheld by the evidence collected. How can I ensure quality in this assessment process? Rethinking Classroom Assessment with Purpose in Mind †¢ 59 Assessment of Learning Record-Keeping Whichever approaches teachers choose for assessment of learning, it is their records that provide details about the quality of the measurement. Detailed records of the various components of the assessment of learning are essential, with a description of what each component measures, with what accuracy and against what criteria and reference points, and should include supporting evidence related to the outcomes as justification. When teachers keep records that are detailed and descriptive, they are in an excellent position to provide meaningful reports to parents and others. Merely a symbolic representation of a student’s accomplishments (e. g. , a letter grade or percentage) is inadequate. Reports to parents and others should identify the  intended learning that the report covers, the assessment methods used to gather the supporting information, and the criteria used to make the judgement. Feedback to Students Because assessment of learning comes most often at the end of a unit or learning cycle, feedback to students has a less obvious effect on student learning than assessment for learning and assessment as learning. Nevertheless, students do Ho w can I use the information from this assessment? Guidelines for Grading 1. Use curriculum learning outcomes or some clustering of these (e. g. , strands) as the basis for grading. 2.  Make sure that the meaning of grades comes from clear descriptions of curriculum outcomes and standards. If students achieve the outcome, they get the grade. (NO bell curves! ) 3. Base grades only on individual achievement of the targeted learning outcomes. Report effort, participation, and attitude, for example, separately, unless they are a stated curriculum outcome. Any penalties (e. g. , for late work, absences), if used, should not distort achievement or motivation. 4. Sample student performance using a variety of methods. Do not include all assessments in grades. Provide ongoing feedback on formative  performance using words, rubrics, or checklists, not grades. 5. Keep records in pencil so they can be updated easily to take into consideration more recent achievement. Provide second-chance assessment opportunities (or more). Students should receive the highest, most consistent mark, not an average mark for multiple opportunities. 6. Crunch numbers carefully, if at all. Consider using the median, mode, or statistical measures other than the mean. Weight components within the final grade to ensure that the intended importance is given to each learning outcome. 7. Make sure that each assessment meets quality standards (e.g. , there should be clear targets, clear purpose, appropriate target-method match, appropriate sampling, and absence of bias and distortion) and is properly recorded and maintained (e. g. , in portfolios, at conferences, on tracking sheets). 8. Discuss and involve students in grading at the beginning and throughout the teaching and learning process. (Adapted from O’Connor, How to Grade for Learning ) Resource: Marzano, Transforming Classroom Grading 60 †¢ Rethinking Classroom Assessment with Purpose in Mind Chapter 5 rely on their marks and on teachers’ comments as indicators of their level of  success, and to make decisions about their future learning endeavours. Differentiating Learning In assessment of learning, differentiation occurs in the assessment itself. It would make little sense to ask a near-sighted person to demonstrate driving proficiency without glasses. When the driver uses glasses, it is possible for the examiner to get an accurate picture of the driver’s ability, and to certify him or her as proficient. In much the same way, differentiation in assessment of learning requires that the necessary accommodations be in place that allow students to make the particular learning visible. Multiple forms of assessment offer multiple pathways for making student learning transparent to the teacher. A particular curriculum outcome requirement, such as an understanding of the social studies notion of conflict, for example, might be demonstrated through visual, oral, dramatic, or written representations. As long as writing were not an explicit component of the outcome, students who have difficulties with written language, for example, would then have the same opportunity to demonstrate their learning as other students. Although assessment of learning does not always lead teachers to differentiate  instruction or resources, it has a profound effect on the placement and promotion of students and, consequently, on the nature and differentiation of the future instruction and programming that students receive. Therefore, assessment results need to be accurate and detailed enough to allow for wise recommendations. Reporting There are many possible approaches to reporting student proficiency. Reporting assessment of learning needs to be appropriate for the audiences for whom it is intended, and should provide all of the information necessary for them to make reasoned decisions. Regardless of the form of the reporting,  however, it should be honest, fair, and provide sufficient detail and contextual information so that it can be clearly understood. Traditional reporting, which relies only on a student’s average score, provides little information about that student’s skill development or knowledge. One alternate mechanism, which recognizes many forms of success and provides a profile of a student’s level of performance on an emergent-proficient continuum, is the parent- student-teacher conference. This forum provides parents with a great deal of information, and reinforces students’ responsibility for their learning. The Communication System Continuum: From Symbols to Conversations (O’Connor, How to Grade for Learning ) Grades Report cards (grades and brief comments) Infrequent informal communications Parent-teacher interviews Report cards with expanded comments Frequent informal communication Student-involved conferencing Student-led conferencing Reflection: What forms do your reports of student proficiency take? How do these differ according to audience? Rethinking Classroom Assessment with Purpose in Mind †¢ 61 Assessment of Learning An Example of Assessment of Learning. Elijah was interested in assessing student mastery of both the modern and the traditional skills required for survival in the Nunavut environment where he teaches. The overarching theme of survival is taught in the early grades and culminates at the senior level in a course delivered in Inuktitut. Students learn how to take care of themselves and others, and how to adapt what they know to the situation at hand. Survival requires not only skills and knowledge, but also a concept the Inuit people call qumiutit, or the ability in an emergency situation to pull out of stored memory information that will enable a person to cope, not panic. Traditionally, this was learned in a holistic manner, grounded in Inuit traditional guiding principles that were nurtured and developed from birth, and taught and reinforced in daily living. Throughout the term, Elijah took his students to an outdoor area to practise on-the-land survival activities, using both traditional and modern methods. He always took with him a knowledgeable Elder who could give the students the information they needed to store away in case of emergency. The students watched demonstrations of a skill a number of times. Each student then practised on his or her own, as Elijah and the Elder observed and assisted. Elijah knew that students need to have a high level of expertise in the survival skills appropriate for the northern natural environment. Elijah assessed each student on each survival skill (e. g. , making fire the traditional way, tying the knots required for the qamutik cross-pieces on a sled). What am I assessing? I am assessing each student’s performance of traditional and modern survival skills. Why am I assessing? I want to know which survival skills each s tudent has mastered and their readiness to s urvive in the natural environment. 62 †¢ Rethinking Classroom Assessment with Purpose in Mind. Chapter 5 Elijah knew that the best way to determine if students have mastered the skills is to have them perform them. When students believed they were ready, Elijah created an opportunity for them to demonstrate the mastered skill to a group of Elders, who then (individually, then in consensus) determined if the performance was satisfactory. A student’s competence in a survival skill is often demonstrated by an end product. For example, competence in knot tying is demonstrated by a knot that serves its purpose, and competence in fire building is demonstrated by a fire that is robust. As the Elders judged each student’s performance of the skills, Elijah recorded the results. He shared the information with each student and his or her parents in a final report, as shown here. Ho w can I use the informatio n from this assessment? Now that I know which skills each of the students has mastered, I can report this information to the s tudents and their parents. I can use this information to identify a learning path for each s tudent. How can I ensure quality in this assessment process? Ensuring quality with this approach involves clear criteria: either the student performs the skill s uccessfully or does not. I need to provide adequate opportunities for the s tudent to demonstrate the skills under various conditions and at various times. What assessment method should I use? I need an approach in which students can demonstrate the traditional survival skills that they learned. The method I choose should also allow me to identify which skills they did not master. Rethinking Classroom Assessment with Purpose in Mind †¢ 63 Assessment of Learning Shelters: †¢ emergency shelters †¢ igloo building4 †¢ qamaq5 †¢ tents Transportation needs: †¢ making the knots required for the qamutik cross pieces on a sled †¢ building a kayak/umiak. †¢ fixing a snowmobile (spark plugs, repairing track, drive belt) †¢ keeping a boat seaworthy Navigational issues: †¢ reading the land †¢ reading the sky †¢ understanding seasonal variations †¢ reading inuksuit †¢ using GPS †¢ map reading Preparation for land travel: †¢ packing a qamutiq (sled) †¢ load, balance †¢ necessities: snow knife, rope, food, water, heat source †¢ letting others know where you are going †¢ necessary tools, supplies, snowmobile parts, fuel †¢ using communication devices Food sources: †¢ plants and their nutritional properties †¢ hunting, skinning, and cutting up seal, caribou, etc. †¢ kinds of food to take on the land,  and their nutritional properties ____________________ 4. Expertise in igloo building includes understanding of types of snow, the shape and fit of blocks, and the use of a snow- knife. 5. A qamaq is a rounded house, built of scrap wood or bones, and covered with skins, cardboard, or canvas. Report on Survival Skills Student: _______________________________________________ Date: _______________________ Traditional Survival Skills Modern Survival Skills Adaptability to the Seasons Attitude Success Next Steps 1) Skills Building a fire / means of keeping warm: †¢ fuel sources †¢ getting a spark †¢ propane heaters, stoves †¢ clothing. 2) Relationship to the Seasons Assessing conditions / recognizing danger signs: †¢ seasonal changes †¢ land changes †¢ water changes †¢ wind changes †¢ weather changes Climatic changes: †¢ weather changes and how this affects the land and water †¢ knowledge of animals and their characteristics and behaviours 3) Attitudinal Influences (Having the right attitude to learn) †¢ respect for the environment (cleaning up a campsite upon leaving, dealing with the remains of an animal, not over-hunting/fishing) †¢ respect for Elders and their knowledge †¢ ability to learn from Elders 64 †¢ Rethinking Classroom Assessment with Purpose in Mind Chapter 5. Elijah’s report identified which of the students had mastered the specified skills required to survive in the Nunavut environment. It outlined other areas (such as adaptability to the seasons and attitudinal influences) about which peers, parents, and family members would need to provide input before a comprehensive assessment could be made. The assessment also identified those students not yet ready to survive in the natural environment. But the Elders did not stop working with the students who did not reach mastery. Elders see learning as an individual path in which skills, knowledge, and attitudes are acquired along the way. If a particular skill was beyond the capability of a student, the Elders identified other areas where that person could contribute to the common good of the community, and was accepted for the gifts he or she brought to the group. In this way, the Elders helped Elijah differentiate the learning path for each of his students. SUMMARY OF PLANNING ASSESSMENT OF LEARNING Assessment for Learning Assessment as Learning Assessment of Learning Why Assess? To enable teachers to determine next steps in advancing student learning to guide and provide opportunities for each student to monitor and critically reflect on his or her learning, and  identify next steps Assess What? each student’s progress and learning needs in relation to the curricular outcomes each student’s thinking about his or her learning, what strategies he or she uses to support or challenge that learning, and the mechanisms he or she uses to adjust and advance his or her learning. What Methods? a range of methods in different modes that make students’ skills and understanding visible a range of methods in different modes that elicit students’ learning and metacognitive processes Ensuring Quality †¢ accuracy and consistency of observations and interpretations of student learning  Ã¢â‚¬ ¢ clear, detailed learning expectations †¢ accurate, detailed notes for descriptive feedback to each student †¢ accuracy and consistency of student’s self-reflection, self-monitoring, and self-adjustment. †¢ engagement of the student in considering and challenging his or her thinking †¢ students record their own learning Using the Information †¢ provide each student with accurate descriptive feedback to further his or her learning †¢ differentiate instruction by continually checking where each student is in relation to the curricular outcomes †¢ provide parents or guardians with descriptive feedback about student  learning and ideas for support. †¢ provide each student with accurate descriptive feedback that will help him or her develop independent learning habits †¢ have each student focus on the task and his or her learning (not on getting the right answer) †¢ provide each student with ideas for adjusting, rethinking, and articulating his or her learning †¢ provide the conditions for the teacher and student to discuss alternatives †¢ students report about their learning Rethinking Classroom Assessment with Purpose in Mind. †¢ 65 Assessment of Learning to certify or inform parents or others of student’s proficiency in  relation to curriculum learning outcomes the extent to which students can apply the key concepts, knowledge, skills, and attitudes related to the curricular outcomes a range of methods in different modes that assess both product and process †¢ accuracy, consistency, and fairness of judgements based on high-quality information †¢ clear, detailed learning expectations †¢ fair and accurate summative reporting †¢ indicate each student’s level of learning †¢ provide the foundation for discussions on placement or promotion †¢ report fair, accurate, and detailed information that can be used to decide the next steps in a student’s learning.

John Stuart Mills Philosophy of Happiness Essay -- John Stuart Mill P

John Stuart Mill's Philosophy of Happiness Along with other noted philosophers, John Stuart Mill developed the nineteenth century philosophy known as Utilitarianism - the contention that man should judge everything in life based upon its ability to promote the greatest individual happiness. While Bentham, in particular, is acknowledged as the philosophy’s founder, it was Mill who justified the axiom through reason. He maintained that because human beings are endowed with the ability for conscious thought, they are not merely satisfied with physical pleasures; humans strive to achieve pleasures of the mind as well. Once man has ascended to this high intellectual level, he desires to stay there, never descending to the lower level of existence from which he began. In Chapter 2 of Utilitarianism, Mill contends that â€Å"pleasure, and freedom from pain, are the only things desirable as ends† (Mill, 7). Before addressing his argument, Mill defines the topic, â€Å"The creed which accepts as the foundation of moral s, ‘Utility’, or the ‘Greatest Happiness Principle’, holds that actions are right in proportion as they tend to promote happiness, wrong as they tend to produce the reverse of happiness. By happiness is intended pleasure, and the absence of pain; by unhappiness, pain, and the privation of pleasure† (Mill, 7). Like a true philosopher, Mill proposes objections to the utilitarian principle, which he then attempts to refute. Pleasure, according to Mill, has rather arrogantly been regarded as being little more than attempting to keep a pig satisfied. Because man has the intellectual capacity for reason, he should aspire for something more. Mill argues that is exactly what man does. He does not merely attempt to seek momentary pleasure, but in utilitarianism, has the option to choose that which provides him with the most pleasure. According to Mill, â€Å"Of two pleasures, if there be one to which all or almost all who have experience of both give a decided preference, irrespective of any feeling of moral obligation to prefer it, that is the more desirable pleasure† (Mill 8). Many have refuted Utilitarianism’s ideals and declared that man can live just as well without happiness. Mill acknowledges that this may be true in theory, that men do not conduct their lives in total pursuit of happiness, they still need a gauge with which to measure morality. Happiness ... ... This, however, being a fact, we have not only all the proof which the case admits of, but all which it is possible to require that happiness is a good† (Mill 27). Simply, the normal rules concerning one’s desire for happiness do not apply. Happiness may mean different things to different people but as long as the quest of these desires do not inflict pain on others, this is an acceptable means to an end. Mill is ultimately successful in that he points out that contrary to popular belief, utilitarianism is not a completely selfish motivation that does not take into consideration the desires of others. Virtue, while not completely synonymous with happiness, is a constituent of it. Thus, it is an attribute desirable to society as a whole. One who causes pain in others cannot be described as virtuous. In the final analysis, John Stuart Mill successfully proved his view by noting that happiness is not a completely comprehensive term. It is comprised of many components and represents different things to different people. Whether one is intent on wealthy, famous, or vituous, he is merely exercising different means to the same end which includes pleasures and freedom from pains. John Stuart Mill's Philosophy of Happiness Essay -- John Stuart Mill P John Stuart Mill's Philosophy of Happiness Along with other noted philosophers, John Stuart Mill developed the nineteenth century philosophy known as Utilitarianism - the contention that man should judge everything in life based upon its ability to promote the greatest individual happiness. While Bentham, in particular, is acknowledged as the philosophy’s founder, it was Mill who justified the axiom through reason. He maintained that because human beings are endowed with the ability for conscious thought, they are not merely satisfied with physical pleasures; humans strive to achieve pleasures of the mind as well. Once man has ascended to this high intellectual level, he desires to stay there, never descending to the lower level of existence from which he began. In Chapter 2 of Utilitarianism, Mill contends that â€Å"pleasure, and freedom from pain, are the only things desirable as ends† (Mill, 7). Before addressing his argument, Mill defines the topic, â€Å"The creed which accepts as the foundation of moral s, ‘Utility’, or the ‘Greatest Happiness Principle’, holds that actions are right in proportion as they tend to promote happiness, wrong as they tend to produce the reverse of happiness. By happiness is intended pleasure, and the absence of pain; by unhappiness, pain, and the privation of pleasure† (Mill, 7). Like a true philosopher, Mill proposes objections to the utilitarian principle, which he then attempts to refute. Pleasure, according to Mill, has rather arrogantly been regarded as being little more than attempting to keep a pig satisfied. Because man has the intellectual capacity for reason, he should aspire for something more. Mill argues that is exactly what man does. He does not merely attempt to seek momentary pleasure, but in utilitarianism, has the option to choose that which provides him with the most pleasure. According to Mill, â€Å"Of two pleasures, if there be one to which all or almost all who have experience of both give a decided preference, irrespective of any feeling of moral obligation to prefer it, that is the more desirable pleasure† (Mill 8). Many have refuted Utilitarianism’s ideals and declared that man can live just as well without happiness. Mill acknowledges that this may be true in theory, that men do not conduct their lives in total pursuit of happiness, they still need a gauge with which to measure morality. Happiness ... ... This, however, being a fact, we have not only all the proof which the case admits of, but all which it is possible to require that happiness is a good† (Mill 27). Simply, the normal rules concerning one’s desire for happiness do not apply. Happiness may mean different things to different people but as long as the quest of these desires do not inflict pain on others, this is an acceptable means to an end. Mill is ultimately successful in that he points out that contrary to popular belief, utilitarianism is not a completely selfish motivation that does not take into consideration the desires of others. Virtue, while not completely synonymous with happiness, is a constituent of it. Thus, it is an attribute desirable to society as a whole. One who causes pain in others cannot be described as virtuous. In the final analysis, John Stuart Mill successfully proved his view by noting that happiness is not a completely comprehensive term. It is comprised of many components and represents different things to different people. Whether one is intent on wealthy, famous, or vituous, he is merely exercising different means to the same end which includes pleasures and freedom from pains.

Elementary education effectiveness in Mississippi Essay

Mississippi consists of four-hundred and eighty-six thousand people living in poverty; ten percent of children belong to families that are not able to meet their needs (2005). Recent statistics show that those living in poverty are fifty-one percent African American and approximately forty-seven percent Caucasian (2005). Research has shown that the socioeconomic status of students influence the degree of success they will experience. (Donahue &Grigg, 2003) Mississippi has varying degrees of reading proficiency among school districts. In the 2003-2004 school year, six districts, consisting of one elementary school, five middle schools and one high school, were identified as â€Å"in need for improvement†, based on the reading and math proficiency of its students. For the purpose of this study, only schools reflecting a lack in reading proficiency will be discussed. The U. S. Secretary of Education, Margaret Spelling announced in a November 2005 press release, â€Å"Eighty percent of the fastest-growing jobs require at least some post secondary education. Yet far too many students are leaving high school unprepared for college†. Improved student achievement can provide students better preparation for college, thus closing the achievement gap. Low socioeconomic schools, although improving, are still behind the majority of middle-to-upper class schools in America (Donahue & Grigg, 2003). There are several factors to consider when looking at closing the achievement gap found in low socioeconomic schools. One factor is that â€Å"young, low-income and minority children are more likely to start school without having gained important school readiness skills, such as recognizing letters and counting† (2003). As Donahue and Grigg’s report showed, when students start school already behind others, they are likely to continue such patterns if not addressed early on. Existing studies demonstrate the problems researchers are having addressing literacy issues early on in a students academic career. Researches are trying to find appropriate strategies to combat the achievement gap with many variables which will be discussed further in detail, in the following study. Purpose of the Study The following is a detailed investigation into possible explanations of varying degrees of reading achievement found in Mississippi and what can be done to maintain a higher overall proficiency in reading among Mississippi students, while satisfying the requirements of the No Child Left Behind Act of 2001. Many schools have chosen to implement a â€Å"school-wide approach† to closing the achievement gap; however, when dealing with schools consisting primarily of low-income students, there are other factors to consider when choosing a strategy. The proposed study will focus on improving reading skills in high-poverty schools found in Mississippi by comparing different techniques widely used and creating a more targeted strategy for low-income students. When deciding on an appropriate strategy for improving reading comprehension there are a few factors one must consider. The following questions will outline the factors to be researched in this study. Research Questions 1. What impact does social economic status have on the achievement gaps found in the State of Mississippi? 2. What are the contributing factors found in Mississippi schools that are demonstrating low reading scores among economically disadvantaged students? 3. Are there high-poverty schools in Mississippi which demonstrate positive improvements in reading scores? What are the strategies used? 4. How does implementing Theory into Practice (TIP) encourage positive student achievement in disadvantaged schools? Hypothesis To affectively close low socioeconomic achievement gaps in reading, strong emphasis on establishing proficient reading ability should be made in elementary school. Nature of the Study The research conducted in this study will be an investigation of existing literature regarding techniques used in improving reading skills, exemplary schools demonstrating such techniques and finally, a suggested strategy to use when applying research to low socioeconomic schools with low reading proficiency found in Mississippi school districts. Significance of the Study The significance of this study is that by identifying factors contributing to the achievement gap found in low socioeconomic school districts, as well as investigating into existing programs that have had a positive influence on reading performance scores in other high-poverty schools is that, school administrators and policy makers will have a better basis in which to improve upon existing programs and interventions that would be more financially attainable than starting new programs. The high cost of starting new programs such as; creating new assessment strategies, providing more staff and researchers as well as other costly planning and implementing variables, often times are not practical for low-economic schools. While children of today are growing up in a world where data are being revealed at an alarming rate and knowledge is simply a click away, reading plays an increasingly crucial role in society (Topping & Paul, 1999). The ability to read is not only fundamental for understanding and mastery of every school subject students will encounter, but literacy also plays a critical and crucial role in students’ social and economic lives (Snow, Bums, & Griffin, 1998). As a result, no other factor will have a greater impact on the success of students in Mississippi than their ability to read. With such an emphasis placed on the importance of reading achievement, educational leaders must clearly articulate the expectation that all students can become successful readers, while providing the most effective strategies and opportunities for students to succeed in reading and adopt lifelong reading practices. (Okpala, et al. , 2001) Definitions of Terms Action Team for Partnership- This partnership is also known as a School Improvement Team or a School Council. Although the ATP members oversee the school’s partnership program, other teachers, parents, students, administrators, and community members also may lead family and community involvement activities (ATP website). Adequate Yearly Progress- AYP requires that schools hold the same high standards for all their students; regardless of racial or ethnic background, socioeconomic status and English proficiency Core Academic Subjects- These subjects include: English, language arts and reading, arts, civics, government and history, mathematics and science, foreign languages, as well as, economics and geography. Elementary School- a nonprofit institution which includes, public school, day or residential school and elementary charter schools which State law mandated elementary education. Family Literacy Services – The services provided to participants on a voluntary basis that foster a positive change in families. These changes include, providing families with interactive activities between parents and child concerning literacy, teaching parents to take an active role in their children’s education, teaching self-sufficiency by providing parental literacy training, and providing education to children which is age-appropriate and prepares them for school and life experiences. Highly Qualified (in reference to public elementary or secondary school teacher) – A highly qualified teacher will possess a State certification for teaching or holds a license to teach in a particular state due to passing the State exam and is employed in a teaching position after meeting all required testing, training and educational requirements satisfactory to the State, district and school regulations. Mentoring- A responsible elder who provides positive leadership and guidance to a child as a positive role model in that child’s life. A mentor mission is to help a child to one day become a responsible adult. Minority- a group of students which do not demonstrate the majority’s characteristics, such as socioeconomic status, ethnic background or other key characteristics. Other Staff- staff found within an institution such as personnel, guidance counselors, and administration and teachers aides. Limitations In her 2005 press release Secretary Spelling said, â€Å"we all hear a lot of stories about why schools are missing Adequate Yearly Progress, but we don’t hear much about how thousands of other schools are making it and closing the achievement gap†. This study is limited by location; its main concentration being primarily on Mississippi schools, programs and outcomes. The primary research method is investigating existing literature, as such; there is substantial literature on the failures of many schools trying to improve student achievement; however there is very little literature depicting success. One other limitation to consider is that this study focuses on reading proficiency; however; to get the most accurate depiction of a schools success is to consider all core academic subjects.

Importance Of Institutional Investors Finance Essay - Free Essay Example

Sample details Pages: 5 Words: 1638 Downloads: 8 Date added: 2017/06/26 Category Finance Essay Type Analytical essay Did you like this example? Assess the importance of institutional investors for financial markets. Institutional investors are organizations which pool large sums of money and invest those sums in securities, real property and other investment assets. They can also include operating companies which decide to invest their profits to some degree in these types of assets. Types of typical investors include banks, insurance companies, retirement or pension funds, hedge funds, sovereign wealth funds, endowment fund, investment advisors and mutual funds. A financial market is a market in which people and entities can trade financial securities, commodities, and other fungible items of value at low transaction costs and at prices that reflect supply and demand. Securities include stocks and bonds, and commodities include precious metals or agricultural goods. These financial markets are of two types; capital markets and money markets. Don’t waste time! Our writers will create an original "Importance Of Institutional Investors Finance Essay" essay for you Create order Financial markets facilitate the following; the raising of capital (in the capital markets), the transfer of risk (in the derivatives markets), price discovery, global transactions with integration of financial markets, the transfer of liquidity (in the money markets) and international trade (in the currency markets). Generally these markets are used to match those who want capital to those who have it. There are plenty of paramount reasons of having institutional investors in financial markets, the importance are as elaborated below; Institutional investors have the freedom to buy and sell shares; they can play a large part in which companies stay solvent, and which go under. Influencing the conduct of listed companies, and providing them with capital are all part of the job of investment management. Also they influence in the management of corporations because they will be entitled to exercise the voting rights in a company. According to Cvetanovic (2006); Institutional investors have a high preference for liquid assets. They usually have more power than small investors to press for the lowest possible transaction costs thereby boosting liquidity in terms of share turnover in the market. For instance, in 2009, institutional investors managed financial assets in excess of USD 53 trillion, including some USD 22 trillion in equities (OECD 2011). This, in turn, can reduce the cost of capital which should make it easier for liquidity-constrained firms to obtain fresh capital infusion. Furthermore, institutional investors are small but important players in corporate governance. As large and diversified investors with strong preference orientation they have the potential and the incentive to press for value-maximizing firm governance. So, institutional investors are in the process of financial development in each country and also provide strong contribution to development of financial sector functions (Cvetanovic 2006). Large block acquisitions and disposals by institutional investors may cause major swings in share prices. There are passive investors who just replicate what large investors do in the financial market. Since institutional investors hold large sums of funds, they normally purchase companies shares and at times dispose them. In an event a huge amount of shares are bought by one of these institutional investors such as the pension funds and the insurance companies would result to a major share price rise of such shares. And once the institutional investors dispose the shares of any company they hold, would result in a fall in price of such company shares as investors would predict something wrong with the company. The behavior of institutional investors may also give rise to fads and fashions with potentially unhealthy effects on merger activity. They may cause a disproportionate rise in the share prices of the firms in which they invest. This gives the firms in which they invest a grea ter opportunity to leverage their financial position in an acquisition (Dhaliwal 1992). Financing young or small firms and businesses: Institutional investors do provide finance or private equity to small businesses by buying shares of such businesses. Institutional investors may own private equity firms, which are firms that buy the shares of new or small businesses even though the shares are not tradable on a stock exchange. Private equity firms become co-owners of the companies in which they invest and take an active managerial role in the companies. The expectation may be that the shares will eventually be sold to another private equity firm, to another firm that makes a takeover bid, or through a stock exchange when the shares are accepted for a stock exchange listing (Redhead 2008). . According to Valdez (2007) Cited in Redhead (2008:245) in 2006 the European Private equity Capital Association provides the data of the European Private Equity in 2005. Pension funds provided 24.8% of the finance, ssbanks 17.6% funds of the funds contributed 13.1%, insurance companie s provide 11.1% and individual investor 6%. In light of the assets held by institutional investors relatively to the GDP, Its clear that institutional investor as group manage very important amounts of capital ranging from capital stock equal to 81% of GDP in Germany to 191% in the U.S.A and the U.K 2001. Anglo Saxon Institutional investor hold a significance position through repartition as in Belgium, France, Italy where the active population generates the pension of the retired. These countries have developed a capitalization system where by individual save for their own pension. The Global growth rate of institutional assets/GDP ratio is large and range between 134% in France and 356% in Italy. Also the fraction of total assets invested in stock market is significantly larger in U.K and U.S.A, example in U.K invest around 65% of their resources in the stock market and in U.S.A invested in the stock market (Huyghebaert and Hulle, 2004). In view of the combination of rising weight in the economy and increasing appetite for shares, institutional investors have become an increasingly important investor group in the stock market, especially in Continental Europe. As these investors have demands, behavior and interests different from small individual shareholders, this phenomenon is likely to affect publicly quoted firms and stock markets in general (Huyghebaert and Hulle, 2004). The buy and hold policies of insurance companies and pension funds may eventually create highly volatile equity markets. Institutional investors and the liquidity of the financial markets: This deal with the ease of converting assets held by the institutional investors into cash. For one of the important properties of a stock market is that, as investors assemble information and act upon it, the information becomes reflected into the stock price. Hence the less trading, the less opportunity for information to be (timely) incorporated into the price, and the more uncertainty about the stocks underlying value. Furthermore, as liquidity decreases, fewer investors are interested in the stock, so that overall information collection tends to decline. Finally, since it is more difficult to find interested buyers, an illiquid stock is more costly to turn into cash. As a consequence, the seller of an illiquid stock will have to accept a discount on the selling price. Consequently, as uncertainty about the underlying value increases, as less investors are interested to buy it and as trading becomes more costly, the share price decreases (Huyghebaert and V. Hulle, 2004). The Institutional investor especially mutual funds are liquid since it is easy to acquire, and dispose off, portfolios of shares by means of buying and selling mutual funds. If investors need to invest in mutual fund, they will buy share or stock then they will sell when markets are rising and buy when markets start falling (Huyghebaert and V.Hulle, 2004). The necessary voting strength to influence company directors on which investments to make: This appears to be the case when their investment bank does (or prospectively does) business with the company whose shares are being analyzed. There is a conflict of interest wherein pressure from within their investment bank influences the recommendations of analysts. Good recommendations are favored in order to please corporate clients (or prospective clients). If an analyst makes a negative recommendation on the stock of a company, that company could transfer its business to another investment bank (Redhead 2008).   Ãƒâ€šÃ‚     Institutional Investors  Play a Role in Reducing Information Asymmetries: In the financial market, information is of paramount importance.  Institutional investors  with their large capital usually seek and demand the right information from the firms selling shares of stocks. Firms on the other hand, and in  reaction  to the demand of the  institutional investors  that they want to attract to their company, provide organized and comprehensive financial information to the public, usually by employing information intermediaries to perform the specific role (Balling, Holm and Poulsen, n.d.). In this way, large, complex and incongruent information that are circulated in the financial world is reconciled, thereby reducing the flow of asymmetrical information and attracting more investors.   Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚   Institutional Investors  Influence Corporate Governance to Increase Profitability:  Institutional investors, with their enormous wealth and ownership of the majority of stocks of a firm can influence and wield  power over  corporate governance. There are passive  institutional investors  who do not interfere with the operation of the firm. This was the case before the 1990s. But there are also  institutional investors  who seek to influence control in the management of the company to improve profitability (Bofah, 2010). The latter is a phenomenon called shareholder activism. Activist institutional shareholders stirred  financial markets  of developing nations in the 1990s. In 1992 chief executive officers of very large firms such as IBM, GENERAL MOTORS,AMERICAN EXPRESS WESTINGHOUSE And COMPAQ COMPUTERS HYPERLINK https://ivythesis.typepad.com/term_paper_topics/2009/10/the-american-scholar-.htmlwere fired under the p ressure of  institutional investors. (Latest-Science  articles, n.d.) Conclusively, institutional investors are important for both the financial markets and the country as well. They hold large amounts of funds which are invested in various sectors and so play a huge part in the daily activities of the financial markets through buying and selling of numerous stocks they hold of such companies. In Tanzania, institutional investors such as banks, insurance companies and largely the pension funds, engage much in the financial markets and aid the growth of small firms in the country and boost the economy of the country.