However, this guide and any other materials from SKYbrary are not to be purchased for this course.

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The Operator’s Guide to Human Factors in Aviation (OGHFA) was a  project designed to give information on Human Factors topics. It was  founded and created by the Flight Safety Foundation European Advisory  Committee. We will use this guide throughout the course in different  activities. However, this guide and any other materials from SKYbrary are not to be purchased for this course.

Ruminating Writing Assignment:

Refer to the module materials, outside sources, and this human factor’s guide. Read: https://www.skybrary.aero/index.php/OGHFA_-_An_Introduction and submit a two-page paper  (not including cover and reference pages) defining human factors and  the applications associated with it. APA formatting is required.

Travel back in time and explain the foundation of human factors and  its historic value throughout the last 100 years. And finally, examine  the need for human factors research, its meaning and purpose.

When evaluators can consider all the value domains above,

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1 original post with 2 scholarly citations (300 words), 2 peer replies

“The textbook author has identified five SCREAM values that should be part of every evaluation, discuss them.”

The textbook author has identified five SCREAM values that should be part of every evaluation, discuss them.

Peer reply needed for discussion 1

Brun outlined the acronym SCREAM to help stakeholders prioritize the key values which should guide evaluation decisions.  SCREAM represents the following value sets: strengths, culture, resources, ethics, agreement, and multiple systems.  These value sets are important to apply as work is done on exploratory, descriptive, and explanatory evaluation systems (Brun, p57, 2016).

It is important to focus on values as they guide our decision making on an individual, organizational, and other relevant levels.  “Values are deeply held views that act as guiding principles for individuals and organizations. When they are declared and followed, they are the basis of trust. When they are left unstated, they are inferred from observable behavior.” (Pendleton and King, 2002).  Specifically, when considering evaluation, decision-makers should consider the following regarding the SCREAM value sets:

  1. Strengths – these are behaviors and beliefs that help individuals and groups reach their optimal level of social functioning. From an evaluation standpoint, strengths can be included in many different types of evaluation systems and is a known measurement category.  Strengths can demonstrate where we expect programs to show productive returns against program investment.  StrengthsFinders 2.0 is an interesting tool from the Gallup Organization that’s widely used as a way to understand individual and group level strengths which could contribute to shared values.
  2. Culture – Culture is an important component of evaluation as it indicates a level of connectedness within a group that might be included for evaluation.  It can be based upon many different demographic or even psychographic characteristics.  It is important for evaluators to understand their own cultural perspective prior to measuring another group, mainly to be conscious of any potential bias.
  3. Resources – are the time, materials, training, budget and other key factors in place to complete the evaluation process.  Resources provide the means to complete the evaluation task(s) appropriately.  Without proper resources, I would argue that the entire system falls apart.  In fact, one of the biggest challenges I have seen organizations face is the lack of a clear ability to appropriate resources efficiently.
  4. Ethics – Obviously we need evaluation systems to occur within an ethical framework that is known among stakeholders.  Ethics provide boundaries of operations, and evaluation processes can help keep the system on track vs ethical standards.  Without ethical norms and shared values, the system may lack face validity.
  5. Agreement – Are key stakeholders aligned and agreed to the assessment process?  Lack of agreement can stop an evaluation process cold.  Stakeholder agreement ensures that all parties feel the evaluation system is fair and will produce meaningful insight.
  6. Multiple Systems – Within any evaluation multiple systems will be impacted, and failure to measure across system domains will miss key learning opportunities.  Evaluation processes should consider the interplay between systems.

When evaluators can consider all the value domains above, they will have a comprehensive set of principles to move forward with during any program review.

References

Brun, C. F. (2016). A Practical Guide to Evaluation. New York, NY: Oxford University Press.

Pendleton, D., & King, J. (2002). Values and leadership. BMJ, 325(7376), 1352–1355.

Peer reply need for discussion 2

 

During this week’s lesson, we discuss the scope of evaluation and the scream values. Our textbook author Carl Brun calls SCREAM values, a somewhat labored, but useful, acronym for measuring strengths, respecting cultures, working within the limits of resources, following professional codes of ethics, reaching agreement with stakeholders about decisions, and measuring change across multiple systems (Brun, 2001).

Strengths- Employers evaluate the strengths of employees when making decisions for promotions, pay raises and participation on special projects. Exhibiting the strengths an employer values can help workers advance in their careers. Any workers seeking a new position should highlight activities that illustrate the strengths, such as leading a group or work on team projects. As much information you can distribute to your employer to identify your strengths the better.

Cultures- Today’s workplaces bring together people of different ages, ethnicities, education, income levels, and physical abilities. It is no wonder we often encounter difficulties when sharing ideas, working on group projects or communicating effectively with our co-workers. When diversity is not acknowledged and valued, it can breed resentment, low morale and draw separations between employees. Employers and employees working together to support and show respect for differences will lay the groundwork for encouraging creative ideas, building cohesive teams and fostering the values and experiences of a diverse workforce. You can’t implement diversity until you appreciate it!

Resources- It is important to develop an estimate of the resources that are available for evaluation and what will be required to do the evaluation well. The resources needed for an evaluation include: existing data, funding to engage an external evaluator or evaluation team or pay for specific tasks to be undertaken and for materials and travel, and time, expertise and willingness to be involved of staff, partners, technical experts and the wider community, whether as part of the evaluation team, the evaluation governance processes and/or key informants and data sources.

Ethics- Promoting ethical practices in assessment is considered a very important goal of the organizations involved in assessment. Codes are intended to increase the awareness of ethical

practice among their memberships and to promote ethical uses of assessment in various contexts: teaching, counseling, evaluation, research, among others (AERA, 1992).

Agreement- this is when an employee for example submits an idea to his or her boss then promises to evaluate it. After the evaluation, the boss will either enter into an agreement to exploit the idea or promise not to use or disclose the idea.

Multiple – The multiples approach is also referred to as the “multiples analysis” or “valuation multiples.” In order to build a multiple, your organizations that are similar to each other need to be identified first, and each of their market values evaluated.

In closing, I will conclude that Scream Values are the basis for defining what aspects of the evaluation should be considered in a particular context. They are something, which is in principle or quality intrinsically valuable or desirable. So in evaluation, factual premises describe performance, while value premises can be thought of as the qualities that, when converted to standards, determine the degree to which the performance was good or bad, worthwhile or worthless, and significant or insignificant (Brun, 2001). Value premises can be validated using commonsense or based on such things as the severity of needs, resource efficiency, legal requirements, professional requirements, and so on.

Resources:

Brun, C.,& Rapp, R. C. (2001). Strengths-Based Case Management: Individuals’ Perspectives of Strengths and the Case Manager Relationship. Social Work, 46 (3), 278-288.
https://corescholar.libraries.wright.edu/cme/2

American Educational Research Association (1992). Ethical standards

of the American Educational Research Association. Washington,

DC: Author.

communication you have experienced with a manger or co-worker in your organization.

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Activity 1

In this week’s video Professor Koschmann moves beyond conventional views of organizational communication. Reflect for a moment on the video ideas. What does Professor Koschmann mean by the “flat earth” approach? Why do you believe this approach inadequate?

Activity 2

Think about a recent communication you have experienced with a manger or co-worker in your organization. Thoroughly describe the experience using the Components of Communication  found on pages 10 and 11 of your text. Whatmeaning was negotiated during your interaction? .

Activity 3

This question in this activity relate to Chapter 2 in your textbook. First, develop and share your thoughts about the definition of language. What is language? What are some of the ways language can be an obstacle to communication? Select one of your obstacles and share your personal example/experience. What emphasis strategies could have been employed to address any of the obstacles you identified? Be sure to develop your ideas fully

law and all members of the IEP team are responsible for understanding the process.

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The process and timelines required for referral, evaluation, eligibility determination, placement, development of the IEP, and implementation of services is prescribed by law and all members of the IEP team are responsible for understanding the process.

Obtain information and materials for families of individuals with disabilities.

Based on the materials provided to the families, create a flowchart/graphic organizer depicting the special education process and laws followed within a school.

The flowchart/graphic should depict the processes of referral, evaluation, determination of eligibility, placement, development and implementation of the IEP, progress monitoring, and the reevaluation process. Timelines and required parental should be included.

In addition to your completed flowchart or graphic organizer, write a 500-750 word parent-friendly letter about the special education process. In the letter, explain the roles of the school, the parents, and the students.

Support your flowchart/graphic organizer with a minimum of two resources.

While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

Instructional strategies that are appropriate and effective in promoting student achievement of the learning objective.

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For this benchmark assignment, based on data gathered from your class profile, and in working with your mentor teacher, select a strand, cluster, and set of standards appropriate for the grade level and content area of your practicum placement.  From this information, you will create an original, comprehensive assessment plan.

Part 1: Assessment Plan Summary

In creating the assessment plan, include an introduction that provides a 250-500 word summary of a 3-5 day unit of study to contextualize your assessments. Your summary should include:

  1. Learning targets/objectives that are aligned with your standards and consistent with the unit of study that you have summarized.
  2. Instructional strategies that are appropriate and effective in promoting student achievement of the learning objective.
  3. Targeted reasoning skills to be measured that are aligned with your standards and consistent with the unit of study that you have summarized.
  4. The different ways a student can demonstrate knowledge and skill attainment.
  5. The needed tools and resources to develop these skills in the content area.
  6. Academic language for the unit of study, including key vocabulary, form, and function.
  7. Potential use of technology to support assessment, in the form of engagement and addressing student needs.

Part 2: Assessments

Consistent and aligned with these items, create one pre-assessment you would use for this unit. Your pre-assessment should assess:

  1. Prior student knowledge.
  2. Student interest.

Create three formative assessments that would appear in this unit. Your formative assessments must be:

  1. Aligned to the standards and objectives listed in the unit.
  2. Minimize bias and document learning.
  3. Differentiated for the populations described in your class profile.

Create one summative assessment that consists of:

  1. Specific directions for the student.
  2. Three short-answer response items that require the use of varied targeted thinking skills.
  3. At least 15 multiple-choice questions assessing reasoning by focusing on a variety of particular reasoning skills or reasoning tasks.
  4. One restricted response essay item that clearly identifies the tasks to be performed.
  5. Modified short answer response and multiple choice items for students on IEPs.
  6. An analytic scoring guide for the restricted response essay item that describes the criteria and features to be scored.
  7. An answer key that includes answers for the short responses, multiple choice items with explanations for each option, and a sample answer for the extended response essay.

Part 3: Conclusion

In finalizing your assessment plan, include a conclusion that provides a 250-500 word rationale for the original assessments you created. Discuss how the pre-assessment data would help you to plan for instruction.

Discuss the feedback you received from your mentor teacher on your assessment plan. Explain how you used the information from the class profile you created and describe how the assessments are aligned to the objectives and differentiated for the population of students represented in the class profile. Discuss how you could provide feedback to your students based on the assessment data you would get if you executed this plan.

Indicate the professional collaboration needed to ensure the delivery of an effective learning experience, based on the unit plan.

Submit your class profile, introduction, three formative assessments, one summative assessment, and conclusion to your instructor as one deliverable.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite.

Standards and program competencies assessed in the benchmark assignment:

3.1: Candidates use formative and summative assessments that minimize sources of bias to support, verify, and document learning. (InTASC 6a, 6b)

3.2: Candidates plan for instruction based on formative and summative assessment data, prior student knowledge, and student interest. (InTASC 7d)

3.3: Candidates effectively use assessment data to give feedback. (InTASC 6d, 6g)

3.4: Candidates select and create learning experiences and assessments that are appropriate for curriculum goals and content standards, aligned to learning objectives and are relevant to students. (InTASC 7a, 6b)

3.5: Candidates use appropriate strategies, develop appropriate sequencing, and provide multiple ways to demonstrate knowledge and skill. (InTASC 7c, 8a)

3.6: Candidates plan collaboratively with colleagues and other professionals who have specialized expertise (e.g., special educators, related service providers, language learning specialists, librarians, media specialists) to design and jointly deliver as appropriate effective learning experiences to meet unique learning needs. (InTASC 2f, 7e, 9c, 10a, 10b)

3.7: Candidates guide students in using a range of technology tools to access, interpret, evaluate, and apply information in content area. (InTASC 8g

What does he say about assumptions, and why does he discuss them?

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Education professionals respond to meet the needs of students from a variety of backgrounds, varied experiences, with different abilities and needs. This video provides important insight into how to respond to meet the needs of students in the classroom and offers important advice to teachers and families.

After viewing the video “F.A.T. City: A Look Back, a Look Ahead—A Conversation about Special Education,” in a 500-750 word video analysis, discuss:

  1. How Richard D. Lavoie defines and explains fairness.
  2. What does he say about assumptions, and why does he discuss them?
  3. What are three key concepts from the video that were especially meaningful to you? How will they affect your professional teaching practice?

Cite specific examples from the video in your analysis.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

 

View “F.A.T. City: A Look Back, a Look Ahead-A Conversation about Special Education,” located on Films on Demand.

URL:

Explain how the planning process of quality e-Learning classes,

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“Empowered Learners” Please respond to the following:

  • From the first e-Activity, the increasing Web-based content has exerted more pressure on policymakers and legislators in the U.S. Congress to enact new copyright laws to govern and organize electronic course material. Explain how the planning process of quality      e-Learning classes, particularly posting copyrighted content on the Web for students to read, view, and copy could be affected by the current copyright law.
  • From the second e-Activity, describe the tools you found to prevent plagiarism and discuss at least two other evaluation strategies that online instructors should use to prevent plagiarism and cheating.

 

Week 6 e-Activity

  • Go to the U.S. Congress and Library of Congress Website, located at http://www.loc.gov/index.html,, and search for new copyright initiatives and laws that have recently been adapted and ratified by these legislators which may have impacted the design, development and implementation of distance learning, particularly e-Learning. Be prepared to discuss.
  • Search the Internet for effective tools and applications used by colleges and universities in e-Learning environments to prevent plagiarism and cheating. Be prepared to discuss.

What influenced you to choose the field of social work?

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Answer:The following instructions contain information about your goal statement, which is a required part of your application to Walden University. Please focus only on the information requested about you, your background, and your future goals. You are strongly encouraged to carefully proofread, grammar check, and spell check your goal statement. Overall writing presentation and clarity are very important.

Name: You must provide your full name (first and last) on your goal statement for it to be accepted by admissions.
Degree and concentration: You must clearly indicate to which degree program you are applying as well as the concentration you wish to pursue within that degree program.
Content: There are five sections described below. Please include the following information when preparing your goal statement. While not required, we strongly suggest that you format your goal statement by heading each section with the headings shown below. Write your information in paragraph form and do not use bullet format under the section headings.
Please note that applicants with incomplete goal statements will not be considered for admission.

Personal/Professional Goals

  • Why are you interested in the Master of Social Work (MSW) program at Walden University and what are your plans after you receive your degree?
  • What influenced you to choose the field of social work?

Academic Experience

  • Describe your previous undergraduate and graduate academic experience; if you do not have a background in social work or a related field, you may want to explain how you plan to apply your prior academic skills to social work.
  • You may include any experiences (e.g., study abroad, unique work or research experience) that influenced your choice of the MSW program at Walden University.
  • Explain any inconsistencies in your academic record or work experience. If your GPA is not what you would have liked, explain special personal, physical, or family circumstances that may have adversely affected your GPA.

Work/Other Experience

  • What is your prior work experience? Include any volunteer work and/or extracurricular activities that complement your career decision. If you do not have any relevant experience, you should indicate this.

Personal Qualities

  • Include in this section personal qualities (e.g., interpersonal skills, team work skills, etc.) you possess that you believe will contribute to your success in your field and graduate study.

Why Walden?

  • Indicate why Walden would be a good match for you and your future goals.
  • What interested you about Walden (this could include courses, faculty, and / or research projects and facilities)?
  • Why are you interested in an online program?

Understanding Specialized Assessments – The Role Of The Specialist

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DUE IN 14 HOURS

 

Field Experience C: Understanding Specialized Assessments – The Role of the Specialist

Interview a school specialist (occupational therapist, physical therapist, or speech pathologist) about diagnostic assessments and his or her role in the process of evaluating individuals with exceptionalities.  Your interview should address the following prompts: (I have not been able to interview anyone so you can pretend there was an interview.)

1. The criteria and distinguishing factors of nonbiased formal and informal specialized diagnostic assessments;

2. Examples of and how nonbiased formal specialized diagnostic assessments are administered to individuals with exceptionalities, including any legal and ethical requirements;

3. How the school specialist interprets information from a nonbiased formal specialized diagnostic assessment;

4. How the school specialist interprets information from a nonbiased informal specialized diagnostic assessment;

5. How the assessment information is used in making eligibility, program and placement decisions for individuals with exceptionalities;

6. How the students need met if the assessment information does not result in a finding of a disability; and

7. Strategies in communicating specialized assessment results to various stakeholders.

In 300 words, summarize and reflect upon your interview.

APA format is not required, but solid academic writing is expected.

(I WILL ATTACHE A PREVIOUS ASSIGNMENT LIKE THIS ONE)

Both the Running Head and Title of the reflection is Firstname Lastname Module N Reflection. Replace Firstname with your first name, Lastname with your last name, and N with the module number.

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Please use attached .doc file to complete the Module Reflection that is a structured individual paper based on the assigned readings, which are provided with PDF files.

Individual Reflections

The reflection must contain the following sections:

Introduction

  • A synopsis of the module’s theme and its significance in education in general.
  • 50-word minimum/100-word maximum for this section.
  • The heading for this paragraph is Introduction.

Summaries

  • For each reading that is provided to you as a PDF:
    • Write a succinct and concise summary. It is not necessary to include every last idea in the reading just the major ones.
    • Then, identify one or more important, new, or interesting idea/concept/finding/topic discussed in the reading. Summarize each idea/concept/finding/topic providing enough context and background information so that someone who has not read the readings could have a general understand it. Explain why you believed it to be important or interesting and how it is or could be applied to your practice. Provide a descriptive example so that the reader can make the connections from the readings to a real-world scenario.
    • 100-word minimum/200-word maximum for each reading
    • Include a heading for each reading. The heading can be the APA in-text citation format with the author names and year. For example, Lave and Wenger (1990).

Conclusion

  • Make connections from this module to the six core values of the Department of Interdisciplinary Learning and Teaching. These connections may be made through the content/topics and/or the activities completed in this module. You may focus on 2 or 3 of the core values that may be most related or appropriate to the module topics and activities.
  • Conclusion to this module
  • 50-word minimum/100-word maximum for this section
  • The heading for this paragraph is Conclusion.

References

  • Include APA style reference list for any works cited in your reflection.
  • The heading for this paragraph is References.

Formatting Guidelines

Reflections must follow APA formatting and style guidelines. An APA template for Microsoft Word is attached for your use.

Other Guidelines

  • No direct quotes may be used aside from author-specific terminologies or phrases. As a reflection, we expect to hear your voice and interpretation of the ideas presented in this course.
  • The file must be a Word Document and must be saved as lastname-firstname-moduleN.docx. Replace Firstname with your first name, Lastname with your last name, and N with the module number.
  • Both the Running Head and Title of the reflection is Firstname Lastname Module N Reflection. Replace Firstname with your first name, Lastname with your last name, and N with the module number.
  • Edit your paper for content, spelling, grammar, flow, APA, and formatting. The reflection should read as if it were written by one continuous voice.