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Sarah Usher

I am Now a Police Officer in Kent - 2 views

PoliceRecruitmentUK really helped me a lot in the police recruitment process. They gave me all the necessary information on how to pass the process and become a police officer. I never expected I ...

police jobs

started by Sarah Usher on 03 Jun 11 no follow-up yet
Sarah Usher

I am Now a Police Officer in Kent - 2 views

PoliceRecruitmentUK really helped me a lot in the police recruitment process. They gave me all the necessary information on how to pass the process and become a police officer. I never expected I ...

police jobs

started by Sarah Usher on 03 Jun 11 no follow-up yet
Sarah Usher

Police Jobs Through Police-Recruitment UK - 1 views

I was searching for police force jobs that will suit the qualifications that I have. I searched in offices and online until I came across Police-Recruitment UK. I was able to set my sights on a sp...

police force jobs

started by Sarah Usher on 06 Sep 11 no follow-up yet
Sarah Usher

Pass the Police Recruitment Process in One Attempt - 1 views

I was so happy PoliceRecruitmentUK provided me a lot of information about the police recruitment process! They showed me tips and information on what to expect during the selection process. That ...

police recruitment

started by Sarah Usher on 13 Jul 11 no follow-up yet
Gary Brown

Recruiters Pick State Schools, Pass on Ivies - WSJ.com - 0 views

online.wsj.com/...4358904575477643369663352.html

employers

shared by Gary Brown on 13 Sep 10 - No Cached
  • Recruiters say graduates of top public universities are often among the most prepared and well-rounded academically, and companies have found they fit well into their corporate cultures and over time have the best track record in their firms.
  • Recruiter salaries, travel expenses, advertising and relocation costs run upwards of $500,000 to recruit 100 college grads, according to the National Association of Colleges and Employers.
  • The Journal asked companies to rank schools that produce the best-qualified graduates—overall and by major. Recru
  • ...2 more annotations...
  • Partnerships also play a key role. Universities and companies strike research collaborations that often include student participation. Companies get an early look at promising students, leading to internships and job offers.
  • Partnerships can help boost brand awareness among talented students. The economic climate led Dennis Cornell, head of recruiting for LSI Corp. of Milpitas, Calif., to narrow his on-campus recruiting to three schools where the tech firm wanted to expand its reputation:
  • Gary Brown on 13 Sep 10
     
    Note that WSU is rated in a tie as number 25 (Wall Sreet)
Gary Brown

Want Students to Take an Optional Test? Wave 25 Bucks at Them - Students - The Chronicl... - 0 views

chronicle.com/...65370

CLA motivation

shared by Gary Brown on 04 May 10 - Cached
  • cash, appears to be the single best approach for colleges trying to recruit students to volunteer for institutional assessments and other low-stakes tests with no bearing on their grades.
  • American Educational Research Association
  • A college's choice of which incentive to offer does not appear to have a significant effect on how students end up performing, but it can have a big impact on colleges' ability to round up enough students for the assessments, the study found.
  • ...6 more annotations...
  • "I cannot provide you with the magic bullet that will help you recruit your students and make sure they are performing to the maximum of their ability," Mr. Steedle acknowledged to his audience at the Denver Convention Center. But, he said, his study results make clear that some recruitment strategies are more effective than others, and also offer some notes of caution for those examining students' scores.
  • The study focused on the council's Collegiate Learning Assessment, or CLA, an open-ended test of critical thinking and writing skills which is annually administered by several hundred colleges. Most of the colleges that use the test try to recruit 100 freshmen and 100 seniors to take it, but doing so can be daunting, especially for colleges that administer it in the spring, right when the seniors are focused on wrapping up their work and graduating.
  • The incentives that spurred students the least were the opportunity to help their college as an institution assess student learning, the opportunity to compare themselves to other students, a promise they would be recognized in some college publication, and the opportunity to put participation in the test on their resume.
  • The incentives which students preferred appeared to have no significant bearing on their performance. Those who appeared most inspired by a chance to earn 25 dollars did not perform better on the CLA than those whose responses suggested they would leap at the chance to help out a professor.
  • What accounted for differences in test scores? Students' academic ability going into the test, as measured by characteristics such as their SAT scores, accounted for 34 percent of the variation in CLA scores among individual students. But motivation, independent of ability, accounted for 5 percent of the variation in test scores—a finding that, the paper says, suggests it is "sensible" for colleges to be concerned that students with low motivation are not posting scores that can allow valid comparisons with other students or valid assessments of their individual strengths and weaknesses.
  • A major limitation of the study was that Mr. Steedle had no way of knowing how the students who took the test were recruited. "If many of them were recruited using cash and prizes, it would not be surprising if these students reported cash and prizes as the most preferable incentives," his paper concedes.
  • Gary Brown on 04 May 10
     
    Since it is not clear if the incentive to participate in this study influenced the decision to participate, it remains similarly unclear if incentives to participate correlate with performance.
Sarah Usher

PoliceRecruitmentUK Helped Me Pass the Police Application Sift - 1 views

Becoming a police officer is my dream job. Since grade school I can only picture out myself as a police officer and so upon the first opportunity I applied at Wales in hopes to become a police offi...

become a police officer jobs recruitment

started by Sarah Usher on 07 Mar 11 no follow-up yet
Sarah Usher

One Step Closer to My Dream - 3 views

My father was a police officer and he died protecting people and making this world a better place. All my life, I always wanted to follow in my father's footsteps and follow a path with police care...

police careers assessment education accountability higher_education

started by Sarah Usher on 01 Jun 11 no follow-up yet
Sarah Usher

One Step Closer to My Dream - 3 views

My father was a police officer and he died protecting people and making this world a better place. All my life, I always wanted to follow in my father's footsteps and follow a path with police care...

police careers assessment education accountability

started by Sarah Usher on 01 Jun 11 no follow-up yet
Sarah Usher

I Have Help and I Become a Police Officer - 1 views

I want to follow the footsteps of my father who was a decorated police officer. Not wanting to embarrass the reputation he has diligently planted in the police force, I decided to seek the help of ...

police careers

started by Sarah Usher on 17 Aug 11 no follow-up yet
Gary Brown

A Measure of Learning Is Put to the Test - Faculty - The Chronicle of Higher Education - 1 views

chronicle.com/...124519

assessment accountability CLA

shared by Gary Brown on 20 Sep 10 - No Cached
  • Others say those who take the test have little motivation to do well, which makes it tough to draw conclusions from their performance.
  • "Everything that No Child Left Behind signified during the Bush administration—we operate 180 degrees away from that," says Roger Benjamin, president of the Council for Aid to Education, which developed and promotes the CLA. "We don't want this to be a high-stakes test. We're putting a stake in the ground on classic liberal-arts issues. I'm willing to rest my oar there. These core abilities, these higher-order skills, are very important, and they're even more important in a knowledge economy where everyone needs to deal with a surplus of information." Only an essay test, like the CLA, he says, can really get at those skills.
  • "The CLA is really an authentic assessment process," says Pedro Reyes, associate vice chancellor for academic planning and assessment at the University of Texas system.
  • ...20 more annotations...
  • "The Board of Regents here saw that it would be an important test because it measures analytical ability, problem-solving ability, critical thinking, and communication. Those are the skills that you want every undergraduate to walk away with." (Other large systems that have embraced the CLA include California State University and the West Virginia system.)
  • value added
  • We began by administering a retired CLA question, a task that had to do with analyzing crime-reduction strategies,
  • performance task that mirrors the CLA
  • Mr. Ernsting and Ms. McConnell are perfectly sincere about using CLA-style tasks to improve instruction on their campuses. But at the same time, colleges have a less high-minded motive for familiarizing students with the CLA style: It just might improve their scores when it comes time to take the actual test.
  • by 2012, the CLA scores of more than 100 colleges will be posted, for all the world to see, on the "College Portrait" Web site of the Voluntary System of Accountability, an effort by more than 300 public colleges and universities to provide information about life and learning on their campuses.
  • If familiarizing students with CLA-style tasks does raise their scores, then the CLA might not be a pure, unmediated reflection of the full range of liberal-arts skills. How exactly should the public interpret the scores of colleges that do not use such training exercises?
  • Trudy W. Banta, a professor of higher education and senior adviser to the chancellor for academic planning and evaluation at Indiana University-Purdue University at Indianapolis, believes it is a serious mistake to publicly release and compare scores on the test. There is too much risk, she says, that policy makers and the public will misinterpret the numbers.
  • most colleges do not use a true longitudinal model: That is, the students who take the CLA in their first year do not take it again in their senior year. The test's value-added model is therefore based on a potentially apples-and-oranges comparison.
  • freshman test-takers' scores are assessed relative to their SAT and ACT scores, and so are senior test-takers' scores. For that reason, colleges cannot game the test by recruiting an academically weak pool of freshmen and a strong pool of seniors.
  • students do not always have much motivation to take the test seriously
  • seniors, who are typically recruited to take the CLA toward the end of their final semester, when they can already taste the graduation champagne.
  • Of the few dozen universities that had already chosen to publish CLA data on that site, roughly a quarter of the reports appeared to include erroneous descriptions of the year-to-year value-added scores.
  • It is clear that CLA scores do reflect some broad properties of a college education.
  • Students' CLA scores improved if they took courses that required a substantial amount of reading and writing. Many students didn't take such courses, and their CLA scores tended to stay flat.
  • Colleges that make demands on students can actually develop their skills on the kinds of things measured by the CLA.
  • Mr. Shavelson believes the CLA's essays and "performance tasks" offer an unusually sophisticated way of measuring what colleges do, without relying too heavily on factual knowledge from any one academic field.
  • Politicians and consumers want easily interpretable scores, while colleges need subtler and more detailed data to make internal improvements.
  • The CLA is used at more than 400 colleges
  • Since its debut a decade ago, it has been widely praised as a sophisticated alternative to multiple-choice tests
Joshua Yeidel

Jim Dudley on Letting Go of Rigid Adherence to What Evaluation Should Look Like | AEA365 - 1 views

aea365.org/blog

assessment

shared by Joshua Yeidel on 27 Sep 10 - No Cached
  • Joshua Yeidel on 27 Sep 10
     
    "Recently, in working with a board of directors of a grassroots organization, I was reminded of how important it is to "let go" of rigid adherence to typologies and other traditional notions of what an evaluation should look like. For example, I completed an evaluation that incorporated elements of all of the stages of program development - a needs assessment (e.g., how much do board members know about their programs and budget), a process evaluation (e.g., how well do the board members communicate with each other when they meet), and an outcome evaluation (e.g., how effective is their marketing plan for recruiting children and families for its programs)."
  • Joshua Yeidel on 27 Sep 10
     
    Needs evaluation, process evaluation, outcomes evaluation -- all useful for improvement.
Joshua Yeidel

Scholar Raises Doubts About the Value of a Test of Student Learning - Research - The Ch... - 3 views

chronicle.com/...65741

assessment accountability

shared by Joshua Yeidel on 02 Jun 10 - Cached
  • Beginning in 2011, the 331 universities that participate in the Voluntary System of Accountability will be expected to publicly report their students' performance on one of three national tests of college-level learning.
  • But at least one of those three tests—the Collegiate Learning Assessment, or CLA—isn't quite ready to be used as a tool of public accountability, a scholar suggested here on Tuesday during the annual meeting of the Association for Institutional Research.
  • Students' performance on the test was strongly correlated with how long they spent taking it.
  • ...6 more annotations...
  • Besides the CLA, which is sponsored by the Council for Aid to Education, other tests that participants in the voluntary system may use are the Collegiate Assessment of Academic Proficiency, from ACT Inc., and the Measure of Academic Proficiency and Progress, offered by the Educational Testing Service.
  • The test has sometimes been criticized for relying on a cross-sectional system rather than a longitudinal model, in which the same students would be tested in their first and fourth years of college.
  • there have long been concerns about just how motivated students are to perform well on the CLA.
  • Mr. Hosch suggested that small groups of similar colleges should create consortia for measuring student learning. For example, five liberal-arts colleges might create a common pool of faculty members that would evaluate senior theses from all five colleges. "That wouldn't be a national measure," Mr. Hosch said, "but it would be much more authentic."
  • Mr. Shavelson said. "The challenge confronting higher education is for institutions to address the recruitment and motivation issues if they are to get useful data. From my perspective, we need to integrate assessment into teaching and learning as part of students' programs of study, thereby raising the stakes a bit while enhancing motivation of both students and faculty
  • "I do agree with his central point that it would not be prudent to move to an accountability system based on cross-sectional assessments of freshmen and seniors at an institution," said Mr. Arum, who is an author, with Josipa Roksa, of Academically Adrift: Limited Learning on College Campuses, forthcoming from the University of Chicago Press
  • Gary Brown on 02 Jun 10
     
    CLA debunking, but the best item may be the forthcoming book on "limited learning on College Campuses."
  • Joshua Yeidel on 25 Jun 10
     
    "Micheal Scriven and I spent more than a few years trying to apply his multiple-ranking item tool (a very robust and creative tool, I recommend it to others when the alternative is multiple-choice items) to the assessment of critical thinking in health care professionals. The result might be deemed partially successful, at best. I eventually abandoned the test after about 10,000 administrations because the scoring was so complex we could not place it in non-technical hands."
  • Joshua Yeidel on 25 Jun 10
     
    In comments on an article about CLA, Scriven's name comes up...
Gary Brown

Lawmakers Focus Ire on Accreditors for Abuses at For-Profit Colleges - Government - The... - 1 views

chronicle.com/...123771

accountability accreditation

shared by Gary Brown on 05 Aug 10 - Cached
  • Six weeks after vowing to cull the bad apples from the for-profit higher-education sector, some Senate Democrats are asking whether the whole barrel is spoiled, and largely blaming accreditors for the rot.
  • Pressed by lawmakers, Mr. Kutz faulted the Education Department, saying it has failed in its oversight of the sector.
  • "Consistent oversight is going to be necessary," he said.
  • ...6 more annotations...
  • Senate Democrats focused most of their ire on accreditors, grilling the head of one national agency about the standards it uses to judge institutions.
  • "Do you think maybe your rigorous standards aren't rigorous enough?" asked Senator Franken, of Minnesota.
  • it was "apparent to me that we need a hearing on accreditation."
  • "But your on-site evaluations didn't detect it," Senator Harkin said. "It seems like you accept the schools' word on what they're doing."
  • Mr. Harkin said he planned to "look into" the financing structure of the accrediting system, saying it "seems to be a situation that is rife with conflict."
  • That should please committee Republicans, who called for a broader investigation into higher education. Sen. Michael B. Enzi of Wyoming, the top Republican on the education panel, said he would ask the GAO to expand its investigation to nonprofit colleges as well.
  • Gary Brown on 05 Aug 10
     
    Though the focus is on recruiting and finance of the for-profits, it is hard not to see more emphasis on verification coming down the pike....
Nils Peterson

Views: Changing the Equation - Inside Higher Ed - 1 views

www.insidehighered.com/...bassis

shared by Nils Peterson on 25 Mar 10 - Cached
  • But each year, after some gnashing of teeth, we opted to set tuition and institutional aid at levels that would maximize our net tuition revenue. Why? We were following conventional wisdom that said that investing more resources translates into higher quality and higher quality attracts more resources
  • But each year, after some gnashing of teeth, we opted to set tuition and institutional aid at levels that would maximize our net tuition revenue. Why? We were following conventional wisdom that said that investing more resources translates into higher quality and higher quality attracts more resource
  • But each year, after some gnashing of teeth, we opted to set tuition and institutional aid at levels that would maximize our net tuition revenue. Why? We were following conventional wisdom that said that investing more resources translates into higher quality and higher quality attracts more resources
  • ...19 more annotations...
  • year we strug
  • year we strug
  • those who control influential rating systems of the sort published by U.S. News & World Report -- define academic quality as small classes taught by distinguished faculty, grand campuses with impressive libraries and laboratories, and bright students heavily recruited. Since all of these indicators of quality are costly, my college’s pursuit of quality, like that of so many others, led us to seek more revenue to spend on quality improvements. And the strategy worked.
  • Based on those concerns, and informed by the literature on the “teaching to learning” paradigm shift, we began to change our focus from what we were teaching to what and how our students were learning.
  • No one wants to cut costs if their reputation for quality will suffer, yet no one wants to fall off the cliff.
  • When quality is defined by those things that require substantial resources, efforts to reduce costs are doomed to failure
  • some of the best thinkers in higher education have urged us to define the quality in terms of student outcomes.
  • Faculty said they wanted to move away from giving lectures and then having students parrot the information back to them on tests. They said they were tired of complaining that students couldn’t write well or think critically, but not having the time to address those problems because there was so much material to cover. And they were concerned when they read that employers had reported in national surveys that, while graduates knew a lot about the subjects they studied, they didn’t know how to apply what they had learned to practical problems or work in teams or with people from different racial and ethnic backgrounds.
  • Our applications have doubled over the last decade and now, for the first time in our 134-year history, we receive the majority of our applications from out-of-state students.
  • We established what we call college-wide learning goals that focus on "essential" skills and attributes that are critical for success in our increasingly complex world. These include critical and analytical thinking, creativity, writing and other communication skills, leadership, collaboration and teamwork, and global consciousness, social responsibility and ethical awareness.
  • despite claims to the contrary, many of the factors that drive up costs add little value. Research conducted by Dennis Jones and Jane Wellman found that “there is no consistent relationship between spending and performance, whether that is measured by spending against degree production, measures of student engagement, evidence of high impact practices, students’ satisfaction with their education, or future earnings.” Indeed, they concluded that “the absolute level of resources is less important than the way those resources are used.”
  • After more than a year, the group had developed what we now describe as a low-residency, project- and competency-based program. Here students don’t take courses or earn grades. The requirements for the degree are for students to complete a series of projects, captured in an electronic portfolio,
  • students must acquire and apply specific competencies
  • Faculty spend their time coaching students, providing them with feedback on their projects and running two-day residencies that bring students to campus periodically to learn through intensive face-to-face interaction
  • At the very least, finding innovative ways to lower costs without compromising student learning is wise competitive positioning for an uncertain future
  • As the campus learns more about the demonstration project, other faculty are expressing interest in applying its design principles to courses and degree programs in their fields. They created a Learning Coalition as a forum to explore different ways to capitalize on the potential of the learning paradigm.
  • a problem-based general education curriculum
  • After a year and a half, the evidence suggests that students are learning as much as, if not more than, those enrolled in our traditional business program
  • the focus of student evaluations has changed noticeably. Instead of focusing almost 100% on the instructor and whether he/she was good, bad, or indifferent, our students' evaluations are now focusing on the students themselves - as to what they learned, how much they have learned, and how much fun they had learning.
    • Nils Peterson
      Nils Peterson on 25 Mar 10
       
      gary diigoed this article. this comment shines another light -- the focus of the course eval shifted from faculty member to course & student learning when the focus shifted from teaching to learning
  • Gary Brown on 25 Mar 10
     
    A must read spotted by Jane Sherman--I've highlighed, as usual, much of it.
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