Nurse educators decide on the types of grading guides to use based on the type of assignment. Sometimes, checklists and Likert scales work, and other times, a rubric is best.
Research the different types of evaluation tools, including checklists, Likert scales, and rubrics.
Write a 1,250- to 1,500-word APA-formatted paper in which you:
Differentiate between the varying types of educational evaluation tools.
Differentiate between analytic and holistic rubrics. When would you use each type?
Evaluate the advantages and challenges of using rubrics for evaluation.
Evaluate how rubrics and assignments measure learning.
Analyze the value of calibrating raters on the use of rubrics to grade student work.
Analyze why piloting is an important step when preparing to implement a rubric.
Determine the advantages and challenges of providing an evaluation tool to students before an assignment is due.
heart of those ambitions. The government hopes that the measures will improve services for vulnerable children and transform the special educational needs system. The promotion of children’s rights is to be the main issue for the Bill’. The Equality and Human Rights Commission (2012) was asked to analyse the Children and Families Bill to ensure that the government’s proposals would comply with the requirements of the Equality Act 2010 and the Human Rights Act 1998. They also assessed the Bill to ensure it complied with the UN Convention on the Rights of Persons with Disabilities (UNCRPD), and in particular, Article 24 requirement that the education system is directed to the development by persons with disabilities ‘of their personality, talents and creativity, as well as their mental and physical abilities, to their fullest potential. The Commission’s analysis was that the aims of the Bill were in accordance with the requirements of the Equality Act 2010, the Human Rights Act 1998 and UNCRPD. These aims are; To reform SEN provision. To place children, young people and families at the centre of decision making, enable them to participate in a fully informed way, and with a focus on achieving the best possible outcomes. The EHRC (2012) also emphasised the fact that the Bill provides an opportunity to strengthen compliance with the Equality Act 2010 in relation to duties on education providers to make reasonable adjustments for children with disabilities, and to set out how the new SEN arrangements and the Equality Act requirements can work together to make educational provision for disabled children fit for purpose, and in line with the requirements of the UNCPRD. Statements of SEN are to be replaced by new Education, Health and Care (EHC) Plans. However, some would argue that more clarity is needed with regards to the Bill and in the Code about how the support needs of disabled pupils without an EHC plan, who currently receive support under School Action or School Action Plus, are to be met. The EHRC (2102) stated that they were aware that government is introducing these changes to address concerns from Ofsted (2010) that pupils are being given SA and SA+ support when actually what they need is better teaching. Ofsted stated in its report of (2010) that as many as half of all pupils identified for School Action would not be identified as having SEN if schools focused on improving teaching and learning for all, with individual goals for improvement. The Children and Families Bill became law on 13th March 2014 and makes changes to>GET ANSWER