The analysis of reliable and valid sources of information and evidence, including observation and informed teacher professional judgement, creates a detailed and more thorough picture of a student’s learning needs. reliable – produces stable and consistent results, is carefully developed and can be implemented without bias or subjectivity that could influence the outcome.valid – accurately measures what is intended, valid measures assess the specific skill or construct such as ability or achievement.objective – based on verifiable evidence that is impartial, unbiased and equitable. ![]() Teachers should use multiple measures to build an informed picture. Tools used to assess student learning need to be as free of bias as possible. Broader identification processes, such as diagnostic, screening and adaptive assessments, can help to identify students who may not be demonstrating their full range of potential. Schools should initiate and integrate procedures to assess and identify high potential and gifted students. It helps to identify students who require additional challenge and extension. Valid and reliable assessment of student learning needs is fundamental to provide developmentally appropriate programs. The NSW Department of Education is committed to employing the best and brightest teachers who can teach and make a difference in NSW public schools. Student wellbeing programs and providersĭiscover our resources for parents and carers: wellbeing advice, study support, school life insights, post-school pathways, inclusive learning help, and key initiatives.Attendance matters – resources for schools.The Wellbeing Framework supports schools to create learning environments that enable students to be healthy, happy, engaged and successful. NSW Department of Education's information on curriculum taught in NSW schools, Aboriginal education and communities & personalised support. Selective high schools and opportunity classes.Information about NSW public education, including the school finder, high school enrolment, school safety, selective schools and opportunity classes. Plus, information for parents including how to choose a service and supporting your child for their transition to school. our recommendation for their teachers & family is attempting to identify student's interests as much as other educational dimensions.Information about working in or operating early childhood education services including outside school hours care. Conclusions: According to the study, it can be concluded that despite the personality traits of gifted students, differences in their interests are only apparent in a few number of scales, due to different learning environments, uncommon styles of teaching, being under pressure by society & their family who suppress their interests. The mean differences were higher in ordinary schools’ students but in two types of dimensional scales in gifted students (people/thing, data/ ideas) the means were significantly higher. ![]() ![]() Results: The results showed that in five scales of vocational interests, among eight basic interest types(social facilities, managing ,business detail,data processing & mechanical), there are significant differences in Lower prestige interest types(Quality control & basic services),Holland RIASEC Types(realistic, social, enterprising & conventional) among gifted and non-gifted students. The data was analyzed using independent T- Test. data was collected using A Tracy's personal globe questionnaire. 400 participants were selected by using random sampling. Materials & Methods: The method used in this descriptive study was causal-comparative. Aim: To investigate and compare the Structure of vocational interest in gifted and non-gifted high school students, based on Tracey's Spherical Model in Shahre-kord.
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