After Watergate, Congress exposed how the F.B.I. had surveilled, blackmailed and intimidated activists, celebrities and politicians. To prevent such abuse, President Gerald Ford’s administration prohibited the agency from opening investigations without reasonable suspicion of a crime. In 2008, Attorney General Michael Mukasey and his Justice Department worked around that reform by creating a new category of F.B.I. investigations called “assessments.” Under the new policy, agents could use physical surveillance and interview acquaintances, as well as informants, to gather information, even in the absence of a demonstrably high level of suspicion.
11 Matching Annotations
- Last 7 days
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www.nytimes.com www.nytimes.com
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- Nov 2025
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www.papert.org www.papert.org
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why the quadratic equation of the parabola is included in the mathematical knowledge every educated citizen is expected to know. Saying that it is "good math" is not enough reason: The curriculum includes only a minute sliver of the total body of good mathematics. The real reason is that it matches the technology of pencil and paper: It is easy for a student to draw the curve on squared paper and for a teacher to verify that the assignment has been done correctly.
Technology of pen and paper drives the content, form and assessment.
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- May 2024
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files.eric.ed.gov files.eric.ed.gov
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Using the discussion board as a gallery for meaningfulvisuals heightens the engagement of the space. Instead ofmoving between textual readings and textual commentaryon questions, students must engage with images and thinkmore creatively and authentically about the topics at hand
interrupt rote assignments with pictorial assessments - also gets around copy past - ChatGPT
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- Jun 2023
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superseded in 2015 by the Every Student Succeeds Act (ESSA), whichrelaxed directives on regular assessment.
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- Mar 2022
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Revealed: What the DfE really thought about reopening schools. (n.d.). Tes Magazine. Retrieved 21 March 2022, from https://www.tes.com/magazine/news/general/revealed-dfe-assessment-covid-policy-risks-school-staff
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- Jan 2021
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psyarxiv.com psyarxiv.com
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Mason, R. S., Fitton, L., James, R. L., & Petscher, Y. (2020, October 23). Oral Language Assessment LITeracy: Choosing the Right Assessment in the Time of COVID. https://doi.org/10.31234/osf.io/fn9j4
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- Aug 2020
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jamanetwork.com jamanetwork.com
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Califf, Robert M., Adrian F. Hernandez, and Martin Landray. ‘Weighing the Benefits and Risks of Proliferating Observational Treatment Assessments: Observational Cacophony, Randomized Harmony’. JAMA 324, no. 7 (18 August 2020): 625–26. https://doi.org/10.1001/jama.2020.13319.
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- treatment
- therapies
- COVID-19
- reliable truth
- risks
- nonrandomised studies
- is:report
- benefits and risks
- clinical management
- proliferating observational treatment
- confusion
- observational
- lang:en
- causation
- RCTs
- noise
- false confidence
- epidemiology
- randomised clinical trials
- assessments
- benefits
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URL
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- Jun 2020
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psyarxiv.com psyarxiv.com
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Moreau, David, and Kristina Wiebels. ‘Assessing Change in Intervention Research: The Benefits of Composite Outcomes’, 2 June 2020. https://doi.org/10.31234/osf.io/t9hw3.
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- Apr 2020
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www.youtube.com www.youtube.com
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Assessments
Validate what has been learned and provides opportunities to refine and modify what is being taught.
Def: the process of measuring, documenting, and interpreting behaviors that demonstrate learning (Simonson, Zvacek, & Smaldino, 2019, p. 238).
Purpose:
- evidence
- feedback
- evaluation and improvement
- justification for funding priorities
- long-term trends[
1:50 | Definition Assessment is the process of measuring, documenting, analyze, assess, and demonstrate learning.
Purpose:
- provide evidence of productivity and outcomes achievement.
- Provide feedback to both learners and instructors.
- Program evaluation and improvement.
- Justification for funding priorities.
- Identifying and reporting long-term trends.
Assessment and Evaluation is often used interchangeably but they mean different thing.
Assessment measures student learning. Evaluation: gauging the success/failure of an entire program/project/course.
- Evaluation is often larger than assessment.
- Design process
- Design implementation
- Design outcome.
3:30 | Assessment Purpose
Assessments are part of instructional strategy.
Connected to what we do in instruction and learning.
Alignment
- Learning objectives
- Instruction/learning objectives
- Assessment
- Materials and technologies
5:20 | General Principles
- Clear Statements of what is to be assessed.
- Assessments procedure aligns with characteristics of performance to be measured (learning objectives define the type of assessment).
- Comprehensive assessment requires different layers and procedures.
- Awareness of individual assessments' limitations
- Assessment is a means to an end, not an end in itself.
Assessment Process
- Identify instructional goals (learning objectives)
- Pre-assess learner needs
- provide relevant instruction and learning activities
- Assess the intended learning outcomes
- Use the results.
- give feedback
- identify learning strengths and weaknesses
- evaluate goals, evaluate curriculum scope and sequence.
10:30 | Formative & Summative
Domains of Learning | 12:15
review this slide
Affective domain is important. Learners need to find themselves motivated. They also need to find ways to feel like belonging and be part of the learning process.
Feedback | 15:30
Grading | 17:10
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ttu.blackboard.com ttu.blackboard.com
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ASSESSMENT
Assessment is the process of measuring, documenting, analyze, assess, and demonstrate learning
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- Oct 2019
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opencontent.org opencontent.org
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Disposable Assignment
Disposable assignments can often be mistaken for low stakes assessments and lower levels of Bloom's taxonomy. The key here may be how long the assignment takes the student to complete and does it have value in highlighting key points of a particular learning module. Low stakes assessments can be powerful so defining what disposable means could be tricky work but important.
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