Objective Assessment Sample Clauses
The Objective Assessment clause establishes that evaluations or decisions under the contract must be based on measurable, factual criteria rather than subjective opinions. In practice, this means that performance, compliance, or quality will be judged using defined standards, metrics, or benchmarks that both parties can verify. This clause ensures fairness and transparency by reducing ambiguity and minimizing disputes over whether contractual obligations have been met.
Objective Assessment. 1. The Objective Assessment shall include an evaluation of academic and employability skill levels, interests, values, aptitudes, abilities, and educational and employment history.
Objective Assessment. The University will conduct an objective assessment of its student body to determine the athletic interests and abilities of female students and whether the University is fully and effectively accommodating the athletic interests and abilities of its female students. The assessment will be based on multiple indicators of interest and multiple indicators of ability, including:
a. administration of an OCR approved survey of students and admitted students who are likely to attend or other information collected from students and admitted students using a method that is designed to fully and accurately assess unmet athletic interests and abilities in intercollegiate sports among members of the underrepresented sex. A copy of the University’s draft survey or other assessment tool will be submitted to OCR for its review and approval before being distributed to students and admitted students. The University will make revisions to the survey as advised by OCR. Upon OCR’s written approval, the 1 OCR has determined that female students are the underrepresented sex because the University has not have fully and effectively accommodated the interests of female students in its current intercollegiate athletics program. University will administer the survey, endeavoring to generate as high a response rate as possible, including following up with students and admitted students who do not respond;
b. identification of any sports, squads, and levels of sports for female students that are not currently offered by the University that are offered by schools that compete within the athletic conference in which the University competes or by schools that are within the University’s normal competitive region;
c. rates of participation by female students in club and intramural sports at the University;
d. review of any requests (whether oral or written, formal or informal) made to University administrators, coaches, or staff by or on behalf of female students and admitted female students to add a particular sport, squad, or level of sport, or to elevate an existing club or intramural sport to intercollegiate sport status;
e. examination of the participation rates of female students in interscholastic sports, amateur athletic associations, and community sports leagues that operate in the areas from which the University draws its enrollment;
f. review the number of students cut from any women’s team in the last three years and the reasons they were cut, to assess whether any of the st...
Objective Assessment. Each participant must be provided an assessment in a variety of areas to determine personal, academic and career goals. The assessment must be used to develop the Individual Service Strategy that guides the specific service delivery strategies and activities for that participant. Assessment must include a review of literacy/numeracy skill levels, occupational skills, prior work experience, employability, interests, aptitudes (including interest in non-traditional jobs), and supportive service needs. Literacy/Numeracy testing must be done within thirty (60) days of enrollment. A variety of assessment tests can be used with the exception of tests used for literacy/numeracy skills, for which only approved testing instruments can be used, as mandated by the DOL. Contractor shall ensure that all staff administering any of the assessment tests are fully trained on how to administer the testing instruments, including identifying appropriate testing levels and applying the appropriate pre and post testing. The following are the current approved testing instruments for literacy/numeracy skills and/or literacy in English-As-A-Second Language levels:
12.5.5.1. Tests for Adult Basic Education (TABE 9/10);
12.5.5.2. Tests for Adult Basic Education (TABE Survey 9/10); or
12.5.5.3. Comprehensive Adult Student Assessment Systems (▇▇▇▇▇);
Objective Assessment the use of multiple choice, short answer, true-false, matching and other “framed” testing items to learn about students’ acquired knowledge and skill. These assessments usually have a readily identifiable, logical right or wrong answer.
Objective Assessment. The Contractor shall provide an objective assessment to all WIOA eligible individuals. The objective assessment is to be a client-centered, diagnostic approach to evaluation of the needs of participants without regard to services or training programs already available in WIOA region. The phrase "without regard to" is intended to expand the scope of the assessment and services to the participant beyond those only available through the WIOA region. It is an independent, comprehensive evaluation of an individual designed to identify information vital to the design of a Moses Case Plan that culminates in gainful employment. The objective assessment is an ongoing process and should not be viewed as a one-time event. It should be a multi-faceted approach that includes a full array of options including items such as structured interviews, paper and pencil tests, performance tests, behavioral observations, interest inventories, career guidance instruments, aptitude tests, and basic skills tests. From these options, and others, assessment staff may select the most appropriate tools for each participant to measure skills, abilities, aptitudes, and interests, and to counsel participants on how their assessment results relate to local labor market demands. All assessment tools, however, shall be approved by the REB prior to utilization. Contractors' are strongly encouraged to select appropriate measures prudently and to select only those tools which will provide necessary information for the reasonable development of a service strategy leading to a realistic employment goal. The objective assessment and process should be sensitive to the testing and evaluation environment and the comfort and confidence level of the participant. The temptation to over-test or over-evaluate, providing excess information for which there is no immediate application, does not serve the client's best interest, is detrimental to the client/counselor relationship, and costly to the program.. At a minimum, the following factors shall be assessed by the Contractor: Potential barriers to participation or employment Vocational interests and goals Achievement levels (reading and math) and English language ability Aptitudes and job specific skill levels Support Service needs The objective assessment, as an ongoing process, is to be revisited regularly and amended, as appropriate, when additional needs are identified or goals achieved.