Objective Assessment Sample Clauses

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.
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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:
Sample 1
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.
Sample 1
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 No participant may begin a training activity offered by the Contractor unless the Contractor has provided at least one core and one intensive service. If after completing an objective assessment, the participant is de...
Sample 1

Related to Objective Assessment

  • Performance Assessment 6.1 The Performance Plan (Annexure A) to this Agreement sets out key performance indicators and competencies that needs to be evaluated in terms of –

  • Evaluation Cycle: Formative Assessment A) A specific purpose for evaluation is to promote student learning, growth and achievement by providing Educators with feedback for improvement. Evaluators are expected to make frequent unannounced visits to classrooms. Evaluators are expected to give targeted constructive feedback to Educators based on their observations of practice, examination of artifacts, and analysis of multiple measures of student learning, growth and achievement in relation to the Standards and Indicators of Effective Teaching Practice.

  • Formative Assessment The process used to assess progress towards attaining goals set forth in Educator plans, performance on standards, or both. This process may take place at any time(s) during the cycle of evaluation, but typically takes place at mid-cycle.

  • Impact Assessment If Service Provider desires to make any change, upgrade, replacement or addition that may have an adverse impact or require changes as described in Section 9.6(c) or increase the risk of Service Provider not being able to provide the Services in accordance with this Agreement or violate or be inconsistent with DIR Standards or Strategic Plans, then Service Provider shall prepare a written risk assessment and mitigation plan (1) describing in detail the nature and extent of such adverse impact or risk, (2) describing any benefits, savings or risks to DIR or the DIR Customers associated with such change, and (3) proposing strategies to mitigate any adverse risks or impacts associated with such change and, after consultation and agreement with DIR, implement the plan.

  • Needs Assessment 1. The Contractor shall conduct a cultural and linguistic group-needs assessment of the eligible client population in the Contractor’s service area to assess the language needs of the population and determine what reasonable steps are necessary to ensure meaningful access to services and activities to eligible individuals. [22 CCR 98310, 98314] The group-needs assessment shall take into account the following four (4) factors:

  • Conformity Assessment 1. The Parties recognize that a broad range of mechanisms exists to facilitate the acceptance of conformity assessment procedures and results thereby, including:

  • Diagnostic Assessment 6.3.1 Boards shall provide a list of pre-approved assessment tools consistent with their Board improvement plan for student achievement and which is compliant with Ministry of Education PPM (PPM 155: Diagnostic Assessment in Support of Student Learning, date of issue January 7, 2013).

  • Comprehensive Assessment an initial and ongoing part of the member-centered planning process employed by the interdisciplinary team (IDT) to identify the member’s outcomes and the services and supports needed to help support those outcomes. It includes an ongoing process of using the knowledge and expertise of the member and caregivers to collect information about:

  • Risk Assessment An assessment of any risks inherent in the work requirements and actions to mitigate these risks.

  • Environmental Assessment and Mitigation Development of a transportation project must comply with applicable environmental laws. The party named in article 1, Responsible Parties, under AGREEMENT is responsible for the following:

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