NYSOE Comprehensive Assessment

Overview

There are 4 sections in this form:
Section 1 (the current section) is to identify the evaluation particulars.
Section 2 is for inputting numerical scores on 15 criteria defined by the NY faculty.
Section 3 is for your narrative elaboration specific to the course.
Section 4 is for developmental ratings on the 9 dimensions defined by NYSOE faculty.

Be sure to click the [Done] button at the end to store the data. Reports will be provided by the Office of Institutional Research and Assessment.

Question Title

* Your Name

Question Title

* Student's Name

Question Title

* Student's Year

Question Title

* Student's Main Program

Question Title

* Term

Question Title

* Course Number

Question Title

* Course Title

Question Title

* Section 2. Numerical Scores
Criteria
Please choose one evaluation and one type of feedback for each criterion.

	Evaluation	Feedback
Hebrew language competence	Hebrew language competence Evaluation menu	Hebrew language competence Feedback menu
Reading aloud and translating Hebrew texts	Reading aloud and translating Hebrew texts Evaluation menu	Reading aloud and translating Hebrew texts Feedback menu
Reading aloud and translating Aramaic texts	Reading aloud and translating Aramaic texts Evaluation menu	Reading aloud and translating Aramaic texts Feedback menu
Written communication	Written communication Evaluation menu	Written communication Feedback menu
Oral communication	Oral communication Evaluation menu	Oral communication Feedback menu
Critical thinking	Critical thinking Evaluation menu	Critical thinking Feedback menu
The student’s mastery of the key course concepts	The student’s mastery of the key course concepts Evaluation menu	The student’s mastery of the key course concepts Feedback menu
On-time completion of course assignments	On-time completion of course assignments Evaluation menu	On-time completion of course assignments Feedback menu
Effort	Effort Evaluation menu	Effort Feedback menu
Class participation	Class participation Evaluation menu	Class participation Feedback menu
Student’s level of interest in the course material	Student’s level of interest in the course material Evaluation menu	Student’s level of interest in the course material Feedback menu
Openness to new ideas	Openness to new ideas Evaluation menu	Openness to new ideas Feedback menu
Openness to constructive criticism	Openness to constructive criticism Evaluation menu	Openness to constructive criticism Feedback menu
Professional standard of behavior	Professional standard of behavior Evaluation menu	Professional standard of behavior Feedback menu
The student’s performance overall	The student’s performance overall Evaluation menu	The student’s performance overall Feedback menu

Question Title

* Section 3. Narrative Reflections

Please reflect on the student’s overall achievement and performance in this course. Include comments on strengths and, in particular, on areas that need improvement (as noted in the criteria the numerical scores section). Explain, also any score or developmental rating that differs substantially from others.

Question Title

* Section 4. NYSOE Developmental Ratings

Click one dot for each dimension that most resembles the performance in the student project.

The definition for each level of each dimension were adapted from the most general conceptions in the detailed abstracts based on 4 interviews. Together the rating form depicts a rich, collective theory of the development of Jewish day school teaching expertise.

Interpret each dimension broadly (e.g., projects with class presentation). Other descriptions for each level of each dimension are included in the 100-word abstracts. If these would help to clarify the developmental levels in a dimension, the full abstracts can be obtained clicking on the link below:

http://www.huc.edu/ckimages/files/Wiki/NYSOERubricsLongtForm-2011FA.pdf.

The dimensions are
(1) Mission,
(2) Assessment,
(3) Leadership,
(4) Methodology,
(5) Planning,
(6) Content,
(7) Jewish Commitment,
(8) Writing, and
(9) Reflective Practice.

The levels are based on different types of commitment. We asked experts four questions: (a) What could students do if they were just "trying" the activity the first time? (b) What could they do after they had spent a few months "learning" about it? (c) What could they do by the time they are "earning a living" at it? (d) What can they do when they are "contributing" to the field of expertise? Of course, each of these activities take very different amounts of time to realize. Thus, the experts gave us four ways of responding for each dimension:
(a) Beginning: showed commitment requiring a few minutes to try the dimension,
(b) Easy: showed commitment requiring a few months to learn about the dimension,
(c) Practical: showed commitment requiring a few years to earn a living using the dimension,
(d) Inspiring: showed commitment requiring many years to contribute to knowledge using the dimension.

If none of the descriptions for a dimension seems appropriate, please use the comment box to provide a description of what you found and remember to identify the level of commitment it showed using Beginning, Easy, Practical or Inspiring.

One paragraph item is available at the end of the form for you to contribute to improvements in this section by describing key aspects of the student’s performance that are missing from the 12 dimensions. If you are the professor for the course, copy and paste the major assignment or the course learning outcomes here for the first student you rate in the course.

If this is the first student you are rating this term for this course, please enter the capstone assignment or the learning outcomes for the course.

Question Title

* (1) Mission

Not applicable

Beginning -Teach ideas in isolation. Say cliched historical phrases ("Those who don't study the past are bound to repeat it").

Easy - Focus on content, not big pictures. Create experiential Jewish activities in the community. Tell how memory and history intersect.

Practical - Seek to create students engaged in Jewish living. Critique sacred texts without destroying their theology.

Inspiring - Connect learning and society with an accurate understanding of Israel, texts, events, persons, and places.

Comments on Improving the "Mission" Dimension

Question Title

* (2) Assessment

Not applicable

Beginning - Give a test. Ask questions.

Easy - Create activities that get students to talk about things. Gauge excitement.

Practical - See how engaged students are, and what they can apply to create something meaningful.

Inspiring - Continually inspire colleagues with content and meaningful work.

Comments on Improving the "Assessment" Dimension

Question Title

* (3) Leadership

Not applicable

Beginning - "I'm in charge." Choreograph a basic game or activity. Conceive Reform Judaism as being all about the individual.

Easy - Think through the implications and outcomes of situations. Predict, evaluate, and learn through trial and error.

Practical - Use coalitions and teams to plan how to meet learner and situation needs. Consider the system's moving parts and long-term outcomes.

Inspiring -Build a community that cares for each other, learns together, and leads richer Jewish lives. Articulate a vision for the future and do so with a clear, strong commitment.

Comments on Improving the "Leadership" Dimension

Question Title

* (4) Methodology

Not applicable

Beginning - Take students through a process using a preferred personal style. e) INDIVIDUALIZE (Easy) - Become aware that some students need different approaches.

Practical - Combine processes such as case studies, scenarios, and projects with mastery of the lesson's content.

Inspiring - Develop original theories of knowledge acquisition through interviews, surveys, and ethnographies of how students learn and teachers teach.

Comments on Improving the "Methodology" Dimension

Question Title

* (5) Planning

Not applicable

Beginning - Think curriculum is a bunch of topics. List series of disconnected activities.

Easy - Use "Understand by Design" to plan with "Big Ideas," "Enduring Understandings," "Essential Questions," and activities.

Practical - Create a year-long curriculum with the big idea connected to living a Jewish life.

Inspiring - Experiment with curricula to observe responses and constantly make improvements. Connect head, heart, and feet to create powerful learning experiences.

Comments on Improving the "Planning" Dimension

Question Title

* (6) Content

Not applicable

Beginning - Choose subject matter randomly and follow what has been done. Prejudiced by their experiences and follow the path given.

Easy - Define a community's Belief, Belonging, Behavior, and Spirituality. Use modern sources to glean significant points of view.

Practical - Expand to Jewish language, philosophy, and some Rabbinic literature, open-minded about what other people know. Contrast points of view.

Inspiring - Shift from a survivalist orientation of Judaism to compelling, engaging Jewish lives, from being American to being a Jew.

Comments on Improving the "Content" Dimension

Question Title

* (7) Jewish Commitment

Not applicable

Beginning - Respond with a narrow self-understanding when the tension between autonomy and tradition is identified for them.

Easy - Question their own assumptions, priorities, and educational choices. Identify abstractly multiple autonomy-tradition or American-Jewish tensions.

Practical - Describe how to infuse Jewish literacy into daily life. Integrates learning and action with the Jewish local and world-wide collective.

Inspiring - Act as a visionary leader, grounded in Jewish text. Engage congregation in deepening and defining who they are.

Comments on Improving the "Jewish Commitment" Dimension

Question Title

* (8) Writing

Not applicable

Beginning - Lack a smooth flow. Paragraphs and ideas aren't connected. Afraid to write extensive documents.

Easy - Write letters or lesson plans. Try to please the professor.

Practical - Richer, more varied, information presented with conviction. Convey thinking to their future selves.

Inspiring - Tell a story that includes all of the real characters in their experience.

Comments on Improving the "Writing" Dimension

Question Title

* (9) Reflective Practice

Not applicable

Beginning - Realize they can have an impact on their environment. Fail and blame self. Admit that they need to build self.

Easy - Critique own and others' work against set of criteria (e.g. rubrics). Revise their interactions with others, but discount the contributions of others.

Practical - Account for different approaches in attitudes and habits, allowing for a variety of abilities and styles.

Inspiring - Find new ways to gather data and dialog about their practice. Ask what they make in others' lives.

Comments on Improving the "Reflective Practice" Dimension

Question Title

* Comment on improving this survey or suggesting a new dimension.

If you suggest a new dimension, please describe at least the level (beginning, easy, practical or inspiring) of the current student's performance and the level just above it that the student might think about for the next assignment. Use the definitions of levels on page 3 as a guidelines.

If you want to print a copy of this survey, do so before you click the [Done] button. Use your browser's print command. If you have questions call the Office of Institutional Research and Assessment at 513.487.3234 or 513.487.3357. After you print, be sure to click the [Done] button to record your assessment.

Question Title

* Your Name

Question Title

* Student's Name

Question Title

* Student's Year

Question Title

* Student's Main Program

Question Title

* Term

Question Title

* Course Number

Question Title

* Course Title

Question Title

* Section 2. Numerical ScoresCriteriaPlease choose one evaluation and one type of feedback for each criterion.

Question Title

Question Title

Question Title

* (1) Mission

Question Title

* (2) Assessment

Question Title

* (3) Leadership

Question Title

* (4) Methodology

Question Title

* (5) Planning

Question Title

* (6) Content

Question Title

* (7) Jewish Commitment

Question Title

* (8) Writing

Question Title

* (9) Reflective Practice

Question Title

* Section 2. Numerical Scores
Criteria
Please choose one evaluation and one type of feedback for each criterion.