Examination Ned
Water Smart Tots was founded in 2014 with the belief that ALL children should have access to survival swim lessons, regardless of socioeconomic status or special needs. The average cost of survival swim lessons in Hillsborough County is $80 per week, and new students typically receive 6 weeks of lessons. This is simply unattainable for many families. We began awarding lessons in 2015 and we were able to provide 30 students with life saving lessons during that first swim season. In 2016, we provided 82 children lessons. To date for the 2017 swim season ending November 30th, we have awarded 71 children over $23,000 in survival swim lesson.
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Some assessments have been designed to be closely linked with the state, district, or school curricular guidelines, while others are still in the process of being linked. Maryland's performance assessments are designed to reflect the state's content and performance standards. Each task and associated scoring method is intended to assess students' attainment of Maryland Learning Outcomes in subject areas such as language arts, mathematics, and science. Each assessment task is accompanied by its own scoring rubric, which specifies the criteria for judging student work on that particular task. Hence, both content standards, through the task the student must complete, and performance standards, through the specific rubric that accompanies each task, are clear to the assessor. In contrast, Vermont's portfolio assessments are not closely aligned with content and performance standards. Vermont's curricular framework, the Common Core Curriculum, was still being drafted when the language arts and mathematics portfolio assessment requirements were institutionalized, and, hence, the assessment tasks are not necessarily keyed to one specific curricular framework. In addition, the scoring rubrics articulate general skills and competencies and criteria for evaluating the quality of student performance; they are not tailored to tasks at specific grade levels. Hence, teachers must determine the quality of student performance based upon some internalized framework of what constitutes quality student performance at different grade levels. In sum, the two basic types of performance assessments, task centered and construct centered, also can be characterized by the extent to which they are integrated with instruction and how well they are linked to content and performance standards. We hypothesize that these assessment dimensions affect the pedagogical usefulness and technical rigor of the assessments: how well the assessment fulfills its intended pedagogical purposes depends upon the extent to which it is integrated with instruction, and the technical robustness of the assessment depends upon its linkages to content and performance standards.
Examination Passed
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