Student Performance Enhancing Programs Free Essay Example, 1750 words

This paper tells that focus group s participation in the process of student performance-enhancing programs will be based on the following phases of design, planning, and implementation. Phase one: Discussions on the design process of student performance enhancing programs will take place as per schedule and would involve such aspects as time, duration, content and resource base. For instance, times and durations of tests have technically been at fault in performance tests. This shortcoming has been highlighted by the focus group as one of the most negative in the whole process. The curriculum content design process too has been lacking in some respects too. Administrative back-up has been weaker for the desired changes thus leading to the current impasse. Thus the whole process of phase one would be focused on designing and developing the new time schedules, curriculum content and durations of tests to align the existing practices with new ones. Phase two: During the second phase th e focus group would be involved in designing and developing performance criteria and metrics. The group would consult a core group of experts within the focus group to enunciate a system of performance criteria and metrics which would assign value parameters to different skills of students in tests. We will write a custom essay sample on Student Performance Enhancing Programs or any topic specifically for you Only $17.96 $11.86/pageorder now For instance, performance can be enhanced when the core skills in the curriculum are subject to a progressive testing system in which the techniques would be upgraded according to metrics. Metrics need to be the basis of performance testing in a school and they need not be necessarily those connected with a score Z-score as is the case now. Such simple metrics ignore a variety of skills that can be of critical importance in testing intelligence. Current metrics to measure intelligence are basically determined by quotients which do not comply with specific requirements or skills tests. This general approach has effectively prevented the school administration from developing and implementing essential tests to measure those skills which really matter in the overall performance before and in university admission.