Cover Letter Goldmansachs Summer Analyst

Cover Letter Goldmansachs Summer Analyst Goldmansachs-summer analyst
https://www.goldmansachs.com/careers/students-and-graduates/our-programs/emea-programs/emea-summer-analyst.html

Cover Letter Goldmansachs Summer Analyst
Cover Letter Goldmansachs Summer Analyst

Mckinsey-Business Analyst Intern
https://www.mckinseychina.com/summer-business-analyst/
Cover Letter – motivations for applying summer analyst intern in goldman sachs and mckinsey, please make a cover letter which will suit both companies
Please provide information you would typically include in your cover letter in 300 words Be sure to provide examples of the qualities you would bring to Goldman Sachs/Mckinsey and describe your motivations for applying.
Fidelity- BUSINESS SUMMER INTERNSHIP PROGRAMME
https://atsv7.wcn.co.uk/search_engine/jobs.cgi?
SID=amNvZGU9MTM0Nzg5NiZ2dF90ZW1wbGF0ZT0xMjU3Jm93bmVyPTUwNTUwMjcmb3duZXJ0eXBlPWZhaXImYnJhbmRfaWQ9MCZwb3N0aW5nX2NvZGU9NDk0JnJlcXNpZz0xMzg0OTQ3NjE1LTEzOWZkZDgwY
2Y2ZDUxYjQwMGVlZWEzYTlhN2QzMGI3NzZlNDU2ZDc=
Please indicate why you are applying to Fidelity and in particular your chosen area, exploring why you feel you are particularly suited to this area

Was this Job Analysis Properly Conducted

Was this Job Analysis Properly Conducted OVERVIEW OF THE CASE (No Credit if omitted)
Be sure to name the Case in the INTRODUCTION. Identify the main issues of the case by developing an explanation of concepts upon which the case is based.
Include an explanation of how the case relates to the associated textbook chapter.

Was this Job Analysis Properly Conducted
Was this Job Analysis Properly Conducted

The summary of the main issues should be from your analysis and in your own words. You may use quotes from the case but do not repeat large sections of the
case. This section should be straightforward and in your own words supported by references to the case and the associated chapter. (Average work ? 1 to 2
typed page- double-spaced)
II  RESPONSES TO THE QUESTIONS ******** (No Credit if omitted)
Respond to questions at the end of the case
#1 – Number and Type the question – (No Credit if omitted)
#2 – Number and Type the question – (No Credit if omitted)
# 3 – Number and Type the question? (No Credit if omitted)
#4 – #5 however many questions are at the end of the Case.
Be sure to number each question separately.
Each answer should include?

Was this Job Analysis Properly Conducted Heading Introduction

The heading INTRODUCTION that relates the theme of the Chapter and the Case to the question?
The heading DEVELOPMENT answer the question with very specific points that include technical terms, concepts, and theories from the Case and the Chapter?
The heading CONCLUSION that relates brings the answer to some final point that relates the answer to the theme of the Case and the Chapter.
The Overview should not be brief and should be detailed with an explanation. The response to the questions should also show a strong understanding of issues.
I will attach chapter 4 information that can be useful along with an example of what the paper should look like and the case study as well this is for a human resource management class

The Vein of Whitmans Theme of Isolation and Self

The Vein of Whitmans Theme of Isolation and Self Part I: Emily Dickinson touches upon concepts of self and intellect in these two poems. How does she identify herself? For that matter, how do you identify
yourself? Tell us something memorable about yourself that makes you special, unique.

The Vein of Whitmans Theme of Isolation and Self
The Vein of Whitmans Theme of Isolation and Self

Part II: In the vein of Whitman’s theme of isolation and self, can you identify with anything Whitman is communicating? How is isolation and/or the need to
connect to others important in your life? Tell us about the connections that mean the most to you in your life.
Part III: Authors use a variety of techniques to tell a story and convey a message. Twain clearly demonstrates good storytelling by injecting wit and humor.
Examine how Twain amuses us (and himself) with his uncanny hilarity and absurdity. This is where the twain shall meet. It’s your turn to share a humorous
the anecdote that has happened to you in your personal or professional life.

The Vein of Whitmans Theme of Isolation and Self

Please respond to all three parts. Initial responses should approximate or exceed 300 words. It’s important that you make your initial post no later than Thursday of each week to give you and your classmates time to read and respond to each other’s posts. Posting earlier in the week is preferable. You should also respond in a meaningful way to at least two of your classmates by the end of the week with posts of 100-150 words each. Strive to post over at least two separate days in each week’s forum. Our goal is to read the literature and then respond to it as a class in each evolving, week-long forum. Write with
careful attention to proper grammar, spelling, punctuation, and capitalization.

Strategic Intelligence from the Heidenrich Article

Strategic Intelligence from the Heidenrich Article Please complete listed readings and address the following question:
HEIDENRICH
DAVIS
HULNICK

Strategic Intelligence from the Heidenrich Article
Strategic Intelligence from the Heidenrich Article

Make sure there is no plagiarism, will be checked
This is not an essay this should be written as discussion
Why does this course’s focus on Strategic Intelligence include the basic definitions provided in the Heidenrich article (which primarily deals with
estimation (predictive analysis) to support strategy (at the national or military level), but then goes beyond to include strategic collections, strategic
counterintelligence, strategic covert action, and Congressional oversight?
Is the content in Heidenrich’s writings too constrained? Why do we need to think about intelligence as it relates to the development of strategy as something
more than just analysis? Or do we?

Wall Street Journal Article Assignment

Wall Street Journal Article Assignment website: http://online.wsj.com/home-page
During the semester each student will submit three one-page assignments based on WSJ articles.

Wall Street Journal Article Assignment
Wall Street Journal Article Assignment

Each assignment is a review/analysis of a WSJ article the article chosen may be selected from one of the three most recent issues. The assignments are to include the complete citation of the article (author, title, issue date, and page number(s), a one-paragraph summary of the article and at least a paragraph analyzing how the issues of the article relate to Porter’s and/or Griffin’s models. [Attention: The length of the analysis has to be at least the same length as the summary]. The assignments will be collected in class. From inspiring lectures on the newest management trends to stimulating discussions on business ethics, daily use of The Wall Street Journal in your classroom gives you a valuable teaching resource.

Carla Diana on Talking and Walking Objects

Carla Diana on Talking and Walking Objects Write an essay in which you respond to all of the following:
-Carla Diana Talking, walking objects

Carla Diana on Talking and Walking Objects
Carla Diana on Talking and Walking Objects

Identify and provide a brief explanation of the author’s argument; identify two persuasive strategies that the author uses to support his or her argument and analyze how those strategies support the claim; describe the overall organization of the reading the selection and explain whether it makes the argument persuasive; discuss the assumption(s) on which the argument is based; evaluate the extent to which you find the argument convincing.
Analyze the article, rather than simply agreeing or disagreeing or generating an extensive summary of the article.

Integrating and Mapping Sources Synthesis Essay

Integrating and Mapping Sources Synthesis Essay A synthesis essay about all my scholarly sources, integrating the sources and mapping them together with a total essay of 5 pages.

Integrating and Mapping Sources Synthesis Essay
Integrating and Mapping Sources Synthesis Essay

Those scholarly sources will be the sources that were used in my order that you sent before I’ll attach it down. Then another page other than the 5 a 1 page summary of any of the scholarly sources, only one scholarly and one-page summary. This will be done in 10 days right? because I need to safe assign it. And please this will be original work? Systematic reviews have developed into a powerful method for summarising and synthesizing evidence. The rise in systematic reviews creates a methodological opportunity and associated challenges and this is seen in the development of overviews, or reviews of systematic reviews.

Root Cause Analysis and its application

Root Cause Analysis and its application Order Instructions: Review the case at the U.S. Department of Health and Human Services, Agency for Healthcare Quality and Research, “Getting to the Root of The Matter” at https://psnet.ahrq.gov/webmm/case/98/getting-to-the-root-of-the-matter

Prepare a 4-page paper that responds to the following:

Root Cause Analysis and its application
Root Cause Analysis and its application

1. Define a root cause analysis and when it is used.
2. In the case study identify the incident and explain the problem that might trigger a root cause analysis.
3. Do you agree that the problem should not be investigated? Explain why or why not?
4. Discusses the goals and limitations of root cause analysis;
5. Outline the steps to conduct a root cause analysis.

Root Cause Analysis and its application Module Overview

This module addresses a variety of legal reporting requirements mandated by both federal and state regulatory agencies. These reporting requirements serve several purposes: 1) they help to safeguard the health of the nation’s population; and (2) they help to reduce and eliminate medical errors by identifying problems and implementing solutions to improve patient safety.

The module will examine state and federal legal reporting requirements including state/federal legislative reporting requirements for child abuse, elder abuse, incident reporting, and diseases that pose a threat to public health and safety (e.g., sexually transmitted diseases, anthrax, smallpox).

Managers must be aware of specific state reporting requirements. Hospital procedures for reporting patient care incidents must comply with state and federal regulations.

Incident Reporting on Root Cause Analysis and its application

Patient safety event reporting systems are pervasive in hospitals and a central part of efforts to deter and detect patient safety events and quality problems. Incident reporting is used as a general term for all voluntary patient safety event reporting systems, which rely on those involved in events to provide detailed information.

Studies show that initial incident reports often come from the frontline personnel directly involved in an event or the actions leading up to it (e.g., the nurse, pharmacist, or physician caring for a patient when a medication error occurred), rather than management or patient safety professionals.

Incident reports contain statements made by employees and physicians regarding a deviation from acceptable patient care. Some state health codes mandate that hospitals and nursing facilities must investigate incidents regarding patient care and require that certain incidents must be reported in a manner prescribed by the regulation.

Reportable incidents often include such things as those incidents that have resulted in a patient’s serious injury or death, an event such as fire or loss of emergency power, certain infection outbreaks, and strikes by employees.

Generally, based on case law incident reports should not be placed in the medical record. They should be directed to counsel for legal advice. This will help prevent discovery on the basis of client-attorney privilege. There is conflicting case law. In some states, courts will not permit incident reports to be discovered, whereas others will allow discovery.

Public health departments in 25 States and the District of Columbia operate adverse events reporting systems. (see Adverse Events in Hospitals: Overview of Key Issues: http://oig.hhs.gov/oei/reports/oei-06-07-00471.pdf )

States may also have systems targeted toward specific events; for example, the Government Accountability Office reported in 2008 that 23 States require mandatory reporting of healthcare-associated infections in hospitals. As of April 2007, more than half of states (27) had passed legislation or created regulations related to hospital reporting of adverse events (26 are mandatory systems, one is voluntary).

States typically require that adverse events be reported within a specific timeframe. They may also require that hospitals submit the RCA results along with the adverse event report and a corrective action plan that outlines how the hospital plans to address the problem.

States use information in a variety of ways, including issuing periodic alerts to caution providers about specific problems and trends, reporting to the public as a hospital quality measure, and routing information about the most egregious adverse events to State oversight agencies.

At the national level, regulations implementing the Patient Safety and Quality Improvement Act became effective on January 19, 2009. The legislation provides confidentiality and privilege protections for patient safety information when healthcare providers work with new expert entities known as Patient Safety Organizations (PSOs). Healthcare providers may choose to work with a PSO and specify the scope and volume of patient safety information to share with a PSO

In 1995, hospital-based surveillance was mandated by the Joint Commission on the Accreditation of Healthcare Organizations (JCAHO) because of a perception that incidents resulting in harm were occurring frequently. The Joint Commission encourages healthcare organizations to self-report sentinel events. Although The Joint Commission encourages but does not require the reporting of sentinel events, it does expect organizations to conduct a root cause analysis when sentinel events occur.

JCAHO employs the term sentinel event in lieu of critical incident and defines it as follows: An unexpected occurrence involving death or serious physical or psychological injury, or the risk thereof. Serious injury specifically includes loss of limb or function. The phrase “or the risk thereof” includes any process variation for which a recurrence would carry a significant chance of a serious adverse outcome.

As one component of its Sentinel Event Policy, JCAHO created a Sentinel Event Database. The JCAHO database accepts voluntary reports of sentinel events from member institutions, patients and families, and the press. The particulars of the reporting process are left to the member healthcare organizations. JCAHO also mandates that accredited hospitals perform root cause analysis (RCA) of important sentinel events. Data on sentinel events are collated, analyzed, and shared through a website, an online publication, and its newsletter Sentinel Event Perspectives.

Root Cause Analysis and its application Required Reading

Advancing Patient Safety through State Reporting Systems June 2007 Agency for Healthcare Research and Quality http://webmm.ahrq.gov/perspective.aspx?perspectiveID=43#ref1

Voluntary Patient Safety Event Reporting (Incident Reporting). U.S. Department of Health and Human Services, Agency for Healthcare Research and Quality; Patient Safety Primers. http://www.psnet.ahrq.gov/primer.aspx?primerID=13

Patient Safety. Minnesota Department of Health Web site. Available at: http://www.health.state.mn.us/patientsafety/ae/index.html

Rule R380-200. Patient Safety Sentinel Event Reporting. The Utah Administrative Code. (March 2013) Patient Safety Initiatives. Utah Department of Health Web site. Available at: http://www.rules.utah.gov/publicat/code/r380/r380-200.htm

Root Cause Analysis. Agency for Healthcare Research and Quality. October 2012 http://www.psnet.ahrq.gov/primer.aspx?primerID=10

Joint Commission for the Accreditation of Healthcare Organizations’ ” Sentinel Events” – January 2011″ found at http://www.jointcommission.org/assets/1/6/2011_CAMLTC_SE_(2).pdf

Patient Safety States. National Academy for State Health Policy http://www.nashp.org/pst-map

Root Cause Analysis and its application Sample Answer

Question 1: Root Cause Analysis and its application

Root cause analysis refers to the process of identifying the causal factors of variation in nursing activity, which leads to adverse, undesired and unexpected outcomes or even lead to a sentinel event. The process focuses on primarily on processes or systems with the aim of understanding the potential causes of the variation that lead to error and identify the most effective changes that will mitigate such failures in the future.  Root cause analysis is often performed to probe bad failures that may arise in nursing practice. It is also used to probe a near miss event or as a process of performance improvement so as to redesign initiatives and to gain an understanding of variations in nursing practice (Holdsworth et al., 2015).

Question 2: Incident that might trigger Root Cause Analysis

In this case study, a patient was placed at the intensive care unit to manage septic shock which required vasopressors suffered a myocardial infarction (MI) during his treatment regimen. The cause of MI was associated with a prescription error, where the patient was given a higher dosage of vasopressin. Medication errors are common, especially in a critically ill patient. The magnitude of these medication errors led to adverse effects. To understand the causative factors of this incident and approaches to mitigate such incidences from occurring again, there is a need to conduct a root cause analysis. In this context, RCA would be used to assess the environment in which the incidence occurred. This includes assess the staffing levels in the healthcare setting, product storage, patient identification process, labeling and also prescription ordering process (Lee, Mills, and Watts, 2012).

Question 3: Is it necessary to conduct RCA for this case study?

In my perspective, it is vital to investigate the incidence in order to prevent such occurrences from occurring. The RCA should be conducted in order to investigate what happened, why it did, and what strategies can be done so as to prevent the incidence from re-occurring. The benefits of RCA, it does not solely focus on an individual who wrote the wrong order, but broadens the investigation to focus on the “root causes” of the incidence.  The underlying theory of RC is to move the understanding of these failures from human mistakes to human factors that trigger the mistakes in order to engineer an approach that identifies the systems vulnerabilities, and addresses the gaps identified (Grissinger, 2011).

Question 4: RCA goals and limitations on Root Cause Analysis and its application

RCA process provides a systematic approach of investigating performance problems in healthcare settings instead of relying in unverified assumptions and perceptions about the causative factors. Secondly, RCA ensures that the healthcare facility inspect the identified issue from broad perspectives with the aim of establishing a range of causative agents that led to the undesired performance. RCA process opposes the idea that causes of the adverse effects are well known and are agreed upon by people involved. In most incidences, the RCA tool has the capacity to identify the systems components that are blocking the desired performance and parts of systems that promotes desired performance. This result in improved performance due to the routine fixing of issues and expansion of ideas that needs to be done right (Lee, Mills, and Watts, 2012).

On the other hand, RCA is associated with some limitations. For instance, RCA often identifies many causal factors than anticipated or budgeted for. Therefore, it is important to investigate the relative effect of the identified factors, and address the priorities critical to the patient’s safety and quality of care. In addition, the RCA involves complex procedures that may not be familiar with the healthcare settings. The RCA focus on causes but does not inform one on which interventions or activities best address each of the causal factor (Holdsworth et al., 2015).

Question 5 Steps for conducting RCA

The first step is the investigation phase. This involves the identification of a system failure, and assessing the work environment and staff involved in the error so as to establish the sequential flow of events. In this case study, this stage involves a careful review of the incident reported from the ICU and to check for near misses to allow identify the best practice for a change. The amount of information available in this case study is that a fellow resident staff gave a verbal direction to pharmacist to order for vasopressin, the pharmacist entered the order directly into a computer physician order (CPOE) system that had several lists of possible drug dosages, an error was made which went undetected for more than 16 hours, and it involved multidisciplinary teams rounds including nurses, physicians and resident pharmacist. The error was noted during a practicum session with nurse students who found that the patient was on higher dosage (Joint Commission.org., 2011).

The next stage is to develop a plan to identify the identified need. This involves holding interviews with the staff individually or through focus groups and record or document reviews so as to collect information regarding the causal factors that led to the system failure. In this case, the RC team led by health care facility patient safety and improvement program is established so as to ensure that the process focus on the whole systems. Other team members would include ICU nurse, ICU physician, ED representative and a pharmacist. The RCA team is responsible of generating differential diagnosis data to identify factors that could have contributed to the medication error (Grissinger, 2011).

The third step is an analysis of the causatives factors identified. This stage is comparable to the analogy of onion peeling because RCA involves analysis of many causal factors that underlie many layers. At the first step of the analysis, the causes of failure system seem to be easily identified. In most of ICU, the safety networks emphasis on patient’s quality and safe care and are often committed to a culture of safety. In this case study, the main investigation domain generated includes events timeline, ICU protocols for high risk patients, patient safety culture, communication practices, medication ordering protocol and staff working relationships (U.S. Department of Health and Human Services, Agency for Healthcare Quality and Research, 2005).

The fourth step is identifying system failures solution. Unfortunately, there are no standardized safety solutions that will aid in guiding the changes that should be made. This indicates that the RCA team must research further to identify the key steps that will address the contributing factors, and propose a reasonable system based solutions, implement the evidence based changes and to re-evaluate  the process to ensure that there are no more problems will occur. In this case study, the system errors can be developed such that there is complete medication reconciliation and review the patient entry and exit into ICU. The ICU safety officer should round with team, review medication and non-medication related patient safety. A system should be used to allow the fellow healthcare staff members to discuss medication errors so as to encourage the likelihood of constructive changes (Grissinger, 2011; Anonymous, 2012).

Root Cause Analysis and its application References

Anonymous (2012). Root Cause Analysis. Agency for Healthcare Research and Quality. Retrieved from http://www.psnet.ahrq.gov/primer.aspx?primerID=10

Grissinger, M. (2011). Including Patients on Root Cause Analysis Teams: Pros and Cons. Pharmacy and Therapeutics, 36(12), 778–779.

Holdsworth, M. T., Bond, R., Parikh, S., Yacop, B., & Wittstrom, K. M. (2015). Root Cause Analysis Design and Its Application to Pharmacy Education. American Journal of Pharmaceutical Education, 79(7), 99. http://doi.org/10.5688/ajpe79799

Joint Commission.org. (2011). Joint Commission for the Accreditation of Healthcare Organizations’ ” Sentinel Events” –  Retrieved from  http://www.jointcommission.org/assets/1/6/2011_CAMLTC_SE_(2).pdf

Lee, A., Mills, P.D., and Watts, B.V. (2012). Using root cause analysis to reduce falls with injury in the psychiatric unit.  Gen Hosp Psychiatry  34 (3): 304-311

U.S. Department of Health and Human Services, Agency for Healthcare Quality and Research. (2005).  “Getting to the Root of the Matter.”  Retrieved from https://psnet.ahrq.gov/webmm/case/98/getting-to-the-root-of-the-matter

 

Response on Movie with the Florence Nightingale

Response on Movie with the Florence Nightingale Please respond to the person objective about the movie in a positive way please refer to article # 8116567 (review of movie Mrs. Evers Boys)

Response on Movie with the Florence Nightingale
Response on Movie with the Florence Nightingale

I believe the filmmakers began the movie with the Florence Nightingale pledge as a frame of reference upon which the rest of the movie is formulated. As the Senate committee hearings progress, each of Miss Evers? rationales relate back to the pledge that we take as nurses and professionals.

Response on Movie with the Florence Nightingale

I feel that she did and did not live up to the pledge. She lived up to the pledge in regard to the loyalty to aid the physician. Miss Evers? however, was
unable to abstain from deleterious behavior by hiding the true identity of the Tuskegee Study.
Provision 2: The nurse’s primary commitment is to the patient, whether an individual, family, group or community. Specifically, 2.3, collaboration?
Collaboration is not just cooperation, but it is the concerted effort of individuals and groups to attain a shared goal. In health care, that goal is to
address the health needs of the patient and the public? (Nursing World, 2015, p. 5). I believe Miss Evers personified Provision 2. She worked closely with the physicians in charge to improve the health of her community as the movie began and the Public Health Service began their treatment of bad blood?. She spoke at the level of the patient so as to assist in their understanding.

Response on Movie with the Florence Nightingale

Provision 3: The nurse promotes, advocates for, and strives to protect the health, safety, and rights of the patient. Specifically, 3.3, protection of
participants in research? ?Stemming from the right to self-determination, each individual has the right to choose whether or not to participate in research?
(Nursing World, 2014, p. 6). In my opinion, Nurse Evers violated Provision 3. Every person, all 412 of the men included in the Tuskegee study, had a right to know what they were being tested for, what treatment they were receiving or not, and if they wanted to participate.
Provision 4: The nurse is responsible and accountable for individual nursing practice and determines the appropriate delegation of tasks consistent with
the nurse?s obligation to provide optimum patient care. Specifically, 4.2, accountability for nursing judgment and action? Accountability means to be
answerable to oneself and others for one?s own action? Nurses are accountable for judgments made and actions were taken in the course of nursing practice, irrespective of health care organizations? policies or providers? directives? (Nursing World, 2014, p. 8). I have mixed feelings about this provision. We are each responsible for our own actions.

Response on Movie with the Florence Nightingale

At no time during the course of the movie did Miss Evers ever place blame or accuse anyone else of the decisions she made. She provided exceptional nursing care, but she knew the men were not being treated. She knew this for the duration of the study, 40 years that the men were just going to get sicker.
The Principles of the Ethical Practice of Public Health (2014), utilizes key principles concerning health, community, and basis for action. It is easy for me
to say in this day and age I would have challenged the physicians (I have a big mouth and voice my opinion). Would I have done the same had I been alive and nursing with Miss Evers? I could not tell you, but I would like to think I would. The best advice I could give her is to nurse as if that were one of her
family members.

Florida Assessment Standard Test

Florida Assessment Standard Test Order Instructions: Chances are you have administered a test and it did not yield the results you expected. Perhaps a small percentage of students demonstrated mastery of the standard(s).

Florida Assessment Standard Test
Florida Assessment Standard Test

Imagine the test results were disappointing, think about:
• Your audience
• The original assessment
• What alternative measures could have been used
In a word-processed document:
• Cite the Florida Standard(s) being tested
• Provide one test item from the original assessment
• Describe an alternative approach to assess the standard that the original test item addressed
• Discuss your rationale(consider VAK, your audience, and the alternative assessments outlined in course)
Standards cited
1. LAFS.4.RL.1.2 The student will determine the theme of a story, drama, or poem from details in the text; and will be able to summarize the text.
2. LAFS.4.RL.1.3 The student will describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

Florida Assessment Standard Test Sample Answer

Assessing Standards

In Florida, students take the Florida assessment standard test that is a suite for reading and writing to measure the students’ performance. The Florida assessment test outlines what the students should know at the end of each grade. This test is aimed at testing the standards in English language course. The students are required to determine the theme of a story drama or poem from the details in the text including the characters responses to different challenges, and make a summary of the script .they are also required to discuss in depth a character event or to set in a story drawing specific details from the text.

One of the key test items that were tested is reading and writing in the English language. This requires students to read and comprehend texts of steadily increasing complexity, which helps them to grasp the message the writer intends to pass. Reading gives the students an opportunity to internalize their thoughts and opinions, as they will be required to put down in writing. Students recognize the text details that enable them to create mental characters and should apply the information to create a caricature of the character setting or event (Harper & de Jong, 2009). Reading also challenges the students to become investigators to be able to describe characters in depth using the character traits displayed in the text. They are required to use investigative strategies to explore characters or events individually. The culminating event will be a comprehensive summary of the text occurrences.

As indicated by the results of the first assessment this mode of evaluation is not as effective as expected. This is because some students were unable to demonstrate mastery of the standards and as stated by Harper & de Jong (2009) alternative ways of learning and assessment methods are needed. Traditional pen and paper tests are only effective in testing some skills such as listening but are insufficient when testing productive skills such as writing and speaking. The proficiency-oriented nature of language learning requires a variety of assessment options. Authentic and performance-based assessment is an alternative assessment which integrates traditional academic content with the knowledge and skills using a variety of expertise including real-world situations.

For a test to be authentic, it should connect in some way to the real world circumstances and problems. The assessment option also requires students to come up with a response and demonstrate the application of the knowledge in authentic context. It involves some performance relating to real life situations, and it is process oriented.

 Florida Assessment Standard Test and The rationale for Alternative Assessment

My first reason for incorporating alternative assessment is that it goes beyond the evaluation of knowledge, to multiple goals of developing skills such as creative thinking, problem-solving and summarizing (Harper & de Jong, 2009). It also involves students in tasks, performances, demonstrations, and interviews reflecting on everyday circumstances. Apart from providing teachers with feedback for monitoring students, it also focuses on students’ strengths enabling the teacher to have a more accurate of the students’ abilities and inabilities.  Alternative assessment method also meets the students’ different learning styles by offering a broad spectrum of evaluation possibilities. Finally, yet importantly, this assessment method allows s students to collaborate among themselves through group discussions. Although most schools focus on individuality, the real world encourages people to ask questions, discuss, get help and feedback. Denying students the right to work as a team diminishes the authenticity of the achievement (Harper & de Jong, 2009).

 Florida Assessment Standard Test Reference

Harper, C. A., & de Jong, E. J. (2009). English language teacher expertise: The elephant in the room. Language and Education, 23(2), 137-151.