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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.
Objective AssessmentThe University will conduct an objective assessment of its student body to determine the athletic interests and abilities of female students and whether the University is fully and effectively accommodating the athletic interests and abilities of its female students. The assessment will be based on multiple indicators of interest and multiple indicators of ability, including: a. administration of an OCR approved survey of students and admitted students who are likely to attend or other information collected from students and admitted students using a method that is designed to fully and accurately assess unmet athletic interests and abilities in intercollegiate sports among members of the underrepresented sex. A copy of the University’s draft survey or other assessment tool will be submitted to OCR for its review and approval before being distributed to students and admitted students. The University will make revisions to the survey as advised by OCR. Upon OCR’s written approval, the 1 OCR has determined that female students are the underrepresented sex because the University has not have fully and effectively accommodated the interests of female students in its current intercollegiate athletics program. University will administer the survey, endeavoring to generate as high a response rate as possible, including following up with students and admitted students who do not respond; b. identification of any sports, squads, and levels of sports for female students that are not currently offered by the University that are offered by schools that compete within the athletic conference in which the University competes or by schools that are within the University’s normal competitive region; c. rates of participation by female students in club and intramural sports at the University; d. review of any requests (whether oral or written, formal or informal) made to University administrators, coaches, or staff by or on behalf of female students and admitted female students to add a particular sport, squad, or level of sport, or to elevate an existing club or intramural sport to intercollegiate sport status; e. examination of the participation rates of female students in interscholastic sports, amateur athletic associations, and community sports leagues that operate in the areas from which the University draws its enrollment; f. review the number of students cut from any women’s team in the last three years and the reasons they were cut, to assess whether any of the st...
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.
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: 12.5.5.1. Tests for Adult Basic Education (TABE 9/10); 12.5.5.2. Tests for Adult Basic Education (TABE Survey 9/10); or 12.5.5.3. Comprehensive Adult Student Assessment Systems (XXXXX);
Objective AssessmentThe 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 The objective assessment, as an ongoing process, is to be revisited regularly and amended, as appropriate, when additional needs are identified or goals achieved.

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 – 6.1.1 The standards and procedures for evaluating the Employee’s performance; and 6.1.2 During the intervals for the evaluation of the Employee’s performance. 6.2 Despite the establishment of agreed intervals for evaluation, the Employer may in addition review the Employee’s performance at any stage while the contract of employment remains in force; 6.3 Personal growth and development needs identified during any performance review discussion must be documented in a Personal Development Plan as well as the actions agreed to and implementation must take place within set time frames; 6.4 The Employee’s performance will also be measured in terms of contributions to the goals and strategies set out in the Employer’s Integrated Development Plan (IDP) as described in 6.6 – 6.13 below; 6.5 The Employee will submit quarterly performance reports (SDBIP) and a comprehensive annual performance report at least one week prior to the performance assessment meetings to the Evaluation Panel Chairperson for distribution to the panel members for preparation purposes; 6.6 Assessment of the achievement of results as outlined in the performance plan: 6.6.1 Each KPI or group of KPIs shall be assessed according to the extent to which the specified standards or performance targets have been met (qualitative and quantitative) and with due regard to ad-hoc tasks that had to be performed under the KPI; 6.6.2 A rating on the five-point scale described in 6.9 below shall be provided for each KPI or group of KPIs which will then be multiplied by the weighting to calculate the final score; 6.6.3 The Employee will submit his self-evaluation to the Employer prior to the formal assessment; 6.6.4 In the instance where the employee could not perform due to reasons outside the control of the employer and employee, the KPI will not be considered during the evaluation. The employee should provide sufficient evidence in such instances; and 6.6.5 An overall score will be calculated based on the total of the individual scores calculated above.

  • Joint Assessment If the Premises are not separately assessed, Lessee's liability shall be an equitable proportion of the Real Property Taxes for all of the land and improvements included within the tax parcel assessed, such proportion to be conclusively determined by Lessor from the respective valuations assigned in the assessor's work sheets or such other information as may be reasonably available.

  • 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: a. Number or proportion of persons with Limited English Proficiency (LEP) eligible to be served or encountered by the program. b. Frequency with which LEP individuals come in contact with the program. c. Nature and importance of the services provided. d. Local or frequently used resources available to the Contractor. This group-needs assessment will serve as the basis for the Contractor’s determination of “reasonable steps” and provide documentary evidence of compliance with Cal. Gov. Code § 11135 et seq.; 2 CCR 11140, 2 CCR 11200 et seq., and 22 CCR98300 et seq. 2. The Contractor shall prepare and make available a report of the findings of the group-needs assessment that summarizes: a. Methodologies used. b. The linguistic and cultural needs of non-English speaking or LEP groups. c. Services proposed to address the needs identified and a timeline for implementation. [22 CCR 98310] 3. The Contractor shall maintain a record of the group-needs assessment on file at the Contractor’s headquarters at all times during the term of this Agreement. [22 CCR 98310, 98313]

  • 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). 6.3.2 Teachers shall use their professional judgment to determine which assessment and/or evaluation tool(s) from the Board list of preapproved assessment tools is applicable, for which student(s), as well as the frequency and timing of the tool. In order to inform their instruction, teachers must utilize diagnostic assessment during the school year.

  • No Joint Assessment Borrower shall not, and shall not permit Mortgage Borrower to, suffer, permit or initiate the joint assessment of any Individual Property (a) with any other real property constituting a tax lot separate from such Individual Property, and (b) which constitutes real property with any portion of such Individual Property which may be deemed to constitute personal property, or any other procedure whereby the lien of any taxes which may be levied against such personal property shall be assessed or levied or charged to such real property portion of the Individual Property, except as required by Legal Requirements.

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

  • Feasibility Study A feasibility study will identify the potential costs, service quality and other benefits which would result from contracting out the work in question. The cost analysis for the feasibility study shall not include the Employer’s indirect overhead costs for existing salaries or wages and benefits for administrative staff or for rent, equipment, utilities, and materials, except to the extent that such costs are attributable solely to performing the services to be contracted out. Upon completion of the feasibility study, the Employer agrees to furnish the Union with a copy if the feasibility study, the bid from the Apparent Successful Bidder and all pertinent information upon which the Employer based its decision to contract out the work including, but not limited to, the total cost savings the Employer anticipates. The Employer shall not go forward with contracting out the work in question if more than sixty percent (60%) of any projected savings resulting from the contracting out are attributable to lower employee wage and benefit costs.

  • Self-Assessment (a) Subject to clause 4.4(b), for Services that are Self-Assessable: (i) You must self-assess whether those Services are being delivered in compliance with the Quality Standards, using the self-assessment tool available on Our Website and in accordance with the Quality Framework; and (ii) You must promptly and, in any case, immediately upon request, provide a copy of Your self-assessment to Us. (b) Clause 4.4(a) does not apply if You hold any current Certification.

  • Environmental Assessment Buyer shall have the right for a period commencing upon execution of this Agreement by both parties and ending on November 28, 2012, to conduct an environmental assessment of the Assets, at Buyer’s sole risk, liability and expense. Seller shall make available to Buyer, during the environmental assessment period described above, Seller’s historical files regarding prior operations on the Assets, and provide Buyer and its representatives with reasonable access to the Assets to conduct the environmental assessment. Buyer shall provide Seller three (3) days prior written notice of a desired date(s) for such assessment and Seller shall have the right to be present during any assessment and, if any testing is conducted pursuant to Seller’s express prior written consent, Seller may require splitting of all samples. Notwithstanding any other provision of this Agreement to the contrary, Buyer shall not have the right to drill any test, monitor or other xxxxx or to extract samples of any air, soil, water or other substance from the Assets without Seller’s express prior written consent. If Buyer proposes a reasonable request to drill a test well or extract a sample pursuant to a systematic and customary procedure for the assessment of the environmental condition of the Assets and Seller refuses to grant its consent to such a well or sampling, then Buyer shall have the right, for a period of seventy-two (72) hours following notification of Seller’s refusal to consent, to deliver written notice to Seller of Buyer’s election to exclude from this transaction the portion of the Assets affected by such proposed test well or sample, and the Purchase Price shall be adjusted accordingly by the Allocated Value of such portion of the Assets so excluded. Under no circumstances whatsoever shall Seller ever be obligated to grant its consent to any such test xxxxx or sampling proposed by Buyer, and Buyer’s sole and exclusive remedy for any refusal by Seller to grant its consent shall be the limited right contained in the preceding sentence to exclude the affected Assets from the transactions contemplated by this Agreement. If Buyer fails to exercise the right to exclude such Assets by written notice to Seller delivered prior to the expiration of the seventy-two hour period described above, then Buyer shall be conclusively deemed to have waived such right and shall be obligated to purchase the affected Assets without conducting such testing or sampling or any adjustment of the Purchase Price unless otherwise provided in this Agreement.

  • Screening and Assessment Grantee shall: 1. Comply with all applicable rules in the TAC for SUD programs as stated in the SUD UM Guidelines Information, Rules, and Regulations regarding Screening and Assessment. 2. When documenting a CMBHS Substance Use Disorder screening, Grantee shall conduct the screening in a confidential, face-to-face interview unless there is documented justification for an interview by phone. 3. Document Financial Eligibility in CMBHS as required in the SUD UM Guidelines. 4. Conduct and document a CMBHS SUD Initial Assessment with the client to determine the appropriate levels of care for SUD treatment. The CMBHS assessment will identify the impact of substances on the physical, mental health, and other identified issues including Tuberculosis, Hepatitis C, sexually transmitted infection (STI), and Human Immunodeficiency Virus (HIV). i. If client indicates risk for these communicable diseases, Grantee shall refer the client to the appropriate community resources for further testing and counseling. ii. If the client is at risk for HIV, Grantee shall refer the client to pre and post- test counseling on HIV. 5. Grantee will also consider referring to the TRA Statewide HIV Intensive Residential Treatment facility to concurrently address medical needs and SUD. 6. If a client is living with HIV, Grantee will refer the client to the appropriate community resources to complete the necessary referrals and health related paperwork. 7. The assessment shall be signed by a Qualified Credential Counselor (QCC) and filed in the client record within three (3) service days of admission or a program may accept an evaluation from an outside entity if it meets the criteria for admission and was completed during the thirty (30) business days preceding admission.