The Story of Lovers in Emily Brontes Wuthering Heights :: Wuthering Heights Essays

The Story of Lovers in Wuthering Heights  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚      Set in England on the Yorkshire Moors in the 19th century, Emily Brontà «Ã‚ ¹s novel Wuthering Heights is the story of lovers who try to withstand the separation of social classes and keep their love alive. The main characters, Catherine Earnshaw and Heathcliff grew up on a middle class English countryside cottage called Wuthering Heights. Heathcliff was the servant and Catherine the daughter of the owner of Wuthering Heights. As children, Heathcliff and Catherine were the best of friends, a friendship which turned to love with the coming of age. Catherine married a man of the upper class society and was forced to end her love affair with Heathcliff. Catherine was happy in her marriage at first but later became overwhelmed with her desire to be with Heathcliff. She was forced to distinguish the difference between her love for Heathcliff and her love for her new life with money. In the end, Catherine Earnshaw’s husband, Edgar Linton, died and Catherine finally realized that money and social class were not as fulfilling as her desire to have passion in her life, a desire which could only be met by Heathcliff. Throughout the book, Catherine tried to discover who she was and what exactly she wanted. In chapters 6 and 7, Catherine thought that she had finally discovered who she was and what she wanted. These chapters are the pinnacle of the story. It was the point in the book where the social classes were determined and Catherine’s love for Heathcliff was forced to be supressed. Heathcliff and Catherine were still young and playing together innocently one day. This was before Catherine became a member of the upperclass society and realized that she could not love Heathcliff because of his social class. Heathcliff and Catherine wandered beyond the secure gates of Wuthering Heights to a large estate owned by Edgar Linton called Thrushcross Grange. They spyed through one of the windows and were caught by Linton. Heathcliff managed to escape in time but Catherine injured herself and was taken in by Linton ¹s servants. Catherine stayed at Thrushcross Grange while Heathcliff returned to W uthering Heights. She stayed at the estate for several weeks being nursed by Linton and his servants. The time she spent with Linton caused her to fall in love with him, causing her to permanently be separated from Heathcliff and the lower class life she used to know.

Formative and Summative Assessment Essay

Assessment is a term that includes all of the various methods used to determine the extent of an individual’s achievement. In teaching and learning situation, assessment refers to the methods used to determine achievement of learning outcomes. Similarly in professional contexts, assessment is concerned with the achievement of professional standards or competence.(Aranda & Yates,2009). Assessment also provides a number of major benefits including: †¢ Grading: assessment may be used to define achievement and to measure the students’ preparedness for professional challenges. †¢ Motivation: assessment may focus on real learning by creating an opportunity that carries with it the rewards of completion or grades. †¢ learning process: assessment activities can guide individuals to learn and relearn subject content efficiently. †¢ Feedback: assessment provides opportunities for individuals to monitor the quality of their performance and identify areas for improvement. PURPOSE OF ASSESSMENT It is easy to become so immersed in the job of teaching that we lose sight the exact purpose of a assessment. There is then the possibility that we are overlooking another form of assessment which might be more appropriate. We actually assess students for quite a range of different reasons – motivation, creating learning opportunities, to give feedback (to both students and staff), to grade, and as a quality assurance mechanism (both for internal and external systems). Because all too often we do not disentangle these functions of assessment, without having really thought it through assessments are frequently trying to do all these things, to varying degrees.(Oxford Brookes University,2011). In fact it is arguable that while it is desirable for assessments meeting the first three of these functions to be conducted as often as possible, the final two do not need to be done anywhere near so frequently; it is simply important that they are done somewhere. The implications of this are that while an essay question, where all the answers are double marked and the marks count towards the students’ final grades, may fulfil all these functions, for all assessments to be this rigorous would be prohibitively expensive in staff time, while a peer-assessed seminar presentation, which does not count towards the students’ final grades but is simply a course requirement, could fulfil the first three functions and may not even require a tutor to be present. FORMATIVE ASSESSMENT Formative assessment is typically contrasted with summative assessment. The former supports teachers and students in decision-making during educational and learning processes, while the latter occurs at the end of a learning unit and determines if the content being taught was retained.(Wikipedia,2013). Formative assessment is not distinguished by the format of assessment, but by how the information is used. The same test may act as either formative or summative. However, some methods of assessment are better suited to one or the other purpose. CHARACTERISTICS OF FORMATIVE ASSESSMENT During formative assessment, learning is the shared goal of both teacher and student and alterations to the teaching and learning process take place as needed to further the goal. This allows both the teacher and the student the opportunity for assessment and improvement as an ongoing process instead of an end product. Formative assessments are assessments for learning, rather than assessments of learning, according to the Association for Supervision and Curriculum Development. Focused Formative assessments are focused on the learning process as well as the learning progress. While other assessments may only focus on the end result, formative assessments check the students progress consistently so that adjustments can be made to reach learning goals. Ongoing A formative assessment is consistent and ongoing throughout the learning process. It differs from assessments that focus on the end result. Ongoing assessments give both teachers and students the chance to make adjustments to teaching and learning strategies so learning ultimately takes place. Immediate While other forms of assessment focus on the end result, formative assessments provide immediate feedback to both teachers and students due to ongoing assessment practices. The immediate feedback teachers and students experience can be used to motivate and further learning. LIMITATIONS OF FORMATIVE ASSESSMENTS Although offering many benefits, effective formative assessment can be difficult to achieve at scale. It may be logistically impossible to provide detailed descriptive feedback for each student in a large class. Even with a smaller number of students to deal with, formative assessment is time-consuming as it requires significant, ongoing dedication and effort from the teacher to sustain. This is especially true when combined with the summative assessments teachers are required to complete. The layered accountability chain in education — student to teacher, teacher to school, school to district, etc. — creates systemic pressure for student performance to be objectively and comparatively measurable at each level. Formative assessment, by definition, doesn’t easily provide that kind of accountability. This explains why, although the advantages of formative assessment have been repeatedly articulated since the distinction between it and summative assessment was first made in 1967, empirical studies continue to show that very few teachers consistently make use of it in actual practice. SUMMATIVE ASSESSMENT Summative assessment measures attainment and allows for the recording of the learning progress. It usually takes the form of tests and examinations, though it is becoming increasingly common for summative assessment to include other tasks such as a project completed during the school year. This move away from assessments based on a single examination gives learners the opportunity to perform to the best of their ability. Not all learners perform well under examination pressure. Furthermore,examinations do not always lend themselves to eliciting the range of language structures and uses that have been the objective of teaching CHARACTERISTICS OF SUMMATIVE ASSESSMENT The results of summative assessment allow us to determine the degree to which learners have attained specific learning objectives. Such a decision may have an important consequence on learners’ future prospects. It is therefore crucial that not only is the assessment valid, but that the results obtained are reliable. Validity relates to whether the assessment tasks assess what they intend to assess. Reliability, on the other hand, refers to the results obtained and whether these would be the same if the same learners took the assessment on another occasion provided that no further learning had taken place and regardless of who marked the assessment if more than one person was involved in the process. (Summative assessment,2005). Whether summative assessment is norm-or criterion-referenced will be determined by the purpose of the assessment. If we need to select the best candidates to, for example, continue with their education, then norm-referencing would be appropriate. However, if we are interested in whether candidates have mastered certain skills, then we would not get the required information through norm-referencing.(Meason) For example, when assessing airline pilots we are interested in whether they can fly a plane safely to a very high level of proficiency. Knowing which trainees were the best would not suffice since it is possible that no trainee of a given group would have reached the required standard to safely fly a plane LIMITATIONS OF SUMMATIVE ASSESSMENT Students can face anxiety in preparation for a test, an anxiety that grows as the perception of the test’s significance grows. Summative tests advise schools to commit to prolonged pretesting procedures and preparation classes, which can increase student anxiety.(Spiral). In addition, some students simply do not test well, and the result is a testing procedure that fails to adequately assess the real talents of individual students, while a formative assessment would allow a teacher to evaluate these conditions and better assess a student’s ability Summative assessments fan have an overall negative impact on student self-esteem, resulting from the perception of inferiority that standardized tests can give test-takers. Students who perform poorly on standardized tests were found to suffer from lower self-esteem in situations where these same students had not previously exhibited signs of self-esteem problems.(Boggiano,1992). Even students who perform average or well on standardized tests can suffer from the failure to meet their own higher expectations. The result can be a reduction in educational motivation.(Hammond). EXAMPLES OF FORMATIVE AND SUMMATIVE ASSESSMENT FROM TEACHING AND LEARNING PERSPECTIVE CONCLUSION In my view,both types of assessments are better,that is a balanced assessment.A balanced assessment system in one in which a variety of assessments are used for a variety of purposes and communications about results facilitates student involvement and ownership of learning.Formative assessment can be vital importance in helping the teacher and students determine the quality of learning that is taking place and can allow them to forecast the results of summative tests some time in advance of the summative testing.Such results can be used as the basis for altering the teaching learning situation early enough to change the immediate as well as alter the forecast. Learning is a process which can be observed and evaluated as it is taking place.Formative evaluation can be used to make the process more effective long before the summative evaluation.Recognition of the interaction among formative evaluation teaching and learning and summative evaluation can do much to improve teaching and lea rning before it is too late. REFERENCES Aranda S,Yates P.An Overview of assessment.Canberra: (EdCaN),Australia;(2009).Retrieved from: www.edcan.org/pdf/edCanOverview.pdf Boggiano A,Pittman T. Achievement and Motivation: A Social-Developmental Perspective.(Eds).(1992).Cambridge Press.New York. Hammond,K.eHow.Education.Summative assessment weaknesses.Retrieved from: http://www.ehow.com/info_8568251_summative-assessment-weaknesses.html Meason C.eHow.Education.Characteristics of Formative assessment.Retrieved from http://www.ehow.com/list_6732311_characteristics-formative-assessment.html Oxford Brookes University.(2011).Purpose of Assessment.Retrieved from: www.brookes.ac.uk/services/ocsld/resources/assessment/purposes.htm Spira M.eHow.Education.Disadvantages of Formative Assessment.Retrieved from http://www.ehow.com/info_8502289_advantages-disadvantages-formative-assessment.html Stiggins,R.,Arter,J.,Chappuis,S.(2008).Classroom assessment for student learning.Educational Testing Service.Retrieved from: http://www.bcsd.org/district.cfm?subpage=55380 ‎Summative assessment.(2005).Retrieved from http://cd1.edb.hkedcity.net/cd/eng/tba_eng_sec/web/3_1w.htm Spira M.eHow.Education.Disadvantages of Formative Assessment.Retrieved from http://www.ehow.com/info_8502289_advantages-disadvantages-formative-assessmen

Gettysburg College Acceptance Rate, SAT/ACT Scores, GPA

Gettysburg College is a private liberal arts college with an acceptance rate of 45%. Founded in 1832 and located in Gettysburg, Pennsylvania, Gettysburg has a strong teaching focus with a 9-to-1  student / faculty ratio  and an average class size of 18. Gettysburgs strengths in the liberal arts and sciences have earned the college a chapter of the prestigious  Phi Beta Kappa  honor society. With a music conservatory, a professional performing arts center, and an institute on public policy, Gettysburg offers its students a wide array of rewarding social and educational experiences. In athletics, the Gettysburg Bullets compete in the NCAA Division III  Centennial Conference. ï » ¿Considering applying to this competitive college? Here are the admissions statistics you should know. Acceptance Rate During the 2017-18 admissions cycle, Gettysburg College had an acceptance rate of 45%. This means that for every 100 students who applied, 45 students were admitted, making Gettysburgs admissions process competitive. Admissions Statistics (2017-18) Number of Applicants 6,269 Percent Admitted 45% Percent Admitted Who Enrolled (Yield) 26% SAT Scores and Requirements Gettysburg has a test-optional standardized testing policy. Applicants to Gettysburg may submit SAT or ACT scores to the school, but they are not required.  Gettysburg does not provide data regarding the number of applicants who submit SAT scores. SAT Range (Admitted Students) Section 25th Percentile 75th Percentile ERW 635 710 Math 635 700 ERW=Evidence-Based Reading and Writing This admissions data tells us that of those students who submitted scores during the 2017-18 admissions cycle, most of  Gettysburgs admitted students fall within the  top 20% nationally  on the SAT. For the evidence-based reading and writing section, 50% of students admitted to Gettysburg scored between 635 and 710, while 25% scored below 635 and 25% scored above 710. On the math section, 50% of admitted students scored between 635 and 700, while 25% scored below 635 and 25% scored above 700. While the SAT is not required, this data tells us that a composite SAT score of 1410 or higher is competitive for Gettysburg. Requirements Gettysburg College does not require SAT scores for admission. For students who choose to submit scores, note that Gettysburg participates in the scorechoice program, meaning that the admissions office will consider your highest score from each individual section across all SAT test dates. Gettysburg does not require the essay portion of the SAT or SAT Subject tests. ACT Scores and Requirements Gettysburg College has a test-optional standardized testing policy. Applicants may submit SAT or ACT scores to the school, but they are not required. Gettysburg does not provide data regarding the number of applicants who submit ACT scores. ACT Range (Admitted Students) Section 25th Percentile 75th Percentile Composite 26 30 This admissions data tells us that of those who submitted scores during the 2017-18 admissions cycle, most of Gettysburgs admitted students fall within the  top 18% nationally  on the ACT. The middle 50% of students admitted to Gettysburg received a composite ACT score between 26 and 30, while 25% scored above 30 and 25% scored below 26. Requirements Note that Gettysburg does not require ACT scores for admission. For students who choose to submit scores, Gettysburg participates in the scorechoice program, meaning that the admissions office will consider your highest score from each individual section across all ACT test dates. Gettysburg does not require the ACT writing section. GPA In 2018, 62% of Gettysburgs admitted freshmen ranked in the top 10% of their high school class. Gettysburg College does not provide data about admitted students high school GPAs. Self-Reported GPA/SAT/ACT Graph Gettysburg College Applicants Self-Reported GPA/SAT/ACT Graph. Data courtesy of Cappex. The admissions data in the graph is self-reported by applicants to Gettysburg College. GPAs are unweighted. Find out how you compare to accepted students, see the real-time graph, and calculate your chances of getting in  with a free Cappex account. Admissions Chances Gettysburg College, which accepts just fewer than half of applicants, has a competitive admissions pool. However, Gettysburg also has a  holistic admissions  process and is test-optional, and admissions decisions are based on much more than numbers. A strong  application essay  and  glowing letters of recommendation  can strengthen your application, as can participation in meaningful  extracurricular activities  and a  rigorous course schedule. The college is looking for students who will contribute to the campus community in meaningful ways, not just students who show promise in the classroom. While not required, Gettysburg recommends  interviews  for interested applicants. Students with particularly compelling stories or achievements can still receive serious consideration even if their grades and scores are outside of Gettysburgs average range. In the graph above, the blue and green dots represent accepted students. As you can see, the majority of admitted students had high school grades of A- or better, combined SAT scores of 1200 or higher, and ACT composite scores of 26 or better. If your SAT or ACT scores are below the optimal range for Gettysburg you can take advantage of the colleges  test-optional admissions policy. If You Like Gettysburg College, You May Also Like These Schools Lehigh UniversityConnecticut CollegeTrinity CollegeIthaca CollegeBoston UniversityGeorgetown UniversityCornell UniversityUniversity of RichmondColgate UniversityDickinson CollegeBucknell UniversityCollege of William Mary All admissions data has been sourced from the National Center for Admissions Statistics and Gettysburg College Undergraduate Admissions Office.