...Deduces the final product as a set of correlated tasks contributing to the whole. A grade is not given for each criterion. Does not offer comprehensive feedback to the student, it is often more subjective, efficient and easier to create. On the other hand, Analytic scoring gives learners at least a rating score for each criterion, however often analytic scoring offers instructors plentiful room to deliver some feedback on each criterion. Every single part is scored separately to avoid unfairness. Provides significant and explicit feedback along multiple proportions. It is more challenging to create and is overwhelming and time consuming. If large numbers of students need to be placed into writing courses with limited time and limited resources, a holistic scoring may be the most appropriate choice in terms of practicality. For practical and economic reasons, holistic (one item evaluation) scoring should be used, but to evade uncertain idiosyncratic scores, analytic scoring (with several evaluation items) is strongly recommended. Analytic scoring measures the precision, strengths, faults in students’ work and multiple objectives that are incorporated in the essay. While, holistic scoring evaluates ingenuity. Analytic scoring should typically be used to check understanding of new material and the students' ability to compose a spotless and accurate piece. Alternatively, if...
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...REVOLUTION ANALYTICS WHITE PAPER Advanced ‘Big Data’ Analytics with R and Hadoop 'Big Data' Analytics as a Competitive Advantage Big Analytics delivers competitive advantage in two ways compared to the traditional analytical model. First, Big Analytics describes the efficient use of a simple model applied to volumes of data that would be too large for the traditional analytical environment. Research suggests that a simple algorithm with a large volume of data is more accurate than a sophisticated algorithm with little data. The algorithm is not the competitive advantage; the ability to apply it to huge amounts of data—without compromising performance—generates the competitive edge. Second, Big Analytics refers to the sophistication of the model itself. Increasingly, analysis algorithms are provided directly by database management system (DBMS) vendors. To pull away from the pack, companies must go well beyond what is provided and innovate by using newer, more sophisticated statistical analysis. Revolution Analytics addresses both of these opportunities in Big Analytics while supporting the following objectives for working with Big Data Analytics: 1. 2. 3. 4. Avoid sampling / aggregation; Reduce data movement and replication; Bring the analytics as close as possible to the data and; Optimize computation speed. First, Revolution Analytics delivers optimized statistical algorithms for the three primary data management paradigms being employed to address...
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...Assessment Tools Paper Liberty University Online Abstract The paper covers six different assessment tools used to determine children’s learning profiles. This includes his or her interests, ability/intellectual level, achievement level, and personality type. Findings contain the Strong Interest Inventory, the Reynolds Intellectual Assessment Scales (RIAS), the Stanford-Binet Intelligence Scales, Fifth Edition (SB5), the National Assessment of Educational Progress (NAEP), the End-of-Course-Tests (EOCT), and the Myers-Briggs Type Indicator. Each section will answer key questions and give a short description of the given assessment tool. The goal of the paper is to understand the assessment tools available to discover the differences in students so that a teacher can adapt instruction to their needs. I. Interests A. Strong Interest Inventory The Strong Interest Inventory’s theoretical framework was developed in 1974 by John Holland. This theory is represented by a hexagon with the six themes that characterize most people. The order of the themes is called the R-I-A-S-E-C order and those most closely related are adjacent and those most dissimilar are across from each other. The Strong Interest Inventory assesses which theme or combination of themes characterizes an individual. The inventory contains 291 items that cover occupation, subject area, activities...
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...Linking Assessment and Instruction for Students with Disabilities Final Exam Study Guide Information of each of these topics can be found in the notes, textbook, class handouts, and presentation handouts Introduction to Assessment and the Law – Chapter 1 Define and identify examples of formative and summative assessment * Formative assessment * On going evaluation * Less formal * Used to adjust and monitor progress * Summative assessment * Evaluation at the end of a unit/ year * More formal * Assess student competency with a unit Identify and apply the 6 principles of IDEA * Procedural Due Process * Zero Reject * To include all students * Nondiscriminatory * To determine whether a student has a disability * The nature of special education and related services * Appropriate Education * To provide benefit and progress toward outcomes by following the IDEA process * Least restrictive environment * To ensure IEP outcomes by ensuring access to general education curriculum, extracurricular, and other activities * Parent and Student Participation Identify the impact of ESEA/NCLB on schools * Accountablility fro results * School safety * Parental choice * Teacher quality * Scientific based methods of teaching evidence based practices * Local flexibility * Standards-based education * Current * performance ...
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...A peer-reviewed electronic journal. Copyright is retained by the first or sole author, who grants right of first publication to the Practical Assessment, Research & Evaluation. Permission is granted to distribute this article for nonprofit, educational purposes if it is copied in its entirety and the journal is credited. Volume 14, Number 13, June 2009 ISSN 1531-7714 A Guide to Writing the Dissertation Literature Review Justus J. Randolph Walden University Writing a faulty literature review is one of many ways to derail a dissertation. This article summarizes some pivotal information on how to write a high-quality dissertation literature review. It begins with a discussion of the purposes of a review, presents taxonomy of literature reviews, and then discusses the steps in conducting a quantitative or qualitative literature review. The article concludes with a discussion of common mistakes and a framework for the self-evaluation of a literature review. Writing a faulty literature review is one of many ways to derail a dissertation. If the literature review is flawed, the remainder of the dissertation may also be viewed as flawed, because “a researcher cannot perform significant research without first understanding the literature in the field” (Boote & Beile, 2005, p. 3). Experienced thesis examiners know this. In a study of the practices of Australian dissertation examiners, Mullins and Kiley (2002) found that, Examiners typically started reviewing a dissertation with...
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...Research Paper Your name: Chris Woolford Your Capella email address: cwoolford@capellauniversity.edu The course number: BUS3004 Instructor name: Richard Sands Date submitted: 07/15/2012 Title of your paper: How information technology changed investing Introduction Let’s discuss Information technology and how it has changed the way we invest in today’s society. The New Era of technology shapes everything that we do within the financial world. Modern technology has changed the way investing has been done in previous years by providing the market easier access, which appears to be faster and inexpensive. With that being said it has allowed money managers to have access to unlimited information at their fingertips. Information technology also has its down falls when it comes down to investing due to security issues. In today’s society you have people who have the knowledge to gain access to your investments and pilferage from your investments. There are many different ways how someone can gain access to your investments and how to prevent it from happening to you. How information technology changed investing Information technology has been the biggest breakthrough in investments it has opened a whole new world for investors. This world has opened up the stock exchange to become open 24 hours a day and 7 days a week and 365 day a year and investors can have access to it at any place in the world via computer or smart phone Apps. As you are reading this, technology...
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...Market Data / Supplier Selection / Event Presentations / Best Practice / Template Files / Trends & Innovation Online Reputation and Buzz Monitoring Buyer's Guide 2010 Online Reputation and Buzz Monitoring Buyer's Guide 2010 Published April 2010 All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording or any information storage and retrieval system, without prior permission in writing from the publisher. Copyright © Econsultancy.com Ltd 2010 Econsultancy 4th Floor, The Corner 91-93 Farringdon Road London EC1M 3LN United Kingdom Econsultancy New York 41 East 11th St., 11th Floor New York, NY 10003 United States Telephone: +1 212 699 3626 http://econsultancy.com help@econsultancy.com Telephone: +44 (0) 20 7269 1450 Contents 1. Introduction ..................................................................... 1 1.1. About Econsultancy ..................................................................... 1 2. Executive Summary ......................................................... 2 3. Market trends .................................................................. 4 3.1. 3.2. 3.3. 3.4. 3.5. 3.6. 3.7. Market set for strong growth as rise of social media increases importance of online reputation ................................. 4 Buzz monitoring becomes a hygiene factor for businesses seeking to manage risk .........................
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...9 July 2010 1 LET 1 Table of Contents Unit 1 - Citizenship in Action Chapter 1: Foundations of Army JROTC and Getting Involved U1-C1-L1 Army JROTC - The Making of a Better Citizen U1-C1-L2 The Past and Purpose of Army JROTC U1-C1-L3 Moving Up in Army JROTC - Rank and Structure U1-C1-L4 The Signs of Success U1-C1-L5 Your Personal Appearance and Uniform U1-C1-L6 The Stars and Stripes U1-C1-L7 Proudly We Sing - The National Anthem U1-C1-L8 American Military Traditions, Customs, and Courtesies 3 9 13 21 25 37 45 51 Unit 2 - Leadership Theory and Application Chapter 1: Being a Leader U2-C1-L1 Leadership Defined U2-C1-L2 Leadership Reshuffled U2-C1-L3 Leadership from the Inside Out U2-C1-L4 Principles and Leadership U2-C1-L5 Sexual Harassment/Assault Chapter 2: Leadership Skills U2-C2-L1 Steps from the Past U2-C2-L2 Roles of Leaders and Followers in Drill U2-C2-L3 Using Your Leadership Skills/Taking Charge 57 61 67 73 77 81 85 89 Unit 3 - Foundations for Success Chapter 1: Know Yourself – Socrates U3-C1-L1 Self Awareness U3-C1-L2 Appreciating Diversity through Winning Colors U3-C1-L3 Personal Growth Plan U3-C1-L4 Becoming an Active Learner U3-C1-L5 Pathways To Success (QBOL) Chapter 2: Learning to Learn U3-C2-L1 Brain Structure and Function U3-C2-L2 Left and Right Brain Functions U3-C2-L3 Learning Style and Processing Preferences U3-C2-L4 Multiple Intelligences Chapter 3: Study Skills U3-C3-L1 ...
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...Cityworks® Empowering GIS™ for Asset Management, Permitting, Licensing, and more! InPrint Spring 2013 In This Issue: Cityworks GIS-centric Platform Scalability from the Top, Down Cityworks Contracts Module Harnessing Cloud Computing InPrint Empowering GIS TM for Asset Management, Permitting, Licensing, and more! Advisory Board: Brian Haslam, President & CEO Carl Horton, Chief Technology Officer George Mastakas, Vice President of Enterprise Solutions Wayne Hill, Vice President of Client Relations Tom Palizzi, Vice President of Marketing and Sales Brent Wilson, Executive Director of Sales Steve Thomas, Executive Manager, Customer Support Cityworks® Editor’s Page Scalability W InPrint Staff: Editor in Chief: Tom Palizzi Managing Editor: Kaye Ryser Associate Editor: Lindsay Ferguson Copy Editor: Reece Hanzon Graphic Design: Kent Hepworth Graphic Design: Rachel Haslam Advertising: Cindy Curletti Subscription: To subscribe, change your address, or cancel your subscription: inprint@cityworks.com Contact Us: Tel: 801-523-2751 Email: info@cityworks.com Archives available at: www.cityworks.com Azteca Systems Inc. 11075 South State Street, Suite 24 Sandy, UT 84070 801-523-2751 www.cityworks.com e hear the word scalability used extensively to describe today’s technology. For all intents and purposes, it is typically used to illustrate a solution’s ability to accommodate a variety of needs and preferences. Most software starts as a solution to a...
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...Grade 5 Georgia Department of Education November 2014 All rights reserved. Assessment Guide Assessment Guide Georgia Milestones Grade 5 EOG Assessment Guide THE GEORGIA MILESTONES ASSESSMENT SYSTEM GEORGIA MILESTONES END-OF-GRADE (EOG) ASSESSMENTS ASSESSMENT GUIDE 2 3 3 TESTING SCHEDULE 4 DEPTH OF KNOWLEDGE DESCRIPTORS DEPTH OF KNOWLEDGE SKILLS AND QUESTION CUES 4 6 SCORES 7 ENGLISH LANGUAGE ARTS (ELA) DESCRIPTION OF TEST FORMAT AND ORGANIZATION CONTENT MEASURED GRADE 5 ENGLISH LANGUAGE ARTS (ELA): DOMAIN STRUCTURES AND CONTENT WEIGHTS ITEM TYPES ENGLISH LANGUAGE ARTS (ELA) EXAMPLE ITEMS ENGLISH LANGUAGE ARTS (ELA) ADDITIONAL SAMPLE ITEMS ENGLISH LANGUAGE ARTS (ELA) ADDITIONAL SAMPLE ITEM KEYS ENGLISH LANGUAGE ARTS (ELA) EXAMPLE SCORING RUBRICS AND EXEMPLAR RESPONSES ENGLISH LANGUAGE ARTS (ELA) WRITING RUBRICS 8 8 9 10 11 11 21 34 36 40 MATHEMATICS DESCRIPTION OF TEST FORMAT AND ORGANIZATION CONTENT MEASURED GRADE 5 MATHEMATICS: DOMAIN STRUCTURES AND CONTENT WEIGHTS ITEM TYPES MATHEMATICS EXAMPLE ITEMS MATHEMATICS ADDITIONAL SAMPLE ITEMS MATHEMATICS ADDITIONAL SAMPLE ITEM KEYS MATHEMATICS EXAMPLE SCORING RUBRICS AND EXEMPLAR RESPONSES 46 46 47 48 49 49 53 61 63 SCIENCE DESCRIPTION OF TEST FORMAT AND ORGANIZATION CONTENT MEASURED GRADE 5 SCIENCE: DOMAIN STRUCTURES AND CONTENT WEIGHTS ITEM TYPES SCIENCE EXAMPLE ITEMS SCIENCE ADDITIONAL SAMPLE ITEMS SCIENCE ADDITIONAL SAMPLE ITEM...
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...English Language Proficiency Assessment in the Nation: CURRENT STATUS AND FUTURE PRACTICE Edited by Jamal Abedi U N I V E R S I T Y O F C A L I F O R N I A , D AV I S • S C H O O L O F E D U C A T I O N Copyright © 2007 The Regents of the University of California The work reported herein was supported in part by the National Research and Development Centers, PR/Award Number R305A050004, as administered by the U.S. Department of Education’s Institute of Education Sciences (IES). The findings and opinions expressed in this report are those of the author(s) and do not necessarily reflect the positions or policies of the Institute of Education Sciences, or the U.S. Department of Education. T his study required the participation of all fifty states, their assessment directors, particularly those involved with the NCLB Title III assessments. Their cooperation and patience is much appreciated, and their dedication to educating young people is greatly admired. We cannot thank the states enough for their collaboration with this project. Many people generously contributed to the development of this report. We are especially indebted to the chapter authors for their invaluable contributions and for their patience throughout this process. Sue Rigney from the U.S. Department of Education contributed greatly to the quality of this work by providing excellent comments and suggestions. We are so grateful for her support, advice and contribution to this report. Kathleen Leos of the U.S...
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...Oracle® Business Intelligence Applications Installation Guide for Informatica PowerCenter Users Release 7.9.6.4 E35271-01 November 2012 Provides the steps to install and set up Oracle Business Intelligence Applications Release 7.9.6.4. Oracle Business Intelligence Applications Installation Guide for Informatica PowerCenter Users, Release 7.9.6.4 E35271-01 Copyright © 2009, 2012, Oracle and/or its affiliates. All rights reserved. Primary Author: P Brownbridge This software and related documentation are provided under a license agreement containing restrictions on use and disclosure and are protected by intellectual property laws. Except as expressly permitted in your license agreement or allowed by law, you may not use, copy, reproduce, translate, broadcast, modify, license, transmit, distribute, exhibit, perform, publish, or display any part, in any form, or by any means. Reverse engineering, disassembly, or decompilation of this software, unless required by law for interoperability, is prohibited. The information contained herein is subject to change without notice and is not warranted to be error-free. If you find any errors, please report them to us in writing. If this is software or related documentation that is delivered to the U.S. Government or anyone licensing it on behalf of the U.S. Government, the following notice is applicable: U.S. GOVERNMENT END USERS: Oracle programs, including any operating system, integrated software, any programs installed...
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...Honolulu University 2015 Exploring Different Data Collection Methods Statistical Methods in Business & Economics (BUS405) Ching Sum Jessie Ha (80600402) Honolulu University 2015 Exploring Different Data Collection Methods Statistical Methods in Business & Economics (BUS405) Ching Sum Jessie Ha (80600402) Introduction Data is collected to learn the effectiveness of a particular tool in preventing defects or to look into the cause of a particular defect (Burrill, Ledolter, p.381). Data removes the trepidation and uncertainty of an unknown element. One reason for collecting data is to gain an understanding of the data by organizing and graphing the individual values (Albert, Rossman, p.1). Secondly, and most importantly, collecting data helps draw conclusions about a larger group of information (Albert, Rossman, p.1). There are other reasons to collect data. Data also helps people to understand the processes with which they work. Data can also be collected for the purpose of process control. Numerous manufacturing processes use feedback data to adjust an input, such as temperature, in order to keep the output at the desired level. Feedback data from quality control activities can be used to make adjustments that result in more products meeting their requirements (Burrill, Ledolter, p.381). Data can also be used to improve processes with the intent of increasing productivity. ‘Data is nothing, unless interpreted and turned into useful information.’ Data...
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...Current Research IN READING / LANGUAGE ARTS Understanding Assessment: Putting Together the Puzzle SHEILA W. VALENCIA UNIVERSITY OF WASHINGTON, SEATTLE “No one test or assessment should be asked to serve all the assessment purposes. We need, at this point, a system made up of articulated components, glued together by their adherence to content standards and serving explicit purposes for assessment.” —National Council for Education Standards and Testing, 1992 discussions, and more. Now, 10 years later, we are hearing the same reminder (Brennan, Kim, WenzGross, Siperstein, 2001; Herman, 2001; International Reading Association, 1999). In fact, in July 2001 members of the National Education Association, the nation’s largest teacher’s union, endorsed a policy calling for a combination of standardized tests and other assessment tools such as teacher designed assessments when making important educational decisions (Blair & Archer, 2001). Assessment has always been a part of the educational landscape. However, because assessment can serve so many different purposes and can come in so many different forms, it has been confusing and, sometimes, it has been the subject of contentious debate. Unfortunately, as a result, many of us have come to view assessment as a necessary evil, a requirement rather than a helpful part of instruction. But assessment IS a critical part of instruction and it CAN be useful if we understand the pieces of the puzzle. As far back as 1992, when...
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...Introduction WELCOME The TPR Plan Welcome to The Princeton Review! We’re delighted that you chose us to help you prepare for the GMAT. This course provides two important benefits: • A review of the content tested by the GMAT • Test-taking strategies to help you maximize your performance The Quantitative (or Math) section of the GMAT tests concepts from high school arithmetic, algebra, and geometry. The Verbal section measures your reading, grammar, and logical reasoning skills. The Analytical Writing Assessment essay tests your organization and writing skills. The Integrated Reasoning section tests much of the same content that you see on the Math and Verbal sections but does so using question formats that often display data in charts or tables. You have seen most of these topics previously, in high school or elsewhere. However, you probably haven’t used these skills in quite some time. This course will review these areas and introduce you to a few topics you may not have seen before. In addition to reviewing the material tested by the GMAT, you will learn testtaking strategies to help you best use your knowledge within the format of the test. You will learn the traps the test writers set for you and learn how to avoid them. You will learn how to use the multiple-choice format to your advantage. We’ll cover everything you need to know to meet the specific challenges posed by the GMAT. Use the multiple-choice format to your advantage. Structure...
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