...Graded Assignments 4 Unit 1 Journal 1: Personal Narrative 4 Unit 1 Journal 1: Personal Narrative Handout 6 Unit 1 Journal 2: Civic Narrative 9 Unit 1 Journal 2: Civic Narrative Handout 11 Unit 1 Assignment 1: What Would You Do? 12 Unit 2 Journal 1: Personal Narrative 13 Unit 2 Journal 1: Personal Narrative Handout 15 Unit 2 Journal 2: Civic Narrative 19 Unit 2 Journal 2: Civic Narrative Handout 20 Unit 2 Journal 3: Article Response 22 Unit 2 Assignment 1: What Would You Do? 23 Unit 2 Assignment 2: Declaration of Independence and Public Safety 25 Unit 3 Journal 1: Car Commercials 26 Unit 3 Journal 2: Personal Narrative 27 Unit 3 Journal 2: Personal Narrative Handout 28 Unit 3 Journal 3: Civic Narrative 31 Unit 3 Journal 3: Civic Narrative Handout 32 Unit 3 Journal 4: Taste vs. Judgment 34 Unit 3 Presentation 1: What Would You Do? 35 Unit 3 Assignment 1: Habits That Hinder Thinking 36 Unit 4 Journal 1: Invention Exercise 37 Unit 4 Journal 1: SWOT Analysis Template 38 Unit 4 Journal 2: Personal Narrative 39 Unit 4 Journal 2: Personal Narrative Handout 41 Unit 4 Journal 3: Civic Narrative 43 Unit 4 Journal 3: Civic Narrative Handout 44 Unit 4 Assignment 1: What Would You Do? 46 Unit 4 Assignment 2: Invention White Paper 47 Unit 5 Journal 1: Personal Narrative 48 Unit 5 Journal 1: Personal Narrative Handout 49 Unit 5 Journal 2: Civic Narrative 51 Unit 5 Journal 2: Civic Narrative Handout 53 Unit 5 Assignment 1: What Would...
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...Grading Systems at the Secondary Level, p.1 Running Head: GRADING SYSTEMS AT THE SECONDARY LEVEL Investigating the Consistency of Grading Systems at the Secondary Level Lindsay Mollo December 1, 2008 Educational Leadership, Course 608 Clinical Projects in Educational Leadership Professor Barbara Miller Grading Systems at the Secondary Level, p.2 Table of Contents Abstract ....................................................................................................3 Introduction..............................................................................................4 Review of Literature.................................................................................7 Problem Statement and Action Research Questions ................................14 Design and Methods ...............................................................................18 Data Analysis .........................................................................................21 Action Plan.............................................................................................25 Appendix A ............................................................................................30 References ..............................................................................................31 Grading Systems at the Secondary Level, p.3 Abstract Educators employ grading systems to assess and to evaluate the knowledge students have gained from a lesson, unit, or course of instruction. The...
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...checklist of the important things you wish to consider in your assessment planning. For these tasks, please use the Activity Forms provided for you. For your proposed plan for process-oriented assessment, it is recommended that you use the format that you agreed in your Assessment-2 class. Please remember that the rubrics are part and parcel of your assessment plan. OBSERVATION NOTES | Name of the School Observed: Cagayan State University Andrews CampusYear level & Section: III-J Subject Area: Social ScienceSubject Matter: Micro and Macro Economics Topic: Four Production ProblemsObserved teacher: Mr. Roger Ramos Objective: Perform a simple role-play showing ways on how to solve the four production problems. | Describe in bullets the performance-based activity you observe. * The performance-based assessment task that was given to us portrays real-life situation wherein we were able to use and apply the information we acquired during the discussion. It was an authentic assessment task that is embedded in a context that has some meaning or purpose beyond school or beyond the bounds of the classroom lesson or unit. * It involves all domains of learning: * Cognitive- we are able to use the information that we acquired by thinking on what possible way or solution can we use to address the production problems given to us. * Affective- through performing real-life situations, we were able to appreciate and understand the significance of the topic into our...
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...[pic] [pic] |School of Arts and Humanities | |Course Number: HIST101 | |Course Name: American History to 1877 | |Credit Hours: 3 | |Length of Course: 8-Weeks | |Prerequisite: None | |Table of Contents | |Instructor Information |Evaluation Procedures | |Course Description |Grading Scale | |Course Scope |Course Outline | |Course Objectives |Policies |Course Delivery Method |Academic Services | |Course Materials |Selected Bibliography | |Instructor Information ...
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...A test or examination is an assessment intended to measure a test-taker's knowledge, skill, aptitude, physical fitness, or classification in many other topics (e.g., beliefs). A test may be administered orally, on paper, on a computer, or in a confined area that requires a test taker to physically perform a set of skills. Tests vary in style, rigor and requirements. For example, in a closed book test, a test taker is often required to rely upon memory to respond to specific items whereas in an open book test, a test taker may use one or more supplementary tools such as a reference book or calculator when responding to an item. A test may be administered formally or informally. An example of an informal test would be a reading test administered by a parent to a child. An example of a formal test would be a final examination administered by a teacher in a classroom or an I.Q. test administered by a psychologist in a clinic. Formal testing often results in a grade or a test score.[1] A test score may be interpreted with regards to a norm or criterion, or occasionally both. The norm may be established independently, or by statisticalanalysis of a large number of participants. A standardized test is any test that is administered and scored in a consistent manner to ensure legal defensibility.[2]Standardized tests are often used in education, professional certification, psychology (e.g., MMPI), the military, and many other fields. A non-standardized test is usually flexible in scope...
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...Division of Fine Arts, Speech and Commercial Music Northwest College ARTS 1303 – Art History I CRN 42838 – Spring 2015 SPBR Campus - Room 602 / 8:00-9:30am / T,R Credit:3 / 3 hour lecture course / 48 hours per semester Course length : 16 weeks/ Type of Instruction Traditional (Face-to-Face) Instructor: David Swaim Instructor Contact Information: Email: david.swaim@hccs.edu Phone: (713) 718-5674 Due to changes in the state core curriculum this syllabus is subject to change!!!! Office location and hours SPBR room AD4 hours: 7:15-8:00 am and as per class discussion Please feel free to contact me concerning any problems that you are experiencing in this course. You do not need to wait until you have difficulties or have received a poor grade before asking for my assistance. Your performance in my class is very important to me. I am available to hear your concerns and just to discuss course topics. Feel free to come by my office anytime during these hours. Course Description This course is a global investigation of the styles and methods of artistic production covering Prehistoric through Gothic periods. Media studied include: drawing, painting, sculpture, architecture, printmaking, textiles, ceramics, and metal arts. Using this framework, universal themes are studied within their historical, political, economic, theological, sociological, and ethnic contexts. Prerequisites Must be placed into college-level reading and college-level writing Academic...
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...foundation for responding effectively to the ethical challenges of corporate citizenship and value creation in a competitive global economy. (2 credits) Syllabus Table of Contents Page Topic 2 Bibliography & Learning Resources 6 Calendar, Seminar Structure, Theme Briefs, Content 42 Seminar Preparation Toolkit 48 Learning Objectives, Graded Assignments, Deliverables 59 General Academic Policies 61 Supplemental Readings on Learning Theory bibliography learning resources ------------------------------------------------- Bibliography of Required and Suggested Readings Required: Appiah, Kwame (2010). The Honor Code: How Moral Revolutions Happen. New York & London: Norton. Chapters 1 & 5. Ariely, Dan (2012). “Why We...
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...ENGLISH HANDBOOK -“Welcome to my evil lair…” -Mr. Braiman Brooklyn High School of the Arts www.mrbraiman.com http://handbook.mrbraiman.com “EVIL” Welcome to my evil classroom lair. In order to become full-fledged evil “minions,” you need to read this handbook carefully. It explains everything you need to know. “English,” as you may know, is shorthand for “English Language Arts.” Being that we are in an Arts school, but one where academics must and always do come first, it is important that we approach the subject as what it is: an art form. How does one study the arts? What exactly do we do when we study drawing, sculpture, music, or dance? Well, anyone who has studied the arts will tell you that studying the arts essentially involves two things: • Learning about, and developing an awareness of and appreciation for, existing works of art in that particular form; • Developing the skills and techniques associated with the art form, in order to create our own works. In the case of language arts, much like any other art form, we will be studying existing works of art (i.e., reading books, stories and poems), and developing the skills to produce our own (i.e., writing). That’s what English Language Arts is. We will also be preparing ourselves for New York State’s Regents Comprehensive Examination in English, which we’ll all be taking in June. This two-day, six-hour, four-part exam requires no specific knowledge or content, but it does require the skills to listen, read,...
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...Financial Plan 10 Unit 7 Assignment 1: Calculating Credit Scores 11 Unit 8 Assignment 1: Writing a Prospective Schedule 12 Unit 9 Assignment 1: Using Social Media for Job Searches 14 Unit 10 Assignment 1: Putting the Finishing Touches on Your ePortfolio 15 Laboratory Assignments 17 Unit 1 Lab 1: Personal Persistence Narrative 17 Unit 1 Lab 2: Grit Test 21 Unit 2 Lab 1: Optimism 24 Unit 2 Lab 2: Self-Control 25 Unit 3 Lab 1: Curiosity in Modern Times 27 Unit 3 Lab 2: Integrity Matters 28 Unit 4 Lab 1: Create a Research Summary Memorandum 29 Unit 5 Lab 1: Resolving Systemic Conflict: Scenario Analysis 31 Unit 6 Lab 1: Time Value of Money 32 Unit 6 Lab 2: Budget Exercise 33 Unit 7 Lab 1: Calculating House Cost 35 Unit 7 Lab 2: Delayed Gratification 37 Unit 8 Lab 1: Initiative Reflection 39 Unit 8 Lab 2: Time Management Reflection 40 Unit 9 Lab 1: Creating a Professional Profile 41 Unit 10 Lab 1: Creating a Personal and Professional Development Plan 43 Graded Assignments Unit 1 Assignment 1: It Takes Courage Course Objectives and Learning Outcomes Apply tools for overcoming obstacles and tools of connection to various business and personal scenarios. Evaluate choices for overcoming obstacles given several sample case studies. Assignment Requirements Answer the...
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...Compliance Interview and Report Assignment BA 3301 Legal Environment of Business Associate Professor Lee Usnick, JD I. ASSIGNMENT OVERVIEW Virtually all business activities conducted in the United States are highly regulated, not only by governmental entities, but by professional entities as well. Compliance with all federal, state, and local laws and regulations is a prerequisite to the long term health and survival of a business. Also important is compliance with standards issued by the professional and accrediting bodies responsible for licensing and certification. Certain industries are more regulated than others. For example, health care, financial services, and public utilities are all highly regulated with extensive licensing and operational standards. When a business fails to comply with all applicable regulations and standards, the business and the individuals who manage it can face a variety of sanctions, from loss of license and program certification, to civil and criminal sanctions including monetary penalties and prison. In this assignment, you will learn how a person working in your selected industry meets the challenges of current compliance requirements. It is not necessary to address all aspects of compliance in this industry or selected company. Rather, you should educate yourself in broad terms about the kinds of governmental and industry standards covering your interviewee's business, then select a few key aspects to explore in depth with your...
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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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...TEACHER’S ATTITUDES TOWARDS TEACHING, PATTERN OF CLASSROOM INTERACTIONS AND PUPILS ACHIEVEMENT IN SCIENCE A thesis Presented To the Faculty of the Graduate School RAMON MAGSAYSAY MEMORIAL COLLEGES General Santos City In Partial Fulfillment Of the Requirement of the Degree Master of Arts in Education By WILFREDO PIL UTRERA January 2012 APPROVAL SHEET This thesis entitled “TEACHER’S ATTITUDE TOWARDS TEACHING, PATTERNS OF CLASSROOM INTERACTIONS AND PUPILS’ ACHIEVEMENT IN SCIENCE” prepared and submitted by Wilfredo Pil Utrera, in partial fulfillment of the requirements for the degree leading to Master of Arts in Education, has been examined and is recommended for acceptance and approval for Oral Examination. JOHNNY S. BANTULO, MA . Adviser Comprehensive Examination – Passed ------------------------------------------------------------------------------------------------------------ PANEL OF EXAMINERS GERALDINE D. RODRIGUEZ, Ed. D. Chairman ___________________________ ___________________________ Panel Member Panel Member ___________________________ Panel...
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...A comprehensive literature review was completed, reflecting best practices in assessment, evaluation, and grading in nursing. This annotated bibliography of the literature is organized into four areas: assessment and evaluation in (a) the classroom, (b) the online environment, (c) clinical practice, and (d) learning and simulation laboratories. There is a fifth section that provides references on the assessment of psychomotor learning and performance; that section is not annotated. This work was completed by members of ELAC and its subcommittees as noted above. 1 CLASSROOM ASSESSMENT Ahmad, N. (2002). Evaluation of teaching: Through eyes of students. Plano: Institutional Research Office, Collin County Community College District. This article reviews the student evaluations instruments used to evaluate learning and faculty in the classroom. The purpose of this article was to search for come standardized instruments of student evaluations. Instruments used are: Individual Developmental and Educational Assessment (IDEA), Student Assessment of Learning Gains( SALG), Instructional Assessment System (IAS), Student Instructional Report II (SIR II), Course/Instructor Evaluations Questionnaire (CIEQ), Student Evaluation of Educational Quality (SEEQ), San Francisco State University Instrument, Indiana University at Bloomington’s Multi-Op (Multiple Option System of Course and Instructor Evaluation), Student Evaluation of Instruction...
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...Investigation ...............................................................................10 1. Review Prior Reports .............................................................................................10 2. Consult with District Attorney Woodall and the SBI .......................................10 3. Request Input from the Public..............................................................................11 4. Secure Access to FERPA Information ................................................................11 5. Distribute Broad Document Preservation Directive .........................................11 Collection and Review of Electronic Documents ...........................................................11 Personal Interviews ..............................................................................................................12 Review of Student Transcripts and Academic Records ..................................................13 Review of Student...
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...performance appraisal process Identify the major steps we can take to avoid problems with the appraisal process Briefly discuss the differences between evaluative performance reviews and developmental performance reviews Define the following terms: Performance management Performance appraisal Motivation Traits Behaviors Results Critical incidents method Management by Objectives (MBO) method Narrative method or form Graphic rating scale form Behaviorally Anchored Rating Scale (BARS) form Ranking method 360° evaluation Bias Stereotyping Electronic Performance Monitoring (EPM) Chapter 8 Outline Performance Management Systems Performance Management Versus Performance Appraisal The Performance Appraisal Process Accurate Performance Measures Why Do We Conduct Performance Appraisals? Communicating Decision Making (Evaluating) Motivating (Developing) Evaluating and Motivating (Development) What Do We Assess? Trait Appraisals Behavioral Appraisals Results/Outcomes Appraisals Which Option Is Best? How Do We Use Appraisal Methods and Forms? Critical Incidents Method Management by Objectives (MBO) Method Narrative Method or Form Graphic Rating Scale Form...
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