Free Essay

Test

In:

Submitted By A00709344
Words 2765
Pages 12
Versión traducida de CAP6.doc ne of the primary features that distinguishes project management Una de las principales características que distingue a la gestión de proyectos de la dirección general es la atención especial a programación.
Remember from chapter 1 that Dr. JM Juran Dr. JM Juran dice que un proyecto es un problema programado para la solución.
Unfortunately, some people Scheduling is just one of the tools usedLa programación es sólo una de las herramientas utilizadas to manage jobs and should not be considered the primary one. para administrar los trabajos y no debe ser considerado el principal.
People today tend to acquire scheduling La gente de hoy tienden a adquirir la programación software, de los cuales hay abundancia, and think that will make them y pensar que los hacen los gestores de proyectos instantánea. They soon find No tardaron en encontrar que esa idea es equivocada. In fact, it is nearly
Esimpossible to use the software effectively imposible utilizar el software de forma eficaz unless you understand project management a menos que entienda de gestión de proyecto (and scheduling methodology in (Y la programación de la metodología en particular). en particular).
Gestión de proyectos no es sólo programación.
Suggestion: Whatever Sugerencia: Sea cual sea programación software que elegir, obtener algunos formación profesional sobre cómo usarlo.

In the early days of personal computers, there was aDo check out the instructor's knowledge of project managementSome of the people teaching the software know very little Algunas de las personas la enseñanza del software sabemos muy poco about project management itself, and, when you have questions, sobre el proyecto en sí de gestión, y, cuando tenga preguntas, they can't answer them. no puede responder.
You should expect to spend from two to three days of classroom Historia Programación
Until around 1958, the only tool for scheduling projects was the Hasta alrededor de 1958, la única herramienta para la programación de los proyectos fue el gráfico de barras (ver Figura 6-1). Because Henry Gantt developed a Debido a que Henry Gantt desarrolló un complete notational system for showing progress with bar sistema completo de notación para el progreso que muestra con la barra gráficos, que a menudo se llaman diagramas de Gantt. They are simple to herramienta a utilizar para la comunicación de los miembros del equipo de lo que tiene que hacer dentro de determinadotime frames. marcos de tiempo. Arrow diagrams tend to be too complicated for
Bar charts do have one serious drawback—it is very difficultLos gráficos de barras tienen un grave inconveniente: es muy difícil para determinar el impacto de un desface en una tarea en el resto del proyecto. La razón es que el gráfico de barras (en su formato original) no mostró las interdependencias de la obra. (Contemporary software does show links
(Software Contemporáneo se muestran enlaces entre las barras, lo que facilita su lectura. The actual name for El nombre real de los gráficos de barras es "la línea crítica de la ruta horarios.")
To overcome this problem, two methods of scheduling were Para superar este problema, dos métodos de programación se vieron desarrollado en la década de 1950 y principios de 1960, ya que ambos utilizan diagramas de flecha para capturar la secuenciales y paralelos relaciones entre los proyectos las actividades. One of these methods, developed
Uno de estos métodos, desarrollados por Du Pont, se llama Método Ruta Crítica (CPM), y el otro, desarrollado por los EE.UU. y la Marina Booze el, Allen, y el grupo de consultoría de Hamilton, se llama Programa de Evaluación y Revisión Técnica (PERT). En sentido estricto habla el método PERT hace uso de las técnicas de probabilidad, mientras que CPM no lo hace. In other words, with PERT it is possible PERT Diagramas de red es posible calcular la probabilidad de que una actividad se completa con un cierto tiempo, mientras que no es posible con la RPC. Network Diagrams
To show the sequence in which work is performed, diagrams like In these diagrams Task A is done La Figura 6.2 utiliza la actividad en los que la flecha representa el trabajo que se está haciendo y el círculo representa un evento. An event is binary ; that Un evento es binario, que es, o bien ha ocurrido o no es así. An activity, on the other In scheduling terminology, however, an En programación, sin embargo, la terminología, un evento es un punto específico en el tiempo en algo que acaba de comenzar o acaba de ser terminado.
72 Fundamentals of Project Management Figure 6-2. Figura 6-2. Arrow diagrams. Flecha diagramas.

The network in the top half of Figure 6-2 uses activity-onnode La red en la mitad superior de la figura 6.2 utiliza la actividad nodo la notación, que muestra el trabajo como una caja o nodo, y el flechas indican la secuencia en que se realiza el trabajo.
Events are not shown in activity-on-node networks unless they Los eventos no se muestran en el nodo de redes de actividades a menos que son hitos, puntos en el proyecto en el que grandes porciones de los trabajos se han completado.
Why two forms of diagrams? ¿Por qué dos formas de diagramas? Probably a tyranny to confuse Probablemente para confundir ya queya son desarrollados por diferentes profesionales.
Is one better than the other? Es uno mejor que el otro? No. N º
They both get the same results in figuring Ambos obtener los mismos resultados al calcular cuando el trabajo se supone que debe ser completado.
Both forms are still used, although Ambas formas se siguen utilizando, aunque actividad en el nodo se utiliza un poco más de la otra, simplemente porque gran parte de hoy software de ordenador personal es programada utilizar la notación nodo.
What is the benefit of using either ¿Cuál es la ventaja de utilizar ya sea CPM o PERT? The main advantage is
La principal ventaja es que se puede decir si es posible frente a una terminación de proyectos importantes fecha, y se puede decir también con exactitud cuándo diversas tareas deben estar terminadas a fin de cumplir ese plazo. Furthermore, you Además, se puede decir que las tareas tienen un margen de maniobra y que no lo hacen. In fact, both CPM De hecho, tanto CPM PERT y determinar la ruta crítica, que se define como la más larga serie de actividades (que no se puede hacer en paralelo) y que por tanto rige la forma en principios el proyecto pueda ser completado.

The Reason for Scheduling El Motivo de la Programación
Naturally, the primary reason for scheduling a project is to ensure Naturalmente, la razón principal para la planificación de un proyecto es asegurar that the deadline can be met. que el plazo puede cumplirse.
The critical path is La ruta crítica es the longest path el camino más largo a través de un proyecto network. red. Because it Debido a que no tiene holgura, todos los activities on the actividades en el ruta crítica deben Se completará según scheduled, or the programado, o la end date will begin fecha de finalización comenzaráto slip—one day for al deslizamiento de un día para cada día a la crítica activity is delayed. la actividad se retrasa. tify which activities will determine the end date, it also helpsIdentificar las actividades que determinará la fecha de finalización, sino que también ayuda guía de cómo el proyecto debe ser administrado.
However, it is easy to get carried away with scheduling anLa programación software en uso hoy en día debe ser visto como una herramienta, y los administradores should not become slaves to the tool. no deben convertirse en esclavos de la herramienta.

I am often told that scope and priorities A menudo me dijo que el alcance y las prioridades change so often in a given organization cambia tan a menudo en una organización determinada que no tiene sentido spend time finding critical paths. pasar tiempo para encontrar caminos críticos. There No son dos puntos vale la pena considerar aquí. One is that if scope is Una de ellas es que si el alcance es cambiando a menudo en un proyecto, no hay tiempo suficiente se gasta haciendo Frente definición y planificación. Scope changes most often Second, if priorities are changing often, management does En segundo lugar, si las prioridades están cambiando a menudo, la gestión se not have its act together. no tiene su acto juntos. Generally, the organization is trying to
We all have “wish lists” of things we want to do personally, but One company Una de las empresasfound that when encontraron que cuando tienepeople work on personas trabajan en varios proyectos, workers' productivity "Productividad de los trabajadores duplicado!

What does CPM have to do with this?
Thus, CPM can be an invaluable tool, when used properly. Por lo tanto, el CPM puede ser una herramienta de valor incalculable, si se utilizan adecuadamente.

Definitions of Network Terms Definiciones de los términos de redes
ACTIVITY An activity always consumes time and may also ACTIVIDAD Una actividad siempre consume tiempo y también puede consumen recursos. Examples include paperwork,
CRITICAL A critical activity or event is one that must be CRÍTICA Una actividad crítica o evento es uno que debe ser alcanzado por un tiempo determinado, que no tiene paralelo (slack or float) whatsoever. (Margen de demora o flotante)
CRITICAL PATH The critical path is the longest path through a network RUTA CRÍTICA El camino crítico es el camino más largo a través de una red and determines the earliest completion of y determina la primera conclusión de project work. proyecto de trabajo.
EVENTS Beginning and ending points of activities are EVENTOS Comienzo y final de los puntos de las actividades sonknown as events. conocidos como eventos. An event is a specific point in Un evento es un punto específico en time. tiempo. Events are commonly denoted graphically Reacciones se denota gráficamente por un círculo y puede llevar a la nomenclatura de identidad
MILESTONE This is an event that represents a point in a projectHITO Este es un evento que representa un punto en un proyecto of special significance. de especial importancia. Usually it is the completion Por lo general, es la realización of a major phase of the work. de una fase importante de la obra. Project reviews are
NETWORK Networks are called arrow diagrams. Redes RED se llaman diagramas de flecha. They provide Proporcionan a graphical representation of a project plan showinuna representación gráfica de un plan de proyecto que muestra the relationships of the activities. las relaciones de las actividades.
Scheduling Project Work 75
Constructing an Arrow Diagram La construcción de un diagrama de flechasAs was pointed out in chapter 5, a Work Breakdown Structure, un plan de la estructura (WBS) should be developed before work on the project is scheduled. (PEP) debe ser desarrollado antes de trabajar en el proyecto está programado.
The WBS is shown in Figure 6-3. El PEP se muestra en la Figura 6-3. general rule that you should never plan (or schedule) in more detail regla general que nunca se debe planear (o programa) con más detalle de lo que puede manejar. Some projects, such as overhauling a large
While planning in too much detail is undesirable, if you plan
A good rule of thumb to follow is Una buena regla a seguir es que ninguna tarea debe tener una duración mucho mayor de cuatro a seis semanas. A There are two ways you can develop a schedule.
Hay dos maneras en que puede desarrollar un programa. One is to Una de ellas esbegin at the end and work backward until you arrive at the beginning. empezar por el final y trabajar hacia atrás hasta llegar al principio. The second method is to start at the beginning and work El segundo método consiste en empezar por el principio y el trabajo toward the end. hacia el final. Usually, it is easiest to start at the beginning. Por lo general, lo más fácil es empezar por el principio.
The first step is to decide what can be done first. El primer paso es decidir qué se puede hacer en primer lugar. Sometimes A vecesseveral tasks can start at the same time. varias tareas puede empezar al mismo tiempo. In that case, you simply En ese caso, simplemente dibujarlos de lado a lado y empezar a trabajar desde allí. Note the pro- gression in the diagram in Figure 6-4. Figura 6-4 It sometimes takes severaIn doing this schedule diagram, I have una regla de la programación, que es diagrama de lo que es lógicamente posible, hacer frente a las limitaciones de recursos.
You will be worrying about who will be Usted se preocupa acerca de quién será available to do the work and end up in analysis paralysis. disponibles para hacer el trabajo y terminan en parálisis de análisis.
Schedules should be Los horarios deben serdeveloped according desarrollado de acuerdo a lo que es lógicamente possible, and posible, y asignación de recursos se debe hacer después. Esto dará lugar a la programación óptima. D
Figure 6-4Another rule is to keep all times in the same increments. Otra regla es mantener en todo momento los mismos incrementos. No mezcle horas y horario de minutos todo en cuestión de minutos, then convert to hours and minutes as a last step. I suggest that you draw your network on paper and check it It is also important to remembeTambién es importante recordar that there is usually no single solution que suele haber una única solución to a network problem. a un problema de red. That is, someone else might draw the
For example, you can't deliver La conclusión es que hay no single right solution, but a diagram solución única, sino un diagrama se puede decir que estar equivocado si viola logic. la lógica.
The network for the yard project tratar de capturar exactamente cómo vamos a hacer el trabajo, The next step is to figure out how long it will take to do the El siguiente paso es averiguar cuánto tiempo se tardará en hacer el job. Trabajo. Time estimates for each task are made by using history— Las estimaciones de tiempo para cada tarea se realiza mediante la historia- Remember, though, that the estimate is valid only for the individual Recuerde, sin embargo, que la estimación es válida sólo para el individuo who is going to do the task. que va a hacer la tarea. If my daughter, who is six-
It is hard to tell Es difícil saber whether a network si una red is absolutely correct, es absolutamente correcto, but it can be pero puede ser said to be wrong if dice que es incorrecto si logic is violated. la lógica es violado.
Another rule is to Otra regla es mantener todo el tiempo en el same increments. mismos incrementos.
Another rule is to keep all times in the same increments. Otra regla es mantener en todo momento los mismos incrementos.
Don't mix hours and minutes—schedule everything in minutes, No mezcle horas y horario de minutos todo en cuestión de minutos,
I have simply kept everything in minutes. It is also important to remember También es importante recordar that there is usually no single solution que suele haber una única solución to a network problem. a un problema de red. That is, someone else might draw the teen, does the lawn mowing using a push mower, it will probably
Key Points to Remember RESUMEN
÷ Project management is not just scheduling. ÷ La gestión del proyecto no es sólo la programación.
÷ Arrow diagrams allow an easier assessment of the impact of ÷ diagramas de flecha permiten una evaluación más fácil de los efectos de un desface en un proyecto que es posible con diagramas de Gantt.
÷ Schedule at a level of detail that can be managed. ÷ Horario en un nivel de detalle que puede ser manejado.
÷ No task should be scheduled with a duration much greater ÷ No debe ser programada una tarea con una duración mucho mayor de cuatro a seis semanas. Subdivide longer tasks to achieve this Subdividir ya las tareas para lograr este objective. objetivo. Software and engineering tasks should be divided y la ingeniería de software tareas deben dividirse even further, to durations not exceeding one to three weeks. aún más, la duración no exceda de una a tres semanas.

Exercise . Ejercicio. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
For the following WBS (Figure 6-5), draw an arrow diagram. Para la EDT siguiente (Figura 6-5), dibuje un diagrama de flechas

Similar Documents

Free Essay

Test Taking

...you feel about tests in general? I don’t like taking test because I always get of feeling of nervousness. My stomach gets all tied up in knots. The problem with taking test is a feeling of not remembering. It gets uncomfortable every time I have to take a test whether I study or not. 2. What are your first memories of being in a testing situation? What were your feeling, and why? My first memory of being in a testing situation is in high school. It was finals and I needed to pass this one course to graduate. It was a course that I detested, and I was horrible at it. This course was Trigonometry. I am not good in math period, but this course was a requirement. I felt that I was going to fail the course, and it was going to be a setback. It was a depressing feeling. 3. What make a test “good” and “bad” from your perspective? What make a test good is knowing what kind of test it, what is covered and how much a percentage is geared toward that test. How do I know that the test is good is when the instructor lets you know what is going to be on the test. A test is good when much preparation and work goes into it. The format or the structure of the test also make it good. When I think of a bad test, it mean no preparation, no work or study when into taking the test. A bad test is a test that is not put together well. The organization is not good and the test is very confusing. It can be a bad test when the person taking the test is ill-prepared...

Words: 528 - Pages: 3

Premium Essay

Test

...For • Practicality-This is probably by far, the biggest argument in favor of standardized tests. Aspects include: o Standardized tests are less time-consuming than more complicated assessments that need personal time with every student. o Standardized tests are easier to administer. There are explicit directions given and each student is given the same directions in the same way. o They are easier to grade, machines do it for us. o Very easy to use a computer to track progress and levels of achievement for different groups of students in different subjects. (Holloway) • Objectivity-It is very easy for a test to be objective, it doesn't have emotion or moods or biases. When giving more personal assessments, it is very possible that the teacher or person assessing the student can let their emotions or biases affect how they score that student. • Instigator of change-Standardized tests can be a powerful tool to change classroom and school practices (Gardner). We can use testing to tell us whether we have a problem (Gerstner). When we identify a problem in a classroom, school, or district we can then take active steps in correcting that problem. In addition, achievement data from tests provide teachers with valuable information to improve classroom and student learning (Gardner) • Accountability-Setting high expectations for students and holding them accountable for the same standards, leads to achievement gains. High-stakes testing forces students to take education...

Words: 1000 - Pages: 4

Free Essay

Test

...Quantitative research methods in educational planning Series editor: Kenneth N.Ross Module John Izard 6 Overview of test construction UNESCO International Institute for Educational Planning Quantitative research methods in educational planning These modules were prepared by IIEP staff and consultants to be used in training workshops presented for the National Research Coordinators who are responsible for the educational policy research programme conducted by the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ). The publication is available from the following two Internet Websites: http://www.sacmeq.org and http://www.unesco.org/iiep. International Institute for Educational Planning/UNESCO 7-9 rue Eugène-Delacroix, 75116 Paris, France Tel: (33 1) 45 03 77 00 Fax: (33 1 ) 40 72 83 66 e-mail: information@iiep.unesco.org IIEP web site: http://www.unesco.org/iiep September 2005 © UNESCO The designations employed and the presentation of material throughout the publication do not imply the expression of any opinion whatsoever on the part of UNESCO concerning the legal status of any country, territory, city or area or of its authorities, or concerning its frontiers or boundaries. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means: electronic, magnetic tape, mechanical, photocopying, recording or otherwise, without permission ...

Words: 13966 - Pages: 56

Free Essay

Test

...Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category test User Category...

Words: 588 - Pages: 3

Free Essay

Test

...Test Automation Criteria Benefit * How often do you believe the test should be run? * How many minutes are required for one tester to execute the test manually? * Will human intervention still be required to execute the test after automation? * Does the execution of the test require the tester to input a large amount of data (e.g. populating many fields or populating the same fields many times) via the gui interface? * Does the test require an inordinate amount of user interface actions (e.g. mouse clicks, validations)? * Will automating the test increase the productivity of the team? * Will automating the test allow us to increase test coverage? * Will automating the test allow us to increase the accuracy (exactness) and precision ( reproducibility or repeatability) of the test? * Is the execution of this test prerequisite to the execution of multiple other tests? Cost * How many hours of data preparation (e.g. querying data, setup within the application, etc.) is required for this test? * Is the test documented in such a way that someone other than the author can execute it, and is it stored in Quality Center? * What is the average number of times the test needs to be updated (e.g to reflect development changes) within a six month span? * Are the manual test steps currently up to date? * Are the systems and environments in which the test is run stable and consistently available? * Are third party systems involved...

Words: 276 - Pages: 2

Free Essay

Test

...academic scores and to include the family’s social, culture and educational background. Sandel states that the A 700 score for a student who attended poor public schools in the South Bronx has more meaning than that of a student from an Upper East Side of Manhattan. 2. What is the essence of Richard Dworkin's argument in support of affirmative action university admissions policies? b. Dworkin’s idea of the supporting argument on affirmative action in relations to the universities admission policies is stated that possibly the right at stake should be based according to academic criteria alone. The fact of being good at football, or coming from Idaho, or having volunteered in a soup kitchen. Dworkin views the facts of grades, test scores, and other measures of academic promise land me in the top group of applicants, therefore I should be admitted. One should be considered based on academic merit alone. 3. What does it mean to sever the idea of "moral desert" from our notions of what constitutes justice?  Would this be helpful? c. Severing the idea of “moral desert” signifies that our nation should reject the talents that one has that enable them to compete more successfully than others in not entirely one’s own doing. He also states an equally decisive contingency where the quality of societal values at any given time...

Words: 504 - Pages: 3

Free Essay

Standardized Tests

...Standardized Testing Standardized testing has been a key part in education for awhile now, but how effective is it really? Does it truly grasp the students’ individualities to highlight their unique abilities? Of course it does not, how can it? If this is true, however, why are they still vital to earn a high school diploma? Education was once about the students, not about the score. It was about enjoying the time in the classroom, creating a desire to want to know more. Standardized tests have taken this away from classrooms, they have caused many pupils to not enjoy the material they are taught while also taking the individualism, the one on one individual experiences, out of the classrooms. Education is no longer about the individual student. It is about the student body, making everyone the same or “equal”. Education should be fun. It should make the student desire to learn more. Francine Prose discusses this in her essay, I Know Why the Caged Bird Cannot Read. She talks of how each September she is more and more depressed when she receives her sons’ reading lists for the upcoming school year. Not only have the books they are forced to read not the best choices, but the information from the books is forced down the student’s throats. Students are not given the opportunity to read the books and enjoy them. Upon receiving the their assignments, they are also given worksheets and other assignments,outlining the information and key points they are expected understand...

Words: 1053 - Pages: 5

Free Essay

Standardized Tests

...Standardized Tests Sections I and II Sammy North DeVry University Standardized Tests Sections I and II Brittany, an honors student in Atlanta, Georgia, had worked hard her entire academic career to celebrate what would be her proudest moment in high school: commencement. She wanted to walk across the stage to the flash of cameras and the smiles of her family just like her classmates, and then journey off to a college in South Carolina where she had already been accepted. So she gathered her proud family members from Chicago and Washington, D.C., to come to share in her joy. Brittany watched as her classmates put on their caps and gowns and walked across the stage to receive their diplomas. But she did not, and instead waited all during the day to get a last-minute waiver signed. She continued to wait through the night, but it never came. She began to realize that if she graduated, it would not be quick or easy. Her problem was that she had not passed one of four subject areas in the state’s graduation test, which students must pass to earn a regular diploma. She is not alone. Thousands of students, such as Brittany, every year do not make it across the stage at graduation due to failing these state tests. And many of them, such as Brittany, were honors students who had fulfilled all the other requirements of graduation except this one (Torres, 2010). Stories such as this one are far too common and should not happen. We have the power to change the status quo, so that...

Words: 2702 - Pages: 11

Premium Essay

Standardized Test

...’ve always thought about attending a school where students don’t have to take tests mandated by the government. I just realized that it is possible. In the article “What Schools Could Use Instead of Standardized Test”, by Anya Kamenetz, it recommends that it might come true in future years. As of right now, attorneys and legislators have been trying to draft a bill that could get rid of the desire for a federal bubble test and dismiss the renewal of the rule that states no child left behind, but switching it with fast state wide evaluations. The debate over the elimination of the federal testing comes in conclusion of the increasing concern of the time amount of these students use to take this test and the increasing number of parents deciding to withdraw their children from these tests. The council of chief state school officers and broad and big school districts were in support of decreasing the number of standardized tests students take. Plenty democratic groups have come out and backed this idea. If Schools do drop the mandated government tests, Kamenetz advice of three different choices measuring national students The first choice that Kamenetz...

Words: 631 - Pages: 3

Free Essay

Test

...P a g e |1 BackTrack 5 guide 4: How to perform stealth actions Karthik R, Contributor You can read the original story here, on SearchSecurity.in. In previous installments of this BackTrack 5 how to tutorial, we have discussed information gathering and vulnerability assessment of the target system; explored network assessment, scanning and gaining access into the target; and, delved into privilege escalation tools. In this installment of the tutorial on BackTrack 5, how to perform stealth actions will be discussed. Why stealth? The objective of penetration testing is to replicate the actions of a malicious attacker. No attacker desires discovery of surreptitious entry into the network, and hence employs stealth techniques to remain unnoticed. The penetration tester needs to adopt the same stealth methods, in order to honestly assess the target network. http://searchsecurity.techtarget.in/tip/BackTrack-5-guide-4-How-to-perform-stealth-actions P a g e |2 Figure 1. The ‘maintaining access’ category in BackTrack 5, with a focus on OS backdoors. This installment of the BackTrack 5 how to tutorial deals with the “Maintaining Access” feature, within which are options for OS backdoors, tunneling and Web backdoors, as shown in Figure 1. OS backdoors > Cymothoa: Cymothoa is a stealth backdooring tool on BackTrack 5 that injects backdoor shell code into an existing process. This tool has been developed by codewizard and crossbower from ElectronicSouls. The general...

Words: 1111 - Pages: 5

Premium Essay

Pre And Post-Test Assessment

...Compare your experience in taking the pre and post-test assessment. For this post exam, I experienced more anxiety than with the previous assessment test. I reviewed APEA material for most of the week, so I felt better prepared in some areas. However, with this exam falling on a holiday week, it was difficult to maintain consistent review times. Physically, I felt like I was sitting for the actual exam, therefore, my stomach was unsettled. However, I was more focused on taking my time reading the questions instead of rushing through the exam. Compare the scores you received pre and post-test, and the areas of lowest and highest scores. How did you do? The results of the pre-test reveal the lowest scores in Diagnosis and the post-test evaluation indicate that this is an area in which I need to improve in. My scores were consistently high for Assessment, however, they dropped in Planning and Intervention. I believe the challenge is deciding the most appropriate intervention. The areas of Evaluation and Pharmocotherapeutics were improved....

Words: 1046 - Pages: 5

Premium Essay

Eco 410 Test Bank

...A++PAPER;http://www.homeworkproviders.com/shop/eco-410-test-bank/ ECO 410 TEST BANK ECO 410 Test Bank, All Possible Questions With Answers ECO 410 Week 2 Quiz 1: Chapters 1 and 2 ECO 410 Week 3 Quiz 2: Chapters 3 and 4 ECO 410 Week 4 Quiz 3: Chapters 5 and 6 ECO 410 Week 5 Quiz 4: Chapters 7 and 8 ECO 410 Week 6 Quiz 5: Chapters 9 and 10 ECO 410 Week 7 Quiz 6: Chapters 11 and 12 ECO 410 Week 8 Quiz 7: Chapters 13 and 14 ECO 410 Week 9 Quiz 8: Chapters 15 and 16 ECO 410 Week 10 Quiz 9: Chapter 17 and 18 ECO 410 Week 11 Quiz 10: Chapter 19 and 20 ECO 410 Quizzes and Exam Week 1 - 11 All Possible Questions With Answers ECO 410 Week 2 Quiz 1: Chapters 1 and 2 ECO 410 Week 3 Quiz 2: Chapters 3 and 4 ECO 410 Week 4 Quiz 3: Chapters 5 and 6 ECO 410 Week 5 Quiz 4: Chapters 7 and 8 ECO 410 Week 6 Quiz 5: Chapters 9 and 10 ECO 410 Week 7 Quiz 6: Chapters 11 and 12 ECO 410 Week 8 Quiz 7: Chapters 13 and 14 ECO 410 Week 9 Quiz 8: Chapters 15 and 16 ECO 410 Week 10 Quiz 9: Chapter 17 and 18 ECO 410 Week 11 Quiz 10: Chapter 19 and 20 ECO 410 Quizzes and Exam Week 1 - 11 All Possible Questions With Answers ECO 410 Week 2 Quiz 1: Chapters 1 and 2 ECO 410 Week 3 Quiz 2: Chapters 3 and 4 ECO 410 Week 4 Quiz 3: Chapters 5 and 6 ECO 410 Week 5 Quiz 4: Chapters 7 and 8 ECO 410 Week 6 Quiz 5: Chapters 9 and 10 ECO 410 Week 7 Quiz 6: Chapters 11 and 12 ECO 410 Week 8 Quiz 7: Chapters 13 and 14 ...

Words: 471 - Pages: 2

Free Essay

Eco 410 Test Bank

...ECO 410 TEST BANK A+ Graded Tutorial Available At: http://hwsoloutions.com/?product=eco-410-test-bank Visit Our website: http://hwsoloutions.com/ Product Description PRODUCT DESCRIPTION ECO 410 Test Bank, All Possible Questions With Answers ECO 410 Week 2 Quiz 1: Chapters 1 and 2 ECO 410 Week 3 Quiz 2: Chapters 3 and 4 ECO 410 Week 4 Quiz 3: Chapters 5 and 6 ECO 410 Week 5 Quiz 4: Chapters 7 and 8 ECO 410 Week 6 Quiz 5: Chapters 9 and 10 ECO 410 Week 7 Quiz 6: Chapters 11 and 12 ECO 410 Week 8 Quiz 7: Chapters 13 and 14 ECO 410 Week 9 Quiz 8: Chapters 15 and 16 ECO 410 Week 10 Quiz 9: Chapter 17 and 18 ECO 410 Week 11 Quiz 10: Chapter 19 and 20 ECO 410 Quizzes and Exam Week 1 – 11 All Possible Questions With Answers ECO 410 Week 2 Quiz 1: Chapters 1 and 2 ECO 410 Week 3 Quiz 2: Chapters 3 and 4 ECO 410 Week 4 Quiz 3: Chapters 5 and 6 ECO 410 Week 5 Quiz 4: Chapters 7 and 8 ECO 410 Week 6 Quiz 5: Chapters 9 and 10 ECO 410 Week 7 Quiz 6: Chapters 11 and 12 ECO 410 Week 8 Quiz 7: Chapters 13 and 14 ECO 410 Week 9 Quiz 8: Chapters 15 and 16 ECO 410 Week 10 Quiz 9: Chapter 17 and 18 ECO 410 Week 11 Quiz 10: Chapter 19 and 20 ECO 410 Quizzes and Exam Week 1 – 11 All Possible Questions With Answers ECO 410 Week 2 Quiz 1: Chapters 1 and 2 ECO 410 Week 3 Quiz 2: Chapters 3 and 4 ECO 410 Week 4 Quiz 3: Chapters 5 and 6 ECO 410 Week 5 Quiz 4: Chapters 7 and 8 ECO 410 Week 6 Quiz 5: Chapters 9 and 10 ECO 410 Week 7 Quiz 6: Chapters 11 and 12 ECO...

Words: 484 - Pages: 2

Premium Essay

Standardized Test Outline

...I. Standardized test give an unfair advantage to some groups, with the contrast only widening throughout the decades. A. The wealthier class are more prepared than the poor class. 1. Since the 1960s, the contrast of standardized test results between those with wealth and those in poverty have widened by 60%. 2. Students in wealthier environments have greater access to methods and classes that help them prepare specifically for standardized tests. B. Whites and Asians have an advantage over Latinos and African Americans. 1. Although the African American and Latino students make up about 70% of the total student body, they are consistent in scoring lower on standardized tests in New York. 2. Schools in Virginia require a smaller percent...

Words: 615 - Pages: 3

Premium Essay

Standardization Test

...these test has become important for teachers since a student may take a least one standardized test per year. And therein lies the problem; relying heavily on standardized test, whether or not these test actually have reliable scores and are worth the extensive focus. Standardized test negatively affect student learning because they focus on certain topics and generate unreliable test scores due to certain factors. These factors include limitation of creativity, narrowing of curriculum, use of outdated methods, repetition, race and gender. In my research I have found significant data supporting my views. But first it is important to understand what standardized tests are. Standardized tests are different from other testing because they have uniform procedure. This means that they have the same time limits, fixed set of questions, and the scoring is also carefully outlined and uniform. Standardized test are usually scored objectively but there can be some questions such as a short answer question or personality questions which can be scored differently. Almost all test can be classified as informal or formal; a test given and create by a teacher is informal, but a standardized test is classified as formal (Mehrens and Lehmannn). There are certain characteristics a test must have to be a standardized test. The first characteristic is that the test must be designed by a specialist. These specialists have been trained in measurement and principles of test development...

Words: 1511 - Pages: 7