...Not too long ago, I was asked to submit a personal writing assessment for an English class. That was my first time to really look back and think of how I feel about writing. Now, as I reflect once again on my writing history and experience, it made me realize just how I used to love writing creatively during my younger days. I was born and raised in the Philippines. I started school at the age of four so I guess I started scribbling the letters of the alphabet by that time. But officially, I was able to compose paragraphs by second or third grade. We were constantly asked to submit book reports and all sorts of paper—experiment papers, assignments, and compositions—in English (except for Filipino and Social Studies subjects), but...
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...The escape. I woke up on a summer day, birds chirping, children playing, but all the joy and the innocence of this was behind me. I couldn't just get up and play, or sing, because I was chained to a wall. This is what happens in this country when you commit something really bad. The war finished a few years ago but the situation here wasn’t as beautiful as some people tried to show it. My friends and I were caught by police while we were having my 23rd birthday party. They just came in and took us somewhere. I was lying in my own filth, tied up for several days, without being able to go to the toilet; it's not a pretty sight. My body was slowly wasting away, no food, and only drops of water, I felt like I was slowly passing away even though I still didn’t know where I was or what I had done. I could see my team-mates, my friends, slowly going insane. They were talking in their sleep, screaming for freedom, but what was the point. The guards treated us like animals. Finally, after the next two days the guard unchained me and said, ‘’C’mon you murderer, get up, you are able to go for a 30-minute walk.’’ And after that I realised what had happened. We were caught by police by mistake... I was trying to talk to the guards there but no... They didn’t want to listen, they were just laughing at me. However, there was one old guard that was different to all the other ones there. He talked to me and told me what had happened and what I had done. He said that FBI and police were looking...
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...French Writing Controlled Assessment (Mon hero) La personne que j'admire est mon oncle, Olufemi Oloyede. Il est le frère de mon père. Il a quarante-huit ans. Il habite au Nigeria, à Lagos et Il a habité depuis vingt-cinq ans. Il n'a rien accompli de particulièrement spécial, mais je crois que il est respecté parce que sa profession. Apres avoir étudié médicine à l'université, Il a spécialisé dans Cardiologique. Quelle bonne idée! Je l'aime parce qu’Il a étudié très bien à l'école sans hésiter, malgré le fait qu’il a fallu dix ans. Il était vraiment travailleur. Alors même qu’Il travaille beaucoup, Il n'est jamais fatigué ou éculé. La plupart du temps il ne plaignait jamais. Mon Oncle est grand et forte. Il porter toujours un costume car Il a souvent dit qu’ils sont à la mode. Ses vêtements sont toujours bien propres. Il est savant, judicieux et drôle, plus drôle, à mon avis que tous les autres. Il est moins strict que mes parents. Il a deux sœurs et deux frères. Il est marié et a deux enfants. Une fille de dix-sept ans et un garçon de deux ans. Mon Oncle est mon héro parce que Il m’a inspiré à devenir docteur. Je travaillerai dur et si je deviens médecin, Je lui serais reconnaissant. J'étais sur le point étudier la musique, car toujours, je pensais que devenir un docteur, ce serait trop dur. Cependant, selon moi, Il a transformé mon opinion et mon but. C'est pourquoi mon oncle est mon...
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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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...LADLAN-A/1/2005±2008 DLL301-Q/1/2005±2008 LLL301-E/1/2005±2008 97636509 3b2 SDLANG style CONTENTS FOREWORD xii STUDY UNIT 1 _______________________________________________________________________ OUTCOMES-BASED EDUCATION AND LANGUAGE TEACHING 1 1.1 INTRODUCTION 2 1.2 WHY DID SOUTH AFRICA'S EDUCATION SYSTEM NEED TO CHANGE? 3 1.3 WHAT IS OUTCOMES-BASED EDUCATION? 3 1.3.1 What are the characteristics of outcomes-based education? 3 1.3.2 The difference between the old and the new approach 4 1.4 OUTCOMES-BASED EDUCATION PRINCIPLES AND TERMINOLOGY 6 1.4.1 Learning area 6 1.4.2 Critical outcomes 7 1.4.3 Learning outcomes 8 1.4.4 Assessment standards 9 1.4.5 Assessment 9 1.4.6 Themes 9 1.5 PLANNING AN OUTCOMES-BASED EDUCATION LEARNING UNIT 11 1.6 OVERVIEW OF THE STUDY UNIT 11 1.7 CONCLUSION 12 STUDY UNIT 2 _______________________________________________________________________ TEACHING LANGUAGE IN A MULTICULTURAL CONTEXT 13 2.1 INTRODUCTION 14 2.2 MULTILINGUALISM 14 2.3 HOME LANGUAGE, FIRST AND SECOND ADDITIONAL LANGUAGES 15 2.4 SWITCHING AND MIXING CODES 16 2.5 LANGUAGE TEACHING IN A MULTICULTURAL CONTEXT 18 2.6 CULTURE AND LANGUAGE TEACHING 19 iii 2.7 LANGUAGES WITH HIGH AND LOW STATUS IN SOUTH AFRICA 21 2.8 OVERVIEW OF THE STUDY UNIT 23 2.9 CONCLUSION ...
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...The Educator as Assessor EDAHOD5 UNISA Assignment 1 by Student number 30557623 Question 1: Assessment instrument 1 Strategies for Assessment Learners, in pairs, have to prepare and deliver an oral presentation of any genre and topic, as agreed upon with the educator. The length of delivery should not exceed 10 minutes. The following assessment rubric will be used by the other learners in the class to assess the presentation. 1a. Subject/learning area 1b. Lesson topic to be assessed 1c. Grade to be assessed English FAL Oral presentation in pair: (with guidance from teacher on choice of topic and format of presentation if necessary) Grade 11 2. Learning outcome/topic Learning outcome 1 (NCS): Listening and speaking: The learner is able to listen and speak for a variety of purposes, audiences and contexts. to be assessed 3. Assessment standards applied (the exact assessment standards that will apply will depend on the genre (debate, research report, narration, argument, etc.) of oral presentation the pair of learners opt for) We know this when the learner is able to: a) demonstrate knowledge i) learn about and share ideas and concepts, comment on experiences, of different forms of oral defend a position, make an unprepared response, read aloud, tell a story; communication for social purposes: ii) interact in group discussions by expressing own ideas and opinions and listening to and respecting those of others, while engaging with a range of issues such as inclusivity and...
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...Educator Guide to the 2014 Grade 7 Common Core English Language Arts Test THE UNIVERSITY OF THE STATE OF NEW YORK Regents of The University MERRYL H. TISCH, Chancellor, B.A., M.A., Ed.D. ................................................................ ANTHONY S. BOTTAR, Vice Chancellor, B.A., J.D. ............................................................... ROBERT M. BENNETT, Chancellor Emeritus, B.A., M.S. ....................................................... JAMES C. DAWSON, A.A., B.A., M.S., Ph.D. .......................................................................... GERALDINE D. CHAPEY, B.A., M.A., Ed.D. ........................................................................... HARRY PHILLIPS, 3rd, B.A., M.S.F.S. .................................................................................... JAMES R. TALLON, Jr., B.A., M.A. .......................................................................................... ROGER B. TILLES, B.A., J.D. ................................................................................................... CHARLES R. BENDIT, B.A. ..................................................................................................... BETTY A. ROSA, B.A., M.S. in Ed., M.S. in Ed., M.Ed., Ed.D. ............................................. LESTER W. YOUNG, Jr., B.S., M.S., Ed.D. .............................................................................. CHRISTINE D. CEA, B.A., M.A., Ph.D. .......................
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...ASSESSMENT 1 DETAILS: MUSIC BRAND ANALYSIS (worth 50% of overall module mark) School: Media, Culture and Society Module: Identity, Opportunity & Exploitation / MUSC10007 CRN600 Year: 4 Semester: 2 Due: 03 April 2015 Assessment Description: For this assessment you are required to write a brand analysis for a music brand of your choice. Choices must be submitted to and approved by the lecturer via email NO LATER THAN 5PM 04 MARCH 2015. If you have not submitted a brand for approval by this deadline, the mark for your brand analysis assessment will be reduced by 5 points. A music brand can be any of the following: • An artist (e.g., Lady Gaga, the Rolling Stones) • A record label (e.g., Ministry of Sound, Nettwerk) • A venue (e.g., King Tut’s Wah-Wah Hut, the Cavern Club) • A music product (e.g., Gibson guitars, Marshall amplifiers) • A music service (e.g., BandCamp, SoundCloud) • Another music-oriented subject, (pending lecturer approval) All brands must be submitted to the lecturer for approval via email by NO LATER THAN 5PM 04 MARCH 2015 to ensure the selected brand will be an appropriate case study for the assessment. Note: only one case study per brand will be allowed per class. If more than one student selects the same brand for study, decisions will be made on a first-past-the-post basis. If your brand is not available for study, you must make an alternate selection. It is therefore recommended you select several...
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...English Language Learner’s Assessment English Language Learners, (ELL), have specific tests and procedures that the ELL teacher must follow in order to properly assess each student’s level of proficiency in English. After interviewing the English Language Learner teacher at our school, assessing ELL students gives the both the home teacher and ELL teacher the information needed to develop a SIOP, (Sheltered Instruction Observation Protocol), for each student. First, all new students are given a home language survey for their parents to fill out. If any language other than English is recorded on the survey, the student is given the WAPT in which this test identifies students who are English Language Learners. Language proficiency levels are determined through the ACCESS test which is given once a year in the early spring, and when the correct levels of English proficiency is determined, then the English Language Learner teacher will devise a plan specially designed to help the ELL student progress in learning English. The students are assessed in listening, speaking, reading, and writing the English language. They are scored on a rubic: one-entering, two-beginning, three-developing, four-expanding, five-bridging, and six-reaching. Then, the results from this assessment are used to make a learning plan for the student. This is a formal assessment, while informal assessments are used and vary throughout the school year. Teachers, (both home and ELL) are given the ACCESS...
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...MGT8034 Assessment page 1 Assessment Assessment scheme The assessment for Strategic management of human resources and innovation has two case studies and an on-line test. Description Marks out of Wtg(%) Due date On-line test (see study desk) 100 20% Friday, 18 December 2015 Case study 1 (2000 words) 100 40% Friday, 15 January 2016 Case study 2 (2000 words) 100 40% Friday, 05 February 2016 On-line test (due to be completed by Friday 18 December, 2015) Please note, the on-line test relates to 20 multiple choice questions prepared from the main text Millmore et al, 2007, Strategic human resource management: contemporary issues. Prentice Hall. To pass this test, you must have acquired a copy of this textbook. You can acquire a copy of the text by contacting the USQ cooperative bookshop where both your texts (i.e. Milmore and Davilla et al) have been packaged together to reduce the cost. Please see the study desk in week 1 under the heading ‘ON-LINE TEST’. A ‘Guidelines for the On-line Test’ will also be posted in this section. These guidelines will set out which chapters you should study to be able to answer the multiple choice questions. Further details will be posted for completing this test. © University of Southern Queensland MGT8034 Assessment page 2 Case study 1 Description Case study 1 (2000 words) (approximately 5 typed pages single spaced) Marks out of Wtg(%) Due date 100 ...
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...EDAHOD5 ASSIGNMENT 2 UNIQUE NUMBER : 198446 DUE DATE 18 SEPTEMBER 2013 QUESTION 1 Assessment Activity : Conduct a practical investigation to determine the effect on the rate of a chemical reaction by one of the factors of temperature, surface area or concentration. Assessment Checklist Learners Name & Surname : Physical Sciences Task : Practical Investigation of Effect on Rate of Reaction by temperature, surface area or concentration Date : Criteria Investigative Question Hypothesis Variables Correctly Identified Table of Results Graph of Results Conclusion Yes/No Grade 12 Assessment Grid Learners Name & Surname : Physical Sciences Task : Practical Investigation of Effect on Rate of Reaction by temperature, surface area or concentration Date : Criteria Investigative Question clearly stated Hypothesis Formulated Independent, Dependent and Constant Variables Correctly Identified and stated Experiment designed and steps clearly set out Results of experiment tabulated Results represented graphically Conclusion and Evaluation TOTAL MARKS : 20 Marks 2 2 3 5 3 3 2 Grade 12 RUBRIC TO ASSESS PRACTICAL INVESTIGATION ON EFFECT ON RATE OF REACTION BY TEMPERATURE, SURFACE AREA OR CONCENTRATION NAME OF LEARNER : DATE : CRITERIA LEVEL0 LEVEL1 LEVEL2 LEVEL3 LEVEL4 GRADE 12 Conducts a practical investigation Did not attempt or completely incorrect. Correctly plans a practical investigation by identifying correct investigative question, hypothesis, variables and apparatus...
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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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...Chapter 1: Student Characteristics Understand Characteristics of Students with Disabilities Some students with disabilities pass through typical developmental milestones and express skills within an average range for their age group. Others show delayed growth at certain developmental milestones, and many students with disabilities experience challenges as they navigate through the school curriculum. It is critical that special education teachers know how to differentiate between typical individual differences among children without disabilities and differences that may indicate a disability that requires interventions and/or specialized designed instruction. In addition, special education teachers need to know the most common types of disabilities that students may experience and how those disabilities affect their ability to learn and their behavior in the classroom. Competency 1 thus focuses on the characteristics of typical and atypical human growth and development and the characteristics of students with various disabilities that special education teachers are likely to encounter. The test includes a wide range of multiple-choice questions that address Competency 1. * Questions on typical and atypical behaviors and abilities for children and adolescents at particular ages. * Questions on the types and characteristics of various disabilities. * Questions on the similarities and differences among students with and without disabilities. This competency encompasses...
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...he(news(stories(is(examined( along(with(the(importance(of(journalistic(ethics.(The(course(also(explores(the(use(of(the( newly(emerging(social(and(convergent(medias.( ( Learning!Outcomes:! ( On(successful(completion(of(this(course,(students(will(be(able(to:( • • • • ! CLO(1(–(Discuss(basic(types(of(program(genres(and(formats(used(in(digital( broadcasting(across(various(media.(( CLO(2(–(Produce(news(packages(for(media(platforms((Radio,(television,(Internet,( smartphones)(using(digital(newsgathering(tools(and(techniques.(( CLO(3(–(Demonstrate(the(ability(of(visual(storytelling(across(convergent(media.(( CLO(4(–(Describe(various(roles(and(functions(in(a(news(production(operation,( including(assigning,(commissioning,(writing,(directing,(reporting(and(the( technical(aspects(of(editing(and(broadcasting.(( ( ! Faculty(of(Computer(Science(and(Applied(Communications((CISAC)( 1( ( ( How!the!student!will!be!learning:( The(teaching(and(learning(strategy(will(include(a(variety(of(workshops,(studio(based( exercises,(outdoor(shooting(trips,(post(production(sessions,(classroom(discussions,( critique(sessions(and(reflections(on(the(practice(and(principles(of(digital(broadcasting.(...
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...Northeast Middle School. She is identified with having a Specific Learning Disability in reading, writing and mathematics. Jadeci is in itinerant learning support and has the learning support teacher in every academic class period. She is attending academic support once in a six day-cycle to assist her with assignments, assessments, organization and to work on her academic skills. Below is input from Jadeci's sixth grade academic teachers. Reading- Rose Smisko and Jennifer Doncsecz First Marking Period Grade: A (90%) Jadeci was given the Scholastic Reading Inventory in September, this is an assessment to monitor her reading level. Her current lexile score is an 827 this is a fifth grade reading level. Her score improved by...
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