This document outlines a standards-based assessment and rating system for secondary level students. It discusses the philosophy of using assessment as a quality assurance and self-reflection tool. Assessment can be holistic, diagnostic, formative, or summative. It is based on both content standards and performance standards. The document provides details on assessing students' knowledge, skills, understanding, and ability to transfer learning to different contexts. It includes rubrics for each area and defines levels of proficiency. The goal is to provide feedback to students so they can improve.
Project assignment 1 project proposal students will develop anMARK547399
This document outlines the requirements for a 1000-word project proposal in a human reliability analysis course. Students are asked to identify a real-world problem related to human error, analyze its causes, and propose a plan to address it. The proposal must include: 1) a problem statement justifying a specific human error issue, 2) reasons past solutions have failed, 3) a focused analysis of the problem in terms of human and system factors, 4) goals for conducting an HRA, and 5) sources of information that will be used. The proposal aims to apply techniques learned in the course to develop meaningful insights into addressing safety, health or performance issues.
Consumer productfitness & nutrition papers purpose of the assiRAJU852744
This document provides instructions for students to evaluate a fitness or nutrition advertisement by analyzing the claims made in the ad and comparing them to scientific evidence. Students are asked to select an advertisement, attach it to a paper, and write a 3-4 page analysis critiquing aspects of both the ad and the product. The analysis should consider questions about the scientific evidence for the product's claims, its effectiveness and safety, and techniques used in the ad. Students are instructed to cite at least 3 peer-reviewed sources using APA format and include a reference page. The assignment will be graded based on the analysis, quality of writing, and use of references.
Textbook!!organizational behavior a practical, problem solving arock73
This document provides an overview and summary of the third edition of the textbook "Organizational Behavior: A Practical, Problem-Solving Approach" by Angelo Kinicki. The summary includes:
1) New features have been added to better integrate the problem-solving approach and connect key concepts to students' personal and professional lives through cases, videos and activities.
2) Each chapter has been updated with new research examples, but the overall structure remains the same with applications of concepts.
3) The Connect online platform now includes assignable case analyses, videos, simulations and a capstone case to help students apply their knowledge.
4) In summary, this edition aims to enhance the student
The art and science of holistic nursing – nurs 3371 holistic rock73
This document outlines the requirements for a group project on holistic nursing theory. Students will be assigned to groups and choose from eight nursing theories to research and present on. The presentation must cover key aspects of the theory like its concepts, terms, relationships between concepts, assumptions, and strengths/weaknesses. It must also discuss how the theory has been applied in research and clinical practice. Students will be evaluated on presentation style, depth of content, and use of references. The goal is to demonstrate understanding of holistic nursing theory and how it can guide practice.
Grading criteria and marking schemes, Liz Norman, SAVS-CSU Learning and Teach...Liz Norman
This document discusses guidelines for developing effective grading criteria and marking schemes. It explains that marking schemes should help ensure markers award similar scores for the same response and reward the features being evaluated. Various types of marking schemes are described, including model answers, point-based, criteria-based, and those incorporating principles to discriminate performance levels. The document stresses that marking schemes need to consider a range of possible responses, not just ideal answers, and may need revision based on early student responses.
Order #172228247 (status writer assigned)review evaluation (2 pagJUST36
The document outlines an action research project assignment involving 5 iterations over 8 weeks to research and address a technological problem. It provides templates and requirements for key sections including an introduction, methodology, literature review, proposal outlining the 5 iterations, and sections for each iteration including plan, action, observation, and reflection. The document also includes an example proposal focusing on improving an organization's needs assessment process.
Part 1 review the essay criteria, and then draft a plan for coJUST36
The document provides instructions for a student to write a 1000-word project proposal for a human reliability analysis course. The proposal must include a problem statement justifying an important human error issue, reasons why the problem has not been solved, a problem focus on specific human interactions and cognitive processes, goals for the proposed analysis, and sources of information that will be used. The student then provides a sample proposal analyzing inaccurate technical data leading to project delays and increased costs at an organization that manufactures explosive devices. The proposal identifies the problem focus as human-machine and human-group interactions influenced by low-level cognition and memory issues. The student hopes to address these challenges through a human-systems analysis and develop knowledge tools to improve information sharing.
Overview we provide a set of 50 guidelines to use iamit657720
The document provides 50 guidelines for assessing the quality and effectiveness of assessment in higher education. It discusses five major areas: having a clear purpose and readiness; involving stakeholders; what and how to assess; assessment as a story; and improvement and follow-up. The guidelines stress strategic intent, using assessment to improve programs and student learning, and involving stakeholders throughout the process from planning to implementation. Assessment should collect meaningful evidence to enhance student learning and inform institutional decision-making.
Project assignment 1 project proposal students will develop anMARK547399
This document outlines the requirements for a 1000-word project proposal in a human reliability analysis course. Students are asked to identify a real-world problem related to human error, analyze its causes, and propose a plan to address it. The proposal must include: 1) a problem statement justifying a specific human error issue, 2) reasons past solutions have failed, 3) a focused analysis of the problem in terms of human and system factors, 4) goals for conducting an HRA, and 5) sources of information that will be used. The proposal aims to apply techniques learned in the course to develop meaningful insights into addressing safety, health or performance issues.
Consumer productfitness & nutrition papers purpose of the assiRAJU852744
This document provides instructions for students to evaluate a fitness or nutrition advertisement by analyzing the claims made in the ad and comparing them to scientific evidence. Students are asked to select an advertisement, attach it to a paper, and write a 3-4 page analysis critiquing aspects of both the ad and the product. The analysis should consider questions about the scientific evidence for the product's claims, its effectiveness and safety, and techniques used in the ad. Students are instructed to cite at least 3 peer-reviewed sources using APA format and include a reference page. The assignment will be graded based on the analysis, quality of writing, and use of references.
Textbook!!organizational behavior a practical, problem solving arock73
This document provides an overview and summary of the third edition of the textbook "Organizational Behavior: A Practical, Problem-Solving Approach" by Angelo Kinicki. The summary includes:
1) New features have been added to better integrate the problem-solving approach and connect key concepts to students' personal and professional lives through cases, videos and activities.
2) Each chapter has been updated with new research examples, but the overall structure remains the same with applications of concepts.
3) The Connect online platform now includes assignable case analyses, videos, simulations and a capstone case to help students apply their knowledge.
4) In summary, this edition aims to enhance the student
The art and science of holistic nursing – nurs 3371 holistic rock73
This document outlines the requirements for a group project on holistic nursing theory. Students will be assigned to groups and choose from eight nursing theories to research and present on. The presentation must cover key aspects of the theory like its concepts, terms, relationships between concepts, assumptions, and strengths/weaknesses. It must also discuss how the theory has been applied in research and clinical practice. Students will be evaluated on presentation style, depth of content, and use of references. The goal is to demonstrate understanding of holistic nursing theory and how it can guide practice.
Grading criteria and marking schemes, Liz Norman, SAVS-CSU Learning and Teach...Liz Norman
This document discusses guidelines for developing effective grading criteria and marking schemes. It explains that marking schemes should help ensure markers award similar scores for the same response and reward the features being evaluated. Various types of marking schemes are described, including model answers, point-based, criteria-based, and those incorporating principles to discriminate performance levels. The document stresses that marking schemes need to consider a range of possible responses, not just ideal answers, and may need revision based on early student responses.
Order #172228247 (status writer assigned)review evaluation (2 pagJUST36
The document outlines an action research project assignment involving 5 iterations over 8 weeks to research and address a technological problem. It provides templates and requirements for key sections including an introduction, methodology, literature review, proposal outlining the 5 iterations, and sections for each iteration including plan, action, observation, and reflection. The document also includes an example proposal focusing on improving an organization's needs assessment process.
Part 1 review the essay criteria, and then draft a plan for coJUST36
The document provides instructions for a student to write a 1000-word project proposal for a human reliability analysis course. The proposal must include a problem statement justifying an important human error issue, reasons why the problem has not been solved, a problem focus on specific human interactions and cognitive processes, goals for the proposed analysis, and sources of information that will be used. The student then provides a sample proposal analyzing inaccurate technical data leading to project delays and increased costs at an organization that manufactures explosive devices. The proposal identifies the problem focus as human-machine and human-group interactions influenced by low-level cognition and memory issues. The student hopes to address these challenges through a human-systems analysis and develop knowledge tools to improve information sharing.
Overview we provide a set of 50 guidelines to use iamit657720
The document provides 50 guidelines for assessing the quality and effectiveness of assessment in higher education. It discusses five major areas: having a clear purpose and readiness; involving stakeholders; what and how to assess; assessment as a story; and improvement and follow-up. The guidelines stress strategic intent, using assessment to improve programs and student learning, and involving stakeholders throughout the process from planning to implementation. Assessment should collect meaningful evidence to enhance student learning and inform institutional decision-making.
The document discusses developing a coherent assessment system that balances instructional needs with limitations of time, funding, and mandates. It aims to create an assessment matrix using the minimum necessary assessments to inform instruction across grades and subjects. Challenges include balancing teaching time with diagnostic needs, limited funding, identifying an affordable data system, and addressing state requirements. The document provides frameworks and principles for developing a coherent assessment approach focused on student learning.
The document provides a rubric for assessment, evaluation, and reporting student achievement. It outlines four levels (1-4) for criteria such as knowledge and understanding. Level 1 indicates insufficient achievement and additional learning is required. Level 2 represents a limited level of achievement below the provincial standard. Level 3 demonstrates a moderate level of achievement approaching the standard. Level 4 shows a high level of achievement at or exceeding the standard. The document also provides descriptors to further define effectiveness at each level.
This document outlines criteria for scoring student assignments on a scale of 20 points in each of 5 categories: Focus/Thesis, Content/Subject Knowledge, Critical Thinking Skills, Organization of Ideas/Format, and Writing Conventions. For each category, descriptors are provided for what constitutes an Exemplary (20 points), Accomplished (17 points), Developing (15 points), or Beginning (13 points) level of performance. Focus/Thesis addresses how well the student establishes and supports the central thesis. Content/Subject Knowledge examines the student's grasp and application of course material. Critical Thinking Skills assesses the student's ability to think critically and draw logical conclusions. Organization of Ideas/Format evaluates the structure
Textbook!!organizational behavior a practical, problem solving amayank272369
This document provides an overview of the third edition of the textbook "Organizational Behavior: A Practical, Problem-Solving Approach" by Angelo Kinicki. Some of the key changes and additions to the third edition include new exercises and assessments in the Connect online platform, refreshed examples and content in each chapter, and additional features such as application-based activities and videos. The summary also outlines several specific changes made to individual chapters, such as new discussions of topics like diversity, social perception, motivation, teams, and performance management.
Grading criteria and marking schemes Liz Norman ANZCVS 2017Liz Norman
This document discusses various considerations for developing effective grading criteria and marking schemes. It emphasizes that marking schemes should reward the skills and content the assessment aims to evaluate. Various types of marking schemes are described, including model answers, point-based schemes, and criteria-based schemes. Criteria-based schemes divide performance into dimensions or criteria, with defined levels of achievement for each criterion. The document also discusses principles for developing high-quality marking schemes, such as incorporating rules to differentiate performance levels and focusing on assessing response quality for more open-ended questions.
This document discusses grading criteria and marking schemes for exams. It provides information on:
- The purposes of marking schemes, which are to help with question writing and marking to ensure reliability and fairness.
- Types of marking schemes, including model answers, point-based, criteria-based, and those incorporating principles to discriminate levels.
- Characteristics of analytic and holistic marking schemes and their tradeoffs.
- Examples of criteria-based marking schemes that define different grade levels based on characteristics like knowledge, analysis, and communication.
This document provides guidance for MYP students completing their personal project, which is an independent project requiring at least 25 hours of work. It outlines the three objectives of planning, applying skills, and reflecting that will be assessed. It also describes the importance of the process journal for documenting progress. A sample timeline is provided showing the stages of the personal project process over 25 weeks.
This document outlines a lesson plan on research methods. It discusses the key differences between primary and secondary research approaches and sources. It also distinguishes between quantitative and qualitative research methods. The document provides guidance on evaluating secondary sources and discusses appropriate uses of internet sources for research. It provides examples of exercises for students to apply their learning, involving conducting research to address topics related to fashion, marketing, design, and architecture.
1. The document outlines a research plan to understand the resentment among students at One-time trainings in Lucknow toward internships and to increase participation in internships.
2. The research plan involves both quantitative and qualitative data collection, including questionnaires, stakeholder interviews, workshops, and data interpretation techniques like affinity mapping and personas.
3. The goal of the research is to better understand students' backgrounds, expectations, career discussions, and alternatives to internships in order to develop a strategy to encourage more students to inquire about internships.
The document summarizes the Connecticut Mastery Test which is used to assess student achievement in the state. It measures students' mastery of various subjects like reading, writing and math based on state standards. Scores are reported on a scale and students are placed into categories like advanced or below basic to indicate their mastery level. The test allows comparisons of student and district performance over time and across the state. An example is provided showing trends in performance in one district compared to state averages and similar districts over several years.
Course code bco121 bcn1974 course name ethics in business taAMMY30
This document outlines a study that examines perceived changes in family relationships in St. Petersburg, Russia between 1983 and 2003. The study uses retrospective questionnaire data to analyze how the transition from communism to capitalism may have impacted family relationships. Key findings included a statistically significant deterioration in relationship quality with spouses, children, and extended family between 1983 and 1998. No recovery or improvement was seen between 1998 and 2003. The document provides historical context on the Soviet family and economy, and suggests ways the study could be improved, such as using longitudinal data.
Please answer the following questions to identify what you have JUST36
The document outlines assignment questions for two courses: Project Management and Strategic Decision Making. For each course, students are asked two questions to discuss their plans to gain hands-on experience in their field of study and two goals they hope to achieve by applying coursework this term. The assignment asks students to provide a minimum 500-word reflection on how knowledge, skills, or theories from the Project Management course have been or could be applied practically in their current or desired work environment. Requirements include proper APA formatting, citations, and demonstrating a personal connection to specific course content and their work. Course objectives are also listed.
Take a moment to review the details of this assignment below and gmayank272369
This document provides instructions for a literature review assignment. Students are asked to gather a minimum of 12 current peer-reviewed journal articles on their topic from the past 5 years. They must complete a summary table template for each article that briefly outlines key details like the authors, title, research questions/hypothesis, methods, findings and how the article supports the identified health care issue. The assignment will be submitted to LopesWrite and follows APA formatting guidelines.
Norm-referenced test scores are only valid if the norms are representative of the population. Norms are developed from normative samples that represent factors like gender, age, geography, race, and intelligence. Developing accurate and representative norms requires finding large sample sizes that properly proportion the population across these dimensions. Norms also need to be regularly updated to remain current and representative of today's population. Tests should only be interpreted using the norms they were designed for.
The Introduction chapter of the Case Study Summary report presents shortly the history of the Alternative work development also called New Ways of Working a.k.a NewWoW. The effect of enablers usually classified as Technological, Physical and Social are in the main focus.
Objectives are 1) perform three complementary approaches of enablers, concept and future of the organization using the same consultative process to engage work practices 2) find quantitative information of the aspects (what?) of the work environment affecting to personal life using a survey 3) find out qualitative information of “How aspects of the social environment enhance or disrupt Knowledge Work – on individual, team, organizational, societal levels. Why?” using focus group discussions in the same three organizations.
The first part of the report is describing the companies (VTT, Granlund and ISS) change plans and the target setting. The Optimaze engagement methodology and the results are described for the three organizations cases. The key work practices in three organizations have remarkable similarities: the need for communication, coordination, sharing, being with customers/partners/colleagues etc.
The second part describes a survey of totally 255 persons in three organizations addressing question “What factors of the social environment enhance or disrupt Knowledge Work?”. The SPSS™ statistical program was used to analyse the survey data. The differences between the Granlund, ISS and VTT in survey response patterns reflected mainly the fact that they are different type of organizations.
The third part describes the preparation, execution and the data analysis of the Focus group interviews. The transcripts were content coded both manually and by Atlas.ti, a software package for qualitative data analysis. The overall impression from the group discussion is that that most of the participants cared deeply about are issues that personally affect them or their close colleagues. The drivers for Job Crafting arise from three personal needs. Firstly to exert some control over the job to avoid alienation, secondly to build a positive self-image, and thirdly to connect with others. The three aforementioned needs echo the basic psychological needs of Self-Determination Theory: namely Autonomy, Competence and Relatedness.
The Masters of Business and Technology Program offer a range of study skills webinars for students. This is the exam prep webinar. For any copyright issues or to request a takedown please contact a.chambers@unsw.edu.au. Note this work is not at present under a CCSA licence.
Cst analysis overview sdusd princ 11-16-10cesperez1
The document introduces a multi-step process for teachers to better understand academic standards. The process involves analyzing released items from state standardized tests and local benchmark assessments, identifying student strengths and weaknesses, and examining student work. Breakout groups were given examples to analyze items, assess student performance data, compare item rigor, and determine next steps for instruction. The goal is to help teachers unpack standards through the lens of assessment and apply insights to guide student learning.
Data Driven College Counseling by SchooLinksKatie Fang
1) Being data-driven in college counseling means using analytics and data-driven research to help achieve counseling goals like increasing college attendance rates.
2) Analytics involves tracking metrics and key performance indicators to measure progress towards goals. Data can come from student information systems or college planning tools.
3) Data-driven research involves asking questions about interventions, collecting relevant data, analyzing relationships between variables, and applying findings to improve outcomes. Sample projects compare outcomes before and after implementing a new curriculum.
Teaching analysis assignment100 points objectives and alignmentrock73
This document provides instructions for a teaching analysis assignment. Students are asked to find a YouTube video demonstrating a hands-on task, then analyze the video in a 3-page paper. They should identify the learning theories and techniques used in the video, reflect on their effectiveness for adult learners, and discuss how they will apply what they learned to their own teaching practice. The paper will be graded based on identification of the video, description and analysis of learning techniques, connection to relevant theories, depth of reflection, formatting, and grammar.
Презентація серії документів ISACA з впровадження Європейської Моделі Кібербе...Alexey Yankovski
Київське відділення ISACA завершило переклад першого методологічного
документа із серії документів ISACA з впровадження Європейскої моделі кібербезпеки. В даній презентації наведено стислий огляд першого документу. Охоплюються такі питання:
-- Визначення Кібербезпеки
-- Огляд стратегії кібербезпеки ЄС
-- Обґрунтування впровадженні кібербезпеки
-- Інтеграція управління кіберебзпекою в структури корпоративного управління
-- Ризик менеджмент
-- Надання впевненості та аудит
-- Висновки для України
Maribeth introduces herself and mentions her photo album. She provides two quotes, the first saying that nothing is impossible since the word itself means 'I'm possible'. The second quote notes that while perfection is unattainable, chasing perfection allows one to achieve excellence.
The document discusses developing a coherent assessment system that balances instructional needs with limitations of time, funding, and mandates. It aims to create an assessment matrix using the minimum necessary assessments to inform instruction across grades and subjects. Challenges include balancing teaching time with diagnostic needs, limited funding, identifying an affordable data system, and addressing state requirements. The document provides frameworks and principles for developing a coherent assessment approach focused on student learning.
The document provides a rubric for assessment, evaluation, and reporting student achievement. It outlines four levels (1-4) for criteria such as knowledge and understanding. Level 1 indicates insufficient achievement and additional learning is required. Level 2 represents a limited level of achievement below the provincial standard. Level 3 demonstrates a moderate level of achievement approaching the standard. Level 4 shows a high level of achievement at or exceeding the standard. The document also provides descriptors to further define effectiveness at each level.
This document outlines criteria for scoring student assignments on a scale of 20 points in each of 5 categories: Focus/Thesis, Content/Subject Knowledge, Critical Thinking Skills, Organization of Ideas/Format, and Writing Conventions. For each category, descriptors are provided for what constitutes an Exemplary (20 points), Accomplished (17 points), Developing (15 points), or Beginning (13 points) level of performance. Focus/Thesis addresses how well the student establishes and supports the central thesis. Content/Subject Knowledge examines the student's grasp and application of course material. Critical Thinking Skills assesses the student's ability to think critically and draw logical conclusions. Organization of Ideas/Format evaluates the structure
Textbook!!organizational behavior a practical, problem solving amayank272369
This document provides an overview of the third edition of the textbook "Organizational Behavior: A Practical, Problem-Solving Approach" by Angelo Kinicki. Some of the key changes and additions to the third edition include new exercises and assessments in the Connect online platform, refreshed examples and content in each chapter, and additional features such as application-based activities and videos. The summary also outlines several specific changes made to individual chapters, such as new discussions of topics like diversity, social perception, motivation, teams, and performance management.
Grading criteria and marking schemes Liz Norman ANZCVS 2017Liz Norman
This document discusses various considerations for developing effective grading criteria and marking schemes. It emphasizes that marking schemes should reward the skills and content the assessment aims to evaluate. Various types of marking schemes are described, including model answers, point-based schemes, and criteria-based schemes. Criteria-based schemes divide performance into dimensions or criteria, with defined levels of achievement for each criterion. The document also discusses principles for developing high-quality marking schemes, such as incorporating rules to differentiate performance levels and focusing on assessing response quality for more open-ended questions.
This document discusses grading criteria and marking schemes for exams. It provides information on:
- The purposes of marking schemes, which are to help with question writing and marking to ensure reliability and fairness.
- Types of marking schemes, including model answers, point-based, criteria-based, and those incorporating principles to discriminate levels.
- Characteristics of analytic and holistic marking schemes and their tradeoffs.
- Examples of criteria-based marking schemes that define different grade levels based on characteristics like knowledge, analysis, and communication.
This document provides guidance for MYP students completing their personal project, which is an independent project requiring at least 25 hours of work. It outlines the three objectives of planning, applying skills, and reflecting that will be assessed. It also describes the importance of the process journal for documenting progress. A sample timeline is provided showing the stages of the personal project process over 25 weeks.
This document outlines a lesson plan on research methods. It discusses the key differences between primary and secondary research approaches and sources. It also distinguishes between quantitative and qualitative research methods. The document provides guidance on evaluating secondary sources and discusses appropriate uses of internet sources for research. It provides examples of exercises for students to apply their learning, involving conducting research to address topics related to fashion, marketing, design, and architecture.
1. The document outlines a research plan to understand the resentment among students at One-time trainings in Lucknow toward internships and to increase participation in internships.
2. The research plan involves both quantitative and qualitative data collection, including questionnaires, stakeholder interviews, workshops, and data interpretation techniques like affinity mapping and personas.
3. The goal of the research is to better understand students' backgrounds, expectations, career discussions, and alternatives to internships in order to develop a strategy to encourage more students to inquire about internships.
The document summarizes the Connecticut Mastery Test which is used to assess student achievement in the state. It measures students' mastery of various subjects like reading, writing and math based on state standards. Scores are reported on a scale and students are placed into categories like advanced or below basic to indicate their mastery level. The test allows comparisons of student and district performance over time and across the state. An example is provided showing trends in performance in one district compared to state averages and similar districts over several years.
Course code bco121 bcn1974 course name ethics in business taAMMY30
This document outlines a study that examines perceived changes in family relationships in St. Petersburg, Russia between 1983 and 2003. The study uses retrospective questionnaire data to analyze how the transition from communism to capitalism may have impacted family relationships. Key findings included a statistically significant deterioration in relationship quality with spouses, children, and extended family between 1983 and 1998. No recovery or improvement was seen between 1998 and 2003. The document provides historical context on the Soviet family and economy, and suggests ways the study could be improved, such as using longitudinal data.
Please answer the following questions to identify what you have JUST36
The document outlines assignment questions for two courses: Project Management and Strategic Decision Making. For each course, students are asked two questions to discuss their plans to gain hands-on experience in their field of study and two goals they hope to achieve by applying coursework this term. The assignment asks students to provide a minimum 500-word reflection on how knowledge, skills, or theories from the Project Management course have been or could be applied practically in their current or desired work environment. Requirements include proper APA formatting, citations, and demonstrating a personal connection to specific course content and their work. Course objectives are also listed.
Take a moment to review the details of this assignment below and gmayank272369
This document provides instructions for a literature review assignment. Students are asked to gather a minimum of 12 current peer-reviewed journal articles on their topic from the past 5 years. They must complete a summary table template for each article that briefly outlines key details like the authors, title, research questions/hypothesis, methods, findings and how the article supports the identified health care issue. The assignment will be submitted to LopesWrite and follows APA formatting guidelines.
Norm-referenced test scores are only valid if the norms are representative of the population. Norms are developed from normative samples that represent factors like gender, age, geography, race, and intelligence. Developing accurate and representative norms requires finding large sample sizes that properly proportion the population across these dimensions. Norms also need to be regularly updated to remain current and representative of today's population. Tests should only be interpreted using the norms they were designed for.
The Introduction chapter of the Case Study Summary report presents shortly the history of the Alternative work development also called New Ways of Working a.k.a NewWoW. The effect of enablers usually classified as Technological, Physical and Social are in the main focus.
Objectives are 1) perform three complementary approaches of enablers, concept and future of the organization using the same consultative process to engage work practices 2) find quantitative information of the aspects (what?) of the work environment affecting to personal life using a survey 3) find out qualitative information of “How aspects of the social environment enhance or disrupt Knowledge Work – on individual, team, organizational, societal levels. Why?” using focus group discussions in the same three organizations.
The first part of the report is describing the companies (VTT, Granlund and ISS) change plans and the target setting. The Optimaze engagement methodology and the results are described for the three organizations cases. The key work practices in three organizations have remarkable similarities: the need for communication, coordination, sharing, being with customers/partners/colleagues etc.
The second part describes a survey of totally 255 persons in three organizations addressing question “What factors of the social environment enhance or disrupt Knowledge Work?”. The SPSS™ statistical program was used to analyse the survey data. The differences between the Granlund, ISS and VTT in survey response patterns reflected mainly the fact that they are different type of organizations.
The third part describes the preparation, execution and the data analysis of the Focus group interviews. The transcripts were content coded both manually and by Atlas.ti, a software package for qualitative data analysis. The overall impression from the group discussion is that that most of the participants cared deeply about are issues that personally affect them or their close colleagues. The drivers for Job Crafting arise from three personal needs. Firstly to exert some control over the job to avoid alienation, secondly to build a positive self-image, and thirdly to connect with others. The three aforementioned needs echo the basic psychological needs of Self-Determination Theory: namely Autonomy, Competence and Relatedness.
The Masters of Business and Technology Program offer a range of study skills webinars for students. This is the exam prep webinar. For any copyright issues or to request a takedown please contact a.chambers@unsw.edu.au. Note this work is not at present under a CCSA licence.
Cst analysis overview sdusd princ 11-16-10cesperez1
The document introduces a multi-step process for teachers to better understand academic standards. The process involves analyzing released items from state standardized tests and local benchmark assessments, identifying student strengths and weaknesses, and examining student work. Breakout groups were given examples to analyze items, assess student performance data, compare item rigor, and determine next steps for instruction. The goal is to help teachers unpack standards through the lens of assessment and apply insights to guide student learning.
Data Driven College Counseling by SchooLinksKatie Fang
1) Being data-driven in college counseling means using analytics and data-driven research to help achieve counseling goals like increasing college attendance rates.
2) Analytics involves tracking metrics and key performance indicators to measure progress towards goals. Data can come from student information systems or college planning tools.
3) Data-driven research involves asking questions about interventions, collecting relevant data, analyzing relationships between variables, and applying findings to improve outcomes. Sample projects compare outcomes before and after implementing a new curriculum.
Teaching analysis assignment100 points objectives and alignmentrock73
This document provides instructions for a teaching analysis assignment. Students are asked to find a YouTube video demonstrating a hands-on task, then analyze the video in a 3-page paper. They should identify the learning theories and techniques used in the video, reflect on their effectiveness for adult learners, and discuss how they will apply what they learned to their own teaching practice. The paper will be graded based on identification of the video, description and analysis of learning techniques, connection to relevant theories, depth of reflection, formatting, and grammar.
Презентація серії документів ISACA з впровадження Європейської Моделі Кібербе...Alexey Yankovski
Київське відділення ISACA завершило переклад першого методологічного
документа із серії документів ISACA з впровадження Європейскої моделі кібербезпеки. В даній презентації наведено стислий огляд першого документу. Охоплюються такі питання:
-- Визначення Кібербезпеки
-- Огляд стратегії кібербезпеки ЄС
-- Обґрунтування впровадженні кібербезпеки
-- Інтеграція управління кіберебзпекою в структури корпоративного управління
-- Ризик менеджмент
-- Надання впевненості та аудит
-- Висновки для України
Maribeth introduces herself and mentions her photo album. She provides two quotes, the first saying that nothing is impossible since the word itself means 'I'm possible'. The second quote notes that while perfection is unattainable, chasing perfection allows one to achieve excellence.
Este documento trata sobre la selección y el diseño de palas para helicópteros. Explica factores como la selección del perfil aerodinámico a lo largo de la envergadura, la forma en planta de la pala, la torsión y distribución del ángulo de ataque. También discute el uso de materiales compuestos en la construcción de palas y sus ventajas y desventajas.
This document provides details on proposed renovations for Scorecards Unlimited, a business located at 6334 Huntley Road in Worthington, Ohio. The proposed changes include painting the building white or light gray, adding a new entry feature with accent paint colors, installing planters and plantings, and potentially replacing windows, landscaping, or the awning. Sketches and specifications are provided for the design of the new entryway, including dimensions and required paint areas and colors.
El documento describe diferentes métodos de nivelación para determinar las diferencias de nivel entre puntos, incluyendo la nivelación barométrica, trigonométrica, directa y satelital. También explica la nivelación diferencial, cuyo objetivo es establecer las diferencias de nivel entre bancos de nivel mediante mediciones repetidas entre puntos de liga.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
The document promotes the services of an outsourced marketing department called Department of Marketing. It emphasizes that they can serve as a company's in-house marketing team by developing branding, content marketing across channels, printed materials, digital strategies, and more to generate leads and return on investment. Department of Marketing wants to get to know businesses to create practical marketing suited to their budget.
Este documento proporciona una lista de 100 organizaciones políticas y candidatos en Venezuela, identificados por su sigla, el número de cédula de su autorizado o responsable, y la entidad a la que pertenece. La mayoría de las entradas corresponden al Movimiento Al Socialismo (MAS), el cual tiene autorizados en todos los estados del país.
This short document promotes creating presentations using Haiku Deck on SlideShare. It encourages the reader to get started making their own Haiku Deck presentation by providing a button to click to begin the process. The document is advertising the ability to easily create presentations on SlideShare using Haiku Deck.
1. The document provides a curriculum vitae for Onyekachi Chewe Okpara-Mutumba, a Zambian professional accountant with over 10 years of experience in finance, accounting, auditing, and administration roles.
2. She has held positions such as Assistant Manager Finance, Finance and Administration Manager, Acting Finance and Administration Manager, Assistant Accountant, and Acting Management Accountant for various organizations.
3. She is an Associate Member of the Zambian Institute of Chattered Certified Accountants and the Association of Chattered Certified Accountants, and a Member of the Institute of Directors. She is currently pursuing an MBA in Finance.
El documento compara y contrasta la computación en la nube y el almacenamiento en la nube. La computación en la nube ofrece servicios de computación a través de internet con características como seguridad, agilidad y costos reducidos. El almacenamiento en la nube permite guardar archivos en servidores remotos para acceder a ellos desde cualquier lugar con internet. Algunos ejemplos populares de almacenamiento en la nube son Dropbox, Google Drive e iCloud.
This study examined the impact of healthy lifestyle choices, stress, and self-esteem among college students. Specifically, it investigated whether exercise predicts healthy choices, athletic involvement impacts choices and stress, and gender or international status affect choices. Surveys measured stress, self-esteem, diet, exercise and lifestyle. Results showed exercise predicts healthier choices. Athletes reported healthier choices and more stress than non-athletes. Gender and international status did not impact choices. The study aimed to educate students on making healthy decisions and managing stress.
This study examined the role of healthy lifestyle choices on college students, specifically looking at diet, exercise, stress, self-esteem, and whether they were athletes or international students. The researchers hypothesized that athletic involvement would correlate with healthier lifestyle choices, lower stress, and higher self-esteem. They surveyed 99 college students and found that athletes exercised more, had healthier diets, and higher body confidence than non-athletes. Athletic involvement also significantly lowered stress levels. The study provides a basis for further exploring lifestyle factors between athletes and non-athletes using larger sample sizes and more sports-specific variables.
Ebooks are becoming a more prevalent way to read digital texts. They provide benefits like increased access through online purchasing and browsing, reduced environmental impact by cutting down on paper usage, and improved portability by allowing many books to be carried on a single device. While ebooks still have issues like higher costs of devices and potential eye strain from screens, technologies are being developed to address problems like more affordable tablets, improved e-ink screens, and extended battery life from portable chargers. Ebooks are available from various online sources and may eventually play a larger role than printed books, though books will still have uses like decorative displays or children's toys.
Ian Glass has over 35 years of experience in construction supervision roles for oil and gas pipeline projects across challenging environments and cultures. He is currently a Construction Superintendent for McConnell Dowell, with a proven track record of safely delivering major pipeline projects on time and on budget. His key strengths include strong safety practices, effective communication and team building skills, and the ability to adapt to different locations and cultures.
Emma Brassington has over 2 years of experience in marketing and sales roles. Her most recent role was as a Marketing Executive and Branch Support for Gunne Residential/Quillsen estate agents where she managed their social media presence, website analytics, print and digital advertising, and client relations. She increased their Facebook followers from 3 to over 1,400 and set up profiles on other platforms. Previously, she held sales roles in Australia and Ireland, and has a BSc in Marketing from Dublin Institute of Technology.
Light from the sun reaches Earth in just 8 minutes. It takes over 3,000 hours, or 140 days, to drive to the moon at 70 mph. The earth's rotation causes day and night, and its tilt relative to the sun causes seasons; it is warmer when the sun's rays hit the earth at a more direct angle in summer. Eclipses occur when the moon blocks the sun's light from reaching parts of Earth.
This document outlines a rubric for assessing student performance using the GRASPS framework. The rubric assesses students on their knowledge acquisition and relevance, understanding of content, critical thinking skills, breadth and depth of understanding, and ability to transfer understanding to new situations through products and performances. Students are evaluated on criteria such as relevance of information, analytical processing, multiple facets of understanding, independence, and value added. Performance is judged on a scale from very weak to strong.
Guidelines on the assessment and rating of learning outcomes under the k to 1...Joey Miñano
This document outlines an assessment philosophy and framework. It discusses that assessment should be used primarily for quality assurance, student self-reflection, and profiling performance. Assessment should be holistic and formative, focusing on standards attainment. Student performance is evaluated across four levels - knowledge, skills, understanding, and products/performances - using multiple measures like quizzes, projects, and tests. Assessment results should provide feedback to students and be reported using proficiency levels of beginning, developing, approaching, proficient, and advanced. Promotion is based on subject-level proficiency.
This document outlines an assessment framework that uses multiple levels and tools to evaluate student learning. It discusses:
1. Four levels of assessment - knowledge, skills, understanding, and products/performances - that will each be weighted and used to measure student attainment of learning standards.
2. Various tools that can be used to measure the different levels, like quizzes, projects, and tests.
3. How student performance will be reported using levels of proficiency like beginning, developing, proficient, and advanced.
4. Guidelines for providing feedback, promoting students to the next grade level, and assisting struggling students through remediation.
Standards based assessment under the k to12Maria Theresa
This document outlines a standards-based assessment and rating system for secondary education. It discusses the philosophy of using assessment primarily as a quality assurance tool and for student self-reflection. The features include holistic and standards-based diagnostic, formative, and summative assessments. Various assessment tools and levels of proficiency are defined. A rubric is provided to assess student performance across knowledge, skills, understanding, and products/performances on a scale from beginning to advanced. The goal is to provide feedback to support student progress in attaining learning standards.
Briefing Note Assignment Rubric Student Name:
Weight: 15% Student Number:
Criteria from Associated Course and Unit Outcomes
Unique and Distinguished
(90-100%)
Unique and Distinguished
(80-89%)
Good
(70-79%)
Needs Developing
(65-69%)
Fails to meet requirements /Inadequate
(<64%)
Considerable evidence of original thinking – synthesizes information from high quality sources from and draws own clear, logical, and compelling conclusions; sophisticated ability to analyze, integrate, and extend course concepts; outstanding grasp of subject matter.
Evidence of original thinking – good ability to make appropriate links between course concepts; draws own logical and fairly compelling conclusions from quality information sources; solid grasp of subject matter evident.
Some evidence of original thinking – fair ability to make appropriate links between course concepts; draws own conclusions from information sources; arguments may not always be clear, compelling, or logical; some grasp of subject matter evident.
Minimal to no evidence of original thinking – weak/no ability to draw own conclusions; arguments rarely clear, logical or compelling; little to no capacity to make appropriate links between information sources and course concepts; very little/no credible information sources used to support argument; little to no grasp of subject matter evident.
Impact
Briefing note is engaging, persuasive and moving such that the reader feels compelled to take action and solve the issue immediately.
(18-20 points)
Briefing note is engaging, persuasive. The reader feels action is required to solve the issue now.
(16-17.9 points)
Briefing note is mostly engaging and persuasive. The reader may feel to some degree that action is required to solve the issue in the near future.
(14-15.9 points)
Briefing note is not always engaging and persuasive. The reader feels little motivation to take action and solve the issue in the distant future
(13-13.9 points)
Briefing note is neither engaging nor persuasive. The reader feels little to no motivation to ever take action and solve the issue.
(0-12.9 points)
Quality of Briefing Note
Clear, accurate summary of the topic supported by detailed and relevant discussion in all content areas. Key message clear, and supported by accurate, detailed discussion.
(9-10 points)
Topic summarized well with an accurate and complete discussion evident in all content areas. Key message clear and mostly supported by accurate, detailed discussion.
(8-8.9 points)
Although topic was fairly well-summarized, discussion was not always relevant and sometimes lacked detail in the content areas. Key message could be inferred with support of accompanying discussion.
(7-7.9 points)
Explanations of key areas have several inaccuracies or are incomplete. A few minor key content areas of are missed and/or may have some ambiguity.
(6.5-6.9 points)
Explanations have many inaccuracies and most key content areas are incomplete and.
The document provides an introduction to using rubrics for assessing student work. It defines key terms related to rubrics and their purposes. It then outlines a five step process for developing rubrics, including deciding on dimensions of quality, achievement levels, descriptions for each level, rating schemes, and reviewing/revising. An example rubric for grading research papers is also included.
The document provides an introduction to using rubrics for assessing student work. It defines key terms related to rubrics and their purposes. It then outlines a five step process for developing rubrics, including deciding on dimensions of quality, achievement levels, descriptions for each level, rating schemes, and reviewing/revising. An example rubric for grading research papers is also included.
The document discusses principles and guidelines for assessment of student learning outcomes under the K to 12 Basic Education Curriculum in the Philippines. It outlines that assessment should be formative, standards-based, and use multiple measures to evaluate student proficiency in knowledge, skills, understanding, and performance. Assessment results will be used to track student progress, promote self-reflection, and determine if students need remediation. Schools will begin implementing a new standards-based assessment and rating system starting with Grades 1 and 7.
ELSE 6073 Educational Procedures for Moderate to Profound DisaMerrileeDelvalle969
ELSE 6073 Educational Procedures for Moderate to Profound Disabilities
Task Analysis – 100 pts.
Selecting teaching strategies and arranging educational environments
Graduate candidates will create 1 task analysis from the following skill selections: Functional Academic
Skill, Communication Skill, Interpersonal or Self-help Skill, based on measurable IEP Goals. Thus, a
complex skill can be taught by using chaining.
Chaining – is a way to teach a multi-step or complex skill. There are 3 types of chaining: Backward,
forward, and Total Task. (Watch 4 minute video: https://www.relias.com/resource/chaining-and-task-
analysis ). While often used as a component of ABA instruction, chaining can be used to teach individuals
with moderate/profound disabilities a complex skill. A complex skill is a skill that really consists of
several small behaviors that are linked or chained together, to accomplish a terminal goal. An example of
a skill consisting of several discrete behaviors is wiping a table.
Task Analysis – think of this as a basic GPS... Step-by-step directions to completing a skill. A task
analysis is typically created by completing the skill yourself or watching someone else complete the skill.
It’s important not to just write up a task analysis based on your memory. Even simple tasks, like making a
peanut butter and jelly sandwich, can have small important steps that you may inadvertently skip. If you
don’t teach the step, then you really can’t blame the student for not completing the step.
Chaining and task analysis are teaching procedures that help teach complex behaviors or sequences of
behaviors, such as
Academic Tasks
Social Skills
Self-help Skills
Interpersonal Skills
Design a detailed task analysis (TA) that includes at least the following components:
o Is aligned with the learning goal for which graduate candidate creates; making
sure performance is measurable. For those candidates who have their own
classroom, you may use a target student and use goals from his/her IEP.
o Allows for specific feedback from the teacher to the learner
o Measures the degree to which the learning goal has been achieved
o Provides sufficient information upon which to design subsequent, appropriate
instruction
Explain how the TA enables the learner to monitor his/her own learning progress.
Explain how the design of the TA can inform the levels or types of supports and challenge
the learner might need for subsequent instruction.
Instructional Sequence Assignment: Task Analysis and Chaining
List the instructional strategies and learning tasks you will use for each day of instruction
(You should create a chart designed to reflect the skill being taught) chart should include:
https://www.relias.com/resource/chaining-and-task-analysis
https://www.relias.com/resource/chaining-and-task-analysis
Graduate Candidate/Teacher name, Student learner name, goal/skill acquisition target,
materials needed, recording Key, Criterion, Teaching M ...
1 Undergraduate Program Rubric—BACHELOR OF BUSINESS ADMIN.docxjoyjonna282
1
Undergraduate Program Rubric—BACHELOR OF BUSINESS ADMINISTRATION and ASSOCIATE OF ARTS IN BUSINESS ADMINISTRATION
Expectations: Student work at the undergraduate level is expected to focus on a broad overview of the academic discipline, along with—where appropriate—basic theoretical
frameworks of professional practices and familiarity with discipline-specific tools and their application.
Criteria Exemplary (A)) Accomplished (B) Proficient (C) Partially Proficient (D) Unacceptable (F)
Functional areas include, where
applicable:
BUSINESS PROGRAM CONTENT
Leadership, management,
innovation, and teambuilding
Operations and Marketing
Finance
Economics
Qualitative and quantitative
tools
Technology and Internet
Ethical and legal issues
International issues
Demonstrates
outstanding or
exemplary mastery of
content, appropriate to
the assignment and the
relevant terminal course
objectives and program
learning outcomes.
All requirements of the
assignment are included
in the response.
Demonstrates sound
or accomplished
mastery of content,
appropriate to the
assignment and the
relevant terminal
course objectives and
program learning
outcomes.
Most requirements of
the assignment are
included in the
response.
Demonstrates adequate
or proficient mastery of
content, appropriate to
the assignment and the
relevant terminal
course objectives and
program learning
outcomes.
Many requirements of
the assignment are
included in the
response.
Demonstrates
inadequate or partially
proficient mastery of
content, appropriate
to the assignment and
the relevant terminal
course objectives and
program learning
outcomes.
Some requirements of
the assignment are
included in the
response.
Demonstrates
unacceptable mastery
of content,
appropriate to the
assignment and the
relevant terminal
course objectives and
program learning
outcomes.
Few or no
requirements of the
assignment are
included in the
response.
Approach and Purpose,
Organization, Style, Grammar,
Mechanics, Format,
Presentation and Delivery
(where applicable)
EFFECTIVE COMMUNICATION
Demonstrates outstanding
or exemplary application
of written, visual, or oral
skills.
Demonstrates outstanding
expression of topic, main
idea, and purpose.
Audience is addressed
appropriately.
Language clearly and
effectively communicates
ideas and content relevant
to the assignment.
Errors in grammar,
spelling, and sentence
structure are minimal.
Organization is clear.
Format is consistently
appropriate to assignment.
Demonstrates sound or
accomplished
application of written,
visual, or oral skills.
Demonstrates sound or
accomplished expression
of topic, main idea, and
purpose.
Audience is usually
addressed appropriately.
Language does not
interfere with the
communication of ideas
and content relevant to
the assignment.
Errors in grammar,
spelling, and sentence
structure are present, ...
ASSESSMENT BRIEFSubject Code and Title STAT6001 Public Heal.docxgalerussel59292
This assessment brief outlines requirements for Assessment 1 of the STAT6001: Public Health Informatics course. The assessment consists of two parts: 1) a 1,500 word review and critique of three public health-related Twitter accounts over 5 weeks; and 2) a 1,000 word summary of barriers to telemedicine uptake in Australia and recommendations to address the barriers. Students are evaluated on their demonstration of learning outcomes related to public health informatics, application of critical reasoning skills, and use of academic conventions including appropriate referencing. The assessment is worth 40% of the total course marks and is due at the end of Module 3.
Evaluation Criteria for Applications and Formal Papers Level.docxSANSKAR20
Evaluation Criteria for Applications and Formal Papers
Levels of Achievement
Criteria
Outstanding Performance
Excellent Performance
Competent Performance
Proficient Performance
Room for Improvement
QUALITY OF WORK SUBMITTED -
1. The extent to which work meets the assigned criteria and work reflects graduate level critical and analytic thinking (0-30 Points)
30 to 30 points
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics
25 to 29 points
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics
20 to 24 points
Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the assignment topics.
16 to 19 points
Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed.
0 to 15 points
Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed.
QUALITY OF WORK SUBMITTED: Purpose of the paper is clear (0-5 Points)
5 to 5 points
A clear and comprehensive purpose statement is provided which delineates all required criteria.
5 to 5 points
A clear and comprehensive purpose statement is provided which delineates all required criteria.
4 to 4 points
Purpose of the assignment is stated, yet is brief and not descriptive.
1 to 3 points
Purpose of the assignment is vague.
0 to 0 points
No purpose statement was provided.
ASSIMILATION AND SYNTHESIS OF IDEAS
The extent to which the work reflects the student’s ability to-
1. Understand and interpret the assignment’s key concepts (0-10 Points)
10 to 10 points
Demonstrates the ability to critically appraise and intellectually explore key concepts.
9 to 9 points
Demonstrates the ability to critically appraise and intellectually explore key concepts.
8 to 8 points
Demonstrates a clear understanding of key concepts.
5 to 7 points
Shows some degree of understanding of key concepts.
0 to 4 points
Shows a lack of understanding of key concepts, deviates from topics.
ASSIMILATION AND SYNTHESIS OF IDEAS 2. Apply and integrate material in course resources (i.e. video, required readings, and textbook) and credible outside resources (0-20 Points)
20 to 20 points
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 3-4 course resources to support point of view.
15 to 19 points
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 3-4 course resources to support point of view.
10 to 14 points
Integrates specific information from 1 credible outside resource and 3 to 4 course resources to support major points and point of view.
3 to 9 points
Minimally includes and integrates specific ...
This document discusses using student data and assessment to drive instructional practices and decision making. It presents a model that connects goals for student learning, professional learning, and organizational learning. Student measures, professional measures, and organizational measures are aligned with these respective goals and practices. The document emphasizes measuring what is valued and valuing what is measured. It also discusses using formative and summative assessments appropriately to both improve student learning and create accountability.
U.S. Department of Homeland Security Washington, D.C. 20528 .docxouldparis
U.S. Department of Homeland Security
Washington, D.C. 20528
(Student Name)
(Private Sector Entity)
Anytown, USA 12345
Dear Mr./Ms.(Student Name):
My name is Randy Ready and I serve as your point of contact for the U.S. Department of
Homeland Security (DHS). As a component of our nation's critical infrastructure, your
company's operations are vital and essential, not only to your community, but to our country’s
homeland security efforts as a whole. Therefore, it is imperative that your organization take
certain steps and measures that will ensure your essential services will continue in the midst of
a critical incident. To that end, I am requesting a report be forwarded to me as soon as possible
that provides the following information:
Summary concerning your organization and what you feel your roles/responsibilities are
related to overall homeland security efforts.
The steps your organization has taken, whether internally or externally, to ensure these
expectations are fulfilled.
Conversely, provide information concerning challenges your organization faces that
serve as an impediment in meeting your homeland security commitments.
Lastly, what do you expect from DHS in this collaborative effort and how can we as a
Federal agency enhance our level of support?
I look forward to receiving your report, as it will serve as a vital component of our future planning
efforts. Should you have any questions, please feel free to contact me at any time.
Randy Ready
Regional Liaison,
U.S. Department of Homeland Security
SSGS Written Assignment Grading Rubric 300-400 Level
EXEMPLARY LEVEL
16-20
ACCOMPLISHED LEVEL
11-15
DEVELOPING LEVEL
6-10
BEGINNING LEVEL
0-5
TOTAL POINTS 100
Focus/Thesis
Student exhibits a defined and clear understanding of the assignment. Thesis is clearly defined and well-constructed to help guide the reader throughout the assignment. Student builds upon the thesis of the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment.
Student exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Introduction of thesis is not clearly evident, and reader must look deeper to discover the focus of the writer. Student’s writing is weak in the inclusion of supporting facts ...
MGT672
Critical Thinking Writing Rubric – Module 4
Exceeds Expectation
Meets Expectation
Below Expectation
Limited Evidence
Content, Research, and Analysis
21-25 Points
16-20 Points
11-15 Points
6-10 Points
Requirements
Exceeds Expectation -Includes all of the required components, as specified in the assignment.
Meets Expectation - Includes most of the required components, as specified in the assignment.
Below Expectation - Includes some of the required components, as specified in the assignment.
Limited Evidence - Includes few of the required components, as specified in the assignment.
21-25 Points
16-20 Points
11-15 Points
6-10 Points
Content
Exceeds Expectation - Demonstrates substantial and extensive knowledge of the materials, with no errors or major omissions.
Meets Expectation - Demonstrates adequate knowledge of the materials; may include some minor errors or omissions.
Below Expectation - Demonstrates fair knowledge of the materials and/or includes some major errors or omissions.
Limited Evidence - Fails to demonstrate knowledge of the materials and/or includes many major errors or omissions.
25-30 Points
19-24 Points
13-18 Points
7-12 Points
Analysis
Exceeds Expectation - Provides strong thought, insight, and analysis of the Business Problem Solving model, concepts and applications.
Meets Expectation - Provides adequate thought, insight, and analysis of the Business Problem Solving model, concepts and applications.
Below Expectation - Provides poor thought, insight, and analysis of the Business Problem Solving model, concepts and applications.
Limited Evidence - Provides little or no thought, insight, and analysis of the Business Problem Solving model, concepts and applications.
13-15 Points
10-12 Points
7-9 Points
4-6 Points
Sources
Exceeds Expectation - Sources go above and beyond required criteria, and are well chosen to provide effective substance and perspectives on the issue under examination.
Meets Expectation - Sources meet required criteria and are adequately chosen to provide substance and perspectives on the issue under examination.
Below Expectation - Sources meet required criteria, but are poorly chosen to provide substance and perspectives on the issue under examination.
Limited Evidence - Source selection and integration of knowledge from the course is clearly deficient.
Mechanics and Writing
5 Points
4 Points
3 Points
1-2 Points
Demonstrates college-level proficiency in organization, grammar and style.
Exceeds Expectation - Project is clearly organized, well written, and in proper format as outlined in the assignment. Strong sentence and paragraph structure; contains no errors in grammar, spelling, APA style, or APA citations and references.
Meets Expectation - Project is fairly well organized and written, and is in proper format as outlined in the assignment.
Reasonably good sentence and paragraph structure; may include a few minor errors in grammar, spelling, APA style, or APA citations and references.
B ...
This document outlines the requirements for Coursework 2, which comprises 60% of the grade for the International Business Theory and Strategy module. Students must submit a 3,500 word individual professional management report by May 21st, 2019. The report must critically evaluate the current strategic position and competitive advantage of a chosen organization, develop and analyze strategic options for the next 3-5 years, and select and discuss implementation issues for the most appropriate strategic option. The assignment assesses several module learning outcomes and strict word count penalties apply. Feedback will be provided within 3 weeks through Turnitin.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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1. S E C O N D A R Y L E V E L
Standards-Based Assessment
and Rating System
For discussion only
2. Philosophy
Assessment shall be used primarily as a quality
assurance tool to track student’s progress in the
attainment of standards, promote self-reflection and
personal accountability for one’s learning, and
provide a basis for the profiling of student
performance.
3. Features
Holistic
Diagnostic (assessment for learning)
Formative/Developmental (assessment for and assessment as
learning)
Summative/Evaluative (assessment of learning)
Standards-based
Content- what the student knows, can do, and understands
Performance- how the student transfers his/her understanding
to life situations
4. Assessment
of Learning
Nature of Assessment
Assessment
of Learning
Assessment
as Learning
Assessment
for Learning
Being summative, it measures
student’s attainment of standards.
The student reflects on results of
assessment, charts his/her own
progress, and plans next steps to
improve performance; builds
metacognition as it involves the
student in setting and monitoring
own learning goals.
Determines student’s
background knowledge
and skills; tracks
student’s progress in
understanding
7. (75-79%)
Beginning
Developing
The student at this level struggles
with his/her understanding;
prerequisite and fundamental
knowledge and/or skills have not
been acquired or developed
adequately to aid understanding.
The student at this level possesses the
minimum knowledge and skills and core
understandings, but needs help
throughout the performance of authentic
tasks.
Levels of Proficiency
(74% & below)
(75-79%)
8. Approaching
Proficiency
Proficient
The student at this level has developed the
fundamental knowledge and skills and core
understandings and, with little guidance from
the teacher and/or with some assistance from
peers, can transfer these understandings
through authentic performance tasks.
The student at this level has developed the
fundamental knowledge and skills and core
understandings, and can transfer them
independently through authentic performance tasks.
The student at this level exceeds the core
requirements in terms of knowledge, skills and
understandings, and can transfer them automatically
and flexibly through authentic performance tasks.
Advanced
(85-89%)
(80-84%)
(90% &
above)
9. Feedback
Results of the assessment across levels
should be fed back immediately to the
students, so that they know what to
improve further, and then they can plan
strategically how they can address any
learning deficiency.
11. • (8%) Relevance of
data/information to the
development of
understanding
• (7%) Adequacy of
data/information to
firm up and deepen
understanding
Knowledge
(15%) -
acquisition
of
information
as
evidenced
by the
following:
12. Rubric for Assessing Knowledge
Relevance of data/information acquired (8%)
8% - Data/information acquired are
completely relevant to the development
of understanding.
6-7% - Data/information acquired are to a great
extent relevant to the development of
understanding.
4-5% - Data/information are to some extent
relevant to the development of
understanding.
13. Rubric for Assessing Knowledge
Relevance of data/information acquired (8%)
2-3% - Data/information are of very
little relevance to the development
of understanding.
14. Rubric for Assessing Knowledge
Adequacy of data/information to firm up and deepen
understanding (7%)
7% - Data/information are completely adequate
to firm up and deepen understanding
5-6% - Data/information are to a great extent
adequate to firm up and deepen
understanding
3-4% - Data/information are to some extent
adequate to firm up and deepen
understanding
15. Rubric for Assessing Knowledge
Adequacy of data/information to firm up and deepen
understanding (7%)
1-2% - Data/information are very inadequate to
firm up and deepen understanding.
17. Rubric for Assessing Skills (Meaning-Making)
Understanding of Content (10%)
Strong (8-10%) – The student understands
completely the full content required by the task
and can undertake with a great deal of
competence all of the following processes
relative to the content:
Distinguish (whatever is appropriate to the subject) between
relevant and irrelevant content/ between fact and fiction/
between fact and opinion/ between fact and hearsay/ between
truth and propaganda/ between what is important and
unimportant/ between accurate and inaccurate content
18. Rubric for Assessing Skills (Meaning-Making)
Understanding of Content (10%)
Strong (8-10%) – The student understands
completely the full content required by the task
and can undertake with a great deal of
competence all of the following processes:
Outline the content at the required level of detail
Organize the information coherently, logically
19. Rubric for Assessing Skills (Meaning-Making)
Developing (5-7%) – The student understands the
minimum content required by the task and can
undertake with some competence the following
processes:
Distinguish (whatever is appropriate to the subject) between
relevant and irrelevant content/ between fact and fiction/
between fact and opinion/ between fact and hearsay/ between
truth and propaganda/ between what is important and
unimportant/ between accurate and inaccurate content
20. Rubric for Assessing Skills (Meaning-Making)
Developing (5-7%) – The student understands the
minimum content required by the task and can
undertake with some competence the following
processes :
Outline the content at the required level of detail
Organize the information coherently, logically
21. Rubric for Assessing Skills (Meaning-Making)
Weak (2-4%) – The student struggles to understand
the minimum content required by the task and has
great difficulty undertaking the following processes:
Distinguish (whatever is appropriate to the subject) between
relevant and irrelevant content/ between fact and fiction/
between fact and opinion/ between fact and hearsay/ between
truth and propaganda/ between what is important and
unimportant/ between accurate and inaccurate content
22. Rubric for Assessing Skills (Meaning-Making)
Weak (2-4%) – The student struggles to understand
the minimum content required by the task and has
great difficulty undertaking the following processes:
Outline the content at the required level of detail
Organize the information coherently, logically
23. Rubric for Assessing Skills (Meaning-Making)
Critical Thinking (15%)
Strong (13-15%) -The student demonstrates deep
analytical processing of information and can
perform with a great deal of competence the
following processes:
Interpret; translate; convert, or express the information (such
as a set of statistics) into another form or format or transform
a textual presentation into a flowchart, diagram, advance
organizer, etc.
Draw insights; see beyond the data; read between the lines
Reason logically, coherently
24. Rubric for Assessing Skills (Meaning-Making)
Critical Thinking (15%)
Moderately Strong (10-12%) -The student
demonstrates fairly analytical processing of
information and can perform with some
competence the following processes:
Interpret; translate; convert, or express the information (such
as a set of statistics) into another form or format or transform
a textual presentation into a flowchart , diagram, advance
organizer, etc.
Draw insights; see beyond the data; read between the lines
Reason logically, coherently
25. Rubric for Assessing Skills (Meaning-Making)
Critical Thinking (15%)
Developing (7-9%) -The student demonstrates little
analytical processing of information and strives
to perform the following processes:
Interpret; translate; convert, or express the information (such
as a set of statistics) into another form or format or transform
a textual presentation into a flowchart , diagram, advance
organizer, etc.
Draw insights; see beyond the data; read between the lines
Reason logically, coherently
26. Rubric for Assessing Skills (Meaning-Making)
Critical Thinking (15%)
Weak (4-6%) -The student demonstrates very little
analytical processing of information and has great
difficulty performing the following processes:
Interpret; translate; convert, or express the information (such
as a set of statistics) into another form or format or transform
a textual presentation into a flowchart , diagram, advance
organizer, etc.
Draw insights; see beyond the data; read between the lines
Reason logically, coherently
27. Rubric for Assessing Skills (Meaning-Making)
Critical Thinking (15%)
Very Weak (1-3%) -The student can barely
demonstrate analytical processing of information
and cannot perform the following processes:
Interpret; translate; convert, or express the information (such
as a set of statistics) into another form or format or transform
a textual presentation into a flowchart, diagram, advance
organizer, etc.
Draw insights; see beyond the data; read between the lines
Reason logically, coherently
28. • Breadth of
understanding
(connection to a wide
range of contexts)
• Depth of
understanding (use of
insights, reflection)
Understanding(s)
(30%)- as
expressed using
the six facets of
understanding:
Explanation,
Interpretation,
Application,
Empathy,
Perspective, and
Self-knowledge,
and are assessed
based on the
following criteria:
29. Rubric for Assessing Understanding
Strong (26-30%) -The student demonstrates
accurate, very extensive, and very deep
understanding of the topic/concept through any
three of the six facets of understanding--
Explanation, Interpretation, Application,
Perspective, Empathy, and Self-Knowledge-- where
connection to a wide range of contexts and use of
insights and reflection are clearly evident.
30. Rubric for Assessing Understanding
Moderately Strong (21-25%) -The student
demonstrates accurate, extensive, and deep
understanding of the topic/concept through any
three of the six facets of understanding--
Explanation, Interpretation, Application,
Perspective, Empathy, and Self-Knowledge-- where
connection to a wide range of contexts and use of
insights and reflection are evident.
31. Rubric for Assessing Understanding
Developing (16-20%) -The student strives to
demonstrate accurate, extensive, and deep
understanding of the topic/concept through any
three of the six facets of understanding--
Explanation, Interpretation, Application,
Perspective, Empathy, and Self-Knowledge-- where
connection to a wide range of contexts and use of
insights and reflection are evident.
32. Rubric for Assessing Understanding
Weak (11-15%) -The student can barely demonstrate
accurate, extensive, and deep understanding of the
topic/concept through any three of the six facets of
understanding-- Explanation, Interpretation,
Application, Perspective, Empathy, and Self-
Knowledge-- where connection to a wide range of
contexts and use of insights and reflection are
evident.
33. Rubric for Assessing Understanding
Very Weak (6-10%) -The student cannot
demonstrate accurate, extensive, and deep
understanding of the topic/concept through any of
the six facets of understanding-- Explanation,
Interpretation, Application, Perspective, Empathy,
and Self-Knowledge-- where connection to a wide
range of contexts and use of insights and reflection
are evident.
34. • Products- outputs which are
reflective of learner’s creative
application of understanding;
and
• Performances- skilful
exhibition or creative
execution of a process,
reflective of masterful
application of learning or
understanding
Transfer of
understanding
to life
situations(30%)
as
demonstrated
through
35. Rubric for Assessing Products and
Performances
Strong ( 26-30%) – The student (or the
team) independently demonstrates the
ability to create, add value and transfer
his/her/their understanding to life
situations in the form of products and
performances. This means that the product
or performance reflects the following
attributes:
36. The entire process from planning to execution was
carried out by the student (or the team), with little or
no guidance from the teacher.
The product or performance is well thought out by the
student (or team) from planning to execution. Potential
problems have been identified and appropriate
remediation has been put in place should problems
arise.
There is evidence of value added by the student (or
team) in the execution of the process.
The product or performance is a demonstration of
creative application of enduring understanding in a
new or novel context or situation.
37. Moderately Strong (21-25%) – – The student (or
the team) demonstrates the ability to create, add
value and transfer his/her/their understanding
to life situations in the form of products and
performances, but the product or performance
can still stand improvement in a number of areas,
namely:
The entire process from planning to execution
was carried out by the student (or the team), with
some guidance/ coaching from the teacher.
The product or performance is fairly well thought
out by the student (or team) from planning to
execution.
38. There is some evidence of value added by the
student (or team) in the execution of the process.
There are attempts at novelty (e.g., formatting,
organization, packaging, presentation).
The product or performance is a demonstration of
creative application of enduring understanding,
but the context or situation in which the
understanding is applied is a little ordinary or
common.
39. Developing (16-20%)- The student (or team) strives
to use understanding or learning creatively in
producing products or performances as manifested
in the following:
The student or the team attempts to do the task
entirely on their own, but seeks the teacher’s help
for the major part of the process.
The product or performance has some flaws in the
design that the student (or the team) has addressed
with some help from the teacher.
40. There is little evidence of value added by the
student (or team) in the execution of the process.
There are limited attempts at novelty (e.g.,
formatting, organization, packaging, presentation).
A little creative application of enduring
understanding is shown in the product or
performance. The context or situation in which the
understanding is applied is ordinary or common.
41. Weak (11-15%)- The student (or team) shows inadequacy
in using understanding or learning creatively in
producing products or performances. The inadequacy
is manifested in the following:
The entire process from planning to execution could
not have been carried out by the student (or the team),
without the teacher’s guidance and coaching.
The product or performance is poorly thought out by
the student (or team) from planning to execution.
There are marked flaws in the design that the student
(or the team) is not even aware of.
42. There is almost no evidence of value added by the
student (or team) in the execution of the process
or in the use of understanding or learning.
Every aspect (e.g., formatting, organization,
packaging, presentation ) of the product or
performance is just a copy of what has been taught
in class.
43. Very Weak (6-10%)- The student (or the team) shows
great difficulty in using understanding or learning
creatively in producing products or performances. The
difficulty is manifested in the following:
The entire process from planning to execution was
poorly carried out by the student (or the team), even
with the teacher’s guidance and coaching.
The product or performance is very poorly thought out
by the student (or team) from planning to execution.
There are many obvious flaws in the design that the
student (or the team) has ignored .
44. There is no evidence of value added by the student
(or team) in the execution of the process. There
are no attempts at novelty (e.g., in formatting,
organization, packaging, presentation).
The product or performance does not show
creative application of enduring understanding.
The context or situation in which the
understanding is applied is very ordinary or
common.
45. Frequency of Assessment
Knowledge, skills, understanding and transfer shall
be assessed formatively (daily; weekly; scored and
recorded, but not graded) and summatively (scored,
recorded and graded) at the end of the unit, quarter,
or school year.