Evolution of assessed experiments dave thrasher short version
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The document discusses plans to embed assessment skills and context into science classes from years 1-3 (L1-L3) at Takapuna Grammar School. It describes experiments done in the first few days of each year to introduce skills like using equipment, analyzing and interpreting data. It then outlines plans to assess students on skills and understanding through tasks linked to NZIP achievement objectives P1.1, P2.1 and P3.1. These assessments will be run continuously to reduce student stress and include context from class topics where possible. The teacher hopes the new NZIP framework in 2012 will provide clearer exemplars and guidance.
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3) Devices for digital marking proved problematic due to file compatibility and screen size issues, though some were useful. Spreadsheets in Grade Center provided consistency in marking and feedback.
1a irrigation introduction
This document outlines an irrigation and drainage course. It discusses the course goals, which are to design irrigation systems, discuss management implications, explain modernization importance, and present issues to other students. It describes the 7 morning sessions that will discuss various issues through formats like lectures and exercises. Students will complete exercises after each session applying the material. They will also complete a design assignment involving designing an irrigation system. Assessment will be based 50% on the final design and 50% on a final exam. The document instructs students to use the Blackboard site for course materials and details.
CAPSTONE PROJECTWeekly tasks or assignments (Individual or Gro.docx
CAPSTONE PROJECT
Weekly tasks or assignments (Individual or Group Projects) will be due by Monday and late submissions will be assigned a late penalty in accordance with the late penalty policy found in the syllabus. NOTE: All submission posting times are based on midnight Central Time.
Information Technology Problem Analysis
This course is comprised of a series of Individual Project assignments that will contribute to a Key Assignment submission at the end of the course. Each week, you will complete a part of an information technology (IT) project or technical research document designed to solve an information technology problem. You will select a project or research topic, and apply research and knowledge gained from prior courses to the completion of the associated report according to the instructions for each week.
You will select a project as the topic for the analysis that you will execute and document in this course. The project should represent an IT problem that you will solve through research and application of knowledge and skills gained in the courses taken in your program of study. This is the course Key Assignment that you will make contributions to each week.
Project Selection:
The first step will be to select a project as the target for your Information Technology Problem Analysis document. This project will be used as the basis for each of the assignments throughout the course and should conform to the following guidelines:
Nontrivial: The project should be nontrivial and require research as part of the solution. The project should be large enough to allow reasonable exercise of the technology research process.
Scope: The project scope should be appropriate for the 5-week class duration.
Domain Knowledge: You should be familiar with the problem domain to allow focus on the project tasks without significant time required for domain education.
Accessibility: You should have good access to the people and other information related to the project because this will be an important part of the process.
Select a project that fits these requirements, and submit your proposal to your instructor before proceeding further with the assignments in the course. Approval should be sought within the first several days of the course. Your instructor will tell you how to submit this proposal and what notification will be given for project approval.
Assignment Description:
For the assignments in this course, you will be developing a comprehensive Information Technology Problem Analysis document that identifies an IT problem and works through a formal research and analysis method to provide a proposed solution to the problem. Your first task in this process will be to select a project to use as the basis of your research and analysis for each of the assignments in the course. You will also create the shell document for the final project deliverable that you will be working on during each unit. As you proceed through each project phase, yo ...
12. conversation starters, psu observation assignment, data
This document outlines an assignment for students to observe a Portland State University class of their choice. It provides instructions for choosing a class, obtaining permission from the professor, observing the class, developing a 5-10 minute presentation with PowerPoint slides, and submitting a video of the presentation. The document also reviews homework from the previous class and includes an activity to match data charts to written descriptions.
Project decumentation
The document summarizes an electronic graduation project created by Mawahb Ba-Hajjaj to provide IT teachers with lesson plans and activity solutions for the IT curriculum for 8th grade. The project includes developing electronic lesson plans using the Dick and Carey model for each unit covered in 8th grade IT (Publisher, Squeak, Swish, FrontPage). It is delivered via a CD to provide teachers a portable resource without internet access. Needs analysis identified teachers lacked resources for the new electronic plans. The project aims to address this need by offering example plans and activity solutions.
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Sample lesson plan; 1st unit - TOEFL IBT introduction
Sample lesson plan; 1st unit - TOEFL IBT introduction
Differentiated Lesson Plan for week (11) ending on 2011:15
Differentiated Lesson Plan for week (11) ending on 2011:15
COVERCourseQS 4650Spring 2015Project Title (provide brief title i.docx
COVERCourseQS 4650Spring 2015Project Title (provide brief title i.docx
CAPSTONE PROJECTWeekly tasks or assignments (Individual or Gro.docx
CAPSTONE PROJECTWeekly tasks or assignments (Individual or Gro.docx
12. conversation starters, psu observation assignment, data
12. conversation starters, psu observation assignment, data
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Terry Devere presents on modifying an existing online assessment tool called OASIS for use by high school students. OASIS has been successfully used at the university level for skills practice and assessment in engineering and physics. The tool delivers individualized tasks to students and instantly scores and provides feedback on their responses. It requires only a computer with internet access. Previous research found OASIS enhances student engagement and learning at the university level. The new School OASIS version aims to improve physics skills of incoming engineering students and promote the university's programs. Feedback from teachers and students on School OASIS has been positive. The presentation aims to demonstrate the individualized tasks on OASIS.
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