This document discusses standards-based grading for student editors. It outlines the pros and cons of letting editors grade their peers, including increased accountability and real-world experience as pros, and popularity contests and accuracy as cons. It then details how one high school implements grading for editors, with editors grading each other using rubrics in their individual roles of writing, design, and photography. Mini-deadlines are also set to keep editors on track. The document provides examples of rubrics and checklists used by different editor roles, and discusses the process an editor-in-chief and assistant go through to finalize pages each deadline.
Critique guide & self eval (save as only) (2)FantasiaChason
The document provides guidelines for conducting effective critiques of visual artworks. It outlines four areas of critique: description, analysis, interpretation, and judgment. Description involves objectively noting technical and formal qualities of the work. Analysis examines how elements are composed and relate to each other. Interpretation explores how the work makes the viewer think and feel. Judgment evaluates the success of the work based on stated criteria. The response summarizes ten photos taken following a photographer's style and notes they were well-edited and matched the chosen style. The student evaluates their own work as fairly successful in capturing their subject clearly.
The document provides a guide for critiquing visual artworks. It outlines four areas of critique: description, analysis, interpretation, and judgment. For each area, it lists specific points to focus on and questions to consider when analyzing and discussing a work of art. The student then provides a self-critique and evaluation of a photo project they completed, assessing their work in each of the outlined areas and assigning themselves an overall grade.
This document contains reflections from assessments in sociology and sports marketing courses. For a sociology assessment, the student received feedback that their poster addressed points clearly but lacked sociological models. For a sports partnership analysis, they received positive feedback and a 75% grade for outlining how sectors and levels applied to the partnership and using appropriate sources. For a sports marketing group project, they received 68% for their poster but a lower 54% for their presentation due to it being unorganized and rushed. The student reflects on learning academic referencing and writing, and how they can improve group work organization and inclusion of all opinions.
Apresentação para décimo ano de 2014 5, aula 13-14luisprista
O documento lista fatores que podem prejudicar a leitura, como palavras trocadas ou acrescentadas. Também discute formas verbais conjugadas incorretamente, como "ouvistes" ao invés de "ouviste". Finalmente, fornece instruções para escrever uma nota curta sobre um dia especial seguindo o estilo de uma coluna chamada "Ainda ontem".
This presentation provides an overview of DJing. It begins with the basics of counting and beatmatching songs by matching their tempo. It emphasizes the importance of phrasing music in 4/4 time to allow smooth mixing between songs. The document discusses different types of DJs and how DJing has evolved from vinyl to modern digital methods. It also touches on sound mixing techniques like volume, filters, and hand signals DJs use to communicate with each other.
Public-Private Partnerships: The P3 Experience AICP CM 1.5
Public-private partnerships (P3s) are on the upswing. After a strong start with vertical building delivery in the US and many transit projects in Canada, the P3 model for transit seems to be here to stay. Upcoming projects in Baltimore and Denver are piquing interest across the US. Is P3 right for your project? How have recent projects fared? Listen as panel members explore recent applications, trends and benefits of the P3 delivery method. Learn how to assess your own project in terms of the P3 model. Hear how P3 is helping accomplish broader community development, sustainability and mobility goals throughout North America.
Moderator: Bob Post, Vice President, Director of Transportation, URS, Portland, Oregon
Charles Wheeler, Senior Project Manager, URS, Richmond Hill, Ontario
Gregory P. Benz, RA, AICP, Senior Vice President, Principal, Professional Associate, Parsons Brinckerhoff, Baltimore, Maryland
Martin Nielsen, MAIBC, LEED AP, MRAIC, P.Eng., Principal, Dialog Design, Vancouver, British Columbia
Critique guide & self eval (save as only) (2)FantasiaChason
The document provides guidelines for conducting effective critiques of visual artworks. It outlines four areas of critique: description, analysis, interpretation, and judgment. Description involves objectively noting technical and formal qualities of the work. Analysis examines how elements are composed and relate to each other. Interpretation explores how the work makes the viewer think and feel. Judgment evaluates the success of the work based on stated criteria. The response summarizes ten photos taken following a photographer's style and notes they were well-edited and matched the chosen style. The student evaluates their own work as fairly successful in capturing their subject clearly.
The document provides a guide for critiquing visual artworks. It outlines four areas of critique: description, analysis, interpretation, and judgment. For each area, it lists specific points to focus on and questions to consider when analyzing and discussing a work of art. The student then provides a self-critique and evaluation of a photo project they completed, assessing their work in each of the outlined areas and assigning themselves an overall grade.
This document contains reflections from assessments in sociology and sports marketing courses. For a sociology assessment, the student received feedback that their poster addressed points clearly but lacked sociological models. For a sports partnership analysis, they received positive feedback and a 75% grade for outlining how sectors and levels applied to the partnership and using appropriate sources. For a sports marketing group project, they received 68% for their poster but a lower 54% for their presentation due to it being unorganized and rushed. The student reflects on learning academic referencing and writing, and how they can improve group work organization and inclusion of all opinions.
Apresentação para décimo ano de 2014 5, aula 13-14luisprista
O documento lista fatores que podem prejudicar a leitura, como palavras trocadas ou acrescentadas. Também discute formas verbais conjugadas incorretamente, como "ouvistes" ao invés de "ouviste". Finalmente, fornece instruções para escrever uma nota curta sobre um dia especial seguindo o estilo de uma coluna chamada "Ainda ontem".
This presentation provides an overview of DJing. It begins with the basics of counting and beatmatching songs by matching their tempo. It emphasizes the importance of phrasing music in 4/4 time to allow smooth mixing between songs. The document discusses different types of DJs and how DJing has evolved from vinyl to modern digital methods. It also touches on sound mixing techniques like volume, filters, and hand signals DJs use to communicate with each other.
Public-Private Partnerships: The P3 Experience AICP CM 1.5
Public-private partnerships (P3s) are on the upswing. After a strong start with vertical building delivery in the US and many transit projects in Canada, the P3 model for transit seems to be here to stay. Upcoming projects in Baltimore and Denver are piquing interest across the US. Is P3 right for your project? How have recent projects fared? Listen as panel members explore recent applications, trends and benefits of the P3 delivery method. Learn how to assess your own project in terms of the P3 model. Hear how P3 is helping accomplish broader community development, sustainability and mobility goals throughout North America.
Moderator: Bob Post, Vice President, Director of Transportation, URS, Portland, Oregon
Charles Wheeler, Senior Project Manager, URS, Richmond Hill, Ontario
Gregory P. Benz, RA, AICP, Senior Vice President, Principal, Professional Associate, Parsons Brinckerhoff, Baltimore, Maryland
Martin Nielsen, MAIBC, LEED AP, MRAIC, P.Eng., Principal, Dialog Design, Vancouver, British Columbia
Manual de Taller Jeep Comando.
Fabricado por C.A.F. - Zaragoza.
Motor Hurricane F4-134.
Motor Barreiros C-65.
Motor Dauntless V-6.
Motor Perkins 4.108.
The document summarizes the important endocrine glands and their hormones. It discusses the pituitary gland, which secretes growth hormone, TSH, FSH, LH, prolactin, ADH, and oxytocin; the adrenal cortex, which secretes cortisol and aldosterone; the thyroid gland, which secretes thyroxine and triiodothyronine; the pancreas, which secretes insulin and glucagon; the ovaries and testes, which secrete estrogens, progesterone, and testosterone; the parathyroid gland, which secretes parathyroid hormone; and the placenta, which secretes HCG, estrogens, progesterone, and HPL.
Este documento introduce Netbeans, un entorno de desarrollo integrado (IDE) que facilita las tareas de programación. Explica qué es Netbeans, por qué usarlo y los pasos básicos de compilación y ejecución de código. También describe cómo cargar proyectos existentes en Netbeans y cómo instalar la biblioteca ACM que proporciona funciones útiles para la enseñanza de la programación.
O documento discute projetos de conversores analógico-digital (ADC), incluindo arquiteturas como flash, sucessiva aproximação, pipeline e ΔΣ. Aborda tópicos como resolução versus velocidade, erros estáticos e dinâmicos, e aplicações de alta velocidade para ADCs.
Shapes are two-dimensional forms that are created when lines intersect or enclose a space. There are several categories of shapes, including geometric shapes like circles and triangles, organic shapes found in nature, positive shapes which are solid forms, and negative shapes which are the spaces around the positive shapes. In fine art, the positive shapes of objects in an image create negative spaces around them, and artists should pay attention to both. A shape automatically creates a negative shape in a painting. Shapes have been used in different ways in art over time, from Louise Nevelson's sculptures made of wood painted black to Pablo Picasso's cubist paintings combining shapes. Photography also makes use of shapes, with geometric and organic shapes, and the
High School Photography Lesson, Rule of thirdsMeredith Hudson
The rule of thirds is a guideline for composing visual images that divides the image into nine equal parts using two horizontal lines and two vertical lines, not through the center. Examples show how placing the subject along these lines or their intersections can create a more powerful composition than centering the subject. As an exercise, photographers are assigned to take 10-15 outdoor photos applying the rule of thirds.
The document discusses various grading and reporting systems used in education including letter grades, pass/fail systems, criterion-referenced grading, and portfolios. It also covers conducting parent-teacher conferences to discuss student performance and components that make up a student's overall grade such as tests, quizzes, projects, participation, and behavior. Effective grading requires thoughtful professional judgment and should not be used as a weapon against students.
This document discusses different aspects of grading systems, including:
- Sample student grades and units from various subjects. The average grade for this student is 88.
- The roles of grading in evaluation, communication, motivation, and organization of student work.
- Two conflicting roles for teachers as coaches and judges.
- Two types of grading systems - norm referenced and criterion referenced.
- Examples of grading scales from two schools, SDCA and CVSU.
- Four key questions around grading, such as whether grades should reflect achievement only or include other factors.
- An overview of standardized test scoring and the two main grading systems used in the Philippines.
Trenton D. Whipple is seeking a position that utilizes his 12 years of experience in information technology, specifically in application and data support. He received a Bachelor's degree in Management Information Systems from Iowa State University. Whipple currently works as an IT Manager at DuPont Pioneer, where he manages a small team supporting 250 clients. In this role, he implements and supports various systems, trains employees, and identifies new software opportunities while not increasing headcount. Previously, Whipple held a position providing IT support, where he led several implementation projects and created custom database applications.
As Pteridófitas são plantas vasculares primitivas que incluem samambaias e avencas. Elas se reproduzem tanto sexualmente quanto assexualmente e desempenham um papel importante na dispersão de esporos. Exemplos importantes incluem samambaias, que formam soros em suas folhas para reprodução, e o gênero Adiantum, conhecido por espécies como avenca e cabelo-de-vênus.
This document outlines the requirements for a team project and presentation assignment in an AES 150 business communication class. Students will be assigned to groups of 3-4 to complete a case study. Throughout the semester, each student will evaluate their own work as well as their teammates' contributions and how effectively the team worked together. The team must submit a plan for communication, roles and responsibilities, conflict resolution, and a timeline with goals and deadlines. Individual students will also submit self and peer evaluations. Key due dates for project deliverables are provided.
Enc 3250 professional writing midterm reflectionslarose5425
This document summarizes the key lessons learned from an ENC 3250 Professional Writing midterm reflection. It discusses learning about the writing process including audience, organization, outlining, and revisions. It also covers style and clarity with word choice, conciseness and parallel structure. Design and visuals like headings, layout, tables and graphs are addressed. Specific assignments helped apply these lessons to a flight attendant email, website comparisons, a complaint letter and a document with a table. Peer review was valuable for gaining different perspectives to improve writing. These skills will benefit future coursework and accounting career writing.
The document discusses the role of technical editors based on a presentation by David Farbey. It outlines the scope of technical editing including coordination, policy, accuracy and consistency checks. A survey of editors and writers found that most believe technical editing improves quality and clarity but some note it can delay work. Good relationships between editors and writers are described as collaborative and focused on improvement. The presentation concludes with example "letters" providing advice to organizations, audiences and writers.
This document provides guidance and suggestions for teaching oral communication skills. It begins with a note summarizing a previous lesson on balancing challenging topics with positivity. It then discusses using current events in the classroom and how they can impact students. It suggests empowering students to take action to cope with anxieties from current events. It also discusses using reflection and relationships to create positive change. The document then reviews expectations for listening from the Ontario curriculum and provides examples of active listening strategies. It emphasizes the importance of modeling listening skills and providing practice opportunities. It concludes by assigning a forum post homework on an article about teaching Indigenous histories.
This document provides guidance on managing university assessments. It discusses the key elements of assessments, including different assessment formats and important information like deadlines, submission methods, and mark schemes. It emphasizes balancing one's workload throughout the year by starting assessments early and spreading the work across multiple units. It also stresses the importance of understanding assessment briefs and mark schemes fully to know what is required and how the work will be evaluated.
This document provides information and instructions for a social justice picture book presentation. It includes slides on finding inspiring posts from educational experts on Twitter to share, an evaluation form for peers to provide feedback, and discussion questions to consider regarding the presentation. The document also outlines a curriculum continuum activity where students will analyze writing expectations at different grade levels and a discussion on using social media for teacher professional development.
1. The document introduces Eli, a peer review tool that allows teachers to assign writing activities, collect student drafts and reviews, and analyze review data.
2. Research shows that routinely engaging in revision is associated with better writing performance, yet students do not often revise without explicit instruction. Eli aims to provide more opportunities for review and revision cycles.
3. The document demonstrates how Eli can be used by assigning a sample writing and review activity, and discusses the types of responses - criteria matching, scaled items, and comments - that Eli allows teachers to incorporate into reviews.
This document provides guidance on developing a strategic plan for research and writing successful grant proposals. It outlines developing a strategic plan that includes research themes, available and needed resources, and dissemination plans. It also discusses writing proposals, including staking your claim, professional synergies, contacting program officers, establishing credibility, structure, style, citations, and responding to reviews. Key points include developing long-term research goals, tailoring proposals to specific programs, addressing both intellectual merit and broader impacts, and revising proposals in response to reviewer feedback.
Professional Development Opportunities in Committee WorkMelissa Renner
This document outlines a model for using committee work at libraries as professional development opportunities for staff. It proposes creating a Staff Development Day committee consisting of a variety of library employees who are not managers. The Training Specialist would guide the committee through goals aimed at skills like using project management software, understanding work styles, running meetings, and taking on responsibilities. Completing these goals would provide hands-on experience in areas like collaboration, organization, and leadership while planning the annual Staff Development Day event. The model emphasizes using assessments, setting goals for both individual growth and event success, and creating an experience focused on team-building and learning.
Do you hesitate to assign written, spoken, or visual work because you are uncertain how to evaluate and assess student projects? This workshop will demonstrate strategies for formative evaluation (giving feedback on drafts or practice sessions when students are still shaping their projects) and summative evaluation (grading final projects). You'll get tips how to set priorities for feedback, to respond to errors in usage and mechanics, to involve peers in the feedback, to praise good work, and to design and using rubrics to make responding quicker and more reliable.
Manual de Taller Jeep Comando.
Fabricado por C.A.F. - Zaragoza.
Motor Hurricane F4-134.
Motor Barreiros C-65.
Motor Dauntless V-6.
Motor Perkins 4.108.
The document summarizes the important endocrine glands and their hormones. It discusses the pituitary gland, which secretes growth hormone, TSH, FSH, LH, prolactin, ADH, and oxytocin; the adrenal cortex, which secretes cortisol and aldosterone; the thyroid gland, which secretes thyroxine and triiodothyronine; the pancreas, which secretes insulin and glucagon; the ovaries and testes, which secrete estrogens, progesterone, and testosterone; the parathyroid gland, which secretes parathyroid hormone; and the placenta, which secretes HCG, estrogens, progesterone, and HPL.
Este documento introduce Netbeans, un entorno de desarrollo integrado (IDE) que facilita las tareas de programación. Explica qué es Netbeans, por qué usarlo y los pasos básicos de compilación y ejecución de código. También describe cómo cargar proyectos existentes en Netbeans y cómo instalar la biblioteca ACM que proporciona funciones útiles para la enseñanza de la programación.
O documento discute projetos de conversores analógico-digital (ADC), incluindo arquiteturas como flash, sucessiva aproximação, pipeline e ΔΣ. Aborda tópicos como resolução versus velocidade, erros estáticos e dinâmicos, e aplicações de alta velocidade para ADCs.
Shapes are two-dimensional forms that are created when lines intersect or enclose a space. There are several categories of shapes, including geometric shapes like circles and triangles, organic shapes found in nature, positive shapes which are solid forms, and negative shapes which are the spaces around the positive shapes. In fine art, the positive shapes of objects in an image create negative spaces around them, and artists should pay attention to both. A shape automatically creates a negative shape in a painting. Shapes have been used in different ways in art over time, from Louise Nevelson's sculptures made of wood painted black to Pablo Picasso's cubist paintings combining shapes. Photography also makes use of shapes, with geometric and organic shapes, and the
High School Photography Lesson, Rule of thirdsMeredith Hudson
The rule of thirds is a guideline for composing visual images that divides the image into nine equal parts using two horizontal lines and two vertical lines, not through the center. Examples show how placing the subject along these lines or their intersections can create a more powerful composition than centering the subject. As an exercise, photographers are assigned to take 10-15 outdoor photos applying the rule of thirds.
The document discusses various grading and reporting systems used in education including letter grades, pass/fail systems, criterion-referenced grading, and portfolios. It also covers conducting parent-teacher conferences to discuss student performance and components that make up a student's overall grade such as tests, quizzes, projects, participation, and behavior. Effective grading requires thoughtful professional judgment and should not be used as a weapon against students.
This document discusses different aspects of grading systems, including:
- Sample student grades and units from various subjects. The average grade for this student is 88.
- The roles of grading in evaluation, communication, motivation, and organization of student work.
- Two conflicting roles for teachers as coaches and judges.
- Two types of grading systems - norm referenced and criterion referenced.
- Examples of grading scales from two schools, SDCA and CVSU.
- Four key questions around grading, such as whether grades should reflect achievement only or include other factors.
- An overview of standardized test scoring and the two main grading systems used in the Philippines.
Trenton D. Whipple is seeking a position that utilizes his 12 years of experience in information technology, specifically in application and data support. He received a Bachelor's degree in Management Information Systems from Iowa State University. Whipple currently works as an IT Manager at DuPont Pioneer, where he manages a small team supporting 250 clients. In this role, he implements and supports various systems, trains employees, and identifies new software opportunities while not increasing headcount. Previously, Whipple held a position providing IT support, where he led several implementation projects and created custom database applications.
As Pteridófitas são plantas vasculares primitivas que incluem samambaias e avencas. Elas se reproduzem tanto sexualmente quanto assexualmente e desempenham um papel importante na dispersão de esporos. Exemplos importantes incluem samambaias, que formam soros em suas folhas para reprodução, e o gênero Adiantum, conhecido por espécies como avenca e cabelo-de-vênus.
This document outlines the requirements for a team project and presentation assignment in an AES 150 business communication class. Students will be assigned to groups of 3-4 to complete a case study. Throughout the semester, each student will evaluate their own work as well as their teammates' contributions and how effectively the team worked together. The team must submit a plan for communication, roles and responsibilities, conflict resolution, and a timeline with goals and deadlines. Individual students will also submit self and peer evaluations. Key due dates for project deliverables are provided.
Enc 3250 professional writing midterm reflectionslarose5425
This document summarizes the key lessons learned from an ENC 3250 Professional Writing midterm reflection. It discusses learning about the writing process including audience, organization, outlining, and revisions. It also covers style and clarity with word choice, conciseness and parallel structure. Design and visuals like headings, layout, tables and graphs are addressed. Specific assignments helped apply these lessons to a flight attendant email, website comparisons, a complaint letter and a document with a table. Peer review was valuable for gaining different perspectives to improve writing. These skills will benefit future coursework and accounting career writing.
The document discusses the role of technical editors based on a presentation by David Farbey. It outlines the scope of technical editing including coordination, policy, accuracy and consistency checks. A survey of editors and writers found that most believe technical editing improves quality and clarity but some note it can delay work. Good relationships between editors and writers are described as collaborative and focused on improvement. The presentation concludes with example "letters" providing advice to organizations, audiences and writers.
This document provides guidance and suggestions for teaching oral communication skills. It begins with a note summarizing a previous lesson on balancing challenging topics with positivity. It then discusses using current events in the classroom and how they can impact students. It suggests empowering students to take action to cope with anxieties from current events. It also discusses using reflection and relationships to create positive change. The document then reviews expectations for listening from the Ontario curriculum and provides examples of active listening strategies. It emphasizes the importance of modeling listening skills and providing practice opportunities. It concludes by assigning a forum post homework on an article about teaching Indigenous histories.
This document provides guidance on managing university assessments. It discusses the key elements of assessments, including different assessment formats and important information like deadlines, submission methods, and mark schemes. It emphasizes balancing one's workload throughout the year by starting assessments early and spreading the work across multiple units. It also stresses the importance of understanding assessment briefs and mark schemes fully to know what is required and how the work will be evaluated.
This document provides information and instructions for a social justice picture book presentation. It includes slides on finding inspiring posts from educational experts on Twitter to share, an evaluation form for peers to provide feedback, and discussion questions to consider regarding the presentation. The document also outlines a curriculum continuum activity where students will analyze writing expectations at different grade levels and a discussion on using social media for teacher professional development.
1. The document introduces Eli, a peer review tool that allows teachers to assign writing activities, collect student drafts and reviews, and analyze review data.
2. Research shows that routinely engaging in revision is associated with better writing performance, yet students do not often revise without explicit instruction. Eli aims to provide more opportunities for review and revision cycles.
3. The document demonstrates how Eli can be used by assigning a sample writing and review activity, and discusses the types of responses - criteria matching, scaled items, and comments - that Eli allows teachers to incorporate into reviews.
This document provides guidance on developing a strategic plan for research and writing successful grant proposals. It outlines developing a strategic plan that includes research themes, available and needed resources, and dissemination plans. It also discusses writing proposals, including staking your claim, professional synergies, contacting program officers, establishing credibility, structure, style, citations, and responding to reviews. Key points include developing long-term research goals, tailoring proposals to specific programs, addressing both intellectual merit and broader impacts, and revising proposals in response to reviewer feedback.
Professional Development Opportunities in Committee WorkMelissa Renner
This document outlines a model for using committee work at libraries as professional development opportunities for staff. It proposes creating a Staff Development Day committee consisting of a variety of library employees who are not managers. The Training Specialist would guide the committee through goals aimed at skills like using project management software, understanding work styles, running meetings, and taking on responsibilities. Completing these goals would provide hands-on experience in areas like collaboration, organization, and leadership while planning the annual Staff Development Day event. The model emphasizes using assessments, setting goals for both individual growth and event success, and creating an experience focused on team-building and learning.
Do you hesitate to assign written, spoken, or visual work because you are uncertain how to evaluate and assess student projects? This workshop will demonstrate strategies for formative evaluation (giving feedback on drafts or practice sessions when students are still shaping their projects) and summative evaluation (grading final projects). You'll get tips how to set priorities for feedback, to respond to errors in usage and mechanics, to involve peers in the feedback, to praise good work, and to design and using rubrics to make responding quicker and more reliable.
Student-led conferences require preparation from both students and teachers. Teachers must design assignments that foster self-reflection, collect student work in portfolios, and help students learn to evaluate their own work. Students must organize their work, write reflection letters, and practice presenting to teachers. The goal is for students to take responsibility for their learning by sharing work and setting goals at conferences led by themselves with their parents.
This document outlines the backwards design pedagogy process for principals in the Oakland Unified School District. It describes the 8 steps of backwards design which include: 1) analyzing standards, 2) developing assessments, 3) creating scoring guides, 4) designing curriculum, 5) planning instructional strategies, 6) delivering instruction, 7) administering assessments, and 8) evaluating and refining the process. The document provides details and examples for principals to guide teachers through each step to ensure standards, assessments, and instruction are aligned using the backwards design framework.
A quick overview of writer's craft, process, and the dispositions that produce great writers. These slides were used to help teachers navigate the tension that exists between alignment and engagement in classrooms that attend to the CCLS
From the CALPER/LARC Testing and Assessment Webinar Series
Download the handout: https://goo.gl/ce9s3r
View the recording: http://vimeo.com/79501398
Webinar Description
In their quest for accountability in assessment, teachers might forget those to whom we should first be accountable: our students. Providing students with clear, accessible, and understandable assessment materials promotes accountability. Unfortunately, assessment of student writing is one of the tasks teachers worry about and, at times, nearly dread.
During this presentation, participants will learn procedures for developing tools for writing assessment that are transparent and understandable to students and that act as both teaching and assessment tools. We will first consider assignment criteria – what is it that we want our students to do? We will then consider the rubric, a grading instrument, which offers objectivity, consistency, clarity in assessing writing and concentrate on holistic, analytic, and to a lesser degree, primary trait assessment. We will also consider when and for what kinds of writing assignments each of these rubrics are most appropriate. Additionally, we will examine the components of rubrics (the criteria, the weight, the description) and the steps in creating a good rubric and how assignment criteria informs rubric creation.
Designing Writing Assessments and Rubrics will consider the issue of accountability in classroom assessment of writing. The absence of fair and transparent assessment often leads to student confusion, slows progress, assumptions of professorial arbitrariness, and quite possibly lack of trust in teacher-student relationships.
Webinar Date: November 14, 2013
The document outlines the development of a new performance evaluation system for the Toledo-Lucas County Public Library which aims to make evaluations a meaningful opportunity for growth rather than a punitive exercise, including standardized evaluation forms, employee input, SMART goal-setting, manager training, and an ongoing process of assessment and improvement based on lessons learned.
The document provides an overview of the Instructional Blueprint used by Diplomas Now to guide their work. The Blueprint lays out the foundation for teaching and learning, outlining evidence-based practices across assessment, curriculum, and instruction. It also states key tenets that inform all decisions related to these areas. School teams can use the Blueprint to reflect on how their current approaches align with or differ from its guidelines to help strengthen implementation.
The art and craft of writing successful proposalsAmjad Idries
The document provides guidance on writing successful grant proposals. It discusses important elements like clearly outlining the proposal idea, needs statement, objectives, budget, and following guidelines. Key recommendations include starting with a good idea aligned with funder priorities, improving packaging through logical organization and clear writing, and obtaining feedback from others. Common mistakes involve poorly addressing reviewer criteria, inconsistent sections, and weak justification. The document emphasizes conveying a proposal's significance and developing specific, measurable goals to convince reviewers of its merits.
The document discusses the writing process and provides guidance on its key steps:
1) Prewriting techniques like brainstorming, outlining, and idea mapping help choose a topic and narrow its focus.
2) Drafting creates a complete first version through techniques like starting in a comfortable area and taking breaks.
3) Revising examines ideas for clarity and expression for a second look.
4) Editing further refines mechanics, readability, and style.
Similar to Grading for Editors of Student Publications (20)
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
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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.
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Grading for Editors of Student Publications
1. Grading for Editors
How to build structure and confidence
in student using standards-based grading
2. Alyssa Sellors
Harrison High School, Kennesaw, GA
email alyssasellors@gmail.com
blog: www.alyssasellors.com (go here for all of today’s handouts)
Twitter: @alyssasellors
Facebook: Alyssa Carnley Sellors
3. Our Essential Question:
AS AN EDITOR (OR STAFF
MEMBER) WHO DO YOU THINK
SHOULD “GRADE” YOUR
PERFORMANCE? WHY?
4. The Pros: Why let editors
“grade” their peers?
•Increased accountability
•Builds leadership skills
•Builds communication skills
•Critical thinking
•Real world experience (business evaluations, for ex.)
•Time management and organization
5. The Cons: But what about….
• Parent concerns (students grading students???)
• Popularity contests and “friend” allegiances on staff
• Accuracy and trust
• Time
• Accountability
6. On the syllabus….
Listening, Speaking, Viewing (25%): Interviewing and research as those tasks apply to the context
of your position on staff.
Planning (20%): Working collaboratively, remaining on task (NOT PLAYING ON COMPUTER),
daily participation, being proactive as a team member, working on business development.
Publication (25%): Writing, editing, designing layouts and advertisements (meeting ALL
deadlines)
Professionalism (15%): Public persona and integrity, employability, participation in sales and
marketing efforts
Final Exam (15%): Reflection on the publication as a whole, including your specific role
*Note: Not every assignment will pertain to each individual staff member. For example, within
Publication, business staff will not be assessed according to their ability to implement yearbook
design rules; however, business staff will be assessed according to their ability to design and
produce advertisements promoting the sale of the book, including ads for Hoya Vision and
Facebook.
7. Common Core Standards: Journalism
Reading:
3. Analyze how and why individuals, events and ideas develop and interact over the
course of a text.
4. Interpret words and phrases as they are used in a text, including determining
technical, connotative, and figurative meanings, and analyze how specific word choices
shape meaning or tone.
7. Integrate & evaluate content presented in diverse formats and media, including
visually and quantitatively, as well as in words.
8. Delineate and evaluate the argument and specific claims in a text, including the
validity of the reasoning as well as the relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build
knowledge or to compare the approaches the author takes.
Speaking & Listening
1. Prepare for and participate effectively in a range of conversations and collaborations
with diverse partners, building on others' ideas and expressing their own clearly and
persuasively.
8. Writing:
1. d. Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing.
2. Write informative/explanatory texts to examine and convey complex ideas, concepts and
information clearly and accurately through the effective selection, organization and analysis of
content.
3. d. Use precise words and phrases, telling details, and sensory language to covey a vivid picture of
the experiences, events, setting and/or characters.
4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach.
6. Use technology, including the Internet, to produce, publish and update individual or shared
writing products in response to ongoing feedback, including new arguments or information.
Language
1. Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking.
2. Demonstrate command of the conventions of standard English capitalization, punctuation and
spelling when writing.
9. How do you grade the editors?
• Editors also write, design and take pictures (fewer)
• TWO grades at 100 points each.
(They also complete the self evaluation.)
• Professionalism:
• Timeliness, communication, adherence
to rubrics and point allotments
• Publication and accuracy:
• Using their own rubrics, I “grade” their work
• When the staff rubrics come in, I make sure all
corrections are made on all pages.
11. Layout Teams
• Section editors did not work for us
• Teams of writers, designers, and photographers.
• Layout groups (3 to a group); do change throughout the
year
• Editor for each role and only one editor-in-chief
• We do not have a co editor-in-chief but we have a
“helper” or apprentice
12. How does it work?
• Editors meet to assign pages and teams
• Ladder done before the first deadline
• Deadline sheets and layout group meetings
• Layout plan and editor meetings
16. How does it work?
• Deadlines on Mondays
• Staff deadlines=Monday before the editor’s
• Plant deadlines= Monday after editor’s
• I have one week to check editors’ work while the
rest of the staff has already moved on to the next
deadline!
• Typical staff deadline is 4 weeks, with 5-6
deadlines total
• We have never missed a deadline. Why? …
17. A typical Month (not including mini deadlines)
Sunday Monday Tuesday Wednesda
y
Thursday Friday Saturday
1 2 3 4 5 6
7 8
Staff
Deadline
9
-New layout
teams and
assignments
10 11 12 13
Ed-in-Chief
puts pages in
proof
14 15
Editors’
Deadline (and
meeting to
finalize
pages)
16
Adviser
spends this
week
checking
pages for
submission
17 18 19
Enter all staff
grades and
evaluate
editors
Celebrate!!!
20
21 22
Plant
Deadline
23 24 26 26 27
28 29 30
19. A typical deadline week (for editors)
Monday Tuesday Wednesday Thursday Friday Sat/Sun
Staff
deadline
-Ed-in-Chief
prints all
pages and
hands
them off to
the design
editor
Design
editor
assigns
points using
rubrics and
then makes
necessary
changes on
Edesign
before
passing
pages to the
writing
editor
(Photog Ed
begins
viewing
today-more
on this)
Writing
editor
assigns
points using
rubrics and
then makes
necessary
corrections
in Edesign
passing
pages to the
photography
Editor
Photography
Editor assigns
points using
rubrics and
then makes
necessary
corrections
errors in
Edesign
before
passing to
the editor-in-
chief and her
assistant
Ed-in-Chief
and her
assistant
begin final
proofing (go
through
every page
and make
necessary
corrections,
making note
of
corrections
NOT made
by other
editors
Ed-in-Chief
puts all pages
in proof
(prepare for
editors’
meeting the
following
Monday before
turning over to
me). I spend
the next week
making any
changes and
putting in
grades for
editors and
staff members
21. First, my rationale for points…
• Variety of tools to assess staff members
• Variety of ways and means to earn those points.
-All team points, is that fair?
-All individual points, where is the
accountability?
• “Hybrid” version allows staffers to earn points from
their group, themselves, their interactions with others
and their own work ethic.
22. Criteria/Categories
• Accountability (group)- final layout deadline grade
• Accountability (individual)- personal rubrics by role
• Skill/performance
• Team work (evaluations)
• Reflection (evaluations)
23. The Points
• There are 300 points total for every deadline:
• 100 final layout team deadline (shared points - you
miss deadline because of ONE person’s mistakes,
you all miss it)
• 100 points final individual layout (rubrics filled out
by the editors)
• 20 points mini deadline (points allotted differently
based on position)
• 50 points peer evaluations
• 30 points self evaluation and goal setting
26. Checklists and Rubrics
• Checklists are for the staffers.
• Rubrics are for editors.
• I look at both and check pages as they are in
Edesign. I assess the grade and put these values into
our grading system.
30. The pacing: How to set mini deadlines
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
January 27 January 28
PREVIOUS STAFF
DEADLINE
•
January 29
GET NEW LAYOUT
GROUPS & PLAN
January 30
DEADLINE
PARTY
January 31 February 1 February 2
February 3 February 4
ANGLES DUE
February 5
GET NEW LAYOUT
GROUPS & PLAN
February 6 February 7 February 8
INTERVIEW
QUESTIONS DUE
February 9
February 10 February 11 February 12
GET NEW LAYOUT
GROUPS & PLAN
February 13 February 14 February 15 February 16
February 17
GET NEW LAYOUT
GROUPS & PLAN
February 18 February 19
ROUGH DRAFT
COPIES DUe
February 20
GIVE BACK COPIES
February 21
COPIES SHOULD
BE IN eDESIGN
February 22 February 23
February 24 February 25
CURRENT STAFF
DEADLINE
CAPTIONS DUE
GET NEW OUT
GROUPS & PLAN
31. The Rationale: Why set mini-deadlines?
t helps me stay organized.
• Without a mini deadline, I would not know if a writer has finished with all his or her interviews or if writers
have even thought of an angle.
• Instead of all the interview questions, copies, and angle ideas being given to me at once, I can access each
individual component of the writing process in depth without being overwhelmed
t helps the writer to stay on task and not procrastinate.
• Even if the writer misses a deadline, each mini deadline is a grade, so his or her work will reflect the final
grade.
• I think it is useful for the writers to know where they should be in the writing process.
find the way I set the mini deadlines efficient for the staff because I feel like I give them
adequate enough time to complete each mini deadline.
• Usually our staff deadline days fall on Mondays (at least for 2012-2013).
• I always allow the writers two to three days to find their angle and do research
• Finding an angle is the hardest part (at least for me), so I allow them two to three days to make sure they have
talked to enough resources to find a quality angle.
• Once they turn in their angles, I allow the writers two days to write their interview questions
• Writing interview questions is the easiest part, so it should not take too long to write questions.
• I give the writers a full week to allow them to pace themselves for doing the actual interviews.
• Usually I set the rough draft deadline on Tuesdays because it allows the writers to write their copies over
the weekend or provides them an extra day to get one quote or to write their copies.
• The night of the rough draft deadline, I look over the copies and edit them.
• The next day I hand them back for the writers to fix any errors.
• I expect their copies to be in eDesign the next day.
• I always set the caption deadline on the actual day of the staff deadline.
33. Design Editor: Lindsey
“My job as design editor is to oversee all of the designers and designs
that go into the yearbook. I also would create the reoccurring elements
throughout the book along with the design editor from the first
semester. At the end of every deadline, I print out all of the pages that
we had assigned that deadline and highlight errors that the naked eye
can see just by looking at the page. I grade the pages along with a
checklist and rubric. The rubric covers the guidelines that should be
met for every spread each deadline. Communication is key in design
and staying in contact with the designers throughout every deadline.
As far as mini deadlines go, I don’t set mini deadlines for my designers
with an exception of modules. When it is time for the ‘mug' deadline,
which consists mainly of modules, I will set a mini deadline to make
sure the modules are interesting and would be appropriate for the
theme of our book.”
37. Photography Editor: Bailey
“The photography grades are pretty simple. Last semester all
photographers had mini deadlines where they would have to have their
dominant and two other photos completed. If there was a module, the
module would have to be completed by this mini deadline.
Between of the schedules of events, the schedule of photographers,
and the weather, the photographers missed their mini deadlines! So I
made the decision to cancel the mini deadlines and do sporadic checks
on the photographer’s spread. If there aren’t any pictures on the
spread I ask them about the missing pictures and what are their plans
are to get the photos.
Changing this rule has really helped the photographers, giving them
the time to get quality photos and create a schedule individualized for
them! I grade the final pictures with a checklist that covers the basic
rules of photography such as photo composition, DPI, brightness,
focus, etc.”
41. Editor-in-Chief
onday- Staff Deadline. This day, before any staff member leaves, their group must come to me and I
will check to make sure all their spreads are done. A team may not leave until all of their spreads are
done. Our design editor then prints out all the spreads right off of eDesign and begins to grade that
night. By printing off the pages and not just graded on the computer, the staffers cannot go back and
edit their pages.
uesday- DE finishes grading the sheets and hands them over to our writing editor. Our photography
editor begins grading today too but because photographers' grades are based on the quality of a
picture; she grades on the computer so she can judge the quality of the photos.
ednesday- WE finishes grading the writers today. After grading their respective aspects, the design
(Lindsey), photography (Bailey), and writing (Karen) editors go onto eDesign and change what needs
to be changed by the end of today. Tonight, my editor-in-chief assistant uses my checklist and goes
onto eDesign and looks at each spread to make sure everything is perfect. She fills out a checklist for
each spread and then gives it to me. If there is a mistake or something that should be changed, instead
of changing it herself, she writes down the issue on the checklist and also leaves a sticky note on
eDesign.
hursday- Assistant finishes her checklists and gives them to me. Today, I start looking over the spreads.
I use the checklists she gives me and fixes any mistakes she found as well as change anything I think
needs changing, but at this stage, there is not much I find that needs changing because the spreads
have been through so many people.
riday & Weekend- I am still looking over pages and usually finish editing the pages over the weekend.
42. Not the co-editor, but …
“My role on staff is the editor-in-chief’s assistant. Every deadline, the
ED in Chief and I go into eDesign and check all the pages. I tend to go in
before the editor-in-chief to make sure all pages are pretty much
perfect, and then she goes in and puts the pages in proof or changes
layouts if needed.
When I go in I have a checklist the editor-in-chief has created for me,
which is the style guide that is condensed and easy to read even for a
photographer. If there is anything wrong, such as a design error I
cannot fix or the folio is incorrect, I write down the issue and tell her
when I am done looking at all the pages. Being the editor-in-chief’s
assistant, I feel as though that I have gained a new perspective. I know
more as a staff member on yearbook and I can help others in design if
needed. Also, it helps because if something were to happen to my own
designer on my layout team, I have the knowledge of how to design
and what looks right. In terms of grading, I do not grade at all.”