Common core state standards power point presentationBrearn Wright
This Power Point provides a definition of Common Core Standards. The presentation also gives a rationale for the Common Core Standards. More importantly, the Power Point reviews the difference between standards and curriculum. And finally, the presentation illustrates how the Common Core Standards were developed.
Understanding the Common Core State StandardsAchieve, Inc.
This PowerPoint presentation was prepared in 2012.
In 2009, 48 states, 2 territories and the District of Columbia signed a memorandum of agreement with the National Governors Association (NGA) and Council of Chief State School Officers (CCSSO), committing to a state-led process - the Common Core State Standards Initiative (CCSSI).
Achieve partnered with NGA and CCSSO on the Initiative and a number of Achieve staff and consultants served on the writing and review teams. On June 2, 2010, the Common Core State Standards for English Language Arts/Literacy and Mathematics (CCSS) were released, and since then, over 45 states have adopted the Common Core State Standards and are now working to implement the standards.
Achieve has developed materials to help states, districts, and others understand the organization and content of the standards and the content and evidence base used to support the standards. Visit http://www.achieve.org
The latest brochure for Rourke Eread and report
Bill McIntosh
Authorized Consultant for Rourke Educational Media
In South Carolina
Phone: 843-442-8888
Primary Email : WKMcIntosh@Comcast.net
Email : bill@rourkeeducationalmedia.com
Rourke Educational Media Website :
www.rourkeducationalmedia.com
Toll free # 800.394.7055
eRead and Report:
The eContent solution to Increased Rigor and Metacognition
I have placed info on Rourke’s products on Slideshare :
http://www.slideshare.net/WKM3rd/documents
http://www.slideshare.net/WKM3rd/presentations
Common core state standards power point presentationBrearn Wright
This Power Point provides a definition of Common Core Standards. The presentation also gives a rationale for the Common Core Standards. More importantly, the Power Point reviews the difference between standards and curriculum. And finally, the presentation illustrates how the Common Core Standards were developed.
Understanding the Common Core State StandardsAchieve, Inc.
This PowerPoint presentation was prepared in 2012.
In 2009, 48 states, 2 territories and the District of Columbia signed a memorandum of agreement with the National Governors Association (NGA) and Council of Chief State School Officers (CCSSO), committing to a state-led process - the Common Core State Standards Initiative (CCSSI).
Achieve partnered with NGA and CCSSO on the Initiative and a number of Achieve staff and consultants served on the writing and review teams. On June 2, 2010, the Common Core State Standards for English Language Arts/Literacy and Mathematics (CCSS) were released, and since then, over 45 states have adopted the Common Core State Standards and are now working to implement the standards.
Achieve has developed materials to help states, districts, and others understand the organization and content of the standards and the content and evidence base used to support the standards. Visit http://www.achieve.org
The latest brochure for Rourke Eread and report
Bill McIntosh
Authorized Consultant for Rourke Educational Media
In South Carolina
Phone: 843-442-8888
Primary Email : WKMcIntosh@Comcast.net
Email : bill@rourkeeducationalmedia.com
Rourke Educational Media Website :
www.rourkeducationalmedia.com
Toll free # 800.394.7055
eRead and Report:
The eContent solution to Increased Rigor and Metacognition
I have placed info on Rourke’s products on Slideshare :
http://www.slideshare.net/WKM3rd/documents
http://www.slideshare.net/WKM3rd/presentations
William Kosar Training Contract Law in RwandaWilliam Kosar
Prof William Kosar recently spent 2 years in Rwanda working with the Ministry of Justice to build the capacity of Rwandan Government Lawyers to negotiate and draft international contracts.
Molecular symmetry and specialization of atomic connectivity by class-based r...Michel Dumontier
chemical structure and function. In the context of the emerging life science semantic web, we have previously investigated multiple strategies for the representation and reasoning of chemical structure, functional groups and chemical attributes using RDF, OWL, SWRL and so-called Description Graphs. Here, we continue our investigation on the representation of molecular structure using class-based approach to infer molecular symmetry and specialization of atomic connectivity. This work provides new design patterns towards representing and reasoning about structured objects.
William Kosar Training Contract Law in RwandaWilliam Kosar
Prof William Kosar recently spent 2 years in Rwanda working with the Ministry of Justice to build the capacity of Rwandan Government Lawyers to negotiate and draft international contracts.
Molecular symmetry and specialization of atomic connectivity by class-based r...Michel Dumontier
chemical structure and function. In the context of the emerging life science semantic web, we have previously investigated multiple strategies for the representation and reasoning of chemical structure, functional groups and chemical attributes using RDF, OWL, SWRL and so-called Description Graphs. Here, we continue our investigation on the representation of molecular structure using class-based approach to infer molecular symmetry and specialization of atomic connectivity. This work provides new design patterns towards representing and reasoning about structured objects.
Sociology SOCI332Statistics for Social ScienceCredit Ho.docxbryanwest16882
Sociology
SOCI332
Statistics for Social Science
Credit Hours 3
Length of Course 8 Weeks
Table of Contents
Course Description
Evaluation Procedures
Course Scope
Grading Scale
Course Objectives
Course Outline
Course Delivery Method
Policies
Course Materials
Academic Services
Course Description (Catalog)
This course is designed to provide a basic survey of the application, empirical use and interpretation of a variety of statistics methods used in the social sciences. A key objective of the course is the instruction in best statistical practice through the use, exploration and analysis of empirical data. Emphasis will be placed on understanding and interpreting the meaning of statistics. The practical aspects of statistics are emphasized and students are instructed in the use of the standard statistical package for the social sciences (SPSS) which is widely used in the social sciences and the in labor force. This course is part of a series including SOCI 331 Research Methods for the Social Sciences and SOCI 332 Statistics for the Social Sciences.
Course Scope
The student will develop an ability to use sociological concepts, theory, and research to think critically and act intelligently in interactions with (and observations of) individuals, groups, institutions, and societies.
Course Objectives
Upon completion of this course students will be able to:
CO1- Describe and apply the concepts and logic of elementary statistics.
CO2- Conduct statistical analysis in SPSS (Statistical Package for the Social Sciences).
CO3- Compare and contrast different types of data and the statistics that can be used to analyze them
CO4- Examine the differences between descriptive and inferential statistics and their use in the social sciences.
CO5- Form critical interpretations of quantitative research literature in sociology and other social sciences.
CO6- Complete and interpret descriptive and inferential statistical data analysis
CO7- Develop a research project from conceptualizing a research problem and develop a number of complementary design, measurement, and data collection approaches to bring evidence to bear on the problem.
CO8- Critically evaluate the quality of research design and evidence in published social research.
ADDITIONAL RESOURCES:
General Social Survey Dataset
SPSS Software
SOFTWARE REQUIREMENTS:
-
SPSS (more details under Welcome Announcements in the Sakai classroom)
-
Microsoft Office Applications- Word, Power Point (these can be downloaded free of charge from your student email account)
-
Screencast-o-matic or similar program
Evaluation Procedures
Forums:
Participation in classroom dialogue on threaded Forums is required. Forums are scheduled weekly and found in the Forums tab in the classroom. Specific instructions and the grading rubric are located on each Forum.
Assignments
This course includes three Assignments. Instructions and specific grading rubrics are found under the Assignments tab in o.
Topic Discovery of Online Course Reviews Using LDA with Leveraging Reviews He...IJECEIAES
Despite the popularity of the Massive Open Online Courses, small-scale research has been done to understand the factors that influence the teaching-learning process through the massive online platform. Using topic modeling approach, our results show terms with prior knowledge to understand e.g.: Chuck as the instructor name. So, we proposed the topic modeling approach on helpful subjective reviews. The results show five influential factors: “learn easy excellent class program”, “python learn class easy lot”, “Program learn easy python time game”, and “learn class python time game”. Also, research results showed that the proposed method improved the perplexity score on the LDA model.
This is a North Central University essay about analyzing peer-reviewed research. Components include the research problem, purpose, question, sample, method and design, variables, instruments, findings and results, limitations, and the conclusion. It is written in APA format, includes references, and has been graded by an instructor (A).
ASSIGNMENT 2 - Research Proposal Weighting 30 tow.docxsherni1
ASSIGNMENT 2 - Research Proposal
Weighting: 30% towards final grade
Word limit: 3000 (-/+10%) – text only, excluding tables, appendices, references,
covers page, contents.
This is an individual piece of work
Apply the requirements of the Harvard Referencing System throughout the
report.
Use the structure appearing below:
Research Proposal Specifics
You are about to commence a new research project in a field of your choice.
You are expected to write a report that constitutes a research proposal.
1. Working individually, you will:
- Have chosen a clear and specific research question/ aim/ hypothesis for your research;
- Have contextualised your research question/ aim within the academic literature;
- Understand the philosophical and methodological bases for your research;
- Have a sound method to address the research question/ aim/ hypothesis.
2. Use Harvard style in-text citation and referencing.
3. Do not copy any materials you use word for word unless you identify these sections clearly as
quotations.
4. If you paraphrase any materials, you must identify sources through in-text referencing.
5. This is an individual assignment please do not work closely with anyone else.
6. Write 3000 words (+ or – 10%) excluding the header sheet, cover page, contents page, reference
list, footnotes and appendices.
Marks for criteria: Criteria
10% Focus and Completion Does the proposal
address the set tasks in a meaningful
manner?
20% Research Objective Does the proposal
clearly articulate
20% Synthesis and Soundness Does the
proposal place the research objective in
the context of the relevant academic
literature and any relevant past studies?
Does the discussion demonstrate a
comprehensive understanding of that
literature?
30% Research Methods and Methodology Does
the proposal sensibly outline methods for
accessing sources of data that will address
or answer the research objective? Is the
method consistent with the methodology?
10% Clarity of Approach Is the proposal well
organised, logically constructed and
attentive to the needs of the reader? Does
the timeline include an Gantt chart or key
milestones for research?
10% Mechanical Soundness Is the portfolio
clearly written, spell
Structuring the research proposal
1. Introduction (~200 words)
Explain the issue you are examining and why it is significant.
Describe the general area to be studied
Explain why this area is important to the general area under study (e.g., psychology of
language, second language acquisition, teaching methods)
2. Background/Review of the Literature (~1000 words)
A description of what has already known about this area and short discussion of why the background
studies are not sufficient.
Summarise what is already known about the field. Include a summary of the basic
background information on the topic gleaned from your literature re ...
FINC 335 Project Description Stage 2 Due at the End of WeeShainaBoling829
FINC 335 Project Description Stage 2
Due at the End of Week 6
This project is closely aligned with the course outcomes and Finance program
objectives. Completion of this project can be used as part of a portfolio to show
potential employers that you are skilled at performing company valuations and
financial statement analysis. Consider adding these skills to your résumé.
Part 1: Bond Performance Analysis and Interest Rate Trends (40% of the project grade)
Based on the course material presented in Week 3
The information on bonds can be found on the Bond section of the FINRA Market Data
Center. To find the information on bonds, click on Search tab in the middle of the screen
(under Market Center Bond Guide). Under Quick Search, complete the Issuer Name and
Symbol fields, then click Show Results.
If you cannot find a particular bond on the FINRA site, check the Bonds page on Markets
Insider. To find information on bonds, scroll down the page, type the name of the company
in the window under Bond Finder, then click on the magnifying glass.
Find quotations of five to eight corporate bonds that contain a price under "Last Sale" and
Ratings of Moody's and Standard & Poor's (S&P) 500. Not all companies list their bonds on
this website. You can use bonds from the same company or choose different companies.
Choose the bonds with different maturities, different coupon payments, and so on. Be
creative!
1. To grade your project your professor needs to see the information on the bonds
you chose. Copy the bonds quotations into your project.
2. What were the last prices of the bonds (from the Last Sale column)? What does this
price mean?
3. Assume the par value of the bond is $1,000.
a. How much will an investor pay for a bond purchased at the price listed in the
Last Sale column?
b. Calculate the annual coupon interest payments.
Show your work in your project.
4. The YTM is listed in quotations of the bonds (in the Last Sale column, Yield). What
does it mean? (No calculations are required for this section.)
5. Calculate the Macaulay duration and modified duration of these bonds. Use an
online duration calculator. Present the results of your calculations in your project.
How will changes in interest rates affect the bonds' prices?
6. Using the forecast of interest rates (short-term and long-term) that you found in
Stage 1 of the project, create a forecast of the bonds' prices. Explain your results.
http://finra-markets.morningstar.com/BondCenter/Default.jsp
http://finra-markets.morningstar.com/BondCenter/Default.jsp
https://markets.businessinsider.com/bonds
https://markets.businessinsider.com/bonds
https://umuc365-my.sharepoint.com/personal/candace_orsetti_umgc_edu/Documents/dqydj.com
7. Write at least two pages of analysis of the bonds. Answer the following questions,
explaining each answer.
a. If you are going to buy a bond, which bond would you choose? Why?
b. What connections are there among ...
This February presentation provided parents with details about what the Beachwood City Schools are doing to ensure preparedness for the upcoming PARCC and Ohio NextGen Assessments.
Final Project ScenarioA researcher has administered an anxiety.docxAKHIL969626
Final Project Scenario
A researcher has administered an anxiety survey to students enrolled in graduate level statistics courses. The survey included three subscales related to statistics anxiety: (a) interpretation anxiety, (b) test anxiety, and (c) fear of asking for help. For the items that comprised the scales, students were asked to respond using a 5 point likert-type scale ranging from (1) No Anxiety to (5) High Anxiety. Therefore, higher scores on the anxiety subscales implied higher levels of anxiety.
In addition to the statistics anxiety subscales, the survey contained a subscale related to the use of statistical software and a subscale related to self-perceived confidence concerning general computer use. Students responded to items on the statistical software subscale using a response range from (1) Strongly Disagree to (7) Strongly Agree. For the computer confidence subscale, students responded to items using a range from (1) Strongly Disagree to (5) Strongly Agree. For each of these subscales, higher scores implied higher levels of confidence.
The researcher determined the score for each subscale by computing the mean response for the items associated with the subscale. This technique resulted in subscales that had the same possible range and the items that made up the subscale.
A subsample of the researcher’s dataset contains the following variables that should be used for completing the four final projects. The variables included in the dataset are:
Variable name:
Label:
Values:
gender
1: Female
2: Male
race
1: White
2: Non-White
age
courses
Number of online courses completed
1: 0-2 courses
2: 3-7 courses
3: 8 or more courses
interpret
Anxiety associated with reading and interpreting output from analyses
test
Anxiety associated with taking a test in a statistics course
help
Anxiety associated with asking for help during a statistics course
software
Self-reported level of confidence is using statistical software
computer
Self-reported confidence in general computer use
Final Project 1:
Use SPSS to conduct the necessary analysis of the Age variable and answer each of the following questions.
Questions:
1. What is the value of n?
2. What is the mean age?
3. What is the median age?
4. What was the youngest age?
5. What was the oldest age?
6. What is the range of ages?
7. What is the standard deviation of the ages?
8. What is the value of the skewness statistic?
9. What are the values of the 25th, 50th, and 75th percentiles?
10. Present the results as they might appear in an article. This must include a table and narrative statement that provides a thorough description of the central tendency and distribution of the ages.
Final Project 2
One of the researcher’s questions involved the difference in scores on the Interpretation Anxiety subscale between male and female respondents. Use SPSS to conduct the analysis that is appropriate for this research question and answer each o ...
Assignment 05MA260 Statistical Analysis IDirections Be sure t.docxdavezstarr61655
Assignment 05
MA260 Statistical Analysis I
Directions: Be sure to save an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English, spelling, and grammar. Refer to the "Assignment Format" page located on the Course Home page for specific format requirements.
NOTE: Show your work in the problems.
1. Compute the mean and variance of the following discrete probability distribution.
x
P(x)
2
.50
8
.30
10
.20
2. The Computer Systems Department has eight faculty, six of whom are tenured. Dr. Vonder, the chair, wants to establish a committee of three department faculty members to review the curriculum. If she selects the committee at random:
a. What is the probability all members of the committee are tenured?
b. What is the probability that at least one member is not tenured? (Hint: For this question, use the complement rule).
3. New Process, Inc., a large mail-order supplier of women’s fashions, advertises same-day service on every order. Recently, the movement of orders has not gone as planned, and there were a large number of complaints. Bud Owens, director of customer service, has completely redone the method of order handling. The goal is to have fewer than five unfilled orders on hand at the end of 95% of the working days. Frequent checks of the unfilled orders follow a Poisson distribution with a mean of two orders. A Poisson distribution is a discrete frequency distribution.
Has New Process, Inc. lived up to its internal goal? Cite evidence.
4. Recent information published by the U.S. Environmental Protection Agency indicates that Honda is the manufacturer of four of the top nine vehicles in terms of fuel economy.
a. Determine the probability distribution for the number of Hondas in a sample of three cars chosen from the top nine.
b. What is the likelihood that in the sample of three at least one Honda is included?
Grading Rubric
Please refer to the rubric below for the grading criteria for this assignment.
CATEGORYExemplarySatisfactoryUnsatisfactoryUnacceptable
15 points11 points7 points3 points
The student provides a clear
and logical table to organize
data and accurately includes
the equations and the correct
answers for the mean and
the variance.
The student provides an
adequate table to organize
data and accurately includes
the equations and the
correct answer for either
the mean or the variance.
The student does not
provide a clear and logical
table to organize data and
accurately includes the
equations and may have
only one correct answer for
the mean or the variance.
The student does not
provide a clear and logical
table to organize data and
has only 1 accurate
equation and one correct
answer for the mean or the
variance.
20 points15 points10 points5 points
The student provides correct
equations and answers for
both parts of the question.
The student provides correct
equatio.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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.
2. 1. Introduction
2. The Background this research
3. The Objective this research
4. Research Questions
5. Sample and context
6. Research Design
・ In-class Website Analysis Assignment
・ Actual Experiment
・ Data Analysis – Use of Coders
7. Findings
8. Conclusions
3. Literature on computer assisted language
learning is mostly silent on how web-based
design analysis could be effectively used as a
tool and framework for developing critical
thinking skills and language proficiency in an
EFL classroom.
This article reported on
how EFL learners perform
with English website analysis
tasks in a language reception
and product context.
4. There is substantial research in language studies and
cognition that establishes cognition and language
development to be closely related
Educators have identified multiple features and
elements of reading and writing to have always
influenced thinking skills to a large extent.
There has always been a strong appeal to promote
higher order thinking in ESL and EFL classrooms, and
research has clearly focused on the need to foster
critical thinking in a foreign language classroom
However, unfortunately language learning and thinking
skills were almost always treated as independent
processes
5. This study focused on extensive and sustained
content analysis using information technology
resources.
This study establishes that such attempt helps
with both linguistic and cognitive information
processing ability.
This study is also influenced by the fact that we
have shifted from Web 1.0 towards Web 2.0
where there is an increased emergence of
computer-mediated communication, social
networking and active interaction between the
user and the web environment.
6. How did the EFL readers perform with
various design questions as asked during
website analysis?
Is there any significant difference
between coders who graded
responses to the design
questions suggesting significant
difference between responses to
a design question and/or suggesting that
one or more coder(s) have not understood
the questions and responses correctly and
resultantly could not use the assessment
rubric correctly for grading the design
responses?
7. Participants (N=17) are junior level students (age
group: 18-20 years) in their third year
undergraduate program specializing in computer
science in a Japanese technical university
With this specific elective course named Writing
and Design for World Wide Web, students mostly
focused on the process of online writing,
designing and analyzing
websites based on design
principles, besides designing
concept maps on websites
they analyzed.
8. As part of the website analysis assignment,
students were asked to study a specific
website in a chosen domain (e.g., education,
entertainment, government, tourism, sports
etc)
Students provide open-ended responses to 8
standard questions asked of them.
9. 1. Explain whether the organization of information in the site is user-friendly or not?
2. Explain whether the presentation of content is appealing or not?
3. Explain whether the effective use of technology is demonstrated?
4. Who is the target audience? Is the website appropriate for the projected audience?
5. Explain the quality of the text content.
6. Is the information accessible?
7. Explain whether the resources use real-world situations.
8. Here are some common reasons for building this website. Rank them in order of
importance to you. Do you have a reason that is not listed?
Open-ended Design Questions asked of the Participants
10. The experiment was conducted in a controlled
environment as an in-class activity, and over two
weeks.
students analyzed the Belize tourism website
based on the 8 open-ended questions asked
during the same assignment that happened over
the previous weeks
Students had one-week to complete the analysis,
besides the 90 minutes of class time where they
could consult their friends.
To encourage writing and proper explanation,
the minimum word limit for the assignment was
set at 500 words.
11. Three undergraduate students (not part of the class
with the sample) who took the same class at an
earlier semester were appointed as coders with the
task of grading the first week assignment where
readers participated in an open-ended evaluation of
the Belize tourism website.
The coders were given a set of criteria on the basis of
which they graded each open-ended response, for all
the 8 questions assigned.
Each of the 8 open-ended responses for each of the
17 participants was rated thrice, once by each of the
three coders.
The group (including the project supervisor and the
three coders) then discussed each grade for each
question and criterion.
13. N Minimum Maximum Sum of Mean Scores Std. Deviation
Question1
18 9 16 14.56 2.479
Question2
18 3 16 12.56 3.110
Question3
18 0 14 11.56 3.585
Question4
18 3 15 11.50 4.148
Question5
18 3 15 11.33 3.804
Question6
18 2 15 11.28 4.254
Question7
18 0 15 10.33 4.366
Question8
18 6 15 11.67 2.990
Valid N (list
wise)
18
Mean and SD Values for Each Question on 6 Criteria and Each Criteria Scored Thrice by Three Different Coders
14. Descriptive Statistics for Student Score Calculated over Six Criteria by Coder A
N
Minimum Mean
Score
Maximum
Mean Score
Mean of Total
Mean Score Std. Deviation
S1 6 3 7 5.33 1.366
S2 6 3 7 5.67 1.506
S3 6 2 7 4.00 2.098
S4 6 2 8 4.17 2.639
S5 6 1 6 3.50 2.258
S6 6 5 8 7.00 1.549
S7 6 1 6 3.33 2.582
S8 6 1 1 1.00 .000
S9 6 3 8 5.00 2.098
S10 6 1 8 4.00 3.098
S11 6 3 8 5.83 2.317
S12 6 3 7 4.17 1.602
S13 6 3 8 7.00 2.000
S14 6 2 8 6.33 2.422
S15 6 1 8 3.17 2.639
S16 6 3 8 4.83 1.941
Valid N
(list wise) 6
15. Descriptive Statistics for Student Score Calculated over Six Criteria by Coder B
N
Minimum Mean
score
Maximum Mean
Score
Mean of Total Mean
Score Std. Deviation
S1 6 3 8 6.00 2.098
S2 6 4 8 6.50 1.643
S3 6 4 7 5.67 1.033
S4 6 3 8 5.83 2.137
S5 6 5 8 6.83 1.472
S6 6 6 8 7.50 .837
S7 6 3 8 5.67 2.338
S8 6 1 2 1.50 .548
S9 6 3 8 6.17 2.483
S10 6 2 8 6.00 2.449
S11 6 3 8 6.50 1.871
S12 6 4 8 6.50 1.761
S13 6 6 8 7.67 .816
S14 6 3 8 6.17 1.941
S15 6 4 8 6.33 1.633
S16 6 5 8 6.83 1.169
Valid N (list
wise) 6
16. Descriptive Statistics for Student Score Calculated over Six Criteria by Coder C
N
Minimum Mean
Score
Maximum Mean
Score
Mean of Total Mean
Score Std. Deviation
S1 6 6 8 6.83 .753
S2 6 7 8 7.67 .516
S3 6 5 7 6.67 .816
S4 6 6 8 7.50 .837
S5 6 6 8 7.50 .837
S6 6 5 8 7.50 1.225
S7 6 6 8 7.50 .837
S8 6 1 1 1.00 .000
S9 6 5 8 6.33 1.033
S10 6 7 8 7.83 .408
S11 6 8 8 8.00 .000
S12 6 6 8 7.67 .816
S13 6 6 8 7.50 .837
S14 6 6 8 7.50 .837
S15 6 5 8 7.00 1.549
S16 6 6 8 7.67 .816
Valid N (list
wise) 6
17. This study, Coders were a test of not only
understanding what constitutes valid
information, and good organization of
response, but it also required ability to read
through the criteria rubric used in the study
demonstrate at least moderate levels of
language proficiency.