The document discusses deeper learning competencies and how they are measured. It provides examples of test questions from the PISA assessment at different levels of difficulty. Deeper learning involves skills like critical thinking and problem solving. The OECD Test for Schools also measures these deeper learning skills in addition to core subjects. It provides schools with detailed reports analyzing test results and student surveys.
AUC students were required to present test on general knowledge issues. Researchers tried calculating varying degrees of mood change among participants.
Ipsos MORI: Scottish Public Opinion Monitor: December 2013Ipsos UK
Support for independence bounces back: As we enter the final nine months of campaigning before next year’s referendum, our latest poll for STV News will provide a boost for those arguing in favour of Scotland becoming an independent country. Among those certain to vote in next year’s referendum, 34% would vote ‘Yes’ if the referendum were held now (up by three percentage points from September 2013) while 57% would vote ‘No’ (down two points) and 10% are undecided.
AUC students were required to present test on general knowledge issues. Researchers tried calculating varying degrees of mood change among participants.
Ipsos MORI: Scottish Public Opinion Monitor: December 2013Ipsos UK
Support for independence bounces back: As we enter the final nine months of campaigning before next year’s referendum, our latest poll for STV News will provide a boost for those arguing in favour of Scotland becoming an independent country. Among those certain to vote in next year’s referendum, 34% would vote ‘Yes’ if the referendum were held now (up by three percentage points from September 2013) while 57% would vote ‘No’ (down two points) and 10% are undecided.
842014 I come not to bury summative assessments but to prais.docxevonnehoggarth79783
8/4/2014 I come not to bury summative assessments but to praise them | The Thomas B. Fordham Institute
http://edexcellence.net/commentary/education-gadfly-daily/common-core-watch/2012/i-come-not-to-bury-summative-assessments-but-to-praise-them.html# 1/3
I come not to bury summative assessments but to
praise them
Kathleen Porter-Magee (/about-us/fordham-staff/kathleen-porter-magee)
February 10, 2012
The Northwest Evaluation Association recently surveyed parents and teachers
(http://www.nwea.org/sites/www.nwea.org/files/PressReleaseAssessmentPerceptions.pdf) to
gauge their support for various types of
assessm ent. The
results (http://www.edweek.org/ew/articles/2012/02/08/21tests.h31.html) indicated that just a quarter of
teachers find sum m ative
assessm ents “‘extrem ely’ or ‘very’ valuable for determ ining whether students
have a deep understanding of content.” By contrast, 67 percent of teachers (and
85 percent of parents) found form ative and interim assessm ents extrem ely or
very valuable.
I can understand why teachers would find form ative and
interim assessm ents appealing. After all, teachers generally either create those
assessm ents them selves, or are at least intim ately involved with their
creation. And they are, therefore, m ore flexible tools that can be tweaked
depending on, for instance, the pace of classroom instruction.
But, while form ative and interim assessm ents are
critically im portant and should be used to guide instruction and planning, they
cannot and should not be used to replace sum m ative assessm ents, which play an
equally critical role in a standards-driven system .
http://edexcellence.net/blog-types/common-core-watch
http://edexcellence.net/about-us/fordham-staff/kathleen-porter-magee
http://www.nwea.org/sites/www.nwea.org/files/PressReleaseAssessmentPerceptions.pdf
http://www.edweek.org/ew/articles/2012/02/08/21tests.h31.html
8/4/2014 I come not to bury summative assessments but to praise them | The Thomas B. Fordham Institute
http://edexcellence.net/commentary/education-gadfly-daily/common-core-watch/2012/i-come-not-to-bury-summative-assessments-but-to-praise-them.html# 2/3
Formative and
interim assessments
cannot and should
not be used to
replace summative
assessments.
Everyone has a
Sum m ative assessm ents are designed to evaluate whether
students have m astered knowledge and skills at a particular point in tim e. For
instance, a teacher m ight give a sum m ative assessm ent at the end of a unit to
determ ine whether students have learned what they needed to in order to m ove
forward.
Sim ilarly, and end-of-course or end-of-year sum m ative assessm ent can help
determ ine whether students m astered the content and skills outlined in a
state’s standards for that grade.
If you believe that we need standards to ensure that all
students—regardless of their zip code or socioeconom ic status—need to learn
the
sam e essential content and be held to the sam e .
Essay about Purpose of Assessment
Assessment Tools Essay
A To E Assessment
Educational Assessment Essay
Assessment Reflection Essay examples
Assessment for Learning Essay
Performance Assessment Essay
The Over Reliance on Standardized Testing in Cameroon Implications for the Pr...ijtsrd
Mandated external assessment remains the main framework for the assessment of pupils, teachers and school administrators' effectiveness in Cameroon given that there is no national framework to assess students' learning. This exploratory study set out to examine the high stakes attached to Selection and Exit Certificate Examinations in Primary schools in Cameroon and their implications for the curriculum, instruction, accountability, students' learning and teachers' behavior. The study was carried out in 12 Primary Schools. Data were collected using questionnaires and interviews and analyzed thematically. The results from the study indicated that over testing and the misuse of tests are damaging to primary school learners in Cameroon. Also, high stakes testing in Cameroon ignores the complexity of child development as ten year old children are subjected to two public examinations within a month. Similarly a majority of the children can't keep pace with the school curricula. Unfortunately, between 80 and 150 hours of instructional time are lost to test preparation, and a de facto obligatory curriculum reduces instruction as children are compelled to read and answer questions in pamphlet rather than text books. Also, teachers' authority and independence are reduced. Non cognitive abilities and soft skills are neglected. Meanwhile, results of these public examinations do not correlate with outcomes of recent cross national assessment involving Cameroon. This study calls to question, the validity and reliability of both examinations. The study recommends that the Common Entrance and First School Leaving Examinations should be abolished and replaced by a portfolio assessment for grade six learners, a nine year basic education program should substitute the existing system, and an over hauling of the basic education curriculum. Kenneth Ngu Foncha | John Teneng Awa | Tah Delphine Berka "The Over - Reliance on Standardized Testing in Cameroon: Implications for the Primary School Classroom" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-6 , October 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29373.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/29373/the-over---reliance-on-standardized-testing-in-cameroon-implications-for-the-primary-school-classroom/kenneth-ngu-foncha
Educating Future Leaders: D.C. Public Schools Bicycle Education ProgramFionnuala Quinn
Presentation: Educating Future Leaders - Collaborate Efforts for Social Change: An Analysis of the D. C. Public Schools Second Grade
Bicycle Education Program. Presented at 2016 Pro Walk/Pro Bike/Pro Place Conference in Vancouver, BC. Presenters:
Leigh Ann Von Hagen, Research Project Manager, Voorhees Transportation Center, Rutgers University
Rick Holt, Senior Trainer/Consultant, George Mason University
Mary Butcher, Associate, The Bureau of Good Roads
Fionnuala Quinn, Director, The Bureau of Good Roads
Developing Learning Power: Quantifying the Unquantifiablerichlandcollegetx
Developing Learning Power: Quantifying the Unquantifiable - Bao Huynh and Guyla Blaylock, Richland College, Institutional Effectiveness, 2018 MSI Convening
Evaluating The Cognitive Level of Seafarers Expertise Test (UKP) Sheet By Usi...sabaribmt
Seafarers Expertise Test (UKP) has important roles in measuring student’s competence in maritime skill and knowledge. Changing the implementation of UKP in writing to be Computer Based - Assessment (CBA) is a demand for rapid technology change. Since English is also used in delivering the test, so many students do not pass the test, and should do remedial test more than three times. The difficulty of the test becomes one of the reasons for its failure. The aim of this research was to investigate the Cognitive Levels of UKP sheet which focused on “Plan a voyage and conduct navigation part”. This research also used content analysis method and qualitative descriptive design. The questions analyzed were consisted of 100 questions. The source of the data was taken from document of Polytechnic Bumi Akpelni Semarang. The writers analyzed the data using Taxonomy’s Bloom for categorizing the cognitive level for each question. The result showed that there were 51% of Remembering, 43% of Understanding and 6% of Applying which were categorized as Low Order Thinking Skill (LOTS). On the other hand, the category of High Order Thinking Skill (HOTS) did not exist in the test questions. It can be concluded that the questions of the test were more focused on LOTS than HOTS.
842014 I come not to bury summative assessments but to prais.docxevonnehoggarth79783
8/4/2014 I come not to bury summative assessments but to praise them | The Thomas B. Fordham Institute
http://edexcellence.net/commentary/education-gadfly-daily/common-core-watch/2012/i-come-not-to-bury-summative-assessments-but-to-praise-them.html# 1/3
I come not to bury summative assessments but to
praise them
Kathleen Porter-Magee (/about-us/fordham-staff/kathleen-porter-magee)
February 10, 2012
The Northwest Evaluation Association recently surveyed parents and teachers
(http://www.nwea.org/sites/www.nwea.org/files/PressReleaseAssessmentPerceptions.pdf) to
gauge their support for various types of
assessm ent. The
results (http://www.edweek.org/ew/articles/2012/02/08/21tests.h31.html) indicated that just a quarter of
teachers find sum m ative
assessm ents “‘extrem ely’ or ‘very’ valuable for determ ining whether students
have a deep understanding of content.” By contrast, 67 percent of teachers (and
85 percent of parents) found form ative and interim assessm ents extrem ely or
very valuable.
I can understand why teachers would find form ative and
interim assessm ents appealing. After all, teachers generally either create those
assessm ents them selves, or are at least intim ately involved with their
creation. And they are, therefore, m ore flexible tools that can be tweaked
depending on, for instance, the pace of classroom instruction.
But, while form ative and interim assessm ents are
critically im portant and should be used to guide instruction and planning, they
cannot and should not be used to replace sum m ative assessm ents, which play an
equally critical role in a standards-driven system .
http://edexcellence.net/blog-types/common-core-watch
http://edexcellence.net/about-us/fordham-staff/kathleen-porter-magee
http://www.nwea.org/sites/www.nwea.org/files/PressReleaseAssessmentPerceptions.pdf
http://www.edweek.org/ew/articles/2012/02/08/21tests.h31.html
8/4/2014 I come not to bury summative assessments but to praise them | The Thomas B. Fordham Institute
http://edexcellence.net/commentary/education-gadfly-daily/common-core-watch/2012/i-come-not-to-bury-summative-assessments-but-to-praise-them.html# 2/3
Formative and
interim assessments
cannot and should
not be used to
replace summative
assessments.
Everyone has a
Sum m ative assessm ents are designed to evaluate whether
students have m astered knowledge and skills at a particular point in tim e. For
instance, a teacher m ight give a sum m ative assessm ent at the end of a unit to
determ ine whether students have learned what they needed to in order to m ove
forward.
Sim ilarly, and end-of-course or end-of-year sum m ative assessm ent can help
determ ine whether students m astered the content and skills outlined in a
state’s standards for that grade.
If you believe that we need standards to ensure that all
students—regardless of their zip code or socioeconom ic status—need to learn
the
sam e essential content and be held to the sam e .
Essay about Purpose of Assessment
Assessment Tools Essay
A To E Assessment
Educational Assessment Essay
Assessment Reflection Essay examples
Assessment for Learning Essay
Performance Assessment Essay
The Over Reliance on Standardized Testing in Cameroon Implications for the Pr...ijtsrd
Mandated external assessment remains the main framework for the assessment of pupils, teachers and school administrators' effectiveness in Cameroon given that there is no national framework to assess students' learning. This exploratory study set out to examine the high stakes attached to Selection and Exit Certificate Examinations in Primary schools in Cameroon and their implications for the curriculum, instruction, accountability, students' learning and teachers' behavior. The study was carried out in 12 Primary Schools. Data were collected using questionnaires and interviews and analyzed thematically. The results from the study indicated that over testing and the misuse of tests are damaging to primary school learners in Cameroon. Also, high stakes testing in Cameroon ignores the complexity of child development as ten year old children are subjected to two public examinations within a month. Similarly a majority of the children can't keep pace with the school curricula. Unfortunately, between 80 and 150 hours of instructional time are lost to test preparation, and a de facto obligatory curriculum reduces instruction as children are compelled to read and answer questions in pamphlet rather than text books. Also, teachers' authority and independence are reduced. Non cognitive abilities and soft skills are neglected. Meanwhile, results of these public examinations do not correlate with outcomes of recent cross national assessment involving Cameroon. This study calls to question, the validity and reliability of both examinations. The study recommends that the Common Entrance and First School Leaving Examinations should be abolished and replaced by a portfolio assessment for grade six learners, a nine year basic education program should substitute the existing system, and an over hauling of the basic education curriculum. Kenneth Ngu Foncha | John Teneng Awa | Tah Delphine Berka "The Over - Reliance on Standardized Testing in Cameroon: Implications for the Primary School Classroom" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-6 , October 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29373.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/29373/the-over---reliance-on-standardized-testing-in-cameroon-implications-for-the-primary-school-classroom/kenneth-ngu-foncha
Educating Future Leaders: D.C. Public Schools Bicycle Education ProgramFionnuala Quinn
Presentation: Educating Future Leaders - Collaborate Efforts for Social Change: An Analysis of the D. C. Public Schools Second Grade
Bicycle Education Program. Presented at 2016 Pro Walk/Pro Bike/Pro Place Conference in Vancouver, BC. Presenters:
Leigh Ann Von Hagen, Research Project Manager, Voorhees Transportation Center, Rutgers University
Rick Holt, Senior Trainer/Consultant, George Mason University
Mary Butcher, Associate, The Bureau of Good Roads
Fionnuala Quinn, Director, The Bureau of Good Roads
Developing Learning Power: Quantifying the Unquantifiablerichlandcollegetx
Developing Learning Power: Quantifying the Unquantifiable - Bao Huynh and Guyla Blaylock, Richland College, Institutional Effectiveness, 2018 MSI Convening
Evaluating The Cognitive Level of Seafarers Expertise Test (UKP) Sheet By Usi...sabaribmt
Seafarers Expertise Test (UKP) has important roles in measuring student’s competence in maritime skill and knowledge. Changing the implementation of UKP in writing to be Computer Based - Assessment (CBA) is a demand for rapid technology change. Since English is also used in delivering the test, so many students do not pass the test, and should do remedial test more than three times. The difficulty of the test becomes one of the reasons for its failure. The aim of this research was to investigate the Cognitive Levels of UKP sheet which focused on “Plan a voyage and conduct navigation part”. This research also used content analysis method and qualitative descriptive design. The questions analyzed were consisted of 100 questions. The source of the data was taken from document of Polytechnic Bumi Akpelni Semarang. The writers analyzed the data using Taxonomy’s Bloom for categorizing the cognitive level for each question. The result showed that there were 51% of Remembering, 43% of Understanding and 6% of Applying which were categorized as Low Order Thinking Skill (LOTS). On the other hand, the category of High Order Thinking Skill (HOTS) did not exist in the test questions. It can be concluded that the questions of the test were more focused on LOTS than HOTS.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
2. PISA
Unlike
many
tests,
including
other
interna;onal
assessments,
PISA
was
designed
from
the
outset
explicitly
to
measure
many
deeper
learning
competencies.
PISA
also
reports
the
propor;on
of
students
who
perform
at
six
performance
levels,
which
are
based
on
the
difficulty
of
the
tasks
students
are
asked
to
perform.
Those
at
Levels
5
and
6,
who
can
complete
the
most
cogni;vely
complex
tasks,
are
considered
“top
performers.”
2
|
www.americaachieves.org
3. Deeper Learning Levels
Test
Ques;ons
(Level
2)
Helen
the
Cyclist
Helen
has
just
got
a
new
bike.
It
has
a
speedometer
which
sits
on
the
handlebar.
The
speedometer
can
tell
Helen
the
distance
she
travels
and
her
average
speed
for
a
trip.
Ques;on
On
one
trip,
Helen
rode
4
km
in
the
first
10
minutes
and
then
2
km
in
the
next
5
minutes.
Which
one
of
the
following
statements
is
correct?
A.
Helen's
average
speed
was
greater
in
the
first
10
minutes
than
in
the
next
5
minutes.
B.
Helen's
average
speed
was
the
same
in
the
first
10
minutes
and
in
the
next
5
minutes.
C.
Helen's
average
speed
was
less
in
the
first
10
minutes
than
in
the
next
5
minutes.
D.
It
is
not
possible
to
tell
anything
about
Helen's
average
speed
from
the
informa;on
given.
3
|
www.americaachieves.org
4. Deeper Learning Levels
Test
Ques;ons
(Level
6)
Helen
the
Cyclist
Helen
has
just
got
a
new
bike.
It
has
a
speedometer
which
sits
on
the
handlebar.
The
speedometer
can
tell
Helen
the
distance
she
travels
and
her
average
speed
for
a
trip
Ques;on
Helen
rode
her
bike
from
home
to
the
river,
which
is
4
km
away.
It
took
her
9
minutes.
She
rode
home
using
a
shorter
route
of
3
km.
This
only
took
her
6
minutes.
What
was
Helen's
average
speed,
in
km/h,
for
the
trip
to
the
river
and
back?
Average
speed
for
the
trip:
.....................
km/h
4
|
www.americaachieves.org
5. Deeper
Learning
Levels
• At
Level
6
students
can
conceptualize,
generalize,
and
u;lize
informa;on
based
on
their
inves;ga;ons
and
modelling
of
complex
problem
situa;ons.
They
can
link
different
informa;on
sources
and
representa;ons
and
flexibly
translate
among
them.
Students
at
this
level
are
capable
of
advanced
mathema;cal
thinking
and
reasoning.
These
students
can
apply
this
insight
and
understandings
along
with
a
mastery
of
symbolic
and
formal
mathema;cal
opera;ons
and
rela;onships
to
develop
new
approaches
and
strategies
for
aaacking
novel
situa;ons.
Student
at
this
level
can
formulate
and
precisely
communicate
their
ac;ons
and
reflec;ons
regarding
their
findings,
interpreta;ons,
arguments,
and
the
appropriateness
of
these
to
the
original
situa;ons.
5
|
www.americaachieves.org
6. The OECD Test for Schools
A
Richer
Measure.
Assesses
knowledge
of
math,
reading,
and
science,
as
well
as
student
acquisi;on
of
key
deeper
learning
skills,
such
as
cri;cal
thinking
and
problem
solving.
Data
Rich.
Schools
get
detailed
reports
with
analysis
of
test
results
and
student
survey
data.
Manageable.
A
sample
of
between
85
(for
most
schools)
and
49
(for
small
schools)
15-‐year-‐old
students
is
needed.
CTB/
McGraw
Hill
administers
the
test,
analyzes
the
results,
and
produces
the
reports.
Only
3.5
hours,
including
surveys
and
breaks,
flexible
tes;ng
window,
paper
and
pencil
test.
6
|
www.americaachieves.org