Taxonomy of Educational Objectives - The Affective DomainNirmala Roberts
Learning in the affective domain, levels of objectives by Krathwohl, action verbs to state objectives in the affective domain, comparison with the Cognitive domain
COMMERCIAL COOKING (complete instructional material) By: Mary Krystle Dawn D....Mary Krystle Dawn Sulleza
COMMERCIAL COOKING (complete instructional material) By: Mary Krystle Dawn D. Sulleza, (TECHNOLOGY AND LIVELIHOOD EDUCATION, SENIOR HIGH SCHOOL EDUCATION, K-12)
Cookery 10 Lesson 1: Tools, Utensils and Equipment Needed in Egg PreparationBenandro Palor
This lesson introduces cooking of different egg dishes which are well-loved by everybody. Each dish has its own way of cooking or preparing them. The preparation of egg dishes are produced using tools, utensils and equipment as well as ingredients. These are served in attractive forms at affordable cost to attract a lot of people
This presentation contains a performance task design on the demonstration of improvised measuring tools in Mathematics. The presentation attach a rubric in grading the demonstration of the students.
Taxonomy of Educational Objectives - The Affective DomainNirmala Roberts
Learning in the affective domain, levels of objectives by Krathwohl, action verbs to state objectives in the affective domain, comparison with the Cognitive domain
COMMERCIAL COOKING (complete instructional material) By: Mary Krystle Dawn D....Mary Krystle Dawn Sulleza
COMMERCIAL COOKING (complete instructional material) By: Mary Krystle Dawn D. Sulleza, (TECHNOLOGY AND LIVELIHOOD EDUCATION, SENIOR HIGH SCHOOL EDUCATION, K-12)
Cookery 10 Lesson 1: Tools, Utensils and Equipment Needed in Egg PreparationBenandro Palor
This lesson introduces cooking of different egg dishes which are well-loved by everybody. Each dish has its own way of cooking or preparing them. The preparation of egg dishes are produced using tools, utensils and equipment as well as ingredients. These are served in attractive forms at affordable cost to attract a lot of people
This presentation contains a performance task design on the demonstration of improvised measuring tools in Mathematics. The presentation attach a rubric in grading the demonstration of the students.
DescriptionTotal Possible Score 20.00ePortfolio - Compon.docxtheodorelove43763
Description:
Total Possible Score: 20.00
ePortfolio - Components
Total: 5.00
Distinguished - Includes at least one artifact that fully demonstrates mastery of each of the nine MAED Program Learning Outcomes.
Proficient - Includes one artifact that demonstrates mastery of the nine MAED Program Learning Outcomes.
Basic - Includes one artifact that somewhat demonstrates mastery of at least eight MAED Program Learning Outcomes.
Below Expectations - Includes one artifact that minimally demonstrates mastery of each of fewer than seven MAED Program Learning Outcomes.
Non-Performance - The artifact is either nonexistent or lacks the components described in the assignment instructions.
ePortfolio - Design
Total: 3.00
Distinguished - Effectively designs an ePortfolio that is professional in appearance, has visual appeal, and exemplifies effective and ethical uses of technology.
Proficient - Adequately designs an ePortfolio that is professional in appearance, has visual appeal, and exemplifies effective and ethical uses of technology. Minor details are missing.
Basic - Minimally designs an ePortfolio that is somewhat professional in appearance, has limited visual appeal, and vaguely exemplifies effective and ethical uses of technology. Relevant details are missing.
Below Expectations - Ineffectively designs an ePortfolio that is not professional in appearance, does not have visual appeal, and/or does not exemplify effective and ethical uses of technology. Significant details are missing.
Non-Performance - The design of the ePortfolio is either nonexistent or lacks the components described in the assignment instructions.
Narrative - Ranking
Total: 5.00
Distinguished - Effectively ranks and thoroughly discusses the importance and use of each Program Learning Outcome in a work setting.
Proficient - Adequately ranks and discusses the importance and use of each Program Learning Outcome in a work setting. Minor details are missing.
Basic - Minimally ranks and partially discusses the importance and use of each Program Learning Outcome in a work setting. Relevant details are missing.
Below Expectations - Ineffectively ranks and attempts to discuss the importance and use of each Program Learning Outcome in a work setting. Significant details are missing.
Non-Performance - The ranking and discussion of the importance and use of each Program Learning Outcome are either nonexistent or lack the components described in the assignment instructions.
Narrative - Challenges/
Solution
s
Total: 5.00
Distinguished - Effectively discusses the design and development challenges experienced while creating the ePortfolio and explains how challenges were overcome.
Proficient - Adequately discusses the design and development challenges experienced while creating the ePortfolio and explains how challenges were overcome. Minor details are missing.
Basic - Minimally discusses the design and development challenges experienced while creating the ePortfolio and explains how chal.
Total Possible Score 7.00Explains how to Differentiate the Co.docxturveycharlyn
Total Possible Score: 7.00
Explains how to Differentiate the Content, Process, and Product Based on Student Readiness for Mary
Total: 1.80
Distinguished - Comprehensively explains how to differentiate the given lesson plan for content, process, and product based on student readiness for Mary. The differentiation is clearly appropriate for the student’s readiness.
Proficient - Explains how to differentiate the given lesson plan for content, process, and product based on student readiness for Mary. The differentiation is mostly appropriate for the student’s readiness.
Basic - Minimally explains how to differentiate the given lesson plan for content, process, and product based on student readiness for Mary. The differentiation is somewhat appropriate for the student’s readiness.
Below Expectations - Attempts to explain how to differentiate the given lesson plan for content, process, and product based on student readiness for Mary; however, the differentiation is not appropriate for the student’s readiness.
Non-Performance - The explanation of differentiating content, process, and product based on student readiness for Mary is either nonexistent or lacks the components described in the assignment instructions.
Explains how to Differentiate the Content, Process, and Product Based on Student Interest for Davion
Total: 1.80
Distinguished - Comprehensively explains how to differentiate the given lesson plan for content, process, and product based on student interest for Davion. The differentiation is clearly appropriate for the student’s interest.
Proficient - Explains how to differentiate the given lesson plan for content, process, and product based on student interest for Davion. The differentiation is mostly appropriate for the student’s interest.
Basic - Minimally explains how to differentiate the given lesson plan for content, process, and product based on student interest for Davion. The differentiation is somewhat appropriate for the student’s interest.
Below Expectations - Attempts to explain how to differentiate the given lesson plan for content, process, and product based on student interest for Davion however, the differentiation is not appropriate for the student’s interest.
Non-Performance - The explanation of differentiating content, process, and product based on student interest for Davion is either nonexistent or lacks the components described in the assignment instructions.
Explains Rationale For Methods Used in Differentiating Content, Process, and Product For Mary and Davion
Total: 2.00
Distinguished - Comprehensively explains the rationale for methods used in differentiating content, process, and product for Mary and Davion.
Proficient - Explains the rationale for methods used in differentiating content, process, and product for Mary and Davion. The rationale is slightly underdeveloped.
Basic - Partially explains the rationale for methods used in differentiating content, process, and product for Mary and Davion. The rationale ...
Things to do before starting a web2.0 project. Simple suggestions to think about ahead of time. Part of my 'Learning Conversations' presentation at BLC08
1. 3D – Journal Rubric Name:
Class: Assignment:
Advanced Proficient Emerging Unsatisfactory
Criteria 20 – 18 pts. 17 – 16 pts. 15 -14 pts. 13 -12 pts
Information: Page(s) have all Page(s) have Page(s) have some Page(s) are not
How well did you the requirements. almost all the of the information completed in a
meet the information requested. satisfactory
assignment
requirements? needed. manner.
Research: Page(s) show an The research The research is This little or no
How much effort effort beyond the provided is simple and not research in the
was put into requirements of the adequate for the refined. More could page(s).
researching your
assignment? assignment. assignment. be added.
Design: How well The page(s) shows The page(s) show The page(s) were The student did the
did you apply the the student applied the student applied completed in a minimum or the
elements and the principles &/or the principles &/or satisfactory artwork was never
principles of
design? elements of art in a elements of art manner, but lack of completed.
creative and when composing planning for the
unique way. Time the pages. principles &/or
and effort was put elements of art is
into planning the evident.
page(s).
Personal The page(s) show The reflections The reflection Little or no
Reflection: How personal reflections section is adequate section was barely reflection for the
well did you add throughout. The and shows some completed and assignment was
your own thoughts comments are well thought concerning shows little or no made.
to the page(s)?
thought-out and the assignment thoughtful
the comments and/or technique. comments.
show improvement
and learning.
Craftsmanship: The artwork is The student The student The student
How finished is outstanding and showed above showed average showed poor
your page(s)? was finished with a average craftsmanship and craftsmanship or
great deal of craftsmanship and understanding. lack of
patience and pride. understanding. understanding.
Total Points Earned:
