Priestley Purpose Reading RubricStudent Name ____.docxChantellPantoja184
Priestley Purpose Reading Rubric
Student Name: ________________________________________
CATEGORY
3
2
1
0
Purpose
Provides insightful purpose questions or points (2 total)
Provides basic purpose points or questions (1 total).
Does not provide useful purpose points or questions(1 or fewer)
N/A
Connections
Connections consistently stays focused on highlighted points and provides a specific link to other topics.
Connections stays focused on highlighted points and provides a link to other topics most of the time.
Connections do not stay focused on highlighted points and do not provide a link to other topics most of the time.
N/A
Comprehension
Comprehension is very evident throughout reading as evidence by a valid highlighted items, connections, and summarization.
Comprehension is evident throughout reading as evidence by highlighted items, connections, and summarization.
Comprehension is not evident throughout reading. Lack of highlighted items, connections, and summarization.
N/A
Highlighting/
Content
Students accurately highlighted items pertaining to their purpose points and readings main ideas.
Students demonstrate basic highlighted items pertaining to their purpose points and readings main ideas.
Students demonstrate a lack of highlighted items pertaining to their purpose points and readings main ideas.
N/A
Summarization/
Position/
Thesis
Student develops a well reasoned and analytical summary statement that includes a variety of focused adj.,examples from reading, and inferences.
Student develops a basic summary statement that includes some focused adj.,examples from reading, and inferences.
Student develops a summary statement that does not include some focused adj.,examples from reading, and inferences.
N/A
Priestley reading/note taking organizer
Title/Purpose Points (3 Points)
Topics
Content/Vocabulary (6 Points)
Connection (3 Points)
Summary/Thesis(3 Points)
Purpose Reading Steps
History
Step 1
Preview: Identify Author, titles, topics, sub-topics, and visuals. Think about the possible argument or information within the reading and think topically (PERSIA).
Purpose: Develop at least 2 detailed questions or statements that will identify what content/argument you are to get from the reading. Write at the beginning of article.
Step 2
Purpose Read: While reading underline and highlight content or statements that answer your purpose points.
Your should use 2 highlighters and color code based upon which purpose point it is connected to.
Monitor: As you read, notice how content and analysis is being used by the author. You should be evaluative.
You may have to adjust your purpose points as well.
Step 3
Connect
In the margins, you are to write down any similarities to the content you have read.
These similarities should be things you have learned in the past or things you have experienced.
Step 4
Thesis (What is your/authors claim for the reading?)
Should .
Rubric Name RC001 Rubric v.2This table lists criteria and crite.docxtoddr4
Rubric Name: RC001 Rubric v.2
This table lists criteria and criteria group name in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method.Criteria
0 - Not Present
2000 points
1 - Needs Improvement
2000 points
2 - Meets Expectations
50 points
3 - Exceeds Expectations
1 point
Learning Objective 1.1: Define key principles and concepts.
Some or all definitions are not present.
Definitions are weak or illogical.
Definitions are succinct and accurate.
Demonstrates the same level as “2” plus the following:
Definitions provide context in the field of early childhood studies.
50 / 2000
Criterion Feedback
Just be more clear about generalizability - which is about being able to generalize your findings to a broader population.
Learning Objective 1.2: Explain the importance of the principles of high quality research.
Response is not present or is inaccurate.
Response lists fewer than three principles of high quality research.
Response provides weak or partial explanations of their importance.
Response clearly describes three principles of high quality research.
Response provides a thorough explanation of the importance of the identified principles.
Demonstrates the same level as “2” plus the following:
Response includes a thoughtful analysis of the importance of each principle in terms of early childhood research.
2000 / 2000
Criterion Feedback
You have ethical considerations here - it needs to be specific to what constitutes "high quality research" - it's in one of the readings provided (Mac Naughton, G., Rolfe, S. A., & Siraj-Blatchford, I. (2010). Doing early childhood research: International perspectives on theory and practice (2nd ed.). New York, NY: McGraw-Hill)
Learning Objective 1.3: Define informed consent and its application to research with children.
Response includes a thoughtful analysis of the importance of each principle in terms of early childhood research.
Response partially defines informed consent and/or its application to children.
Response accurately defines informed consent and its application to research with children.
Demonstrates the same level of achievement as “2,” plus the following:
Response addresses the legal and ethical implications of informed consent.
50 / 2000
Learning Objective 1.4: Describe examples of ethical and unethical behaviors in research with children.
Response is not present or is inaccurate.
Response is incomplete or provides weak examples.
Response provides one relevant example of ethical and unethical behavior in research with children.
Demonstrates the same level of achievement as “2,” plus the following:
Response provides more than one example of both ethical and unethical behavior in research with children.
50 / 2000
Learning Objective 2.1 Describe the characteristics of different types of sources of early childhood research studies.
Response is not present.
Response is incomplete.
Response correctly defines the type of source and provides the c.
NUR 325 Final Project Part II Guidelines and Rubric Oscoutsgyqmo
NUR 325 Final Project Part II Guidelines and Rubric
Overview
In Final Project Part I, you conducted a head-to-toe comprehensive assessment of a volunteer patient. Final Project Part II will involve the construction of a
proposal for a health promotion teaching tool that will be of value for the patient. This activity will allow you the opportunity to discuss health literacy best
practices and how you would use them to educate, inform, and empower your patient with regard to their health risks and/or healthy behaviors. For this final
project, you will propose a health promotion teaching tool based on your assessment findings.
This assessment will address your mastery with regard to the following course outcomes:
• Interpret health assessment findings based on norms for healthy adults to inform patient health education strategies
• Employ health literacy best practices for informing health promotion resources for diverse populations
• Develop health education activities that utilize evidence-based practices for promoting patient safety and quality of care
Prompt
For this final project, you will analyze your findings from the comprehensive head-to-toe patient assessment you completed with your patient volunteer in Module
Six. You will also propose a health promotion teaching tool based on a health risk or healthy behavior of your choice that you identified during the comprehensive
assessment. Note: You do not need to create the actual teaching tool, but rather write a proposal in which you will describe the tool and discuss your rationale
behind the choices you make for its development based on your patient assessment.
Schedule
Module Six Module Seven
Complete Comprehensive Assessment
Begin Patient Analysis based on data collected in the
Comprehensive Assessment
Complete Patient Analysis
Complete Teaching Tool Proposal
Submit Patient Analysis and Teaching Tool Proposal in one document
In your patient analysis and teaching tool proposal, the following critical elements must be addressed:
I. Patient Analysis
A. Analyze health risks uncovered during your assessment. In other words, what indicators of disease, illness, or unhealthy behaviors the patient
engages in did you discover? If you feel there were none, be sure to explain your rationale.
B. Analyze healthy behaviors the patient engages in that you discovered during your assessment. In other words, what opportunities exist for health
promotion? If you feel there were none, be sure to explain your rationale.
II. Health Promotion Teaching Tool Proposal
A. Describe a health risk or healthy behavior that you identified during your assessment that you will use as the basis for your health promotion
teaching tool proposal, and explain why you chose that topic.
B. Identify the goals or objectives of your proposed teaching tool based on the health risk or healthy behavior you identified.
C. Specify the critical information about ...
Faith & ReasonFaith is not opposed to reason, but is sometime.docxmecklenburgstrelitzh
Faith & Reason
“Faith is not opposed to reason, but is sometimes opposed to feelings and appeareances.” Tim Keller
How do faith and reason coexist for the Christian disciple? Do faith and reason oppose each other, work together, or end up at the same end goal from completely unrelated paths?
In Ephesians ch. 4, Paul writes:
Ephesians 4:11-15 New King James Version (NKJV)
11 And He Himself gave some to be apostles, some prophets, some evangelists, and some pastors and teachers, 12 for the equipping of the saints for the work of ministry, for the [a]edifying of the body of Christ, 13 till we all come to the unity of the faith and of the knowledge of the Son of God, to a perfect man, to the measure of the stature of the fullness of Christ; 14 that we should no longer be children, tossed to and fro and carried about with every wind of doctrine, by the trickery of men, in the cunning craftiness of deceitful plotting, 15 but, speaking the truth in love, may grow up in all things into Him who is the head—Christ—
Faith and knowledge /reason will always feed off one another as we grow in Christ.
Throughout the rest of this semester we will be discussing our faith and how we think through issues related and influenced by our faith.
Christian Reflections – Reflection paper 3-4 pages (1,050-1,400 words) APA format, include references.
To what extent is religious faith objective (i.e., based on reasons or evidence that should be obvious to others) and/or subjective (i.e., based on personal reasons that are not necessarily compelling to others)?
1) In what ways and to what extent do you believe that faith:
· Is derived from what we consider to be true and reasonable?
· Goes beyond what reason and evidence dictate?
· Goes against what is reasonable?
2) What is the role of feelings and emotions in religious faith?
· Does faith depend upon them?
· To what extent should they embraced or controlled?
1
Promoting Reliability
Both MacMillan and Dar (see below) provide suggestions on how promote reliability in classroom assessments. Doing the things mentioned
below can help control both external and internal sources of error which in turn helps bolster reliability of test scores.
McMillan’s (2006, p.51) suggestion on how to help bolster or promote reliability in the classroom assessments:
Motivated students to put forth their best efforts on assessment
Use sufficient number of items or tasks. A minimum of 5 items is needed to assess a single trait or skill
Construct items, scoring criteria, and tasks that clearly differentiate students on what is being assessed, and make the criteria
public
Make sure scoring procedures for constructed-response items are consistently applied to all students
Use independent raters or observers to score a sample of student responses, and check consistency with your evaluations
Build in as much objectivity into scoring as possible and still maintain the integrity of what is be.
HUMANITIES 105 - THE HUMAN STRUGGLE PRESENTATION ASSIG.docxeugeniadean34240
HUMANITIES 105 - THE HUMAN STRUGGLE
PRESENTATION ASSIGNMENT:
Prepare a presentation (you may use PowerPoint or just a written account) in which you inform
the class about further details of some aspect of AThe Human [email protected] During the class,
students watch/read your presentation and may post questions about it on the [email protected] function B
you may answer up to five of those questions. Each student whose question is chosen will
receive an extra credit point.
FOR PRESENTERS:
You may choose to expand on a topic that has caught your interest in class, or you may choose a
topic we haven=t touched upon, but which you see as part of Athe human [email protected] B this is a very
broad category; if you have doubts about whether your choice qualifies, just check with me
about it. (Past topics students presented ranged from the signing of the Magna Carta, the French
Revolution, the Armenian Genocide, the modern media=s influence on body image, the abuse of
opiate drugs, the struggle for LBTQ rights, etc.)
FOR THOSE ASKING QUESTIONS:
When you post a question about a presentation on AChat,@ address the presenter by name (AHello,
Susan B why do you [email protected]) and sign your name to the question. I have to keep track of extra
credit points from this B please make it easy for me! Similarly, when you=re a presenter and
responding to a question someone has asked, address that person by name (AGeorge B the reason
[email protected]), as there may be a flood of questions all at once. Each presenter may respond to only
five questions.
This table lists criteria and criteria group name in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method.Criteria
0 - Not Present
1 - Needs Improvement
2 - Meets Expectations
3 - Exceeds Expectations
Learning Objective 1.1: Describe the types of qualitative research.
Description is not present.
Descriptions of the types of qualitative research is vague, incomplete, or inaccurate.
Descriptions of the types of qualitative research are clear, complete, and accurate.
Demonstrates the same level as “2” plus the following:
Provides detailed information about the types of qualitative research.
Criterion Feedback
Narrative and case study are mixed up here and each needs a more specific and clear definition.
Learning Objective 1.2: Define grounded theory.
Definition is not present.
Response includes an unclear or incomplete definition of grounded theory.
Response includes a clear and accurate definition of grounded theory.
Demonstrates the same level as “2” plus the following:
Response includes a thoughtful analysis of the importance of each principle in terms of early childhood research.
Learning Objective 2.1: Describe characteristics of good qualitative research and their importance.
Response is not present or is inaccurate.
Response includes an unclear or incomplete description of five characteristics of good .
RETHINKING ASSESSMENT OF SOCIAL AND EMOTIONAL SKILLS by Adriano Linzarini OEC...EduSkills OECD
Adriano Linzarini (Lead Analyst, Rethinking Assessment of Social and Emotional Skills project, OECD) presents at the OECD webinar 'Social and Emotional Learning – does it make a difference in children’s lives?' on 17 January 2024
M3_Authentic Assessment in Affective Domain.pdfMartin Nobis
The affective domain refers to the tracking of growth in feelings or emotional areas throughout the learning experience. To be most effective, learning objectives labeled using this domain need a very clear instructional intention for growth in this area specified in the learning objective.
Priestley Purpose Reading RubricStudent Name ____.docxChantellPantoja184
Priestley Purpose Reading Rubric
Student Name: ________________________________________
CATEGORY
3
2
1
0
Purpose
Provides insightful purpose questions or points (2 total)
Provides basic purpose points or questions (1 total).
Does not provide useful purpose points or questions(1 or fewer)
N/A
Connections
Connections consistently stays focused on highlighted points and provides a specific link to other topics.
Connections stays focused on highlighted points and provides a link to other topics most of the time.
Connections do not stay focused on highlighted points and do not provide a link to other topics most of the time.
N/A
Comprehension
Comprehension is very evident throughout reading as evidence by a valid highlighted items, connections, and summarization.
Comprehension is evident throughout reading as evidence by highlighted items, connections, and summarization.
Comprehension is not evident throughout reading. Lack of highlighted items, connections, and summarization.
N/A
Highlighting/
Content
Students accurately highlighted items pertaining to their purpose points and readings main ideas.
Students demonstrate basic highlighted items pertaining to their purpose points and readings main ideas.
Students demonstrate a lack of highlighted items pertaining to their purpose points and readings main ideas.
N/A
Summarization/
Position/
Thesis
Student develops a well reasoned and analytical summary statement that includes a variety of focused adj.,examples from reading, and inferences.
Student develops a basic summary statement that includes some focused adj.,examples from reading, and inferences.
Student develops a summary statement that does not include some focused adj.,examples from reading, and inferences.
N/A
Priestley reading/note taking organizer
Title/Purpose Points (3 Points)
Topics
Content/Vocabulary (6 Points)
Connection (3 Points)
Summary/Thesis(3 Points)
Purpose Reading Steps
History
Step 1
Preview: Identify Author, titles, topics, sub-topics, and visuals. Think about the possible argument or information within the reading and think topically (PERSIA).
Purpose: Develop at least 2 detailed questions or statements that will identify what content/argument you are to get from the reading. Write at the beginning of article.
Step 2
Purpose Read: While reading underline and highlight content or statements that answer your purpose points.
Your should use 2 highlighters and color code based upon which purpose point it is connected to.
Monitor: As you read, notice how content and analysis is being used by the author. You should be evaluative.
You may have to adjust your purpose points as well.
Step 3
Connect
In the margins, you are to write down any similarities to the content you have read.
These similarities should be things you have learned in the past or things you have experienced.
Step 4
Thesis (What is your/authors claim for the reading?)
Should .
Rubric Name RC001 Rubric v.2This table lists criteria and crite.docxtoddr4
Rubric Name: RC001 Rubric v.2
This table lists criteria and criteria group name in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method.Criteria
0 - Not Present
2000 points
1 - Needs Improvement
2000 points
2 - Meets Expectations
50 points
3 - Exceeds Expectations
1 point
Learning Objective 1.1: Define key principles and concepts.
Some or all definitions are not present.
Definitions are weak or illogical.
Definitions are succinct and accurate.
Demonstrates the same level as “2” plus the following:
Definitions provide context in the field of early childhood studies.
50 / 2000
Criterion Feedback
Just be more clear about generalizability - which is about being able to generalize your findings to a broader population.
Learning Objective 1.2: Explain the importance of the principles of high quality research.
Response is not present or is inaccurate.
Response lists fewer than three principles of high quality research.
Response provides weak or partial explanations of their importance.
Response clearly describes three principles of high quality research.
Response provides a thorough explanation of the importance of the identified principles.
Demonstrates the same level as “2” plus the following:
Response includes a thoughtful analysis of the importance of each principle in terms of early childhood research.
2000 / 2000
Criterion Feedback
You have ethical considerations here - it needs to be specific to what constitutes "high quality research" - it's in one of the readings provided (Mac Naughton, G., Rolfe, S. A., & Siraj-Blatchford, I. (2010). Doing early childhood research: International perspectives on theory and practice (2nd ed.). New York, NY: McGraw-Hill)
Learning Objective 1.3: Define informed consent and its application to research with children.
Response includes a thoughtful analysis of the importance of each principle in terms of early childhood research.
Response partially defines informed consent and/or its application to children.
Response accurately defines informed consent and its application to research with children.
Demonstrates the same level of achievement as “2,” plus the following:
Response addresses the legal and ethical implications of informed consent.
50 / 2000
Learning Objective 1.4: Describe examples of ethical and unethical behaviors in research with children.
Response is not present or is inaccurate.
Response is incomplete or provides weak examples.
Response provides one relevant example of ethical and unethical behavior in research with children.
Demonstrates the same level of achievement as “2,” plus the following:
Response provides more than one example of both ethical and unethical behavior in research with children.
50 / 2000
Learning Objective 2.1 Describe the characteristics of different types of sources of early childhood research studies.
Response is not present.
Response is incomplete.
Response correctly defines the type of source and provides the c.
NUR 325 Final Project Part II Guidelines and Rubric Oscoutsgyqmo
NUR 325 Final Project Part II Guidelines and Rubric
Overview
In Final Project Part I, you conducted a head-to-toe comprehensive assessment of a volunteer patient. Final Project Part II will involve the construction of a
proposal for a health promotion teaching tool that will be of value for the patient. This activity will allow you the opportunity to discuss health literacy best
practices and how you would use them to educate, inform, and empower your patient with regard to their health risks and/or healthy behaviors. For this final
project, you will propose a health promotion teaching tool based on your assessment findings.
This assessment will address your mastery with regard to the following course outcomes:
• Interpret health assessment findings based on norms for healthy adults to inform patient health education strategies
• Employ health literacy best practices for informing health promotion resources for diverse populations
• Develop health education activities that utilize evidence-based practices for promoting patient safety and quality of care
Prompt
For this final project, you will analyze your findings from the comprehensive head-to-toe patient assessment you completed with your patient volunteer in Module
Six. You will also propose a health promotion teaching tool based on a health risk or healthy behavior of your choice that you identified during the comprehensive
assessment. Note: You do not need to create the actual teaching tool, but rather write a proposal in which you will describe the tool and discuss your rationale
behind the choices you make for its development based on your patient assessment.
Schedule
Module Six Module Seven
Complete Comprehensive Assessment
Begin Patient Analysis based on data collected in the
Comprehensive Assessment
Complete Patient Analysis
Complete Teaching Tool Proposal
Submit Patient Analysis and Teaching Tool Proposal in one document
In your patient analysis and teaching tool proposal, the following critical elements must be addressed:
I. Patient Analysis
A. Analyze health risks uncovered during your assessment. In other words, what indicators of disease, illness, or unhealthy behaviors the patient
engages in did you discover? If you feel there were none, be sure to explain your rationale.
B. Analyze healthy behaviors the patient engages in that you discovered during your assessment. In other words, what opportunities exist for health
promotion? If you feel there were none, be sure to explain your rationale.
II. Health Promotion Teaching Tool Proposal
A. Describe a health risk or healthy behavior that you identified during your assessment that you will use as the basis for your health promotion
teaching tool proposal, and explain why you chose that topic.
B. Identify the goals or objectives of your proposed teaching tool based on the health risk or healthy behavior you identified.
C. Specify the critical information about ...
Faith & ReasonFaith is not opposed to reason, but is sometime.docxmecklenburgstrelitzh
Faith & Reason
“Faith is not opposed to reason, but is sometimes opposed to feelings and appeareances.” Tim Keller
How do faith and reason coexist for the Christian disciple? Do faith and reason oppose each other, work together, or end up at the same end goal from completely unrelated paths?
In Ephesians ch. 4, Paul writes:
Ephesians 4:11-15 New King James Version (NKJV)
11 And He Himself gave some to be apostles, some prophets, some evangelists, and some pastors and teachers, 12 for the equipping of the saints for the work of ministry, for the [a]edifying of the body of Christ, 13 till we all come to the unity of the faith and of the knowledge of the Son of God, to a perfect man, to the measure of the stature of the fullness of Christ; 14 that we should no longer be children, tossed to and fro and carried about with every wind of doctrine, by the trickery of men, in the cunning craftiness of deceitful plotting, 15 but, speaking the truth in love, may grow up in all things into Him who is the head—Christ—
Faith and knowledge /reason will always feed off one another as we grow in Christ.
Throughout the rest of this semester we will be discussing our faith and how we think through issues related and influenced by our faith.
Christian Reflections – Reflection paper 3-4 pages (1,050-1,400 words) APA format, include references.
To what extent is religious faith objective (i.e., based on reasons or evidence that should be obvious to others) and/or subjective (i.e., based on personal reasons that are not necessarily compelling to others)?
1) In what ways and to what extent do you believe that faith:
· Is derived from what we consider to be true and reasonable?
· Goes beyond what reason and evidence dictate?
· Goes against what is reasonable?
2) What is the role of feelings and emotions in religious faith?
· Does faith depend upon them?
· To what extent should they embraced or controlled?
1
Promoting Reliability
Both MacMillan and Dar (see below) provide suggestions on how promote reliability in classroom assessments. Doing the things mentioned
below can help control both external and internal sources of error which in turn helps bolster reliability of test scores.
McMillan’s (2006, p.51) suggestion on how to help bolster or promote reliability in the classroom assessments:
Motivated students to put forth their best efforts on assessment
Use sufficient number of items or tasks. A minimum of 5 items is needed to assess a single trait or skill
Construct items, scoring criteria, and tasks that clearly differentiate students on what is being assessed, and make the criteria
public
Make sure scoring procedures for constructed-response items are consistently applied to all students
Use independent raters or observers to score a sample of student responses, and check consistency with your evaluations
Build in as much objectivity into scoring as possible and still maintain the integrity of what is be.
HUMANITIES 105 - THE HUMAN STRUGGLE PRESENTATION ASSIG.docxeugeniadean34240
HUMANITIES 105 - THE HUMAN STRUGGLE
PRESENTATION ASSIGNMENT:
Prepare a presentation (you may use PowerPoint or just a written account) in which you inform
the class about further details of some aspect of AThe Human [email protected] During the class,
students watch/read your presentation and may post questions about it on the [email protected] function B
you may answer up to five of those questions. Each student whose question is chosen will
receive an extra credit point.
FOR PRESENTERS:
You may choose to expand on a topic that has caught your interest in class, or you may choose a
topic we haven=t touched upon, but which you see as part of Athe human [email protected] B this is a very
broad category; if you have doubts about whether your choice qualifies, just check with me
about it. (Past topics students presented ranged from the signing of the Magna Carta, the French
Revolution, the Armenian Genocide, the modern media=s influence on body image, the abuse of
opiate drugs, the struggle for LBTQ rights, etc.)
FOR THOSE ASKING QUESTIONS:
When you post a question about a presentation on AChat,@ address the presenter by name (AHello,
Susan B why do you [email protected]) and sign your name to the question. I have to keep track of extra
credit points from this B please make it easy for me! Similarly, when you=re a presenter and
responding to a question someone has asked, address that person by name (AGeorge B the reason
[email protected]), as there may be a flood of questions all at once. Each presenter may respond to only
five questions.
This table lists criteria and criteria group name in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method.Criteria
0 - Not Present
1 - Needs Improvement
2 - Meets Expectations
3 - Exceeds Expectations
Learning Objective 1.1: Describe the types of qualitative research.
Description is not present.
Descriptions of the types of qualitative research is vague, incomplete, or inaccurate.
Descriptions of the types of qualitative research are clear, complete, and accurate.
Demonstrates the same level as “2” plus the following:
Provides detailed information about the types of qualitative research.
Criterion Feedback
Narrative and case study are mixed up here and each needs a more specific and clear definition.
Learning Objective 1.2: Define grounded theory.
Definition is not present.
Response includes an unclear or incomplete definition of grounded theory.
Response includes a clear and accurate definition of grounded theory.
Demonstrates the same level as “2” plus the following:
Response includes a thoughtful analysis of the importance of each principle in terms of early childhood research.
Learning Objective 2.1: Describe characteristics of good qualitative research and their importance.
Response is not present or is inaccurate.
Response includes an unclear or incomplete description of five characteristics of good .
RETHINKING ASSESSMENT OF SOCIAL AND EMOTIONAL SKILLS by Adriano Linzarini OEC...EduSkills OECD
Adriano Linzarini (Lead Analyst, Rethinking Assessment of Social and Emotional Skills project, OECD) presents at the OECD webinar 'Social and Emotional Learning – does it make a difference in children’s lives?' on 17 January 2024
M3_Authentic Assessment in Affective Domain.pdfMartin Nobis
The affective domain refers to the tracking of growth in feelings or emotional areas throughout the learning experience. To be most effective, learning objectives labeled using this domain need a very clear instructional intention for growth in this area specified in the learning objective.
Similar to AST 406 Science Showcase Portfolio (20)
1. TERM 2 Science Showcase Portfolio
Name: ___________
Each student will select and label FIVE different items that represent :
their best work;
their most interesting work;
their most improved work;
their most disappointing work;
their favorite work.
Self-Assess
Teacher Assess
/15
/15
An explanation of each choice that includes:
o why each particular item was included;
o what it demonstrates.
Grading
Grading Criteria
Each individual piece of evidence will be graded according to the following scale:
Score 0: No evidence - the evidence is not present, it is not clearly labeled, or there is no
rationale or self-reflection.
Score 1: Weak evidence - the evidence is presented is inaccurate, implies
misunderstandings, has insufficient rationale or insufficient self-reflection.
Score 2: Adequate evidence - the evidence is presented accurately with no errors nor
misunderstandings implied, but the information is dealt with at the literal definition level with
no integration across concepts. Opinions presented are not sufficiently supported by
referenced facts or facts are presented without clear relevance to opinions or positions.
Score 3: Strong Evidence - the evidence is presented accurately and clearly indicates
understanding by integration across concepts. Opinions and positions are clearly
supported by referenced facts.
Grammar and vocabulary conventions will be graded.
I have seen my child’s portfolio:
Signature of Parent: ______________________
Date:
________ Feb 7/2014 – Last Date Possible