Unit 4 assignment
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The document describes two online performance-based assessment instruments that can be used to assess vocabulary and grammar. The first instrument assesses vocabulary, specifically the use of make and do collocations. It contains 20 multiple choice questions and provides feedback on correct and incorrect answers in the form of percentages. The second instrument assesses grammar through prepositions within sentence contexts. Learners must fill in missing prepositions or can choose from alternatives. It contains 14 sentences and also assesses vocabulary. It gamifies the assessment by awarding points for correct answers. Feedback includes quiz scores, numbers of correct and incorrect answers, points earned, and time taken.
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Mercado Local
Los índices principales de la bolsa local cerraron en terreno mixto. En la sesión se negociaron US$ 27.3 MMen 193 operaciones. Las acciones de la aurífera Buenaventura se elevaron en 0.88%hasta US$ 4.60, y los del holding financiero Credicorp cedió en 0.24% hasta US$ 111.15.
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Assignment 1Positioning Statement and MottoUse the p.docx
Assignment 1
Positioning Statement and Motto
Use the provided information, as well as your own research, to assess one (1) of the stated brands (Alfa Romeo Hewlett Packard, Subway, or Sony) by completing the questions below. At the end of the worksheet, be sure to develop a new positioning statement and motto for the brand you selected. Submit the completed template in the Week 4 assignment submission link.
Name:
Professor’s Name:
Course Title:
Date:
Company/Brand Selected (Alfa Romeo Hewlett Packard, Subway, or Sony):
1. Target Customers/Users
Who are the target customers for the company/brand? Make sure you tell why you selected each item that you did.
Age Bracket: [Insert response]
Gender: [Insert response]
Income Bracket: [Insert response]
Education Level: [Insert response]
Lifestyles: [Insert response]
Psychographics: [Insert response]
Values: [Insert response]
Other items you would segment up on: [Insert response]
How does the company currently reach its customers/users? What methods and media does the company use to currently reach the customers/users? What methods and media should the company use to currently reach the customers/users? Make sure you list the media type and why you think it will reach the customers.
[Insert response]
What would grab the customers/users’ attention? Why do you think this will capture their attention?
[Insert response]
What do these target customers’ value? Why do you think they value these items?
[Insert response]
2. Competitors
Who are the brand’s competitors? Provide at least 3 competitors and tell why you selected each competitor.
Competitor 1: [Insert response]
Competitor 2: [Insert response]
Competitor 3: [Insert response]
What product category does the brand fit into? Why have you placed this brand into the product category that you did?
[Insert response]
What frame of reference will customers use in making a choice to use/purchase this brand/service? What other brands/companies might customers compare this brand to?
[Insert response]
3. USP (Unique Selling Proposition)
How is this brand/company better than its competitors? What is the brand’s USP (Unique Selling Proposition? Why have you decided upon this particular USP?
Unique Selling Proposition: [Insert response]
Defense of USP: [Insert response]
What is the brand’s uniqueness? Why do you think this is a key uniqueness for this business?
[Insert response]
What is the competitive advantage of the brand? How is it different from other competing brands? Why do you consider this a competitive advantage?
[Insert response]
What attributes or benefits does the brand have that dominate competitors? Why do you think they dominate?
[Insert response]
4. Positioning Statement & Motto
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Ernest E “Ted” Young, III has held a variety of positions over his career including part-time roles demonstrating food samples and shelving books at a library, as well as full-time jobs as a radio talk show host, insurance agent, and president of a family entertainment business. He has also volunteered with industry organizations and as a military policeman. Young brings extensive work experience gained over several decades in sales, customer service, management, and small business ownership.
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Mercado Local
Los índices principales de la bolsa local cerraron en terreno mixto. En la sesión se negociaron US$ 27.3 MMen 193 operaciones. Las acciones de la aurífera Buenaventura se elevaron en 0.88%hasta US$ 4.60, y los del holding financiero Credicorp cedió en 0.24% hasta US$ 111.15.
Mercados Globales
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Las acciones japonesas se elevaron en una sesión volátil en línea con la fortaleza del dólar frente al yen que benefició al sector exportador, mientras que las acciones chinas cayeron pese al repunte de los valores ligados al sector inmobiliario tras datos positivos de precios de casas.
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Las acciones europeas caían tras las sólidas ganancias en la sesión anterior, con la compañía francesa de gas industrial Air Liquide en retroceso luego de anunciar la adquisición de su par norteamericano Airgas por un monto caro de acuerdo a la percepción de inversionistas.
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Las acciones de Wall Street subieron a máximos del día luego de que las minutas de la última reunión de la Reserva Federal mostraron una vez más que está listo para elevar las tasas de interés en su reunión del próximo mes.
En un día marcado por la Fed, los inversores han conocido datos macro como las construcciones iniciadas, situadas en octubre en 1,160 millones. En cuanto a los permisos de construcción, estos aumentaron en un 4.1% en octubre, por encima de lo previsto.
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Similar to Unit 4 assignment
Assignment 1Positioning Statement and MottoUse the p.docx
Assignment 1
Positioning Statement and Motto
Use the provided information, as well as your own research, to assess one (1) of the stated brands (Alfa Romeo Hewlett Packard, Subway, or Sony) by completing the questions below. At the end of the worksheet, be sure to develop a new positioning statement and motto for the brand you selected. Submit the completed template in the Week 4 assignment submission link.
Name:
Professor’s Name:
Course Title:
Date:
Company/Brand Selected (Alfa Romeo Hewlett Packard, Subway, or Sony):
1. Target Customers/Users
Who are the target customers for the company/brand? Make sure you tell why you selected each item that you did.
Age Bracket: [Insert response]
Gender: [Insert response]
Income Bracket: [Insert response]
Education Level: [Insert response]
Lifestyles: [Insert response]
Psychographics: [Insert response]
Values: [Insert response]
Other items you would segment up on: [Insert response]
How does the company currently reach its customers/users? What methods and media does the company use to currently reach the customers/users? What methods and media should the company use to currently reach the customers/users? Make sure you list the media type and why you think it will reach the customers.
[Insert response]
What would grab the customers/users’ attention? Why do you think this will capture their attention?
[Insert response]
What do these target customers’ value? Why do you think they value these items?
[Insert response]
2. Competitors
Who are the brand’s competitors? Provide at least 3 competitors and tell why you selected each competitor.
Competitor 1: [Insert response]
Competitor 2: [Insert response]
Competitor 3: [Insert response]
What product category does the brand fit into? Why have you placed this brand into the product category that you did?
[Insert response]
What frame of reference will customers use in making a choice to use/purchase this brand/service? What other brands/companies might customers compare this brand to?
[Insert response]
3. USP (Unique Selling Proposition)
How is this brand/company better than its competitors? What is the brand’s USP (Unique Selling Proposition? Why have you decided upon this particular USP?
Unique Selling Proposition: [Insert response]
Defense of USP: [Insert response]
What is the brand’s uniqueness? Why do you think this is a key uniqueness for this business?
[Insert response]
What is the competitive advantage of the brand? How is it different from other competing brands? Why do you consider this a competitive advantage?
[Insert response]
What attributes or benefits does the brand have that dominate competitors? Why do you think they dominate?
[Insert response]
4. Positioning Statement & Motto
Develop a new positioning statement and motto for the brand you selected. Below is an example of BMW’s positioning statement and motto. Discuss why you created the items that you did?
· BMW Positioning statement: The brand for discerning customers of sports ca ...
Making Programed Learning material
The document describes how to create a programmed instructional material (PIM) using PowerPoint. It shares a template for a PIM that presents content and then multiple choice questions to test learner understanding. Incorrect answers link to feedback pages while correct answers link to the next question or a results page. The template guides learners through content in a self-paced way. Steps for developing a PIM are provided, such as selecting a topic, writing objectives and content, creating questions and feedback pages, and inserting these into the template. Feedback is requested to improve the template and instructions.
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App Discovery is one of the biggest issues the App Store has. iOS 8 kind of tried to solve this problem; but the sheer size of the store, with more than 1.3 million apps, will always make app discovery a difficult process.
The first step for Keyword Optimization is brainstorming list of keywords and keyphrases. It might not look so critical as the actual keyword analysis, but it is; search terms you don't consider here obviously will never be analysed at all.
In this presentation, I explain how to brainstorm keywords; App Store Keyword Optimization begins here, and it's important to do it with the right foot.
You have to consider all possible keywords and keyphrases that could lead to your app. The scope has to be huge. On my experience, I've found that an ideal list has, at least, 2000 keywords and keyphrases per language. In this presentation, I listed some methods to brainstorm them that won't leave any possible leads out of the optimization process later on.
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This software teaches children letters and the alphabet in an interactive way through songs and activities. The software makes learning letters fun by having objects that match the beginning letter of their names appear on screen when that letter is sung. The software was evaluated through a questionnaire given to 25 kindergarten teachers. The results were analyzed and showed that teachers strongly agreed the software was clear, helped develop skills, and was appropriate for individual use from a pedagogical perspective. Technically, teachers also strongly agreed the software was easy to use independently and start.
Mid module assessment task
The document contains a 3-item mathematics assessment involving ratios and proportional relationships. Item 1 involves determining the ratio of size 8 1/2 shoes ordered to total shoes ordered from a table, and using the ratio to plot points and determine shoes ordered for a total of 125 pairs from the line graph. Item 2 involves determining the number of boys enrolled at a college given the ratio of boys to girls and that there were 200 more girls. Item 3 involves creating ratio tables comparing the normal commercial to show ratio to a proposed new ratio, and determining which would mean fewer commercials for a 2-hour show.
Hot Potatoes
The HotPotatoes test set consists of six programs: five basic test tools (JQuiz, JMatch, JMix, JCloze, JCross) and one tool called Masher that combines the different tests into test units. HotPotatoes allows teachers to create interactive multiple-choice, short-answer, jumbled sentence, crossword, matching, and gap-fill exercises for online use. While free for educational institutions, the Masher program requires payment to combine exercises into cohesive units.
assingnment.docx
This document provides details about a case study assignment for a management information systems course. It includes guidelines for completing four individual case study analyses over the semester. Each case study includes 3-5 multiple choice questions worth 1 mark each. The questions assess understanding of concepts from the readings and their application to the case studies. Topics covered in the case studies include automated essay grading systems, data management at an water utility company, and use of analytics and data management software at a fleet management company. Students will also present a summary of their analysis of one case study.
assingnment.docx
This document outlines guidelines for an assignment involving analysis of four case studies. It provides details of the individual assessment, including that it is worth 25 marks and involves answering questions for each case study as well as presenting one case study. It then provides the details of Case Study 1, involving whether computers should grade essays. It discusses the benefits and drawbacks of automated essay scoring and factors to consider in deciding to use it.
Usability testing
This document provides instructions for conducting a usability test of a workplace communication app. Students will identify 10 criteria for tasks that users should be able to complete. For each criteria, they will rate their experience on 5 metrics (effective, efficient, engaging, error tolerant, easy to learn) using a Likert scale from 1 to 5. Students will create a data collection sheet with their criteria and metric ratings to collect both qualitative and quantitative results from their usability testing. The goal is to evaluate the usability of the selected app and provide a recommendation to the professor.
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Assessment 4 technologies final version
This document analyzes and summarizes the pros and cons of two online assessment tools - one for vocabulary and one for grammar. For the vocabulary website, pros included various topics, dynamic exercises with pictures, clear instructions, and being free and not time-consuming. Cons were lack of detailed feedback and ambiguous instructions. For the grammar website, pros were explanations, many exercise types for different tenses, and detailed feedback. Cons included not showing item weights until the end of the test. Overall, the tools provide practice for students but are not recommended for summative assessment due to transparency and security issues.
Unit four assessment
This document summarizes information about two online performance-based assessment instruments for language learning: one for grammar and one for vocabulary.
For grammar, it describes the English Test Store website which provides over 100 multiple choice, fill in the blank, and sentence transformation exercises to assess different grammar topics. It provides immediate feedback and a summary of test performance.
For vocabulary, it again describes the English Test Store site, which divides vocabulary into categories and provides multiple choice, definition matching, and fill in the blank exercises. It also provides immediate feedback and a test performance summary. Both sites are well organized and allow learners to choose topic areas and test lengths that are appropriate for their level.
assignament unit four
This document summarizes information about two online performance-based assessment instruments for language learning: one for grammar and one for vocabulary.
For grammar, it describes the English Test Store website which provides over 100 multiple choice, fill in the blank, and sentence transformation exercises to assess different grammar topics. It provides immediate feedback and a summary of test performance.
For vocabulary, it again describes the English Test Store site, which divides vocabulary into categories and provides multiple choice, definition matching, and fill in the blank exercises. It also provides immediate feedback and a test performance summary. Both sites are well organized and allow learners to choose topic areas and test lengths that are appropriate for their proficiency level.
Web Quest: Sex Appeal in Advertising
This document describes a group project for students where they will research and analyze the use of sex appeal in advertising. The students are split into groups of three and each assigned a role - historian, researcher, or analyzer. As a group, they will research the topic, write an 8-10 page report on their findings, and present their conclusions to management in a 10-15 minute PowerPoint presentation. The document provides guidelines for completing each step of the project and rubrics for evaluating the quality of the written report and oral presentation.
Web Rec Final Report
This document summarizes a web recommender project. It describes three algorithms - baseline, HTML structure-based, and semantics-based - for recommending relevant web pages based on an input page. An evaluation of the algorithms on five topics found the structure-based algorithm performed best overall, particularly for the topic of "entropy". Error analysis revealed ways to improve the semantic algorithm, such as combining title words with named entities. The project demonstrated the importance of topic on recommendation success and provided insights into developing effective web recommending tools.
Assignment 4 e-RecruitingDue Week 8 and worth 180 pointsWri.docx
Assignment 4: e-Recruiting
Due Week 8 and worth 180 points
Write a five to six (5-6) page paper in which you:
Identify and discuss some advantages and disadvantages of using online recruiting.
List and define the four (4) recruiting objectives that impact online recruitment. Select one (1) of the objectives you feel may be most important. Provide an explanation.
Take a stand on whether or not the attributes of a website (attractiveness, quality, and ease of use) would affect your motivation to apply for a job at a certain company. Justify your position with specific examples from 2 business websites from which you are familiar.
Provide two examples of assessment testing and list the pros and cons of each assessment testing.
Use at least four (4) quality academic resources in this assignment.
Note:
Wikipedia and other Websites do not qualify as academic resources.
Your assignment must follow these formatting guidelines:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required page length.
The specific course learning outcomes associated with this assignment are:
Analyze the complexities of HRIS administration.
Analyze talent management and its importance to the organization.
Evaluate the use of the Internet to achieve organizational recruiting, training, and development objectives.
Use technology and information resources to research issues in human resource information systems.
Write clearly and concisely about human resource information systems using proper writing mechanics.
Grading for this assignment will be based on answer quality, logic/organization of the paper, and language and writing skills, using the following rubric.
Points: 180
Assignment 4: e-Recruiting
Criteria
Unacceptable
Below 70% F
Fair
70-79% C
Proficient
80-89% B
Exemplary
90-100% A
1 Identify and discuss some advantages and disadvantages of using online recruiting.
Weight: 20%
Did not submit or incompletely identified and discussed some advantages and disadvantages of using online recruiting.
Partially identified and discussed some advantages and disadvantages of using online recruiting.
Satisfactorily identified and discussed some advantages and disadvantages of using online recruiting.
Thoroughly identified and discussed some advantages and disadvantages of using online recruiting.
2. List and define the four (4) recruiting objectives that impact online recruitment. Select one (1) of the objectives you feel may be most important. Provide an explanation.
Weight: 25%
Did not submit or incompletely listed and defined the four (4) recruiting objectives that impact online recruitment. Select one.
Assignment 05MA260 Statistical Analysis IDirections Be sure t.docx
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.
CIS2245 Software EngineeringAmjad Alharbi, Quality AssuranceJ.docx
CIS2245: Software Engineering
Amjad Alharbi, Quality Assurance
Jonathon Chenvert, Project Manager
Megan Wong, Developer
Kam Chung Tam, Developer
Steve Morganstern, Quality Assurance
03/20/2018
Midterm Project
SchoolSearch is an educational web platform which is used by students to access various services of the campus online. Students can enter their majors and preferred campuses, then this platform will do an optimal search to show the best results that will accommodate to their educational needs. It will also help to locate those campuses which are nearby using GPS. Students can also shift their classes and register once again in numerous extracurricular activities of the universities. SchoolSearch is aware that creating client-oriented software requires technical excellence and that the firms should hire the best.Stakeholders
The project has several stakeholders including Benjamin Raffleton, a Business Operations Manager. He uses the college’s databases currently in Excel spreadsheet but, would like to use an automated platform in the future for collecting the information he is looking for. He aspires to see the classes made necessary for majors in general and also information about the classes for a whole semester included. He hopes that information on classes such as timetables can be included (Alan, 2014). Our team should first consult each other about the information on the majors that should be made available for viewing by users who request information from them. Hence, we should do an analysis to know the important information and the less important information so that the linking of majors is properly implemented.
Another stakeholder is Roger Freeman, who is the Product Manager. He wants to see a repository that will have the information of classes in the whole university and their categorization to be done well in order to make it easy for any person searching information about a class to do it easily (Alan, 2014). As a team we can discuss with Mr. Roger Freeman so that we know how much of information will be able to be showed as per the needs of him and also if there could be any possible restrictions of some type of information from reaching certain individuals.
Emilia Smith is a student who changed courses and wants an app that can tell her the number of classes she is required to attend before she gets to graduate. This app will help to stop overlapping of classes. It is also supposed to give her notifications of classes beginning (Joseph, 2012). We should discuss with Emilia to know how exactly she would like the app interface.User Stories
As a student, I want courses chosen for me so that I can graduate on time.
As the dean, I want courses filled so that classes aren’t cancelled.
As a counselor, I want tailored class lists for students so that I am able to help them with specific schedules.
As a student, I want a list of colleges near me so that I have a choice in my education.
As a part-time student, I want a list of c ...
Cets 2013_ gander hale_write_test_questions_session
This document provides guidance on writing effective test questions for online test engines. It begins with an overview of the topics to be covered, including test engine challenges, writing scenarios and questions, response options, and quality assurance. Specific tips are given for writing one-paragraph scenarios, questions with a single correct answer, and three plausible distractor responses. Strategies are outlined for validating the preferred response and checking for hints. The importance of using plain language and avoiding technical jargon is emphasized. Test writers are encouraged to prototype questions in test engines and get feedback to improve question quality before publishing. The goal is to leave with concrete tools for crafting valid, reliable test questions.
Function ppt
The document describes a function machine applet that allows students to explore relationships between inputs and outputs. It has beginner and advanced levels where students must determine the function based on given input-output pairs. A sample word problem is provided asking students to determine the number of boys in a classroom given the number of girls. The applet is evaluated positively for providing an unlimited number of challenging functions, minimal frills, ease of use, and ability to control difficulty levels.
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More from Gerardo Zavalla
Perfil egresado reflection
The document provides details about the graduate profile of a Bachelor of Education in English Pedagogy from the Universidad Católica de la Santísima Concepción in Chile. It outlines the key areas that graduates should demonstrate competency in, including: general scientific and professional knowledge of teaching practices and theories; general skills like critical thinking and problem solving; specialized skills in education and English language teaching methods; and attitudinal and ethical values of respect, diversity, and democratic participation. The profile is meant to ensure graduates have an integrated vision of education grounded in Christian faith and are prepared to perform the roles and responsibilities of teachers according to Chilean and international standards.
Perfil egresado 2008 (1)
Este documento presenta el perfil de egreso de la carrera de Pedagogía en Educación Media en Inglés de la Universidad Católica de la Santísima Concepción. El perfil describe las competencias y habilidades que se espera que los estudiantes desarrollen en áreas como conocimientos académicos y profesionales, competencias generales, competencias especializadas y aspectos actitudinales y éticos. El objetivo es formar profesores con una visión integral del ser humano según la fe cristiana y que cuenten
Mdd 6 reflective selfevaluation gerardo valdivia zavalla
This document contains a reflective self-evaluation from a student teacher's practicum experience. It discusses what was learned about teaching, the values that underpin the teacher role, and strengths and weaknesses identified. The student teacher learned that being a teacher is difficult, requiring skills like organization, good rapport, flexibility, and entertainment. Their vision of teaching values responsibility and organization. Strengths included developing organization skills and accepting feedback, while weaknesses were grammar-focused classes and time management. Professional development needs identified were finding new teaching approaches and realizing the broader role of teaching values for life.
Mdd 6 reflection
MDD 6 is a reflective self-evaluation by a pre-service teacher on their learning experience during their teaching practicum. The pre-service teacher identifies their strengths and weaknesses in taking on the role of a teacher, and realizes that being a teacher requires hard work, responsibility, and organization. They use their reflection to develop their own understanding of what it means to be a teacher and to evaluate their experience of teaching in a school.
Mdd 5 reflection
The document summarizes MDD 5, which requires a pre-service teacher to reflect on modifications made to their unit plan, analyze student learning outcomes, and evaluate the effectiveness of their teaching. In MDD 5, the teacher analyzes student achievement data through graphs or tables to assess learning goal attainment. They also evaluate the strengths and weaknesses of their unit plan, and whether teaching enabled students to meet stated learning goals. In conclusion, MDD 5 involves the teacher evaluating how effectively their MDD 2 unit plan worked for students by analyzing goal achievement and identifying areas for future improvement.
Mdd 4 reflection
MDD 4 is an evaluation plan designed to monitor student progress and determine if they achieved the learning goals proposed by the pre-service teacher. The plan evaluates a previously designed unit plan by collecting evidence to check if students learned through the teaching process. It presents the goals and designs an evaluation plan showing test types, evaluations, feedback, and materials to check if students achieved the goals while reflecting on how the plan addresses student diversity.
Mdd 2 reflection
MDD 2 and 3 require pre-service teachers to plan a learning unit and individual class lessons, justifying decisions and reflecting on strengths, weaknesses, and challenges. While the teacher was unable to complete the assignments due to computer issues, MDDs are meant to build upon each other by applying information from the initial context analysis in MDD 1 to lesson planning in MDD 2 and a retrospective evaluation in MDD 3.
Mdd 1 teaching contextualization
MDD 1 requires teachers to collect information about their institution, classroom context, and student diversity to help plan contextualized teaching. The information gathered in MDD 1, including details about the school, classroom, and student needs and differences, can be used to make future classes more engaging for students by relating content to their preferences and context. Completing MDD 1 helps teachers understand their teaching environment to personalize instruction and motivate learners.
Mdd 2 and 3
The student did not complete their assignment because their computer was broken, preventing them from finishing the work. Their computer issues meant they were unable to finish and submit the assignment on time.
Course Syllabus
Este documento describe un curso de práctica profesional de 29 créditos para estudiantes de educación. El curso les permite a los estudiantes demostrar sus competencias profesionales y habilidades adquiridas a través de observaciones e intervenciones en el aula. Los estudiantes analizan críticamente su desempeño pedagógico y proponen soluciones a problemas de la realidad educativa. El curso se centra en el desarrollo de la identidad profesional del estudiante a través de proyectos y reflexión sobre la
Mdd 1 contextualization of teaching
The document describes the context of a practicum for an English pedagogy student. It provides details about the school, classroom, students, and relevant factors to consider for lesson planning. Specifically, it notes that the school has a bilingual program until 5th grade and focuses on delivering quality education inspired by values. The classroom has 38 students aged 13-15, some with learning difficulties. Relevant contextual factors for lesson planning include the school's educational focus, using technology resources, and accommodating different learning needs. The student aims to understand the context well to design motivating lessons connected to students' interests.
MDD 4 gerardo valdivia
The document provides an evaluation plan for assessing student progress on learning goals for a unit on using the present perfect tense. It includes:
1. Diagnostic, formative, and summative assessments to monitor progress and determine achievement. Formative tasks include reading, writing, and listening exercises while summative is a test.
2. Guidelines for designing assessment tools, including relating activities to goals and providing feedback to students.
3. Examples and rationales for specific assessment tools, such as a verbs quiz and listening to song lyrics, and adaptations for diverse learners.
Mdd 5 decisions and results analysis gerardo valdivia zavalla
- The majority of students understood and demonstrated understanding of present perfect structures, applying "for/since" correctly. However, some struggled differentiating present perfect from past simple.
- Most students remembered irregular verb forms based on a quiz, but differentiating tense forms remained a weakness.
- A listening activity using a familiar song helped most students identify present perfect.
- The teaching was generally effective, but providing more feedback and opportunities for student production could improve learning. Differentiating tense forms requires more practice.
Reflection unit 2
In Unit 2, the author learned that there are several types of rubrics used to assess student performance, including checklists, analytic rubrics, holistic rubrics, and rating scales. Checklists indicate what students can or cannot do, analytic rubrics have specific criteria and performance levels, holistic rubrics score work as a whole, and rating scales express the degree of skills. The author also learned that rubrics should be known by raters beforehand, tested before a real assessment, and shared with test takers so they understand the criteria.
Reflection unit 1
In this reflection, the author comprehends several key principles of evaluation, assessment, and testing. They understand that evaluation considers broader factors that influence learning, while assessment involves collecting information on a learner's abilities through various techniques including tests. The author also comprehends principles of effective tests, including authenticity in reflecting real-world language use, practicality, reliability in producing consistent results, validity in measuring the intended skills, interactiveness in motivating students, and transparency in clearly communicating standards to learners. Security and the ability to recycle well-designed test materials is also discussed as important.
Unit 3 reflection
In Unit 3, the author learned that speaking tests must follow specific guidelines for their purpose, students, level, constructs, task structure, language, text and elements to assess, such as fluency, grammar, turn-taking and intonation. They also comprehended Fulcher's specification which relates to the task orientation, interaction between raters and test takers, goal orientation, and interlocutor status and familiarity. The author gained understanding of the important specifications for designing and implementing a valid speaking assessment.
Assessment Syllabus
Este documento presenta el programa de evaluación de la competencia comunicativa en inglés de la Facultad de Educación de la Universidad Católica de la Santísima Concepción. El curso se enfoca en desarrollar conceptos y técnicas de evaluación que ayuden a los estudiantes a evaluar las cuatro habilidades lingüísticas. El curso cubre temas como la construcción de rúbricas, la evaluación de cada habilidad lingüística, y el uso de tecnología en la evaluación. La metodología
Rubric design
1) The document describes a rubric for assessing students' writing of an invitation letter in English as a second language class for 3rd graders. It provides descriptors for evaluating students' work on genres/format, grammar, cohesion, content, vocabulary, and length.
2) A second rubric is presented for assessing students' reading comprehension through an essay explaining the theme, main ideas, and important details of the story "The Story of an Hour" with references to the text. It evaluates students on understanding, support, inferring, and identifying concepts.
3) Both rubrics are adapted from an online source and aim to help teachers provide effective feedback to students to improve their English receptive and productive skills.
Assessment on SLA Theoretical Framework
The document discusses theoretical frameworks and principles for language assessment from several scholars. It defines key concepts like authenticity, practicality, reliability, validity, interactiveness, washback, transparency, impact, and security. The authors agree that assessments should be authentic, practical, reliable, and valid to properly measure students' language abilities. Assessments should also motivate students and reflect classroom content and activities. Teachers must provide transparency around assessments and use results to give feedback and improve teaching.
Design of a speaking test
This document outlines the assessment of an English speaking test given to first year high school students in Chile. It consists of two parts: (1) individual interviews with an examiner and (2) a collaborative task where students discuss recommendations for a relative's trip to Australia. The test aims to measure vocabulary, fluency, pronunciation, grammar and ability to discuss and make recommendations. It provides context and visual aids to scaffold students' conversation. The document also discusses test construction and how the tasks relate to language skills assessed based on rubrics evaluating fluency, grammar, turn-taking and more.
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Unit 4 assignment
- 1. UNIT 4: Online performance-based assessment instruments Task: In pairs, select two different online performance-based assessment instruments to assess any two of 3 SYSTEMS OF THE LANGUAGE. Report characteristics : Selected instruments, each with a choice supporting comment CMAP based on article about using TIC’s for EFL assessment. Article must be selected from this web page: http://languagetesting.info/articles/artlt.html WEB PAGE 1 Assessing Vocabulary: make/do. http://www.better-english.com/vocabulary/makedo.htm We chose this website to assess vocabulary because it is useful to learn some collocations using do and make. Also the page displays these two options (make and do) and if the user makes a mistake it shows NO next to the answer chose and Yes next to the correct answer. The page also shows a percentage representing the percentage of asserting and if the user makes a mistake this percentage is decreasing. The page has 20 questions to be answered. However, the website offers little feedback to the learner apart from a raw score percentage and a correct-like feedback at the end of the activity. WEB PAGE 2 Assessing Grammar: prepositions. http://a4esl.org/q/f/z/zz98bck.htm This website assesses the use of prepositions use in sentences, the user has to type the answer and clicks submit to check if his/her answer is correct, but if the user does not write the answer the page display alternatives to choose. There are 14 sentences to practice the use of preposition in context. Also, the webpage assesses vocabulary. We believe this is a good page because it assesses grammar in context, because if the user does not know the answer can see some alternatives to think and try to figure out the answer. Also the page is like a game: for every correct alternative you win 100 points. The feedback that the page offers is the quiz scores (in percentage), the amount of correct and incorrect answers, the games points obtained (out of the possible) and the time that took to take the quiz.