This document provides information about a unit on restaurants and currency exchange in Spanish for a high school class. It includes:
- Learning objectives for the unit such as understanding formal language with servers, different currencies in Spanish-speaking countries, and uses of "ser" and "estar".
- Assessments including pre-assessments to gauge skills, formative assessments like worksheets, and a summative performance assessment where students conduct a role play of ordering food in a restaurant.
- Examples of the performance assessment rubric and a sample student role play to demonstrate expectations.
The unit aims to teach students real-world skills like currency conversion and ordering food in Spanish through varied activities and assessments
This unit summary covers friendship themes in both Spanish language arts and English language arts standards. Students will complete pre-assessments, formative assessments, and a final performance assessment where they write and present an ode to friendship in Spanish and English. The unit aims to help students understand how friends and family impact their lives and decisions, and how to overcome negative influences. Assessments include surveys, charts, exit cards, and a final paper and pencil test covering friendship, influences, culture, and language.
Lineamientos evaluaciones departamento de inglés 2014 defustagiensu
The document provides guidelines for the English department's evaluation system for the 2014-2 semester. It outlines the skills that will be evaluated, including reading, grammar, listening, and writing, with an emphasis on writing different text types. It then gives criteria for evaluating writing, reading, grammar, and listening exams at different levels, including recommended question types and number of questions. Scoring rubrics are also included for evaluating writing and speaking exams.
This document summarizes Neil Harris's article on the top ten mistakes students make on the writing portion of the FCE exam and how to avoid them. The mistakes discussed include not fully answering the question, forgetting to plan one's response, spending too much time on one question and not leaving enough for the other, and failing to properly check one's work for errors. The document emphasizes thoroughly understanding the exam format and question requirements, such as identifying the key content points and text type required. It provides specific strategies for planning, time management, accuracy checking and avoiding overuse of language from the exam prompt.
The document provides guidance on writing skills and different genres of writing. It discusses how to motivate students to write, including generating ideas and organizing thoughts. It also provides an example writing prompt asking the reader to reply to an email from a friend visiting next month. Key elements to consider for the email response include content, length, style, organization, register, and complexity/range of language.
2nd Grade Homeschool Curriculum - Second Grade Homeschool Reading / Language ...<a>My Homeschool Texts</a>
All Aboard for Second Grade Language Arts Bundle for 2nd Grade Homeschool Reading / Language Arts. 180 lessons, including leveled readers. Provides the Student and Techer's Edition. All Aboard! for Second Grade Language Arts provides comprehensive daily Lessons that incorporate a variety of creative, interactive activities. Lessons 1-180. Key Skills and Concepts: Spelling and Vocabulary: Compound words; Homophones; Antonyms: Plural words; Contractions; Common suffixes; Double letters; Capitalization. Phonics: VCe patterns; R controlled vowel patters. Grammar: Nouns; Pronouns; Verbs and verb tenses; Contractions. Reading: Short fiction; U.S. History, Science, Geography Informational texts; Biographies. Writing: The 5 step Writing Process; Journal reflections; Main idea; Comparing and contrasting.
If you are exploring easy peasy homeschool, abc mouse or ron paul homeschool curriculum , make sure to review this Complete Curriculum Resource first. It is extremely well organized, comprehensive, easy to use and very affordable.
Best Homeschool Curriculum and Cheap Homeschool Curriculum (Affordable)!
Here are the sentences in the order they fit in the gaps in the text:
9. A - think that a life in catering would have meant that I would always have been working when my friends were playing and vice versa.
10. G - Now I am able to relax and enjoy cooking for others without the pressure of having to please customers every night.
11. F - Cooking for friends is a real pleasure and I get enormous satisfaction from seeing people enjoy the food I have prepared.
12. E - I also try to introduce them to new flavours and dishes that they may not have tried before.
13. B - I then spend a few days planning the menu, making sure that I have all
This document contains a needs analysis questionnaire for an ESP (English for Specific Purposes) course for construction engineering. [1] It collects information about the participant's background, interest and priorities for language skills. [2] The participant is asked to rate their level of interest, how important ESP is compared to other subjects, and how useful different topic areas would be for an ESP course. [3] It also asks the participant to prioritize improving different language skills and the types of materials and situations they want to focus on for reading, speaking, writing and listening.
This unit summary covers friendship themes in both Spanish language arts and English language arts standards. Students will complete pre-assessments, formative assessments, and a final performance assessment where they write and present an ode to friendship in Spanish and English. The unit aims to help students understand how friends and family impact their lives and decisions, and how to overcome negative influences. Assessments include surveys, charts, exit cards, and a final paper and pencil test covering friendship, influences, culture, and language.
Lineamientos evaluaciones departamento de inglés 2014 defustagiensu
The document provides guidelines for the English department's evaluation system for the 2014-2 semester. It outlines the skills that will be evaluated, including reading, grammar, listening, and writing, with an emphasis on writing different text types. It then gives criteria for evaluating writing, reading, grammar, and listening exams at different levels, including recommended question types and number of questions. Scoring rubrics are also included for evaluating writing and speaking exams.
This document summarizes Neil Harris's article on the top ten mistakes students make on the writing portion of the FCE exam and how to avoid them. The mistakes discussed include not fully answering the question, forgetting to plan one's response, spending too much time on one question and not leaving enough for the other, and failing to properly check one's work for errors. The document emphasizes thoroughly understanding the exam format and question requirements, such as identifying the key content points and text type required. It provides specific strategies for planning, time management, accuracy checking and avoiding overuse of language from the exam prompt.
The document provides guidance on writing skills and different genres of writing. It discusses how to motivate students to write, including generating ideas and organizing thoughts. It also provides an example writing prompt asking the reader to reply to an email from a friend visiting next month. Key elements to consider for the email response include content, length, style, organization, register, and complexity/range of language.
2nd Grade Homeschool Curriculum - Second Grade Homeschool Reading / Language ...<a>My Homeschool Texts</a>
All Aboard for Second Grade Language Arts Bundle for 2nd Grade Homeschool Reading / Language Arts. 180 lessons, including leveled readers. Provides the Student and Techer's Edition. All Aboard! for Second Grade Language Arts provides comprehensive daily Lessons that incorporate a variety of creative, interactive activities. Lessons 1-180. Key Skills and Concepts: Spelling and Vocabulary: Compound words; Homophones; Antonyms: Plural words; Contractions; Common suffixes; Double letters; Capitalization. Phonics: VCe patterns; R controlled vowel patters. Grammar: Nouns; Pronouns; Verbs and verb tenses; Contractions. Reading: Short fiction; U.S. History, Science, Geography Informational texts; Biographies. Writing: The 5 step Writing Process; Journal reflections; Main idea; Comparing and contrasting.
If you are exploring easy peasy homeschool, abc mouse or ron paul homeschool curriculum , make sure to review this Complete Curriculum Resource first. It is extremely well organized, comprehensive, easy to use and very affordable.
Best Homeschool Curriculum and Cheap Homeschool Curriculum (Affordable)!
Here are the sentences in the order they fit in the gaps in the text:
9. A - think that a life in catering would have meant that I would always have been working when my friends were playing and vice versa.
10. G - Now I am able to relax and enjoy cooking for others without the pressure of having to please customers every night.
11. F - Cooking for friends is a real pleasure and I get enormous satisfaction from seeing people enjoy the food I have prepared.
12. E - I also try to introduce them to new flavours and dishes that they may not have tried before.
13. B - I then spend a few days planning the menu, making sure that I have all
This document contains a needs analysis questionnaire for an ESP (English for Specific Purposes) course for construction engineering. [1] It collects information about the participant's background, interest and priorities for language skills. [2] The participant is asked to rate their level of interest, how important ESP is compared to other subjects, and how useful different topic areas would be for an ESP course. [3] It also asks the participant to prioritize improving different language skills and the types of materials and situations they want to focus on for reading, speaking, writing and listening.
The document provides instructions for writing informal and formal letters in 7 steps. For informal letters, it recommends including a salutation like "Hey!", starting the letter by thanking the recipient or apologizing for not writing sooner, including 1-2 short paragraphs in the body to answer any information or ask questions, and ending with a closing line and complimentary close like "Love" or "Cheers!". For formal letters, it advises including a formal salutation like "Dear Mr./Mrs.", stating the reason for writing in 1 paragraph, including 2 paragraphs in the body to answer any information, ending by expressing what is wanted in return and including contact details, and closing with a complimentary close like "Yours faithfully".
Ell 240 Enthusiastic Study / snaptutorial.comStephenson47
The Four Domains. There are four domains in English Language Development (ELD): reading, writing, listening, and speaking. In this assignment, you will research the four domains and find effective instructional strategies utilized to facilitate ELD. Write a paper that includes the following:
The document discusses providing feedback on a student's writing assignment. It considers various approaches to feedback and identifies some key issues to focus on, such as prioritizing important problems, giving encouragement, having the student do revision work, and tailoring feedback to individual students' needs. The goal is for feedback to help students learn and improve rather than feel discouraged.
This document provides instructions and prompts for student journals to be completed during the first 9 weeks of school. It explains that journals will be completed during the first 5 minutes of each class and are worth 100 points each semester. Entries must be at least 3/4 of a page long and include the journal number, date, and title in the top corner. Some entries may include a practice multiple choice question. The document then provides examples of 15 journal entry prompts focused on goal setting, organization, open response practice, parts of speech review, and more.
This document provides formats for students preparing for English language exams, including informal letters, formal letters, reports, speeches, and brochures/leaflets. The formats give guidelines on layout, structure, and required elements for each text type to help students practice and feel confident in their exam responses. Examples are included to illustrate the proper formatting for sender/recipient information, dates, titles, bodies, and other sections. It is hoped that using these templates for revision will assist students in their national exams.
The journal entry provides reminders of parts of speech including nouns, adjectives, verbs, prepositions, pronouns, adverbs, conjunctions, and interjections. It instructs the writer to organize these parts of speech on a notecard to calculate a combination sentence structure for a paragraph. The notecard is to be used to leave room for notes on the different parts of speech.
This document provides information for a parent evening to support students in mathematics and English. It outlines the subject leaders for each subject and hopes to address how parents, students, and teachers can work together to support student success. Specific information is given for the structure and assessments of mathematics, English language, and English literature courses. Suggestions are provided for how parents can support students at home, including ensuring students practice past papers, read widely, and proofread written work. Areas for development are also identified to help students improve their exam performance.
COM 315 GRAND CANYON ENTIRE COURSE
Just Click on Below Link To Download This Course:
http://www.tutorialsexperts.us/product/com-315-grand-canyon-entire-course/
COM 315 Grand Canyon Entire Course
COM315
COM 315 Grand Canyon Week 1 Discussion 1
What about the world today demonstrates most obviously the need for intercultural communication? Be detailed in your answer.
Reading british & american culture syllabus wed.2014Amy Hayashi
This course syllabus outlines a reading course focused on British and American culture. Students will learn reading strategies and discover aspects of the two cultures through a textbook, newspaper articles, and a novel. Assessment is based on professionalism, participation in a book club, a news portfolio, article discussions, a midterm exam, and a final exam. The course will cover topics like the British and American people, geography, history, and institutions through in-class presentations and independent study days.
How to improve your lesson with technologykaysemorris
Here are some tips for summarizing with older students:
- Model summarizing for them first by thinking aloud
- Have them practice in small groups before sharing out
- Encourage paraphrasing in their own words rather than directly quoting
- Keep summaries brief (3-5 sentences maximum) while still including the key details
The goal is to build their confidence and fluency with academic language over time. Scaffolding, modeling, and low-risk practice opportunities are important for older students too.
This story board describes an English writing activity for senior high school students. The activity involves having students write inside parts for congratulation cards based on example covers provided. Students are asked to write at least two sentences for their cards. The teacher will assess the students' work after one week. Links are also provided for additional resources on describing people and personality.
Computer viruses can spread easily over the internet. A true virus is capable of self-replication and can spread between files, disks, or hosts. There are over 30,000 computer viruses in existence with over 300 new ones created each month. Common symptoms of a virus attack include computers running slower, files disappearing, and systems crashing. The most common way viruses spread today is through the internet. Viruses are classified into categories like stealth, polymorphic, and armored and types like worms, trojan horses, and macros. Protection methods include having proper anti-virus software, configurations, and only running necessary programs.
Walden University offers a high quality online curriculum taught by very qualified teachers. The online structure provides a streamlined learning experience where students know exactly what is expected of them and when. Classmates form supportive learning groups and excellent technical and writing support is available to help students succeed.
This document provides tips for writing a thesis. It discusses starting the writing process early by choosing a title and outline. The outline should summarize the argument in one sentence for each chapter. Material should be collected in a binder as it is researched. Examiners will want to understand the thesis quickly, so the abstract, conclusions, and contents should clearly convey the purpose and findings. Getting feedback from others helps improve the thesis before examination. Regularly interacting with potential examiners also helps them understand and appreciate the research.
Emerson Bryan has received a conditional offer of acceptance to Walden University's Ph.D. in Public Policy and Admin - Public Mgmt & Leadership (Course-Based) program beginning in August 2016. The offer is valid for one year. Bryan's admission is conditional on maintaining a 3.0 GPA in initial terms and the university receiving an official transcript from Robert Gordon University by November 20, 2016, or he will be administratively withdrawn. Once Bryan accepts the offer and all conditions are met, he will have access to student services and any awarded financial aid can be disbursed.
IPRSAPA Acceptance Form USyd Shams Bin QuaderShams Quader
The International Postgraduate Research Scholarship (IPRS) provides funding for tuition fees and health insurance to attract top international students to research degrees at Australian universities. The IPRS is awarded for 3 years for doctoral degrees and 2 years for masters degrees. It covers tuition and health insurance only, not living costs. Recipients must enroll full-time and commence their degree by the specified date or the scholarship may be withdrawn. The IPRS can be suspended for up to 12 months total or terminated for poor performance or misconduct.
The document provides instructions for writing informal and formal letters in 7 steps. For informal letters, it recommends including a salutation like "Hey!", starting the letter by thanking the recipient or apologizing for not writing sooner, including 1-2 short paragraphs in the body to answer any information or ask questions, and ending with a closing line and complimentary close like "Love" or "Cheers!". For formal letters, it advises including a formal salutation like "Dear Mr./Mrs.", stating the reason for writing in 1 paragraph, including 2 paragraphs in the body to answer any information, ending by expressing what is wanted in return and including contact details, and closing with a complimentary close like "Yours faithfully".
Ell 240 Enthusiastic Study / snaptutorial.comStephenson47
The Four Domains. There are four domains in English Language Development (ELD): reading, writing, listening, and speaking. In this assignment, you will research the four domains and find effective instructional strategies utilized to facilitate ELD. Write a paper that includes the following:
The document discusses providing feedback on a student's writing assignment. It considers various approaches to feedback and identifies some key issues to focus on, such as prioritizing important problems, giving encouragement, having the student do revision work, and tailoring feedback to individual students' needs. The goal is for feedback to help students learn and improve rather than feel discouraged.
This document provides instructions and prompts for student journals to be completed during the first 9 weeks of school. It explains that journals will be completed during the first 5 minutes of each class and are worth 100 points each semester. Entries must be at least 3/4 of a page long and include the journal number, date, and title in the top corner. Some entries may include a practice multiple choice question. The document then provides examples of 15 journal entry prompts focused on goal setting, organization, open response practice, parts of speech review, and more.
This document provides formats for students preparing for English language exams, including informal letters, formal letters, reports, speeches, and brochures/leaflets. The formats give guidelines on layout, structure, and required elements for each text type to help students practice and feel confident in their exam responses. Examples are included to illustrate the proper formatting for sender/recipient information, dates, titles, bodies, and other sections. It is hoped that using these templates for revision will assist students in their national exams.
The journal entry provides reminders of parts of speech including nouns, adjectives, verbs, prepositions, pronouns, adverbs, conjunctions, and interjections. It instructs the writer to organize these parts of speech on a notecard to calculate a combination sentence structure for a paragraph. The notecard is to be used to leave room for notes on the different parts of speech.
This document provides information for a parent evening to support students in mathematics and English. It outlines the subject leaders for each subject and hopes to address how parents, students, and teachers can work together to support student success. Specific information is given for the structure and assessments of mathematics, English language, and English literature courses. Suggestions are provided for how parents can support students at home, including ensuring students practice past papers, read widely, and proofread written work. Areas for development are also identified to help students improve their exam performance.
COM 315 GRAND CANYON ENTIRE COURSE
Just Click on Below Link To Download This Course:
http://www.tutorialsexperts.us/product/com-315-grand-canyon-entire-course/
COM 315 Grand Canyon Entire Course
COM315
COM 315 Grand Canyon Week 1 Discussion 1
What about the world today demonstrates most obviously the need for intercultural communication? Be detailed in your answer.
Reading british & american culture syllabus wed.2014Amy Hayashi
This course syllabus outlines a reading course focused on British and American culture. Students will learn reading strategies and discover aspects of the two cultures through a textbook, newspaper articles, and a novel. Assessment is based on professionalism, participation in a book club, a news portfolio, article discussions, a midterm exam, and a final exam. The course will cover topics like the British and American people, geography, history, and institutions through in-class presentations and independent study days.
How to improve your lesson with technologykaysemorris
Here are some tips for summarizing with older students:
- Model summarizing for them first by thinking aloud
- Have them practice in small groups before sharing out
- Encourage paraphrasing in their own words rather than directly quoting
- Keep summaries brief (3-5 sentences maximum) while still including the key details
The goal is to build their confidence and fluency with academic language over time. Scaffolding, modeling, and low-risk practice opportunities are important for older students too.
This story board describes an English writing activity for senior high school students. The activity involves having students write inside parts for congratulation cards based on example covers provided. Students are asked to write at least two sentences for their cards. The teacher will assess the students' work after one week. Links are also provided for additional resources on describing people and personality.
Computer viruses can spread easily over the internet. A true virus is capable of self-replication and can spread between files, disks, or hosts. There are over 30,000 computer viruses in existence with over 300 new ones created each month. Common symptoms of a virus attack include computers running slower, files disappearing, and systems crashing. The most common way viruses spread today is through the internet. Viruses are classified into categories like stealth, polymorphic, and armored and types like worms, trojan horses, and macros. Protection methods include having proper anti-virus software, configurations, and only running necessary programs.
Walden University offers a high quality online curriculum taught by very qualified teachers. The online structure provides a streamlined learning experience where students know exactly what is expected of them and when. Classmates form supportive learning groups and excellent technical and writing support is available to help students succeed.
This document provides tips for writing a thesis. It discusses starting the writing process early by choosing a title and outline. The outline should summarize the argument in one sentence for each chapter. Material should be collected in a binder as it is researched. Examiners will want to understand the thesis quickly, so the abstract, conclusions, and contents should clearly convey the purpose and findings. Getting feedback from others helps improve the thesis before examination. Regularly interacting with potential examiners also helps them understand and appreciate the research.
Emerson Bryan has received a conditional offer of acceptance to Walden University's Ph.D. in Public Policy and Admin - Public Mgmt & Leadership (Course-Based) program beginning in August 2016. The offer is valid for one year. Bryan's admission is conditional on maintaining a 3.0 GPA in initial terms and the university receiving an official transcript from Robert Gordon University by November 20, 2016, or he will be administratively withdrawn. Once Bryan accepts the offer and all conditions are met, he will have access to student services and any awarded financial aid can be disbursed.
IPRSAPA Acceptance Form USyd Shams Bin QuaderShams Quader
The International Postgraduate Research Scholarship (IPRS) provides funding for tuition fees and health insurance to attract top international students to research degrees at Australian universities. The IPRS is awarded for 3 years for doctoral degrees and 2 years for masters degrees. It covers tuition and health insurance only, not living costs. Recipients must enroll full-time and commence their degree by the specified date or the scholarship may be withdrawn. The IPRS can be suspended for up to 12 months total or terminated for poor performance or misconduct.
The document discusses the importance of conversations in developing relationships. It notes that while some advocate "selling the sizzle not the steak", engaging in meaningful conversations where common ground is found is better. The results of interviews with people on their dating experiences and favorite companies suggest that conversations matter because that's how relationships are formed. People are more inclined to connect with companies or products that fit their personality or lifestyle.
Richard Sandler has over 12 years of experience in human resources. He is currently a recruitment consultant at Sundus Recruitment and Management Consultancy in Abu Dhabi. Previously, he held roles such as Chief HR Officer, HR Manager, and HR Advisor. He has expertise in areas like recruitment, employee relations, training, and employment law.
Présentation de la formation pour devenir psycho socio esthéticienne. Compréhension de la nécessite de l'image de soi dans les métiers de la beauté et du bien être
Round Solution_english_webinar_28_01_4_LIJuan Martin
The document outlines 4 key considerations for successful M2M projects: 1) flexibility through support of different technologies, 2) investment protection through a platform strategy and value-added tools, 3) a modular concept enabling worldwide deployments through a cost-effective alternative to in-house development, and 4) installing, deploying and updating software over-the-air. It provides examples of M2M references and proof of concepts in industries like industrial asset management, transportation/logistics, and environmental monitoring.
An Egyptian accountant seeking a challenging position utilizing accounting and interpersonal skills. He has a bachelor's degree in accounting from Mansoura University in Egypt and over 5 years of work experience. His most recent role was as an accountant for a pharmacy in Saudi Arabia where he entered medicine data, prepared reports, and calculated taxes. He is proficient in English, MS Office, Oracle, and has strong communication and research abilities.
George McDaniel served as Executive Director of Drayton Hall from 1989 until his recent retirement. During his tenure, he transformed Drayton Hall into a world-class historic site by consistently raising standards and establishing it as a leader in preservation. Through his vision, Drayton Hall connects visitors to broader historic themes and instills a preservation ethic that lasts beyond their visit. McDaniel's success is due not just to his preservation philosophy but also to his personality - he is described as fun, talented, and possessing a true passion for history and storytelling.
Educational company brochure BeglinWoods ArchitectsSimon Woods
Beglin Woods Architects Limited is a leading architectural firm in East Africa with over 20 staff. They have extensive experience designing various building types including tourism, commerce, education, and healthcare. [END SUMMARY]
The goal of this publication is to challenge certain beliefs around language learning in order to remove perceived barriers for learning English as a second language, and has been specifically designed for Spanish learners.
This document outlines the steps for a school assignment to develop a campaign to promote a healthier school environment. Students will brainstorm ideas, create an outline, design a presentation on their proposals for improving areas like the classrooms, playground, cafeteria, and mental health. They will also propose a healthy school lunch menu. Students will then present their campaign to the class and provide peer evaluations. The teacher will also evaluate the students' work.
This document outlines a project-based learning activity for a Spanish 3 class where students work in groups to create imaginary restaurants. It describes the six essential elements of a gold standard PBL: 1) the project is authentic and based on student interests, 2) it fosters critical thinking, collaboration and self-management skills, 3) it is standards-based according to ACTFL standards, 4) it involves sustained inquiry through research, planning and application, 5) it has a public product through presenting restaurant menus and skits, and 6) it includes student reflection on their communication skills. The project guides students through creating restaurant names, menus, locations and skits to present their ideas in Spanish.
The project aimed to teach pharmacy students English vocabulary relevant to interactions in a pharmacy setting. It included a PowerPoint presentation, Kahoot quiz game, and in-class role plays covering common medications, diseases, treatments, and customer service scenarios. As a registered pharmacist, the language assistant adapted the materials based on their experience working in pharmacies in Australia and the UK. They would evaluate students' performance through the quiz and role plays, grading their level of interaction and understanding. The class consisted of a diverse range of students of varying ages, backgrounds, and English language abilities.
Wlproficiencystudents 110811113425-phpapp01Sadique Ryan
This document provides information for students taking a beginning world languages class. It answers common questions students may have. The summary is:
The document answers questions about what students will be able to do in a beginning language class. By the end of the first year, students can understand and communicate basic information about themselves and others. In the second year, students can handle basic survival needs like ordering food or asking directions. By the third level, students can describe people, places, and daily activities with more confidence. The document also discusses how students will be assessed through performance tasks and how mistakes are part of the learning process. Students will focus on using the language to communicate rather than just grammar.
BSBLDR511 Task 1 Co worker, List all non-verbal behaviours VannaSchrader3
BSBLDR511 Task 1
Co worker,
List all non-verbal behaviours/ signs
Indicate emotional state
Provide a description on how to properly manage the emotion state.
Leaning forward with an open position
•holding the hands open with palms turned up
•smiling with a relaxed mouth •nodding the head to indicate agreement
•tilting the head to the side showing amiability
•mirroring your body language
•sitting on the edge of the chair
•sitting with the feet under the chair
•sitting with the knees apart •actively accepting
Responsive
Explain what to do, what not to do.
Task 1- Responding to Different Emotional States
Deliverable 4 – Conducting a Comparative Financial Analysis
Competency
Analyze financial statements to assess performance and to ensure organizational improvement and long-term viability .
Scenario
In an ongoing effort to explore the feasibility of expanding services into rural areas of the state, leadership at Memorial Hospital has determined that conducting a review of its financial condition will be essential to ensuring the organization’s ability to successfully achieve its expansion goals.
Instructions
The CFO has provided you with a copy of the organization’s financial statements . This information will be critical in evaluating the organization’s financial capacity to support the proposed expansion of services into the rural areas of the state.
You are asked to review these financial statements (which include the Income Statement, Statement of Cash Flows, and the Balance Sheet) and prepare an executive summary outlining the financial strength of the organization and evidence to support the expansion. Your executive summary should include the following:
· An overview of the issue.
· A review of critical financial ratios (Liquidity, Solvency, Profitability, and Efficiency) based on financial statements.
· Inferences of forecasts, estimates, interpretations, and conclusions based on the key ratios.
· Provide a recommendation based on ration analysis.
Resources
This link has information for creating an executive summary.
Grading Rubric
F
F
C
B
A
0
1
2
3
4
Did not Submit
No Pass
Competence
Proficiency
Mastery
No or insufficient summary of the issue.
Basic summary of the issue.
Elaborative summary of the issue. Includes at least one example or supporting detail.
Comprehensive identification of summary of the issue. Includes multiple examples or supporting details.
Not Submitted
No or insufficient review of critical financial ratios--Liquidity, Solvency, Profitability, and Efficiency--based on financial statements.
Basic review of critical financial ratios--Liquidity, Solvency, Profitability, and Efficiency--based on financial statements.
Elaborative review of critical financial ratios--Liquidity, Solvency, Profitability, and Efficiency--based on financial statements. Includes at least one example or supporting detail per topic.
Clear and thorough review of critical financial ratios--Liqu ...
This web quest assigns students to groups to research different aspects of Spanish cuisine and culture in preparation for an authentic Spanish meal. Students are tasked with learning food vocabulary and phrases, finding a recipe, and researching cultural traditions surrounding food. They then compile their findings into a PowerPoint presentation and cook the selected recipe to share with the class. The goal is for students to expand their knowledge of Spanish language and culture through an interactive online learning activity.
The document provides tips for acing a job interview, including preparing a resume and cover letter, following up on applications, researching the employer and position, practicing common interview questions and answers, focusing on body language and first impressions during the interview, and roleplaying a mock interview. Key areas of preparation covered are language used in interviews, useful vocabulary for describing qualifications and experience, body language dos and don'ts, and making a strong first impression through a firm handshake, good posture, eye contact and mirroring the interviewer.
File one it's my treat 4 am with aef & atf competencies.1Mr Bounab Samir
This lesson plan focuses on teaching students about tag questions, intonation, and food vocabulary. The plan includes pre-listening activities to introduce the topic of fast food vs home cooking. Students then listen to a dialogue and answer comprehension questions. Next, the lesson examines the grammar of tag questions through examples from the dialogue. Students practice forming tag questions and analyze the rising and falling intonation used. The goal is for students to understand tag questions and be able to use intonation to seek information or agreement in conversations.
The document provides guidance for developing a teacher training manual on English language learning. It outlines 10 sections covering: aims and requirements of the manual; requirements and application process for trainees; a questionnaire to assess trainee profiles; course rules; structure and timing; certification process; descriptions of training topics; contents and areas; evaluation of tasks; and checklists for lesson observation. The overall goal is to teach English teachers how to develop handbooks on language learning and effectively plan and organize English classes.
The document provides general marking guidance for Pearson Edexcel's International GCSE in Arabic (4AR0) Paper 1 exam. It outlines acceptable answers that candidates will receive credit for, as well as guidance on marking free responses. It also details the assessment criteria for the exam and how marks will be awarded based on the extent to which candidates successfully communicate and complete the task. Examiners are instructed to apply the mark scheme positively and award all marks that are deserved according to the assessment criteria.
The document provides general marking guidance for Pearson Edexcel's International GCSE in Arabic (4AR0) Paper 1 exam. It outlines acceptable answers that candidates will receive credit for, as well as guidance on marking free responses. It also details the assessment criteria for the exam and how marks will be awarded based on the extent to which candidates successfully communicate and complete exam tasks. Examiners are instructed to apply the mark scheme consistently across all candidates and to award full marks for deserved responses.
Practical Perspectives on Measuring Student Success - L. Mercado IGA 2013 FINALLeonardo Mercado
This document discusses principles and best practices for assessing student success. It provides examples of formative and summative assessments, as well as principles for effective assessment such as rehearsal, sampling, feedback and authenticity. Several assessment instruments are presented for evaluating speaking and writing skills. General recommendations are given, such as planning assessments, giving helpful feedback, and linking assessments to learning goals and objectives. The conclusion emphasizes that being objective and continuously improving assessment techniques is important.
This document outlines the objectives and content of Level 8 of a learning to learn training program. It discusses reflecting on progress made, analyzing specific achievements, setting future objectives, and choosing strategies to continue improving language skills. The document provides questions to evaluate strengths, weaknesses, and progress in areas like metacognition, grammar, vocabulary, and language skills. It emphasizes the importance of continuing to learn how to learn and adapt to an ever-changing world.
This week you will be rounding out the 8 weeks by turning in the b.docxamit657720
T
his week you will be rounding out the 8 weeks by turning in the benchmark assignment. This week you should be teaching a 5 day mini lesson plan. Each day you are to teach a different piece of literacy. You will turn in your lesson plans, your practicum hour logs, and a reflection that is 1500-1750 words.
In the first part of the practicum, spend 3 hours each in three reading classrooms (9 hours total), grades 4-8. It is suggested that these initial observations occur during Topics 2-4. Analyze how instructors use strategies to ensure students’ understanding in the reading and writing components of the reading lessons. Determine how these strategies will influence the second part of the practicum.
Include both mainstream and language minority students.
Two observations must be in different grade levels and one observation must be in a Title 1 school.
Choose a specific grade and concept from the Arizona language arts academic standards.
In the second part of the practicum (between Topics 5 and 6), select one of the classrooms you observed and spend an additional 6 hours designing and teaching a week-long (5 day) unit. For this unit use a single piece of text that is appropriate for the grade level and language arts academic standards. A poem, short story, newspaper article, or content area piece may serve as a single text selection.
Create a mini-lesson (15-30 minutes) to address each of the following areas related to literacy development:
Monday: Oral language and vocabulary
Tuesday: Phonics, word patterns, and word analysis
Wednesday: Fluency
Thursday: Reading Comprehension
Friday: Writing
Each day’s mini-lesson should address an evaluation of learning that is objective and measurable, and directly assesses the students’ achievement of the targeted academic standards. Every lesson should have the following structure at a minimum:
Objective (linked to academic standards)
Materials (include copies of all materials to teach lesson)
Procedure (a step-by-step description of the lesson from beginning to end)
Assessment (a concrete, measurable way to assess the objective)
Each mini-lesson should be a piece of the larger whole, not individual or unconnected lessons. That is, lessons later in the week should build on lessons from earlier in the week, and they should all reinforce and integrate skills from the prior lessons in the weekly sequence.
The remaining 5 hours of the practicum should be used for conferring with your mentor teacher regarding your teaching, management, and engagement strategies, as well as conducting an analysis of student learning. Use your assessment data to formulate a plan to adjust your teaching to meet student needs. Utilize this data and mentor teacher feedback to adjust your unit plan before submitting it to the instructor and to LoudCloud.
Write a 1,500-1,750-word proacticum reflection that includes the following:
A synopsis of your observations in the reading classrooms, and how they influenced your Language A ...
This document provides guidance on making successful applications for jobs or further education. It outlines the recruitment process and gives tips for preparing applications, including researching the employer and role, formatting CVs and cover letters, and using the STAR technique to effectively answer questions. The goal is to show how your skills match the employer's needs in order to get an interview.
Using the Spanish Battelle Developmental Inventory-2: A case for clinical jud...Bilinguistics
This presentation describes the limitations of the Spanish Edition of the BDI-2, as well as the appropriate use of test norms. It identifies how language differences affect test results and describes how cultural differences can influence test results. Methods for supplemental or alternative assessments are also addressed.
Professor observations in the research findings that need to be fi.docxstilliegeorgiana
Professor observations in the research findings that need to be fixed in the next deliverable:
1) Introduction is insufficient and totally off - need brand or company history with information about target audience
2) Streamline your research objectives - place in bullets and some are not research objectives or things you will ask target participants. Example, "learn what business objectives...." is not a research objective - "to identify the extent..." I am not sure what you are focusing on finding out here unless you are showing creative work and getting their reaction. Rephrase these objectives!
3) Do not personalize - take out the "we" or "our", need to keep impersonal
4) If you say you interviewed a total of 14 participants, I need proof of research and it needs to be submitted as photos/recordings/transcripts notes. This is mandatory! Also, you say your target parcipant are children 15 and under, but you said you included parents. Fix!
5) The finding sections has to improve considerably. Format to clearly understand what is the key finding presented: Key finding/description of finding/focus or individual group question asked/specific participant verbatims. It is also very plain and without sufficient findings (only one??), especially with the amount of interviews you said you conducted. You need to expand considerably. Very underwhelming. Your job is to find the insight or "pearl" that will be the key insight to support your creative recommendations and executions. I will be looking for this connection. Proof of research needs to be presented in order to get full points (pictures, recording or transcripts).
Document #1: RESEARCH BRIEF EXAMPLE - DEVELOP BEFORE MODERATOR OR DISCUSSION GUIDE
Research Brief Outline
What is a research brief?
Why is a brief so important? A solid research brief is like the foundation of a building – if you understand and are clear in what you are researching or need to know, your research is more likely to start on the right foot. Skimp on this critical early step, and your project is more likely to struggle.
So how do you write a brief that gets you off to a great start?
Background: Begin with a short summary of your current situation, and define clearly what you already know about the company/brand.
Research Objectives: Next, set out your research objectives. For research objectives, what issues and topics do you want to explore or discover? What problems do you need to solve? Defining clear research objectives will help your research team design a well-focused study. Clear objectives will also help you to assess the quality and focus of your research agency’s report.
Methodology/methodologies: Offer your suggestions about how the data might be collected. For example, which research methodology (or methodologies) you think will best suit your project, and why.
Markets: which cities, geographies are you studying and will be recruiting participants from.
Respondent Specifications / Screener: what a ...
Intro to functional_skills_and_learning_logRebecca Jones
Functional Skills are practical skills in English and math that help with work, education, and everyday life. They include skills like reading, writing, problem solving, and communication. There are three levels - Entry 1, Entry 2, and Level 1. Having strong functional skills is important for employment, health, financial stability, and helping children. People with weak skills are more likely to be unemployed, earn less money, and struggle in other areas of life. Employers need a workforce with good functional skills for the economy to remain competitive. Functional Skills are assessed through exams testing reading, writing, speaking, and listening. This course will help students improve specific skills and be ready for Functional Skills exams.
This document provides an overview of formative and summative oral language assessments for Chinese instruction in grades K-8. It discusses the Student Oral Proficiency Assessment (SOPA) and Early Language Listening and Oral Proficiency Assessment (ELLOPA), which are summative assessments used to measure students' oral proficiency. Sample interviews are shown to illustrate tasks at different proficiency levels. The document also introduces formative assessment tools like the Student Self Assessment and Teacher Observation of Oral Proficiency Assessment. The goal is to help teachers understand different assessment types and how to use formative and summative tools to support students' Chinese language development.
Similar to Walden University Assessment Photo Album by Katherine Marks (20)
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
2. What is the purpose of this?
■ To see what we are going to learn in this unit.
■ To see what is expected of you.
■ To make sure that you are meeting the expectations.
■ To see what you are going to have to do in the unit.
■ To know how you are going to be graded.
4. At the end of the unit you are going to
understand:
■ It is appropriate to use formal language with a waiter or diner.
■ Spanish-speaking countries have different types of currencies.
■ Currency exchange rates vary throughout Spanish speaking
countries.
■ Items are priced differently in foreign countries.
■ In Spanish there are two verbs that mean “to be” and they are
used in different situations.
5. From what I learn and understand, I will
be able to…
■ Use the target language to order food.
■ Understand questions regarding restaurant ordering in the
target language.
■ Calculate various currency exchange rates using an online
application.
■ Describe food in the target language using “ser” and “estar.”
6. Standards that are incorporated:
■ Ohio New Learning StandardsWorld LanguagesGrades 9-12: Communication Standard: Interpretive
Communication 1 : Derive meaning from messages and texts using listening, reading, and viewing
strategies.
■ Ohio New Learning StandardsWorld LanguagesGrades 9-12: Communication Standard: Interpersonal
Communication 2: Interact with others using culturally appropriate language and gestures on familiar
and some unfamiliar topics.
■ Ohio New Learning StandardsWorld LanguagesGrades 9-12: Cultures Standard 1:Analyze and
describe relationships among products, practices and perspectives and compare them across cultures.
■ Ohio New Learning StandardsWorld LanguagesGrades 9-12: PresentationalCommunication 1: Convey
meaning using writing processes and presentation strategies.
■ Ohio New Learning StandardsWorld LanguagesGrades 9-12: PresentationalCommunication 3:
Present a range of literary, creative, and artistic endeavors to audiences near and far.
■ Ohio New Learning Standards Social Studies:Topic: Fundamentals of Economics: 3. People cannot have
all the goods and services they want and, as a result, must choose some things and give up others.
7. Essential Questions that you will be able
to answer during the unit:
■ When is “usted” used?
■ How do I order a meal in the target language?
■ What is the type of currency used in Mexico?
■ What is the current $USD to $MXN exchange rate?
■ How much does a gallon of milk cost in Mexico?
■ When is “ser” used?
■ When is “estar” used?
8. Assessments andWhy?
■ Pre-assessments-To see how you learn best, which Spanish speaking country you would most
like to visit, and what skills you already bring to a subject so I know how to teach you best.
■ Formative Assessments-To see how you are doing during the unit.These allow me to modify
instruction if need be and help you see how you are doing so you can change study habits if
you find you are falling behind.These are not graded!
– These include: Student Self-Monitoring Unit Checklist & Goals Record Sheet, Interpersonal
CommunicationSelf-Assessment Rubric, activities on Quizlet,Conjuguemos, and Kahoot!,
just to name a few.
■ Summative Assessments-These will tell us if you have mastered the content and met the
learning goals. These are graded!
– These include:Currency Exchange Rate worksheet, Restaurant and Menu Skit, and Chapter
6Test.
10. Pre-
Assessment:
Multiple
Intelligences
Quiz
To find out how you learn best. You will
follow this link:
http://www.edutopia.org/multiple-
intelligences-learning-styles-quiz
When finished, print your results and turn
them in.
11. Formative Assessment: Interpersonal Speaking Self-
Assessment Rubric
So you can keep track of your Spanish speaking skills and if you are meeting expectations.
12. Formative
Assessment:
Spanish I:
Restaurant and
Currency
Exchange Unit
Goals Checklist
and Reflection
Spanish I: Restaurant and Currency Exchange Unit Goals Checklist and Reflection
Instructions: As we move through the unit, answer the questions when you are have
learned the material.
I. Essential Questions:
1. When is ser used? _______________________________________________
2. When is estar used? ______________________________________________
3. When is usted used? ______________________________________________
4. What is the type of currency used in Mexico? __________________________
5. What is the Mexican currency exchange rate? ___________________________
II.Check off these items as you understand or able to perform them:
1. Use the target language to order food. ________
2. Share descriptions of food in the target language. ________
3. Ask questions and provide answers during a restaurant outing in the target language.
___
4. Understand questions regarding restaurant ordering in the target language. ______
5. Calculate various currency exchange rates using an online application. ________
III.Create at least two goals for yourself pertaining to this unit. When you have met
each goal, check it off.
Goal 1: ________________________________________________________________
Goal 2: ________________________________________________________________
So you can ensure that you are
meeting the goals of the unit and of
your own self-created goals and
learning everything needed to be
successful. You will also reflect on
your performance in this assessment
at the end of the unit.
13. PerformanceAssessment: Restaurant
Skit and Menu Instructions
In groups of three, you are pretending to be business partners who want to open a
restaurant together and you need to get an investor to back your restaurant. Your goal is
create a menu to be used in your restaurant and produce a dialogue that you and you
partners will act out and record to be watched in class to prove to your investors (Mrs.
Marks and classmates) that you are able to take orders and answers questions from your
diners in a restaurant setting.
To be successful in gaining an investor for your restaurant, in your performance one group
member is a waiter and two members are diners in a restaurant. Within the skit, the
diners will order their food, ask questions/make comments about their food, ask for the
bill, and pay the bill.This will be video recorded and eventually viewed in class to your
investors. Your menu will need 4 food groups (appetizers, main dishes, desserts, drinks)
and have a description of the food in Spanish and photos to represent each food and
drink.
15. Performance
Task
Needs Improvement
1pt.
Meets Expectations
2pts.
Exceeds Expectations
3pts.
Completion of
Skit
Skit is incomplete. During the skit, one or more of the requirements are
missing:
Student greets waiter/diner
Student orders one item from menu
Asks one question about a food
Comments on a food
Asks for the check
Pays the check
Says goodbye
(missing requirement is circled)
Skit is complete. During the skit:
Students greets waiter/diner
Student orders one item from menu
Asks one question about a food
Comments on a food
Asks for the check
Pays the check
Says goodbye
Skit is complete and contains more than what is required.
During the skit:
Students greets waiter/diner
Student orders more one item from menu
Comments on more than one food
Asks more one question about a food
Asks for the check
Pays the check
Says goodbye
Grammar and
Vocabulary
Student rarely or never uses correct grammar or vocabulary in the skit.
Verbs are rarely or never conjugated correctly
Prepositions are rarely or never used correctly
Language is informal among diner and waiter
Ser and estar is not used in the correct context
Student rarely or never uses appropriate vocabulary and phrases to
complete the task
Sentences rarely or do not have correct structure
(areas needing improvement are circled)
Student usually uses correct grammar and vocabulary in the
skit.
Verbs are usually conjugated correctly
Prepositions are usually used correctly.
Language is usually formal among diner and waiter
Ser and estar is usually used in the correct context
Student usually uses appropriate vocabulary and
phrases to complete the task
Sentences usually have correct structure
Student always uses correct grammar and vocabulary in
the skit.
Verbs are always conjugated correctly
Prepositions are always used correctly
Language is always formal among diner and waiter
Ser and estar is always used in the correct context
Student always uses appropriate vocabulary and
phrases to complete the task.
Language is always formal among diner and waiter
Sentences always have correct structure
Pronunciation
and Fluidity
Pronunciation and fluidity needs improvement:
Student rarely pronounces words correctly
Student usually stumbles on words
Fluidity is rarely natural with many pauses
Speech is rarely comprehensible to audience
Pronunciation and fluidity is overall good:
Student usually pronounces words correctly
Student rarely stumbles on words
Fluidity is usually natural with very few pauses
Speech is usually comprehensible to audience
Pronunciation and fluidity is fantastic:
Student always pronounces words correctly
Student never stumbles on words
Fluidity is always natural with no pauses
Speech is always comprehensible to audience
Organization Skit overall is organized poor and needs improvement.
Sequence of events are rarely logical
Events and what is taking place can rarely followed by audience
Skit overall is organized well.
Sequence of events are usually logical
Events and what is taking place can usually be easily
followed by audience
Skit overall is organized superbly.
Sequence of events are always logical
Events and what is taking place can always be easily
followed by audience
Spanish I: Restaurant Skit Analytic Rubric
16. Paper and Pencil Assessment: Chapter 6
Test
■ What is the test going to be like?
– 5 matching questions based on listening
– 5 true/false questions based a reading passage
– 20 multiple choice questions based on vocabulary
– 15 multiple choice questions based on grammar
– 3 translation sentences
– 3 short answer questions based on ordering food in a restaurant
17. Paper and PencilAssessment Blueprint Based onWebb’s Depth of Knowledge
Course: Spanish I Chapter Test 6
2015-2016
Learning Expectations Assessment
Learning Expectations (List
Standards)
Target DOK
Level
Method DOK 1
Recall or reproduce
DOK 2
Basic application of
skills/concepts
DOK 3
Strategic Thinking
DOK 4
Strategic Thinking
Total Points %
Standard:
Interpretive Communication
1.a and 1.e
1 and 2 Listening comprehension Recall Infer/interpret 5/63 8 %
Standard:
Interpretive
Communication
1.a, 1.d, 1.e
1 and 2 Reading comprehension Recall Infer/interpret 5/63 8%
Standard:
Interpretive Communication
1.a, 1.d, 1.e
1 and 2 Selected response Recall Infer/interpret 35/63 56%
Standard:
Interpretive
Communication
1.a, 1.d, 1.e
1 Translation Recall 13/63 21
Standard:
Interpersonal
Communication
2.b
1 and 2 Short answer Recall Organize 5/63 8%
Total Points 63
% 100%
18. Dimension/Task Below Expectations (1 point) Meets Expectations (2 points) Above Expectations (3 points)
1.
Learning Goals Matched
to Assessment Method
Teacher does not or rarely aligns interdisciplinary unit
learning goals with various assessment methods to
provide alternative ways to measure student learning
Authentic, real-world application of knowledge is not
or rarely incorporated to engage and make learning
relevant
Teacher does not or rarely incorporates 21st-century
skills to provide for college and career readiness
Learning goals do not or rarely reflect state or
national standards, enduring understandings, and
essential questions for the unit. Unit standards,
enduring understandings, and essential questions are
always clearly stated
Teacher usually aligns interdisciplinary unit learning
goals with various assessment methods to provide
alternative ways to measure student learning
Authentic, real-world application of knowledge is
usually incorporated to engage and make learning
relevant
Teacher usually incorporates 21st-century skills to
provide for college and career readiness
Learning goals usually clearly reflect state or national
standards, enduring understandings, and essential
questions for the unit. Unit standards, enduring
understandings, and essential questions are always
clearly stated
Teacher always aligns interdisciplinary unit learning
goals with various assessment methods to provide
alternative ways to measure student learning
Authentic, real-world application of knowledge is
always incorporated to engage and make learning
relevant
Teacher always incorporates 21st-century skills to
provide for college and career readiness
Learning goals always clearly reflect state or national
standards, enduring understandings, and essential
questions for the unit. Unit standards, enduring
understandings, and essential questions are always
clearly stated
EDUC- 6731B Photo Album Rubric
19. 2.
Diagnostic Assessments
(pre-assessments)
Less than two pre-assessments (diagnostic
assessments) are described for the unit.
The assessment provided is not focused on gaining
relevant insights into family/community as related to
the content or demands of the unit (e.g., family
questionnaire or survey).
Teacher does not or rarely provides useful student data
to identify misconceptions, inform instructional
decisions, and support students prior to beginning the
unit
Two pre-assessments (diagnostic assessments) are described for the
unit.
One of the assessments is focused on gaining relevant insights into
family/community as related to the content or demands of the unit (e.g.,
family questionnaire or survey).
Teacher usually provides useful student data to identify
misconceptions, inform instructional decisions, and support students
prior to beginning
More than two pre-assessments (diagnostic assessments) are
described for the unit.
One of the assessments is focused on gaining relevant insights into
family/community as related to the content or demands of the unit
(e.g., family questionnaire or survey).
Provides useful student data to identify misconceptions, inform
instructional decisions, and support students prior to beginning the
unit
3.
Description of Formative
Assessments
Less than two formative assessments are described for
the unit
Teacher never or rarely identifies how he or she will
monitor student progress toward the learning goals of
the unit and provide meaningful feedback to students.
The assessment does not or poorly identifies how
timely, meaningful feedback will be provided to
students.
The assessment does not provide or poorly provides an
opportunity for students to self-assess and set goals for
learning.
Two formative assessments are described for the unit
Teacher usually and clearly identifies how he or she will monitor student
progress toward the learning goals of the unit and provide meaningful
feedback to students.
Each assessment usually and clearly identifies how timely, meaningful
feedback will be provided to students.
One assessment provides an opportunity for students to self-assess and
set goals for learning.
More than two formative assessments are described for the unit
Teacher always clearly identifies how he or she will monitor student
progress toward the learning goals of the unit and provide meaningful
feedback to students.
Each assessment clearly identifies how timely, meaningful feedback
will be provided to students.
One assessment clearly provides an opportunity for students to self-
assess and set goals for learning.
20. 4.
Outline of
Performance
Assessment
(summative
assessment)
Does not identify the authentic performance task.
Exemplars are not provided.
Does not state how the performance task is aligned to the
learning goals and/or standards.
Does not explain which essential question(s) are addressed.
Does not explain how enduring understanding(s) are
demonstrated.
Does not identify how assessment incorporates 21st-century
skills.
Does not provide opportunities for students to self asses.
Less than two options for differentiation are described.
The authentic performance task is identified but it is not clearly stated
what the student does or creates.
Exemplars are provided but quality is not specified.
Learning goals and standards are identified. Alignment to
performance task is present but unclear.
Limited explanation of which essential question(s) are addressed.
Limited explanation of how the enduring understanding(s) are
demonstrated.
Adequately identifies how assessment incorporates 21st-century skills.
Provides opportunities for students to self-assess and/or peer
assess. Does not provide clear opportunities for student to adjust or
revise their work.
Two options for differentiation are described.
Clearly identifies the authentic performance task (Clearly states what
the student does or creates)
Exemplars of both high and low quality are provided.
Clearly states how performance task is aligned with all learning goals
and standards.
Clearly explains which essential question(s) are addressed.
Clearly explains how enduring understanding(s) are demonstrated.
Clearly/masterfully identifies how assessment incorporates 21st-
century skills.
Provides opportunities for students to self-assess and/or peer assess
and adjust or revise their work
More than two options for differentiation are described
5. Rubric for
Performance
Assessment
Rubric does not provide objective scoring and/or the graduations
of quality are unclear and/or inconsistent for each level of
criterion for each category.
Information provided in the rubric is not easily understood.
Categories for criteria are not identified.
Rubric provides objective scoring with graduations of quality for each
level of criterion for each category.
Information provided in the rubric is easy to understand.
Categories for criteria are identified.
Rubric provides objective scoring with clearly described and consistent
graduations of quality for each level of criterion for each category
Information provided in the rubric is easy to understand and written
with age-appropriate language
Categories for criteria are clearly identified
21. 6.
Paper-and-Pencil
Assessments
Contains minimal knowledge or content, concepts, and/or skills
learned during the unit.
Provides three or fewer varieties of assessment categories (i.e.
true/false, multiple choice, fill in the blank, diagram labeling,
essay, matching, etc.)
Adequately builds upon knowledge of content, concepts, and skills
learned during the unit.
Provides four varieties of assessment categories (i.e. true/false,
multiple choice, fill in the blank, diagram labeling, essay, matching,
etc.)
Masterfully builds upon knowledge of content, concepts, and skills
learned during the unit that align with the standards learning goals.
Provides more than four varieties of assessment categories (i.e. true/false,
multiple choice, fill in the blank, diagram labeling, essay, matching, etc.)
7.
Presentation
Appearance
More than one of the following criteria (standards, enduring
understandings, and essential questions) are not clearly
identified -or- one or more is missing.
More than one of the following criteria (teacher’s name, unit
overview, theme of unit, and grade level) is not clearly
identified -or- one or more is missing.
Table of Contents is missing two or more criteria.
Graphics are not included.
Font size/structure does not vary.
Contains 3 or more grammatical and/or spelling errors
Content is not logically organized and/or provides no
connection to the unit theme and learning goals.
All standards, enduring understandings, and essential questions are
present but one is not clearly identified.
Teacher’s name, unit overview, theme of unit, and grade level are
present but one is not clearly identified.
Table of Contents is missing one criteria.
Graphics are included but not all are relevant to the content.
Font size/structure varies randomly and does not explain and
reinforce content.
Content contains 1-2 grammatical and/or spelling errors.
Content organization is limited and/or provides an unclear
connection to the learning goals.
All standards, enduring understandings, essential questions are clearly
identified.
Teacher’s name, unit overview, theme of unit, and grade level are clearly
identified.
Table of Contents includes all criteria
Relevant graphics are included to explain and reinforce content.
Font size/structure varies to explain and reinforce content
Content contains no grammatical or spelling errors
Content is well organized/provides a clear connection to the unit theme
and learning goals