Ppt on panel discussion rubric

Panel Presentation by Judi Moreillon, Ph.D. Associate Professor, School of Library and Information Studies Texas Woman’s University, Denton ALISE Innovative.

Panel Presentation by Judi Moreillon, Ph.D. Associate /Students upload a video response.  Students provide peer review feedback through a rubric (developed by the instructor) and offer narrative feedback as well. 3: Students watch an expert’s response.  Students / a new dimension as it provided deeper analysis and synthesis as a responder and a peer reviewer.”  “The (Blackboard) discussion posts get very monotonous and it is much more engaging to write a script and then watch peers’ videos.”  “I/


Creative Precarious Decision-Making in the Crises of Our Time: A Visual/Narrative Collaborative Panel Panel organisers Dr. J. Miguel Imas, Kingston University,

of Our Time: A Visual/Narrative Collaborative Panel Panel organisers Dr. J. Miguel Imas, Kingston /whose workers had to appeal to social solidarity in order to save their jobs under the rubric of the occupation of the firm. In order to develop recovered plants as productive unities /not follow the economic logic that demarcates capitalist rationality. 25 The examples of the factories we discuss here are characterised by civic engagement-driven community activism, including provision of heath care, education /


Online Facilitation Strategies: Panel Presentation and Discussion Stan Freeda Barbara Patterson Pam Waters.

learning, and it keeps students focused on the objectives of the course. 8. Clear expectations of discussions are necessary for learners to engage in meaningful dialog Lead by example with thought provoking questions rather than simply giving the expected answer. Discuss your evaluation rubric and criteria for successful discussion entries. 9. Keep a sense of humor! Having a sense of humor goes a long/


Ideas for teaching in a 1:1 Environment Guest Panel Janice Airhart & Linda Jones Lee Anne Morris Assistant Professor and Coordinator Technology Integration.

:00 pm SUMMER PREVIEW – Technology, the Zoo, and You – lively Eighth Floor panel with guest paneler Emily Mortimer of The Tulsa Zoo. Apr 16 TH 4:00 – 5:00 pm Would you like to participate/from you 0 Share about yourself 0 Profile 0 Relevant stories 0 Questions Forums Student ~ Instructor 0 Facilitate group discussions 0 Participate when appropriate 0 Be a catalyst for interaction 0 Mentor & Tutor 0 Intentionally involve learners 0 /! 0 Learning Styles – Differentiations – Diversity 0 Models, rubrics, examples


Science Content and Assessment Panel January 9-11, 2014 Oregon Department of Education.

SBE NGSS Review January 2014 –Review Panel’s Work Second Panel Meeting February 2014 –MS Grade Level Recommendation –Respond to SBE Questions/Requests –Support and Resource Needs Recommendation –Work Sample Scoring Rubric Work SBE NGSS Review/Adoption Vote March/the beauty and wonder of science; possess sufficient knowledge of science and engineering to engage in public discussions on related issues; careful consumers of scientific and technological information related to their everyday lives; able/


Alternate Benchmark Alignment Panel. Introductions Please give your name, your district and town, and say something about your experience with the ALT.

Rate the level of complexity of AA items against a common rubric Becoming Reliable Practice to establish consistent judgments Compare ratings on practice items Discuss reasons Training Depth of Knowledge Typically judged at four levels:/, requiring an investigation, time to think and process multiple conditions DOK: Levels of Complexity for this Panel—Expanded Lower End CodeLabel 1Attention 2Memorize/Recall 3Performance 4Comprehension 5Application 6Analysis, Synthesis, Evaluation XToo vague Examples for/


SEACOOS External Evaluation Evaluation held: January 17-19, 2005 St. Petersburg, FL Response drafted: July 2005 Panel Members: Mary Altalo, SAIC, Chair.

and modeling] Preparations Two binders of material developed for evaluation, presented over 2 days to panel –Binder 1: supporting information for presentations (background and WG docs) –Binder 2: proposals/ and beyond. SECOORA is the appropriate body to engage in this discussion. Summer 2005 Joint SEACOOS/SECOORA Workshop The common interests of SEACOOS / identify itself as a research activity with the Ocean.US organizational rubric and develop a roadmap for moving through the further stages of development/


HISTORY OF ENGLISH Oral Presentation Rubric. TIPS Speak in a very natural voice, like you are telling a friend about something you know Try NOT to memorize.

OF ENGLISH Oral Presentation Rubric TIPS Speak in a very natural voice, like you are telling a friend about something you know Try NOT to memorize a “speech” DO NOT READ to the audience TIPS Focus on your KEY POINTS and then discuss each one; be /taking notes) TIPS Practice ahead of time to know what you plan to say On the back of your presentation panel, write: Bulleted list of points you want to discuss Key facts (dates, names, etc.) 4-ADVANCED (A) Uses a very natural, lively, commanding voice Maintains /


CALL-IS Academic Session Project-Based Learning (PBL): Pedagogical Possibilities for Online, Mobile, and Blended Learning URL for the panel presentations:

Research Storyboard Examples of possible products Oral ProductsWritten Products Media/technology products  speech  debate  presentation  live newscast  panel discussion  play/drama  storytelling/poetry slam  public event  lesson  sales pitch  Research report  Letter/memo  /Screencasting Tools Jing Screencast-O-Matic Class web sites / Wikis Edmodo PBWorks EduHub Rubrics TeAchnology RubiStar Google FormsTeAchnologyRubiStar Google Forms Google Docs Google SheetsGoogle DocsGoogle Sheets References /


“Policy Perspectives on Systemic Risk Measurement”

“Policy Perspectives on Systemic Risk Measurement” Panel discussion on “Policy Perspectives on Systemic Risk Measurement” Frank Smets Directorate General - Research Macro Financial Modeling Group Conference, Chicago 2-3 May 2013 New institutional set-up in the euro area /


The assessment of student use of Web 2.0 tools – how sustainable is it? Margaret Hamilton Joan Richardson Panel for College of Science, Engineering and.

of student use of Web 2.0 tools – how sustainable is it? Margaret Hamilton Joan Richardson Panel for College of Science, Engineering and Health Learning and Teaching Forum 2010 - "Building a sustainable future/tools Document Management Information Technology RMIT participants and panellists Michael Nott: Assessment of student use of Web 2.0 online – rubric for discussion John Terrell: Assessment of student use of Web 2.0 blended with traditional delivery Michele Ruyters: Assessment of student use of/


VISUAL DESIGN BRINGING TEXT TO LIFE. AGENDA Questions about Visual Design exercises Finish Discussion of Conceptual Design Peer Review conceptual designs.

; themes; buy-in approval FACILITATION Activities to insure success Ideas DraftPropose Share w/ peers Consultations Share w/ peers Consultations Share w/peers Review panel EVALUATION Measures of Team Performance Requirements DesignFinal Doc Instructor feedback Team Feedback Instructor Feedback WHAT NOW? Brainstorm to find project ideas. Create a project /Visual design exercises 1 & 2 I will be available for help & to answer questions I will also be discussing the rubric I will use to grade these exercises.


Capstone and One-Semester Research Projects for a Variety of Students Panel presentation Mary Shepherd, Moderator Sr. Barbara Reynolds Steve Morics William.

-Semester Research Projects for a Variety of Students Panel presentation Mary Shepherd, Moderator Sr. Barbara Reynolds / review 30-minute presentation More for honors Sr. Barbara Reynolds, SDS Cardinal-Stritch University Milwaukee, WI breynolds@stritch.edu Rubric and Feedback for Seminar Project Preliminaries (10 points) Format (10 points) Writing Style (15 points) Computer Science/Mathematics/ Suggestions for sources of topics General discussion The End Thank you: Mary Shepherd Steve Morics Barbara Reynolds


The Power of Articulation through a Vertical Team Exemplary Practices in Education Leadership Conference CSU Fresno January 31, 2012 Panel: – Joan Dallin,

Practices in Education Leadership Conference CSU Fresno January 31, 2012 Panel: – Joan Dallin, Mendota Unified – Lori M. /Other Mathematics VT Activities Analysis of local data and research trends – CCSS / Mathematical Practices – Discussions around error analysis – Use of technology in mathematics classes – English Learner strategies / analysis of /scaffolds in types and complexity of reading and writing; Creation of common rubrics for scoring of written work; Common assessments scored together; Increase of /


EuroCHRIE Case Panel Presentation R.M. O’HALLORAN SCHOOL OF HOSPITALITY LEADERSHIP EAST CAROLINA UNIVERSITY.

EuroCHRIE Case Panel Presentation R.M. O’HALLORAN SCHOOL / wants to solve the problems, has the tools to solve the problem?  There should also be some discussion of decision making limitations. A quick solution for a student could be to spend large amounts of money or/the problems. Neither of these is typically an acceptable solution.  Make a decision based on your alternatives ! Case Rubric: Possible Pts.Your Score Statement of facts 30 Identify facts related to the issues of the case. Identification of /


PlusDelta Panel – nice mix, experience, well- organized, liked the variety, “highly effective”, Good overview, great activities, engaging, Needed a break.

PlusDelta Panel – nice mix, experience, well- organized, liked the /specifics of how APPR evaluation will look at BOCES, special ed/high school. Common Core overview; video, discussions, concrete examples Coffee! Unable to access log in to get PPT The day was very well organized. /growth percentile model & VA model (30-2.2) 4. Application & use of the State-approved teacher or principal rubric(s) 5. Application & use of any assessment tools 6. Application & use of State approved locally selected measures 7/


marketing 300 discussion section

from you personal biases when evaluation creative. The Creative Strategy is your rubric for evaluation. http://mywebspace.wisc.edu/rkamath/ Address these questions as your/are at a 27-year high e) Seventeen magazine printed an article discussing the health benefits of smoking, and now cigarettes are cool again http/ ended focus group interview Observation – analyze how people shop or use product consumer panels, people meter Experiments - compare results of groups similar except for one characteristic 4/


Hands-on session Baldev Singh. Aims of this session Have a clear understanding of next steps/resource locations Explore collaborative tools Discussion.

st Century skills framework Collaboration strategies Principles of project based learning Assessment rubrics Collaborative and creative technologies Peer-to-peer collaboration Skills and Technologies Developing/.Microsoft Institute for Pre- service Teachers Community b) In the “Team Discussion” area, share your reflections on one project (see reflection template)reflection /in the template provided so it can be submitted to an expert panel of educators for feedback. Task 5 Complete the VCT template provided/


J-College 2015 Program-Level Outcomes Prepared by Eileen V. Brownell School of Management Assessment Cycle: Assess, Discuss, Review, Change, Repeat.

-Level Outcomes Prepared by Eileen V. Brownell School of Management Assessment Cycle: Assess, Discuss, Review, Change, Repeat Business Administration, BS/BBA Program Learning Outcome: Analyze, evaluate/ is showing you the student can do something with a specific skill or knowledge; – Nationally normed test, essay exam, clinical evaluation, rubric evaluation, juried panels, portfolio of student work, etc. INDIRECT MEASURES (insufficient to stand alone) – Did activity occur? – Self-assessment (perception) of /


20 th Year Evaluation Space Grant 20 th Year Evaluation Program Performance and Results Report Reviewer Training Atlanta, GA October 27th, 2008 Reviewer.

Rubric Definition Categories Methodology Sample Rubric Guiding Principles Rubric Types/Areas Scoring Process 20 th Year Evaluation 7 Methodology –An expert panel was identified to develop the rubric. The base panel included three Space Grant Program content experts and one measurement professional. –The scoring rubrics/ with field centers and industry is not as conclusive as it could be. The discussion is a bit too general and appears to center around outreach activities. Reviewer RoleScoring RubricSpecial/


Learning Outcomes LOs Dr. Gregory J. Maffet Dr. Naser M. Sarhan

involve practical work, were written up without any material that demonstrated the design and implementation of the systems described. The Panel feels that many of the projects do not meet the CLOs (course learning outcomes). Characteristics of Good Learning Outcomes 1/was chosen? 3. Name of the external benchmark provider. Write a rubric for your Program or course LO Goal  KPI  LO  Pts 6 4 3 2 LO Trend Report Analysis: discussion and evaluation LO  Percentage of students scoring 4.50 for delivering /


Leadership Challenges for the “Empower to Aspire” student leadership project building essential SECRET skills at level 4 and 5 © Dan Buckley – please share.

or solutions to problems. Ideas Ideas School improvement challenge (more info…) and Rubric(more info…)Rubric Take a lesson powerpoint and improve it You construct your own website R eflective/, topic you have never covered before You can use your presentation to the assessment panel as evidence of this 3.Take part in a stamina challenge lasting more than 4/the team should be doing and what their deadlines are. I organise meetings to discuss the plan and make sure everyone is clear about what they need to do./


A SSESSMENTS PRESENTS. THWACK! BIG DADDY M MALCOLM HAYS Instructional Developer 5 years with EdTech 573-341-6779 WHO AM I?

or made visible to students before/after grading. Rubrics can be attached to Assignments, Discussion Board posts, Blogs, and Wikis. Rubrics can be reused or modified from an existing Blackboard rubric. R UBRICS Creating a Rubric: First, the ability to add Rubrics must be turned on. Click Customization in the Control Panel. Click Tool Availability. Select checkbox next to Rubrics in first column. Click Submit. R UBRICS Adding/


Reviewing the Applications & Preparing for the Review School Turnaround AmeriCorps FY13 Peer Review Orientation Session IV.

 Instructions & Selection Criteria  Ratings, Total Score  Comments 8 Rubric Reference REVIEW RUBRIC  For each of the Selection Criteria, you will assign one of five possible Ratings  Excellent  Above Average  Average  Below Average  Poor  Each Rating has a CNCS-defined standard & corresponding numerical point value 9 Panel Discussions  There is a Panel Discussion for each application  Led by the Panel Coordinator  Estimate approximately 45 minutes per application  Assessments/


Curriculum Committee for Student Affairs and Technology Course Bernadette Henderson Janice Lew Tara Riall Colleen Schmidt Seattle University.

three four-year campuses. Participate in the virtual tours of the campuses and come prepared with discussion questions for the e-panel videoconference. Module #10: Public & Private Learning Outcomes and Rationales Active engagement will continue to / meet with others outside of class times – creative and innovative completion of assignments (21-40 points) Grading Rubric, cont. *Possible points per category are listed in parentheses* Doesnt meet expectations Meets expectations Exceeds expectations Peer review/


George Mason University - Student Union Building I Fairfax, Virginia Brett Robinson Senior Thesis Presentation 2010 Penn State University Construction.

vital to the success of the project. The “tightness” of the site shall be discussed as a component of all pre-construction meetings with trade contractors so that this element /Panels Aluminum Storefront System George Mason University - Student Union Building I Fairfax, Virginia Building Envelope Analysis Brett Robinson - Construction ManagementApril 12, 2010 Building Envelope Analysis I.Project Overview II.BIM/IPD – Critical Industry Issue I.BIM II.IPD III.In‐Depth Safety Plan I.Site Specific Safety Rubric/


Setup YOUR PhORCAS - WebAdMIT Program Portal With the Experts Brendan Reichert Deborah Erdner Josh Huber.

Send ideas to ASD@ashp.org– labeled PhORCAS ideasASD@ashp.org Opportunities to share during open forum discussions at conferences and other meetings Comments from all of the above were included in determining which enhancements would/ RolePermission sets / Panel-Sub Panels Reviewer Reviewer- section Interviewer Residency Resource Admin Assistant Create roles each new account holder will have Add or deactivate individuals that can have access to the data Establish and load rubrics Assign preceptors applicant /


How does the medium and/or point of view change the message? Karen Walter ETAP 638 Media Literacy Summer 2012.

of view During the process of drafting, students translate a compelling scene in their narrative into a Pixton graphic panel Students use their graphic depiction to enhance visual and aural details in their prose text Students reflect in writing on/help students to focus on and organize information, through pre- and follow up discussions, by providing models for student work, through process writing and composing, with rubrics that make criteria transparent and known to students before they begin to work, /


General Education Assessment Review: A Report to the Faculty Assembly SUNY Canton February 13, 2007.

courses. The mathematics department will collect a random sample (20%) from these exams and employ the rubrics proposed by the Discipline Panel in Mathematics – (09/08/05) as the assessment tool. The mathematics department assessment team will /cont.) Methods: General Education Arts Assessment will be accomplished by reviewing two embedded assignments designed for the student to discuss the creative process in reference to a students creative writing, performance, or studio piece (with one assignment as/


Career and Technical Education Test Administration Manual Presentation 2012-2013 Completers – All Grades By Tracy L. Chenoweth

presentations 3.Interactive poster presentations 4.Interactive bulletin board Presentations 5.Speech/Oral Report 6.Round table/Panel discussion 7.Workshop/Symposium/Clinic/Seminar 8.Portfolio presentation (digital, electronic, pictorial, ring binder, etc.). A/ members, etc.) Concentration specific suggested sample questions for Evaluators Evaluation via the Standard Job Interview Assessment Rubric The scheduling for this portion of the assessment is left to the discretion of building level administration /


Jefferson County Public Schools Professional Growth and Effectiveness System (TPGES & OPGES) JULY 20 – 21, 2015.

eligible for JCTA membership Six certified employees appointed by the superintendent/designee Panel – 3 certified employees One member chosen from the 6 appointed by/  reflects collaborative development of common criteria (sources and kinds of evidence/rubrics) to determine competency in performance at the level intended by the standards in/Domain 3: Instruction 3A Communicating with Students 3B Using Questioning and Discussion Techniques 3C Engaging Students in Learning 3D Using Assessment in Instruction /


Annual Outcomes Assessment Report Workshop: Academic Programs Office of Institutional Planning, Research and Effectiveness (OIPRE) October 6 – 8, 2015.

4 or 5Total # Scores% Scores 4 or 5 Sources687294.4% Methods457262.5% Analysis677293.1% Conclusion487266.7% Organization597281.9% Example for Discussion Analysis The 24 biology projects were assessed by a three-member faculty panel for each of the five components of the rubric and for overall performance. The target was not met for the Methods (62.5%) and Conclusion (66.7%) components of/


Using EQuIP in Professional Development Ted Coe, Ph.D. Director of Mathematics, Achieve #drtedcoe.

. 6.Individual to Collective: Each member of a review team independently records his/her observations prior to discussion. Discussions focus on understanding all reviewers’ interpretations of the criteria and the evidence they have found. 7.Understanding /K-2 Rubric materials EQuIP Student Work Protocol EQuIP Exemplars Instructional Materials Toolkit with SAP and CCSSO EQuIP NGSS Rubric EQuIP Teacher videos and student work samples for collection of Exemplar materials 55 EQuIP Peer Review Panel Materials /


Jefferson County Public Schools Professional Growth and Effectiveness System (TPGES & OPGES) JULY 20 – 21, 2015.

eligible for JCTA membership Six certified employees appointed by the superintendent/designee Panel – 3 certified employees One member chosen from the 6 appointed by/  reflects collaborative development of common criteria (sources and kinds of evidence/rubrics) to determine competency in performance at the level intended by the standards in/Domain 3: Instruction 3A Communicating with Students 3B Using Questioning and Discussion Techniques 3C Engaging Students in Learning 3D Using Assessment in Instruction /


© Oakleaf, 2010 Welcome! Before we start, please list your hopes & fears for this week on the whiteboard. Thanks!

Buzz Group Critique Field Trip Game In Basket Interview/Panel Adapted from Jerilyn Veldof & Janet Roseen © Oakleaf, 2010 More Teaching Methods – What Do They Look Like? Jigsaw Mini-Case Neighbor Discussion (aka Think-Pair- Share) Reflection Role Play /have limited generalizability to other settings and populations Other Require time to create, administer, and score Rubrics © Oakleaf, 2010 Rubrics Defined Rubrics… describe student learning in 2 dimensions 1.parts, indicators, or criteria and 2.levels of /


Copyright © 2013 ConnSCU BOR – questions? Master the Grade Center in Blackboard Learn For Connecticut Community Colleges.

grade assignments that students have submitted by going to Control Panel>Grade Center>Needs Grading. HOWEVER, for the purposes of this exercise we’ll go to Control Panel>Grade Center>Full Grade Center and manually enter grades into /Rubrics can help students organize their efforts to meet the requirements of an assignment. Instructors can use Rubrics to explain their evaluations to students. Rubrics can be modified/edited as long as they are NOT associated or tied to a gradable item (assignment, discussion/


Teaching Online The Tutorial

make your own life easier when it comes to assessing students’ work. For example, create a rubric for grading essay exams. Discussions are notoriously difficult to grade consistently; make a decision now how you will assess participation and save/another instructor, be sure to request ‘Instructor’ access to that course. 1. Open the source course, 2. Go >Control Panel >Packages and Utilities>Course Copy >Copy Course Materials into an Existing Course  Under ‘Course Selection’: Browse to the Destination Course/


Doan-Corp Construction Welcomes You To; The School Park Design Team! A WebQuest for 6 th Grade Math Designed by Scott M. Doan –

’s personal information for citing your sources later. Step-by-Step Day 5 - ? Today the Foreman will lead a group discussion of your findings. The research analyst should take notes on your conversations. Next you will begin your individual jobs for your presentations/-Step Last Day Presentation Day Today you will present your research and ideas in front of a panel of educators. Review your rubric to know exactly what the panel is looking for and to make sure that you receive all of the credit! Good Luck! /


Katherine Perez Jacqueline Peña Office of Planning and Institutional Effectiveness January 2009.

Caribbean, or American novel. 20% of the students’ papers will be randomly selected and evaluated by a faculty panel of 3 members using a rubric that measures: (1) Grammar, (2) Essay Structure, (3) Coherence of Argument, (4) Application of/ E0010 C00155 M00200 71%29%  Overview and Comparisons:  Give an overview or summary of all the outcomes together  Discuss trends that you have seen over the years  Explanations  Provide qualitative explanations for poor results or exceptionally high results  Notes/


Portfolio Committee on Basic Education Report on the Quality Assurance of the NSC 18 February 2014 Dr Mafu S Rakometsi.

of question papers Moderation of the question papers Approach:  Question papers set by panel of examiners – DBE  Internally moderated by DBE  Externally moderated by Umalusi / and simulations still a major problem  The use and development of rubrics is problematic: descriptors are unrealisable and vague Monitoring of Examinations  “/Umalusi deployed for IEB monitoring 03 01 Verification of marking Focus:  Memo discussion and on-site marking verification Scope:  Accounting, Business Studies, Economics, /


CLA Orientation for Writing Integration—GTA Preparation for Grading and Responding to Undergraduate Writing Sue Doe Assistant Professor of English Colorado.

One Introduction to the CSU gtPathways Writing Integration A Sample Assignment—Overview, Initial Read, Holistic Criteria and Ranks GTA panel – How it really works Day Two Initial Grading of the Paper—Use Course-Provided Scoring Sheet Develop and Apply /ranking papers High, Medium, and Low? HOMEWORK With Care, Read the “Rubric for Holistic Scoring of a Thesis-Restricted Paper.” Bring this rubric back to training tomorrow. Be prepared to discuss: 1)How does the High Medium Low sorting method lend itself to a/


1 Session B1: edTPA Policies and Implementation GaPSC Certification and Program Officials’ Conference November 12, 2013.

THREE students Assessment CommentaryAssessment Commentary Analysis of Teaching Effectiveness Academic Language Development edTPA “Records of Practice” Rubric Progression  Expanding repertoire of skills & strategies  Deepening of rationale and reflection Not ReadyEarly Beginning/retake policy over and above the national retake policy. Additional discussion is needed on how edTPA might inform induction programs. 38 Implementation Panel Discussion Pam B. Cole Interim Associate Dean, Kennesaw State University/


Setting Achievement Levels for the 2011 NAEP Writing for Grades 8 and 12.

Chris Clough, Measured Progress Facilitation Joseph St. George, Measured Progress Technological Enhancements Luz Bay, Measured Progress Discussant: Kevin Sweeney, The College Board HISTORICAL PERSPECTIVE NAEP Achievement Levels-Setting Angoff 1992 math, reading, writing / serving on standard setting panels, or from classroom evaluation. Most educators also have experience with using rubrics to evaluate student performance. Many panelists on the NAEP writing standard setting panels were members of the public/


Proposal Review Board Member Training 2012 HGSE Student Research Conference.

more on logic and consideration of other perspectives and counter arguments conclusion based on thoughtful analysis Presentation Formats Panel 3-4 presenters with a common theme 15 minute presentation by each panelist followed by a question /, tentative findings, or predictions. 5. IMPLICATIONS: Discuss the significance of your work for further educational research, theory, policy, or practice. The Rubric This training is meant to familiarize you with the rubric for proposal evaluation, and to involve you in/


One young woman’s journey of self-awareness. Who are you?  A.) How do you see yourself?  B.) How do others perceive you? C.) Explain what role (or part)

?  Today we’ll be focus on the following terms from the handout:  frame, panel, gutter, graphic weight (tonal difference, patterning, and saturated colors), and text features (captions/other words, “So what? What purpose did she have for writing this text?” CRJGRADING RUBRIC Insufficient Response 1 (60-65%) Developing 2 (66-75%) Meeting 3 (76-89/ Seamlessly integrated and relevant Analysis (of the evidence from the text; discusses implications or relevance of the text, makes connections with other parts of/


D EVELOPING A Q UALITY A SSURANCE S YSTEM, B UILDING A V ALIDITY A RGUMENT FOR L OCALLY D EVELOPED P ERFORMANCE A SSESSMENTS, AND S TRATEGIES FOR C ALIBRATING.

A GREEMENT : C ALIBRATION S TRATEGIES Calibration strategies: ●Select anchor papers previously scored for the expert panel ●Select expert panel members to score the anchor papers ●Examine data from anchor papers to determine the strongest paper for / TRATEGIES Questions for small group discussion given to evaluators participating at calibration session (after individual scoring): 1.What evidence (i.e., quantity and quality) can you connect to each indicator of the rubric? 2.What challenges to developing/


Orientation for GTAs—GTA Preparation for Grading and Responding to Undergraduate Writing Sue Doe Assistant Professor of English Colorado State University.

integration A Sample Assignment—Overview International Student Writing GTA panel Day 2 Holistic scoring/sorting—developing criteria, applying criteria, revising criteria—and why Analytic scoring strategies and choices – standard rubrics – anchor papers – continuum approach Writing @ / for grad students Error Pattern Analysis and dealing with students’ mechanical errors Engagement Writing (threaded electronic discussions or in-class) vs. In- class graded writing, the essay exam The Non Native Speaker as/


Rookie Year FIRST LEGO ® League September 15, 2009 For Inspiration and Recognition of Science and Technology.

–Research project Event areas –Pit area - “home base” throughout the day –Judging rooms – team presents to 3 judge panels during the day –Competition area – team competes on the competition table in 3x 2 ½ minute rounds in front of an audience/ judges see all the teams they meet with their judge peers to discuss their results. The judges will use the notes, rubrics, and comments they made during each teams interview and discuss their strengths and weaknesses. Finally, award winners are selected for each /


1 Grade 5 Teacher Directions C ommon F ormative A ssessment Quarter Four Reading Informational Text Quarter Four Reading Informational Text.

2: 1.Be sure students have reviewed how they will be scored on their full informational composition before the assessment (discuss the student rubric). 2.Review how to organize information using a planning graphic organizer before the assessment. You may choose to practice this /do the parts of the balloon work together? A.The propane tank sits in the basket and pushes hot air into the panels. B.The burner heats the air which is pushed into the envelope and raises the basket. C.The parachute valve lets out/


Unit Meeting Feb. 15, 2010. ◦ Appreciative Inquiry Process-BOT Steering Committee and Committee Structure. ◦ Four strategies identified from AIP: Each.

supervisor and cooperating teacher based on specified criteria for practica and on Student Teacher evaluation rubric. Dec.2010  2. Panel discussions of randomly selected groups of cooperating teachers. Minutes posted on BOT wiki. 9/2009 / complete three times throughout the program and additionally as needed: Foundations, Adaptations and Professional Teacher.  2. Panel discussions of randomly selected groups of cooperating teachers. Minutes posted on BOT wiki.  Implement efoliomn for all students /


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