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Tag: Model Answer

  • [Solved] DLRB Week 3 Discussion

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    **To prepare:** – Review the resources about the components of the Literature Review chapter in the dissertation and focus on your area of study, your discipline, search strategies, and the common errors made in the literature review. **Post** your response to the following: – Based on the current d…

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    **To prepare:**
    – Review the resources about the components of the Literature Review chapter in the dissertation and focus on your area of study, your discipline, search strategies, and the common errors made in the literature review.
    **Post** your response to the following:
    – Based on the current description of your research problem (include a 1-sentence problem statement and a 1-sentence research problem in your post), describe how you would go about searching in the literature for evidence to support your identification of your research problem. Be specific about the strategies and tools you would use. (e.g., keywords, subject terms, databases you could use).
    **Note:** Your posts should be substantial (500 words minimum), supported with scholarly evidence from your research and/or the Learning Resources, and properly cited using APA style.

  • [Solved] DLRB Week 3 Research Journal Assignment

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    **To prepare:** – Based on your further research to develop your research problem, including your search for relevant and appropriate literature and including literature related to your discipline, consider how you might revise your current draft of a research problem. **Note:** It is important to m…

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    **To prepare:**
    – Based on your further research to develop your research problem, including your search for relevant and appropriate literature and including literature related to your discipline, consider how you might revise your current draft of a research problem.
    **Note:** It is important to make sure you save your research journal in a Word document outside of the course for future reference.
    **Assignment** (1–2 paragraphs) No cover page is required, as this is a continuous document used in Weeks 1–4 and Week 11. Instead, date each entry on the document just as you would in any other journal. Be sure to include references.
    – Return to your Week 2 research journal description and revise your research problem based on what you have learned about searching for relevant literature, including literature related to your discipline, expand or revise the Week 2 description of your research problem.

  • [Solved] What are some of the reasons children and adults are not receiving recommended vaccines?

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    In-depth study guidance and analytical solution covering What are some of the reasons children and adults are not receiving recommended vaccines?.

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    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] Question on time management strategies and support using Christian perspectives

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    **Assessment Description** **From a Christian perspective, relationships hold a fundamental place not just in personal life but also in academic success and development. Christianity emphasizes the principles and values of love, community, fellowship, and support for one another. These principles an…

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    **Assessment Description**
    **From a Christian perspective, relationships hold a fundamental place not just in personal life but also in academic success and development. Christianity emphasizes the principles and values of love, community, fellowship, and support for one another. These principles and values can significantly enhance the academic journey.**
    **"And let us consider how we may spur one another on toward love and good deeds, not giving up meeting together, as some are in the habit of doing, but encouraging one another-and all the more as you see the Day approaching." Hebrews 10:24-25**
    How does building a support system as a student align with the Christian worldview principles and values mentioned above?
    How have you, or could you, integrate these principles and values to enhance your academic journey?
    **Assessment Description**
    **Academic relationships are critical to your success at GCU. These relationships include faculty members, university staff, tutoring and career resources, and student engagement.**
    How would these relationships be important to your success?
    Please provide specific examples of relationships you plan to develop and why.
    **Assessment Description**
    **Read the Topic 3 Resources indicated below before responding to this DQ.**
    – **"Time Management" section of Chapter 4 in University Success Guide: Finding Your Purpose**
    – **Student Preparation for Distance Education**.   What strategies do you currently use, or have used in the past, to try to practice good time management? Are there any strategies mentioned in the articles listed above that you use or have used? Are there any strategies from the articles that you will try to use going forward to improve your time management? What time management strategies do you think work best to ensure you have adequate time for studying and school work?

  • [Solved] CO paper

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    In-depth study guidance and analytical solution covering CO paper.

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  • [Solved] Help me pleaseee

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    \ IMG_4505.jpeg](https://www.sweetstudy.com/files/img-4505-jpeg "IMG_4505.jpeg")

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    \
    IMG_4505.jpeg](https://www.sweetstudy.com/files/img-4505-jpeg "IMG_4505.jpeg")

  • [Solved] Law – Criminal Wk 2 Summative Assignment: Criminal Justice Community Partnership Speech

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    ## **Assignment Instructions** The community-police partnership is vital to the success of the criminal justice system in preventing and investigating crime. As a **crime prevention specialist**, your work with the community is vital to preventing and investigating crime. ##### **Assessment Delivera…

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    Assignment Prompt & Instructions

    ## **Assignment Instructions**
    The community-police partnership is vital to the success of the criminal justice system in preventing and investigating crime. As a **crime prevention specialist**, your work with the community is vital to preventing and investigating crime.
    ##### **Assessment Deliverable**
    Write a **525- to 700-word speech from the perspective of a police agency representative** in which you **introduce a new community partnership** initiative to the public. The speech will be given in a town hall public forum in your city. The initiative will address a crime-related issue or concern in your community.
    Incorporate content you have learned from the Week 1 and Week 2 textbook readings.
    Include these points in your speech in the order that follows:
    01. Introduction: Introduce yourself by stating a fictitious name and other preliminary information.
    02. Professional Responsibilities: Identify a philosophy of law enforcement. Explain the basic purpose and function of law enforcement in society. Briefly describe the goals and desired outcomes of community policing.
    03. Community Issue: Describe an issue or concern your community is facing and its impact. _Note_: Consider using the issue you identified in this week’s discussion.
    04. Community-Partnership: Summarize the duties of law enforcement to support communities. Describe 1-2 strategies the agency is using or will use to partner with the community to address the issue. Include details to explain how the strategies you described will address the issue.
    05. How will law enforcement ensure transparency and communication?
    06. Will law enforcement leverage public programs to combat the issue?
    07. Conclusion/Call to Action: Identify an action the citizens in your community can take to join law enforcement’s efforts to address the issue.
    08. How can community members contribute to or participate in addressing the issue?
    09. How can community members provide suggestions or make complaints about the community partnership process?
    10. Should community members serve in an advisory role to law enforcement? Why or why not?
    Cite at least 2 sources in addition to the textbook.
    Format citations according to APA guidelines.

  • [Solved] discussion 4 diversity

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    \ discussion4diversity.png](https://www.sweetstudy.com/files/discussion4diversity-png "discussion4diversity.png") \ Rubricfordiversityinadvancedpractice.png](https://www.sweetstudy.com/files/rubricfordiversityinadvancedpractice-png-10315949 "Rubricfordiversityinadvancedpractice.png")

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    \
    discussion4diversity.png](https://www.sweetstudy.com/files/discussion4diversity-png "discussion4diversity.png")
    \
    Rubricfordiversityinadvancedpractice.png](https://www.sweetstudy.com/files/rubricfordiversityinadvancedpractice-png-10315949 "Rubricfordiversityinadvancedpractice.png")

  • [Solved] question assigment

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    – ## annotated-MSMath-StudentAchievementChart-1.docx1.pdf – ## Module9-DataCollectionfromFormativeAssessmentimplementationwithfinalformativeassessment.docx – EDSN640FormativeAssessmentAssignment310-29-24-31.docx – EDSN640FORMATIVEASSESSMENTTEMPLATE11-14-24-8c1263f2-3042-4a18-a707-06db7fc775651.docx …

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    Assignment Prompt & Instructions

    – ## annotated-MSMath-StudentAchievementChart-1.docx1.pdf

    – ## Module9-DataCollectionfromFormativeAssessmentimplementationwithfinalformativeassessment.docx

    – EDSN640FormativeAssessmentAssignment310-29-24-31.docx
    – EDSN640FORMATIVEASSESSMENTTEMPLATE11-14-24-8c1263f2-3042-4a18-a707-06db7fc775651.docx

    **## annotated-MSMath-StudentAchievementChart-1.docx1.pdf**

    Student Achievement Chart (SAC)

    Standard(s):
    Content: 7.RP.3 – Use proportional relationships to solve multistep ratio and percent problems.
    Examples: simple interest, tax, markups, and markdowns, gratuities and commissions, fees,
    percent increase and decrease, and percent error.

    Literacy (6-12): Craft & Structure – Interpret words and phrases as they are used in a text,
    including determining technical, connotative, and figurative meanings, and analyze how
    specific word choices shape meaning or tone.

    Objective/LT for Pre-assessment:
    Leaming Target: I can calculate and interpret percent error, with an accuracy of 3 out of 4 times.
    Objectives: Students will be able to …

    calculate the actual value when given the percent error by organizing the given information
    appropriately with an accuracy of 3 ( out of 4) or better.
    calculate the percent error when given the actual value by organizing the given information
    appropriately with an accuracy of 3 ( out of 4) or better.
    draw conclusions about the percent error, actual value, and accepted value in the context of the
    situation by analyzing various real-world applications with an accuracy of 3 ( out of 4) or
    better.

    Objective/LT for Post-assessment:
    Leaming Target: I can calculate the discount, sales price, and original price of items, and compare the two
    to determine the difference, at least 3 out of 5 times.
    Objectives: Students will be able to …

    interpret word problems by organizing key information in word problems; at least 2-3 key
    pieces of information for setting up the proportions.
    calculate the sale price; (1) Relating clue words in the word problems, (2) Recalling the
    Percentage Formula, (3) Setting up the proportion appropriately [substituing in the given
    values], ( 4) Solving for the variable in the proportion; Mastery is an accuracy of 3 ( out of 4) or
    better.
    calculate the original price; (1) Relating clue words in the word problems, (2) Recalling the
    Percentage Formula, (3) Setting up the proportion appropriately [substituing in the given
    values], ( 4) Solving for the variable in the proportion; Mastery is an accuracy of 3 ( out of 4) or
    better.
    calculate the discount;(!) Relating clue words in the word problems [Discount is subtraction],
    (2) Recall the Percentage Formula, (3) Setting up the proportion appropriately [substituing in
    the given values], (4) Solving for the variable in the proportion, (5) Subtracting the discount

    from the original; Mastery is an accuracy of 4 ( out of 5) or better.

    Description of Student Work in Each
    A Mastery Levels Mastery Category

    ssessment

    Data Outcomes:

    **## Module9-DataCollectionfromFormativeAssessmentimplementationwithfinalformativeassessment.docx**

    Instruction:

    For this submission make sure that you include your approved Formative Assessment (on the
    [formative assessment template](https://touro.instructure.com/courses/137899/files/11191605?wrap=1) [Download formative assessment template](https://touro.instructure.com/courses/137899/files/11191605/download?download_frd=1)) with all of the components (These should be the ones you previously submitted) :

    · Learning Standards

    · Learning Targets

    · Developmental Learning Targets

    ·
    [Formative Assessment](https://touro.instructure.com/courses/137899/files/11189326?wrap=1) [Download Formative Assessment](https://touro.instructure.com/courses/137899/files/11189326/download?download_frd=1) including: directions given to students, instructional materials,
    [completed SAC  (sample)](https://touro.instructure.com/courses/137899/files/11189892?wrap=1) [Download completed SAC  (sample)](https://touro.instructure.com/courses/137899/files/11189892/download?download_frd=1), preassessment, all rubrics/answer keys/data collection sheets, as appropriate. (All sections are completed on the template).

    Discuss the method in which you will evaluate students as they (Where will they be? How will the data be collected? etc) and how you will keep ongoing records.

    This should be at least two paragraphs long and include samples of instructional materials, data collection sheets/checklists used during the lesson.

    **Formative Assessment Data Collection**

    | | | |
    | — | — | — |
    | Formative Assessment Data Collection |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeFormative Assessment Sections Included | **4 ptsFull Marks** Plan includes ALL: standards, measurable and aligned LO/LTs, activation of prior knowledge, academic vocabulary, Questioning (EQ/GQs to produce HOT), technology applications, all assessments (preassessment, formative/summative- includes peer and self assessment), step by step instructional delivery instructions.<br> <br>**3 ptsProficient** Four of the five sections are included : Lesson plan includes: standards, measurable and aligned LO/LTs, activation of prior knowledge, academic vocabulary, Questioning (EQ/GQs to produce HOT), technology applications, all assessments (preassessment, formative/summative- includes peer and self assessment), step by step instructional delivery instructions.<br> <br>**2 ptsNovice** Three of five sections are included : Lesson plan includes: standards, measurable and aligned LO/LTs, activation of prior knowledge, academic vocabulary, Questioning (EQ/GQs to produce HOT), technology applications, all assessments (preassessment, formative/summative- includes peer and self assessment), step by step instructional delivery instructions.<br> <br>**1 ptsMarks** Two of five sections are included : Lesson plan includes: standards, measurable and aligned LO/LTs, activation of prior knowledge, academic vocabulary, Questioning (EQ/GQs to produce HOT), technology applications, all assessments (preassessment, formative/summative- includes peer and self assessment), step by step instructional delivery instructions.<br> <br>**0 ptsNo Marks** One or less of five sections are included : Lesson plan includes: standards, measurable and aligned LO/LTs, activation of prior knowledge, academic vocabulary, Questioning (EQ/GQs to produce HOT), technology applications, all assessments (preassessment, formative/summative- includes peer and self assessment), step by step instructional delivery instructions. | 4 pts |
    | This criterion is linked to a Learning OutcomeData Collection | **3 ptsFull Marks** Each step, four (4) of the formative assessment includes: 1. preassessment and postassessment data from SAC, 2. provides a detailed explanation on how data is collected and used throughout the assessment, 3. describes the types of differentiation used and 4. describes the student outcomes and next steps gleaned from the assessment data.<br> <br>**2 ptsProficient** Three (3) steps of the formative assessment includes: 1. preassessment and postassessment data from SAC, 2. provides a detailed explanation on how data is collected and used throughout the assessment, 3. describes the types of differentiation used and 4. describes the student outcomes and next steps gleaned from the assessment data.<br> <br>**1.5 ptsPartically Proficient** Two (2) steps of the formative assessment includes: 1. preassessment and postassessment data from SAC, 2. provides a detailed explanation on how data is collected and used throughout the assessment, 3. describes the types of differentiation used and 4. describes the student outcomes and next steps gleaned from the assessment data.<br> <br>**0 ptsNo Marks** One (1) piece or the formative assessment does not include data collection. | 3 pts |
    | This criterion is linked to a Learning OutcomeStudent Artifacts included | **3 ptsFull Marks** Examples of data collection include: 4 or more student work samples of formative assessment artifacts for 3 or more formative strategies used in the lesson with 2 or more students.<br> <br>**1.5 ptsProficient** Examples of data collection include: <4 student work samples of formative assessment artifacts for <4 formative strategies used in the lesson with 2 or more students.<br> <br>**1 ptsPartially Proficient** Examples of data collection include: <2 student work samples of formative assessment artifacts for <2 formative strategies used in the lesson with 2 or more students.<br> <br>**0 ptsNo Marks** Examples of data collection, student work samples are not included OR assessment completed with one (1) student. | 3 pts |
    | This criterion is linked to a Learning OutcomeGrammar | **2 ptsFull Marks** 0-2 mistakes are present<br> <br>**1 ptsProficient** 3-4 mistakes are present<br> <br>**0 ptsNo Marks** 5 plus mistakes are present | 2 pts |

    **EDSN640FormativeAssessmentAssignment310-29-24-31.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/edsn640formativeassessmentassignment310-29-24-31-docx-10315751)

    **EDSN640FORMATIVEASSESSMENTTEMPLATE11-14-24-8c1263f2-3042-4a18-a707-06db7fc775651.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/edsn640formativeassessmenttemplate11-14-24-8c1263f2-3042-4a18-a707-06db7fc775651-docx)

    **EDSN640FORMATIVEASSESSMENTTEMPLATE11-14-24-8c1263f2-3042-4a18-a707-06db7fc775651.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/edsn640formativeassessmenttemplate11-14-24-8c1263f2-3042-4a18-a707-06db7fc775651-docx)

    **## annotated-MSMath-StudentAchievementChart-1.docx1.pdf**

    Student Achievement Chart (SAC)

    Standard(s):
    Content: 7.RP.3 – Use proportional relationships to solve multistep ratio and percent problems.
    Examples: simple interest, tax, markups, and markdowns, gratuities and commissions, fees,
    percent increase and decrease, and percent error.

    Literacy (6-12): Craft & Structure – Interpret words and phrases as they are used in a text,
    including determining technical, connotative, and figurative meanings, and analyze how
    specific word choices shape meaning or tone.

    Objective/LT for Pre-assessment:
    Leaming Target: I can calculate and interpret percent error, with an accuracy of 3 out of 4 times.
    Objectives: Students will be able to …

    calculate the actual value when given the percent error by organizing the given information
    appropriately with an accuracy of 3 ( out of 4) or better.
    calculate the percent error when given the actual value by organizing the given information
    appropriately with an accuracy of 3 ( out of 4) or better.
    draw conclusions about the percent error, actual value, and accepted value in the context of the
    situation by analyzing various real-world applications with an accuracy of 3 ( out of 4) or
    better.

    Objective/LT for Post-assessment:
    Leaming Target: I can calculate the discount, sales price, and original price of items, and compare the two
    to determine the difference, at least 3 out of 5 times.
    Objectives: Students will be able to …

    interpret word problems by organizing key information in word problems; at least 2-3 key
    pieces of information for setting up the proportions.
    calculate the sale price; (1) Relating clue words in the word problems, (2) Recalling the
    Percentage Formula, (3) Setting up the proportion appropriately [substituing in the given
    values], ( 4) Solving for the variable in the proportion; Mastery is an accuracy of 3 ( out of 4) or
    better.
    calculate the original price; (1) Relating clue words in the word problems, (2) Recalling the
    Percentage Formula, (3) Setting up the proportion appropriately [substituing in the given
    values], ( 4) Solving for the variable in the proportion; Mastery is an accuracy of 3 ( out of 4) or
    better.
    calculate the discount;(!) Relating clue words in the word problems [Discount is subtraction],
    (2) Recall the Percentage Formula, (3) Setting up the proportion appropriately [substituing in
    the given values], (4) Solving for the variable in the proportion, (5) Subtracting the discount

    from the original; Mastery is an accuracy of 4 ( out of 5) or better.

    Description of Student Work in Each
    A Mastery Levels Mastery Category

    ssessment

    Data Outcomes:

    **## Module9-DataCollectionfromFormativeAssessmentimplementationwithfinalformativeassessment.docx**

    Instruction:

    For this submission make sure that you include your approved Formative Assessment (on the
    [formative assessment template](https://touro.instructure.com/courses/137899/files/11191605?wrap=1) [Download formative assessment template](https://touro.instructure.com/courses/137899/files/11191605/download?download_frd=1)) with all of the components (These should be the ones you previously submitted) :

    · Learning Standards

    · Learning Targets

    · Developmental Learning Targets

    ·
    [Formative Assessment](https://touro.instructure.com/courses/137899/files/11189326?wrap=1) [Download Formative Assessment](https://touro.instructure.com/courses/137899/files/11189326/download?download_frd=1) including: directions given to students, instructional materials,
    [completed SAC  (sample)](https://touro.instructure.com/courses/137899/files/11189892?wrap=1) [Download completed SAC  (sample)](https://touro.instructure.com/courses/137899/files/11189892/download?download_frd=1), preassessment, all rubrics/answer keys/data collection sheets, as appropriate. (All sections are completed on the template).

    Discuss the method in which you will evaluate students as they (Where will they be? How will the data be collected? etc) and how you will keep ongoing records.

    This should be at least two paragraphs long and include samples of instructional materials, data collection sheets/checklists used during the lesson.

    **Formative Assessment Data Collection**

    | | | |
    | — | — | — |
    | Formative Assessment Data Collection |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeFormative Assessment Sections Included | **4 ptsFull Marks** Plan includes ALL: standards, measurable and aligned LO/LTs, activation of prior knowledge, academic vocabulary, Questioning (EQ/GQs to produce HOT), technology applications, all assessments (preassessment, formative/summative- includes peer and self assessment), step by step instructional delivery instructions.<br> <br>**3 ptsProficient** Four of the five sections are included : Lesson plan includes: standards, measurable and aligned LO/LTs, activation of prior knowledge, academic vocabulary, Questioning (EQ/GQs to produce HOT), technology applications, all assessments (preassessment, formative/summative- includes peer and self assessment), step by step instructional delivery instructions.<br> <br>**2 ptsNovice** Three of five sections are included : Lesson plan includes: standards, measurable and aligned LO/LTs, activation of prior knowledge, academic vocabulary, Questioning (EQ/GQs to produce HOT), technology applications, all assessments (preassessment, formative/summative- includes peer and self assessment), step by step instructional delivery instructions.<br> <br>**1 ptsMarks** Two of five sections are included : Lesson plan includes: standards, measurable and aligned LO/LTs, activation of prior knowledge, academic vocabulary, Questioning (EQ/GQs to produce HOT), technology applications, all assessments (preassessment, formative/summative- includes peer and self assessment), step by step instructional delivery instructions.<br> <br>**0 ptsNo Marks** One or less of five sections are included : Lesson plan includes: standards, measurable and aligned LO/LTs, activation of prior knowledge, academic vocabulary, Questioning (EQ/GQs to produce HOT), technology applications, all assessments (preassessment, formative/summative- includes peer and self assessment), step by step instructional delivery instructions. | 4 pts |
    | This criterion is linked to a Learning OutcomeData Collection | **3 ptsFull Marks** Each step, four (4) of the formative assessment includes: 1. preassessment and postassessment data from SAC, 2. provides a detailed explanation on how data is collected and used throughout the assessment, 3. describes the types of differentiation used and 4. describes the student outcomes and next steps gleaned from the assessment data.<br> <br>**2 ptsProficient** Three (3) steps of the formative assessment includes: 1. preassessment and postassessment data from SAC, 2. provides a detailed explanation on how data is collected and used throughout the assessment, 3. describes the types of differentiation used and 4. describes the student outcomes and next steps gleaned from the assessment data.<br> <br>**1.5 ptsPartically Proficient** Two (2) steps of the formative assessment includes: 1. preassessment and postassessment data from SAC, 2. provides a detailed explanation on how data is collected and used throughout the assessment, 3. describes the types of differentiation used and 4. describes the student outcomes and next steps gleaned from the assessment data.<br> <br>**0 ptsNo Marks** One (1) piece or the formative assessment does not include data collection. | 3 pts |
    | This criterion is linked to a Learning OutcomeStudent Artifacts included | **3 ptsFull Marks** Examples of data collection include: 4 or more student work samples of formative assessment artifacts for 3 or more formative strategies used in the lesson with 2 or more students.<br> <br>**1.5 ptsProficient** Examples of data collection include: <4 student work samples of formative assessment artifacts for <4 formative strategies used in the lesson with 2 or more students.<br> <br>**1 ptsPartially Proficient** Examples of data collection include: <2 student work samples of formative assessment artifacts for <2 formative strategies used in the lesson with 2 or more students.<br> <br>**0 ptsNo Marks** Examples of data collection, student work samples are not included OR assessment completed with one (1) student. | 3 pts |
    | This criterion is linked to a Learning OutcomeGrammar | **2 ptsFull Marks** 0-2 mistakes are present<br> <br>**1 ptsProficient** 3-4 mistakes are present<br> <br>**0 ptsNo Marks** 5 plus mistakes are present | 2 pts |

    **EDSN640FormativeAssessmentAssignment310-29-24-31.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/edsn640formativeassessmentassignment310-29-24-31-docx-10315751)

    **EDSN640FORMATIVEASSESSMENTTEMPLATE11-14-24-8c1263f2-3042-4a18-a707-06db7fc775651.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/edsn640formativeassessmenttemplate11-14-24-8c1263f2-3042-4a18-a707-06db7fc775651-docx)

    **## annotated-MSMath-StudentAchievementChart-1.docx1.pdf**

    Student Achievement Chart (SAC)

    Standard(s):
    Content: 7.RP.3 – Use proportional relationships to solve multistep ratio and percent problems.
    Examples: simple interest, tax, markups, and markdowns, gratuities and commissions, fees,
    percent increase and decrease, and percent error.

    Literacy (6-12): Craft & Structure – Interpret words and phrases as they are used in a text,
    including determining technical, connotative, and figurative meanings, and analyze how
    specific word choices shape meaning or tone.

    Objective/LT for Pre-assessment:
    Leaming Target: I can calculate and interpret percent error, with an accuracy of 3 out of 4 times.
    Objectives: Students will be able to …

    calculate the actual value when given the percent error by organizing the given information
    appropriately with an accuracy of 3 ( out of 4) or better.
    calculate the percent error when given the actual value by organizing the given information
    appropriately with an accuracy of 3 ( out of 4) or better.
    draw conclusions about the percent error, actual value, and accepted value in the context of the
    situation by analyzing various real-world applications with an accuracy of 3 ( out of 4) or
    better.

    Objective/LT for Post-assessment:
    Leaming Target: I can calculate the discount, sales price, and original price of items, and compare the two
    to determine the difference, at least 3 out of 5 times.
    Objectives: Students will be able to …

    interpret word problems by organizing key information in word problems; at least 2-3 key
    pieces of information for setting up the proportions.
    calculate the sale price; (1) Relating clue words in the word problems, (2) Recalling the
    Percentage Formula, (3) Setting up the proportion appropriately [substituing in the given
    values], ( 4) Solving for the variable in the proportion; Mastery is an accuracy of 3 ( out of 4) or
    better.
    calculate the original price; (1) Relating clue words in the word problems, (2) Recalling the
    Percentage Formula, (3) Setting up the proportion appropriately [substituing in the given
    values], ( 4) Solving for the variable in the proportion; Mastery is an accuracy of 3 ( out of 4) or
    better.
    calculate the discount;(!) Relating clue words in the word problems [Discount is subtraction],
    (2) Recall the Percentage Formula, (3) Setting up the proportion appropriately [substituing in
    the given values], (4) Solving for the variable in the proportion, (5) Subtracting the discount

    from the original; Mastery is an accuracy of 4 ( out of 5) or better.

    Description of Student Work in Each
    A Mastery Levels Mastery Category

    ssessment

    Data Outcomes:

    **## Module9-DataCollectionfromFormativeAssessmentimplementationwithfinalformativeassessment.docx**

    Instruction:

    For this submission make sure that you include your approved Formative Assessment (on the
    [formative assessment template](https://touro.instructure.com/courses/137899/files/11191605?wrap=1) [Download formative assessment template](https://touro.instructure.com/courses/137899/files/11191605/download?download_frd=1)) with all of the components (These should be the ones you previously submitted) :

    · Learning Standards

    · Learning Targets

    · Developmental Learning Targets

    ·
    [Formative Assessment](https://touro.instructure.com/courses/137899/files/11189326?wrap=1) [Download Formative Assessment](https://touro.instructure.com/courses/137899/files/11189326/download?download_frd=1) including: directions given to students, instructional materials,
    [completed SAC  (sample)](https://touro.instructure.com/courses/137899/files/11189892?wrap=1) [Download completed SAC  (sample)](https://touro.instructure.com/courses/137899/files/11189892/download?download_frd=1), preassessment, all rubrics/answer keys/data collection sheets, as appropriate. (All sections are completed on the template).

    Discuss the method in which you will evaluate students as they (Where will they be? How will the data be collected? etc) and how you will keep ongoing records.

    This should be at least two paragraphs long and include samples of instructional materials, data collection sheets/checklists used during the lesson.

    **Formative Assessment Data Collection**

    | | | |
    | — | — | — |
    | Formative Assessment Data Collection |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeFormative Assessment Sections Included | **4 ptsFull Marks** Plan includes ALL: standards, measurable and aligned LO/LTs, activation of prior knowledge, academic vocabulary, Questioning (EQ/GQs to produce HOT), technology applications, all assessments (preassessment, formative/summative- includes peer and self assessment), step by step instructional delivery instructions.<br> <br>**3 ptsProficient** Four of the five sections are included : Lesson plan includes: standards, measurable and aligned LO/LTs, activation of prior knowledge, academic vocabulary, Questioning (EQ/GQs to produce HOT), technology applications, all assessments (preassessment, formative/summative- includes peer and self assessment), step by step instructional delivery instructions.<br> <br>**2 ptsNovice** Three of five sections are included : Lesson plan includes: standards, measurable and aligned LO/LTs, activation of prior knowledge, academic vocabulary, Questioning (EQ/GQs to produce HOT), technology applications, all assessments (preassessment, formative/summative- includes peer and self assessment), step by step instructional delivery instructions.<br> <br>**1 ptsMarks** Two of five sections are included : Lesson plan includes: standards, measurable and aligned LO/LTs, activation of prior knowledge, academic vocabulary, Questioning (EQ/GQs to produce HOT), technology applications, all assessments (preassessment, formative/summative- includes peer and self assessment), step by step instructional delivery instructions.<br> <br>**0 ptsNo Marks** One or less of five sections are included : Lesson plan includes: standards, measurable and aligned LO/LTs, activation of prior knowledge, academic vocabulary, Questioning (EQ/GQs to produce HOT), technology applications, all assessments (preassessment, formative/summative- includes peer and self assessment), step by step instructional delivery instructions. | 4 pts |
    | This criterion is linked to a Learning OutcomeData Collection | **3 ptsFull Marks** Each step, four (4) of the formative assessment includes: 1. preassessment and postassessment data from SAC, 2. provides a detailed explanation on how data is collected and used throughout the assessment, 3. describes the types of differentiation used and 4. describes the student outcomes and next steps gleaned from the assessment data.<br> <br>**2 ptsProficient** Three (3) steps of the formative assessment includes: 1. preassessment and postassessment data from SAC, 2. provides a detailed explanation on how data is collected and used throughout the assessment, 3. describes the types of differentiation used and 4. describes the student outcomes and next steps gleaned from the assessment data.<br> <br>**1.5 ptsPartically Proficient** Two (2) steps of the formative assessment includes: 1. preassessment and postassessment data from SAC, 2. provides a detailed explanation on how data is collected and used throughout the assessment, 3. describes the types of differentiation used and 4. describes the student outcomes and next steps gleaned from the assessment data.<br> <br>**0 ptsNo Marks** One (1) piece or the formative assessment does not include data collection. | 3 pts |
    | This criterion is linked to a Learning OutcomeStudent Artifacts included | **3 ptsFull Marks** Examples of data collection include: 4 or more student work samples of formative assessment artifacts for 3 or more formative strategies used in the lesson with 2 or more students.<br> <br>**1.5 ptsProficient** Examples of data collection include: <4 student work samples of formative assessment artifacts for <4 formative strategies used in the lesson with 2 or more students.<br> <br>**1 ptsPartially Proficient** Examples of data collection include: <2 student work samples of formative assessment artifacts for <2 formative strategies used in the lesson with 2 or more students.<br> <br>**0 ptsNo Marks** Examples of data collection, student work samples are not included OR assessment completed with one (1) student. | 3 pts |
    | This criterion is linked to a Learning OutcomeGrammar | **2 ptsFull Marks** 0-2 mistakes are present<br> <br>**1 ptsProficient** 3-4 mistakes are present<br> <br>**0 ptsNo Marks** 5 plus mistakes are present | 2 pts |

    **EDSN640FormativeAssessmentAssignment310-29-24-31.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/edsn640formativeassessmentassignment310-29-24-31-docx-10315751)

    **EDSN640FORMATIVEASSESSMENTTEMPLATE11-14-24-8c1263f2-3042-4a18-a707-06db7fc775651.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/edsn640formativeassessmenttemplate11-14-24-8c1263f2-3042-4a18-a707-06db7fc775651-docx)

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