Controlled Assessment Teacher Guidance for Controlled Assessment For submission May 2012 only

Size: px
Start display at page:

Download "Controlled Assessment Teacher Guidance for Controlled Assessment For submission May 2012 only"

Transcription

1 Edexcel GCSE Statistics Unit 2 Theme: Paper and Pencil Controlled Assessment Teacher Guidance for Controlled Assessment For submission May 2012 only Paper Reference 5ST02/01 You do not need any other materials. This teacher guidance for the controlled assessment task is valid from March 2011 to May Centres must submit their moderation sample(s) by May Please note that this controlled assessment task will ONLY be valid for assessment in May Teachers must ensure that students are completing the correct task for a particular year. Further guidance can be found on the Edexcel website ( Turn over 2012 Edexcel Limited. 6/5/5 **

2 THEME: PAPER AND PENCIL Introduction This task gives scope for students of all abilities to produce projects. Students will need guidance in choosing the questions they are going to pose. The questions will need to enable the students to use statistical techniques based on the specification content of this GCSE. They will also need advice about the collection of data. The controlled assessment must be done in three stages. 1: Planning Formal supervision (Classroom/IT suite) (see Specification page 79) 10 marks (1 to 2 weeks curriculum time (approx. 1 2 hours)) This will take place under formal supervision. The students should be supervised at all times, but this is not examination conditions and students should be encouraged to discuss their planning with the teacher. This can take place over more than one lesson but students cannot take any of their work out of the classroom. Student access to resources is determined by what is available in the centre. Whilst word processors and spreadsheets may be useful NO INTERNET ACCESS should be available. Students are not allowed access to their plans outside formal supervision and all word processed material needs to be stored safely. Suggestions as to how the task can be approached can be discussed. Discuss with students: What sort of questions can be asked? Draw out of the students the possible questions they might consider. This will determine the sort of data they might collect. Suggestions for investigation: Comparison of male and female scores when doing a paper based spelling/number test. The time it takes to complete a paper based puzzle. The time it takes to make a paper model (e.g. aeroplane, boat). The distance a model paper aeroplane will fly. Estimation of the areas of regular shapes drawn on paper or the lengths of lines/ curves drawn on paper. Distribution of the errors made when estimating. 2

3 What data will be needed? This should include discussion of the population and how much data will be needed. (Generally at least 30 pieces required but at least 60 are needed for more complex work.) What is the population from which the data will be collected? How reliable is the data? What data is to be collected and how will it be recorded? Which sampling method will be used and why? How large should the sample be? What problems might arise and how will they be overcome? How might bias arise and how can this be minimised? How could the data be collected? What data sheets will be required? Students may collect data in groups but they will need to give an explicit account in their plan of how they will do this. What statistical techniques can be used? Whilst the use of techniques must be an integral part of the project, students require some guidance as to what is expected at each level. It should be pointed out that making a choice of techniques with reasons is essential if the student is to achieve marks for planning. Students should be encouraged to be selective. Some statistical techniques are more sophisticated than others. Students should choose techniques that suit their ability. The better students should be advised that the complexity of their investigation will be limited if their hypotheses and choice of techniques do not allow them to produce work of a reasonable degree of complexity. Here are some suggested questions and related analyses. Low demand Students undertaking investigations involving low demand activities might consider: The average score/range for females and for males for spelling/number problems. Are males better than females at spelling/number problems? Does age affect how good you are at number problems/spelling? Are males better at estimating areas of paper than females? From these, students could make simple comparisons of single variables involving techniques/calculations such as: totals, measures of central tendency, measures of dispersion (spread), simple random sampling. Representations of data could involve diagrams such as: tally chart, data tables, pictograms, bar charts, multiple bar charts, line/stick graphs, stem and leaf diagrams, scatter diagrams. 3 Turn over

4 Mid demand Students undertaking investigations involving mid demand activities might consider: How the distributions of scores for number/spelling tasks differ between boys and girls. Do students who do well at spelling also do well at number problems? How the distributions of times to do a paper puzzle/make a paper model, differ between males and females. Is there a relationship between the time it takes to make a paper aeroplane and the distance it flies? How the estimates vary between boys and girls and between different age groups. From these, students could make comparisons of one or more variables involving techniques/calculations such as: measures of central tendency, measures of dispersion (spread), quartiles, stratified sampling. Representations of data could involve diagrams such as: scatter diagrams (with line of best fit), box plots, cumulative frequency diagrams, histograms with equal intervals. High demand Students undertaking investigations involving high demand activities might consider: How different age groups compare. The correlation between the time it takes to make a paper aeroplane and the distance it flies. Standardised scores for various tests. Whether the time taken to complete a puzzle/make a paper model can be modelled by a normal distribution. Whether the distance flown by paper aeroplanes can be modelled by a normal distribution. Whether the errors in estimating areas/lengths can be modelled by a normal distribution. From these, students could consider the interrelationships between several variables involving advanced techniques/calculations such as: Spearman s rank correlation coefficient, standardised scores, calculation of errors, frequency density, formal identification of outliers, the normal distribution, standard deviation. Representations of data could involve diagrams such as: frequency density, histograms with equal/unequal intervals, normal curves, scatters with lines of best fit/curves, comparative pie charts. Occasionally a very able candidate wants to go beyond the specification and this can be encouraged, however, the highest marks may be awarded for the creative application of techniques within the specification. Candidates going beyond the specification must offer a full explanation and justification for the techniques they use. Students must complete all work independently. Once students have planned their investigation, they should hand their work in to the teacher. The teacher will mark and give feedback on the plan to the student and note the feedback on the Student Record Form. Teachers can give advice, but not undue help, regarding the suitability of the student s choices in their feedback to the students. 4

5 At this point students can amend their plan in the light of the teacher s comments. The mark given for planning cannot be changed. 2a: Collecting, processing and representing data Informal supervision (see Specification page 79) ICT may be used at this stage. Collecting data (8 marks) (approx 2 3 hours) This should have been planned in Stage 1. Any necessary data collection sheets should be prepared. Data may be collected from the Internet. There are many useful sites (see below for some suggestions). Students may want to collect data in small groups, but their contribution should be recorded in their plan. 2b: Processing, analysing and representing data (12 marks) (approx 2 4 hrs) This means that the students need to draw relevant diagrams and do relevant calculations. The use of ICT is encouraged but not essential. There is no need to show evidence of calculations or hand drawn diagrams as these skills are assessed in the external assessments. It is important that ICT is used sensibly and diagrams have sensible scales and labels. 3: Interpret and evaluate Formal supervision (Classroom/ICT suite) 10 marks (up to 2 hours) Students may bring in work from outside the classroom but the teacher will need to monitor the work in the classroom to ensure it relates to the initial plan. The initial plan may have been developed and adapted and this is to be encouraged, but only following discussion with the teacher. This is to ensure that the project is the work of the individual student. Students must bring all the work they have compiled to the classroom and put together the whole report. Work can be handwritten or word processed. Students will need to produce in final form: The written up hypothesis/es with their planned strategy. The data collection discussion describing exactly what they did. Raw data in an appendix with summary tables in the main body of the report. Problems that arose and limitations of the data should be discussed. Reasons for choice should accompany the analysis. Diagrams and calculations should be interpreted. There should be an interpretation in the context of the whole investigation relating back to the original questions and hypotheses. Conclusions linking together the strands of their enquiry. Evaluation of the work discussing any limitations. A completed Student Record Form to accompany the work and an authentication form signed by the student. When completed the work is handed in. This must be at the end of the highly controlled time there must be no extension for finishing at home. 5 Turn over

6 The teacher will need to complete the student record form, with their marks and any other information, which should be attached to the front of the project. Possible data sources This is really a theme that uses primary data. The following are some Internet sources that might prove helpful. There are many others. Crosswords, word searches, logic Number/word puzzles Aeroplane templates Aeroplane templates 6

7 BLANK PAGE 7 Turn over

8 (Confidential for teachers use only) Assessment criteria Theme: Paper and Pencil 1: Planning Mark Performance descriptor Exemplification 0 The student supplies no evidence of an implicit plan to process or display some data. 1 The student provides evidence of an implicit plan to process or display some data. Decides to do some sort of task involving Paper and Pencil. 2 The student gives a clear aim to process or display some data. Poses a question relating to the task decided upon. 3 The student chooses a simple aim providing a strategy to use a simple statistical technique to process or display data. Poses a question relating to the task decided upon and suggests at least one technique that might be used. The technique can be low demand. 4 The student chooses a simple aim providing a strategy to use a simple statistical technique (diagram or calculation) to make a comparison. Poses a question relating to the task decided upon and suggests at least one low demand technique (diagram or calculation) that might be used to compare. 5 The student chooses a simple aim providing a strategy to use a diagram and calculation to make a comparison. Poses a question relating to the task decided upon and suggests a statistical diagram and a calculation that might be used to compare. These should be appropriate to the aim. They can be mid/low demand. 6 The student chooses a more complex line of enquiry to use statistical techniques, to make a comparison. They give a clear aim with sensible reasons for the diagrams and calculations they will use. The student poses a question/aim relating to the task decided that requires the use of mid demand techniques. These should be simply justified and appropriate to the hypothesis. Where appropriate comparisons should be made. 7 The student chooses a more complex line of enquiry to use statistical techniques to make a comparison. They give clear aims and justify which diagrams and calculations they use. They identify potential problems with the data (e.g. anomalies, different sized populations, scales etc.) As for a mark of 6 but a detailed justification of chosen techniques is required. Students should note possible problems that might arise in the data collection. Results should be predicted. 8 The student plans to test a hypothesis, which has been carefully specified in clear statistical terms. They give a clear aim and justify all of the diagrams and calculations they use ensuring that diagrams are drawn so that comparisons can be made. They plan how they will deal with any potential problems with the data. Students must plan to use at least one high demand technique. All techniques must be appropriate to clearly specified hypothesis/es. Students must justify in detail all the techniques they choose to use. Possible problems should be identified and a way of tackling them, should they arise, suggested. 8

9 9 The student plans to test hypotheses, which have been carefully specified in clear statistical terms. They should consider a number of interrelated variables and justify their plan to use a number of different techniques. They must plan and justify how they will deal with any potential problems with the data. 10 The student plans to test hypotheses, which have been carefully specified in clear statistical terms. They must foresee possible problems, which might arise and justify their methods for dealing with these. They should consider a number of interrelated variables and plan to use a number of different advanced techniques. More than one hypothesis should be posed. More than one variable should be considered and they should be related in some way. Data collection must be explicitly described. Possibility of bias should be discussed. A suggestion as to how possible outliers could be identified needs to be given. At least one high demand technique should be used. Supporting mid/low level demand work should be used where appropriate. The student should be planning to use a number of different but appropriate high demand techniques. Supporting mid/low level demand work should be used where appropriate. Problems should be dealt with. Discussion of anomalies/outliers etc on the validity of the data should be considered. 9 Turn over

10 2a: Data collection Mark Performance indicator Exemplification 0 The student does not use any data. 1 The student uses some data. The student collects some data (this may be implied) or produces a test or template. 2 The student collects some data (at least 10 items). The student shows evidence of collecting at least 10 pieces of data. 3 The student collects some data, indicates its source and how it was collected. The data should be shown in some way. They may use the whole population but should indicate that they are doing so. (The word census is not required at this level) The data source both for the task and the subjects doing the task is stated and there is some effort to explain how the actual data was collected. If the whole population is used this should be stated. The data is shown in a list or table. The task to be used should be clearly presented. This is low demand work. 4 The student uses a recognised sampling method and gives a brief account of how the data was collected and its source. The student collects enough data in two or more data sets to make comparisons. If a census is used reasons for this must be given. At least two sets of 25 pieces of data are collected using one or more tasks. A recognised sampling method should be used if sampling takes place. If internet data puzzles/tests are used a simple reason for their choice should be given. This is mid demand work. 5 The student uses a recognised sampling method and gives a detailed account of how they collected their data. They discuss the type(s) of data which may be discrete, continuous, qualitative or quantitative. Any anomalies in the data should be identified as they occur. There is a detailed account of how the data was collected. The method should be appropriate. Task sheets are presented in the appendix and their appropriateness discussed. Anomalies and possible bias is discussed. 6 The student gives a detailed account of the sampling mechanism for their data collection and justifies the size of the sample. Any anomalies should be identified as they occur and a decision made, with reasons as to whether they should be included or omitted. The sample sizes are appropriate and justified (or a census if that is used). If sampling is used the mechanism should be explicitly explained. The effect of leaving in or omitting outliers, if they exist, should be discussed. This is high demand work. 7 The student justifies their choice of a particular sampling technique. Limits for outliers set at the planning stage should have been used. Problems in data collection and which were identified at the planning stage (for example, different sized populations or samples, missing data) have been acted upon. As well as the requirements for 6, any outliers/anomalies should be identified and dealt with. Problems suggested in the plan should be considered and identified if they have arisen. 10

11 8 Reliability of the data source should be discussed with reference to source, collection strategy and the proportion of anomalies found. Bias, how it may arise and what is being done to avoid it should be discussed. All of the techniques used for sampling and dealing with problems must be justified. There should be discussion as to whether the sample collected is a good representation of the population. There should be some discussion on the reliability of the data (e.g. difficulty of timing/measuring). If it is not then consideration should be given as to whether another sample would improve the investigation. There should be detailed discussion of the problems that arose in collecting the data and what was done to solve the problems. (e.g. problems with people understanding the tasks, cheating etc.) 11 Turn over

12 2b: Processing, analysing and representing data Mark Performance criteria Exemplification 0 The student does not attempt to draw a simple diagram or perform a calculation. 1 The student attempts to draw a simple diagram or perform a calculation. The student attempts to draw a low demand diagram (e.g. pictogram simple bar chart, line graph, data table, simple pie chart) or calculate a total, average or range. Some errors acceptable. 2 The student produces a simple diagram (correct labels and scales) or calculation successfully. The student attempts to draw a low demand diagram or calculate a total, average or range. The work is mostly correct. 3 The student produces a simple correct statistical diagram or calculation. The student attempts to draw an appropriate low demand diagram or calculate a total, average or range. The work is all correct. 4 The student produces simple correct statistical diagrams and calculations. These may be simply to display or summarise the data. The student attempts to draw a low demand diagram and calculate a total, average or range. The work is correct. It may not be interpreted in any way. 5 The student provides a diagram or calculation to make a simple comparison following on from their planning. In addition to mark 4 the candidate considers two data sets and makes a simple comparison. This could be by commenting on a multiple bar chart or comparing a measure of centrality. 6 The student uses diagrams and calculations to make simple comparisons following on from their planning. At least one of the statistical techniques should be more complex than the techniques used for mark 4. The diagrams must be correct with scales and labels. The student makes a comparison using both a diagram and a calculation. 7 The student uses diagrams and calculations to make a comparison at least one of which must be more complex. The student needs to compare using at least one mid demand technique. (e.g. scatters with lines of best fit for correlation, cf diagrams, ranges, quartiles). 8 The student use diagrams and calculations to make comparisons which must be more complex. The student needs to compare using more than one mid demand technique. (e.g. box plots for comparison). 9 The student justifies their use of diagrams and calculations having ensured that diagrams enable comparisons to be made. They draw a series of diagrams and perform calculations to explore one or more variables without making connections between the variables. Students need to use a variety of techniques that are appropriate. Comparative diagrams must have the same scale. All diagrams and calculations are justified in writing in the plan or as a result of intermediate interpretations. 12

13 10 The student uses diagrams and calculations to test a complex hypothesis. They draw a series of diagrams and perform calculations to explore one or more variables without making connections between the variables. The work is accurate with few errors. There is little irrelevant work present and outliers are considered if they occur. 11 The student should consider a number of interrelated variables and use a number of different techniques to explore possible connections or effects. They draw a series of diagrams and perform calculations to explore one or more variables making connections between all of the variables. At least one of the techniques they use must be complex. 12 The student should consider a number of interrelated variables and plan to use a number of different techniques beyond those associated with mark 11. They link diagrams and calculations to explore possible connections, distributions or effects. The student must deal with the problems they foresaw in their plan and justify their approach. A series of appropriate and correct diagrams are drawn and correct calculations are carried out. At least one needs to be high demand (e.g. Spearman, standard deviation, frequency density histograms, normal curves). There is little redundancy. Outliers are calculated and acted upon. A number of inter-related variables are used. A series of appropriate and correct techniques are carried out. Connections between variables are carefully explained. At least one technique needs to be high demand. There should be a clear attempt to interpret and use ALL the diagrams and calculations. The student uses a number of high demand techniques that are appropriate to the investigation. The work is done correctly. The whole study is linked and flows in a meaningful way. The techniques are interpreted and used to further the investigation. The presentation of diagrams and calculations is complete and clear. 13 Turn over

14 3: Interpretation and discussion of results Marks Performance criteria Exemplification 0 The student makes no comments about the data. 1 The student makes a comment about the data, e.g. I collected 10 pieces of data. Makes any simple comment about the investigation. 2 The student makes a comment to draw a conclusion about the data, e.g. the largest is... Makes a comment that summarises the data, e.g. a total. 3 The student makes a simple statistical comment about the diagram or calculation. e.g. The mode is... Uses their graph, chart or calculation. 4 The student uses a diagram or calculation to make a simple statistical comparison. e.g. The bar charts show that the most popular drink is X. Drink Y is the least popular. Compares graphs, charts or calculations. 5 The student interprets diagram and calculation to make a simple statistical comparison. In the case of multiple conclusions at least one but not all need to be correct. Compares both a diagram and a calculation to make a statistical comparison. 6 The student summarises their results and comments upon their work. They make some simple comparison. Summarises which statistical techniques were used and what evidence they produced. Makes some comparisons using mid demand techniques. 7 The student summarises and makes detailed explanations of their results with correct interpretations of statistical techniques. They correctly interpret their data making comparisons. Summarises which statistical techniques were used and what evidence they produced. Interprets their results in the context of their original aims. Some of the techniques discussed must be high demand. 8 The student summarises and makes detailed explanations of their results with correct interpretations of statistical techniques. They correctly interpret their data making in depth comparisons and commenting on the effect of outliers and anomalies in their data. They evaluate their sampling or strategy. Provides a full account of the high demand techniques they have used and interprets their results. Shows statistical understanding by evaluating their strategy and commenting on their data collection. Comments on their strategy for outliers and anomalies if they exist. Considers whether their aims were achieved and whether their predictions were correct. 14

15 9 The student summarises their strategy discussing the interrelationships between the variables, interpreting their results and evaluating their planning. They relate summary statistics to confirm or refute their hypothesis. All techniques, some of which must be complex, must be used and commented upon. 10 The student summarises and evaluates as above to use a number of different techniques at least one of which must be more complex than those for mark 9. All commentaries should be correct and concise. Any limitations are discussed and quantified. Provides a more formal account relating back to the original hypotheses. Gives a full account of all techniques they have used, some of which should be high demand techniques, and interprets their findings in the context of their investigation. Summarises their results giving detailed explanations and correct interpretations relating back to the hypotheses. All work must be concise and should flow. All techniques should be efficient. Limitations should be discussed. 15

16 BLANK PAGE 16

Probability and Statistics Curriculum Pacing Guide

Probability and Statistics Curriculum Pacing Guide Unit 1 Terms PS.SPMJ.3 PS.SPMJ.5 Plan and conduct a survey to answer a statistical question. Recognize how the plan addresses sampling technique, randomization, measurement of experimental error and methods

More information

Algebra 1, Quarter 3, Unit 3.1. Line of Best Fit. Overview

Algebra 1, Quarter 3, Unit 3.1. Line of Best Fit. Overview Algebra 1, Quarter 3, Unit 3.1 Line of Best Fit Overview Number of instructional days 6 (1 day assessment) (1 day = 45 minutes) Content to be learned Analyze scatter plots and construct the line of best

More information

STA 225: Introductory Statistics (CT)

STA 225: Introductory Statistics (CT) Marshall University College of Science Mathematics Department STA 225: Introductory Statistics (CT) Course catalog description A critical thinking course in applied statistical reasoning covering basic

More information

Research Design & Analysis Made Easy! Brainstorming Worksheet

Research Design & Analysis Made Easy! Brainstorming Worksheet Brainstorming Worksheet 1) Choose a Topic a) What are you passionate about? b) What are your library s strengths? c) What are your library s weaknesses? d) What is a hot topic in the field right now that

More information

AP Statistics Summer Assignment 17-18

AP Statistics Summer Assignment 17-18 AP Statistics Summer Assignment 17-18 Welcome to AP Statistics. This course will be unlike any other math class you have ever taken before! Before taking this course you will need to be competent in basic

More information

Shockwheat. Statistics 1, Activity 1

Shockwheat. Statistics 1, Activity 1 Statistics 1, Activity 1 Shockwheat Students require real experiences with situations involving data and with situations involving chance. They will best learn about these concepts on an intuitive or informal

More information

Introduction to the Practice of Statistics

Introduction to the Practice of Statistics Chapter 1: Looking at Data Distributions Introduction to the Practice of Statistics Sixth Edition David S. Moore George P. McCabe Bruce A. Craig Statistics is the science of collecting, organizing and

More information

Lesson M4. page 1 of 2

Lesson M4. page 1 of 2 Lesson M4 page 1 of 2 Miniature Gulf Coast Project Math TEKS Objectives 111.22 6b.1 (A) apply mathematics to problems arising in everyday life, society, and the workplace; 6b.1 (C) select tools, including

More information

Edexcel GCSE. Statistics 1389 Paper 1H. June Mark Scheme. Statistics Edexcel GCSE

Edexcel GCSE. Statistics 1389 Paper 1H. June Mark Scheme. Statistics Edexcel GCSE Edexcel GCSE Statistics 1389 Paper 1H June 2007 Mark Scheme Edexcel GCSE Statistics 1389 NOTES ON MARKING PRINCIPLES 1 Types of mark M marks: method marks A marks: accuracy marks B marks: unconditional

More information

Centre for Evaluation & Monitoring SOSCA. Feedback Information

Centre for Evaluation & Monitoring SOSCA. Feedback Information Centre for Evaluation & Monitoring SOSCA Feedback Information Contents Contents About SOSCA... 3 SOSCA Feedback... 3 1. Assessment Feedback... 4 2. Predictions and Chances Graph Software... 7 3. Value

More information

Functional Skills Mathematics Level 2 assessment

Functional Skills Mathematics Level 2 assessment Functional Skills Mathematics Level 2 assessment www.cityandguilds.com September 2015 Version 1.0 Marking scheme ONLINE V2 Level 2 Sample Paper 4 Mark Represent Analyse Interpret Open Fixed S1Q1 3 3 0

More information

(I couldn t find a Smartie Book) NEW Grade 5/6 Mathematics: (Number, Statistics and Probability) Title Smartie Mathematics

(I couldn t find a Smartie Book) NEW Grade 5/6 Mathematics: (Number, Statistics and Probability) Title Smartie Mathematics (I couldn t find a Smartie Book) NEW Grade 5/6 Mathematics: (Number, Statistics and Probability) Title Smartie Mathematics Lesson/ Unit Description Questions: How many Smarties are in a box? Is it the

More information

Stacks Teacher notes. Activity description. Suitability. Time. AMP resources. Equipment. Key mathematical language. Key processes

Stacks Teacher notes. Activity description. Suitability. Time. AMP resources. Equipment. Key mathematical language. Key processes Stacks Teacher notes Activity description (Interactive not shown on this sheet.) Pupils start by exploring the patterns generated by moving counters between two stacks according to a fixed rule, doubling

More information

Unit 7 Data analysis and design

Unit 7 Data analysis and design 2016 Suite Cambridge TECHNICALS LEVEL 3 IT Unit 7 Data analysis and design A/507/5007 Guided learning hours: 60 Version 2 - revised May 2016 *changes indicated by black vertical line ocr.org.uk/it LEVEL

More information

The lab is designed to remind you how to work with scientific data (including dealing with uncertainty) and to review experimental design.

The lab is designed to remind you how to work with scientific data (including dealing with uncertainty) and to review experimental design. Name: Partner(s): Lab #1 The Scientific Method Due 6/25 Objective The lab is designed to remind you how to work with scientific data (including dealing with uncertainty) and to review experimental design.

More information

Assessment Pack HABC Level 3 Award in Education and Training (QCF)

Assessment Pack HABC Level 3 Award in Education and Training (QCF) www.highfieldabc.com Assessment Pack HABC Level 3 Award in Education and Training (QCF) Version 1: December 2013 Contents Introduction 3 Learner Details 5 Centre Details 5 Achievement Summary Sheet 6 Declaration

More information

MASTER S THESIS GUIDE MASTER S PROGRAMME IN COMMUNICATION SCIENCE

MASTER S THESIS GUIDE MASTER S PROGRAMME IN COMMUNICATION SCIENCE MASTER S THESIS GUIDE MASTER S PROGRAMME IN COMMUNICATION SCIENCE University of Amsterdam Graduate School of Communication Kloveniersburgwal 48 1012 CX Amsterdam The Netherlands E-mail address: scripties-cw-fmg@uva.nl

More information

Environmental Science: Earth s Resources (National 3) level 3 (6 SCQF credit points)

Environmental Science: Earth s Resources (National 3) level 3 (6 SCQF credit points) Environmental Science: Earth s Resources (National 3) SCQF: level 3 (6 SCQF credit points) Unit code: H24R 73 Unit outline The general aim of this Unit is to develop skills of scientific inquiry, investigation

More information

Coimisiún na Scrúduithe Stáit State Examinations Commission LEAVING CERTIFICATE 2008 MARKING SCHEME GEOGRAPHY HIGHER LEVEL

Coimisiún na Scrúduithe Stáit State Examinations Commission LEAVING CERTIFICATE 2008 MARKING SCHEME GEOGRAPHY HIGHER LEVEL Coimisiún na Scrúduithe Stáit State Examinations Commission LEAVING CERTIFICATE 2008 MARKING SCHEME GEOGRAPHY HIGHER LEVEL LEAVING CERTIFICATE 2008 MARKING SCHEME GEOGRAPHY HIGHER LEVEL PART ONE: SHORT-ANSWER

More information

Politics and Society Curriculum Specification

Politics and Society Curriculum Specification Leaving Certificate Politics and Society Curriculum Specification Ordinary and Higher Level 1 September 2015 2 Contents Senior cycle 5 The experience of senior cycle 6 Politics and Society 9 Introduction

More information

Qualification handbook

Qualification handbook Qualification handbook BIIAB Level 3 Award in 601/5960/1 Version 1 April 2015 Table of Contents 1. About the BIIAB Level 3 Award in... 1 2. About this pack... 2 3. BIIAB Customer Service... 2 4. What are

More information

level 5 (6 SCQF credit points)

level 5 (6 SCQF credit points) Biology: Life on Earth (National 5) SCQF: level 5 (6 SCQF credit points) Unit code: H209 75 Unit outline The general aim of this Unit is to develop skills of scientific inquiry, investigation and analytical

More information

Numeracy Medium term plan: Summer Term Level 2C/2B Year 2 Level 2A/3C

Numeracy Medium term plan: Summer Term Level 2C/2B Year 2 Level 2A/3C Numeracy Medium term plan: Summer Term Level 2C/2B Year 2 Level 2A/3C Using and applying mathematics objectives (Problem solving, Communicating and Reasoning) Select the maths to use in some classroom

More information

Level 1 Mathematics and Statistics, 2015

Level 1 Mathematics and Statistics, 2015 91037 910370 1SUPERVISOR S Level 1 Mathematics and Statistics, 2015 91037 Demonstrate understanding of chance and data 9.30 a.m. Monday 9 November 2015 Credits: Four Achievement Achievement with Merit

More information

MINUTE TO WIN IT: NAMING THE PRESIDENTS OF THE UNITED STATES

MINUTE TO WIN IT: NAMING THE PRESIDENTS OF THE UNITED STATES MINUTE TO WIN IT: NAMING THE PRESIDENTS OF THE UNITED STATES THE PRESIDENTS OF THE UNITED STATES Project: Focus on the Presidents of the United States Objective: See how many Presidents of the United States

More information

Physics 270: Experimental Physics

Physics 270: Experimental Physics 2017 edition Lab Manual Physics 270 3 Physics 270: Experimental Physics Lecture: Lab: Instructor: Office: Email: Tuesdays, 2 3:50 PM Thursdays, 2 4:50 PM Dr. Uttam Manna 313C Moulton Hall umanna@ilstu.edu

More information

Practical Research. Planning and Design. Paul D. Leedy. Jeanne Ellis Ormrod. Upper Saddle River, New Jersey Columbus, Ohio

Practical Research. Planning and Design. Paul D. Leedy. Jeanne Ellis Ormrod. Upper Saddle River, New Jersey Columbus, Ohio SUB Gfittingen 213 789 981 2001 B 865 Practical Research Planning and Design Paul D. Leedy The American University, Emeritus Jeanne Ellis Ormrod University of New Hampshire Upper Saddle River, New Jersey

More information

UNIT ONE Tools of Algebra

UNIT ONE Tools of Algebra UNIT ONE Tools of Algebra Subject: Algebra 1 Grade: 9 th 10 th Standards and Benchmarks: 1 a, b,e; 3 a, b; 4 a, b; Overview My Lessons are following the first unit from Prentice Hall Algebra 1 1. Students

More information

Level 6. Higher Education Funding Council for England (HEFCE) Fee for 2017/18 is 9,250*

Level 6. Higher Education Funding Council for England (HEFCE) Fee for 2017/18 is 9,250* Programme Specification: Undergraduate For students starting in Academic Year 2017/2018 1. Course Summary Names of programme(s) and award title(s) Award type Mode of study Framework of Higher Education

More information

Business. Pearson BTEC Level 1 Introductory in. Specification

Business. Pearson BTEC Level 1 Introductory in. Specification Pearson BTEC Level 1 Introductory in Business Specification Pearson BTEC Level 1 Introductory Certificate in Business Pearson BTEC Level 1 Introductory Diploma in Business Pearson BTEC Level 1 Introductory

More information

Planning a Dissertation/ Project

Planning a Dissertation/ Project Agenda Planning a Dissertation/ Project Angela Koch Student Learning Advisory Service learning@kent.ac.uk General principles of dissertation writing: Structural framework Time management Working with the

More information

Human Biology: Physiology and Health (Higher) Unit. level 6 (6 SCQF credit points)

Human Biology: Physiology and Health (Higher) Unit. level 6 (6 SCQF credit points) Human Biology: Physiology and Health (Higher) Unit SCQF: level 6 (6 SCQF credit points) Unit code: H4L9 76 Unit outline The general aim of this Unit is to develop skills of scientific inquiry, investigation

More information

Tuesday 13 May 2014 Afternoon

Tuesday 13 May 2014 Afternoon Tuesday 13 May 2014 Afternoon AS GCE PSYCHOLOGY G541/01 Psychological Investigations *3027171541* Candidates answer on the Question Paper. OCR supplied materials: None Other materials required: None Duration:

More information

Learning Lesson Study Course

Learning Lesson Study Course Learning Lesson Study Course Developed originally in Japan and adapted by Developmental Studies Center for use in schools across the United States, lesson study is a model of professional development in

More information

CONSTRUCTION OF AN ACHIEVEMENT TEST Introduction One of the important duties of a teacher is to observe the student in the classroom, laboratory and

CONSTRUCTION OF AN ACHIEVEMENT TEST Introduction One of the important duties of a teacher is to observe the student in the classroom, laboratory and CONSTRUCTION OF AN ACHIEVEMENT TEST Introduction One of the important duties of a teacher is to observe the student in the classroom, laboratory and in other settings. He may also make use of tests in

More information

Document number: 2013/ Programs Committee 6/2014 (July) Agenda Item 42.0 Bachelor of Engineering with Honours in Software Engineering

Document number: 2013/ Programs Committee 6/2014 (July) Agenda Item 42.0 Bachelor of Engineering with Honours in Software Engineering Document number: 2013/0006139 Programs Committee 6/2014 (July) Agenda Item 42.0 Bachelor of Engineering with Honours in Software Engineering Program Learning Outcomes Threshold Learning Outcomes for Engineering

More information

GCE. Mathematics (MEI) Mark Scheme for June Advanced Subsidiary GCE Unit 4766: Statistics 1. Oxford Cambridge and RSA Examinations

GCE. Mathematics (MEI) Mark Scheme for June Advanced Subsidiary GCE Unit 4766: Statistics 1. Oxford Cambridge and RSA Examinations GCE Mathematics (MEI) Advanced Subsidiary GCE Unit 4766: Statistics 1 Mark Scheme for June 2013 Oxford Cambridge and RSA Examinations OCR (Oxford Cambridge and RSA) is a leading UK awarding body, providing

More information

AGS THE GREAT REVIEW GAME FOR PRE-ALGEBRA (CD) CORRELATED TO CALIFORNIA CONTENT STANDARDS

AGS THE GREAT REVIEW GAME FOR PRE-ALGEBRA (CD) CORRELATED TO CALIFORNIA CONTENT STANDARDS AGS THE GREAT REVIEW GAME FOR PRE-ALGEBRA (CD) CORRELATED TO CALIFORNIA CONTENT STANDARDS 1 CALIFORNIA CONTENT STANDARDS: Chapter 1 ALGEBRA AND WHOLE NUMBERS Algebra and Functions 1.4 Students use algebraic

More information

Paper Reference. Edexcel GCSE Mathematics (Linear) 1380 Paper 1 (Non-Calculator) Foundation Tier. Monday 6 June 2011 Afternoon Time: 1 hour 30 minutes

Paper Reference. Edexcel GCSE Mathematics (Linear) 1380 Paper 1 (Non-Calculator) Foundation Tier. Monday 6 June 2011 Afternoon Time: 1 hour 30 minutes Centre No. Candidate No. Paper Reference 1 3 8 0 1 F Paper Reference(s) 1380/1F Edexcel GCSE Mathematics (Linear) 1380 Paper 1 (Non-Calculator) Foundation Tier Monday 6 June 2011 Afternoon Time: 1 hour

More information

Instructor: Mario D. Garrett, Ph.D. Phone: Office: Hepner Hall (HH) 100

Instructor: Mario D. Garrett, Ph.D.   Phone: Office: Hepner Hall (HH) 100 San Diego State University School of Social Work 610 COMPUTER APPLICATIONS FOR SOCIAL WORK PRACTICE Statistical Package for the Social Sciences Office: Hepner Hall (HH) 100 Instructor: Mario D. Garrett,

More information

Facing our Fears: Reading and Writing about Characters in Literary Text

Facing our Fears: Reading and Writing about Characters in Literary Text Facing our Fears: Reading and Writing about Characters in Literary Text by Barbara Goggans Students in 6th grade have been reading and analyzing characters in short stories such as "The Ravine," by Graham

More information

STT 231 Test 1. Fill in the Letter of Your Choice to Each Question in the Scantron. Each question is worth 2 point.

STT 231 Test 1. Fill in the Letter of Your Choice to Each Question in the Scantron. Each question is worth 2 point. STT 231 Test 1 Fill in the Letter of Your Choice to Each Question in the Scantron. Each question is worth 2 point. 1. A professor has kept records on grades that students have earned in his class. If he

More information

Certified Six Sigma Professionals International Certification Courses in Six Sigma Green Belt

Certified Six Sigma Professionals International Certification Courses in Six Sigma Green Belt Certification Singapore Institute Certified Six Sigma Professionals Certification Courses in Six Sigma Green Belt ly Licensed Course for Process Improvement/ Assurance Managers and Engineers Leading the

More information

Case study Norway case 1

Case study Norway case 1 Case study Norway case 1 School : B (primary school) Theme: Science microorganisms Dates of lessons: March 26-27 th 2015 Age of students: 10-11 (grade 5) Data sources: Pre- and post-interview with 1 teacher

More information

GLOBAL INSTITUTIONAL PROFILES PROJECT Times Higher Education World University Rankings

GLOBAL INSTITUTIONAL PROFILES PROJECT Times Higher Education World University Rankings GLOBAL INSTITUTIONAL PROFILES PROJECT Times Higher Education World University Rankings Introduction & Overview The Global Institutional Profiles Project aims to capture a comprehensive picture of academic

More information

Exemplar 6 th Grade Math Unit: Prime Factorization, Greatest Common Factor, and Least Common Multiple

Exemplar 6 th Grade Math Unit: Prime Factorization, Greatest Common Factor, and Least Common Multiple Exemplar 6 th Grade Math Unit: Prime Factorization, Greatest Common Factor, and Least Common Multiple Unit Plan Components Big Goal Standards Big Ideas Unpacked Standards Scaffolded Learning Resources

More information

National Literacy and Numeracy Framework for years 3/4

National Literacy and Numeracy Framework for years 3/4 1. Oracy National Literacy and Numeracy Framework for years 3/4 Speaking Listening Collaboration and discussion Year 3 - Explain information and ideas using relevant vocabulary - Organise what they say

More information

Functional Skills Mathematics Subject Specifications and Tutor/Assessor Guide SUBJECT SPECIFICATIONS. September 2017 Version 1.7

Functional Skills Mathematics Subject Specifications and Tutor/Assessor Guide SUBJECT SPECIFICATIONS. September 2017 Version 1.7 Functional Skills Mathematics Subject Specifications and Tutor/Assessor Guide SUBJECT SPECIFICATIONS September 2017 Version 1.7 Qualification at a glance Subject area Functional Skills qualifications in

More information

Researcher Development Assessment A: Knowledge and intellectual abilities

Researcher Development Assessment A: Knowledge and intellectual abilities Researcher Development Assessment A: Knowledge and intellectual abilities Domain A: Knowledge and intellectual abilities This domain relates to the knowledge and intellectual abilities needed to be able

More information

Math 96: Intermediate Algebra in Context

Math 96: Intermediate Algebra in Context : Intermediate Algebra in Context Syllabus Spring Quarter 2016 Daily, 9:20 10:30am Instructor: Lauri Lindberg Office Hours@ tutoring: Tutoring Center (CAS-504) 8 9am & 1 2pm daily STEM (Math) Center (RAI-338)

More information

Spinners at the School Carnival (Unequal Sections)

Spinners at the School Carnival (Unequal Sections) Spinners at the School Carnival (Unequal Sections) Maryann E. Huey Drake University maryann.huey@drake.edu Published: February 2012 Overview of the Lesson Students are asked to predict the outcomes of

More information

Person Centered Positive Behavior Support Plan (PC PBS) Report Scoring Criteria & Checklist (Rev ) P. 1 of 8

Person Centered Positive Behavior Support Plan (PC PBS) Report Scoring Criteria & Checklist (Rev ) P. 1 of 8 Scoring Criteria & Checklist (Rev. 3 5 07) P. 1 of 8 Name: Case Name: Case #: Rater: Date: Critical Features Note: The plan needs to meet all of the critical features listed below, and needs to obtain

More information

MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question.

MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question. Ch 2 Test Remediation Work Name MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question. Provide an appropriate response. 1) High temperatures in a certain

More information

Statistical Analysis of Climate Change, Renewable Energies, and Sustainability An Independent Investigation for Introduction to Statistics

Statistical Analysis of Climate Change, Renewable Energies, and Sustainability An Independent Investigation for Introduction to Statistics 5/22/2012 Statistical Analysis of Climate Change, Renewable Energies, and Sustainability An Independent Investigation for Introduction to Statistics College of Menominee Nation & University of Wisconsin

More information

Interpreting ACER Test Results

Interpreting ACER Test Results Interpreting ACER Test Results This document briefly explains the different reports provided by the online ACER Progressive Achievement Tests (PAT). More detailed information can be found in the relevant

More information

The Political Engagement Activity Student Guide

The Political Engagement Activity Student Guide The Political Engagement Activity Student Guide Internal Assessment (SL & HL) IB Global Politics UWC Costa Rica CONTENTS INTRODUCTION TO THE POLITICAL ENGAGEMENT ACTIVITY 3 COMPONENT 1: ENGAGEMENT 4 COMPONENT

More information

Grade 6: Correlated to AGS Basic Math Skills

Grade 6: Correlated to AGS Basic Math Skills Grade 6: Correlated to AGS Basic Math Skills Grade 6: Standard 1 Number Sense Students compare and order positive and negative integers, decimals, fractions, and mixed numbers. They find multiples and

More information

White Paper. The Art of Learning

White Paper. The Art of Learning The Art of Learning Based upon years of observation of adult learners in both our face-to-face classroom courses and using our Mentored Email 1 distance learning methodology, it is fascinating to see how

More information

Mathematics subject curriculum

Mathematics subject curriculum Mathematics subject curriculum Dette er ei omsetjing av den fastsette læreplanteksten. Læreplanen er fastsett på Nynorsk Established as a Regulation by the Ministry of Education and Research on 24 June

More information

Office Hours: Mon & Fri 10:00-12:00. Course Description

Office Hours: Mon & Fri 10:00-12:00. Course Description 1 State University of New York at Buffalo INTRODUCTION TO STATISTICS PSC 408 4 credits (3 credits lecture, 1 credit lab) Fall 2016 M/W/F 1:00-1:50 O Brian 112 Lecture Dr. Michelle Benson mbenson2@buffalo.edu

More information

Statewide Framework Document for:

Statewide Framework Document for: Statewide Framework Document for: 270301 Standards may be added to this document prior to submission, but may not be removed from the framework to meet state credit equivalency requirements. Performance

More information

GCSE Mathematics B (Linear) Mark Scheme for November Component J567/04: Mathematics Paper 4 (Higher) General Certificate of Secondary Education

GCSE Mathematics B (Linear) Mark Scheme for November Component J567/04: Mathematics Paper 4 (Higher) General Certificate of Secondary Education GCSE Mathematics B (Linear) Component J567/04: Mathematics Paper 4 (Higher) General Certificate of Secondary Education Mark Scheme for November 2014 Oxford Cambridge and RSA Examinations OCR (Oxford Cambridge

More information

Enhancing Students Understanding Statistics with TinkerPlots: Problem-Based Learning Approach

Enhancing Students Understanding Statistics with TinkerPlots: Problem-Based Learning Approach Enhancing Students Understanding Statistics with TinkerPlots: Problem-Based Learning Approach Krongthong Khairiree drkrongthong@gmail.com International College, Suan Sunandha Rajabhat University, Bangkok,

More information

School Size and the Quality of Teaching and Learning

School Size and the Quality of Teaching and Learning School Size and the Quality of Teaching and Learning An Analysis of Relationships between School Size and Assessments of Factors Related to the Quality of Teaching and Learning in Primary Schools Undertaken

More information

Third Misconceptions Seminar Proceedings (1993)

Third Misconceptions Seminar Proceedings (1993) Third Misconceptions Seminar Proceedings (1993) Paper Title: BASIC CONCEPTS OF MECHANICS, ALTERNATE CONCEPTIONS AND COGNITIVE DEVELOPMENT AMONG UNIVERSITY STUDENTS Author: Gómez, Plácido & Caraballo, José

More information

State University of New York at Buffalo INTRODUCTION TO STATISTICS PSC 408 Fall 2015 M,W,F 1-1:50 NSC 210

State University of New York at Buffalo INTRODUCTION TO STATISTICS PSC 408 Fall 2015 M,W,F 1-1:50 NSC 210 1 State University of New York at Buffalo INTRODUCTION TO STATISTICS PSC 408 Fall 2015 M,W,F 1-1:50 NSC 210 Dr. Michelle Benson mbenson2@buffalo.edu Office: 513 Park Hall Office Hours: Mon & Fri 10:30-12:30

More information

Qualification Guidance

Qualification Guidance Qualification Guidance For awarding organisations Award in Education and Training (QCF) Updated May 2013 Contents Glossary... 2 Section 1 Introduction 1.1 Purpose of this document... 3 1.2 How to use this

More information

ANGLAIS LANGUE SECONDE

ANGLAIS LANGUE SECONDE ANGLAIS LANGUE SECONDE ANG-5055-6 DEFINITION OF THE DOMAIN SEPTEMBRE 1995 ANGLAIS LANGUE SECONDE ANG-5055-6 DEFINITION OF THE DOMAIN SEPTEMBER 1995 Direction de la formation générale des adultes Service

More information

Julia Smith. Effective Classroom Approaches to.

Julia Smith. Effective Classroom Approaches to. Julia Smith @tessmaths Effective Classroom Approaches to GCSE Maths resits julia.smith@writtle.ac.uk Agenda The context of GCSE resit in a post-16 setting An overview of the new GCSE Key features of a

More information

UK flood management scheme

UK flood management scheme Cockermouth is an ancient market town in Cumbria in North-West England. The name of the town originates because of its location on the confluence of the River Cocker as it joins the River Derwent. At the

More information

NAME OF ASSESSMENT: Reading Informational Texts and Argument Writing Performance Assessment

NAME OF ASSESSMENT: Reading Informational Texts and Argument Writing Performance Assessment GRADE: Seventh Grade NAME OF ASSESSMENT: Reading Informational Texts and Argument Writing Performance Assessment STANDARDS ASSESSED: Students will cite several pieces of textual evidence to support analysis

More information

MODULE 4 Data Collection and Hypothesis Development. Trainer Outline

MODULE 4 Data Collection and Hypothesis Development. Trainer Outline MODULE 4 Data Collection and Hypothesis Development Trainer Outline The following trainer guide includes estimated times for each section of the module, an overview of the information to be presented,

More information

Minitab Tutorial (Version 17+)

Minitab Tutorial (Version 17+) Minitab Tutorial (Version 17+) Basic Commands and Data Entry Graphical Tools Descriptive Statistics Outline Minitab Basics Basic Commands, Data Entry, and Organization Minitab Project Files (*.MPJ) vs.

More information

Quality assurance of Authority-registered subjects and short courses

Quality assurance of Authority-registered subjects and short courses Quality assurance of Authority-registered subjects and short courses 170133 The State of Queensland () 2017 PO Box 307 Spring Hill QLD 4004 Australia 154 Melbourne Street, South Brisbane Phone: (07) 3864

More information

Visit us at:

Visit us at: White Paper Integrating Six Sigma and Software Testing Process for Removal of Wastage & Optimizing Resource Utilization 24 October 2013 With resources working for extended hours and in a pressurized environment,

More information

ACADEMIC AFFAIRS GUIDELINES

ACADEMIC AFFAIRS GUIDELINES ACADEMIC AFFAIRS GUIDELINES Section 8: General Education Title: General Education Assessment Guidelines Number (Current Format) Number (Prior Format) Date Last Revised 8.7 XIV 09/2017 Reference: BOR Policy

More information

APA Basics. APA Formatting. Title Page. APA Sections. Title Page. Title Page

APA Basics. APA Formatting. Title Page. APA Sections. Title Page. Title Page APA Formatting APA Basics Abstract, Introduction & Formatting/Style Tips Psychology 280 Lecture Notes Basic word processing format Double spaced All margins 1 Manuscript page header on all pages except

More information

ASSESSMENT REPORT FOR GENERAL EDUCATION CATEGORY 1C: WRITING INTENSIVE

ASSESSMENT REPORT FOR GENERAL EDUCATION CATEGORY 1C: WRITING INTENSIVE ASSESSMENT REPORT FOR GENERAL EDUCATION CATEGORY 1C: WRITING INTENSIVE March 28, 2002 Prepared by the Writing Intensive General Education Category Course Instructor Group Table of Contents Section Page

More information

Self Study Report Computer Science

Self Study Report Computer Science Computer Science undergraduate students have access to undergraduate teaching, and general computing facilities in three buildings. Two large classrooms are housed in the Davis Centre, which hold about

More information

Informal Comparative Inference: What is it? Hand Dominance and Throwing Accuracy

Informal Comparative Inference: What is it? Hand Dominance and Throwing Accuracy Informal Comparative Inference: What is it? Hand Dominance and Throwing Accuracy Logistics: This activity addresses mathematics content standards for seventh-grade, but can be adapted for use in sixth-grade

More information

Understanding and Interpreting the NRC s Data-Based Assessment of Research-Doctorate Programs in the United States (2010)

Understanding and Interpreting the NRC s Data-Based Assessment of Research-Doctorate Programs in the United States (2010) Understanding and Interpreting the NRC s Data-Based Assessment of Research-Doctorate Programs in the United States (2010) Jaxk Reeves, SCC Director Kim Love-Myers, SCC Associate Director Presented at UGA

More information

Edexcel Gcse Maths 2013 Nov Resit

Edexcel Gcse Maths 2013 Nov Resit Gcse Maths 2013 Nov Resit Free PDF ebook Download: Gcse Maths 2013 Nov Resit Download or Read Online ebook edexcel gcse maths 2013 nov resit in PDF Format From The Best User Guide Database Feb 28, 2013-04/03/2013

More information

Grade 2: Using a Number Line to Order and Compare Numbers Place Value Horizontal Content Strand

Grade 2: Using a Number Line to Order and Compare Numbers Place Value Horizontal Content Strand Grade 2: Using a Number Line to Order and Compare Numbers Place Value Horizontal Content Strand Texas Essential Knowledge and Skills (TEKS): (2.1) Number, operation, and quantitative reasoning. The student

More information

Presentation Advice for your Professional Review

Presentation Advice for your Professional Review Presentation Advice for your Professional Review This document contains useful tips for both aspiring engineers and technicians on: managing your professional development from the start planning your Review

More information

OVERVIEW OF CURRICULUM-BASED MEASUREMENT AS A GENERAL OUTCOME MEASURE

OVERVIEW OF CURRICULUM-BASED MEASUREMENT AS A GENERAL OUTCOME MEASURE OVERVIEW OF CURRICULUM-BASED MEASUREMENT AS A GENERAL OUTCOME MEASURE Mark R. Shinn, Ph.D. Michelle M. Shinn, Ph.D. Formative Evaluation to Inform Teaching Summative Assessment: Culmination measure. Mastery

More information

Engineers and Engineering Brand Monitor 2015

Engineers and Engineering Brand Monitor 2015 Engineers and Engineering Brand Monitor 2015 Key Findings Prepared for Engineering UK By IFF Research 7 September 2015 We gratefully acknowledge the support of Pearson in delivering this study Contact

More information

Association Between Categorical Variables

Association Between Categorical Variables Student Outcomes Students use row relative frequencies or column relative frequencies to informally determine whether there is an association between two categorical variables. Lesson Notes In this lesson,

More information

Submission of a Doctoral Thesis as a Series of Publications

Submission of a Doctoral Thesis as a Series of Publications Submission of a Doctoral Thesis as a Series of Publications In exceptional cases, and on approval by the Faculty Higher Degree Committee, a candidate for the degree of Doctor of Philosophy may submit a

More information

TOPIC VN7 PAINTING AND DECORATING

TOPIC VN7 PAINTING AND DECORATING TOPIC VN7 PAINTING AND DECORATING THEME: EDUCATION & TRAINING LEVELS 1 & 2 ISSUED 2013 L E V E L 2 ESSENTIAL SKILLS INSTRUCTIONS WHAT DO I DO? L Theme E V E Template L 2 Use this to help you: plan an Action-based

More information

Specification. BTEC Specialist qualifications. Edexcel BTEC Level 1 Award/Certificate/Extended Certificate in Construction Skills (QCF)

Specification. BTEC Specialist qualifications. Edexcel BTEC Level 1 Award/Certificate/Extended Certificate in Construction Skills (QCF) Specification BTEC Specialist qualifications Edexcel BTEC Level 1 Award/Certificate/Extended Certificate in Construction Skills (QCF) Supplementary information For first teaching September 2010 Edexcel,

More information

Number of students enrolled in the program in Fall, 2011: 20. Faculty member completing template: Molly Dugan (Date: 1/26/2012)

Number of students enrolled in the program in Fall, 2011: 20. Faculty member completing template: Molly Dugan (Date: 1/26/2012) Program: Journalism Minor Department: Communication Studies Number of students enrolled in the program in Fall, 2011: 20 Faculty member completing template: Molly Dugan (Date: 1/26/2012) Period of reference

More information

Full text of O L O W Science As Inquiry conference. Science as Inquiry

Full text of O L O W Science As Inquiry conference. Science as Inquiry Page 1 of 5 Full text of O L O W Science As Inquiry conference Reception Meeting Room Resources Oceanside Unifying Concepts and Processes Science As Inquiry Physical Science Life Science Earth & Space

More information

FOR TEACHERS ONLY. The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION PHYSICAL SETTING/PHYSICS

FOR TEACHERS ONLY. The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION PHYSICAL SETTING/PHYSICS PS P FOR TEACHERS ONLY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION PHYSICAL SETTING/PHYSICS Thursday, June 21, 2007 9:15 a.m. to 12:15 p.m., only SCORING KEY AND RATING GUIDE

More information

re An Interactive web based tool for sorting textbook images prior to adaptation to accessible format: Year 1 Final Report

re An Interactive web based tool for sorting textbook images prior to adaptation to accessible format: Year 1 Final Report to Anh Bui, DIAGRAM Center from Steve Landau, Touch Graphics, Inc. re An Interactive web based tool for sorting textbook images prior to adaptation to accessible format: Year 1 Final Report date 8 May

More information

Interpreting Graphs Middle School Science

Interpreting Graphs Middle School Science Middle School Free PDF ebook Download: Download or Read Online ebook interpreting graphs middle school science in PDF Format From The Best User Guide Database. Rain, Rain, Go Away When the student council

More information

Evaluating Statements About Probability

Evaluating Statements About Probability CONCEPT DEVELOPMENT Mathematics Assessment Project CLASSROOM CHALLENGES A Formative Assessment Lesson Evaluating Statements About Probability Mathematics Assessment Resource Service University of Nottingham

More information

The Keele University Skills Portfolio Personal Tutor Guide

The Keele University Skills Portfolio Personal Tutor Guide The Keele University Skills Portfolio Personal Tutor Guide Accredited by the Institute of Leadership and Management Updated for the 2016-2017 Academic Year Contents Introduction 2 1. The purpose of this

More information

The Editor s Corner. The. Articles. Workshops. Editor. Associate Editors. Also In This Issue

The Editor s Corner. The. Articles. Workshops.  Editor. Associate Editors. Also In This Issue The S tatistics T eacher N etwork www.amstat.org/education/stn Number 73 ASA/NCTM Joint Committee on the Curriculum in Statistics and Probability Fall 2008 The Editor s Corner We hope you enjoy Issue 73

More information

St. Martin s Marking and Feedback Policy

St. Martin s Marking and Feedback Policy St. Martin s Marking and Feedback Policy The School s Approach to Marking and Feedback At St. Martin s School we believe that feedback, in both written and verbal form, is an integral part of the learning

More information