GRADING STUDENT CASE ANALYSES: AN EVALUATION SYSTEM

Size: px
Start display at page:

Download "GRADING STUDENT CASE ANALYSES: AN EVALUATION SYSTEM"

Transcription

1 International Journal of Case Method Research & Application (2007) XIX, WACRA. All rights reserved ISSN GRADING STUDENT CASE ANALYSES: AN EVALUATION SYSTEM Tom Morris University of San Diego SAN DIEGO, CALIFORNIA, U.S.A. Abstract Faculty members using the case analysis method of teaching value its diversity and richness as a learning instrument and often wish to develop a systematic approach to evaluating student performance in written case analysis. At the same time, they also often wish to reduce the time expended in evaluating and/or grading these same cases. This Case Evaluation System provides a quick and comprehensive way to provide quality student feedback on written cases. The system revolves around the integrated use of the Executive Summary format and a corresponding Case Evaluation Matrix. It provides an evaluation continuum of the important case analysis elements as determined by the faculty member. This system eliminates the need for repetitive comments on each case, and with a quick circle or check notation gives valuable feedback to the student. It also reinforces the need for students to consider each of the important analysis elements. KEY WORDS: Grading, case writing, case study method, student feedback, evaluation, executive summary format INTRODUCTION The case method of study has always been an enjoyable and rewarding learning experience for both a student and faculty member. Perhaps this is due to the unconstrained way of thinking about approaches to resolution. However, it was only as a faculty member that the appreciation in the difficulty of evaluating student papers and assigning grades to their creative efforts became apparent. This resulted in the development of an evaluation system that involves the use of the Executive Summary format (Exhibit 1) for writing cases and a Case Evaluation Matrix (Exhibit 2) for grading them. The two work together in an integrated fashion and can be modified to suit individual criteria if desired. The Executive Summary format is used for the writing of cases because it is commonly used in business as a preface to long, complex proposals. Most business executives do not have the time to read complex proposals, especially when the proposals span many disciplines, such as R&D, finance, marketing, manufacturing, transportation, import/export, etc. But business executives can and will read a concise two or three page summary which provides the essential elements of the proposal. Accordingly, it is important for students to be able to write a concise summary of a complex business issue as a part of their preparation for the business world. One obvious question always arises when considering the value in writing the cases. That is, why bother writing them at all? These cases are invariably discussed in class, opinions expressed and recommendations made. Isn t this just as good as writing them? In the author s opinion...no! As a student, preparation for a case discussion was always more in-depth when a written recommendation was required. Thus, it is not surprising that class discussions are also much better when all the participants have also written case recommendations. What makes the discussions better is not only that

2 154 International Journal of Case Method Research & Application (2007) XIX, 2 the students have thoroughly read and thought about the case, but that they have made a commitment in writing (a recommendation) that somehow requires some defense, which leads to stronger support positions for various alternative recommendations. This results in a livelier, more comprehensive case discussion. The for the faculty member leading this enhanced case discussion is, of course, how to deal with all the written cases. (A brilliant graduate assistant comes in very handy here, but we are not always blessed with one.) It was ultimately concluded that in order to develop good, concise, writing skills, some qualitative feedback on each paper was required. At one time, about half an hour was spent on each case, including written comments on each paper. Several things happened when employing this method. First, hundreds of hours were spent commenting on the papers, and the comments were very repetitive from one paper to the next. Second, after making all the comments, there was no easy way of ordering them into a specific grading mechanism. Fortunately, the structure of the Executive Summary format combined with the Case Evaluation Matrix, make for an efficient evaluation of student papers and provide useful, high quality feedback. A comprehensive case evaluation can now be completed in about ten minutes. THE EXECUTIVE SUMMARY FORMAT The Executive Summary Format (Exhibit 1) is particularly good for evaluating student cases because it is structured and concise. When evaluating a large number of student papers, the identical structure of each paper provides for a quick focus on the critical elements of the paper, including statement, discussion and recommendation. Students receive a copy of this format before writing their first case. It is also very helpful to provide a specific example of a case that has been written in this format. It is usually a case that has been assigned for class discussion, and it provides the students with a good example to follow. Sometimes, a good student paper may be used as an example if the case has been written before. But more often, the author creates the example himself. The Executive Summary example of the case may be handed out near the end of the class discussion and used as the concluding summary of the case. Students find the specific example written in the required format extremely helpful in ordering their thoughts and making the transition from thinking to writing. In virtually every class, the quality of written cases improved dramatically after the sample was introduced, and it did not appear to stifle any creativity. So naturally, this step is heartily recommended. Some students find the limitation of three pages to be difficult, because they feel it does not allow for a complete development and expression of ideas, particularly if the case is long and/or complex. It should be pointed out that it is not intended to be an exhaustive analysis of all possible alternatives, but rather a concise, focused summary with the alternatives only mentioned to ensure they received consideration. In general, any issue, no matter how complex, can be summarized into three pages if the case is reduced to its most essential elements. Exhibits, tables, financial analysis, etc. may be included as attachments and are not typically included in the three-page limit. INTRODUCTION The introduction is used to provide some general background from the case and introduce the particular issue that is the primary focus of the case. Typically, students use the introduction as a sort of warm up for structuring their approach to the case. It s usually a single, short paragraph, and students are encouraged to use their own summary skills rather than any words from the case author. PROBLEM STATEMENT The statement is always the most difficult part of the format for students, partly because the (or issue) is usually not directly stated in the case. However, this is the most important part of the case analysis, because it requires a thoughtful analysis and synthesis of information. Most cases are loaded with superfluous information that has little bearing on the real issue presented in the case, and a clear statement of the allows for a focused recommendation. If the is fuzzy and not clearly stated, then the resolution is usually equally fuzzy and does not bring closure to the issue. The best statements can be made in a single sentence. For example, Sales are declining, and

3 International Journal of Case Method Research & Application (2006) XIX, profitability has slipped from 10 percent to 5 percent over the past five years. Or, The Acme Company does not have sufficient capacity to meet the forecasted demand of 10 million units per year. If possible it is always better to quantify the, because it helps to bring specific closure to the recommendation. Students sometimes frame the in terms of a general solution, such as, The company must determine how to increase sales and increase profits. Or, sometimes they even put the specific resolution into the statement, such as, The Acme Company must borrow sufficient capital to build a new manufacturing plant. It must be pointed out that these are not s, but possible solutions to unstated s. When students introduce solutions in the statement, it eliminates the discussion of alternatives. ENVIRONMENTAL ANALYSIS This section of the format allows the student to frame the issue in the appropriate context of the department, the company, the industry, the product line, the market, etc. It provides the student the industry norms that can be stated to show relationships and relative strengths or weaknesses. If resources are an issue, this is the place to discuss it, as well as such as the market, competition, customers, technology, government regulations, legal requirements, social trends, personnel, interpersonal relations, etc. This section often consumes two pages of a three-page paper, and it can be quite comprehensive. ALTERNATIVE STRATEGIES Clearly, there is always more than one way to resolve the stated. This section forces students to consider alternative solutions. It does not require a comprehensive discussion of each alternative, just a demonstration that the student is aware of the alternatives to counter the typical challenges of, Have you thought about..., etc.? This is an opportunity for the student to demonstrate creative insight as well as clear, logical reasoning. RECOMMENDATIONS This section becomes the essence of the paper. Assuming that the student has correctly identified the, has conducted a thorough environmental analysis, and has come up with a few alternative solutions, he/she is free to present the logic of the recommendation. The key here is whether or not the recommendation actually resolves the stated. This seems like an obvious requirement, but many students will make a very persuasive argument for their recommendation, only to ultimately find out that it does not resolve the stated. The recommendations should be very specific. That is, a recommendation to increase capacity must also be accompanied by an explanation of the approximate cost and exactly how the resources to fund the increased capacity will be obtained. Not long ago, we studied the airline industry and one of the specific airline companies in the industry. This particular airline company was in Chapter 11 bankruptcy. However, this did not dissuade several students from recommending the acquisition of 50 new planes and expansion into international routes, but without the accompanying explanation on how much these planes might cost, or how the airline could afford to acquire them. Clearly, any recommended strategy must be stated specifically, and it must also be possible. THE EVALUATION MATRIX The matrix (Exhibit 2) presented in this paper has evolved over several years, and it can be used in both graduate and undergraduate classes. It provides an evaluation continuum of the important case analysis elements as determined by the faculty member. It eliminates the need for repetitive comments on each case, and with a quick circle or check notation gives valuable feedback to the student. It also reinforces the need for students to consider each of the important analysis elements. At one time, the continuum was used to assign specific grades at each level, one for each analysis component. The left-hand column of the matrix is reserved for this purpose and provides for a nice,

4 156 International Journal of Case Method Research & Application (2007) XIX, 2 straightforward grading mechanism. More recently, the specific grade assignment of each component has been dropped in favor of the holistic nature of the effort when assigning a grade or score. This results in a sort of structured subjectivity which is preferable to the inevitable weighting of each component to determine a grade or score. In this format, the components are not equally weighted. For example, a creative and insightful recommendation is not always accompanied by a comprehensive analysis of. Both elements are required, but an excellent, intuitive recommendation is better than a thorough analysis of that leads nowhere. This matrix has been designed for use with this executive summary. However, it can be modified to suit individual needs. If the instructor chose a written case format with six or eight important elements, then the horizontal matrix could be expanded to accommodate the additional elements. For example, the instructor might want to include alternative strategies as a key element, or one could choose fewer elements but with different criteria. The progression or grading continuum on the vertical axis of the matrix can likewise be expanded or contracted depending on one s ability and desire to clearly differentiate the steps in the continuum. For example, if the instructor wants to differentiate between five different grades, A through F, then he/she needs five steps. If the instructor wants to differentiate only between three grades, A, B and C, then he/she needs only three steps. In this 5 X 5 matrix, three of the horizontal elements are the critical components of the case analysis: identification, analysis of and specific recommendation. The other two elements are more subjective, but they are necessary to acknowledge creativity and writing clarity. Generally, most papers create a predictable set of alternatives and provide support for one or more predictable, well founded reasons. However, sometimes a student will formulate a very unusual and creative recommendation that can be acknowledged under the creative insight element. The vertical grading continuum provides information that increases the student s ability to structure specific, well written papers. It tells them both what to do in order to meet expectations for a good paper and what not to do to avoid being downgraded for a writing effort. Thus, by simply circling the appropriate box in the matrix, the instructor is telling the student both what they have done and what they need to do to improve their case presentation, and all without writing repetitive, time-consuming notes on each paper. The matrix does not necessarily remove the need for individual comments. Comments can be made in the margins of each case and written at the bottom of the matrix page. However, because of the matrix, it is no longer necessary to write a repetitive rationale for the grade on each paper. CONCLUSION This evaluation system is continually evolving. It clarifies expectations for a good paper, shows students how to improve their writing, and reduces the time spent grading. It makes it easier to justify a written case by creating a balance between the enhanced learning process and the time spent evaluating it. Hopefully, someone else will find this system conceptually useful and be energized with an idea to create an even better system. If the reader does so, please send the author a copy. EXHIBIT 1 EXECUTIVE SUMMARY FORMAT The executive summary is designed for the executive who wants an understanding of an issue, an analysis and recommendation, but without all the analysis detail. Executive summaries are often the first few pages of a comprehensive analysis, they are normally two pages, and they should never exceed three pages (plus any attachments). INTRODUCTION The introduction is a brief, one-paragraph description of the major presented in the case. This should include any economic, political, market or competitive. It may include organizational, technical, financial, ethical, policy considerations, etc.

5 International Journal of Case Method Research & Application (2006) XIX, PROBLEM STATEMENT The statement is a specific statement of the or issue, usually not to exceed two sentences. Remember that this is not a question nor a direction to proceed; it is only a statement of the. ENVIRONMENTAL ANALYSIS The environmental analysis is an analysis of critical internal and external that bear most significantly on the case. These may be related to a department, company, market, country, product, competitor, company policy, industry, etc. ALTERNATIVE STRATEGIES Alternative strategies are possible alternative solutions to solve the. These should be specific and distinct from one another. Briefly note advantages and disadvantages of each possible alternative. One of the most useful purposes of this section is to demonstrate that you have not overlooked any obvious alternatives. RECOMMENDATION(S) The recommendation is an explanation of your specific recommended strategy(ies), why you selected that particular one and how it solves the. It might include an appropriate financial analysis. Be sure your recommended strategy can be supported with available resources. EXHIBIT 2 CASE EVALUATION MATRIX Grade Problem Identification Analysis of Recommendation Creative Insight Writing Style Clear, specific, concise and accurate Comprehensive, no omission of Clearly resolves the Original with unusual insight Stimulating and has no Generally accurate but not concise and specific Includes most important Solves the in a general sense only Generally good, solid reasoning Clear and interesting with no Part of the not identified Overlooks some Solves only a part of the OK but suggests only the obvious Clear, but with a few

6 158 International Journal of Case Method Research & Application (2007) XIX, 2 Vague definition Omits some of the important Vague definition Missing some insight Difficult to follow Inaccurate assessment of the Omits all of the important Doesn t solve the at all Misses the point completely Incomplete thoughts, confusing, excessive COMMENTS

West s Paralegal Today The Legal Team at Work Third Edition

West s Paralegal Today The Legal Team at Work Third Edition Study Guide to accompany West s Paralegal Today The Legal Team at Work Third Edition Roger LeRoy Miller Institute for University Studies Mary Meinzinger Urisko Madonna University Prepared by Bradene L.

More information

WORK OF LEADERS GROUP REPORT

WORK OF LEADERS GROUP REPORT WORK OF LEADERS GROUP REPORT ASSESSMENT TO ACTION. Sample Report (9 People) Thursday, February 0, 016 This report is provided by: Your Company 13 Main Street Smithtown, MN 531 www.yourcompany.com INTRODUCTION

More information

South Carolina English Language Arts

South Carolina English Language Arts South Carolina English Language Arts A S O F J U N E 2 0, 2 0 1 0, T H I S S TAT E H A D A D O P T E D T H E CO M M O N CO R E S TAT E S TA N DA R D S. DOCUMENTS REVIEWED South Carolina Academic Content

More information

1 3-5 = Subtraction - a binary operation

1 3-5 = Subtraction - a binary operation High School StuDEnts ConcEPtions of the Minus Sign Lisa L. Lamb, Jessica Pierson Bishop, and Randolph A. Philipp, Bonnie P Schappelle, Ian Whitacre, and Mindy Lewis - describe their research with students

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

Rubric for Scoring English 1 Unit 1, Rhetorical Analysis

Rubric for Scoring English 1 Unit 1, Rhetorical Analysis FYE Program at Marquette University Rubric for Scoring English 1 Unit 1, Rhetorical Analysis Writing Conventions INTEGRATING SOURCE MATERIAL 3 Proficient Outcome Effectively expresses purpose in the introduction

More information

EDIT 576 DL1 (2 credits) Mobile Learning and Applications Fall Semester 2014 August 25 October 12, 2014 Fully Online Course

EDIT 576 DL1 (2 credits) Mobile Learning and Applications Fall Semester 2014 August 25 October 12, 2014 Fully Online Course GEORGE MASON UNIVERSITY COLLEGE OF EDUCATION AND HUMAN DEVELOPMENT GRADUATE SCHOOL OF EDUCATION INSTRUCTIONAL DESIGN AND TECHNOLOGY PROGRAM EDIT 576 DL1 (2 credits) Mobile Learning and Applications Fall

More information

Master Program: Strategic Management. Master s Thesis a roadmap to success. Innsbruck University School of Management

Master Program: Strategic Management. Master s Thesis a roadmap to success. Innsbruck University School of Management Master Program: Strategic Management Department of Strategic Management, Marketing & Tourism Innsbruck University School of Management Master s Thesis a roadmap to success Index Objectives... 1 Topics...

More information

Firms and Markets Saturdays Summer I 2014

Firms and Markets Saturdays Summer I 2014 PRELIMINARY DRAFT VERSION. SUBJECT TO CHANGE. Firms and Markets Saturdays Summer I 2014 Professor Thomas Pugel Office: Room 11-53 KMC E-mail: tpugel@stern.nyu.edu Tel: 212-998-0918 Fax: 212-995-4212 This

More information

TU-E2090 Research Assignment in Operations Management and Services

TU-E2090 Research Assignment in Operations Management and Services Aalto University School of Science Operations and Service Management TU-E2090 Research Assignment in Operations Management and Services Version 2016-08-29 COURSE INSTRUCTOR: OFFICE HOURS: CONTACT: Saara

More information

Karla Brooks Baehr, Ed.D. Senior Advisor and Consultant The District Management Council

Karla Brooks Baehr, Ed.D. Senior Advisor and Consultant The District Management Council Karla Brooks Baehr, Ed.D. Senior Advisor and Consultant The District Management Council This paper aims to inform the debate about how best to incorporate student learning into teacher evaluation systems

More information

TRAITS OF GOOD WRITING

TRAITS OF GOOD WRITING TRAITS OF GOOD WRITING Each paper was scored on a scale of - on the following traits of good writing: Ideas and Content: Organization: Voice: Word Choice: Sentence Fluency: Conventions: The ideas are clear,

More information

Teachers Guide Chair Study

Teachers Guide Chair Study Certificate of Initial Mastery Task Booklet 2006-2007 School Year Teachers Guide Chair Study Dance Modified On-Demand Task Revised 4-19-07 Central Falls Johnston Middletown West Warwick Coventry Lincoln

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

EDIT 576 (2 credits) Mobile Learning and Applications Fall Semester 2015 August 31 October 18, 2015 Fully Online Course

EDIT 576 (2 credits) Mobile Learning and Applications Fall Semester 2015 August 31 October 18, 2015 Fully Online Course GEORGE MASON UNIVERSITY COLLEGE OF EDUCATION AND HUMAN DEVELOPMENT INSTRUCTIONAL DESIGN AND TECHNOLOGY PROGRAM EDIT 576 (2 credits) Mobile Learning and Applications Fall Semester 2015 August 31 October

More information

Grade 4. Common Core Adoption Process. (Unpacked Standards)

Grade 4. Common Core Adoption Process. (Unpacked Standards) Grade 4 Common Core Adoption Process (Unpacked Standards) Grade 4 Reading: Literature RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences

More information

November 2012 MUET (800)

November 2012 MUET (800) November 2012 MUET (800) OVERALL PERFORMANCE A total of 75 589 candidates took the November 2012 MUET. The performance of candidates for each paper, 800/1 Listening, 800/2 Speaking, 800/3 Reading and 800/4

More information

Changing User Attitudes to Reduce Spreadsheet Risk

Changing User Attitudes to Reduce Spreadsheet Risk Changing User Attitudes to Reduce Spreadsheet Risk Dermot Balson Perth, Australia Dermot.Balson@Gmail.com ABSTRACT A business case study on how three simple guidelines: 1. make it easy to check (and maintain)

More information

ACTION LEARNING: AN INTRODUCTION AND SOME METHODS INTRODUCTION TO ACTION LEARNING

ACTION LEARNING: AN INTRODUCTION AND SOME METHODS INTRODUCTION TO ACTION LEARNING ACTION LEARNING: AN INTRODUCTION AND SOME METHODS INTRODUCTION TO ACTION LEARNING Action learning is a development process. Over several months people working in a small group, tackle important organisational

More information

Scoring Guide for Candidates For retake candidates who began the Certification process in and earlier.

Scoring Guide for Candidates For retake candidates who began the Certification process in and earlier. Adolescence and Young Adulthood SOCIAL STUDIES HISTORY For retake candidates who began the Certification process in 2013-14 and earlier. Part 1 provides you with the tools to understand and interpret your

More information

KENTUCKY FRAMEWORK FOR TEACHING

KENTUCKY FRAMEWORK FOR TEACHING KENTUCKY FRAMEWORK FOR TEACHING With Specialist Frameworks for Other Professionals To be used for the pilot of the Other Professional Growth and Effectiveness System ONLY! School Library Media Specialists

More information

understandings, and as transfer tasks that allow students to apply their knowledge to new situations.

understandings, and as transfer tasks that allow students to apply their knowledge to new situations. Building a Better PBL Problem: Lessons Learned from The PBL Project for Teachers By Tom J. McConnell - Research Associate, Division of Science & Mathematics Education, Michigan State University, et al

More information

Strategic Practice: Career Practitioner Case Study

Strategic Practice: Career Practitioner Case Study Strategic Practice: Career Practitioner Case Study heidi Lund 1 Interpersonal conflict has one of the most negative impacts on today s workplaces. It reduces productivity, increases gossip, and I believe

More information

Stimulating Techniques in Micro Teaching. Puan Ng Swee Teng Ketua Program Kursus Lanjutan U48 Kolej Sains Kesihatan Bersekutu, SAS, Ulu Kinta

Stimulating Techniques in Micro Teaching. Puan Ng Swee Teng Ketua Program Kursus Lanjutan U48 Kolej Sains Kesihatan Bersekutu, SAS, Ulu Kinta Stimulating Techniques in Micro Teaching Puan Ng Swee Teng Ketua Program Kursus Lanjutan U48 Kolej Sains Kesihatan Bersekutu, SAS, Ulu Kinta Learning Objectives General Objectives: At the end of the 2

More information

Managerial Decision Making

Managerial Decision Making Course Business Managerial Decision Making Session 4 Conditional Probability & Bayesian Updating Surveys in the future... attempt to participate is the important thing Work-load goals Average 6-7 hours,

More information

Life and career planning

Life and career planning Paper 30-1 PAPER 30 Life and career planning Bob Dick (1983) Life and career planning: a workbook exercise. Brisbane: Department of Psychology, University of Queensland. A workbook for class use. Introduction

More information

George Mason University Graduate School of Education Education Leadership Program. Course Syllabus Spring 2006

George Mason University Graduate School of Education Education Leadership Program. Course Syllabus Spring 2006 George Mason University Graduate School of Education Education Leadership Program Course Syllabus Spring 2006 COURSE NUMBER AND TITLE: EDLE 610: Leading Schools and Communities (3 credits) INSTRUCTOR:

More information

MSW POLICY, PLANNING & ADMINISTRATION (PP&A) CONCENTRATION

MSW POLICY, PLANNING & ADMINISTRATION (PP&A) CONCENTRATION MSW POLICY, PLANNING & ADMINISTRATION (PP&A) CONCENTRATION Overview of the Policy, Planning, and Administration Concentration Policy, Planning, and Administration Concentration Goals and Objectives Policy,

More information

Marketing Management MBA 706 Mondays 2:00-4:50

Marketing Management MBA 706 Mondays 2:00-4:50 Marketing Management MBA 706 Mondays 2:00-4:50 INSTRUCTOR OFFICE: OFFICE HOURS: DR. JAMES BOLES 441B BRYAN BUILDING BY APPOINTMENT OFFICE PHONE: 336-334-4413; CELL 336-580-8763 E-MAIL ADDRESS: jsboles@uncg.edu

More information

Guidelines for Writing an Internship Report

Guidelines for Writing an Internship Report Guidelines for Writing an Internship Report Master of Commerce (MCOM) Program Bahauddin Zakariya University, Multan Table of Contents Table of Contents... 2 1. Introduction.... 3 2. The Required Components

More information

PEDAGOGICAL LEARNING WALKS: MAKING THE THEORY; PRACTICE

PEDAGOGICAL LEARNING WALKS: MAKING THE THEORY; PRACTICE PEDAGOGICAL LEARNING WALKS: MAKING THE THEORY; PRACTICE DR. BEV FREEDMAN B. Freedman OISE/Norway 2015 LEARNING LEADERS ARE Discuss and share.. THE PURPOSEFUL OF CLASSROOM/SCHOOL OBSERVATIONS IS TO OBSERVE

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

VIEW: An Assessment of Problem Solving Style

VIEW: An Assessment of Problem Solving Style 1 VIEW: An Assessment of Problem Solving Style Edwin C. Selby, Donald J. Treffinger, Scott G. Isaksen, and Kenneth Lauer This document is a working paper, the purposes of which are to describe the three

More information

Why Pay Attention to Race?

Why Pay Attention to Race? Why Pay Attention to Race? Witnessing Whiteness Chapter 1 Workshop 1.1 1.1-1 Dear Facilitator(s), This workshop series was carefully crafted, reviewed (by a multiracial team), and revised with several

More information

Massachusetts Department of Elementary and Secondary Education. Title I Comparability

Massachusetts Department of Elementary and Secondary Education. Title I Comparability Massachusetts Department of Elementary and Secondary Education Title I Comparability 2009-2010 Title I provides federal financial assistance to school districts to provide supplemental educational services

More information

EQuIP Review Feedback

EQuIP Review Feedback EQuIP Review Feedback Lesson/Unit Name: On the Rainy River and The Red Convertible (Module 4, Unit 1) Content Area: English language arts Grade Level: 11 Dimension I Alignment to the Depth of the CCSS

More information

PreReading. Lateral Leadership. provided by MDI Management Development International

PreReading. Lateral Leadership. provided by MDI Management Development International PreReading Lateral Leadership NEW STRUCTURES REQUIRE A NEW ATTITUDE In an increasing number of organizations hierarchies lose their importance and instead companies focus on more network-like structures.

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

SECTION I: Strategic Planning Background and Approach

SECTION I: Strategic Planning Background and Approach JOHNS CREEK HIGH SCHOOL STRATEGIC PLAN SY 2014/15 SY 2016/17 APPROVED AUGUST 2014 SECTION I: Strategic Planning Background and Approach In May 2012, the Georgia Board of Education voted to make Fulton

More information

Graduate Program in Education

Graduate Program in Education SPECIAL EDUCATION THESIS/PROJECT AND SEMINAR (EDME 531-01) SPRING / 2015 Professor: Janet DeRosa, D.Ed. Course Dates: January 11 to May 9, 2015 Phone: 717-258-5389 (home) Office hours: Tuesday evenings

More information

Oakland Unified School District English/ Language Arts Course Syllabus

Oakland Unified School District English/ Language Arts Course Syllabus Oakland Unified School District English/ Language Arts Course Syllabus For Secondary Schools The attached course syllabus is a developmental and integrated approach to skill acquisition throughout the

More information

The Good Judgment Project: A large scale test of different methods of combining expert predictions

The Good Judgment Project: A large scale test of different methods of combining expert predictions The Good Judgment Project: A large scale test of different methods of combining expert predictions Lyle Ungar, Barb Mellors, Jon Baron, Phil Tetlock, Jaime Ramos, Sam Swift The University of Pennsylvania

More information

HISTORY COURSE WORK GUIDE 1. LECTURES, TUTORIALS AND ASSESSMENT 2. GRADES/MARKS SCHEDULE

HISTORY COURSE WORK GUIDE 1. LECTURES, TUTORIALS AND ASSESSMENT 2. GRADES/MARKS SCHEDULE HISTORY COURSE WORK GUIDE 1. LECTURES, TUTORIALS AND ASSESSMENT Lectures and Tutorials Students studying History learn by reading, listening, thinking, discussing and writing. Undergraduate courses normally

More information

SPECIALIST PERFORMANCE AND EVALUATION SYSTEM

SPECIALIST PERFORMANCE AND EVALUATION SYSTEM SPECIALIST PERFORMANCE AND EVALUATION SYSTEM (Revised 11/2014) 1 Fern Ridge Schools Specialist Performance Review and Evaluation System TABLE OF CONTENTS Timeline of Teacher Evaluation and Observations

More information

No Parent Left Behind

No Parent Left Behind No Parent Left Behind Navigating the Special Education Universe SUSAN M. BREFACH, Ed.D. Page i Introduction How To Know If This Book Is For You Parents have become so convinced that educators know what

More information

FOR TEACHERS ONLY. The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION. ENGLISH LANGUAGE ARTS (Common Core)

FOR TEACHERS ONLY. The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION. ENGLISH LANGUAGE ARTS (Common Core) FOR TEACHERS ONLY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION CCE ENGLISH LANGUAGE ARTS (Common Core) Wednesday, June 14, 2017 9:15 a.m. to 12:15 p.m., only SCORING KEY AND

More information

Indiana Collaborative for Project Based Learning. PBL Certification Process

Indiana Collaborative for Project Based Learning. PBL Certification Process Indiana Collaborative for Project Based Learning ICPBL Certification mission is to PBL Certification Process ICPBL Processing Center c/o CELL 1400 East Hanna Avenue Indianapolis, IN 46227 (317) 791-5702

More information

Maximizing Learning Through Course Alignment and Experience with Different Types of Knowledge

Maximizing Learning Through Course Alignment and Experience with Different Types of Knowledge Innov High Educ (2009) 34:93 103 DOI 10.1007/s10755-009-9095-2 Maximizing Learning Through Course Alignment and Experience with Different Types of Knowledge Phyllis Blumberg Published online: 3 February

More information

Tap vs. Bottled Water

Tap vs. Bottled Water Tap vs. Bottled Water CSU Expository Reading and Writing Modules Tap vs. Bottled Water Student Version 1 CSU Expository Reading and Writing Modules Tap vs. Bottled Water Student Version 2 Name: Block:

More information

10.2. Behavior models

10.2. Behavior models User behavior research 10.2. Behavior models Overview Why do users seek information? How do they seek information? How do they search for information? How do they use libraries? These questions are addressed

More information

Mathematics Scoring Guide for Sample Test 2005

Mathematics Scoring Guide for Sample Test 2005 Mathematics Scoring Guide for Sample Test 2005 Grade 4 Contents Strand and Performance Indicator Map with Answer Key...................... 2 Holistic Rubrics.......................................................

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

Mathematics process categories

Mathematics process categories Mathematics process categories All of the UK curricula define multiple categories of mathematical proficiency that require students to be able to use and apply mathematics, beyond simple recall of facts

More information

The Task. A Guide for Tutors in the Rutgers Writing Centers Written and edited by Michael Goeller and Karen Kalteissen

The Task. A Guide for Tutors in the Rutgers Writing Centers Written and edited by Michael Goeller and Karen Kalteissen The Task A Guide for Tutors in the Rutgers Writing Centers Written and edited by Michael Goeller and Karen Kalteissen Reading Tasks As many experienced tutors will tell you, reading the texts and understanding

More information

MKTG 611- Marketing Management The Wharton School, University of Pennsylvania Fall 2016

MKTG 611- Marketing Management The Wharton School, University of Pennsylvania Fall 2016 MKTG 611- Marketing Management The Wharton School, University of Pennsylvania Fall 2016 Professor Jonah Berger and Professor Barbara Kahn Teaching Assistants: Nashvia Alvi nashvia@wharton.upenn.edu Puranmalka

More information

Science Fair Project Handbook

Science Fair Project Handbook Science Fair Project Handbook IDENTIFY THE TESTABLE QUESTION OR PROBLEM: a) Begin by observing your surroundings, making inferences and asking testable questions. b) Look for problems in your life or surroundings

More information

Arizona s English Language Arts Standards th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS

Arizona s English Language Arts Standards th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS Arizona s English Language Arts Standards 11-12th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS 11 th -12 th Grade Overview Arizona s English Language Arts Standards work together

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

ELA/ELD Standards Correlation Matrix for ELD Materials Grade 1 Reading

ELA/ELD Standards Correlation Matrix for ELD Materials Grade 1 Reading ELA/ELD Correlation Matrix for ELD Materials Grade 1 Reading The English Language Arts (ELA) required for the one hour of English-Language Development (ELD) Materials are listed in Appendix 9-A, Matrix

More information

MADERA SCIENCE FAIR 2013 Grades 4 th 6 th Project due date: Tuesday, April 9, 8:15 am Parent Night: Tuesday, April 16, 6:00 8:00 pm

MADERA SCIENCE FAIR 2013 Grades 4 th 6 th Project due date: Tuesday, April 9, 8:15 am Parent Night: Tuesday, April 16, 6:00 8:00 pm MADERA SCIENCE FAIR 2013 Grades 4 th 6 th Project due date: Tuesday, April 9, 8:15 am Parent Night: Tuesday, April 16, 6:00 8:00 pm Why participate in the Science Fair? Science fair projects give students

More information

Writing for the AP U.S. History Exam

Writing for the AP U.S. History Exam Writing for the AP U.S. History Exam Answering Short-Answer Questions, Writing Long Essays and Document-Based Essays James L. Smith This page is intentionally blank. Two Types of Argumentative Writing

More information

E-3: Check for academic understanding

E-3: Check for academic understanding Respond instructively After you check student understanding, it is time to respond - through feedback and follow-up questions. Doing this allows you to gauge how much students actually comprehend and push

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

MARKETING MANAGEMENT II: MARKETING STRATEGY (MKTG 613) Section 007

MARKETING MANAGEMENT II: MARKETING STRATEGY (MKTG 613) Section 007 MARKETING MANAGEMENT II: MARKETING STRATEGY (MKTG 613) Section 007 February 2017 COURSE DESCRIPTION, REQUIREMENTS AND ASSIGNMENTS Professor David J. Reibstein Objectives Building upon Marketing 611, this

More information

Ohio s New Learning Standards: K-12 World Languages

Ohio s New Learning Standards: K-12 World Languages COMMUNICATION STANDARD Communication: Communicate in languages other than English, both in person and via technology. A. Interpretive Communication (Reading, Listening/Viewing) Learners comprehend the

More information

MPA Internship Handbook AY

MPA Internship Handbook AY MPA Internship Handbook AY 2017-2018 Introduction The primary purpose of the MPA internship is to provide students with a meaningful experience in which they can apply what they have learned in the classroom

More information

Mastering Team Skills and Interpersonal Communication. Copyright 2012 Pearson Education, Inc. publishing as Prentice Hall.

Mastering Team Skills and Interpersonal Communication. Copyright 2012 Pearson Education, Inc. publishing as Prentice Hall. Chapter 2 Mastering Team Skills and Interpersonal Communication Chapter 2-1 Communicating Effectively in Teams Chapter 2-2 Communicating Effectively in Teams Collaboration involves working together to

More information

MGMT3403 Leadership Second Semester

MGMT3403 Leadership Second Semester MGMT3403 Leadership 2017-2018 Second Semester I. Information on Instructor Position Name Email Phone Office Instructor Dr. So-Hyeon SHIM ZHANG sshim19@hku.hk 3917-1613 KKL 701 (Office Hour: By appointment)

More information

CONCEPT MAPS AS A DEVICE FOR LEARNING DATABASE CONCEPTS

CONCEPT MAPS AS A DEVICE FOR LEARNING DATABASE CONCEPTS CONCEPT MAPS AS A DEVICE FOR LEARNING DATABASE CONCEPTS Pirjo Moen Department of Computer Science P.O. Box 68 FI-00014 University of Helsinki pirjo.moen@cs.helsinki.fi http://www.cs.helsinki.fi/pirjo.moen

More information

CEFR Overall Illustrative English Proficiency Scales

CEFR Overall Illustrative English Proficiency Scales CEFR Overall Illustrative English Proficiency s CEFR CEFR OVERALL ORAL PRODUCTION Has a good command of idiomatic expressions and colloquialisms with awareness of connotative levels of meaning. Can convey

More information

Lecturing Module

Lecturing Module Lecturing: What, why and when www.facultydevelopment.ca Lecturing Module What is lecturing? Lecturing is the most common and established method of teaching at universities around the world. The traditional

More information

University of Waterloo School of Accountancy. AFM 102: Introductory Management Accounting. Fall Term 2004: Section 4

University of Waterloo School of Accountancy. AFM 102: Introductory Management Accounting. Fall Term 2004: Section 4 University of Waterloo School of Accountancy AFM 102: Introductory Management Accounting Fall Term 2004: Section 4 Instructor: Alan Webb Office: HH 289A / BFG 2120 B (after October 1) Phone: 888-4567 ext.

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

Introducing the New Iowa Assessments Language Arts Levels 15 17/18

Introducing the New Iowa Assessments Language Arts Levels 15 17/18 Introducing the New Iowa Assessments Language Arts Levels 15 17/18 ITP Assessment Tools Math Interim Assessments: Grades 3 8 Administered online Constructed Response Supplements Reading, Language Arts,

More information

Financing Education In Minnesota

Financing Education In Minnesota Financing Education In Minnesota 2016-2017 Created with Tagul.com A Publication of the Minnesota House of Representatives Fiscal Analysis Department August 2016 Financing Education in Minnesota 2016-17

More information

Oklahoma State University Policy and Procedures

Oklahoma State University Policy and Procedures Oklahoma State University Policy and Procedures REAPPOINTMENT, PROMOTION AND TENURE PROCESS FOR RANKED FACULTY 2-0902 ACADEMIC AFFAIRS September 2015 PURPOSE The purpose of this policy and procedures letter

More information

Learning and Teaching

Learning and Teaching Learning and Teaching Set Induction and Closure: Key Teaching Skills John Dallat March 2013 The best kind of teacher is one who helps you do what you couldn t do yourself, but doesn t do it for you (Child,

More information

Mathematics Success Level E

Mathematics Success Level E T403 [OBJECTIVE] The student will generate two patterns given two rules and identify the relationship between corresponding terms, generate ordered pairs, and graph the ordered pairs on a coordinate plane.

More information

SITUATING AN ENVIRONMENT TO PROMOTE DESIGN CREATIVITY BY EXPANDING STRUCTURE HOLES

SITUATING AN ENVIRONMENT TO PROMOTE DESIGN CREATIVITY BY EXPANDING STRUCTURE HOLES SITUATING AN ENVIRONMENT TO PROMOTE DESIGN CREATIVITY BY EXPANDING STRUCTURE HOLES Public Places in Campus Buildings HOU YUEMIN Beijing Information Science & Technology University, and Tsinghua University,

More information

Multi-genre Writing Assignment

Multi-genre Writing Assignment Multi-genre Writing Assignment for Peter and the Starcatchers Context: The following is an outline for the culminating project for the unit on Peter and the Starcatchers. This is a multi-genre project.

More information

Name of the PhD Program: Urbanism. Academic degree granted/qualification: PhD in Urbanism. Program supervisors: Joseph Salukvadze - Professor

Name of the PhD Program: Urbanism. Academic degree granted/qualification: PhD in Urbanism. Program supervisors: Joseph Salukvadze - Professor Name of the PhD Program: Urbanism Academic degree granted/qualification: PhD in Urbanism Program supervisors: Joseph Salukvadze - Professor Antonio Castelbranco- Professor Program ECTS: The program amounts

More information

The University of West Florida (MAN : T/R) SUMMER 2011 POLICY ANALYSIS & FORMULATION SCHEDULE

The University of West Florida (MAN : T/R) SUMMER 2011 POLICY ANALYSIS & FORMULATION SCHEDULE The University of West Florida (MAN4720-5665: T/R) SUMMER 2011 POLICY ANALYSIS & FORMULATION SCHEDULE May 10 (Class 1) Read: What is Strategy? Read TGS Chapter 1 Case 9: Robin Hood (TGS, Case 20)) Read:

More information

2 nd grade Task 5 Half and Half

2 nd grade Task 5 Half and Half 2 nd grade Task 5 Half and Half Student Task Core Idea Number Properties Core Idea 4 Geometry and Measurement Draw and represent halves of geometric shapes. Describe how to know when a shape will show

More information

Study Group Handbook

Study Group Handbook Study Group Handbook Table of Contents Starting out... 2 Publicizing the benefits of collaborative work.... 2 Planning ahead... 4 Creating a comfortable, cohesive, and trusting environment.... 4 Setting

More information

Oakland Unified School District English/ Language Arts Course Syllabus

Oakland Unified School District English/ Language Arts Course Syllabus Oakland Unified School District English/ Language Arts Course Syllabus For Secondary Schools The attached course syllabus is a developmental and integrated approach to skill acquisition throughout the

More information

What to Do When Conflict Happens

What to Do When Conflict Happens PREVIEW GUIDE What to Do When Conflict Happens Table of Contents: Sample Pages from Leader s Guide and Workbook..pgs. 2-15 Program Information and Pricing.. pgs. 16-17 BACKGROUND INTRODUCTION Workplace

More information

Creating Travel Advice

Creating Travel Advice Creating Travel Advice Classroom at a Glance Teacher: Language: Grade: 11 School: Fran Pettigrew Spanish III Lesson Date: March 20 Class Size: 30 Schedule: McLean High School, McLean, Virginia Block schedule,

More information

Copyright Corwin 2015

Copyright Corwin 2015 2 Defining Essential Learnings How do I find clarity in a sea of standards? For students truly to be able to take responsibility for their learning, both teacher and students need to be very clear about

More information

Characterizing Mathematical Digital Literacy: A Preliminary Investigation. Todd Abel Appalachian State University

Characterizing Mathematical Digital Literacy: A Preliminary Investigation. Todd Abel Appalachian State University Characterizing Mathematical Digital Literacy: A Preliminary Investigation Todd Abel Appalachian State University Jeremy Brazas, Darryl Chamberlain Jr., Aubrey Kemp Georgia State University This preliminary

More information

ECON 365 fall papers GEOS 330Z fall papers HUMN 300Z fall papers PHIL 370 fall papers

ECON 365 fall papers GEOS 330Z fall papers HUMN 300Z fall papers PHIL 370 fall papers Assessing Critical Thinking in GE In Spring 2016 semester, the GE Curriculum Advisory Board (CAB) engaged in assessment of Critical Thinking (CT) across the General Education program. The assessment was

More information

Genevieve L. Hartman, Ph.D.

Genevieve L. Hartman, Ph.D. Curriculum Development and the Teaching-Learning Process: The Development of Mathematical Thinking for all children Genevieve L. Hartman, Ph.D. Topics for today Part 1: Background and rationale Current

More information

Designing a Rubric to Assess the Modelling Phase of Student Design Projects in Upper Year Engineering Courses

Designing a Rubric to Assess the Modelling Phase of Student Design Projects in Upper Year Engineering Courses Designing a Rubric to Assess the Modelling Phase of Student Design Projects in Upper Year Engineering Courses Thomas F.C. Woodhall Masters Candidate in Civil Engineering Queen s University at Kingston,

More information

MASTER S COURSES FASHION START-UP

MASTER S COURSES FASHION START-UP MASTER S COURSES FASHION START-UP Postgraduate Programmes Master s Course Fashion Start-Up 02 Brief Descriptive Summary Over the past 80 years Istituto Marangoni has grown and developed alongside the thriving

More information

Using Team-based learning for the Career Research Project. Francine White. LaGuardia Community College

Using Team-based learning for the Career Research Project. Francine White. LaGuardia Community College Team Based Learning and Career Research 1 Using Team-based learning for the Career Research Project Francine White LaGuardia Community College Team Based Learning and Career Research 2 Discussion Paper

More information

5 Star Writing Persuasive Essay

5 Star Writing Persuasive Essay 5 Star Writing Persuasive Essay Grades 5-6 Intro paragraph states position and plan Multiparagraphs Organized At least 3 reasons Explanations, Examples, Elaborations to support reasons Arguments/Counter

More information

Modified Systematic Approach to Answering Questions J A M I L A H A L S A I D A N, M S C.

Modified Systematic Approach to Answering Questions J A M I L A H A L S A I D A N, M S C. Modified Systematic Approach to Answering J A M I L A H A L S A I D A N, M S C. Learning Outcomes: Discuss the modified systemic approach to providing answers to questions Determination of the most important

More information

CHAPTER V: CONCLUSIONS, CONTRIBUTIONS, AND FUTURE RESEARCH

CHAPTER V: CONCLUSIONS, CONTRIBUTIONS, AND FUTURE RESEARCH CHAPTER V: CONCLUSIONS, CONTRIBUTIONS, AND FUTURE RESEARCH Employees resistance can be a significant deterrent to effective organizational change and it s important to consider the individual when bringing

More information

Reading Project. Happy reading and have an excellent summer!

Reading Project. Happy reading and have an excellent summer! Reading Project In order to prepare for seventh grade, you are required to read at least one book from the District 54 Summer Reading List. The list contains both fiction and non-fiction books at different

More information

Major Milestones, Team Activities, and Individual Deliverables

Major Milestones, Team Activities, and Individual Deliverables Major Milestones, Team Activities, and Individual Deliverables Milestone #1: Team Semester Proposal Your team should write a proposal that describes project objectives, existing relevant technology, engineering

More information

PART C: ENERGIZERS & TEAM-BUILDING ACTIVITIES TO SUPPORT YOUTH-ADULT PARTNERSHIPS

PART C: ENERGIZERS & TEAM-BUILDING ACTIVITIES TO SUPPORT YOUTH-ADULT PARTNERSHIPS PART C: ENERGIZERS & TEAM-BUILDING ACTIVITIES TO SUPPORT YOUTH-ADULT PARTNERSHIPS The following energizers and team-building activities can help strengthen the core team and help the participants get to

More information