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Question 1: What is the primary purpose of using rubrics in assessment? A. To reduce the number of assignments teachers must grade B. To give students random feedback C. To assess learner performance using specific criteria and levels D. To make grading faster and easier for instructors Question 2: Which of the following is a characteristic of analytic rubrics? A. Assess the entire task as a whole B. Provide a single descriptive paragraph for all criteria C. Use multiple criteria with individual performance descriptors D. Do not include any scoring scale Question 3: What is one benefit of using rubrics in education? A. They eliminate the need for grading B. They confuse learners about expectations C. They help provide informative and constructive feedback D. They discourage students from revising their work Question 4: When choosing between an analytic and a holistic rubric, which is true? A. Holistic rubrics provide detailed feedback for each component B. Analytic rubrics assess the task as a whole C. Holistic rubrics are used to give a general judgment of overall performance D. Analytic rubrics are used when no feedback is needed Question 5: Which of the following is not a step in developing a rubric? A. Define the purpose of the learning task B. Choose rubric type C. Design final exam questions D. Write performance descriptors Question 6 What does “content validity” refer to in assessment instruments? A. The extent to which the test predicts future performance B. The extent to which test items cover the intended content C. How consistent the results of the test are over time D. The judgment of whether a test looks valid on the surface Question 7 Which type of reliability involves the consistency of scores given by two or more raters? A. Intra-rater reliability B. Test-retest reliability C. Inter-rater reliability D. Internal consistency Question 8 Which statistical method is used to confirm that all items measure the intended construct? A. Content mapping B. Guessing analysis C. Construct charting D. Confirmatory Factor Analysis (CFA) Question 9 According to the PDF, what is one way to increase the validity of an assessment instrument? A. Shorten the test to reduce variability B. Apply penalties for guessing C. Conduct a vetting session with experts D. Use the same rater for all responses Question 10 In the affective domain construct map, what is the highest level of affective behavior? A. Responding B. Valuing C. Characterisation D. Organisation

Chore a household task, such as washing dishes; often assigned to children by their parents livestock farm animals rasp to make a rough, grating sound hope a wish for something to happen the way you want it to lard soft fat from a pig that is used for cooking neigh a soft, low sound made by a horse ribs the bones that protect your heart and lungs wheat the grain from grass that is used to make bread point of view the perspective from which a story is told first, second, third person the type of perspective (1st - I, me; 2nd - you; 3rd - he, she, they) narrator the person telling a story hurricane a large, powerful storm that starts over the ocean and brings in heavy rain and high winds to the land last resort a final chance to go for help levee a long wall built along a river to stop flooding; can be made of soil, rocks or concrete shelter a place where people can get food and a place to sleep when a storm threatens their home frond a large, long leaf Chinatown a part of a city that was historically home to Chinese immigrants conflict a serious disagreement society people living together in a community chaos a state of complete confusion; actions and events are out of control deport to force someone to leave a country because the person is not a citizen mass a large number of people resident someone who lives in a place status the position of a person according to the law informative a text that gives facts about something opinion a view of something based on feelings, not facts chart a visual that gives information about a topic aloft in the air plains a large area of flat land without trees researcher a person who gathers facts about a topic scale a range of numbers used as a system to measure or compare things twister another name for a tornado; a storm in which wind forms a tube that moves along the ground at high speeds and often causes damage

Revealing personal data can lead to threats like identity theft, fraud, bullying, and blackmail. 1.Identity Theft Definition: Identity theft occurs when someone steals your personal information and uses it without your permission. This can include your name, Social Security number, or bank details. Example: If someone gets your Social Security number, they could open a credit card in your name and run up bills that you would have to pay. 2.Fraud Definition: Fraud is when someone deceives another person to gain something of value, like money or personal information. This is often done through lies or tricks. Example: A person might call you pretending to be from your bank and tell you that you need to confirm your account details. If you give them your information, they may steal your money. 3. Bullying Definition: Bullying is when someone repeatedly hurts, threatens, or picks on another person. This can happen in person or online (cyberbullying). Example: If someone sends hurtful messages or spreads rumors about you on social media, that’s a form of bullying. 4. Blackmail Definition: Blackmail is when someone threatens to reveal harmful or embarrassing information about you unless you give them something they want, usually money or favors. Example: If someone takes a private photo of you and threatens to share it unless you pay them, that’s blackmail. Summary Identity Theft: Stealing personal information for illegal use. Fraud: Deceiving someone for personal gain. Bullying: Repeatedly hurting or threatening someone. Blackmail: Threatening to expose information unless demands are met. Understanding these terms helps you recognize and protect yourself from potential dangers in both real life and online. If you see any signs of these actions happening, it’s important to talk to a trusted adult or authority figure. There are several guidelines for you to be aware of to keep your personal data confidential: •Have strong passwords set on any account that holds personal data. Stronger passwords include characters, numbers and symbols and are not a recognisable word. •Encrypt (scramble text so that it cannot be read without a decryption key) any personal data that you store on your computer. •Have a firewall present, scanning incoming and outgoing data from your computer system. firewall : a security measure that can be implemented to monitor traffic into and out of a computer and prevent external users gaining unauthorised access to a computer system. A firewall is a security measure that helps protect a computer system by monitoring and controlling the traffic that comes into and goes out of the system. Think of it as a barrier between your computer and the outside world. It prevents unauthorized users from accessing your computer while allowing authorized traffic to pass through. •Regularly scan your computer with preventative software, such as an anti-virus package, that is used to identify a virus on a computer and remove it. Anti-virus: software that is used to identify a virus on a computer and remove it •Make use of any biometric devices (devices that measures a person's biological data, such as thumbprints), that are built into technology. biometric devices: Unique physical characteristic of a person that can be used by a computer for identification purposes. https://www.aratek.co/news/biometric-devices-definition-and-examples Biometric devices are tools that use unique physical characteristics of a person for identification purposes. This means they can recognize who you are based on features that are unique to you. Here are some examples of biometric characteristics: Fingerprint Recognition, Facial Recognition, Voice Recognition •Only visit and provide data to websites that are a trusted source. •Do not open any email attachments from a sender you do not recognise. •Check the URL attached to any link requesting data to see if it is genuine. •Be cautious about any pictures or opinions that you post or send to people. •Remove data about your location that is normally attached to your photos and videos that you may post, such as geotags. Geotag: an electronic tag that assigns a geographical location A geotag is an electronic tag that assigns a specific geographical location to a piece of information, like a photo or a video. Geotags can help people understand where a photo was taken or where an event occurred, making it easier to organize and find information based on location. •Do not become friends on social networking sites with people you do not know. •Set all the privacy controls to the most secure setting that are available on social media accounts. •Report and block any suspicious user. •Use a nickname or pseudonym when using the internet for entertainment, for example, playing games. •If it is possible, use a virtual private network (VPN), an encrypted connection that can be used to send data more securely across a network. Virtual private network (VPN) : an encrypted connection that can be used to send data more securely across a network A Virtual Private Network (VPN) is a special way to connect to the internet that keeps your information safe. Imagine you are sending a secret message to a friend. You want to make sure no one else can read it while it travels. A VPN helps you do just that! It creates an encrypted connection, which means it turns your message into a code that only your friend can understand Example: Public Wi-Fi Safety: When you use public Wi-Fi, like in a café, your data can be easily accessed by hackers. If you connect to a VPN while using that public Wi-Fi, your data is encrypted, making it much harder for anyone to steal your information.

Create multiple choice questions using the following information: In November, Mrs. Baker has Holling read The Tempest. Despite his preconceptions, Holling is captivated by all the "good stuff" in the play, especially the cussing, which he decides to learn by heart. He figures that Mrs. Baker could not have read the play herself; if she had, she certainly would not have let him have it. Holling is amazed when he discovers that his teacher not only has read the play, but she knows the bad parts as well. Mrs. Baker gives Holling a one-hundred-and-fifty question test on The Tempest, and assigns him to read the play again, telling him "there is a lot more to (it) than a list of colorful curses." The deadline set by Holling's classmates for him to bring them cream puffs arrives, but although Holling's father's company has won the Baker's Sporting Emporium contract, he refuses to extend an advance on his son's allowance. Desperate, Holling goes to Goldman's Best Bakery, offering to work for the money he lacks to buy the cream puffs. Coincidentally, Mr. Goldman, who is active in Long Island's Shakespeare Company, needs a boy to perform in their upcoming Extravaganza, and because of his work with Mrs. Baker, Holling fits the bill. Mr. Goldman gives Holling the required number of cream puffs in exchange, but sadly, while the students are at recess, Caliban and Sycorax, the escaped rats who inhabit the classroom walls and ceiling, come out and decimate the treats. Somehow, the disaster is blamed on Holling; he must clean up the mess, and his classmates decree that he still owes them cream puffs. The next Wednesday, Holling brings five cream puffs to school, which is all he can afford. In addition to facing his classmates' ire, he has to deal with the fact that, in the Shakespeare Company Holiday Extravaganza, he must play the part of Ariel, who is a fairy, and wear yellow tights with white feathers on an unmentionable part of his anatomy; "not a good thing for a boy from Camillo Junior High." To Holling's surprise, just when things are at their darkest, Mrs. Baker comes through for him, bringing cream puffs for the students on his behalf. That afternoon, Mrs. Baker and Holling discuss The Tempest, and whether or not Caliban, the "monster," deserves a happy ending. Holling argues that, as the antagonist, he does not, but Mrs. Baker muses whether Shakespeare might have shown, even in a monster, the capacity of humankind to use defeat to grow. Mrs. Bigio stumbles into the classroom at this point, emitting sounds of indescribable sadness; she has just learned that her husband has been killed in a futile reconnaissance mission in Vietnam. Two nights after his funeral, the Catholic Relief Agency, which houses Vietnamese refugees, including Holling's classmate Mai Thi, is the target of a hate crime. Holling reflects that Shakespeare, with his happy endings for nearly everyone in The Tempest, is wrong. He says, "sometimes, there isn't a Prospero to make everything fine...and...the quality of mercy is strained." In December, Camillo Junior High is awash in "signs of the season." Mrs. Baker, however, does not share the holiday spirit, but Holling is too absorbed with his problems with the Shakespeare Holiday Extravaganza to wonder why. As always, Holling seeks help from his family, but to no avail; his mother comments insipidly that his embarrassing costume is cute, his father tells him to wear it to please Mr. Goldman, who might one day need an architect, and his sister warns him that if news of his role gets to the high school, no one better find out they are related. The only thing that prevents December from being a total disaster is Mrs. Baker's announcement that Mickey Mantle will be signing autographs at the Baker Sporting Emporium. Unfortunately, Mrs. Baker also tells the class about Holling and the Shakespeare Extravaganza, and encourages the students to attend both events. Holling's classmates are intensely curious about his role as Ariel, whom he euphemistically describes as "a warrior." Mr. Goldman tells Mrs. Baker that Holling needs "some practice on interpretation", and she practices with him, playing the part of Prospero. Mrs. Baker is a terrific reader, and when she and Holling rehearse the part where Prospero releases Ariel from bondage, Holling is inspired, realizing what it means to be free "to create his own happy ending." On the night of the performance, Mrs. Baker, Mrs. Bigio, Danny Hupfer and his parents, Meryl Lee, and Mai Thi are in the audience to support Holling, unlike his own parents, who do not want to miss the Bing Crosby Christmas Special on television. Holling executes his part with such passion that his classmates are moved to tears, and do not even notice what he is wearing. When the show is over, Holling, finding the dressing room locked, rushes outside, still in costume, where his father is supposed to be waiting to take him to Baker's Sporting Emporium to see Mickey Mantle. Typically, his father is not there, and Holling, frantic, flags down a bus and begs the driver to take him to the Emporium. The driver takes pity on him and complies, getting him to the Emporium just in time, but when Holling approaches Mickey Mantle for an autograph, the famous player looks derisively at his costume and snaps rudely, "I don't sign baseballs for kids in yellow tights." Danny Hupfer witnesses this snub, and loyally returns his own autographed baseball to Mickey Mantle, saying, "I guess I don't need this after all." Holling and Danny leave together in silence, smarting because "when gods die, they die hard." During the days remaining until holiday break, Mrs. Bigio is especially cantankerous; her cafeteria cooking is unappetizing at best, and her comments to the students are impatient and unkind. Holling, remembering Mrs. Bigio's sadness when she received the news of her husband's death, does not complain, but he is bewildered at the sheer desolation he witnesses when Mrs. Bigio bitterly tells Mai Thi that she "shouldn't even be here...a queen in a refugee home while American boys are sitting in swamps on Christmas Day." After school on the last day before break, Mrs. Baker gives Holling, Danny Hupfer, and Doug Swieteck each a new baseball and mitt, and sends them to the gym, where, to their delight, they meet Joe Pepitone and Horace Clark in their Yankee uniforms, and receive tickets to Opening Day at the Stadium. Mrs. Baker's family knows what happened with Mickey Mantle, and wants to make it up to the boys. The next day, President Johnson declares a Christmas ceasefire in Vietnam, and the holiday season begins in earnest.

Can you create an evaluation using this information PHONETICS VS. PHONOLOGY Whereas phonetics is the study of sounds that occur in language, phonology is the study of how these sounds are organized and how they function in language. It uses the classifications of sounds derived from phonetics to describe and analyze how sounds occur in speech. STRUCTURALIST PHONEMICS STRUCTURALIST PHONEMICS As linguists began to study sounds in fine detail, they recognized increasingly complex aspects of phonetic organization. For example, the sound /p/ appears in different varieties in English. STRUCTURALIST PHONEMICS One of the varieties of /p/ is indicated by [ph]. This sound is produced with an accompanying puff of air called aspiration, as in the words “pill,” and “peace.” Another sound, indicated by [p•], is produced when there is little or no aspiration; this sound occurs in a word like “spill.” A third major variety for the /p/ sound is the unreleased [p– ], which may occur at the end of a word like “stop.” To deal with these variations for the /p/ sound, the structuralists suggested the existence of an abstract unit which they termed a phoneme. STRUCTURALIST PHONEMICS A phoneme was defined by the structuralists as an abstract phonological unit that represents a class of real sounds, termed the allophones of a phoneme. The phoneme /p/ in English, then, is represented by the allophones [ph], [p•], and [p– ]. STRUCTURALISTS: MINIMAL PAIRS How do we know what these abstract units of sound called phonemes are? In order to find the phonemes of a language, the structuralists developed the concept of the minimal pair, defined as any two words that: a) Contain the same number of segments b) Differ in meaning c) Exhibit only one phonetic difference. STRUCTURALISTS: MINIMAL PAIRS In practical terms, phonemes distinguish meanings; and a phoneme can also be defined as the smallest meaning-distinguishing unit of sound. For instance, the words “pin” /pɪn/ and “bin” /bɪn/ mean different things, and the only one difference in these words occurs in the initial sounds. STRUCTURALISTS: MINIMAL PAIRS By using the concept of a minimal pair, we can determine that the three variations of the /p/ sound do not represent three phonemes. Certainly, it is possible to pronounce the word cap with either an aspirated [ph ] or unreleased [p– ]; however, the two forms [kæph ] and [kæp– ] are not a minimal pair, even though they involve different sounds, because they are identical in meaning. STRUCTURALISTS: FREE VARIATION The two forms [kæph ] and [kæp– ] are, therefore, said to exhibit free variation: that is, the pronunciation may vary without signifying a change in meaning. In other words, we may conclude that the unreleased [p– ] and the aspirated [ph ] are not representations of different phonemes in English; they are, in fact, allophones of one phoneme, /p/. STRUCTURALISTS: COMPLEMENTARY DISTRIBUTION When phonemes have more than one allophone in a language, the allophones are said to be in complementary distribution. Complementary distribution means that the allophones of a phoneme occur in different phonetic environments (that is, with different sounds surrounding them). TRANSFORMATIONAL- GENERATIVE PHONOLOGY TRANSFORMATIONAL-GENERATIVE PHONOLOGY Transformational-generative phonology is a relatively recent development in linguistic theory. Chomsky launched Transformational-Generative Grammar in 1957, but the earliest studies within this framework were largely concerned with syntax. A decade later, the first comprehensive transformational-generative treatment of English phonology appeared: Chomsky and Halle’s The Sound Pattern of English (1968). TRANSFORMATIONAL-GENERATIVE PHONOLOGY Transformational-generative phonologists strongly oppose the structuralists’ phonemic level. They replace this level by a series of rules that directly relate underlying representations to observed phonetic representations. The central mechanisms in transformational-generative phonology, then, are underlying representations and phonological rules. PHONOLOGICAL RULES A rule is an operational statement in which some linguistic entity is modified, resulting in a new linguistic entity. Rules may add elements, remove elements, or change elements. By using phonological rules, linguists attempt to demonstrate that there is order in linguistic phenomena and that linguistic patterns are systematic. PHONOLOGICAL DERIVATION A phonological derivation is an operation that begins with an underlying representation and, through the application of a set of specific rules, yields the actual sound the speaker produces. The representation of a phonological rule has the following general appearance. /A/ → [B] / C “A” changes to “B” under condition “C” PHONOLOGICAL RULE – EXAMPLE In most Southern dialects, the word ten is pronounced like the word tin. This is not an isolated fact, for den is pronounced like din and Ben is pronounced like bin, and so on. This very general fact can be represented by the phonological rule: /ɛ/ → [I] / ___ [n] den /dɛn/ → /dIn/ Ben /bɛn/ → /bIn/ ten /tɛn/ → /tIn/ /ɛ/ → [I] / ___ [n] - high - low - tense + front + high - tense + front + sonorant + anterior + coronal - continuant NOTATIONAL DEVICES IN PHONOLOGICAL RULES The statement of phonological rules can be complex, and linguists have developed several notational devices for writing them. Often, the following symbols will be necessary for stating the conditions under which rules apply: # indicates a word boundary + indicates an intraword boundary $ indicates a syllable boundary UNDERLYING REPRESENTATIONS AND RELATED ISSUES The transformational-generative description of phonology relates underlying representations to phonetic representations by rules. This can be represented in a simple example: In English, there are certain pairs of words like sign / signature, and malign / malignant that exhibit a regular alternation in their phonetic representations: [g] is present in the second member of the pairs but absent in the first member. UNDERLYING REPRESENTATIONS AND RELATED ISSUES To explain the relatedness of words such as sign / signature, we could claim that the underlying representation of the segment in all such pairs is /g/ and that a rule operates to delete /g/ before syllable-final nasals. Thus, the rule “/g/ is deleted before syllable-final nasal” would appear formally as: + voice - anterior →∅ ____ [+ nasal] $ - coronal UNDERLYING REPRESENTATIONS AND RELATED ISSUES On the left-hand side of the arrow, we place the features needed to uniquely specify /g/ among the consonants; that is, no other consonant has the features [+ voice], [- anterior], and [- coronal]. The symbols → mean that the sound /g/ changes to nothing or more properly “/g/ is deleted.” The horizontal line following the slash mark refers to the position of /g/ - namely, before a segment that is [+nasal]. Finally, this [+nasal] segment occurs before a syllable boundary, as indicated by $. A less formal way of writing this rule would be: /g/ → / _ [+nasal] $ Notice that this rule also helps describe such alternations as phlegm/phlegmatic and paradigm/paradigmatic. Application Activity: Think of other words in which this rule can be applied. Write the sound segments to prove /g/ is deleted. Another example is the process through which the prefix meaning “not” is added to words. This prefix alternates among the forms /Im/, /In/, and /Iŋ/, depending on the point of articulation of the initial segment of the following word. -If the segment begins in the extreme front part of the mouth (labials), the form is /Im/, as in improper. -If the segment begins in the extreme back part of the mouth (velars), the form is /Iŋ/, as in incomplete. -If the segment begins in the mid-region of the mouth (all other sounds), the form is /In/, as in indecent. *Exceptions:Words beginning with /r/ or /l/. Analyze the Word “in + complete,” for example. /n/ → [ŋ] / __ [k] - continuant - continuant - continuant + sonorant → + sonorant - sonorant + anterior - anterior - strident + coronal - coronal - coronal + tense THE VELAR SOFTENING RULE Still another example of alternation in English is found in pairs of words like “electric / electricity,” in which the segments /k/ and /s/ alternate. /k/ changes to [s] only before non- low, front vowels. THE VELAR SOFTENING RULE /k/ → [s] / __ - continuant + continuant - strident → - sonorant V - anterior + anterior - low - coronal + coronal - back

Learning is brain change (1) Everybody has a brain, but not many people know how the brain works. Some people believe that the brain is like the hard disk of a computer. We use it to store files-images, language (words, texts, sounds) and other data. Others compare the brain to a huge container or cupboard with lots of little drawers, shelves and boxes in it. We put information into these boxes and hope to find it again later. (2) The brain is not a computer disk, and it isn't a container. Look at the picture here. It looks a bit like weeds in a garden, doesn't it? The picture actually shows a child's neocortex - a part of the brain. You can guess what happens — more 'weeds" grow as the child gets older. Scientists call these neuronal networks. The networks grow around our neurons, or nerve cells. What makes them grow? Learning! Learning is brain change, says Professor James Zull from Case Western University in Cleveland, Ohio, USA. "Without learning, nothing changes in the brain. For every new word you learn in your English lesson, every puzzle you solve in maths, every new song you learn to sing, a neuronal network grows in your brain and the brain changes. (3) The more neuronal networks we grow, the better we can think and the better we remember. You may wonder if there is anything you can do to make the networks in your brain grow better. Professor Zull says yes, there is. He says that brain change is strongest when a) you are interested in and like what you are learning, b) you are in control of what you learn and c) you get challenging tasks that make you think hard and concentrate. Understanding a challenging task makes you feel good and develops your brain!

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