Loading...

Twice I Walked with Dinosaurs by Camryn Daigonale
Quiz by Abigail Padilla
Customize this quiz to suit your class
Instantly translate to 100+ languages
Tag the questions with any skills you have. Your dashboard will track each student's mastery of each skill.
Give this quiz to my class
Some Arctic Dinos Lived in Herds
By Sid Perkins
Just as interesting, however, is how this was discovered. Scientists didnât look at a single fossil bone.
Instead, they analyzed a large number of preserved footprints on a mountainside located toward the
southern end of central Alaska.
Anthony Fiorillo works at the Perot Museum of Nature and Science in Dallas, Texas. As a vertebrate
paleontologist, he studies the fossils of creatures with backbones. In 2007, he was part of a research
team exploring Denali National Park. âWe rounded the corner and there they were,â he recalls.
Thousands of footprints had been preserved in stone. âIt was amazing.â
Dinosaurs died out more than 65 million years ago (not
counting birds, their modern-day relatives). So, itâs a bit
surprising that scientists know so much about these
ancient creatures. Now, a new study reveals that a certain
type of duckbilled dinosaur lived in the Arctic year-round.
These animals also traveled in herds that included many
age groups, they find. The creatures even appear to have
gone through a âteenage growth spurt.â
Those tracks pepper a steep patch of exposed rock about twice as
long as a football field and up to 60 meters (roughly 200 feet) wide.
They sit at least 160 kilometers (100 miles) north of the Gulf of Alaska.
Between 69 million and 72 million years ago, that now-rocky material
was muddy sediment on a floodplain near a seacoast, Fiorillo explains.
The hadrosaurs walked across the squishy mud. Later, the footprints
they left turned to stone.
Previous studies suggested adult duckbills took care of their young,
says Fiorillo. The new evidence that these dinosaurs truly traveled in
herds with multiple age groups confirms that parents cared for their
young well beyond the time they left the nest, his team concludes. The
researchers published their findings June 30 in Geology.
Š Science News for Students
Thousands of tracks cover this
rocky mountainside in Alaskaâs
Denali National Park. They
provide a wealth of information
about the size, age and lifestyle
of certain dinosaurs.
COURTESY OF PEROT MUSEUM OF
NATURE AND SCIENCE
EVIDENCE FOR HERDS O F DINOSAURS
Small meat-eating dinosaurs called theropods had left behind a few of the tracks that Fiorilloâs team
found in Denali. Birds had left some others. But the vast majority came from creatures called
hadrosaurs. These large plant-eating duckbilled dinosaurs had been quite common during the
Cretaceous Period. That helps explain one of their nicknames: âcattle of the Cretaceous.â
For the new study, the researchers focused only on the hadrosaur tracks. More than half of the
footprints were preserved so well that they had clear impressions of the skin on the dinosaursâ feet.
Most tracks had a similar level of preservation. That suggests all were probably left within a short
period. Other fossils in the nearby rocks, including insect burrows, suggest these hadrosaurs had left
their footprints during the summer. These are trace fossils â evidence of ancient life other than a
preserved carcass or bone.
At the time these dinosaurs lived, Fiorillio says, the average temperature in the warmest months was
between 10° and 12° Celsius (50° and 54° Fahrenheit). Thatâs about what conditions are like today
along the border between Canada and the lower 48 U.S. states, he notes.
The team measured a large sample of the duckbillsâ footprints. They fell into four distinct size ranges.
The largest tracks, presumably made by adults, measured about 64 centimeters (25 inches) across. The
smallest tracks, 8 centimeters (3 inches) wide, were likely left by young duckbills. They would have
been no more than a year old. Tracks of two other size groups were probably made by juveniles and
near-adults.
These data suggest the community of hadrosaurs included four different age groups.
Š Science News for Students
A hadrosaur footprint made
roughly 70 million years ago. For
scale, the long blue bar at right is
10 centimeters long; each small
blue or white bar measures 1
centimeter.
COURTESY OF PEROT MUSEUM OF NATURE
AND SCIENCE
Š Science News for Students
THESE DINOSAURS DIDNâT MIGRATE
About 84 percent of the tracks sampled for the new study had been left by older hadrosaurs â adults or
near-adults. Roughly 13 percent came from the youngest members of the herd. And a mere 3 percent
came from herd members considered to be juveniles, says Fiorillo. The rarity of tracks by these tweens
suggests that the young of this species had a rapid growth spurt. If true, they would have spent relatively
little time at this vulnerable size â and therefore left very few tracks.
âWhatâs really neat is how many small tracks there are,â notes Anthony Martin. An ichnologist â or
expert in trace fossils â he works at Emory University in Atlanta, Ga.
Other scientists had analyzed fossil bones from duckbills. These studies had hinted that the equivalent of
adolescent hadrosaurs would have experienced growth spurts. But the new findings are âthe best
evidence that Iâve seen,â says Eric Snively. Heâs a vertebrate paleontologist at the University of Wisconsin-
La Crosse. âThis is a great study,â he adds, âand further evidence that juvenile hadrosaurs grew up in an
eye-blink.â
Also previously, researchers had proposed that Arctic dinosaurs migrated farther south for the winter.
Thatâs because even if the region was much warmer than it is today, nights in the high Arctic would have
been 24 hours long. So, with no sunshine for several months, Alaska would have had long periods of very
bleak, chilly weather.
But finding juveniles in the herd
strongly suggests that these
dinosaurs remained in the Arctic all
year. Thatâs because adolescents and
preadolescents wouldnât have had
the strength or stamina to make
those long treks, Fiorillo maintains.
Field work is often harsh. Paleontologists studying the dinosaur
footprints here on an Alaskan mountainside sometimes worked
in cold and fog.
COURTESY OF PEROT MUSEUM OF NATURE AND SCIENCE
Š Science News for Students
The presence of very young dinosaurs might have been expected, he notes: If this were a nesting region,
the babies would have hatched sometime just before summer. And remember, thatâs when these tracks
were left. But that wouldnât explain the juveniles, he says.
The teamâs findings âsuggest that these dinosaurs were overwintering in Alaska somehow,â says Snively.
At the time, the average temperature in the region remained above freezing even during the winter, he
notes. But, he adds, âthis study raises interesting issues about how the dinosaurs could live in the region
when it was pretty dark for several months at a time.â
Name: Marco Ramirez - âI Am Not Batmanâ TW: language Itâs the middle of the night. And the sky is glowing like mad radioactive red. And if you squint, you could maybe see the moon through a thick layer of cigarette smoke and airplane exhaust that covers the entire city like mosquito net that wonât let the angels in. And if you look up high enough you could see me-standing on the edge of a eighty seven story building. And up there-a place for gargoyles and broken clock towers that have stayed still and dead for maybe like a hundred years-up there is me. And Iâm freakin Batman. And I gots Bat-mobiles and Bat-a-rangs and freakin Bat-caves like for real, and all it takes is a broom closet or a back room or a fire escape and Dannyâs hand-me-down jeans are gone. And my navy blue polo shirt? â The one that looks kinda good on me but has a hole on it near the butt from when it got snagged on the chain linked fence behind Arturoâs but it isnât even a big deal cause I tuck that part in and its like all good? âthat blue polo shirt? â Itâs gone too. And I get like, like transformational. And nobody pulls out a belt and whips Batman for talking back â-Or for not talking back âAnd nobody calls Batman simple â- Or stupid â- Or skinny â- And nobody fires Batmanâs brother from the Eastern Taxi Company âcause they was making cutbacks, neither, âcause they got nothing but respect, and not like afraid-respect. Just like respect-respect. âCause nobodyâs afraid of you. Cause Batman doesnât mean nobody harm. Ever. Cause all Batman really wants to do is save people and maybe pay Abuelaâs bills one day and die happy and maybe get like mad famous. For real.âŚAnd kill the Joker. Tonight, like most nights, Iâm all alone. And Iâm watchingâŚAnd Iâm waiting⌠Like a eagle. Or like a âno, yea, like a eagle. And my cape is flappinâ in the wind (âcause itâs freakinâ long), and my pointy ears are on, and that mask that covers like half my face is on too, and I got like bulletproof stuff all in my chest so no one could hurt me and nobody â nobody â is gonna come between Batman, And Justice. From where I am I could hear everything. Somewhere in the city thereâs a old lady picking Styrofoam leftovers up outta a trash can and sheâs putting a piece of sesame chicken someone spit out into her own mouth. And somewhere thereâs a doctor with a whack haircut in a black lab coat trying to find a cure for the diseases that are gonna make us all extinct for real one day. And somewhere thereâs a man, a man in a janitorâs uniform, stumbling home drunk and dizzy after spending half his paycheck on forty-ounce bottles of twist-off beer and the other half on a four hour visit to some ladyâs house on a street where the lights have all been shot out by people whoâd rather do what they do, in this city, in the dark. And half a block away from JanitorMan thereâs a group of good-for-nothings who donât know no better waiting to beat JanitorMan with rusted bicycle chains and imitation Lousiville Sluggers, and if they donât find a cent on him â which they wonât â theyâll just pound at him till the muscles in their arms start burning, till thereâs no more teeth to crack out. But they donât count on me. They donât count on no dark night (with a stomach full of grocery store brand macaroni-and-cheese and cut up Vienna sausages), Cause theyâd rather believe I donât exist, And from eighty-seven stories up I could hear one of the good-for-nothings say âGimmethecashâ real fast (like that) just âGimmethefuckingcashâ and I see JAnitorMan mumble something in drunk language and turn pale and from eighty-seven stories up I could hear his stomach trying to hurl its way out of his Dickies. So I swoop down like and fast and Iâm like darkness. Iâm like SWOOSH â- And I throw a Bat-a-rang at the one naked lightbulb â- And theyâre all like âwhoa-motherfucker-who-just-turned-out-the-lights?â ââWhatâs that over there?â â-âWhat?â â- âGimme whatchou got old manâ â- âDid anybody hear that?!â â- âNo, reallyâ â- âThere ainât. No. Bat.â â But then â- One out of three good-for-nothings gets it to the head! And number Two swings blindly into the dark cape before him but before his fist hits anything I grab a trash can lid and â-- Right into the gut, and number One comes back with a jump-kick but I know judo-karate too so Iâm like â-- Twice â-- but before I can do any more damage suddenly we all hear a CLIC â CLIC âAnd suddenly everything gets quiet And the one good-for-nothing left standing grips a handgun and aims straight up, like heâs holding Jesus hostage, like heâs threatening maybe to blow a hole in the moon. And the good-for-nothing who got it to the head who tried to jump-kick me and the other good-for-nothing who got it in the gut is both scrambling back away from the dark figure before him. And the drunk man the JanitorMan is huddled in a corner, praying to Saint Anthony âcause thatâs the only one he could remember. And thereâs me, Eyes glowing white, cape blowing softly in the wind. Bulletporoof chest heaving. My heart beating right through it in a Morse code for âfuck with me, just once, come on, just try.â And the one good-for-nothing left standing, the one with the handgun, he laughs he lowers his arm, and he points it at me and gives the moon a break, and he aims it right between my pointy ears, like goalposts and heâs special teams. And JanitorMan is still calling Saint Anthony but he ainât pickinâ up, And for a second it seems likeâŚmaybe Iâm gonna lose. Naw. SHOO â SHOO! FUACATA! --âDonât kill me man!â ââSNAP! â Wrist CRACK â Neck â SLASH! â Skin â meets â acid â âAHH!!â âAnd heâs on the floor. And Iâm standing over him. And I got the gun in MY hands now. And I hate guns, I hate holding âem cause Iâm Batman, and âBatman donât like guns âcause his parents got iced by guns a long time ago â but for just a second, my eyes glow white, and I hold this thing, for I could speak to the good-for-nothing in a language he maybe understandsâŚCLIC â CLICâŚAnd the good-for-nothings become good-for-disappearing into whatever toxic-waste-chemical-sludge-shit-hole they crawled out of. And itâs just me and JanitorMan. And I pick him up. And I wipe sweat and cheap perfume off his forehead. And he begs me not to hurt him and I grab him tight by his JanitorMan shirt collar and I pull him to my face, and heâs taller than me, but the cape helps so he listens when I look him straight in the eyes and I say two words to him: âGo home.â And he does, checking behind his shoulder every ten feet. And I SWOOSH from building to building on his way there, âcause I know where he lives. And I watch his hands where he lives. And I watch his hands tremble as he pulls out his keychain and opens the door to his building. And Iâm back in bed before he even walks in through the front door. And I hear him turn on the faucet and pour himself a glass of warm tap water And he puts the glass back in the sink. And I hear his footsteps, And they get slower as they get to my room. And he creaks my door open like mad slow. And he takes a step in, which he never does. And heâs staring off into nowhere, his face the color of sidewalks in summer, and I act like Iâm just waking up, and I say, âWhatâs up, Pop?â And JanitorMan says nothing to me. But I see, in the dark, I see his arms go limp and his head turns back, like towards me, and he lifts it for I could see his face, For I could see his eyes, And his cheeks is dripping but not with sweat. And he just stands there, breathing, like he remembers my eyes glowing white. Like he remembers my bulletproof chest. Like he remembers heâs my pop. And for a long time I donât say nothing. And he turns around, hand on the doorknob, and he ainât looking up my way but I hear him mumble two words to me. âIâm sorry.â And I lean over and open my window just a crack.⌠If you look up high enough you could see me. And from where I am? I could hear everything.
Animal Rights and Diet Success Criteria I can explain key terms which describe the type of diets people have I can explain the advantages and disadvantages of different types of diet Animal Rights and Diet Match up the terms with the meaning Term Meaning Omnivore - eats fish but no other type of meat Vegetarian - eats most types of meat and vegetables Pescetarian - doesnât eat any products that come from animals Vegan - doesnât eat meat but will eat dairy products like milk Place the different diets on a spectrum All meat No animal products at all Vegetarian Vegan Omnivore Pescetarian Omnivore Omnivore Most people in the UK are omnivores Match the countries with the amount of meat eaten per person per year Country Meat per person per year India 9.9 kg USA 4.4 kg Bangladesh 120 kg UK 111.5kg Nepal 84.2 kg Australia 4 kg Numeracy How much meat is consumed in the UK per year? (Amount of meat eaten X the UK population) 2. How much meat is consumed in Bangladesh per year? (Amount of meat eaten X the Bangladesh population) Country Meat per person per year USA 120 kg Australia 111.5kg UK 84.2 kg Nepal 9.9 kg India 4.4 kg Bangladesh 4 kg UK â 64 million Bangladesh â 165 million http://www.telegraph.co.uk/travel/maps-and-graphics/world-according-to-meat-consumption/ 7 Why do people eat meat? Discuss Tradition (their family has always done it) Culture (celebrations) Taste Convenience Nutrients such as B12, protein and iron Consumption of meat is rising across developing countries because higher incomes generally mean more meat eating. Pescetarian "Yeah, I'm a vegetarian." "But that looks like fish you're eating." "Oh yeah, I eat fish.â An estimated 5% - 6% of people in the UK are pescetarians. How many people is this? Approx. 3.6 million Calculation â 66,000,000 /100 x 5.5 = 3,630,000 9 Which group is cuter? Animals Fish 10 People often donât feel as much love for fish as they do for fluffy, cute mammals. The may think fish donât feel pain. They may be fussy. They think fish isnât meat. Not farmed as much as mammals; can be wild. To get nutrients they wouldnât get from just vegetables and grains. (Omega 3 is in plants but in higher concentrations in oily fish) Why are people pescetarians? https://www.vegsoc.org/sslpage.aspx?pid=753 http://articles.mercola.com/omega-3.aspx Fish â In a perfect world, fish can provide you all the omega-3s you need. Unfortunately, the vast majority of the fish supply is now heavily tainted with industrial toxins and pollutants, such as heavy metals which include mercury, lead, arsenic, and cadmium, PCBs, and radioactive poisons. These toxins make eating fish no longer recommended. 11 Vegetarianism Vegetarians will not eat any meat or product that comes from the slaughter of animals e.g. gelatine. About 3% of the UK population are vegetarian. How many people is this? 1.9 million 12 Why are people vegetarian? They donât like the idea that animals are killed so they can eat Health reasons Donât like meat Brought up vegetarian Environmental reasons Religious reasons (e.g. some Buddhist, Hindus) Watch the following clip twice. The second time, write down the fact which surprises you the most. https://www.youtube.com/watch?v=VW6wfpHFdaI The World Health Organization has classified processed meats â including ham, salami, sausages and hot dogs â as a Group 1 carcinogen (same as smoking/alcohol) which means that there is strong evidence that processed meats cause cancer. Red meat, such as beef, lamb and pork has been classified as a 'probable' cause of cancer. 13 Veganism Not just a diet Around 1% of the population of UK are vegans. A vegan is described by the Vegan Society as âa philosophy and way of living which seeks to excludeâas far as is possible and practicableâall forms of exploitation of, and cruelty to, animals for food, clothing or any other purpose; and by extension, promotes the development and use of animal-free alternatives for the benefit of humans, animals and the environment. In dietary terms it denotes the practice of dispensing with all products derived wholly or partly from animalsâ Why are people vegan? Why are people vegan? James Aspey: https://www.youtube.com/watch?v=a22XxXP3nU8 Warning: some of the content in this video clip may upset some viewers from 7:14 â 8:11 https://www.youtube.com/watch?v=BtqXeym7H8A Why are people vegan? âDonât want bad karmaâ Feel healthier Reduce chances of diseases. Example heart disease. Donât want to exploit animals Believe in animal rights Sustainability Environment Create a Table of Pros & Cons of Veganism Pros â Cons - Create a Table of Pros & Cons of Veganism Pros Cons No animals have died for you to eat Some people think it is healthier Help the environment Fewer antibiotics/chemicals that are given to some animals Makes you feel good No vitamin B12 so have to supplement Harder to find food at shops or restaurants May be harder to get enough iron May be more expensive to get substitute meats Judged by family and friends Could put farmers out of business Group Work Source 1 Summarise it in your jotter Explain what the source is/what it says What does it suggest? What is your opinion? Feedback to rest of class https://www.youtube.com/watch?v=SYyjel5VuHg Farmerâs Poem
Google Form 2 (After the Class) Title: Post-Class Learning Check â Introduction to International Curriculum Description: This quiz is designed to assess your understanding of Session 1. Q1. An international curriculum is designed primarily to: â Increase homework â Replace national education systems â
Prepare learners for global citizenship and international education â Reduce classroom teaching Q2. Which of the following is NOT an international curriculum? â Cambridge International â IB â Pearson Edexcel â
CBSE Q3. Why did the International Baccalaureate originally develop? â To replace national curricula â To introduce online learning â
To provide a common qualification for internationally mobile students â To reduce examinations Q4. Which IB programme was introduced first? â PYP â MYP â
DP â CP Q5. The IB currently offers _____ programmes. â Two â Three â
Four â Five Q6. What is the major difference between a national curriculum and the IB curriculum? â IB teaches fewer subjects. â IB is easier. â
IB focuses on inquiry, conceptual understanding, and international-mindedness. â IB has no assessments. Q7. Why are there more than 8,900 IB programmes but only 6,200 IB World Schools? â Every programme is counted twice. â Students are counted as programmes. â
Many schools offer more than one IB programme. â Different countries count programmes differently. Q8. Which statement best explains the purpose of the IB? â To prepare students only for university entrance. â To prepare students only for employment. â
To develop internationally minded, lifelong learners. â To prepare students only for examinations. Q9. Match the programme with the age group. Programme Age Group PYP 3â12 MYP 11â16 DP 16â19 CP 16â19 (Use Google Forms "Multiple Choice Grid" or "Matching" add-on if available.) Q10. Which statement best describes your learning after today's session? â I still have many doubts. â I understood some concepts. â I have a good understanding of international curriculum and the IB. â I am confident in explaining the differences between national and international curricula. Bonus Reflection Question (Optional â Short Answer) In one or two sentences, describe one feature of the IB curriculum that you would like to adopt in your own teaching practice and explain why.
What is a rubric? A tool comprising a set of criteria (with possible levels of performance quality on the criteria) developed to assess learnersâ work, from written to oral to visual. It is used tomeasureperformance,suchastheprocess of doing something (e.g.,playing a musical instrument, making a speech) or products of the learnersâ work (e.g., concept map, laboratory report, bookshelf) (Brookhart, 2013). BENEFITS OF USING RUBRICS Support authentic assessment Reflects how well learners are able to apply knowledge inthe real-world context. Communicate expectations Gives learners an idea of what is expected of them. It is especially useful when the rubrics are communicated to the learners before they are assessed. Improve performance Explicit criteria and performance level descriptions allow learners to understand the desired performance. Learners are able to assess themselves by referring to the specific criteria and performance-level descriptions. Provide informative feedback Instructors are able to provide constructive feedback to learners on their weaknesses and strengths. Promote thinking andlearning 4 Provide informative feedback Instructors are able to provide constructive feedback to learners on their weaknesses and strengths. Learners are able to review and revise their work,thus reflecting on their learning experiences. Ensure fairness Learner performance assessed fairly given its objectivity. It helps avoid disputes between learners and instructors about the scores/grades achieved. TYPES OF RUBRIC ANALYTIC It consists of individual criterion with corresponding descriptor of performance. HOLISTIC It consists of performance descriptors that are placed together to refeclet to overalll performance. ANATOMY OF ANANALYTIC RUBRIC Rating scales with corresponding scores or weights The row represents the criteria for the desired performance, while the column represents the evaluation score. Under the rating scale (corresponding weights orscorescanbeassigned),theperformance descriptors are explicitly stated ANATOMYOF AHOLISTICRUBRIC Descriptions: It comprises the rating scale (corresponding weights or scores can be assigned) in the row while the combined desired performance descriptors are placed in the column. Description of the task The purpose of the assignment is to assess learnerâs cognitive and analytic skills in applying knowledge gained and constructed throughout the course Diffusion of Innovation,bywatching the Surrogates movieand writing ananalytical review of the movie in the context of innovation diffusion.Iwant to provide learners with informative feedback on their cognitive and analytic skills such as the following: applying the concepts of innovation diffusion,making judgmentson the scenes related to innovation diffusion identified from the movie,selecting and critiquing theories of innovation diffusion and making connections between the theories,aswell asarguingand proposing necessary solutions to the problemss hown in the movie. ESTABLISHING ALTERNATIVEASSESSMENTINHIGHEREDUCATION VALIDITYAND RELIABILITYOF RUBRICS. Validity Measuring what is supossedto be measured. Reability Yielding consists results. Instruments that are used in the alternative assessment must be aligned to the learning outcomes and measure well what it intends to measure (valid) and produce consistent scores (reliable). The valid instrument will manifest the true ability (latent trait) of learners and permit appropriate inferences to be made about a specific group of people for specific purposes. TYPES OF VALIDITY FACE VALIDITY Simple form of validity thatapplies a superficial and subjective assessment whether the instrument measures what it is supposed to measure. CONTENT VALIDITY Refers to the extent to which the items on a measure assess the same content or how wellthe content material was sampled inthe measure. CONSTRUCT VALIDITY Refers to the extent to which the test may be said to measure a theoretical construct or trait. CONCURRENT VALIDITY Refers to the extent to which scores onanewmeasure are related to scores from a criterion measure administered at the same time. PREDICTIVE VALIDITY Refers to the uses of the scores from the new measure to predict performance on a criterion measure administered ata later time. STEPS TO CONSIDER WHEN ESTABLISHING CONTENT VALIDITY Calculate the level of expert agreeement for the content validity, get expert to verfy. Interview the expert ,make meta contentdata anĂĄlisis from literatura. STEPS TO CONSIDER WHEN ESTABLISHING CONSTRUCCT VALIDITY Administer the instrument for alll learners, revise any item necccesay, run an apropriates statistical analiysis, administerthe instrument to learners as a pilot test . CONSTRUCTMAP Morepreciseconceptthan construct. Ranges from one extreme to another(fromhightolow,small tolarge,positivetonegative,or strongtoweak). Identifiesthepositionofthe respondentsinthisrange. Representativenessofsampling (questions and ability of respondents). EXAMPLEO FACONSTRUCTMAP:AFFECTIVE LEVELOF AFFECTIVE VARIABLES EXAMPLESOFITEMSIN MEASURINGTEAM WORKING SKILLS 5. Characterisation Learnersvolunteerstodothe groupworks. 4. Organisation Learners are willing to help others,althoughitisnottheir scopeoftask. 3. Valuing Learners respect other team membersâopinionwhendoing thediscussion. 2. Responding Learnergivescooperationwhen neededingroupworks. 1. Receiving Learneracceptsthediversityof races and nationalities among groupmembers. EXAMPLEOFACONSTRUCTMAP:PSYCHOMOTOR LEVELOF PSYCHOMOTOR VARIABLES EXAMPLESOFITEMSIN MEASURING DIGITAL SKILLS 7.Origination Learnerscanmodifytheirowndevicesto performbetter. 6.Adaptation Learnerscansolveandtroubleshootthe problemwhileusingthecomputer. 5.ComplexOvertResponse Learnerscanusethecomputercompetently. 4.Mechanism Learners can use the computer independently,butstillmakeminorerrors. 3.GuidedResponses Learnerscanusethecomputer,butstill needguidance. 2.Set Learnersarereadytousethecomputer. 1.Perception Learnerscanobservehowtousecomputer. EXAMPLEOFACONSTRUCTMAP:COGNITIVE LEVELOF COGNITIV E VARIABLES EXAMPLESOFITEMS IN MEASURING THINKINGSKILLS 6. Creating Learners are able to suggest anewmodelorframeworkof learningdigitalcommunity. 5. Evaluating Learners are able to judge the impactofthescenariotowards educationperspective. 4. Analysing Learnerscandifferentiate the factsusingafew theories. 3. Applying Learnerscansolveproblems usingthefactsgiven. 2. Understanding Learnersareabletoexplainthe factsusingtheirownwords. 1. Remembering Learnersonlymemorisethe. Direction of Increasing âXâ Learners Learners with high âXâ Learners with mid range âXâ Learners with low âXâ Responses to Item Item response indicate highest level of X Item response indicate higher level of X Item response indicate lower level of X The construct map shows the lower ability students are in line with the lower level of items. This shows that when educators plan to develop an instrument, it Item response indicate lowest level of X Direction of Decreasing âXâ is crucial to create an item difficulty thatrepresents learnersâ ability. Learnersâ ability Learners who engage in level characterisation Learners who engage in level organisation Learners who engage in level valuing Learners who engage in level responding Learners who engage in level receiving Direction of DecreasingâXâ MEASURINGCONSTRUCTVALIDITY Unlike content validity, this construct validity can be analysed using statistical analysis. Use Exploratory FactorAnalysis [EFA], Confirmatory FactorAnalysis [CFA] or Unidimensionality to confirm all items are measuring the right construct and the raw variance explained for the latent variables is sufficient. Gap initem map also can show accuracy in construct validity. RELIABILITY The degree to which test scores are consistent over repeated administrations of the same/ equivalent test and therefore considered dependable and repeatable for an individual learner.A test thatproduces highly consistent and stable results (i.e. relative free from random error) is said to be highly reliable. TYPESOFRELIABILITY Test-retest demonstrates the stability of a measure over time 01 Internal consistency most of the items within a rating scale of a concept show consistency of scoring. Inter-rater the extent to which two or more independent raters are consistent in observing, recording and scoring data (should be 70% or higher agreement) 04 Intra-rater relies on one rater to rate an object or event twice (70% or higher of agreement) FACTORSAFFECTING VALIDITYANDHOWTO INCREASEVALIDITY? FACTORS AFFECTING VALIDITY HOWTO INCREASE VALIDITY? 1. Inaccuracy of items in measuringtheoutcomes 1. Vetting session to get reviewsfromtheexpert. 2. Pooritemsdevelopment 2. Followtheformatandtips indevelopinggooditems. 3. Unclearinstructions 3. Do pilot testing to measuretheusabilityof thetest. 4. Interveningevents 4. Controltheinternalthreats validityfactors. 5. Itemsdifficultyisnot suitableforthelearners 5. Create a construct map toensurethereisanitem thatrepresentslearners ability. FACTORS AFFECTING RELIABILIT Y HOWTOINCREASERELIABILITY? 1. TestLength 1. Thetestlengthshouldbeappropriate withtestdifficulty. 2. Test retest interval 2. Suggesteddurationisbetween3 weeksto2months. 3. Variability of scores 3. Doconstructmaptoensuretheitems aresuitablewithlearnersâability. 4. Guessing 4. Penalisetheguessinganswers.You alsocandetecteitherthelearnersare guessing or not using the statistical analysis named guessing analysis andpersonfitanalysis. 5. Inconsistency score from different raters 5. Appointtheratertomarkcertain questionsforalllearners(Thisalways happen when you have more than onesectionandhavemorethanone lecturer). CONCLUSION Coming back to the issue of validity and reliability in assessment, there is a need for educators to put an effort to ensurethattheitemsintheformofquestionsorinstructions arenotonlyclearbutalsoabletomeasurewhatitisintended tomeasurebasedontherelatedlearningoutcomes. Establishingvalidityandreliabilityofinstrumentscan provide educators with some indications of the quality of the measuring tools being used. Valid and reliable instruments enabletheeducatorstocontinuouslyusethemeasuringtools withoutreservation. Reliablenot valid Precisenot Accurate Reliableand valid Preciseand Accurate NotReliable butvalid NotPrecisebut Accurate NotReliable butNotvalid NotPrecisebut NotAccurate 94
We found you were making a quiz on the subject of "What is a rubric? A tool comprising a set of criteria (with possible levels of performance quality on the criteria) developed to assess learnersâ work, from written to oral to visual. It is used tomeasureperformance,suchastheprocess of doing something (e.g.,playing a musical instrument, making a speech) or products of the learnersâ work (e.g., concept map, laboratory report, bookshelf) (Brookhart, 2013). BENEFITS OF USING RUBRICS Support authentic assessment Reflects how well learners are able to apply knowledge inthe real-world context. Communicate expectations Gives learners an idea of what is expected of them. It is especially useful when the rubrics are communicated to the learners before they are assessed. Improve performance Explicit criteria and performance level descriptions allow learners to understand the desired performance. Learners are able to assess themselves by referring to the specific criteria and performance-level descriptions. Provide informative feedback Instructors are able to provide constructive feedback to learners on their weaknesses and strengths. Promote thinking andlearning 4 Provide informative feedback Instructors are able to provide constructive feedback to learners on their weaknesses and strengths. Learners are able to review and revise their work,thus reflecting on their learning experiences. Ensure fairness Learner performance assessed fairly given its objectivity. It helps avoid disputes between learners and instructors about the scores/grades achieved. TYPES OF RUBRIC ANALYTIC It consists of individual criterion with corresponding descriptor of performance. HOLISTIC It consists of performance descriptors that are placed together to refeclet to overalll performance. ANATOMY OF ANANALYTIC RUBRIC Rating scales with corresponding scores or weights The row represents the criteria for the desired performance, while the column represents the evaluation score. Under the rating scale (corresponding weights orscorescanbeassigned),theperformance descriptors are explicitly stated ANATOMYOF AHOLISTICRUBRIC Descriptions: It comprises the rating scale (corresponding weights or scores can be assigned) in the row while the combined desired performance descriptors are placed in the column. Description of the task The purpose of the assignment is to assess learnerâs cognitive and analytic skills in applying knowledge gained and constructed throughout the course Diffusion of Innovation,bywatching the Surrogates movieand writing ananalytical review of the movie in the context of innovation diffusion.Iwant to provide learners with informative feedback on their cognitive and analytic skills such as the following: applying the concepts of innovation diffusion,making judgmentson the scenes related to innovation diffusion identified from the movie,selecting and critiquing theories of innovation diffusion and making connections between the theories,aswell asarguingand proposing necessary solutions to the problemss hown in the movie. ESTABLISHING ALTERNATIVEASSESSMENTINHIGHEREDUCATION VALIDITYAND RELIABILITYOF RUBRICS. Validity Measuring what is supossedto be measured. Reability Yielding consists results. Instruments that are used in the alternative assessment must be aligned to the learning outcomes and measure well what it intends to measure (valid) and produce consistent scores (reliable). The valid instrument will manifest the true ability (latent trait) of learners and permit appropriate inferences to be made about a specific group of people for specific purposes. TYPES OF VALIDITY FACE VALIDITY Simple form of validity thatapplies a superficial and subjective assessment whether the instrument measures what it is supposed to measure. CONTENT VALIDITY Refers to the extent to which the items on a measure assess the same content or how wellthe content material was sampled inthe measure. CONSTRUCT VALIDITY Refers to the extent to which the test may be said to measure a theoretical construct or trait. CONCURRENT VALIDITY Refers to the extent to which scores onanewmeasure are related to scores from a criterion measure administered at the same time. PREDICTIVE VALIDITY Refers to the uses of the scores from the new measure to predict performance on a criterion measure administered ata later time. STEPS TO CONSIDER WHEN ESTABLISHING CONTENT VALIDITY Calculate the level of expert agreeement for the content validity, get expert to verfy. Interview the expert ,make meta contentdata anĂĄlisis from literatura. STEPS TO CONSIDER WHEN ESTABLISHING CONSTRUCCT VALIDITY Administer the instrument for alll learners, revise any item necccesay, run an apropriates statistical analiysis, administerthe instrument to learners as a pilot test . CONSTRUCTMAP Morepreciseconceptthan construct. Ranges from one extreme to another(fromhightolow,small tolarge,positivetonegative,or strongtoweak). Identifiesthepositionofthe respondentsinthisrange. Representativenessofsampling (questions and ability of respondents). EXAMPLEO FACONSTRUCTMAP:AFFECTIVE LEVELOF AFFECTIVE VARIABLES EXAMPLESOFITEMSIN MEASURINGTEAM WORKING SKILLS 5. Characterisation Learnersvolunteerstodothe groupworks. 4. Organisation Learners are willing to help others,althoughitisnottheir scopeoftask. 3. Valuing Learners respect other team membersâopinionwhendoing thediscussion. 2. Responding Learnergivescooperationwhen neededingroupworks. 1. Receiving Learneracceptsthediversityof races and nationalities among groupmembers. EXAMPLEOFACONSTRUCTMAP:PSYCHOMOTOR LEVELOF PSYCHOMOTOR VARIABLES EXAMPLESOFITEMSIN MEASURING DIGITAL SKILLS 7.Origination Learnerscanmodifytheirowndevicesto performbetter. 6.Adaptation Learnerscansolveandtroubleshootthe problemwhileusingthecomputer. 5.ComplexOvertResponse Learnerscanusethecomputercompetently. 4.Mechanism Learners can use the computer independently,butstillmakeminorerrors. 3.GuidedResponses Learnerscanusethecomputer,butstill needguidance. 2.Set Learnersarereadytousethecomputer. 1.Perception Learnerscanobservehowtousecomputer. EXAMPLEOFACONSTRUCTMAP:COGNITIVE LEVELOF COGNITIV E VARIABLES EXAMPLESOFITEMS IN MEASURING THINKINGSKILLS 6. Creating Learners are able to suggest anewmodelorframeworkof learningdigitalcommunity. 5. Evaluating Learners are able to judge the impactofthescenariotowards educationperspective. 4. Analysing Learnerscandifferentiate the factsusingafew theories. 3. Applying Learnerscansolveproblems usingthefactsgiven. 2. Understanding Learnersareabletoexplainthe factsusingtheirownwords. 1. Remembering Learnersonlymemorisethe. Direction of Increasing âXâ Learners Learners with high âXâ Learners with mid range âXâ Learners with low âXâ Responses to Item Item response indicate highest level of X Item response indicate higher level of X Item response indicate lower level of X The construct map shows the lower ability students are in line with the lower level of items. This shows that when educators plan to develop an instrument, it Item response indicate lowest level of X Direction of Decreasing âXâ is crucial to create an item difficulty thatrepresents learnersâ ability. Learnersâ ability Learners who engage in level characterisation Learners who engage in level organisation Learners who engage in level valuing Learners who engage in level responding Learners who engage in level receiving Direction of DecreasingâXâ MEASURINGCONSTRUCTVALIDITY Unlike content validity, this construct validity can be analysed using statistical analysis. Use Exploratory FactorAnalysis [EFA], Confirmatory FactorAnalysis [CFA] or Unidimensionality to confirm all items are measuring the right construct and the raw variance explained for the latent variables is sufficient. Gap initem map also can show accuracy in construct validity. RELIABILITY The degree to which test scores are consistent over repeated administrations of the same/ equivalent test and therefore considered dependable and repeatable for an individual learner.A test thatproduces highly consistent and stable results (i.e. relative free from random error) is said to be highly reliable. TYPESOFRELIABILITY Test-retest demonstrates the stability of a measure over time 01 Internal consistency most of the items within a rating scale of a concept show consistency of scoring. Inter-rater the extent to which two or more independent raters are consistent in observing, recording and scoring data (should be 70% or higher agreement) 04 Intra-rater relies on one rater to rate an object or event twice (70% or higher of agreement) FACTORSAFFECTING VALIDITYANDHOWTO INCREASEVALIDITY? FACTORS AFFECTING VALIDITY HOWTO INCREASE VALIDITY? 1. Inaccuracy of items in measuringtheoutcomes 1. Vetting session to get reviewsfromtheexpert. 2. Pooritemsdevelopment 2. Followtheformatandtips indevelopinggooditems. 3. Unclearinstructions 3. Do pilot testing to measuretheusabilityof thetest. 4. Interveningevents 4. Controltheinternalthreats validityfactors. 5. Itemsdifficultyisnot suitableforthelearners 5. Create a construct map toensurethereisanitem thatrepresentslearners ability. FACTORS AFFECTING RELIABILIT Y HOWTOINCREASERELIABILITY? 1. TestLength 1. Thetestlengthshouldbeappropriate withtestdifficulty. 2. Test retest interval 2. Suggesteddurationisbetween3 weeksto2months. 3. Variability of scores 3. Doconstructmaptoensuretheitems aresuitablewithlearnersâability. 4. Guessing 4. Penalisetheguessinganswers.You alsocandetecteitherthelearnersare guessing or not using the statistical analysis named guessing analysis andpersonfitanalysis. 5. Inconsistency score from different raters 5. Appointtheratertomarkcertain questionsforalllearners(Thisalways happen when you have more than onesectionandhavemorethanone lecturer). CONCLUSION Coming back to the issue of validity and reliability in assessment, there is a need for educators to put an effort to ensurethattheitemsintheformofquestionsorinstructions arenotonlyclearbutalsoabletomeasurewhatitisintended tomeasurebasedontherelatedlearningoutcomes. Establishingvalidityandreliabilityofinstrumentscan provide educators with some indications of the quality of the measuring tools being used. Valid and reliable instruments enabletheeducatorstocontinuouslyusethemeasuringtools withoutreservation. Reliablenot valid Precisenot Accurate Reliableand valid Preciseand Accurate NotReliable butvalid NotPrecisebut Accurate NotReliable butNotvalid NotPrecisebut NotAccurate 94 ". Would you like to continue making it or start afresh?
Broken windows are covered. Floorboards are patched and doors screwed back on. The road that was ruined by German tanks is shovelled and raked smooth. Boot-shaped bruises turn yellow then fade and disappear. Flowers grow and spread across the ugly German footprints stomped into garden beds. The village looks pretty once more. School stops for the summer and everyone is put to work on the kolkhoz, the village farm. Women and big boys begin harvesting the barley crops in the outer fields. The biggest girls milk the cows, morning and night, and keep the barns clean. Old Nikolay mends ploughs, horse harnesses, pitchforks and scythes in his workshop. Anna Pushinka teaches Yelena and her friends how to get the honey from the beehives that are scattered through the orchards. I am in charge of collecting eggs. My friends Olga and Nina help. Olga and Nina are five, a year younger than me. They are twins and look exactly alike, except Ninaâs nose is a little bit crooked from when she fell out of bed and squashed it sideways on the floor. The hens, ducks and geese wander free in the summer, so collecting eggs is like a treasure hunt and takes hours. Catching the hens for their daily hugs takes even longer, but I think itâs important because hugs make everyone happy and happy hens lay bigger eggs. Olga says Iâm the best hen-hugger in all of Russia. Nina says Iâll be the best cow-hugger, too, when my arms grow longer. But good hugs have nothing to do with the size of your arms. Itâs all to do with the size of your heart. When we are done with the hens, Olga, Nina and I can spend the rest of the day doing whatever we like. We climb the apricot trees, chase squirrels, lie in the meadow marvelling at how hot Ushankaâs black fur becomes in the sunshine, make daisy chains and race little boats of bark in the stream. I teach Olga and Nina the alphabet and we use charcoal to write our letters and our names all over the village â on doors and walls and the freshly cut ends of firewood. In between, I practise my knots. In case the German princemonsters return. I slip into Old Nikolayâs workshop and tie knots in the harnesses hanging on the walls. I wander into gardens where the washing is hung out to dry and tie knots in the laces on pants and smocks. I creep up behind Anna Pushinka and tie knots in her apron strings. I find baling twine in the hay shed and tie my own ankles together. I do such a good job of these last knots that I canât get them undone. I have to jump all the way to Olga and Ninaâs house and ask them to cut me free with their mamaâs knife. At the end of each day, Ushanka and I run out into the distant barley fields to meet Mama. This is my favourite part of the day, because Mama always shouts, âLittle Rabbit!â and smothers my head with kisses. And as we walk home, we sing. Everyone â women, big boys and me. I love to sing. Almost as much as I love to be kissed by Mama. Sometimes one of the boys, Mikhail, has his balalaika with him. He takes the instrument out from beneath the sheaves of barley piled high on the wagon and plays music. We sing about forests and orchards and people who find their true love. As we walk home, arm in arm, my heart fills with happiness and my belly swells with pride that I am allowed to sing along with the big boys. And I can almost forget about the German prince-monsters and their lies about Russia and their big ugly boots. Almost. But today, when Mikhail reaches for his balalaika, I see other things hiding beneath the barley sheaves. Three of the mamas rush forward and cover them up, but itâs too late. I know they are there. Iâve already seen them. Rifles. Lots of rifles. Mikhail hugs his balalaika to his chest and blushes. âSo play!â cries Mama, her voice oddly loud and high. âLetâs play Sashaâs favourite song, âThe Little Birch Treeâ.â So Mikhail plays and everyone sings about the lovely birch tree with its curly leaves and the branches that will be turned into silver flutes. They sing too quickly, too loudly, and as they sing and walk, they cast nervous sideways glances at me. âItâs alright,â I say, when the song comes to an end. âI didnât see the rifles.â Mama nods and smiles, and I know it was the right thing to say. But I did see the rifles. And I think about Yelena wanting to get lots of guns and dynamite for the Partisans so they can shoot the Germans and blow them into thousands of tiny pieces, and Mama looking as though she agreed, and I know this is what the mamas and the big boys are doing. As well as harvesting, they are helping the Partisans. Three days later, I wake before dawn and I am all alone. Yelena is always here beside me when I wake. But not this morning. I climb down from our bed above the stove. Mama is filling a cloth sack with bread. She ties it closed with a piece of string and hands it to Yelena. âStay out of sight,â says Mama. âAnd donât return until after dark.â âWhereâs she going?â I ask. âNowhere,â snaps Mama. âThen why does she need all that bread?â I ask. âThereâs nothing left for us.â Mama baked four loaves last night and she has stuffed them all into the sack. Yelena opens her mouth, but before she can speak, Mama shoves her out the door and sends her on the way to nowhere. Mama turns and stares at me, her blue, blue cornflower eyes wide with worry. âI know,â I say, flopping down on the bench. âI didnât see any bread.â Mama sits beside me and takes my hand. âAnd . . .?â she prods, obviously waiting for more. I puzzle for a while, then say, âAnd I donât have a sister called Yelena.â Mama laughs, softly and with a little bit of sadness around the edges. âSweet Little Rabbit! You do have a sister called Yelena.â âI do?â I ask, now confused. âI havenât seen the rifles or the bread, but I have seen Yelena?â âYes.â Mama smiles and the magic makes me smile, too. And I am glad that Yelena is real because I love her very much. âYelena is real,â Mama explains, âbut she does not carry sacks of bread into the forest for the Partisans.â âOf course not!â I shout, slapping my forehead. âBecause there is no bread!â Mama laughs loudly now, with not a hint of sadness. She hugs me, pressing me against her warm, loving heart, covering my head with kisses. âClever Little Rabbit,â she murmurs, and then, in barely a whisper, âYour papa would be so proud.â When I wake the next morning, Yelena is sleeping beside me, her mouth open, her braided hair unravelling. Mama is serving kasha to a strange woman seated at our table. I crawl down from above the stove and slide along the bench beside her. I stare at her pants, her tunic, the rope she is using as a belt and her big boots. Sheâs dressed like a man! And thereâs a rifle leaning against the wall near the door. âHello,â I say. âIâm Sasha.â The woman doesnât reply. She just shovels down her kasha. I line my four wooden bears along the table in front of her bowl and say, âThese are my bears: Big Bear, Medium Bear, Little Bear and Even Littler Bear.â âHello, Sasha. Hello, bears.â She smiles but she doesnât tell me her name. âWhy are you dressed like a man?â I ask, tugging at the sleeve of her tunic. âBecause menâs clothes make it easier to run and climb and crawl and shoot,â she says. âYouâre a Partisan!â I gasp. âBut sheâs not real,â says Mama, placing a bowl of kasha before me. âIs the kasha real?â I ask. Mama laughs. âYes, Little Rabbit.â Iâm glad the food is real, because Iâm hungry. But Iâm disappointed that the woman is not real. I was going to ask if I could use her rope-belt to tie her ankles together. For practice. But if sheâs not real, then the rope and her ankles arenât either. The woman finishes her kasha, hangs her rifle over her shoulder, kisses Mama on the cheek then slips out the door. I run to the window to watch her leave, but by the time I get there, sheâs gone. Vanished. âBecause sheâs not real,â I whisper. A week later, Mama and I are working in the garden. We sing as we weed between the flowers and pluck caterpillars from the vegetables. Anna Pushinka is picking strawberries in her garden and wanders over. âTaste these,â she says, holding out the basket. Mama reaches in and takes out a fat strawberry and a tiny piece of folded paper. The strawberry goes into her mouth, the paper into her pocket. âWhatâs on the paper?â I ask. âPaper?â Anna Pushinka replies with a wave of her hand. âGoodness, Sasha! Who has money for paper? These are lean times. We must choose between paper for writing and noodles for our soup. And I always choose noodles.â She chuckles and I know the paper is yet another thing that is not real. That night, Mama slips the paper to Yelena, but she drops it on the floor. I pick it up for her, and I see that there are tiny words and numbers written all over it. I wish I could read better. Iâm desperate to know what it says. Or rather, what it doesnât say, because itâs not real. Later, when Mama has tucked us into our bed above the stove and Ushanka has wrapped herself around the top of my head, I ask Yelena, âWhatâs on the paper?â âWhat paper?â says Yelena. âThe paper that isnât real,â I reply. Yelena stares at me, nibbling her lip, then whispers, âA message for the Partisans. Stuff about where the Germans have their headquarters and when their trains are travelling and where they store their ammunition.â âWhy?â âSo the Partisans can blow them up.â Yelena grabs my arm. âBut donât tell anyone. Itâs a secret.â âWhatâs a secret?â I ask. âThe message.â âWhat message?â I say, my eyes wide. Yelena laughs. âGood boy, Sasha.â My belly swells with pride. I know how to play this game. âHow are your knots coming along?â asks Yelena. âGood! Yesterday, I crept into the dairy and tied knots in the apron strings of all the girls who were milking and only one of them noticed. Today, I tied Olgaâs ankles together with Mamaâs embroidery thread and just now, while you were taking a bath, I tied the sleeves of your blouse together in an enormous knot.â Yelena rolls her eyes, then says, âIâll see if I can find you some rope for practising.â âPractising what?â I ask. âYour knots,â she says. âWhat knots?â Yelena, my big sister who is twelve and always serious t
Gifted & Twice Exceptional