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Following Messick's 1992 conceptualization and modifying it somewhat, performance assessments can be divided into two rough categories: Task centered performance assessments tend to consist of tasks that allow little student control and specific scoring rubrics for judging student performance on the assessment tasks. On the other hand, construct centered performance assessments consist of tasks that may allow a fair amount of student control; they often utilize a generic scoring rubric or some other, non specific criteria for judging student performance. The two types of assessments have different pedagogical uses and implications. For example, task centered performance assessments may be easier to use and to score because all scoring rubrics are specific, but they may not necessarily convey to students the principles behind the tasks. The reverse is true for construct centered assessments. Construct centered performance assessments may not be as easy to score, but, because the tasks are intended to sample skills and competencies within a given domain, and because the generic scoring rubric articulates the general skills and competencies of interest within the domain, they help to create common understandings among students and teachers of what is important to teach, learn, and assess. The assessment systems we sampled in Arizona, Maryland, Harrison School District 2, and Prince William County consist of task centered performance assessments. On the other hand, Vermont's portfolios and Oregon's performance assessments are primarily construct centered assessments, as is Park Elementary's Primary Learning Record. Other sites' assessment systems utilized both task centered and construct centered assessments. At the state level, Kentucky's performance assessment system is a prime example of a system that includes both types of assessments. Both types of performance assessments task centered and construct centered can vary in terms of two dimensions that have implications for their pedagogical usefulness: 1 the extent to which they are integrated into instruction, and 2 whether or not and how closely they are linked to content and performance standards.

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I couldnt be prouder of these men and women for their accomplishments. They have worked hard in the classroom and lived well outside the classroom, said NGU Provost and Dean of the University Faculty Dr. Nathan A. Finn. While I regret we could not recognize them in person at our annual Awards Day Chapel, I appreciate how kindly they have responded in recent days as weve reached out to them to tell them about these rewards. I know these men and women will continue to represent NGU well for many years to come. Nicolas Garzone Travelers Rest, SCProfessors sometimes bemoan their students' writing skills. But how good are professors at creating quality writing assignments?There's no recent, national study of how and what professors are asking their students to write, despite lots of research suggesting that rich, varied writing assignments and opportunities for feedback mean better student papers. A new book seeks to fill that data void, and argues that what professors are asking their students to write is as important as what students end up writing. Writing assignments are revealing classroom artifacts, says Dan Melzer, reading and writing coordinator at California State University at Sacramento in his book, Assignments Across the Curriculum: A National Study of College Writing Utah State University Press. I would argue that writing assignments are as rich a source of data about college writing as instructor comments or student papers and Assignments provides what Melzer calls a macro level view of those tasks.

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Together, these two values constitute serum testosterone. In men, serum testosterone levels remain about constant throughout adulthood. However, according to a study published in Human Biology, free testosterone levels decline steadily after age 20, suggesting that the age when you benefit most from free testosterone levels is around 20. Serum testosterone levels increase with each Tanner stage of development, with maximum testosterone levels reached upon adulthood. Scientists commonly use Tanner stages, based on the development of specific traits, to describe the progression of puberty. There are five Tanner stages, with stage 1 describing preadolescent development and stage 5 representing development close to that of an adult. At Tanner stage 2, or the onset of serum testosterone levels begin to increase, and at stage 3, testosterone levels are near half the levels of an adult. At stages 4 and 5, levels are approximately 80 percent of adult values. Testosterone related advantages in bodybuilding are likely to become more apparent as you approach adulthood. Serum testosterone levels increase with each Tanner stage of development, with maximum testosterone levels reached upon adulthood. Scientists commonly use Tanner stages, based on the development of specific traits, to describe the progression of puberty.

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Students: Grammarly Premium is a paid upgrade that offers over 400 types of checks and features. It checks for grammatical errors, provides vocabulary enhancement suggestions, detects plagiarism, and provides citation suggestions. For additional writing support, visit the University Writing Lab page for on demand resources, live online workshops, and one on one appointments related to thesis, formatting, style, and more. For more information, see aculty and Staff: All computer labs on campus have SPSS installed. For other computers on campus, please install SPSS from Software Center. For personal machines, please submit the form located here. Faculty and Staff: Available as an alternative to Citrix, at the discretion of IT. Please reach out to your supervisor and have the Remote Access form submitted located here. Microsoft Office is a suite of desktop productivity applications that is designed specifically to be used for office or business use. Faculty and Staff: Most computers on campus will have Microsoft Office preinstalled. For personal machines, please visit regent.

York College Graphic Design Course

, Eisingerich, A. B. , and Auh, S. 2014. Why customer participation matters. MIT Sloan Management Review, 552, 8188. de Matos, C. A. , and Rossi, C. A. V.