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Interview themselves. Make a list of connections they see between their work and others' work. Include peers' work along with work that has been studied in the classroom. Record the steps they go through to solve a problem. Guide them to comment on how useful those steps were. Students hear an external voice of reflection in others' comments, suggestions, assessments, evaluations, and feedback.
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Creating any piece of music, art, or film, is like creating a product. I'm not suggesting that all products, art based or otherwise, are equal. We all know a good product, or painting, or film or vacuum cleaner when we experience it. Its just with some artists, imaginary barriers get created. These illusive barriers can keep them from creating the very success they want. All creators have the same goals: to make a good product that is useful or meaningful, have it well liked by many people and to be paid portionally to the market they reach.
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So, too, are the revitalization efforts of Richmond and experienced nonprofit organizations. Richmond neighborhoods of concentrated poverty remain, but household income gain is widespread. Suburban household income lag is prevalent and not concentrated only in the historic low income neighborhoods. Neighborhoods in Henricos West End and Chesterfields northern and central areas exhibit weak income growth. The report covers the localities that form the Richmond Metropolitan Statistical Area. The region had an overall household income gain of 28. 1 percent between 2000 and 2016. The northern localities in the region had significantly higher income growth than those in the southern portion. This area mirrors the historical pattern of urban income stagnation and greater suburban income growth. Colonial Heights and Petersburg trail income growth of the region by 13. 3 percent and 16.
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Some assessments have been designed to be closely linked with the state, district, or school curricular guidelines, while others are still in the process of being linked. Maryland's performance assessments are designed to reflect the state's content and performance standards. Each task and associated scoring method is intended to assess students' attainment of Maryland Learning Outcomes in subject areas such as language arts, mathematics, and science. Each assessment task is accompanied by its own scoring rubric, which specifies the criteria for judging student work on that particular task. Hence, both content standards, through the task the student must complete, and performance standards, through the specific rubric that accompanies each task, are clear to the assessor. In contrast, Vermont's portfolio assessments are not closely aligned with content and performance standards. Vermont's curricular framework, the Common Core Curriculum, was still being drafted when the language arts and mathematics portfolio assessment requirements were institutionalized, and, hence, the assessment tasks are not necessarily keyed to one specific curricular framework. In addition, the scoring rubrics articulate general skills and competencies and criteria for evaluating the quality of student performance; they are not tailored to tasks at specific grade levels. Hence, teachers must determine the quality of student performance based upon some internalized framework of what constitutes quality student performance at different grade levels. In sum, the two basic types of performance assessments, task centered and construct centered, also can be characterized by the extent to which they are integrated with instruction and how well they are linked to content and performance standards. We hypothesize that these assessment dimensions affect the pedagogical usefulness and technical rigor of the assessments: how well the assessment fulfills its intended pedagogical purposes depends upon the extent to which it is integrated with instruction, and the technical robustness of the assessment depends upon its linkages to content and performance standards.
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