Category: Education

[Solved] Discussion Post

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##### **For Your Initial Post** 1. In your Subject Line, write a descriptive title that is appropriate and makes sense to you! 2. In the Body of your post, address the following: 1. Looking at the results on your _Table 9.1 Assessment Beliefs and Practices_… 1. Are there any statements where there…

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##### **For Your Initial Post**

1. In your Subject Line, write a descriptive title that is appropriate and makes sense to you!
2. In the Body of your post, address the following:

1. Looking at the results on your _Table 9.1 Assessment Beliefs and Practices_…

1. Are there any statements where there was a significant difference between how you rated Desirability and Implementation?
2. What do your results tell you about your approach to assessment?
2. Looking at your results for _Exhibit 9.1: Self-Checklist: Promoting Assessment for Learning_…

1. Are there areas you could target for improving your own assessment practice? Why or why not?
3. Looking at your responses on both of the instruments…
1. How might "understanding how you assess" help you when working with teachers, school librarians, and other educators to design, implement, and evaluate technology-enhanced instruction?

– [\
\
AppendixtoDiscussion4_K12.pdf](https://www.sweetstudy.com/files/appendixtodiscussion4-k12-pdf "AppendixtoDiscussion4_K12.pdf")
– [\
\
Prompt.pdf](https://www.sweetstudy.com/files/prompt-pdf-10169335 "Prompt.pdf")

– 2 years ago

November 5, 2026
[Solved] Article Review

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Executive Solution Overview

Who is willing to do an article review? – 2 years ago **files (2)** – ## ARTICLEREVIEWINSTRUCTIONS.UPDATEDSPRING2025-1.doc – ## ImprovingReadingFluency.pdf **## ARTICLEREVIEWINSTRUCTIONS.UPDATEDSPRING2025-1.doc** Name ___________________________ Date ___________…

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Who is willing to do an article review?

– 2 years ago

**files (2)**

– ## ARTICLEREVIEWINSTRUCTIONS.UPDATEDSPRING2025-1.doc

– ## ImprovingReadingFluency.pdf

**## ARTICLEREVIEWINSTRUCTIONS.UPDATEDSPRING2025-1.doc**

Name ___________________________ Date _______________ Score__________/15 pts

**CEL 615 Article Review**

Read and summarize the article provided for this review and evaluate its content. This assignment must be typed in Times New Roman, font size 12.

**_Please use the following format and note the grading scale:_**

·
**Summary (1 page)**

· Brief summary to include the purpose of the study,

participants, and key findings.

· Summary should provide main idea and supporting

details.

·
**Evaluation (1/2 page)**

· This is where you state your opinion of the article

and justification for your opinion.

· Do you agree with the study and findings?

Why or why not? Justify your response.

·
**Application (1/2 page)**

· How will this apply to your classroom of

future students? Provide 3 ways you can apply the

information to your own classroom practices.

· What are the implications for you as a teacher

regarding your ELL students after reading this

article?

·
**Professionalism**

· Correct grammar, spelling, sentence structure

· Complete, correct bibliography

Possible Points�

Points Earned�

�

4

�

�

�

4

�

�

�

4

�

�

�

3

�

�

�

Total Points�

�

�

**## ImprovingReadingFluency.pdf**

Improving Reading Fluency

Home / Answers / Ask Dr Pierson / Improving Reading Fluency

Reading fluency is key to learning

and comprehension from written

texts, which is the goal of reading.

In order to optimize reading

comprehension skills, we need to

set realistic reading fluency goals

for our students with dyslexia.

Over the past two years, the

Journal of Learning Disabilities

(JLD) has published a number of

articles on the topic of reading

fluency. Whether reading aloud or

silently, fluent reading, defined as

reading with speed, accuracy, and

prosody (or expression), is key to

comprehending text. A fluent

reader reads with automaticity

and does not have to attend to

the mechanics of reading, for example, decoding. Reading is not laborious for a fluent reader, and as a result, good readers can make

inferences from the text, make connections within the text and across texts, and gain new understandings in short learn. It is well

documented in the literature that our students with dyslexia read more slowly than their typical-reading peers, even after they learn to

decode text. As a result, our students with dyslexia read less text than their peers. In turn, they have less access to new vocabulary, or

"word" knowledge, and literate language forms, and fewer opportunities to develop increased "world" knowledge; all of which contribute

to one's ability to understand text. There is a strong correlation between reading rate and reading comprehension, particularly in the

early years. But, how fast is fast enough when it comes to reading for our students with dyslexia?

We have evidence in recent literature that the practice of benchmarking reading fluency goals for those with dyslexia or reading disorder

(RD) against rates achieved by their typical-reading peers does not yield the best outcomes relative to reading comprehension. It

behooves us to set realistic goals for our students with RD in regards to reading fluency in order to optimize reading comprehension.

O’Conner (2018) found that reading rates of around 110 words correct per minute (wcpm) at 2nd grade and between 120-140 wcpm at

4th grade yielded the best outcomes for reading comprehension in typical readers. (Of note, 120-140 words per minute approaches that

of conversational speech.) On the other hand, the optimal reading rate for reading comprehension for 2nd graders with RD was between

40 and 75 wcpm, and for 4th graders with RD, it was between 40-85 wcpm, both considerably lower than their typical-reading peers.

Above the rates of 75 wcpm for 2nd graders and 90 wcpm for 4th graders, reading comprehension suffered. These are important data to

keep in mind when setting reading fluency goals for our students with dyslexia.

In regard to intervention, the practice of repeated readings (RR) has shown promise in improving both reading rate and reading

comprehension. It is important to note that sustained silent reading (a practice in many classrooms) has not been shown to be effective

in improving reading fluency. Students need direct instruction to make improvements in reading fluency and reading comprehension.

Having the student first listen to the teacher orally read the passage (i.e., model phrasing and prosody) had positive outcomes in both

reading comprehension and reducing anxiety on the part of the student (Lee & Yoon, 2017). The best outcomes occurred after hearing

the teacher read the text aloud, followed by the student reading the text four times. Lee and Yoon “…did not find isolated word preview

to be an essential component of RR for students with RD” (p. 221). They posited that reading vocabulary words in connected text may

prove to be more effective than isolated word preview.

Another way to have students with dyslexia practice RR is to have them read to younger students. To enhance reading fluency, students

should read books in which they can decode 95-97% of the words. It can be a real challenge to find books, particularly for older

students, that are at their reading level and don’t appear “childish.” To mitigate this, at 3LI, we often suggest that students read to

younger children. This creates a context of authenticity. It makes sense to read “easier” text to a preschooler or kindergartner. A note of

In addition to providing the leadership to DyslexiaHelp, Dr. Pierson is a founding partner in the Literacy, Language, and Learning Institute
(3LI) www.3-li.org.

caution — we always want to be mindful when pairing students so that the student with dyslexia has better reading skills than his or her

younger partner. Ideally, the student with dyslexia should hear the book read first, then practice reading it aloud.

Reading fluency is key to learning and comprehension from written texts, which is the goal of reading. In order to optimize reading

comprehension skills, we need to set realistic reading fluency goals for our students with dyslexia. Goals should be achievable.

Benchmarking reading rates for students with dyslexia against their typical-reading peers does not appear to be the best practice to

achieve adequate comprehension of text. Upon setting achievable goals, the reading fluency skills of our students with dyslexia can be

improved by a teacher’s (or more experienced other’s) modeling of fluent reading coupled with repeated readings of the text.

I am indebted to my talented colleague at 3LI, Dr. Lauren Katz, for her careful review of this piece.

**## ImprovingReadingFluency.pdf**

Improving Reading Fluency

Home / Answers / Ask Dr Pierson / Improving Reading Fluency

Reading fluency is key to learning

and comprehension from written

texts, which is the goal of reading.

In order to optimize reading

comprehension skills, we need to

set realistic reading fluency goals

for our students with dyslexia.

Over the past two years, the

Journal of Learning Disabilities

(JLD) has published a number of

articles on the topic of reading

fluency. Whether reading aloud or

silently, fluent reading, defined as

reading with speed, accuracy, and

prosody (or expression), is key to

comprehending text. A fluent

reader reads with automaticity

and does not have to attend to

the mechanics of reading, for example, decoding. Reading is not laborious for a fluent reader, and as a result, good readers can make

inferences from the text, make connections within the text and across texts, and gain new understandings in short learn. It is well

documented in the literature that our students with dyslexia read more slowly than their typical-reading peers, even after they learn to

decode text. As a result, our students with dyslexia read less text than their peers. In turn, they have less access to new vocabulary, or

"word" knowledge, and literate language forms, and fewer opportunities to develop increased "world" knowledge; all of which contribute

to one's ability to understand text. There is a strong correlation between reading rate and reading comprehension, particularly in the

early years. But, how fast is fast enough when it comes to reading for our students with dyslexia?

We have evidence in recent literature that the practice of benchmarking reading fluency goals for those with dyslexia or reading disorder

(RD) against rates achieved by their typical-reading peers does not yield the best outcomes relative to reading comprehension. It

behooves us to set realistic goals for our students with RD in regards to reading fluency in order to optimize reading comprehension.

O’Conner (2018) found that reading rates of around 110 words correct per minute (wcpm) at 2nd grade and between 120-140 wcpm at

4th grade yielded the best outcomes for reading comprehension in typical readers. (Of note, 120-140 words per minute approaches that

of conversational speech.) On the other hand, the optimal reading rate for reading comprehension for 2nd graders with RD was between

40 and 75 wcpm, and for 4th graders with RD, it was between 40-85 wcpm, both considerably lower than their typical-reading peers.

Above the rates of 75 wcpm for 2nd graders and 90 wcpm for 4th graders, reading comprehension suffered. These are important data to

keep in mind when setting reading fluency goals for our students with dyslexia.

In regard to intervention, the practice of repeated readings (RR) has shown promise in improving both reading rate and reading

comprehension. It is important to note that sustained silent reading (a practice in many classrooms) has not been shown to be effective

in improving reading fluency. Students need direct instruction to make improvements in reading fluency and reading comprehension.

Having the student first listen to the teacher orally read the passage (i.e., model phrasing and prosody) had positive outcomes in both

reading comprehension and reducing anxiety on the part of the student (Lee & Yoon, 2017). The best outcomes occurred after hearing

the teacher read the text aloud, followed by the student reading the text four times. Lee and Yoon “…did not find isolated word preview

to be an essential component of RR for students with RD” (p. 221). They posited that reading vocabulary words in connected text may

prove to be more effective than isolated word preview.

Another way to have students with dyslexia practice RR is to have them read to younger students. To enhance reading fluency, students

should read books in which they can decode 95-97% of the words. It can be a real challenge to find books, particularly for older

students, that are at their reading level and don’t appear “childish.” To mitigate this, at 3LI, we often suggest that students read to

younger children. This creates a context of authenticity. It makes sense to read “easier” text to a preschooler or kindergartner. A note of

In addition to providing the leadership to DyslexiaHelp, Dr. Pierson is a founding partner in the Literacy, Language, and Learning Institute
(3LI) www.3-li.org.

caution — we always want to be mindful when pairing students so that the student with dyslexia has better reading skills than his or her

younger partner. Ideally, the student with dyslexia should hear the book read first, then practice reading it aloud.

Reading fluency is key to learning and comprehension from written texts, which is the goal of reading. In order to optimize reading

comprehension skills, we need to set realistic reading fluency goals for our students with dyslexia. Goals should be achievable.

Benchmarking reading rates for students with dyslexia against their typical-reading peers does not appear to be the best practice to

achieve adequate comprehension of text. Upon setting achievable goals, the reading fluency skills of our students with dyslexia can be

improved by a teacher’s (or more experienced other’s) modeling of fluent reading coupled with repeated readings of the text.

I am indebted to my talented colleague at 3LI, Dr. Lauren Katz, for her careful review of this piece.

**## ARTICLEREVIEWINSTRUCTIONS.UPDATEDSPRING2025-1.doc**

Name ___________________________ Date _______________ Score__________/15 pts

**CEL 615 Article Review**

Read and summarize the article provided for this review and evaluate its content. This assignment must be typed in Times New Roman, font size 12.

**_Please use the following format and note the grading scale:_**

·
**Summary (1 page)**

· Brief summary to include the purpose of the study,

participants, and key findings.

· Summary should provide main idea and supporting

details.

·
**Evaluation (1/2 page)**

· This is where you state your opinion of the article

and justification for your opinion.

· Do you agree with the study and findings?

Why or why not? Justify your response.

·
**Application (1/2 page)**

· How will this apply to your classroom of

future students? Provide 3 ways you can apply the

information to your own classroom practices.

· What are the implications for you as a teacher

regarding your ELL students after reading this

article?

·
**Professionalism**

· Correct grammar, spelling, sentence structure

· Complete, correct bibliography

Possible Points�

Points Earned�

�

4

�

�

�

4

�

�

�

4

�

�

�

3

�

�

�

Total Points�

�

�

**## ImprovingReadingFluency.pdf**

Improving Reading Fluency

Home / Answers / Ask Dr Pierson / Improving Reading Fluency

Reading fluency is key to learning

and comprehension from written

texts, which is the goal of reading.

In order to optimize reading

comprehension skills, we need to

set realistic reading fluency goals

for our students with dyslexia.

Over the past two years, the

Journal of Learning Disabilities

(JLD) has published a number of

articles on the topic of reading

fluency. Whether reading aloud or

silently, fluent reading, defined as

reading with speed, accuracy, and

prosody (or expression), is key to

comprehending text. A fluent

reader reads with automaticity

and does not have to attend to

the mechanics of reading, for example, decoding. Reading is not laborious for a fluent reader, and as a result, good readers can make

inferences from the text, make connections within the text and across texts, and gain new understandings in short learn. It is well

documented in the literature that our students with dyslexia read more slowly than their typical-reading peers, even after they learn to

decode text. As a result, our students with dyslexia read less text than their peers. In turn, they have less access to new vocabulary, or

"word" knowledge, and literate language forms, and fewer opportunities to develop increased "world" knowledge; all of which contribute

to one's ability to understand text. There is a strong correlation between reading rate and reading comprehension, particularly in the

early years. But, how fast is fast enough when it comes to reading for our students with dyslexia?

We have evidence in recent literature that the practice of benchmarking reading fluency goals for those with dyslexia or reading disorder

(RD) against rates achieved by their typical-reading peers does not yield the best outcomes relative to reading comprehension. It

behooves us to set realistic goals for our students with RD in regards to reading fluency in order to optimize reading comprehension.

O’Conner (2018) found that reading rates of around 110 words correct per minute (wcpm) at 2nd grade and between 120-140 wcpm at

4th grade yielded the best outcomes for reading comprehension in typical readers. (Of note, 120-140 words per minute approaches that

of conversational speech.) On the other hand, the optimal reading rate for reading comprehension for 2nd graders with RD was between

40 and 75 wcpm, and for 4th graders with RD, it was between 40-85 wcpm, both considerably lower than their typical-reading peers.

Above the rates of 75 wcpm for 2nd graders and 90 wcpm for 4th graders, reading comprehension suffered. These are important data to

keep in mind when setting reading fluency goals for our students with dyslexia.

In regard to intervention, the practice of repeated readings (RR) has shown promise in improving both reading rate and reading

comprehension. It is important to note that sustained silent reading (a practice in many classrooms) has not been shown to be effective

in improving reading fluency. Students need direct instruction to make improvements in reading fluency and reading comprehension.

Having the student first listen to the teacher orally read the passage (i.e., model phrasing and prosody) had positive outcomes in both

reading comprehension and reducing anxiety on the part of the student (Lee & Yoon, 2017). The best outcomes occurred after hearing

the teacher read the text aloud, followed by the student reading the text four times. Lee and Yoon “…did not find isolated word preview

to be an essential component of RR for students with RD” (p. 221). They posited that reading vocabulary words in connected text may

prove to be more effective than isolated word preview.

Another way to have students with dyslexia practice RR is to have them read to younger students. To enhance reading fluency, students

should read books in which they can decode 95-97% of the words. It can be a real challenge to find books, particularly for older

students, that are at their reading level and don’t appear “childish.” To mitigate this, at 3LI, we often suggest that students read to

younger children. This creates a context of authenticity. It makes sense to read “easier” text to a preschooler or kindergartner. A note of

In addition to providing the leadership to DyslexiaHelp, Dr. Pierson is a founding partner in the Literacy, Language, and Learning Institute
(3LI) www.3-li.org.

caution — we always want to be mindful when pairing students so that the student with dyslexia has better reading skills than his or her

younger partner. Ideally, the student with dyslexia should hear the book read first, then practice reading it aloud.

Reading fluency is key to learning and comprehension from written texts, which is the goal of reading. In order to optimize reading

comprehension skills, we need to set realistic reading fluency goals for our students with dyslexia. Goals should be achievable.

Benchmarking reading rates for students with dyslexia against their typical-reading peers does not appear to be the best practice to

achieve adequate comprehension of text. Upon setting achievable goals, the reading fluency skills of our students with dyslexia can be

improved by a teacher’s (or more experienced other’s) modeling of fluent reading coupled with repeated readings of the text.

I am indebted to my talented colleague at 3LI, Dr. Lauren Katz, for her careful review of this piece.

**## ARTICLEREVIEWINSTRUCTIONS.UPDATEDSPRING2025-1.doc**

Name ___________________________ Date _______________ Score__________/15 pts

**CEL 615 Article Review**

Read and summarize the article provided for this review and evaluate its content. This assignment must be typed in Times New Roman, font size 12.

**_Please use the following format and note the grading scale:_**

·
**Summary (1 page)**

· Brief summary to include the purpose of the study,

participants, and key findings.

· Summary should provide main idea and supporting

details.

·
**Evaluation (1/2 page)**

· This is where you state your opinion of the article

and justification for your opinion.

· Do you agree with the study and findings?

Why or why not? Justify your response.

·
**Application (1/2 page)**

· How will this apply to your classroom of

future students? Provide 3 ways you can apply the

information to your own classroom practices.

· What are the implications for you as a teacher

regarding your ELL students after reading this

article?

·
**Professionalism**

· Correct grammar, spelling, sentence structure

· Complete, correct bibliography

Possible Points�

Points Earned�

�

4

�

�

�

4

�

�

�

4

�

�

�

3

�

�

�

Total Points�

�

�

**## ImprovingReadingFluency.pdf**

Improving Reading Fluency

Home / Answers / Ask Dr Pierson / Improving Reading Fluency

Reading fluency is key to learning

and comprehension from written

texts, which is the goal of reading.

In order to optimize reading

comprehension skills, we need to

set realistic reading fluency goals

for our students with dyslexia.

Over the past two years, the

Journal of Learning Disabilities

(JLD) has published a number of

articles on the topic of reading

fluency. Whether reading aloud or

silently, fluent reading, defined as

reading with speed, accuracy, and

prosody (or expression), is key to

comprehending text. A fluent

reader reads with automaticity

and does not have to attend to

the mechanics of reading, for example, decoding. Reading is not laborious for a fluent reader, and as a result, good readers can make

inferences from the text, make connections within the text and across texts, and gain new understandings in short learn. It is well

documented in the literature that our students with dyslexia read more slowly than their typical-reading peers, even after they learn to

decode text. As a result, our students with dyslexia read less text than their peers. In turn, they have less access to new vocabulary, or

"word" knowledge, and literate language forms, and fewer opportunities to develop increased "world" knowledge; all of which contribute

to one's ability to understand text. There is a strong correlation between reading rate and reading comprehension, particularly in the

early years. But, how fast is fast enough when it comes to reading for our students with dyslexia?

We have evidence in recent literature that the practice of benchmarking reading fluency goals for those with dyslexia or reading disorder

(RD) against rates achieved by their typical-reading peers does not yield the best outcomes relative to reading comprehension. It

behooves us to set realistic goals for our students with RD in regards to reading fluency in order to optimize reading comprehension.

O’Conner (2018) found that reading rates of around 110 words correct per minute (wcpm) at 2nd grade and between 120-140 wcpm at

4th grade yielded the best outcomes for reading comprehension in typical readers. (Of note, 120-140 words per minute approaches that

of conversational speech.) On the other hand, the optimal reading rate for reading comprehension for 2nd graders with RD was between

40 and 75 wcpm, and for 4th graders with RD, it was between 40-85 wcpm, both considerably lower than their typical-reading peers.

Above the rates of 75 wcpm for 2nd graders and 90 wcpm for 4th graders, reading comprehension suffered. These are important data to

keep in mind when setting reading fluency goals for our students with dyslexia.

In regard to intervention, the practice of repeated readings (RR) has shown promise in improving both reading rate and reading

comprehension. It is important to note that sustained silent reading (a practice in many classrooms) has not been shown to be effective

in improving reading fluency. Students need direct instruction to make improvements in reading fluency and reading comprehension.

Having the student first listen to the teacher orally read the passage (i.e., model phrasing and prosody) had positive outcomes in both

reading comprehension and reducing anxiety on the part of the student (Lee & Yoon, 2017). The best outcomes occurred after hearing

the teacher read the text aloud, followed by the student reading the text four times. Lee and Yoon “…did not find isolated word preview

to be an essential component of RR for students with RD” (p. 221). They posited that reading vocabulary words in connected text may

prove to be more effective than isolated word preview.

Another way to have students with dyslexia practice RR is to have them read to younger students. To enhance reading fluency, students

should read books in which they can decode 95-97% of the words. It can be a real challenge to find books, particularly for older

students, that are at their reading level and don’t appear “childish.” To mitigate this, at 3LI, we often suggest that students read to

younger children. This creates a context of authenticity. It makes sense to read “easier” text to a preschooler or kindergartner. A note of

In addition to providing the leadership to DyslexiaHelp, Dr. Pierson is a founding partner in the Literacy, Language, and Learning Institute
(3LI) www.3-li.org.

caution — we always want to be mindful when pairing students so that the student with dyslexia has better reading skills than his or her

younger partner. Ideally, the student with dyslexia should hear the book read first, then practice reading it aloud.

Reading fluency is key to learning and comprehension from written texts, which is the goal of reading. In order to optimize reading

comprehension skills, we need to set realistic reading fluency goals for our students with dyslexia. Goals should be achievable.

Benchmarking reading rates for students with dyslexia against their typical-reading peers does not appear to be the best practice to

achieve adequate comprehension of text. Upon setting achievable goals, the reading fluency skills of our students with dyslexia can be

improved by a teacher’s (or more experienced other’s) modeling of fluent reading coupled with repeated readings of the text.

I am indebted to my talented colleague at 3LI, Dr. Lauren Katz, for her careful review of this piece.

November 5, 2026
[Solved] Short article

✓ Verified Academic Solution Available

Executive Solution Overview

Who is willing to do a short article response? – 2 years ago **files (1)** – ## ApplyingtheSimpleViewofReading.docx **## ApplyingtheSimpleViewofReading.docx** **Applying the Simple View of Reading Assignment** **Directions:** Type in a **Word Document** a 1-2 paragraph response for each Muriel and D…

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Assignment Prompt & Instructions

Who is willing to do a short article response?

– 2 years ago

**files (1)**

– ## ApplyingtheSimpleViewofReading.docx

**## ApplyingtheSimpleViewofReading.docx**

**Applying the Simple View of Reading Assignment**

**Directions:** Type in a
**Word Document** a 1-2 paragraph response for each Muriel and Devontae’s data applying your understanding of the Simple View of Reading.

**Step 1:** Identify what domain of the SVR is your student’s strength (Is it decoding OR language comprehension?)

**Step 2:** Give evidence from the child’s data that supports your statement.

**Step 3:** Identify the domain that is your student’s weakness. Describe the specific data that indicates this deficit. (Either decoding OR language comprehension)

**Step 4:** What skills from Scarborough’s Rope would be beneficial for the students based on the Unpacking the Domains of the Simple View of Reading graphic below?

![](https://www.sweetstudy.com/questions/short-article-20879337)

![](https://www.sweetstudy.com/questions/short-article-20879337)

![](https://www.sweetstudy.com/questions/short-article-20879337)

## image1.png

## image2.png

## image3.png

**## ApplyingtheSimpleViewofReading.docx**

**Applying the Simple View of Reading Assignment**

**Directions:** Type in a
**Word Document** a 1-2 paragraph response for each Muriel and Devontae’s data applying your understanding of the Simple View of Reading.

**Step 1:** Identify what domain of the SVR is your student’s strength (Is it decoding OR language comprehension?)

**Step 2:** Give evidence from the child’s data that supports your statement.

**Step 3:** Identify the domain that is your student’s weakness. Describe the specific data that indicates this deficit. (Either decoding OR language comprehension)

**Step 4:** What skills from Scarborough’s Rope would be beneficial for the students based on the Unpacking the Domains of the Simple View of Reading graphic below?

![](https://www.sweetstudy.com/questions/short-article-20879337)

![](https://www.sweetstudy.com/questions/short-article-20879337)

![](https://www.sweetstudy.com/questions/short-article-20879337)

## image1.png

## image2.png

## image3.png

November 5, 2026
[Solved] Topic

✓ Verified Academic Solution Available

Executive Solution Overview

– 2 years ago **files (5)** – ## Template.docx – ## GradingRubric.pdf – ## ResearchPaperTopicandReferencesAssignmentInstructions.docx – ## ResearchTopicExample.pdf – ## ResearchTopicExample2.pdf **## Template.docx** **School of , Liberty University** ****Author Note**** **I have no known conflict of…

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Assignment Prompt & Instructions

– 2 years ago

**files (5)**

– ## Template.docx

– ## GradingRubric.pdf

– ## ResearchPaperTopicandReferencesAssignmentInstructions.docx

– ## ResearchTopicExample.pdf

– ## ResearchTopicExample2.pdf

**## Template.docx**

**School of , Liberty University**

****Author Note****

**I have no known conflict of interest to disclose.**

**Correspondence concerning this article should be addressed to**

**Email:**

**2**

**1**

**## **## References****

**## GradingRubric.pdf**

Criteria Ratings Points

Content,
Focus, and
Organization

53 to >48 pts

Advanced

The assignment meets
or exceeds all of the
following content
requirements:
• The proposed
research paper topic is
listed.
• Three peer-reviewed
journal articles
describing original
research and pertaining
to the topic are listed.

48 to >43 pts

Proficient

The assignment meets
most or some of the
following content
requirements:
• The proposed
research paper topic is
listed.
• Three peer-reviewed
journal articles
describing original
research and pertaining
to the topic are listed.

43 to >0 pts

Developing

The assignment partially
or inadequately meets
the following content
requirements:
• The proposed
research paper topic is
listed.
• Three peer-reviewed
journal articles
describing original
research and pertaining
to the topic are listed.

0 pts

Not Present

The
assignment
does not
meet the
content
requirements.

53 pts

Grammar
and
Spelling,
Current APA
Format
Compliance

22 to >20 pts

Advanced

The assignment meets
or exceeds the following
structure requirements:
• References are in
current APA format.
• Proper spelling and
grammar are used.
• Paper is free of
typographical errors.

20 to >18 pts

Proficient

The assignment meets
most or some of the
following structure
requirements:
• References are in
current APA format.
• Proper spelling and
grammar are used.
• Paper is free of
typographical errors.

18 to >0 pts

Developing

The assignment partially
or inadequately meets
the following structure
requirements:
• References are in
current APA format.
• Proper spelling and
grammar are used.
• Paper is free of
typographical errors.

0 pts

Not Present

The
assignment
does not
meet the
structure
requirements.

22 pts

Total Points: 75

Research Paper: Topic and References Grading Rubric |
PSYC725_B01_202520

**## ResearchPaperTopicandReferencesAssignmentInstructions.docx**

PSYC 725

**Research Paper: Topic and References Assignment Instructions**

Overview

Discerning and clarifying your research interests and knowing how to locate and evaluate scholarly sources of information are important skills for developmental psychologists. This assignment will encourage you to think about developmental psychology topics and select and refine one that is of interest to you. You will also gain experience locating and selecting scholarly sources, an important skill for developmental psychologists.

Instructions

For the
**Research Paper: Topic and References Assignment** you will submit your proposed research paper topic, related to developmental psychology, and 3 references for scholarly peer-reviewed journal articles that you plan to use in your research paper.

It is fine to list the topic in a few words, but you may elaborate further on the topic if you wish to provide more explanation or if you feel that listing only the topic would not be clear. All that is required, however, is the name of the topic.

The 3 references should be scholarly, research-based, peer-reviewed journal articles and should be listed in APA format.

You can find a list of journals affiliated with the American Psychological Association (APA) on the
**Research Paper: Topic and References Assignment** page
under
**Research Paper: Topic and References Resources**. These are not the only acceptable journals – many others are available and may be used for the assignment – but this list is provided to give you examples of scholarly journals. If you click “By Subject” and then click “Developmental Psychology,” you will see journals specific to developmental psychology.
_Child Development_ is another well-respected developmental psychology journal that is not affiliated with the APA. Some of the databases have the option to select “peer-reviewed” sources; selecting this option will help you eliminate non-scholarly sources from your search results. The Jerry Falwell Library is a reliable place to conduct your searches.

You do not need to pay for articles. Articles that ask you to pay for access can generally be accessed through the Jerry Falwell Library without requiring payment.

Be sure to review the criteria on the
**Research Paper: Topic and References Grading Rubric** before beginning this assignment.

Research Paper: Topic and References Resources

·
[APA Affiliated Journals](https://www.apa.org/pubs/journals) https://www.apa.org/pubs/journals

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

**## ResearchTopicExample.pdf**

SIGN LANGUAGE IN COMMUNICATION 1

The Efficacy Of Teaching Sign Language To Infants To Their Language Acquisition

Process: An Inquiry.

Shannah Daisy Peterson

Department of Psychology, Liberty University

Author Note

Shannah Daisy Peterson

There are no known conflicts of interest to disclose.

Correspondence concerning this article should be addressed to Shannah Daisy Peterson, Liberty

University, 1971 University Blvd, Lynchburg, VA 24515. Email: sdpeterson8@liberty.edu

This study source was downloaded by 100000825965683 from CourseHero.com on 11-17-2024 21:33:25 GMT -06:00

https://www.coursehero.com/file/221449423/Research-Topic-PSYC725docx/

[https://www.coursehero.com/file/221449423/Research-Topic-PSYC725docx/](https://www.coursehero.com/file/221449423/Research-Topic-PSYC725docx/)

SIGN LANGUAGE IN COMMUNICATION 2

Topic: Is teaching sign language to infants beneficial or detrimental to their language learning

process?

References

Mueller, V. T., Sepulveda, A., & Rodríguez, S. V. (2013). The effects of baby sign training on

child development. Early Child Development and Care.

https://doi.org/10.1080/03004430.2013.854780

Paling, J. (2009). Does baby sign language have a positive affect on the language development of

typically developing, hearing infants of hearing parents? Sign Language Studies.

Pontecorvo, E., Higgins, M., Mora, J., Lieberman, A. M., Pyers, J., & Caselli, N. (2023).

Learning a sign language does not hinder acquisition of a spoken language.

Journal of speech language and hearing research, 66(4), 1291–1308.

https://doi.org/10.1044/2022_jslhr-22-00505

Thompson, R. H., Cotnoir-Bichelman, N. M., McKerchar, P. M., Tate, T. L., & Dancho, K. A.

(2007). Enhancing early communication through infant sign training. Journal of

applied behavior analysis, 40(1), 15–23. https://doi.org/10.1901/jaba.2007.23-06

This study source was downloaded by 100000825965683 from CourseHero.com on 11-17-2024 21:33:25 GMT -06:00

https://www.coursehero.com/file/221449423/Research-Topic-PSYC725docx/
Powered by TCPDF (www.tcpdf.org)

[https://www.coursehero.com/file/221449423/Research-Topic-PSYC725docx/](https://www.coursehero.com/file/221449423/Research-Topic-PSYC725docx/)

[http://www.tcpdf.org](http://www.tcpdf.org/)

**## ResearchTopicExample2.pdf**

What happens inside of an individual to cause them to want to change their foundational
assigned gender at birth as they develop from infancy through toddlerhood and through
childhood and adolescence? Is it a feeling of restlessness inside? Is it something that was
suggested from outside of themselves? Is it a spiritual issue? Are they trying to escape a
traumatic event that is tied to his or her gender?

References

Anderson, E. (2022, January 3). Opinion: When it comes to trans youth, we’re in danger of

losing our way. The San Francisco Examiner. Retrieved April 21, 2023, from

http://www.sfexaminer.com/opinion/are-we-seeing-a-phenomenon-of-trand-youth-social-

contagion/

Clark, B. A., & Virani, A. (2021). This Wasn’t a “split-second decision”: An empirical ethical

analysis of trans-gender youth capacity, rights, and authority to consent to hormone

therapy. Journal of Bioethical Inquiry, 18(1), 151-164. Doi:10.1007/ss11673-020-10086-

9

Complete Jewish Bible. (2016). Hendrickson Publishers Marketing, LLC. (0riginal work published in

1998)

de Graaf, N. M., Steensma, T. D., Carmichael, P., Vanderlaan, D. P., Aitken, M., Cohen Kettenis,

P. T., de Vries, A., Kreukels, B., Wasserman, L., Wood, H., & Zucker, K. J. (2020).

Suicidality in clinic-referred transgender adolescents. European child & adolescent

psychiatry, 31, 67-83. Advance online publication. Doi:10.1007/s00787-020-0166309

Hall, R., Mitchell, L., & Sachdeva, J. (2021). Access to care and frequency of detransition among

a cohort discharged by a UK national adult gender identity clinic: retrospective case-note

review. BJPsych Open, 7(6), e184. doi:10.1192/bjo.2021.1022

This study source was downloaded by 100000825965683 from CourseHero.com on 11-17-2024 22:02:50 GMT -06:00

https://www.coursehero.com/file/211184170/PSYC725Wk3ResearchPaperTopicAndReferenceAssignmentdocx/

[https://www.coursehero.com/file/211184170/PSYC725Wk3ResearchPaperTopicAndReferenceAssignmentdocx/](https://www.coursehero.com/file/211184170/PSYC725Wk3ResearchPaperTopicAndReferenceAssignmentdocx/)

Levine, S. B., Abruzzese, E., & Mason, J. W. (2022). Reconsidering informed consent for trans-

identified children, adolescents, and young adults. Journal of Sex & Marital Therapy,

48(7), 706-727. https://doi.org/10.1080/0092623X.2022.20406221

Malone, W., D’Angelo, R., Beck, S., Mason, ., & Evans, M. (2021) Puberty Blockers for gender

dysphoria: The science is far from settled. The Lancet Child & Adolescent Health, 5(9),

e33-e34. doi.10.1016/S2352-4642(21)00235-2

Moriandini, J.S., Kelly, A., de Graaf, N.M. et al. Is Social Gender Transition Associated with

Mental Health Status in Children and Adolescents with Gender Dyaphoria? Arch Sex

Behav 52, 1045-1060 (2023). https://doi.org/10.1007/s10508-023-02588-

National Institute for Health and care Excellence. (2020). Evidence review: Gonadotrophin

releasing hormone analogues for children and adolescents with gender dysphoria.

https://arms.nice.org.uk/resources/hub/1070905/attachment

This study source was downloaded by 100000825965683 from CourseHero.com on 11-17-2024 22:02:50 GMT -06:00

https://www.coursehero.com/file/211184170/PSYC725Wk3ResearchPaperTopicAndReferenceAssignmentdocx/
Powered by TCPDF (www.tcpdf.org)

[https://www.coursehero.com/file/211184170/PSYC725Wk3ResearchPaperTopicAndReferenceAssignmentdocx/](https://www.coursehero.com/file/211184170/PSYC725Wk3ResearchPaperTopicAndReferenceAssignmentdocx/)

[http://www.tcpdf.org](http://www.tcpdf.org/)

**## ResearchTopicExample2.pdf**

What happens inside of an individual to cause them to want to change their foundational
assigned gender at birth as they develop from infancy through toddlerhood and through
childhood and adolescence? Is it a feeling of restlessness inside? Is it something that was
suggested from outside of themselves? Is it a spiritual issue? Are they trying to escape a
traumatic event that is tied to his or her gender?

References

Anderson, E. (2022, January 3). Opinion: When it comes to trans youth, we’re in danger of

losing our way. The San Francisco Examiner. Retrieved April 21, 2023, from

http://www.sfexaminer.com/opinion/are-we-seeing-a-phenomenon-of-trand-youth-social-

contagion/

Clark, B. A., & Virani, A. (2021). This Wasn’t a “split-second decision”: An empirical ethical

analysis of trans-gender youth capacity, rights, and authority to consent to hormone

therapy. Journal of Bioethical Inquiry, 18(1), 151-164. Doi:10.1007/ss11673-020-10086-

9

Complete Jewish Bible. (2016). Hendrickson Publishers Marketing, LLC. (0riginal work published in

1998)

de Graaf, N. M., Steensma, T. D., Carmichael, P., Vanderlaan, D. P., Aitken, M., Cohen Kettenis,

P. T., de Vries, A., Kreukels, B., Wasserman, L., Wood, H., & Zucker, K. J. (2020).

Suicidality in clinic-referred transgender adolescents. European child & adolescent

psychiatry, 31, 67-83. Advance online publication. Doi:10.1007/s00787-020-0166309

Hall, R., Mitchell, L., & Sachdeva, J. (2021). Access to care and frequency of detransition among

a cohort discharged by a UK national adult gender identity clinic: retrospective case-note

review. BJPsych Open, 7(6), e184. doi:10.1192/bjo.2021.1022

This study source was downloaded by 100000825965683 from CourseHero.com on 11-17-2024 22:02:50 GMT -06:00

https://www.coursehero.com/file/211184170/PSYC725Wk3ResearchPaperTopicAndReferenceAssignmentdocx/

[https://www.coursehero.com/file/211184170/PSYC725Wk3ResearchPaperTopicAndReferenceAssignmentdocx/](https://www.coursehero.com/file/211184170/PSYC725Wk3ResearchPaperTopicAndReferenceAssignmentdocx/)

Levine, S. B., Abruzzese, E., & Mason, J. W. (2022). Reconsidering informed consent for trans-

identified children, adolescents, and young adults. Journal of Sex & Marital Therapy,

48(7), 706-727. https://doi.org/10.1080/0092623X.2022.20406221

Malone, W., D’Angelo, R., Beck, S., Mason, ., & Evans, M. (2021) Puberty Blockers for gender

dysphoria: The science is far from settled. The Lancet Child & Adolescent Health, 5(9),

e33-e34. doi.10.1016/S2352-4642(21)00235-2

Moriandini, J.S., Kelly, A., de Graaf, N.M. et al. Is Social Gender Transition Associated with

Mental Health Status in Children and Adolescents with Gender Dyaphoria? Arch Sex

Behav 52, 1045-1060 (2023). https://doi.org/10.1007/s10508-023-02588-

National Institute for Health and care Excellence. (2020). Evidence review: Gonadotrophin

releasing hormone analogues for children and adolescents with gender dysphoria.

https://arms.nice.org.uk/resources/hub/1070905/attachment

This study source was downloaded by 100000825965683 from CourseHero.com on 11-17-2024 22:02:50 GMT -06:00

https://www.coursehero.com/file/211184170/PSYC725Wk3ResearchPaperTopicAndReferenceAssignmentdocx/
Powered by TCPDF (www.tcpdf.org)

[https://www.coursehero.com/file/211184170/PSYC725Wk3ResearchPaperTopicAndReferenceAssignmentdocx/](https://www.coursehero.com/file/211184170/PSYC725Wk3ResearchPaperTopicAndReferenceAssignmentdocx/)

[http://www.tcpdf.org](http://www.tcpdf.org/)

**## Template.docx**

**School of , Liberty University**

****Author Note****

**I have no known conflict of interest to disclose.**

**Correspondence concerning this article should be addressed to**

**Email:**

**2**

**1**

**## **## References****

**## GradingRubric.pdf**

Criteria Ratings Points

Content,
Focus, and
Organization

53 to >48 pts

Advanced

The assignment meets
or exceeds all of the
following content
requirements:
• The proposed
research paper topic is
listed.
• Three peer-reviewed
journal articles
describing original
research and pertaining
to the topic are listed.

48 to >43 pts

Proficient

The assignment meets
most or some of the
following content
requirements:
• The proposed
research paper topic is
listed.
• Three peer-reviewed
journal articles
describing original
research and pertaining
to the topic are listed.

43 to >0 pts

Developing

The assignment partially
or inadequately meets
the following content
requirements:
• The proposed
research paper topic is
listed.
• Three peer-reviewed
journal articles
describing original
research and pertaining
to the topic are listed.

0 pts

Not Present

The
assignment
does not
meet the
content
requirements.

53 pts

Grammar
and
Spelling,
Current APA
Format
Compliance

22 to >20 pts

Advanced

The assignment meets
or exceeds the following
structure requirements:
• References are in
current APA format.
• Proper spelling and
grammar are used.
• Paper is free of
typographical errors.

20 to >18 pts

Proficient

The assignment meets
most or some of the
following structure
requirements:
• References are in
current APA format.
• Proper spelling and
grammar are used.
• Paper is free of
typographical errors.

18 to >0 pts

Developing

The assignment partially
or inadequately meets
the following structure
requirements:
• References are in
current APA format.
• Proper spelling and
grammar are used.
• Paper is free of
typographical errors.

0 pts

Not Present

The
assignment
does not
meet the
structure
requirements.

22 pts

Total Points: 75

Research Paper: Topic and References Grading Rubric |
PSYC725_B01_202520

**## ResearchPaperTopicandReferencesAssignmentInstructions.docx**

PSYC 725

**Research Paper: Topic and References Assignment Instructions**

Overview

Discerning and clarifying your research interests and knowing how to locate and evaluate scholarly sources of information are important skills for developmental psychologists. This assignment will encourage you to think about developmental psychology topics and select and refine one that is of interest to you. You will also gain experience locating and selecting scholarly sources, an important skill for developmental psychologists.

Instructions

For the
**Research Paper: Topic and References Assignment** you will submit your proposed research paper topic, related to developmental psychology, and 3 references for scholarly peer-reviewed journal articles that you plan to use in your research paper.

It is fine to list the topic in a few words, but you may elaborate further on the topic if you wish to provide more explanation or if you feel that listing only the topic would not be clear. All that is required, however, is the name of the topic.

The 3 references should be scholarly, research-based, peer-reviewed journal articles and should be listed in APA format.

You can find a list of journals affiliated with the American Psychological Association (APA) on the
**Research Paper: Topic and References Assignment** page
under
**Research Paper: Topic and References Resources**. These are not the only acceptable journals – many others are available and may be used for the assignment – but this list is provided to give you examples of scholarly journals. If you click “By Subject” and then click “Developmental Psychology,” you will see journals specific to developmental psychology.
_Child Development_ is another well-respected developmental psychology journal that is not affiliated with the APA. Some of the databases have the option to select “peer-reviewed” sources; selecting this option will help you eliminate non-scholarly sources from your search results. The Jerry Falwell Library is a reliable place to conduct your searches.

You do not need to pay for articles. Articles that ask you to pay for access can generally be accessed through the Jerry Falwell Library without requiring payment.

Be sure to review the criteria on the
**Research Paper: Topic and References Grading Rubric** before beginning this assignment.

Research Paper: Topic and References Resources

·
[APA Affiliated Journals](https://www.apa.org/pubs/journals) https://www.apa.org/pubs/journals

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

**## ResearchTopicExample.pdf**

SIGN LANGUAGE IN COMMUNICATION 1

The Efficacy Of Teaching Sign Language To Infants To Their Language Acquisition

Process: An Inquiry.

Shannah Daisy Peterson

Department of Psychology, Liberty University

Author Note

Shannah Daisy Peterson

There are no known conflicts of interest to disclose.

Correspondence concerning this article should be addressed to Shannah Daisy Peterson, Liberty

University, 1971 University Blvd, Lynchburg, VA 24515. Email: sdpeterson8@liberty.edu

This study source was downloaded by 100000825965683 from CourseHero.com on 11-17-2024 21:33:25 GMT -06:00

https://www.coursehero.com/file/221449423/Research-Topic-PSYC725docx/

[https://www.coursehero.com/file/221449423/Research-Topic-PSYC725docx/](https://www.coursehero.com/file/221449423/Research-Topic-PSYC725docx/)

SIGN LANGUAGE IN COMMUNICATION 2

Topic: Is teaching sign language to infants beneficial or detrimental to their language learning

process?

References

Mueller, V. T., Sepulveda, A., & Rodríguez, S. V. (2013). The effects of baby sign training on

child development. Early Child Development and Care.

https://doi.org/10.1080/03004430.2013.854780

Paling, J. (2009). Does baby sign language have a positive affect on the language development of

typically developing, hearing infants of hearing parents? Sign Language Studies.

Pontecorvo, E., Higgins, M., Mora, J., Lieberman, A. M., Pyers, J., & Caselli, N. (2023).

Learning a sign language does not hinder acquisition of a spoken language.

Journal of speech language and hearing research, 66(4), 1291–1308.

https://doi.org/10.1044/2022_jslhr-22-00505

Thompson, R. H., Cotnoir-Bichelman, N. M., McKerchar, P. M., Tate, T. L., & Dancho, K. A.

(2007). Enhancing early communication through infant sign training. Journal of

applied behavior analysis, 40(1), 15–23. https://doi.org/10.1901/jaba.2007.23-06

This study source was downloaded by 100000825965683 from CourseHero.com on 11-17-2024 21:33:25 GMT -06:00

https://www.coursehero.com/file/221449423/Research-Topic-PSYC725docx/
Powered by TCPDF (www.tcpdf.org)

[https://www.coursehero.com/file/221449423/Research-Topic-PSYC725docx/](https://www.coursehero.com/file/221449423/Research-Topic-PSYC725docx/)

[http://www.tcpdf.org](http://www.tcpdf.org/)

**## ResearchTopicExample2.pdf**

What happens inside of an individual to cause them to want to change their foundational
assigned gender at birth as they develop from infancy through toddlerhood and through
childhood and adolescence? Is it a feeling of restlessness inside? Is it something that was
suggested from outside of themselves? Is it a spiritual issue? Are they trying to escape a
traumatic event that is tied to his or her gender?

References

Anderson, E. (2022, January 3). Opinion: When it comes to trans youth, we’re in danger of

losing our way. The San Francisco Examiner. Retrieved April 21, 2023, from

http://www.sfexaminer.com/opinion/are-we-seeing-a-phenomenon-of-trand-youth-social-

contagion/

Clark, B. A., & Virani, A. (2021). This Wasn’t a “split-second decision”: An empirical ethical

analysis of trans-gender youth capacity, rights, and authority to consent to hormone

therapy. Journal of Bioethical Inquiry, 18(1), 151-164. Doi:10.1007/ss11673-020-10086-

9

Complete Jewish Bible. (2016). Hendrickson Publishers Marketing, LLC. (0riginal work published in

1998)

de Graaf, N. M., Steensma, T. D., Carmichael, P., Vanderlaan, D. P., Aitken, M., Cohen Kettenis,

P. T., de Vries, A., Kreukels, B., Wasserman, L., Wood, H., & Zucker, K. J. (2020).

Suicidality in clinic-referred transgender adolescents. European child & adolescent

psychiatry, 31, 67-83. Advance online publication. Doi:10.1007/s00787-020-0166309

Hall, R., Mitchell, L., & Sachdeva, J. (2021). Access to care and frequency of detransition among

a cohort discharged by a UK national adult gender identity clinic: retrospective case-note

review. BJPsych Open, 7(6), e184. doi:10.1192/bjo.2021.1022

This study source was downloaded by 100000825965683 from CourseHero.com on 11-17-2024 22:02:50 GMT -06:00

https://www.coursehero.com/file/211184170/PSYC725Wk3ResearchPaperTopicAndReferenceAssignmentdocx/

[https://www.coursehero.com/file/211184170/PSYC725Wk3ResearchPaperTopicAndReferenceAssignmentdocx/](https://www.coursehero.com/file/211184170/PSYC725Wk3ResearchPaperTopicAndReferenceAssignmentdocx/)

Levine, S. B., Abruzzese, E., & Mason, J. W. (2022). Reconsidering informed consent for trans-

identified children, adolescents, and young adults. Journal of Sex & Marital Therapy,

48(7), 706-727. https://doi.org/10.1080/0092623X.2022.20406221

Malone, W., D’Angelo, R., Beck, S., Mason, ., & Evans, M. (2021) Puberty Blockers for gender

dysphoria: The science is far from settled. The Lancet Child & Adolescent Health, 5(9),

e33-e34. doi.10.1016/S2352-4642(21)00235-2

Moriandini, J.S., Kelly, A., de Graaf, N.M. et al. Is Social Gender Transition Associated with

Mental Health Status in Children and Adolescents with Gender Dyaphoria? Arch Sex

Behav 52, 1045-1060 (2023). https://doi.org/10.1007/s10508-023-02588-

National Institute for Health and care Excellence. (2020). Evidence review: Gonadotrophin

releasing hormone analogues for children and adolescents with gender dysphoria.

https://arms.nice.org.uk/resources/hub/1070905/attachment

This study source was downloaded by 100000825965683 from CourseHero.com on 11-17-2024 22:02:50 GMT -06:00

https://www.coursehero.com/file/211184170/PSYC725Wk3ResearchPaperTopicAndReferenceAssignmentdocx/
Powered by TCPDF (www.tcpdf.org)

[https://www.coursehero.com/file/211184170/PSYC725Wk3ResearchPaperTopicAndReferenceAssignmentdocx/](https://www.coursehero.com/file/211184170/PSYC725Wk3ResearchPaperTopicAndReferenceAssignmentdocx/)

[http://www.tcpdf.org](http://www.tcpdf.org/)

**## Template.docx**

**School of , Liberty University**

****Author Note****

**I have no known conflict of interest to disclose.**

**Correspondence concerning this article should be addressed to**

**Email:**

**2**

**1**

**## **## References****

**## GradingRubric.pdf**

Criteria Ratings Points

Content,
Focus, and
Organization

53 to >48 pts

Advanced

The assignment meets
or exceeds all of the
following content
requirements:
• The proposed
research paper topic is
listed.
• Three peer-reviewed
journal articles
describing original
research and pertaining
to the topic are listed.

48 to >43 pts

Proficient

The assignment meets
most or some of the
following content
requirements:
• The proposed
research paper topic is
listed.
• Three peer-reviewed
journal articles
describing original
research and pertaining
to the topic are listed.

43 to >0 pts

Developing

The assignment partially
or inadequately meets
the following content
requirements:
• The proposed
research paper topic is
listed.
• Three peer-reviewed
journal articles
describing original
research and pertaining
to the topic are listed.

0 pts

Not Present

The
assignment
does not
meet the
content
requirements.

53 pts

Grammar
and
Spelling,
Current APA
Format
Compliance

22 to >20 pts

Advanced

The assignment meets
or exceeds the following
structure requirements:
• References are in
current APA format.
• Proper spelling and
grammar are used.
• Paper is free of
typographical errors.

20 to >18 pts

Proficient

The assignment meets
most or some of the
following structure
requirements:
• References are in
current APA format.
• Proper spelling and
grammar are used.
• Paper is free of
typographical errors.

18 to >0 pts

Developing

The assignment partially
or inadequately meets
the following structure
requirements:
• References are in
current APA format.
• Proper spelling and
grammar are used.
• Paper is free of
typographical errors.

0 pts

Not Present

The
assignment
does not
meet the
structure
requirements.

22 pts

Total Points: 75

Research Paper: Topic and References Grading Rubric |
PSYC725_B01_202520

**## ResearchPaperTopicandReferencesAssignmentInstructions.docx**

PSYC 725

**Research Paper: Topic and References Assignment Instructions**

Overview

Discerning and clarifying your research interests and knowing how to locate and evaluate scholarly sources of information are important skills for developmental psychologists. This assignment will encourage you to think about developmental psychology topics and select and refine one that is of interest to you. You will also gain experience locating and selecting scholarly sources, an important skill for developmental psychologists.

Instructions

For the
**Research Paper: Topic and References Assignment** you will submit your proposed research paper topic, related to developmental psychology, and 3 references for scholarly peer-reviewed journal articles that you plan to use in your research paper.

It is fine to list the topic in a few words, but you may elaborate further on the topic if you wish to provide more explanation or if you feel that listing only the topic would not be clear. All that is required, however, is the name of the topic.

The 3 references should be scholarly, research-based, peer-reviewed journal articles and should be listed in APA format.

You can find a list of journals affiliated with the American Psychological Association (APA) on the
**Research Paper: Topic and References Assignment** page
under
**Research Paper: Topic and References Resources**. These are not the only acceptable journals – many others are available and may be used for the assignment – but this list is provided to give you examples of scholarly journals. If you click “By Subject” and then click “Developmental Psychology,” you will see journals specific to developmental psychology.
_Child Development_ is another well-respected developmental psychology journal that is not affiliated with the APA. Some of the databases have the option to select “peer-reviewed” sources; selecting this option will help you eliminate non-scholarly sources from your search results. The Jerry Falwell Library is a reliable place to conduct your searches.

You do not need to pay for articles. Articles that ask you to pay for access can generally be accessed through the Jerry Falwell Library without requiring payment.

Be sure to review the criteria on the
**Research Paper: Topic and References Grading Rubric** before beginning this assignment.

Research Paper: Topic and References Resources

·
[APA Affiliated Journals](https://www.apa.org/pubs/journals) https://www.apa.org/pubs/journals

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

**## ResearchTopicExample.pdf**

SIGN LANGUAGE IN COMMUNICATION 1

The Efficacy Of Teaching Sign Language To Infants To Their Language Acquisition

Process: An Inquiry.

Shannah Daisy Peterson

Department of Psychology, Liberty University

Author Note

Shannah Daisy Peterson

There are no known conflicts of interest to disclose.

Correspondence concerning this article should be addressed to Shannah Daisy Peterson, Liberty

University, 1971 University Blvd, Lynchburg, VA 24515. Email: sdpeterson8@liberty.edu

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SIGN LANGUAGE IN COMMUNICATION 2

Topic: Is teaching sign language to infants beneficial or detrimental to their language learning

process?

References

Mueller, V. T., Sepulveda, A., & Rodríguez, S. V. (2013). The effects of baby sign training on

child development. Early Child Development and Care.

https://doi.org/10.1080/03004430.2013.854780

Paling, J. (2009). Does baby sign language have a positive affect on the language development of

typically developing, hearing infants of hearing parents? Sign Language Studies.

Pontecorvo, E., Higgins, M., Mora, J., Lieberman, A. M., Pyers, J., & Caselli, N. (2023).

Learning a sign language does not hinder acquisition of a spoken language.

Journal of speech language and hearing research, 66(4), 1291–1308.

https://doi.org/10.1044/2022_jslhr-22-00505

Thompson, R. H., Cotnoir-Bichelman, N. M., McKerchar, P. M., Tate, T. L., & Dancho, K. A.

(2007). Enhancing early communication through infant sign training. Journal of

applied behavior analysis, 40(1), 15–23. https://doi.org/10.1901/jaba.2007.23-06

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**## ResearchTopicExample2.pdf**

What happens inside of an individual to cause them to want to change their foundational
assigned gender at birth as they develop from infancy through toddlerhood and through
childhood and adolescence? Is it a feeling of restlessness inside? Is it something that was
suggested from outside of themselves? Is it a spiritual issue? Are they trying to escape a
traumatic event that is tied to his or her gender?

References

Anderson, E. (2022, January 3). Opinion: When it comes to trans youth, we’re in danger of

losing our way. The San Francisco Examiner. Retrieved April 21, 2023, from

http://www.sfexaminer.com/opinion/are-we-seeing-a-phenomenon-of-trand-youth-social-

contagion/

Clark, B. A., & Virani, A. (2021). This Wasn’t a “split-second decision”: An empirical ethical

analysis of trans-gender youth capacity, rights, and authority to consent to hormone

therapy. Journal of Bioethical Inquiry, 18(1), 151-164. Doi:10.1007/ss11673-020-10086-

9

Complete Jewish Bible. (2016). Hendrickson Publishers Marketing, LLC. (0riginal work published in

1998)

de Graaf, N. M., Steensma, T. D., Carmichael, P., Vanderlaan, D. P., Aitken, M., Cohen Kettenis,

P. T., de Vries, A., Kreukels, B., Wasserman, L., Wood, H., & Zucker, K. J. (2020).

Suicidality in clinic-referred transgender adolescents. European child & adolescent

psychiatry, 31, 67-83. Advance online publication. Doi:10.1007/s00787-020-0166309

Hall, R., Mitchell, L., & Sachdeva, J. (2021). Access to care and frequency of detransition among

a cohort discharged by a UK national adult gender identity clinic: retrospective case-note

review. BJPsych Open, 7(6), e184. doi:10.1192/bjo.2021.1022

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[https://www.coursehero.com/file/211184170/PSYC725Wk3ResearchPaperTopicAndReferenceAssignmentdocx/](https://www.coursehero.com/file/211184170/PSYC725Wk3ResearchPaperTopicAndReferenceAssignmentdocx/)

Levine, S. B., Abruzzese, E., & Mason, J. W. (2022). Reconsidering informed consent for trans-

identified children, adolescents, and young adults. Journal of Sex & Marital Therapy,

48(7), 706-727. https://doi.org/10.1080/0092623X.2022.20406221

Malone, W., D’Angelo, R., Beck, S., Mason, ., & Evans, M. (2021) Puberty Blockers for gender

dysphoria: The science is far from settled. The Lancet Child & Adolescent Health, 5(9),

e33-e34. doi.10.1016/S2352-4642(21)00235-2

Moriandini, J.S., Kelly, A., de Graaf, N.M. et al. Is Social Gender Transition Associated with

Mental Health Status in Children and Adolescents with Gender Dyaphoria? Arch Sex

Behav 52, 1045-1060 (2023). https://doi.org/10.1007/s10508-023-02588-

National Institute for Health and care Excellence. (2020). Evidence review: Gonadotrophin

releasing hormone analogues for children and adolescents with gender dysphoria.

https://arms.nice.org.uk/resources/hub/1070905/attachment

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November 5, 2026
[Solved] week 4 discussion 2

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## **Generating Potential Solutions** Prior to beginning work on this discussion forum, – Read Chapter 4: Finding Solutions and Gaining Support of the course textbook _One Step at a Time:_ _A Roadmap for Problem Solving & Making a Difference._ – Review [_A Closer Look: Week 4: Identifying the Target…

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Assignment Prompt & Instructions

## **Generating Potential Solutions**

Prior to beginning work on this discussion forum,

– Read Chapter 4: Finding Solutions and Gaining Support of the course textbook _One Step at a Time:_ _A Roadmap for Problem Solving & Making a Difference._
– Review [_A Closer Look: Week 4: Identifying the Target Audience_](https://uagc.instructure.com/courses/141283/modules/items/7190208).
– Review [_Synthesis_Links to an external site.](https://writingcenter.uagc.edu/synthesis).
– Review the information you have gathered over the duration of the course, including the following:
– Results of cultural and worldview lens evaluations (Week 2)
– Data gathered from research and evaluation using a theoretical lens (Week 3)
– Interview results (Week 3)

In this discussion, you will review information gathered over the duration of the course to help inform your recommendations for potential solutions to the problem.

In your discussion post,

– Restate the problem statement.
– Synthesize the results of your lens evaluations, data gathered, and interview results.
– Propose two recommendations to address the problem based on your analysis.

Your initial discussion post should be a minimum of 150 words and is due on Day 3 (Thursday)

– 2 years ago

November 5, 2026
[Solved] assistance needed english

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Executive Solution Overview

please see attachment – 2 years ago **files (1)** – ## lu07_assignment_new2.pdf **## lu07_assignment_new2.pdf** ENG 105: Composition I Essay Assignment Page 1 of 2 Textual Analysis Assignment Sheet After spending time analyzing advertisements last week, you know that advertisers carefully think …

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Assignment Prompt & Instructions

please see attachment

– 2 years ago

**files (1)**

– ## lu07_assignment_new2.pdf

**## lu07_assignment_new2.pdf**

ENG 105: Composition I Essay Assignment

Page 1 of 2

Textual Analysis Assignment Sheet

After spending time analyzing advertisements last week, you know that advertisers carefully think

through and skillfully design both the visual and written elements of advertisements in order to put

forward both explicit and implicit arguments. You shouldn’t be surprised, then, to learn that authors

also employ rhetorical appeals and think through their rhetorical choices in order to impact their

audiences in a desired manner. Whether they’re seeking to inform, persuade, or even entertain their

readers, authors carefully analyze their audience and choose research, examples, organization, tone,

and even language accordingly. To help recognize and contemplate the rhetoric of written texts, you will

write a Textual Analysis Essay about an assigned professional essay.

The Textual Analysis Essay will ask you to analyze an author’s methods and the effectiveness of those

methods. After reading and thinking about EITHER bell hooks’ “Seeing and Making Culture: Representing

the Poor” OR Carol Dweck’s “From Mindset: The New Psychology of Success,” you will write a paper

exploring the ways in which the author uses rhetoric to accomplish her purpose. Through investigating

the author’s methods and the impact of those methods on her audience and purpose, you will gain

critical thinking and reading skills which should help you recognize faulty arguments in others’ writing

and improve the effectiveness of your own writing.

Assignment Guidelines

Essays for Analysis: Please note that you only have these two essay options for this assignment:

 “Seeing and Making Culture: Representing the Poor” by bell hooks (Inquiry 573)

 “From Mindset: The New Psychology of Success” by Carol Dweck (Inquiry 668)

Title: The title should be creative and representative not just of the basic topic of the paper, but also of

the major point being made in the paper.

Introduction: Your introduction should include the following two components:

1. A paragraph leading us into the topic and context. Please look at Inquiry or the sample

student papers for ideas about introduction methods.

2. A paragraph summarizing the professional text you will analyze. Before readers can

understand the significance of your analysis, they will need an overview of the professional

source’s purpose, thesis, and main points. Your summary paragraph should follow the guidelines

laid out in Rules and Learning Units 3 and 4, and should include the following:

a. A statement of the author’s full name and the essay’s full title as well as a very

general statement of the essay’s major argument in the first sentence.

b. An overview of the major claims and tone used to support the essay’s argument.

c. A transitional bridge into and statement of your essay’s thesis.

ENG 105: Composition I Essay Assignment

Page 2 of 2

Thesis Statement: The thesis statement should present an arguable claim about the effectiveness of the

professional essay’s methods and arguments. Your thesis statement should make a claim about the way

the essay is written and how the author’s methods impact his argument, NOT just respond in agreement

or disagreement with the author’s argument.

Analysis Section (Body): Your essay’s analysis section will support the thesis by analyzing how the

professional author’s methods and content appeal to the audience and impact the effectiveness of her

argument. The bulk of your essay should focus on analysis, so this section will fill at least two to three

full pages of your essay.

Conclusion: The conclusion should reiterate the main point of your essay by restating the thesis in

different words and tying together the claims made throughout your essay in final support of your

judgment (thesis statement). Please use one of the examples from Inquiry as a model for your

conclusion.

Outside Sources: No outside research is allowed. Do not read or bring in outside ideas or statistics. The

analysis should be based on your own reading of and insight into your chosen essay.

Source Integration and Documentation: You will need to follow MLA conventions for source integration

and documentation. You will also be required to integrate the following:

1. At least two quotations from your chosen essay.

2. At least one paraphrase of one of the author’s ideas.

Style: Avoid using the first person (I, we, us, my, our) and the second person (you, your). In this essay,

you should not have any reason to use first or second person point of view.

Format: Standard MLA formatting; double spaced; 12 point, Times New Roman font; one-inch margins;

Works Cited page.

Length: 4-6 pages, double spaced (not including the Works Cited Page.)

© Kara Wilson and Indian Hills Community College

**## lu07_assignment_new2.pdf**

ENG 105: Composition I Essay Assignment

Page 1 of 2

Textual Analysis Assignment Sheet

After spending time analyzing advertisements last week, you know that advertisers carefully think

through and skillfully design both the visual and written elements of advertisements in order to put

forward both explicit and implicit arguments. You shouldn’t be surprised, then, to learn that authors

also employ rhetorical appeals and think through their rhetorical choices in order to impact their

audiences in a desired manner. Whether they’re seeking to inform, persuade, or even entertain their

readers, authors carefully analyze their audience and choose research, examples, organization, tone,

and even language accordingly. To help recognize and contemplate the rhetoric of written texts, you will

write a Textual Analysis Essay about an assigned professional essay.

The Textual Analysis Essay will ask you to analyze an author’s methods and the effectiveness of those

methods. After reading and thinking about EITHER bell hooks’ “Seeing and Making Culture: Representing

the Poor” OR Carol Dweck’s “From Mindset: The New Psychology of Success,” you will write a paper

exploring the ways in which the author uses rhetoric to accomplish her purpose. Through investigating

the author’s methods and the impact of those methods on her audience and purpose, you will gain

critical thinking and reading skills which should help you recognize faulty arguments in others’ writing

and improve the effectiveness of your own writing.

Assignment Guidelines

Essays for Analysis: Please note that you only have these two essay options for this assignment:

 “Seeing and Making Culture: Representing the Poor” by bell hooks (Inquiry 573)

 “From Mindset: The New Psychology of Success” by Carol Dweck (Inquiry 668)

Title: The title should be creative and representative not just of the basic topic of the paper, but also of

the major point being made in the paper.

Introduction: Your introduction should include the following two components:

1. A paragraph leading us into the topic and context. Please look at Inquiry or the sample

student papers for ideas about introduction methods.

2. A paragraph summarizing the professional text you will analyze. Before readers can

understand the significance of your analysis, they will need an overview of the professional

source’s purpose, thesis, and main points. Your summary paragraph should follow the guidelines

laid out in Rules and Learning Units 3 and 4, and should include the following:

a. A statement of the author’s full name and the essay’s full title as well as a very

general statement of the essay’s major argument in the first sentence.

b. An overview of the major claims and tone used to support the essay’s argument.

c. A transitional bridge into and statement of your essay’s thesis.

ENG 105: Composition I Essay Assignment

Page 2 of 2

Thesis Statement: The thesis statement should present an arguable claim about the effectiveness of the

professional essay’s methods and arguments. Your thesis statement should make a claim about the way

the essay is written and how the author’s methods impact his argument, NOT just respond in agreement

or disagreement with the author’s argument.

Analysis Section (Body): Your essay’s analysis section will support the thesis by analyzing how the

professional author’s methods and content appeal to the audience and impact the effectiveness of her

argument. The bulk of your essay should focus on analysis, so this section will fill at least two to three

full pages of your essay.

Conclusion: The conclusion should reiterate the main point of your essay by restating the thesis in

different words and tying together the claims made throughout your essay in final support of your

judgment (thesis statement). Please use one of the examples from Inquiry as a model for your

conclusion.

Outside Sources: No outside research is allowed. Do not read or bring in outside ideas or statistics. The

analysis should be based on your own reading of and insight into your chosen essay.

Source Integration and Documentation: You will need to follow MLA conventions for source integration

and documentation. You will also be required to integrate the following:

1. At least two quotations from your chosen essay.

2. At least one paraphrase of one of the author’s ideas.

Style: Avoid using the first person (I, we, us, my, our) and the second person (you, your). In this essay,

you should not have any reason to use first or second person point of view.

Format: Standard MLA formatting; double spaced; 12 point, Times New Roman font; one-inch margins;

Works Cited page.

Length: 4-6 pages, double spaced (not including the Works Cited Page.)

© Kara Wilson and Indian Hills Community College

November 5, 2026
[Solved] Catherine Owens – 2.1 P Gap

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In-depth study guidance and analytical solution covering Catherine Owens – 2.1 P Gap.

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Assignment Prompt & Instructions

Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

November 5, 2026
[Solved] Assessment Plan and Implementation Report

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Executive Solution Overview

Your client is a 7th Grade ELA teacher. – 2 years ago **files (3)** – ## InstructionsforAssessmentImplementation.pdf – ## InstructionsforAssessmentPlan.pdf – MEDT7476_Assignment23TemplateLee.docx **## InstructionsforAssessmentImplementation.pdf** MEDT 7476: Assessing Learning with Technology-Enhanc…

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Assignment Prompt & Instructions

Your client is a 7th Grade ELA teacher.

– 2 years ago

**files (3)**

– ## InstructionsforAssessmentImplementation.pdf

– ## InstructionsforAssessmentPlan.pdf

– MEDT7476_Assignment23TemplateLee.docx

**## InstructionsforAssessmentImplementation.pdf**

MEDT 7476: Assessing Learning with Technology-Enhanced Instruction * 1

Assignment 3: Assessment Implementation

Remember to continue where you left off on your copy
of the Assessment Plan and Implementation Report

Template found HERE

For this project, you will now implement the Assessment Plan you developed for
Assignment 2: Assessment Plan with a selected client. I need you to submit this
project not only to the Assignment 3 dropbox (by the Course Plan deadline) but
also to the Key Assessment Dropbox, which is required to receive credit for the
assignment.

Assessment Implementation Guidelines
You and the person you are coaching (as indicated in your submission for
Assignment 2: Assessment Plan) will follow your assessment plan to create the
assessment and implement the plan.

Your submission to the Assignment Submission Upload must follow the linked
template and include the following four sections:

Implementation Report
Explain what worked well or did not work well with the assessment
implementation. Explain how both the instruction and the assessment went. Use
the questions below to help you write this section:

● Did the lesson/activity go as it was planned? If not, what deviated?
● Were the students/participants able to complete the work as

directed or did they need clarification on anything?
● Did you get the types of responses or performances you expected?
● What should be done to improve the assessment the next time it is

implemented?

Student Example with Feedback
Provide an example of the assessment along with the performance evaluation tool
for the assessment item. Make sure that teacher feedback is highlighted/provided
on the example.

Report of Impact on Student Learning

[https://docs.google.com/document/d/1Qi6b1SCdXJQXh8cyxvGX3U0NfiXztj9fyEbs40ksSH4/edit?usp=sharing](https://docs.google.com/document/d/1Qi6b1SCdXJQXh8cyxvGX3U0NfiXztj9fyEbs40ksSH4/edit?usp=sharing)

[https://docs.google.com/document/d/1r92qAfc2IfaOTEpx9DQ5wL-V4fG5QsDBjBo-hG_n3r4/edit?usp=sharing](https://docs.google.com/document/d/1r92qAfc2IfaOTEpx9DQ5wL-V4fG5QsDBjBo-hG_n3r4/edit?usp=sharing)

[https://docs.google.com/document/d/1r92qAfc2IfaOTEpx9DQ5wL-V4fG5QsDBjBo-hG_n3r4/edit?usp=sharing](https://docs.google.com/document/d/1r92qAfc2IfaOTEpx9DQ5wL-V4fG5QsDBjBo-hG_n3r4/edit?usp=sharing)

MEDT 7476: Assessing Learning with Technology-Enhanced Instruction * 2

After the assessment has been implemented, conduct an analysis of the data.
● First, provide an analysis for the whole group of students. Create a

table or graph or another pictorial display that shows the
information.

● Next provide an analysis for subgroups of students. For example, you
may analyze data for males and females. Refer to the description of
learners provided above. You should analyze data according to the
characteristics you described. For example, if 15% of the students are
Speakers of Other Languages, you should prepare an analysis for
that subgroup of students.

● Provide descriptive statistics such as means or percentages, and
include the number of students in your analyses. Make sure you are
practicing good data literacy (i.e., providing both percentages and
totals).

● Write a brief narrative to explain the interpretation of the data for (a)
the whole group and (b) the subgroups.

Future Instructional Plans
Work with the person you are coaching to review the data analysis and
interpretation. Ask the person you are coaching what should be planned for
future instruction. Then write a brief report of the future instructional plans. The
following question must be answered as a part of the report.

● What should be done to revise instruction based on areas where
students/participants did not perform well?

IMPORTANT NOTE: Do not use the actual names of students who were assessed.
Use pseudonyms to ensure confidentiality.

When you have completed everything, you may save all submission items in one
pdf. If this is not feasible, based on your materials, do not worry about it. I am not
counting this as part of your points for the project.

Be sure to upload the project in the Assignment Submission Dropbox (access
through Assessments–>Assignments–>Assignment 3; or through the link I provide
you on the Module 4 Activities page in CourseDen) and to the Key Assessment
Dropbox to receive a grade for the assignment.

MEDT 7476: Assessing Learning with Technology-Enhanced Instruction * 3

Checklist for Assignment 3: Assessment Implementation
Report
Client Information (10 points)

Included client’s name, organization, email address, & certification ID (If
appropriate)

The Actual Assessment & Measurement Tool (60 points)
Included what will be given to the students or participants to implement
the assessment. There must be clear instructions for them to follow.

A blank copy of the measurement tool you created for your client
Implementation Report (50 points)

Explained what worked well or did not work well with the assessment
implementation. Explained how both the instruction and the assessment
went. Addressed all of the points below:

How the lesson went
How the students/participants completed the work
The types of responses/performances identified
How to improve the assessment the next time it is implemented

Student Example with Feedback (30 points)
Provided an example of the assessment along with the performance
evaluation tool for the assessment item. Teacher feedback is
highlighted/provided in the example.

Report of Impact on Student Learning (100 points)
After the assessment has been implemented, conduct an analysis of the
data.

Provided an analysis for the whole group of students. Create a table
or graph or another pictorial display that shows the information.

Provided an analysis for subgroups of students.
Provided descriptive statistics such as means or percentages,
Included a brief narrative explaining the interpretation of the data
for (a) the whole group and (b) the subgroups.

Followed good data literacy in reporting of findings (i.e., figures that
are appropriate and easy to digest, providing both percentage and
number when reporting, etc.)

Future Instructional Plans (50 points)
Provided an evaluation of the lesson based on the outcome data. Identified
areas that should be improved based on the data that was identified in this
report.

MEDT 7476: Assessing Learning with Technology-Enhanced Instruction * 4

Key Assessment Impact on Student Learning Rubric

Impact on Student Learning Rubric
Assessment Implementation Project Unacceptable

1
Developing

2
Proficient

3
Exemplary

4

Assessment Instrumentation
Technology tools and resources are
implemented for assessing student
learning. Assessment is aligned with
content standards, student
technology standards, and teacher
technology standards.

Analysis of Student Learning
Technology tools and resources are
implemented for collecting and
analyzing student achievement
data. Data for whole group and
subgroups are shown pictorially.
Descriptive statistics are included.

Communication of Findings
Technology tools and resources are
implemented for communication of
findings. Assessment findings are
communicated clearly with
recommendations for improving
instructional practice and student
learning.

– Remember to continue where you left off on your copy of the Assessment Plan and Implementation Report Template found HERE
– Assessment Implementation Guidelines
– Checklist for Assignment 3: Assessment Implementation Report
– Key Assessment Impact on Student Learning Rubric

**## InstructionsforAssessmentPlan.pdf**

MEDT 7476: Assessing Learning with Technology-Enhanced Instruction 1

Assignment 2: Assessment Plan

Use the Assessment Plan and Implementation Report
Template found HERE

Overview
Students will work with a client in the development and implementation of
assessment. Students will create an assessment plan for a lesson or unit of
instruction. The assessment plan will include the development of a measurement
instrument. (Course Objectives 1 – 6)

This plan will be implemented through the next assignment, Assignment 3:
Assessment Implementation.

Instructions
For this assignment, you will perform the role of a technology coach to help an
educator design assessment into technology-enhanced instruction. You may work
with another teacher in your school, a teacher in a different school, or someone
who is in charge of education in another organization, such as a university, a
corporation, a healthcare organization, the military, or a nonprofit organization.

You will coach the educator or trainer in the development of an assessment plan
for a lesson or unit of instruction that includes a student-constructed response in
the form of a product or performance and measured by a rubric. See page 51 of
Butler and McMunn (2014) and pp. 147-148 of Brown and Green (2015), or visit the
appendix at the bottom of this document for clarity on an assessment that
involves student-constructed response . The unit or lesson should include at least 1

one other form of assessment (remember, teachers are constantly checking
students’ understanding, so this second form can be quite informal and brief).
The relevant lesson or unit must be “technology-enhanced” (e.g., learners are
required to use technology to complete an assignment). Do not implement this in
your own classroom. You need to submit client details here: Survey: Submitting
Client Information.

Note for Georgia Certified Educators: In addition to the above expectations, if
you are a Georgia-certified educator who will be earning a certificate upgrade or

1 Instructional Design students not working with a K-12 client may need more flexibility on the type of assessment being asked for.
Learners in typical non-K12 contexts such as industry are not typically asked to complete constructed-response assessments. See
pp. 140-159 of Brown and Green (2015) for a discussion of evaluation methods, including constructed-response.

JLT 5/22

[https://docs.google.com/document/d/1Qi6b1SCdXJQXh8cyxvGX3U0NfiXztj9fyEbs40ksSH4/edit?usp=sharing](https://docs.google.com/document/d/1Qi6b1SCdXJQXh8cyxvGX3U0NfiXztj9fyEbs40ksSH4/edit?usp=sharing)

[https://docs.google.com/document/d/15kpm1ExsMhP35vZN8L0yDeADC5mNpKGn84vtNbLbhEQ/edit?usp=sharing](https://docs.google.com/document/d/15kpm1ExsMhP35vZN8L0yDeADC5mNpKGn84vtNbLbhEQ/edit?usp=sharing)

[https://docs.google.com/document/d/15kpm1ExsMhP35vZN8L0yDeADC5mNpKGn84vtNbLbhEQ/edit?usp=sharing](https://docs.google.com/document/d/15kpm1ExsMhP35vZN8L0yDeADC5mNpKGn84vtNbLbhEQ/edit?usp=sharing)

[https://ebookcentral.proquest.com/lib/westga/reader.action?docID=708115&ppg=93](https://ebookcentral.proquest.com/lib/westga/reader.action?docID=708115&ppg=93)

[https://ebookcentral.proquest.com/lib/westga/detail.action?docID=3569720](https://ebookcentral.proquest.com/lib/westga/detail.action?docID=3569720)

[https://docs.google.com/forms/d/e/1FAIpQLSe0dqHbExU7MwDqx0cDnmiFRfN09wGiAX8N_M4Em1SWGfR_Dw/viewform?usp=sf_link](https://docs.google.com/forms/d/e/1FAIpQLSe0dqHbExU7MwDqx0cDnmiFRfN09wGiAX8N_M4Em1SWGfR_Dw/viewform?usp=sf_link)

[https://docs.google.com/forms/d/e/1FAIpQLSe0dqHbExU7MwDqx0cDnmiFRfN09wGiAX8N_M4Em1SWGfR_Dw/viewform?usp=sf_link](https://docs.google.com/forms/d/e/1FAIpQLSe0dqHbExU7MwDqx0cDnmiFRfN09wGiAX8N_M4Em1SWGfR_Dw/viewform?usp=sf_link)

[https://ebookcentral.proquest.com/lib/westga/detail.action?docID=3569720](https://ebookcentral.proquest.com/lib/westga/detail.action?docID=3569720)

MEDT 7476: Assessing Learning with Technology-Enhanced Instruction 2

adding a new field for Instructional Technology with this program, be sure to work
with a certified educator as your client (not a para pro or uncertified educator).
You need to look up their Georgia Certification ID# here:
http://www.gapsc.com/Certification/Lookup.aspx. You must coach another
certified educator.

Purpose
By completing this assignment, you will be able to do the following:

● coach others to develop a plan for assessing students’ learning with
technology-enhanced instruction; and

● coach others to develop a rubric for the learning assessment

Template
When you’re ready to get started, visit my Google Docs copy of the Template, and
make your own copy (File–>Make a Copy). You will use your copy of the template
for both Assignment 2 and Assignment 3. Be sure to make your copy visible to
anyone with the link. You do this through the blue Share button in the upper
right-hand corner of your copy of the template.

Assignment Resources
When this assignment was originally developed, students followed examples of
assessment plans from GeorgiaStandards.org, but the Georgia Department of
Education is no longer maintaining the database of examples. Therefore, I am
providing you with a link to examples of student work from MEDT 7476 from Spring
2014. Dr. Haynes (another prof in our department) gave a presentation at ISTE 2014
in Atlanta that was related to the projects in MEDT 7476. Projects used with
permission from Kimberly A and Tanika T. Key elements of the projects are linked
below:

Tanika T –
Character Trait Puzzles – 3rd
Grade

Kimberly A –
Food Chains – 4th Grade

Plan Plan

Implementation Implementation

For the instructional content, you may use a lesson or unit of instruction
developed by you in another class such as MEDT 7464 or MEDT 7468 or

JLT 5/22

[http://www.gapsc.com/Certification/Lookup.aspx](http://www.gapsc.com/Certification/Lookup.aspx)

[https://docs.google.com/document/d/1Qi6b1SCdXJQXh8cyxvGX3U0NfiXztj9fyEbs40ksSH4/edit?usp=sharing](https://docs.google.com/document/d/1Qi6b1SCdXJQXh8cyxvGX3U0NfiXztj9fyEbs40ksSH4/edit?usp=sharing)

[https://drive.google.com/open?id=1UhfGmtdCUFf5IW2zYUNtagrvqREdtaNx](https://drive.google.com/open?id=1UhfGmtdCUFf5IW2zYUNtagrvqREdtaNx)

[https://drive.google.com/open?id=1iverL7wZ9EpO0TQo_kqonX6TLwZNr8OA](https://drive.google.com/open?id=1iverL7wZ9EpO0TQo_kqonX6TLwZNr8OA)

[https://drive.google.com/open?id=18dPOJ6dtUvjCesL7y-ZoVYscqwrHbGPB](https://drive.google.com/open?id=18dPOJ6dtUvjCesL7y-ZoVYscqwrHbGPB)

[https://drive.google.com/open?id=1N-fIf6WqEIZdtHZpEHWv2mvj1jc5IkYR](https://drive.google.com/open?id=1N-fIf6WqEIZdtHZpEHWv2mvj1jc5IkYR)

[http://assessmentunderdog.wiki.westga.edu/home](http://assessmentunderdog.wiki.westga.edu/home)

MEDT 7476: Assessing Learning with Technology-Enhanced Instruction 3

instruction developed by the person you are coaching. Either way, for this
assignment, you must include the components shown below.

Please note that the examples are in a different format than our current
assignment. This semester, there is a provided template that outlines Assignment
2 for you!

How Assignment 2 Segues into Assignment 3
Keep in mind the person you are coaching will implement the instruction and
assessment later this semester. This assignment is in the planning phase. In a
later assignment (Assignment 3: Assessment Implementation), you will analyze the
results of the assessment data and write a report of your findings. Be sure to
keep in mind your available target audience (e.g., students in a class, students in
an after-school program, employees in a workplace, senior citizens visiting a
community center, teachers in a professional development class, or others).

Components to Include
You are required to use the template for completing both Assignment 2 and
Assignment 3. Inside the template, you will find detailed instructions related to
each component. The template contains detailed instructions for each
component. Read the template.

Assessment
See the rubric inside of CourseDen for assessment of this assessment.

Appendix

Remind Me, What’s a Constructed Response Assessment?
For your coaching experience with your client, we want you to do more than just
coach them to implement a “selected response” assessment with multiple-choice,
true/false, matching, listing, fill-in-the-blank types of “quiz” or “test” questions.
Rather, we want your coaching experience to center on technology-enhanced
instruction related to using assessment of students’ constructed responses. After
all, this is where technology is most able to help us help learners develop more
knowledge, skill, and ability related to critical thinking, problem-solving, and
creating. Constructed responses may take many forms. They could be products
(e.g., essays, portfolios, projects, websites, etc.) or performances (e.g., debates,

JLT 5/22

[https://docs.google.com/document/d/1Qi6b1SCdXJQXh8cyxvGX3U0NfiXztj9fyEbs40ksSH4/edit?usp=sharing](https://docs.google.com/document/d/1Qi6b1SCdXJQXh8cyxvGX3U0NfiXztj9fyEbs40ksSH4/edit?usp=sharing)

[https://docs.google.com/document/d/15kpm1ExsMhP35vZN8L0yDeADC5mNpKGn84vtNbLbhEQ/edit?usp=sharing](https://docs.google.com/document/d/15kpm1ExsMhP35vZN8L0yDeADC5mNpKGn84vtNbLbhEQ/edit?usp=sharing)

[https://docs.google.com/document/d/1Qi6b1SCdXJQXh8cyxvGX3U0NfiXztj9fyEbs40ksSH4/edit?usp=sharing](https://docs.google.com/document/d/1Qi6b1SCdXJQXh8cyxvGX3U0NfiXztj9fyEbs40ksSH4/edit?usp=sharing)

MEDT 7476: Assessing Learning with Technology-Enhanced Instruction 4

demonstrations, recitals). See page 51 of Butler and McMunn (2014) or pp. 147-148
of Brown and Green (2015) for a quick review.

JLT 5/22

[https://ebookcentral.proquest.com/lib/westga/reader.action?docID=708115&ppg=91](https://ebookcentral.proquest.com/lib/westga/reader.action?docID=708115&ppg=91)

[https://ebookcentral.proquest.com/lib/westga/detail.action?docID=3569720](https://ebookcentral.proquest.com/lib/westga/detail.action?docID=3569720)

– Use the Assessment Plan and Implementation Report Template found HERE
– Overview
– Instructions
– Purpose
– Template
– Assignment Resources
– How Assignment 2 Segues into Assignment 3
– Components to Include
– Assessment
– Appendix
– Remind Me, What’s a Constructed Response Assessment?

**MEDT7476_Assignment23TemplateLee.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/medt7476-assignment23templatelee-docx)

**MEDT7476_Assignment23TemplateLee.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/medt7476-assignment23templatelee-docx)

**## InstructionsforAssessmentImplementation.pdf**

MEDT 7476: Assessing Learning with Technology-Enhanced Instruction * 1

Assignment 3: Assessment Implementation

Remember to continue where you left off on your copy
of the Assessment Plan and Implementation Report

Template found HERE

For this project, you will now implement the Assessment Plan you developed for
Assignment 2: Assessment Plan with a selected client. I need you to submit this
project not only to the Assignment 3 dropbox (by the Course Plan deadline) but
also to the Key Assessment Dropbox, which is required to receive credit for the
assignment.

Assessment Implementation Guidelines
You and the person you are coaching (as indicated in your submission for
Assignment 2: Assessment Plan) will follow your assessment plan to create the
assessment and implement the plan.

Your submission to the Assignment Submission Upload must follow the linked
template and include the following four sections:

Implementation Report
Explain what worked well or did not work well with the assessment
implementation. Explain how both the instruction and the assessment went. Use
the questions below to help you write this section:

● Did the lesson/activity go as it was planned? If not, what deviated?
● Were the students/participants able to complete the work as

directed or did they need clarification on anything?
● Did you get the types of responses or performances you expected?
● What should be done to improve the assessment the next time it is

implemented?

Student Example with Feedback
Provide an example of the assessment along with the performance evaluation tool
for the assessment item. Make sure that teacher feedback is highlighted/provided
on the example.

Report of Impact on Student Learning

[https://docs.google.com/document/d/1Qi6b1SCdXJQXh8cyxvGX3U0NfiXztj9fyEbs40ksSH4/edit?usp=sharing](https://docs.google.com/document/d/1Qi6b1SCdXJQXh8cyxvGX3U0NfiXztj9fyEbs40ksSH4/edit?usp=sharing)

[https://docs.google.com/document/d/1r92qAfc2IfaOTEpx9DQ5wL-V4fG5QsDBjBo-hG_n3r4/edit?usp=sharing](https://docs.google.com/document/d/1r92qAfc2IfaOTEpx9DQ5wL-V4fG5QsDBjBo-hG_n3r4/edit?usp=sharing)

[https://docs.google.com/document/d/1r92qAfc2IfaOTEpx9DQ5wL-V4fG5QsDBjBo-hG_n3r4/edit?usp=sharing](https://docs.google.com/document/d/1r92qAfc2IfaOTEpx9DQ5wL-V4fG5QsDBjBo-hG_n3r4/edit?usp=sharing)

MEDT 7476: Assessing Learning with Technology-Enhanced Instruction * 2

After the assessment has been implemented, conduct an analysis of the data.
● First, provide an analysis for the whole group of students. Create a

table or graph or another pictorial display that shows the
information.

● Next provide an analysis for subgroups of students. For example, you
may analyze data for males and females. Refer to the description of
learners provided above. You should analyze data according to the
characteristics you described. For example, if 15% of the students are
Speakers of Other Languages, you should prepare an analysis for
that subgroup of students.

● Provide descriptive statistics such as means or percentages, and
include the number of students in your analyses. Make sure you are
practicing good data literacy (i.e., providing both percentages and
totals).

● Write a brief narrative to explain the interpretation of the data for (a)
the whole group and (b) the subgroups.

Future Instructional Plans
Work with the person you are coaching to review the data analysis and
interpretation. Ask the person you are coaching what should be planned for
future instruction. Then write a brief report of the future instructional plans. The
following question must be answered as a part of the report.

● What should be done to revise instruction based on areas where
students/participants did not perform well?

IMPORTANT NOTE: Do not use the actual names of students who were assessed.
Use pseudonyms to ensure confidentiality.

When you have completed everything, you may save all submission items in one
pdf. If this is not feasible, based on your materials, do not worry about it. I am not
counting this as part of your points for the project.

Be sure to upload the project in the Assignment Submission Dropbox (access
through Assessments–>Assignments–>Assignment 3; or through the link I provide
you on the Module 4 Activities page in CourseDen) and to the Key Assessment
Dropbox to receive a grade for the assignment.

MEDT 7476: Assessing Learning with Technology-Enhanced Instruction * 3

Checklist for Assignment 3: Assessment Implementation
Report
Client Information (10 points)

Included client’s name, organization, email address, & certification ID (If
appropriate)

The Actual Assessment & Measurement Tool (60 points)
Included what will be given to the students or participants to implement
the assessment. There must be clear instructions for them to follow.

A blank copy of the measurement tool you created for your client
Implementation Report (50 points)

Explained what worked well or did not work well with the assessment
implementation. Explained how both the instruction and the assessment
went. Addressed all of the points below:

How the lesson went
How the students/participants completed the work
The types of responses/performances identified
How to improve the assessment the next time it is implemented

Student Example with Feedback (30 points)
Provided an example of the assessment along with the performance
evaluation tool for the assessment item. Teacher feedback is
highlighted/provided in the example.

Report of Impact on Student Learning (100 points)
After the assessment has been implemented, conduct an analysis of the
data.

Provided an analysis for the whole group of students. Create a table
or graph or another pictorial display that shows the information.

Provided an analysis for subgroups of students.
Provided descriptive statistics such as means or percentages,
Included a brief narrative explaining the interpretation of the data
for (a) the whole group and (b) the subgroups.

Followed good data literacy in reporting of findings (i.e., figures that
are appropriate and easy to digest, providing both percentage and
number when reporting, etc.)

Future Instructional Plans (50 points)
Provided an evaluation of the lesson based on the outcome data. Identified
areas that should be improved based on the data that was identified in this
report.

MEDT 7476: Assessing Learning with Technology-Enhanced Instruction * 4

Key Assessment Impact on Student Learning Rubric

Impact on Student Learning Rubric
Assessment Implementation Project Unacceptable

1
Developing

2
Proficient

3
Exemplary

4

Assessment Instrumentation
Technology tools and resources are
implemented for assessing student
learning. Assessment is aligned with
content standards, student
technology standards, and teacher
technology standards.

Analysis of Student Learning
Technology tools and resources are
implemented for collecting and
analyzing student achievement
data. Data for whole group and
subgroups are shown pictorially.
Descriptive statistics are included.

Communication of Findings
Technology tools and resources are
implemented for communication of
findings. Assessment findings are
communicated clearly with
recommendations for improving
instructional practice and student
learning.

– Remember to continue where you left off on your copy of the Assessment Plan and Implementation Report Template found HERE
– Assessment Implementation Guidelines
– Checklist for Assignment 3: Assessment Implementation Report
– Key Assessment Impact on Student Learning Rubric

**## InstructionsforAssessmentPlan.pdf**

MEDT 7476: Assessing Learning with Technology-Enhanced Instruction 1

Assignment 2: Assessment Plan

Use the Assessment Plan and Implementation Report
Template found HERE

Overview
Students will work with a client in the development and implementation of
assessment. Students will create an assessment plan for a lesson or unit of
instruction. The assessment plan will include the development of a measurement
instrument. (Course Objectives 1 – 6)

This plan will be implemented through the next assignment, Assignment 3:
Assessment Implementation.

Instructions
For this assignment, you will perform the role of a technology coach to help an
educator design assessment into technology-enhanced instruction. You may work
with another teacher in your school, a teacher in a different school, or someone
who is in charge of education in another organization, such as a university, a
corporation, a healthcare organization, the military, or a nonprofit organization.

You will coach the educator or trainer in the development of an assessment plan
for a lesson or unit of instruction that includes a student-constructed response in
the form of a product or performance and measured by a rubric. See page 51 of
Butler and McMunn (2014) and pp. 147-148 of Brown and Green (2015), or visit the
appendix at the bottom of this document for clarity on an assessment that
involves student-constructed response . The unit or lesson should include at least 1

one other form of assessment (remember, teachers are constantly checking
students’ understanding, so this second form can be quite informal and brief).
The relevant lesson or unit must be “technology-enhanced” (e.g., learners are
required to use technology to complete an assignment). Do not implement this in
your own classroom. You need to submit client details here: Survey: Submitting
Client Information.

Note for Georgia Certified Educators: In addition to the above expectations, if
you are a Georgia-certified educator who will be earning a certificate upgrade or

1 Instructional Design students not working with a K-12 client may need more flexibility on the type of assessment being asked for.
Learners in typical non-K12 contexts such as industry are not typically asked to complete constructed-response assessments. See
pp. 140-159 of Brown and Green (2015) for a discussion of evaluation methods, including constructed-response.

JLT 5/22

[https://docs.google.com/document/d/1Qi6b1SCdXJQXh8cyxvGX3U0NfiXztj9fyEbs40ksSH4/edit?usp=sharing](https://docs.google.com/document/d/1Qi6b1SCdXJQXh8cyxvGX3U0NfiXztj9fyEbs40ksSH4/edit?usp=sharing)

[https://docs.google.com/document/d/15kpm1ExsMhP35vZN8L0yDeADC5mNpKGn84vtNbLbhEQ/edit?usp=sharing](https://docs.google.com/document/d/15kpm1ExsMhP35vZN8L0yDeADC5mNpKGn84vtNbLbhEQ/edit?usp=sharing)

[https://docs.google.com/document/d/15kpm1ExsMhP35vZN8L0yDeADC5mNpKGn84vtNbLbhEQ/edit?usp=sharing](https://docs.google.com/document/d/15kpm1ExsMhP35vZN8L0yDeADC5mNpKGn84vtNbLbhEQ/edit?usp=sharing)

[https://ebookcentral.proquest.com/lib/westga/reader.action?docID=708115&ppg=93](https://ebookcentral.proquest.com/lib/westga/reader.action?docID=708115&ppg=93)

[https://ebookcentral.proquest.com/lib/westga/detail.action?docID=3569720](https://ebookcentral.proquest.com/lib/westga/detail.action?docID=3569720)

[https://docs.google.com/forms/d/e/1FAIpQLSe0dqHbExU7MwDqx0cDnmiFRfN09wGiAX8N_M4Em1SWGfR_Dw/viewform?usp=sf_link](https://docs.google.com/forms/d/e/1FAIpQLSe0dqHbExU7MwDqx0cDnmiFRfN09wGiAX8N_M4Em1SWGfR_Dw/viewform?usp=sf_link)

[https://docs.google.com/forms/d/e/1FAIpQLSe0dqHbExU7MwDqx0cDnmiFRfN09wGiAX8N_M4Em1SWGfR_Dw/viewform?usp=sf_link](https://docs.google.com/forms/d/e/1FAIpQLSe0dqHbExU7MwDqx0cDnmiFRfN09wGiAX8N_M4Em1SWGfR_Dw/viewform?usp=sf_link)

[https://ebookcentral.proquest.com/lib/westga/detail.action?docID=3569720](https://ebookcentral.proquest.com/lib/westga/detail.action?docID=3569720)

MEDT 7476: Assessing Learning with Technology-Enhanced Instruction 2

adding a new field for Instructional Technology with this program, be sure to work
with a certified educator as your client (not a para pro or uncertified educator).
You need to look up their Georgia Certification ID# here:
http://www.gapsc.com/Certification/Lookup.aspx. You must coach another
certified educator.

Purpose
By completing this assignment, you will be able to do the following:

● coach others to develop a plan for assessing students’ learning with
technology-enhanced instruction; and

● coach others to develop a rubric for the learning assessment

Template
When you’re ready to get started, visit my Google Docs copy of the Template, and
make your own copy (File–>Make a Copy). You will use your copy of the template
for both Assignment 2 and Assignment 3. Be sure to make your copy visible to
anyone with the link. You do this through the blue Share button in the upper
right-hand corner of your copy of the template.

Assignment Resources
When this assignment was originally developed, students followed examples of
assessment plans from GeorgiaStandards.org, but the Georgia Department of
Education is no longer maintaining the database of examples. Therefore, I am
providing you with a link to examples of student work from MEDT 7476 from Spring
2014. Dr. Haynes (another prof in our department) gave a presentation at ISTE 2014
in Atlanta that was related to the projects in MEDT 7476. Projects used with
permission from Kimberly A and Tanika T. Key elements of the projects are linked
below:

Tanika T –
Character Trait Puzzles – 3rd
Grade

Kimberly A –
Food Chains – 4th Grade

Plan Plan

Implementation Implementation

For the instructional content, you may use a lesson or unit of instruction
developed by you in another class such as MEDT 7464 or MEDT 7468 or

JLT 5/22

[http://www.gapsc.com/Certification/Lookup.aspx](http://www.gapsc.com/Certification/Lookup.aspx)

[https://docs.google.com/document/d/1Qi6b1SCdXJQXh8cyxvGX3U0NfiXztj9fyEbs40ksSH4/edit?usp=sharing](https://docs.google.com/document/d/1Qi6b1SCdXJQXh8cyxvGX3U0NfiXztj9fyEbs40ksSH4/edit?usp=sharing)

[https://drive.google.com/open?id=1UhfGmtdCUFf5IW2zYUNtagrvqREdtaNx](https://drive.google.com/open?id=1UhfGmtdCUFf5IW2zYUNtagrvqREdtaNx)

[https://drive.google.com/open?id=1iverL7wZ9EpO0TQo_kqonX6TLwZNr8OA](https://drive.google.com/open?id=1iverL7wZ9EpO0TQo_kqonX6TLwZNr8OA)

[https://drive.google.com/open?id=18dPOJ6dtUvjCesL7y-ZoVYscqwrHbGPB](https://drive.google.com/open?id=18dPOJ6dtUvjCesL7y-ZoVYscqwrHbGPB)

[https://drive.google.com/open?id=1N-fIf6WqEIZdtHZpEHWv2mvj1jc5IkYR](https://drive.google.com/open?id=1N-fIf6WqEIZdtHZpEHWv2mvj1jc5IkYR)

[http://assessmentunderdog.wiki.westga.edu/home](http://assessmentunderdog.wiki.westga.edu/home)

MEDT 7476: Assessing Learning with Technology-Enhanced Instruction 3

instruction developed by the person you are coaching. Either way, for this
assignment, you must include the components shown below.

Please note that the examples are in a different format than our current
assignment. This semester, there is a provided template that outlines Assignment
2 for you!

How Assignment 2 Segues into Assignment 3
Keep in mind the person you are coaching will implement the instruction and
assessment later this semester. This assignment is in the planning phase. In a
later assignment (Assignment 3: Assessment Implementation), you will analyze the
results of the assessment data and write a report of your findings. Be sure to
keep in mind your available target audience (e.g., students in a class, students in
an after-school program, employees in a workplace, senior citizens visiting a
community center, teachers in a professional development class, or others).

Components to Include
You are required to use the template for completing both Assignment 2 and
Assignment 3. Inside the template, you will find detailed instructions related to
each component. The template contains detailed instructions for each
component. Read the template.

Assessment
See the rubric inside of CourseDen for assessment of this assessment.

Appendix

Remind Me, What’s a Constructed Response Assessment?
For your coaching experience with your client, we want you to do more than just
coach them to implement a “selected response” assessment with multiple-choice,
true/false, matching, listing, fill-in-the-blank types of “quiz” or “test” questions.
Rather, we want your coaching experience to center on technology-enhanced
instruction related to using assessment of students’ constructed responses. After
all, this is where technology is most able to help us help learners develop more
knowledge, skill, and ability related to critical thinking, problem-solving, and
creating. Constructed responses may take many forms. They could be products
(e.g., essays, portfolios, projects, websites, etc.) or performances (e.g., debates,

JLT 5/22

[https://docs.google.com/document/d/1Qi6b1SCdXJQXh8cyxvGX3U0NfiXztj9fyEbs40ksSH4/edit?usp=sharing](https://docs.google.com/document/d/1Qi6b1SCdXJQXh8cyxvGX3U0NfiXztj9fyEbs40ksSH4/edit?usp=sharing)

[https://docs.google.com/document/d/15kpm1ExsMhP35vZN8L0yDeADC5mNpKGn84vtNbLbhEQ/edit?usp=sharing](https://docs.google.com/document/d/15kpm1ExsMhP35vZN8L0yDeADC5mNpKGn84vtNbLbhEQ/edit?usp=sharing)

[https://docs.google.com/document/d/1Qi6b1SCdXJQXh8cyxvGX3U0NfiXztj9fyEbs40ksSH4/edit?usp=sharing](https://docs.google.com/document/d/1Qi6b1SCdXJQXh8cyxvGX3U0NfiXztj9fyEbs40ksSH4/edit?usp=sharing)

MEDT 7476: Assessing Learning with Technology-Enhanced Instruction 4

demonstrations, recitals). See page 51 of Butler and McMunn (2014) or pp. 147-148
of Brown and Green (2015) for a quick review.

JLT 5/22

[https://ebookcentral.proquest.com/lib/westga/reader.action?docID=708115&ppg=91](https://ebookcentral.proquest.com/lib/westga/reader.action?docID=708115&ppg=91)

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– Use the Assessment Plan and Implementation Report Template found HERE
– Overview
– Instructions
– Purpose
– Template
– Assignment Resources
– How Assignment 2 Segues into Assignment 3
– Components to Include
– Assessment
– Appendix
– Remind Me, What’s a Constructed Response Assessment?

**MEDT7476_Assignment23TemplateLee.docx**

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**## InstructionsforAssessmentImplementation.pdf**

MEDT 7476: Assessing Learning with Technology-Enhanced Instruction * 1

Assignment 3: Assessment Implementation

Remember to continue where you left off on your copy
of the Assessment Plan and Implementation Report

Template found HERE

For this project, you will now implement the Assessment Plan you developed for
Assignment 2: Assessment Plan with a selected client. I need you to submit this
project not only to the Assignment 3 dropbox (by the Course Plan deadline) but
also to the Key Assessment Dropbox, which is required to receive credit for the
assignment.

Assessment Implementation Guidelines
You and the person you are coaching (as indicated in your submission for
Assignment 2: Assessment Plan) will follow your assessment plan to create the
assessment and implement the plan.

Your submission to the Assignment Submission Upload must follow the linked
template and include the following four sections:

Implementation Report
Explain what worked well or did not work well with the assessment
implementation. Explain how both the instruction and the assessment went. Use
the questions below to help you write this section:

● Did the lesson/activity go as it was planned? If not, what deviated?
● Were the students/participants able to complete the work as

directed or did they need clarification on anything?
● Did you get the types of responses or performances you expected?
● What should be done to improve the assessment the next time it is

implemented?

Student Example with Feedback
Provide an example of the assessment along with the performance evaluation tool
for the assessment item. Make sure that teacher feedback is highlighted/provided
on the example.

Report of Impact on Student Learning

[https://docs.google.com/document/d/1Qi6b1SCdXJQXh8cyxvGX3U0NfiXztj9fyEbs40ksSH4/edit?usp=sharing](https://docs.google.com/document/d/1Qi6b1SCdXJQXh8cyxvGX3U0NfiXztj9fyEbs40ksSH4/edit?usp=sharing)

[https://docs.google.com/document/d/1r92qAfc2IfaOTEpx9DQ5wL-V4fG5QsDBjBo-hG_n3r4/edit?usp=sharing](https://docs.google.com/document/d/1r92qAfc2IfaOTEpx9DQ5wL-V4fG5QsDBjBo-hG_n3r4/edit?usp=sharing)

[https://docs.google.com/document/d/1r92qAfc2IfaOTEpx9DQ5wL-V4fG5QsDBjBo-hG_n3r4/edit?usp=sharing](https://docs.google.com/document/d/1r92qAfc2IfaOTEpx9DQ5wL-V4fG5QsDBjBo-hG_n3r4/edit?usp=sharing)

MEDT 7476: Assessing Learning with Technology-Enhanced Instruction * 2

After the assessment has been implemented, conduct an analysis of the data.
● First, provide an analysis for the whole group of students. Create a

table or graph or another pictorial display that shows the
information.

● Next provide an analysis for subgroups of students. For example, you
may analyze data for males and females. Refer to the description of
learners provided above. You should analyze data according to the
characteristics you described. For example, if 15% of the students are
Speakers of Other Languages, you should prepare an analysis for
that subgroup of students.

● Provide descriptive statistics such as means or percentages, and
include the number of students in your analyses. Make sure you are
practicing good data literacy (i.e., providing both percentages and
totals).

● Write a brief narrative to explain the interpretation of the data for (a)
the whole group and (b) the subgroups.

Future Instructional Plans
Work with the person you are coaching to review the data analysis and
interpretation. Ask the person you are coaching what should be planned for
future instruction. Then write a brief report of the future instructional plans. The
following question must be answered as a part of the report.

● What should be done to revise instruction based on areas where
students/participants did not perform well?

IMPORTANT NOTE: Do not use the actual names of students who were assessed.
Use pseudonyms to ensure confidentiality.

When you have completed everything, you may save all submission items in one
pdf. If this is not feasible, based on your materials, do not worry about it. I am not
counting this as part of your points for the project.

Be sure to upload the project in the Assignment Submission Dropbox (access
through Assessments–>Assignments–>Assignment 3; or through the link I provide
you on the Module 4 Activities page in CourseDen) and to the Key Assessment
Dropbox to receive a grade for the assignment.

MEDT 7476: Assessing Learning with Technology-Enhanced Instruction * 3

Checklist for Assignment 3: Assessment Implementation
Report
Client Information (10 points)

Included client’s name, organization, email address, & certification ID (If
appropriate)

The Actual Assessment & Measurement Tool (60 points)
Included what will be given to the students or participants to implement
the assessment. There must be clear instructions for them to follow.

A blank copy of the measurement tool you created for your client
Implementation Report (50 points)

Explained what worked well or did not work well with the assessment
implementation. Explained how both the instruction and the assessment
went. Addressed all of the points below:

How the lesson went
How the students/participants completed the work
The types of responses/performances identified
How to improve the assessment the next time it is implemented

Student Example with Feedback (30 points)
Provided an example of the assessment along with the performance
evaluation tool for the assessment item. Teacher feedback is
highlighted/provided in the example.

Report of Impact on Student Learning (100 points)
After the assessment has been implemented, conduct an analysis of the
data.

Provided an analysis for the whole group of students. Create a table
or graph or another pictorial display that shows the information.

Provided an analysis for subgroups of students.
Provided descriptive statistics such as means or percentages,
Included a brief narrative explaining the interpretation of the data
for (a) the whole group and (b) the subgroups.

Followed good data literacy in reporting of findings (i.e., figures that
are appropriate and easy to digest, providing both percentage and
number when reporting, etc.)

Future Instructional Plans (50 points)
Provided an evaluation of the lesson based on the outcome data. Identified
areas that should be improved based on the data that was identified in this
report.

MEDT 7476: Assessing Learning with Technology-Enhanced Instruction * 4

Key Assessment Impact on Student Learning Rubric

Impact on Student Learning Rubric
Assessment Implementation Project Unacceptable

1
Developing

2
Proficient

3
Exemplary

4

Assessment Instrumentation
Technology tools and resources are
implemented for assessing student
learning. Assessment is aligned with
content standards, student
technology standards, and teacher
technology standards.

Analysis of Student Learning
Technology tools and resources are
implemented for collecting and
analyzing student achievement
data. Data for whole group and
subgroups are shown pictorially.
Descriptive statistics are included.

Communication of Findings
Technology tools and resources are
implemented for communication of
findings. Assessment findings are
communicated clearly with
recommendations for improving
instructional practice and student
learning.

– Remember to continue where you left off on your copy of the Assessment Plan and Implementation Report Template found HERE
– Assessment Implementation Guidelines
– Checklist for Assignment 3: Assessment Implementation Report
– Key Assessment Impact on Student Learning Rubric

**## InstructionsforAssessmentPlan.pdf**

MEDT 7476: Assessing Learning with Technology-Enhanced Instruction 1

Assignment 2: Assessment Plan

Use the Assessment Plan and Implementation Report
Template found HERE

Overview
Students will work with a client in the development and implementation of
assessment. Students will create an assessment plan for a lesson or unit of
instruction. The assessment plan will include the development of a measurement
instrument. (Course Objectives 1 – 6)

This plan will be implemented through the next assignment, Assignment 3:
Assessment Implementation.

Instructions
For this assignment, you will perform the role of a technology coach to help an
educator design assessment into technology-enhanced instruction. You may work
with another teacher in your school, a teacher in a different school, or someone
who is in charge of education in another organization, such as a university, a
corporation, a healthcare organization, the military, or a nonprofit organization.

You will coach the educator or trainer in the development of an assessment plan
for a lesson or unit of instruction that includes a student-constructed response in
the form of a product or performance and measured by a rubric. See page 51 of
Butler and McMunn (2014) and pp. 147-148 of Brown and Green (2015), or visit the
appendix at the bottom of this document for clarity on an assessment that
involves student-constructed response . The unit or lesson should include at least 1

one other form of assessment (remember, teachers are constantly checking
students’ understanding, so this second form can be quite informal and brief).
The relevant lesson or unit must be “technology-enhanced” (e.g., learners are
required to use technology to complete an assignment). Do not implement this in
your own classroom. You need to submit client details here: Survey: Submitting
Client Information.

Note for Georgia Certified Educators: In addition to the above expectations, if
you are a Georgia-certified educator who will be earning a certificate upgrade or

1 Instructional Design students not working with a K-12 client may need more flexibility on the type of assessment being asked for.
Learners in typical non-K12 contexts such as industry are not typically asked to complete constructed-response assessments. See
pp. 140-159 of Brown and Green (2015) for a discussion of evaluation methods, including constructed-response.

JLT 5/22

[https://docs.google.com/document/d/1Qi6b1SCdXJQXh8cyxvGX3U0NfiXztj9fyEbs40ksSH4/edit?usp=sharing](https://docs.google.com/document/d/1Qi6b1SCdXJQXh8cyxvGX3U0NfiXztj9fyEbs40ksSH4/edit?usp=sharing)

[https://docs.google.com/document/d/15kpm1ExsMhP35vZN8L0yDeADC5mNpKGn84vtNbLbhEQ/edit?usp=sharing](https://docs.google.com/document/d/15kpm1ExsMhP35vZN8L0yDeADC5mNpKGn84vtNbLbhEQ/edit?usp=sharing)

[https://docs.google.com/document/d/15kpm1ExsMhP35vZN8L0yDeADC5mNpKGn84vtNbLbhEQ/edit?usp=sharing](https://docs.google.com/document/d/15kpm1ExsMhP35vZN8L0yDeADC5mNpKGn84vtNbLbhEQ/edit?usp=sharing)

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[https://docs.google.com/forms/d/e/1FAIpQLSe0dqHbExU7MwDqx0cDnmiFRfN09wGiAX8N_M4Em1SWGfR_Dw/viewform?usp=sf_link](https://docs.google.com/forms/d/e/1FAIpQLSe0dqHbExU7MwDqx0cDnmiFRfN09wGiAX8N_M4Em1SWGfR_Dw/viewform?usp=sf_link)

[https://docs.google.com/forms/d/e/1FAIpQLSe0dqHbExU7MwDqx0cDnmiFRfN09wGiAX8N_M4Em1SWGfR_Dw/viewform?usp=sf_link](https://docs.google.com/forms/d/e/1FAIpQLSe0dqHbExU7MwDqx0cDnmiFRfN09wGiAX8N_M4Em1SWGfR_Dw/viewform?usp=sf_link)

[https://ebookcentral.proquest.com/lib/westga/detail.action?docID=3569720](https://ebookcentral.proquest.com/lib/westga/detail.action?docID=3569720)

MEDT 7476: Assessing Learning with Technology-Enhanced Instruction 2

adding a new field for Instructional Technology with this program, be sure to work
with a certified educator as your client (not a para pro or uncertified educator).
You need to look up their Georgia Certification ID# here:
http://www.gapsc.com/Certification/Lookup.aspx. You must coach another
certified educator.

Purpose
By completing this assignment, you will be able to do the following:

● coach others to develop a plan for assessing students’ learning with
technology-enhanced instruction; and

● coach others to develop a rubric for the learning assessment

Template
When you’re ready to get started, visit my Google Docs copy of the Template, and
make your own copy (File–>Make a Copy). You will use your copy of the template
for both Assignment 2 and Assignment 3. Be sure to make your copy visible to
anyone with the link. You do this through the blue Share button in the upper
right-hand corner of your copy of the template.

Assignment Resources
When this assignment was originally developed, students followed examples of
assessment plans from GeorgiaStandards.org, but the Georgia Department of
Education is no longer maintaining the database of examples. Therefore, I am
providing you with a link to examples of student work from MEDT 7476 from Spring
2014. Dr. Haynes (another prof in our department) gave a presentation at ISTE 2014
in Atlanta that was related to the projects in MEDT 7476. Projects used with
permission from Kimberly A and Tanika T. Key elements of the projects are linked
below:

Tanika T –
Character Trait Puzzles – 3rd
Grade

Kimberly A –
Food Chains – 4th Grade

Plan Plan

Implementation Implementation

For the instructional content, you may use a lesson or unit of instruction
developed by you in another class such as MEDT 7464 or MEDT 7468 or

JLT 5/22

[http://www.gapsc.com/Certification/Lookup.aspx](http://www.gapsc.com/Certification/Lookup.aspx)

[https://docs.google.com/document/d/1Qi6b1SCdXJQXh8cyxvGX3U0NfiXztj9fyEbs40ksSH4/edit?usp=sharing](https://docs.google.com/document/d/1Qi6b1SCdXJQXh8cyxvGX3U0NfiXztj9fyEbs40ksSH4/edit?usp=sharing)

[https://drive.google.com/open?id=1UhfGmtdCUFf5IW2zYUNtagrvqREdtaNx](https://drive.google.com/open?id=1UhfGmtdCUFf5IW2zYUNtagrvqREdtaNx)

[https://drive.google.com/open?id=1iverL7wZ9EpO0TQo_kqonX6TLwZNr8OA](https://drive.google.com/open?id=1iverL7wZ9EpO0TQo_kqonX6TLwZNr8OA)

[https://drive.google.com/open?id=18dPOJ6dtUvjCesL7y-ZoVYscqwrHbGPB](https://drive.google.com/open?id=18dPOJ6dtUvjCesL7y-ZoVYscqwrHbGPB)

[https://drive.google.com/open?id=1N-fIf6WqEIZdtHZpEHWv2mvj1jc5IkYR](https://drive.google.com/open?id=1N-fIf6WqEIZdtHZpEHWv2mvj1jc5IkYR)

[http://assessmentunderdog.wiki.westga.edu/home](http://assessmentunderdog.wiki.westga.edu/home)

MEDT 7476: Assessing Learning with Technology-Enhanced Instruction 3

instruction developed by the person you are coaching. Either way, for this
assignment, you must include the components shown below.

Please note that the examples are in a different format than our current
assignment. This semester, there is a provided template that outlines Assignment
2 for you!

How Assignment 2 Segues into Assignment 3
Keep in mind the person you are coaching will implement the instruction and
assessment later this semester. This assignment is in the planning phase. In a
later assignment (Assignment 3: Assessment Implementation), you will analyze the
results of the assessment data and write a report of your findings. Be sure to
keep in mind your available target audience (e.g., students in a class, students in
an after-school program, employees in a workplace, senior citizens visiting a
community center, teachers in a professional development class, or others).

Components to Include
You are required to use the template for completing both Assignment 2 and
Assignment 3. Inside the template, you will find detailed instructions related to
each component. The template contains detailed instructions for each
component. Read the template.

Assessment
See the rubric inside of CourseDen for assessment of this assessment.

Appendix

Remind Me, What’s a Constructed Response Assessment?
For your coaching experience with your client, we want you to do more than just
coach them to implement a “selected response” assessment with multiple-choice,
true/false, matching, listing, fill-in-the-blank types of “quiz” or “test” questions.
Rather, we want your coaching experience to center on technology-enhanced
instruction related to using assessment of students’ constructed responses. After
all, this is where technology is most able to help us help learners develop more
knowledge, skill, and ability related to critical thinking, problem-solving, and
creating. Constructed responses may take many forms. They could be products
(e.g., essays, portfolios, projects, websites, etc.) or performances (e.g., debates,

JLT 5/22

[https://docs.google.com/document/d/1Qi6b1SCdXJQXh8cyxvGX3U0NfiXztj9fyEbs40ksSH4/edit?usp=sharing](https://docs.google.com/document/d/1Qi6b1SCdXJQXh8cyxvGX3U0NfiXztj9fyEbs40ksSH4/edit?usp=sharing)

[https://docs.google.com/document/d/15kpm1ExsMhP35vZN8L0yDeADC5mNpKGn84vtNbLbhEQ/edit?usp=sharing](https://docs.google.com/document/d/15kpm1ExsMhP35vZN8L0yDeADC5mNpKGn84vtNbLbhEQ/edit?usp=sharing)

[https://docs.google.com/document/d/1Qi6b1SCdXJQXh8cyxvGX3U0NfiXztj9fyEbs40ksSH4/edit?usp=sharing](https://docs.google.com/document/d/1Qi6b1SCdXJQXh8cyxvGX3U0NfiXztj9fyEbs40ksSH4/edit?usp=sharing)

MEDT 7476: Assessing Learning with Technology-Enhanced Instruction 4

demonstrations, recitals). See page 51 of Butler and McMunn (2014) or pp. 147-148
of Brown and Green (2015) for a quick review.

JLT 5/22

[https://ebookcentral.proquest.com/lib/westga/reader.action?docID=708115&ppg=91](https://ebookcentral.proquest.com/lib/westga/reader.action?docID=708115&ppg=91)

[https://ebookcentral.proquest.com/lib/westga/detail.action?docID=3569720](https://ebookcentral.proquest.com/lib/westga/detail.action?docID=3569720)

– Use the Assessment Plan and Implementation Report Template found HERE
– Overview
– Instructions
– Purpose
– Template
– Assignment Resources
– How Assignment 2 Segues into Assignment 3
– Components to Include
– Assessment
– Appendix
– Remind Me, What’s a Constructed Response Assessment?

**MEDT7476_Assignment23TemplateLee.docx**

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November 5, 2026
[Solved] 7059 – Pitfalls Reflection

✓ Verified Academic Solution Available

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Reflect: Which of these pitfalls or misconceptions about culturally responsive teaching have you seen in schools? How might the practices described in the readings and the podcast affect children? Many teachers committed to anti-oppressive teaching put systems in place to help them continue to learn…

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Assignment Prompt & Instructions

Reflect:

Which of these pitfalls or misconceptions about culturally responsive teaching have you seen in schools?

How might the practices described in the readings and the podcast affect children?

Many teachers committed to anti-oppressive teaching put systems in place to help them continue to learn and improve, like reading books about culturally responsive and sustaining teaching, following anti-oppressive educators on social media, or having a community of critical teacher friends who can process and help plan with them. Outside of classwork, what kinds of practices do you currently use to improve your teaching, and what one thing would you like to try going forward?

– 2 years ago

November 5, 2026
[Solved] Education I need help with homework

✓ Verified Academic Solution Available

Executive Solution Overview

I need help! – 2 years ago **files (3)** – ## WORDDEFINITIONSfortopic3assignment.docx – ## Week3instructionandRubric.docx – Language_Foundationsweek3assignment.docx **## WORDDEFINITIONSfortopic3assignment.docx** WORD DEFINITIONS for topic 3 assignment Phonetics: The relationship between the letters…

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Assignment Prompt & Instructions

I need help!

– 2 years ago

**files (3)**

– ## WORDDEFINITIONSfortopic3assignment.docx

– ## Week3instructionandRubric.docx

– Language_Foundationsweek3assignment.docx

**## WORDDEFINITIONSfortopic3assignment.docx**

WORD DEFINITIONS for topic 3 assignment

Phonetics: The relationship between the letters of written language (graphemes) and the sounds of spoken language (phonemes).

PhonologyThe sounds of a language. It comprises a more advanced language structure, such as two and three-letter blends and long and short vowel sounds.

Morphology addresses a word's meaningful parts, such as prefixes and suffixes.

A lexicon can be described as one's own internal dictionary.

Lexicon is the personal vocabulary one has attained over time.

Semantics refers to the meaning of words in terms of how they are used in a sentence, interpreted, and comprehended.

SyntaxRefers to the correct ordering of words and phrases needed to create a well-written sentence.

Pragmatics relates to how words are used in context and their inferred and/or implied meanings.

BICS (Basic Interpersonal Communication Skills): These are skills needed for daily social interactions, and they involve conversational vocabulary and language.

BICS are quickly developed through mimicking others, face-to-face communication, observing conversations, watching television, and speaking with those proficient in English. Jim Cummins included BICS in his language theories.

CALP (Cognitive Academic Language Proficiency)Ability to use language, including vocabulary, in academic settings to comprehend content area material and educational discussions.

CALP addresses higher-order thinking skills, can take 5-7 years to develop fully, and must be taught to students via direct, explicit, and systematic instruction. Jim Cummins included CALP in his language theories. Language form involves the vocabulary, grammatical structure, and discourse typically related to the content area. Two examples of language forms are nouns/pronouns and verb forms.

Language function addresses the purpose of communication through language use in academic and social contexts. Two examples of language function are "retelling" and "comparing/contrasting."

**## Week3instructionandRubric.docx**

Teachers of English learners must have fundamental knowledge about language acquisition, linguistics, and instructional strategies to understand student needs, deliver instruction appropriately, and foster a supportive learning environment. This understanding allows teachers to make informed decisions that cultivate both social and academic language growth in their English learners. The foundations of language are critically important because they establish strong literacy skills that lead to academic and real-world success.

Complete the "ESL-540 Language Foundations" template to explore language acquisition theories, Arizona's English language proficiency (ELP) standards, terms and definitions related to the foundations of language, and instructional strategies appropriate for supporting elements of language.

_Note_: This assignment may produce a high similarity index in LopesWrite.

Support your template with a minimum of two scholarly resources.

While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

**Rubric Criteria**

expand all Rubric CriteriaExpand All

**Part 1: ELPS and Language Acquisition Theories Certificate of Completion**

22 points

**Criteria Description**

**5. Target**

22 points

Certificate of completion included.

**4. Acceptable**

19.14 points

NA

**3. Approaching**

16.28 points

NA

**2. Insufficient**

15.18 points

NA

**1. Unsatisfactory**

0 points

Fails to include a certificate of completion.

**Part 2: Terms and Definitions Reflection**

11 points

**Criteria Description**

**5. Target**

11 points

Reflection describes researched terms, initial questions, and insights gained with thoughtfulness and specificity.

**4. Acceptable**

9.57 points

Reflection describes researched terms, initial questions, and insights gained with clarity and detail.

**3. Approaching**

8.14 points

Reflection describes researched terms, but initial questions or insights gained are lacking detail or depth.

**2. Insufficient**

7.59 points

Reflection describes researched terms, but initial questions or insights gained are convoluted.

**1. Unsatisfactory**

0 points

Reflection fails to describe researched terms, initial questions, or insights gained.

**Part 3: Instructional Strategies**

22 points

**Criteria Description**

**5. Target**

22 points

EL instructional strategies for teaching elements of language within verbal and written expression are ideally selected and expertly described.

**4. Acceptable**

19.14 points

EL instructional strategies for teaching elements of language within verbal and written expression are properly selected and succinctly described.

**3. Approaching**

16.28 points

EL instructional strategies for teaching elements of language within verbal and written expression are minimally provided and shallowly described.

**2. Insufficient**

15.18 points

EL instructional strategies for teaching elements of language within verbal and written expression are provided with flaws or inadequately described.

**1. Unsatisfactory**

0 points

EL instructional strategies for teaching elements of language within verbal and written expression are incompletely provided or incorrectly described.

**Part 4: Scenario 1: Syntax**

11 points

**Criteria Description**

**5. Target**

11 points

Strategy for appropriately supporting an English learner with an element of language (syntax) is innovative. Rationale for the strategy selection is convincing.

**4. Acceptable**

9.57 points

Strategy for appropriately supporting an English learner with an element of language (syntax) is effective. Rationale for the strategy selection is logical.

**3. Approaching**

8.14 points

Strategy for appropriately supporting an English learner with an element of language (syntax) is plausible. Rationale for the strategy selection is unfocused.

**2. Insufficient**

7.59 points

Strategy for appropriately supporting an English learner with an element of language (syntax) is ineffective. Rationale for the strategy selection is unconvincing.

**1. Unsatisfactory**

0 points

Strategy for appropriately supporting an English learner with an element of language (syntax) is irrelevant. Rationale for the strategy selection is not included or incoherent.

**Part 4: Scenario 2: Morphology**

11 points

**Criteria Description**

**5. Target**

11 points

Strategy for appropriately supporting an English learner with an element of language (morphology) is innovative. Rationale for the strategy selection is convincing.

**4. Acceptable**

9.57 points

Strategy for appropriately supporting an English learner with an element of language (morphology) is effective. Rationale for the strategy selection is logical.

**3. Approaching**

8.14 points

Strategy for appropriately supporting an English learner with an element of language (morphology) is plausible. Rationale for the strategy selection is unfocused.

**2. Insufficient**

7.59 points

Strategy for appropriately supporting an English learner with an element of language (morphology) is ineffective. Rationale for the strategy selection is unconvincing.

**1. Unsatisfactory**

0 points

Strategy for appropriately supporting an English learner with an element of language (morphology) is irrelevant. Rationale for the strategy selection is not included or incoherent.

**Part 4: Scenario 3: Semantics**

11 points

**Criteria Description**

**5. Target**

11 points

Strategy for appropriately supporting an English learner with an element of language (semantics) is innovative. Rationale for the strategy selection is convincing.

**4. Acceptable**

9.57 points

Strategy for appropriately supporting an English learner with an element of language (semantics) is effective. Rationale for the strategy selection is logical.

**3. Approaching**

8.14 points

Strategy for appropriately supporting an English learner with an element of language (semantics) is plausible. Rationale for the strategy selection is unfocused.

**2. Insufficient**

7.59 points

Strategy for appropriately supporting an English learner with an element of language (semantics) is ineffective. Rationale for the strategy selection is unconvincing.

**1. Unsatisfactory**

0 points

Strategy for appropriately supporting an English learner with an element of language (semantics) is irrelevant. Rationale for the strategy selection is not included or incoherent.

**Part 4: Scenario 4: Lexicon**

11 points

**Criteria Description**

**5. Target**

11 points

Strategy for appropriately supporting an English learner with an element of language (lexicon) is innovative. Rationale for the strategy selection is convincing.

**4. Acceptable**

9.57 points

Strategy for appropriately supporting an English learner with an element of language (lexicon) is effective. Rationale for the strategy selection is logical.

**3. Approaching**

8.14 points

Strategy for appropriately supporting an English learner with an element of language (lexicon) is unfocused. Rationale for the strategy selection is elementary.

**2. Insufficient**

7.59 points

Strategy for appropriately supporting an English learner with an element of language (lexicon) is ineffective. Rationale for the strategy selection is unconvincing.

**1. Unsatisfactory**

0 points

Strategy for appropriately supporting an English learner with an element of language (lexicon) is irrelevant. Rationale for the strategy selection is not included or incoherent.

**Supporting Research and Documentation of Sources**

5.5 points

**Mechanics of Writing**

5.5 points

**Language_Foundationsweek3assignment.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/language-foundationsweek3assignment-docx)

**Language_Foundationsweek3assignment.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/language-foundationsweek3assignment-docx)

**## WORDDEFINITIONSfortopic3assignment.docx**

WORD DEFINITIONS for topic 3 assignment

Phonetics: The relationship between the letters of written language (graphemes) and the sounds of spoken language (phonemes).

PhonologyThe sounds of a language. It comprises a more advanced language structure, such as two and three-letter blends and long and short vowel sounds.

Morphology addresses a word's meaningful parts, such as prefixes and suffixes.

A lexicon can be described as one's own internal dictionary.

Lexicon is the personal vocabulary one has attained over time.

Semantics refers to the meaning of words in terms of how they are used in a sentence, interpreted, and comprehended.

SyntaxRefers to the correct ordering of words and phrases needed to create a well-written sentence.

Pragmatics relates to how words are used in context and their inferred and/or implied meanings.

BICS (Basic Interpersonal Communication Skills): These are skills needed for daily social interactions, and they involve conversational vocabulary and language.

BICS are quickly developed through mimicking others, face-to-face communication, observing conversations, watching television, and speaking with those proficient in English. Jim Cummins included BICS in his language theories.

CALP (Cognitive Academic Language Proficiency)Ability to use language, including vocabulary, in academic settings to comprehend content area material and educational discussions.

CALP addresses higher-order thinking skills, can take 5-7 years to develop fully, and must be taught to students via direct, explicit, and systematic instruction. Jim Cummins included CALP in his language theories. Language form involves the vocabulary, grammatical structure, and discourse typically related to the content area. Two examples of language forms are nouns/pronouns and verb forms.

Language function addresses the purpose of communication through language use in academic and social contexts. Two examples of language function are "retelling" and "comparing/contrasting."

**## Week3instructionandRubric.docx**

Teachers of English learners must have fundamental knowledge about language acquisition, linguistics, and instructional strategies to understand student needs, deliver instruction appropriately, and foster a supportive learning environment. This understanding allows teachers to make informed decisions that cultivate both social and academic language growth in their English learners. The foundations of language are critically important because they establish strong literacy skills that lead to academic and real-world success.

Complete the "ESL-540 Language Foundations" template to explore language acquisition theories, Arizona's English language proficiency (ELP) standards, terms and definitions related to the foundations of language, and instructional strategies appropriate for supporting elements of language.

_Note_: This assignment may produce a high similarity index in LopesWrite.

Support your template with a minimum of two scholarly resources.

While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

**Rubric Criteria**

expand all Rubric CriteriaExpand All

**Part 1: ELPS and Language Acquisition Theories Certificate of Completion**

22 points

**Criteria Description**

**5. Target**

22 points

Certificate of completion included.

**4. Acceptable**

19.14 points

NA

**3. Approaching**

16.28 points

NA

**2. Insufficient**

15.18 points

NA

**1. Unsatisfactory**

0 points

Fails to include a certificate of completion.

**Part 2: Terms and Definitions Reflection**

11 points

**Criteria Description**

**5. Target**

11 points

Reflection describes researched terms, initial questions, and insights gained with thoughtfulness and specificity.

**4. Acceptable**

9.57 points

Reflection describes researched terms, initial questions, and insights gained with clarity and detail.

**3. Approaching**

8.14 points

Reflection describes researched terms, but initial questions or insights gained are lacking detail or depth.

**2. Insufficient**

7.59 points

Reflection describes researched terms, but initial questions or insights gained are convoluted.

**1. Unsatisfactory**

0 points

Reflection fails to describe researched terms, initial questions, or insights gained.

**Part 3: Instructional Strategies**

22 points

**Criteria Description**

**5. Target**

22 points

EL instructional strategies for teaching elements of language within verbal and written expression are ideally selected and expertly described.

**4. Acceptable**

19.14 points

EL instructional strategies for teaching elements of language within verbal and written expression are properly selected and succinctly described.

**3. Approaching**

16.28 points

EL instructional strategies for teaching elements of language within verbal and written expression are minimally provided and shallowly described.

**2. Insufficient**

15.18 points

EL instructional strategies for teaching elements of language within verbal and written expression are provided with flaws or inadequately described.

**1. Unsatisfactory**

0 points

EL instructional strategies for teaching elements of language within verbal and written expression are incompletely provided or incorrectly described.

**Part 4: Scenario 1: Syntax**

11 points

**Criteria Description**

**5. Target**

11 points

Strategy for appropriately supporting an English learner with an element of language (syntax) is innovative. Rationale for the strategy selection is convincing.

**4. Acceptable**

9.57 points

Strategy for appropriately supporting an English learner with an element of language (syntax) is effective. Rationale for the strategy selection is logical.

**3. Approaching**

8.14 points

Strategy for appropriately supporting an English learner with an element of language (syntax) is plausible. Rationale for the strategy selection is unfocused.

**2. Insufficient**

7.59 points

Strategy for appropriately supporting an English learner with an element of language (syntax) is ineffective. Rationale for the strategy selection is unconvincing.

**1. Unsatisfactory**

0 points

Strategy for appropriately supporting an English learner with an element of language (syntax) is irrelevant. Rationale for the strategy selection is not included or incoherent.

**Part 4: Scenario 2: Morphology**

11 points

**Criteria Description**

**5. Target**

11 points

Strategy for appropriately supporting an English learner with an element of language (morphology) is innovative. Rationale for the strategy selection is convincing.

**4. Acceptable**

9.57 points

Strategy for appropriately supporting an English learner with an element of language (morphology) is effective. Rationale for the strategy selection is logical.

**3. Approaching**

8.14 points

Strategy for appropriately supporting an English learner with an element of language (morphology) is plausible. Rationale for the strategy selection is unfocused.

**2. Insufficient**

7.59 points

Strategy for appropriately supporting an English learner with an element of language (morphology) is ineffective. Rationale for the strategy selection is unconvincing.

**1. Unsatisfactory**

0 points

Strategy for appropriately supporting an English learner with an element of language (morphology) is irrelevant. Rationale for the strategy selection is not included or incoherent.

**Part 4: Scenario 3: Semantics**

11 points

**Criteria Description**

**5. Target**

11 points

Strategy for appropriately supporting an English learner with an element of language (semantics) is innovative. Rationale for the strategy selection is convincing.

**4. Acceptable**

9.57 points

Strategy for appropriately supporting an English learner with an element of language (semantics) is effective. Rationale for the strategy selection is logical.

**3. Approaching**

8.14 points

Strategy for appropriately supporting an English learner with an element of language (semantics) is plausible. Rationale for the strategy selection is unfocused.

**2. Insufficient**

7.59 points

Strategy for appropriately supporting an English learner with an element of language (semantics) is ineffective. Rationale for the strategy selection is unconvincing.

**1. Unsatisfactory**

0 points

Strategy for appropriately supporting an English learner with an element of language (semantics) is irrelevant. Rationale for the strategy selection is not included or incoherent.

**Part 4: Scenario 4: Lexicon**

11 points

**Criteria Description**

**5. Target**

11 points

Strategy for appropriately supporting an English learner with an element of language (lexicon) is innovative. Rationale for the strategy selection is convincing.

**4. Acceptable**

9.57 points

Strategy for appropriately supporting an English learner with an element of language (lexicon) is effective. Rationale for the strategy selection is logical.

**3. Approaching**

8.14 points

Strategy for appropriately supporting an English learner with an element of language (lexicon) is unfocused. Rationale for the strategy selection is elementary.

**2. Insufficient**

7.59 points

Strategy for appropriately supporting an English learner with an element of language (lexicon) is ineffective. Rationale for the strategy selection is unconvincing.

**1. Unsatisfactory**

0 points

Strategy for appropriately supporting an English learner with an element of language (lexicon) is irrelevant. Rationale for the strategy selection is not included or incoherent.

**Supporting Research and Documentation of Sources**

5.5 points

**Mechanics of Writing**

5.5 points

**Language_Foundationsweek3assignment.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/language-foundationsweek3assignment-docx)

**## WORDDEFINITIONSfortopic3assignment.docx**

WORD DEFINITIONS for topic 3 assignment

Phonetics: The relationship between the letters of written language (graphemes) and the sounds of spoken language (phonemes).

PhonologyThe sounds of a language. It comprises a more advanced language structure, such as two and three-letter blends and long and short vowel sounds.

Morphology addresses a word's meaningful parts, such as prefixes and suffixes.

A lexicon can be described as one's own internal dictionary.

Lexicon is the personal vocabulary one has attained over time.

Semantics refers to the meaning of words in terms of how they are used in a sentence, interpreted, and comprehended.

SyntaxRefers to the correct ordering of words and phrases needed to create a well-written sentence.

Pragmatics relates to how words are used in context and their inferred and/or implied meanings.

BICS (Basic Interpersonal Communication Skills): These are skills needed for daily social interactions, and they involve conversational vocabulary and language.

BICS are quickly developed through mimicking others, face-to-face communication, observing conversations, watching television, and speaking with those proficient in English. Jim Cummins included BICS in his language theories.

CALP (Cognitive Academic Language Proficiency)Ability to use language, including vocabulary, in academic settings to comprehend content area material and educational discussions.

CALP addresses higher-order thinking skills, can take 5-7 years to develop fully, and must be taught to students via direct, explicit, and systematic instruction. Jim Cummins included CALP in his language theories. Language form involves the vocabulary, grammatical structure, and discourse typically related to the content area. Two examples of language forms are nouns/pronouns and verb forms.

Language function addresses the purpose of communication through language use in academic and social contexts. Two examples of language function are "retelling" and "comparing/contrasting."

**## Week3instructionandRubric.docx**

Teachers of English learners must have fundamental knowledge about language acquisition, linguistics, and instructional strategies to understand student needs, deliver instruction appropriately, and foster a supportive learning environment. This understanding allows teachers to make informed decisions that cultivate both social and academic language growth in their English learners. The foundations of language are critically important because they establish strong literacy skills that lead to academic and real-world success.

Complete the "ESL-540 Language Foundations" template to explore language acquisition theories, Arizona's English language proficiency (ELP) standards, terms and definitions related to the foundations of language, and instructional strategies appropriate for supporting elements of language.

_Note_: This assignment may produce a high similarity index in LopesWrite.

Support your template with a minimum of two scholarly resources.

While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

**Rubric Criteria**

expand all Rubric CriteriaExpand All

**Part 1: ELPS and Language Acquisition Theories Certificate of Completion**

22 points

**Criteria Description**

**5. Target**

22 points

Certificate of completion included.

**4. Acceptable**

19.14 points

NA

**3. Approaching**

16.28 points

NA

**2. Insufficient**

15.18 points

NA

**1. Unsatisfactory**

0 points

Fails to include a certificate of completion.

**Part 2: Terms and Definitions Reflection**

11 points

**Criteria Description**

**5. Target**

11 points

Reflection describes researched terms, initial questions, and insights gained with thoughtfulness and specificity.

**4. Acceptable**

9.57 points

Reflection describes researched terms, initial questions, and insights gained with clarity and detail.

**3. Approaching**

8.14 points

Reflection describes researched terms, but initial questions or insights gained are lacking detail or depth.

**2. Insufficient**

7.59 points

Reflection describes researched terms, but initial questions or insights gained are convoluted.

**1. Unsatisfactory**

0 points

Reflection fails to describe researched terms, initial questions, or insights gained.

**Part 3: Instructional Strategies**

22 points

**Criteria Description**

**5. Target**

22 points

EL instructional strategies for teaching elements of language within verbal and written expression are ideally selected and expertly described.

**4. Acceptable**

19.14 points

EL instructional strategies for teaching elements of language within verbal and written expression are properly selected and succinctly described.

**3. Approaching**

16.28 points

EL instructional strategies for teaching elements of language within verbal and written expression are minimally provided and shallowly described.

**2. Insufficient**

15.18 points

EL instructional strategies for teaching elements of language within verbal and written expression are provided with flaws or inadequately described.

**1. Unsatisfactory**

0 points

EL instructional strategies for teaching elements of language within verbal and written expression are incompletely provided or incorrectly described.

**Part 4: Scenario 1: Syntax**

11 points

**Criteria Description**

**5. Target**

11 points

Strategy for appropriately supporting an English learner with an element of language (syntax) is innovative. Rationale for the strategy selection is convincing.

**4. Acceptable**

9.57 points

Strategy for appropriately supporting an English learner with an element of language (syntax) is effective. Rationale for the strategy selection is logical.

**3. Approaching**

8.14 points

Strategy for appropriately supporting an English learner with an element of language (syntax) is plausible. Rationale for the strategy selection is unfocused.

**2. Insufficient**

7.59 points

Strategy for appropriately supporting an English learner with an element of language (syntax) is ineffective. Rationale for the strategy selection is unconvincing.

**1. Unsatisfactory**

0 points

Strategy for appropriately supporting an English learner with an element of language (syntax) is irrelevant. Rationale for the strategy selection is not included or incoherent.

**Part 4: Scenario 2: Morphology**

11 points

**Criteria Description**

**5. Target**

11 points

Strategy for appropriately supporting an English learner with an element of language (morphology) is innovative. Rationale for the strategy selection is convincing.

**4. Acceptable**

9.57 points

Strategy for appropriately supporting an English learner with an element of language (morphology) is effective. Rationale for the strategy selection is logical.

**3. Approaching**

8.14 points

Strategy for appropriately supporting an English learner with an element of language (morphology) is plausible. Rationale for the strategy selection is unfocused.

**2. Insufficient**

7.59 points

Strategy for appropriately supporting an English learner with an element of language (morphology) is ineffective. Rationale for the strategy selection is unconvincing.

**1. Unsatisfactory**

0 points

Strategy for appropriately supporting an English learner with an element of language (morphology) is irrelevant. Rationale for the strategy selection is not included or incoherent.

**Part 4: Scenario 3: Semantics**

11 points

**Criteria Description**

**5. Target**

11 points

Strategy for appropriately supporting an English learner with an element of language (semantics) is innovative. Rationale for the strategy selection is convincing.

**4. Acceptable**

9.57 points

Strategy for appropriately supporting an English learner with an element of language (semantics) is effective. Rationale for the strategy selection is logical.

**3. Approaching**

8.14 points

Strategy for appropriately supporting an English learner with an element of language (semantics) is plausible. Rationale for the strategy selection is unfocused.

**2. Insufficient**

7.59 points

Strategy for appropriately supporting an English learner with an element of language (semantics) is ineffective. Rationale for the strategy selection is unconvincing.

**1. Unsatisfactory**

0 points

Strategy for appropriately supporting an English learner with an element of language (semantics) is irrelevant. Rationale for the strategy selection is not included or incoherent.

**Part 4: Scenario 4: Lexicon**

11 points

**Criteria Description**

**5. Target**

11 points

Strategy for appropriately supporting an English learner with an element of language (lexicon) is innovative. Rationale for the strategy selection is convincing.

**4. Acceptable**

9.57 points

Strategy for appropriately supporting an English learner with an element of language (lexicon) is effective. Rationale for the strategy selection is logical.

**3. Approaching**

8.14 points

Strategy for appropriately supporting an English learner with an element of language (lexicon) is unfocused. Rationale for the strategy selection is elementary.

**2. Insufficient**

7.59 points

Strategy for appropriately supporting an English learner with an element of language (lexicon) is ineffective. Rationale for the strategy selection is unconvincing.

**1. Unsatisfactory**

0 points

Strategy for appropriately supporting an English learner with an element of language (lexicon) is irrelevant. Rationale for the strategy selection is not included or incoherent.

**Supporting Research and Documentation of Sources**

5.5 points

**Mechanics of Writing**

5.5 points

**Language_Foundationsweek3assignment.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/language-foundationsweek3assignment-docx)

November 5, 2026