Tag: Curriculum & Instructional Design

  • [Solved] ICL 7509: Peer Reflection

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    You will provide feedback to one of your peers on their reflection: Attached is their reflection you will respond to. – What connections do you have about their reflection? – What questions do you have about their reflection? – What ideas does it make you think of? – [\ \ PitfallsPeerResponse.docx…

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    Assignment Prompt & Instructions

    You will provide feedback to one of your peers on their reflection: Attached is their reflection you will respond to.

    – What connections do you have about their reflection?
    – What questions do you have about their reflection?
    – What ideas does it make you think of?

    – [\
    \
    PitfallsPeerResponse.docx](https://www.sweetstudy.com/files/pitfallspeerresponse-docx "PitfallsPeerResponse.docx")

    – 2 years ago

  • [Solved] help with pa assgn due in 48 hours

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    attached – 2 years ago **files (2)** – ## 2-PracticalAssignmentGradingRubric.docx – ## PA1TVMspring2025AP1studentversion.docx **## 2-PracticalAssignmentGradingRubric.docx** **Practical Assignment Grading Rubric** The assignment is worth a total of 60 points, with the specific points for each section…

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    Assignment Prompt & Instructions

    attached

    – 2 years ago

    **files (2)**

    – ## 2-PracticalAssignmentGradingRubric.docx

    – ## PA1TVMspring2025AP1studentversion.docx

    **## 2-PracticalAssignmentGradingRubric.docx**

    **Practical Assignment Grading Rubric**

    The assignment is worth a total of 60 points, with the specific points for each section indicated in the assignment. Each part of the assignment, as well as the essay section, have specific point values, with a total of 60 points.

    Practical Assignments are due by midnight on Sunday during the assignment weeks.

    ·
    Correct answer without the backup inputs and/or appropriate calculation shown is worth
    **half credit**. See examples of similar problems in the Practice Problem Solutions of examples of how to “show your work”.

    ·
    Incorrect answer without the backup inputs and/or appropriate calculation shown is worth
    **zero points.**

    · It is each student’s responsibility to verify that the file they submit is correct and complete. The most common issues are submitting the original homework assignment without your answers, submitting the wrong assignment, and finally, not checking your file that it is complete and includes all appropriate pages. There is a minimum 5-point penalty for submitting incorrect or incomplete files.

    · Minor errors (with work shown), partial credit will be assigned.

    · Any question with what, why, how? … requires a discussion. I’m not looking for a major writeup, however, provide enough insight to demonstrate your understanding of the concept and the potential pitfalls and issues.

    “Showing your work” (backup inputs and/or appropriate calculations), your best examples of expectations are in the solutions your instructor created for Practice Problems. Your grader should be able to come up with your provided answer from the backup information you provide.

    Your academic coach and your instructor are here to help. If you are totally lost on what to do, contact one of us for hints on how to proceed. The Practical Applications are intended as a
    **learning exercise**.

    **Late submissions** will incur a penalty of 12 points per day (20% deduction): 0-24 hours late = -12 points (20% deduction); 24-48 hours late = -24 (40% deduction), and so on. Please be sure to communicate with your academic coach if you have a submission more than 2 days late, as a score of 0 will automatically be assigned on Wednesday of the week following the due date.

    **## PA1TVMspring2025AP1studentversion.docx**

    MBA 702, PRACTICAL APPLICATION 1, SPRING 2025 AP1

    **Before beginning this assignment, you will need to have completed the readings for the week, watched the provided videos, and**
    **worked through the practice problems (carefully reviewing the provided solutions). There is nothing here that has not been covered in this week’s material.**

    This assignment is an opportunity to further practice your time value of money calculation skills and to help reinforce the concepts from this module. Being able to work a wide variety of problem types, and problems with differing setups is important. READ THE INSTRUCTIONS PLEASE before sending a question to the professor or your academic coach.

    NOTE THAT INTEREST RATES ARE NOT CONSTANT ACROSS ALL PROBLEMS, BE SURE TO READ EACH QUESTION CAREFULLY

    For each problem, you need to show your work in order to receive credit. A correct answer with no work shown gets half credit (which means you fail the assignment). An incorrect answer with no work receives 0 credit. With time value of money (TVM) problems, that means showing your inputs for the financial calculator. Make your final answer very clear for the graders. Please don’t make them hunt for your answer.

    If in doubt, look at my solutions for the practice problems for examples of how to “show your work”.

    For example, on 1a, I would show:

    N = x; I/Y = x; PV = x; PMT = 0, Compute FV = _______

    For uneven cash flows, show CF0 = xx, CF1 = xx F01 = x; CF2 = xx F02 = x, etc. I/Y = xx, Compute PV _____

    **Show all dollar and percentage values to two decimals** ($xxx.xx) and percentage values to x.xx% (be sure to have enough decimals showing on your calculator). Rounded answers will receive point deductions.

    **Do no interim rounding on interest rates. For example,** if the interest rate is 4.7% with monthly compounding, enter 4.7 then the divide key, then 12, and the “=” key, then hit the I/Y key. That would be 4.7/12 = 0.39166…. Your calculator will probably show 0.3917 (assuming you are showing 4 decimals, or 0.39 if you only show 2 decimals). If you have followed my instructions, your calculator is holding the complete value, but only showing the number of decimals you have the calculator set to.

    In some cases, an equation will be easier than using the TVM keys, show your equation if that is the case.

    If you use Excel, show what the equation and inputs used.

    As with all TVM problems, assume annual compounding
    unless otherwise specified. If you are given and interest rate, assume it is the annual percentage rate (APR).

    **This is an individual assignment, not group work. Working with another student is considered a breach of academic integrity.**

    The assignment is worth a total of 60 points. All items are worth 2 points unless otherwise indicated.

    SEE THE GRADING RUBRIC FOR MORE DETAILS.

    For these simple TVM problems, show all inputs as entered. If you enter the PV as a negative, your FV will be a positive value, it’s just how the calculator is thinking. If you enter PV as a positive, the FV will be a negative. Either way, you get the same absolute value. Full credit is given for either the positive or negative value.

    1. (a) If you deposit $17,500 in the bank today, what is its future value at the end of
    **twenty-two years** if it is invested in an account paying 4.2% interest (
    **annual** compounding, or APR)?

    (b) What is the present value of $17,500 to be received in
    **twenty-two years** if the appropriate interest rate is 4.2% APR, continue to assume annual compounding?

    2. We sometimes need to find how long it will take a sum of money (or anything else) to grow to some specified amount. Note that you should enter PV as a negative and FV as a positive.

    (a) For example, if a company’s sales grow at a rate of 4.2% per year, how long will it take to
    **double**? Show your answer to 2 decimals (x.xx years). If you are unsure how to work this, return to this week’s practice problems
    **.**

    _You do not need any additional data to solve this problem. If you are in doubt here, go back to the lecture notes and practice problem 6 where double/tripling is discussed. Read the notes!_

    (b) If you want an investment to
    **triple** **in twenty-two years**, what interest rate must it earn? Show your answer to 2 decimals (x.xx%).

    _Visualization for problem 3_

    ![](https://www.sweetstudy.com/questions/help-with-pa-assgn-due-in-48-hours)

    3. (a) You are saving for retirement, and you can afford to save $14,000 every year, starting one year from today. If you invest for 30 years earning an average return of 4.2% per year, how much will you have saved for your retirement?
    _Hint, this is the FV of an annuity. You may want to solve parts (c) and (e), then come back and solve (b) and (d), which are annuities due._

    (b) How much would you have in your retirement account if you began these same 30 annual payments immediately?
    _Hint: This is now the FV of an annuity due._

    c) Now let's look at things a little differently. Suppose that once you retire, you want to be able to withdraw $84,000 per year (starting one year from your retirement) for a total of 25 years during your retirement. How much would you need in your account when you retire to make this work assuming an annual interest rate of 4.2%?
    _Hints: This is the PV of a regular annuity and remember that with this type of problem, you are withdrawing a set amount every year and at the end of the 25 years, your account balance is zero._

    (d) How much would you need to have in your retirement account if you began these same 25 annual withdrawals immediately?
    _Hint: This is now the PV of an annuity due. Reset your calculator to “END” of period payments when you have finished the annuity due problems._

    (e) Changing the scenario, now let’s assume that you want to have $1,750,000 in your retirement account at the end of 30 years. You have now decided to deposit funds at the
    **end of every month for 30 years**. The interest rate is still 4.2% per year. How much must you deposit each
    **month** to reach your goal in 30 years?

    4. Compare the results you got in part 3a for future value of a "regular" annuity compare to the value you got for the annuity due (part 3b). Now compare the PV of the regular annuity in part (3c) to the PV of an annuity due in part (3d). What is the relationship that you see? Using the time value of money concepts, you have learned so far, why does this relationship (FV of regular annuity vs. annuity due and PV of regular annuity vs. annuity due) occur? (4 points)
    _FYI: You will see this concept on the exam._

    5. In the fall of 2023 you and your family were looking for the house of your dreams. Given your household income and your expenses, you determined that you could afford to pay $1250 for a monthly house payment. As of October 2023, it looked like you could get a 30-year mortgage rate of 7.82%.

    a) Given the above information, what is the maximum amount you could finance for your dream home? *This payment doesn’t include homeowners’ insurance or mortgage insurance. We are ignoring those in this assignment.

    You got busy and didn’t find the right home, and now it is early 2025, and you are looking at homes again. Rates have dropped based on FED rate cuts and the current economic outlook. Assuming that you can get a rate of 6.2% APR for a 30-year mortgage and that you can still afford to pay $1250 per month, what is the highest amount you can now finance on a home?

    6. What is the present value of the following uneven cash flow stream? The appropriate interest rate is 15.00%, compounded annually.
    _Note that the final cash flow represents a project where there may be reclamation or other “end of project” costs that are greater than any final income and/or salvage value._![Annual end of year cash flows, yr 1 = $1800, yr 2 = $2400, yr 3 = $4100 and yr 4 = -$1100](https://www.sweetstudy.com/questions/help-with-pa-assgn-due-in-48-hours)

    7. What annual interest rate will cause $17,500 to grow to $42,000 in
    **twenty-two years** (assume annual compounding)? Show your answer to 2 decimals (x.xx%)

    8. Will the future value be larger or smaller if we compound an initial amount more often than annually—for example, every 3 months (quarterly) — holding the stated interest rate constant? Explain your answer.
    _Zero credit unless there is an explanation._

    9 a)  What is the future value of $17,500 (deposited today, no other deposits made) after
    **twenty-two years** assuming 4.2% annual rate, with
    **semi-annual** compounding?

    b) What is the effective annual rate (EAR) for 4.2% annual interest, with interest compounded on a
    **semiannual** basis? Be sure to show your EAR answer to 2 decimals, that is xx.xx%

    c) What is the future value of $17,500 (as above) after
    **twenty-two years** assuming 4.2% annual rate, with
    **quarterly** compounding?

    d) What is the effective annual rate (EAR) for 4.2% annual interest rate with
    **quarterly** compounding?

    e) Explain how the effective annual rate changes based on the number of compounding periods per year.

    f) What is the future value of $17,500 (as above) after
    **twenty-two years** assuming 4.2% annual interest, with
    **daily** compounding? Assume a 365-day year and do not do any interim rounding.

    g) What is the effective annual rate for 4.2% (APR) annual interest with
    **daily** compounding?

    10. What
    **annual interest rate** do you need to find for a deposit of $1,250 to grow to $2,200 in twelve years if the bank compounds interest monthly?
    _Hint, take another look at practice problem 9c if you are stumped on this one._

    11. Five years ago, you bought a home with a purchase price of $245,000 and you paid 15% of that amount as a down payment and
    financed the remainder. Your mortgage loan terms are
    **30 years** of
    **monthly** payments at an annual rate of
    **3.60%**. Do no interim rounding on the calculated monthly interest rate.
    _Note: ignore mortgage insurance for this problem._

    (a) How much are your monthly mortgage payments?

    (b) Over the life of the original loan, how much would you pay in interest?

    (c) Remember that you took this loan out 5 years ago (60 payments). You got a new job and are moving across the country. You will be selling this house and looking at buying something new. Considering the 5 years of payments you have made; how much do you still owe on your home?

    12. You have won a state lottery prize quoted as “12 million dollar lottery”, what this
    **_means_** is that if you take the monthly payments of $50,000 for 20 years, you will have a total payout of $12 million. If the appropriate interest (discount) rate is assumed to be 3.8% APR, what would be the cash payout on this lottery today?
    _Note: this PV would likely be the one-time cash payout if that option had been available._

    13. Angus McScrooge comes to you for financial advice. He is considering adding a downtown parking lot to his holdings. The owner of the property has given McScrooge four different payment options. Which of the following options would you recommend, and why?
    _Remember that you are advising the_
    _**buyer** here. Hint: We can only compare various payout options on a present-value basis._

    McScrooge tells you he can earn 4.2% annual interest, compounded
    monthly on his money. You have no reason to question his assumption. For each option,
    **determine the present value** of all relevant cash flows for 0.8 points each and then provide your final answer for 0.8 points (total of 4 points for this problem).
    _Remember, Angus is assuming monthly compounding._

    a. Option 1. Pay $185,000 today.

    b. Option 2. Pay a lump sum of $212,000 at the end of three years.

    c. Option 3. Pay $5,425 at the end of each month for three years.

    d. Option 4. Pay $60,000 immediately plus $145,000 in a lump sum three years from now.

    e. Which option do you recommend, and why?

    2

    ## image1.emf

    ## image2.emf

    **## PA1TVMspring2025AP1studentversion.docx**

    MBA 702, PRACTICAL APPLICATION 1, SPRING 2025 AP1

    **Before beginning this assignment, you will need to have completed the readings for the week, watched the provided videos, and**
    **worked through the practice problems (carefully reviewing the provided solutions). There is nothing here that has not been covered in this week’s material.**

    This assignment is an opportunity to further practice your time value of money calculation skills and to help reinforce the concepts from this module. Being able to work a wide variety of problem types, and problems with differing setups is important. READ THE INSTRUCTIONS PLEASE before sending a question to the professor or your academic coach.

    NOTE THAT INTEREST RATES ARE NOT CONSTANT ACROSS ALL PROBLEMS, BE SURE TO READ EACH QUESTION CAREFULLY

    For each problem, you need to show your work in order to receive credit. A correct answer with no work shown gets half credit (which means you fail the assignment). An incorrect answer with no work receives 0 credit. With time value of money (TVM) problems, that means showing your inputs for the financial calculator. Make your final answer very clear for the graders. Please don’t make them hunt for your answer.

    If in doubt, look at my solutions for the practice problems for examples of how to “show your work”.

    For example, on 1a, I would show:

    N = x; I/Y = x; PV = x; PMT = 0, Compute FV = _______

    For uneven cash flows, show CF0 = xx, CF1 = xx F01 = x; CF2 = xx F02 = x, etc. I/Y = xx, Compute PV _____

    **Show all dollar and percentage values to two decimals** ($xxx.xx) and percentage values to x.xx% (be sure to have enough decimals showing on your calculator). Rounded answers will receive point deductions.

    **Do no interim rounding on interest rates. For example,** if the interest rate is 4.7% with monthly compounding, enter 4.7 then the divide key, then 12, and the “=” key, then hit the I/Y key. That would be 4.7/12 = 0.39166…. Your calculator will probably show 0.3917 (assuming you are showing 4 decimals, or 0.39 if you only show 2 decimals). If you have followed my instructions, your calculator is holding the complete value, but only showing the number of decimals you have the calculator set to.

    In some cases, an equation will be easier than using the TVM keys, show your equation if that is the case.

    If you use Excel, show what the equation and inputs used.

    As with all TVM problems, assume annual compounding
    unless otherwise specified. If you are given and interest rate, assume it is the annual percentage rate (APR).

    **This is an individual assignment, not group work. Working with another student is considered a breach of academic integrity.**

    The assignment is worth a total of 60 points. All items are worth 2 points unless otherwise indicated.

    SEE THE GRADING RUBRIC FOR MORE DETAILS.

    For these simple TVM problems, show all inputs as entered. If you enter the PV as a negative, your FV will be a positive value, it’s just how the calculator is thinking. If you enter PV as a positive, the FV will be a negative. Either way, you get the same absolute value. Full credit is given for either the positive or negative value.

    1. (a) If you deposit $17,500 in the bank today, what is its future value at the end of
    **twenty-two years** if it is invested in an account paying 4.2% interest (
    **annual** compounding, or APR)?

    (b) What is the present value of $17,500 to be received in
    **twenty-two years** if the appropriate interest rate is 4.2% APR, continue to assume annual compounding?

    2. We sometimes need to find how long it will take a sum of money (or anything else) to grow to some specified amount. Note that you should enter PV as a negative and FV as a positive.

    (a) For example, if a company’s sales grow at a rate of 4.2% per year, how long will it take to
    **double**? Show your answer to 2 decimals (x.xx years). If you are unsure how to work this, return to this week’s practice problems
    **.**

    _You do not need any additional data to solve this problem. If you are in doubt here, go back to the lecture notes and practice problem 6 where double/tripling is discussed. Read the notes!_

    (b) If you want an investment to
    **triple** **in twenty-two years**, what interest rate must it earn? Show your answer to 2 decimals (x.xx%).

    _Visualization for problem 3_

    ![](https://www.sweetstudy.com/questions/help-with-pa-assgn-due-in-48-hours)

    3. (a) You are saving for retirement, and you can afford to save $14,000 every year, starting one year from today. If you invest for 30 years earning an average return of 4.2% per year, how much will you have saved for your retirement?
    _Hint, this is the FV of an annuity. You may want to solve parts (c) and (e), then come back and solve (b) and (d), which are annuities due._

    (b) How much would you have in your retirement account if you began these same 30 annual payments immediately?
    _Hint: This is now the FV of an annuity due._

    c) Now let's look at things a little differently. Suppose that once you retire, you want to be able to withdraw $84,000 per year (starting one year from your retirement) for a total of 25 years during your retirement. How much would you need in your account when you retire to make this work assuming an annual interest rate of 4.2%?
    _Hints: This is the PV of a regular annuity and remember that with this type of problem, you are withdrawing a set amount every year and at the end of the 25 years, your account balance is zero._

    (d) How much would you need to have in your retirement account if you began these same 25 annual withdrawals immediately?
    _Hint: This is now the PV of an annuity due. Reset your calculator to “END” of period payments when you have finished the annuity due problems._

    (e) Changing the scenario, now let’s assume that you want to have $1,750,000 in your retirement account at the end of 30 years. You have now decided to deposit funds at the
    **end of every month for 30 years**. The interest rate is still 4.2% per year. How much must you deposit each
    **month** to reach your goal in 30 years?

    4. Compare the results you got in part 3a for future value of a "regular" annuity compare to the value you got for the annuity due (part 3b). Now compare the PV of the regular annuity in part (3c) to the PV of an annuity due in part (3d). What is the relationship that you see? Using the time value of money concepts, you have learned so far, why does this relationship (FV of regular annuity vs. annuity due and PV of regular annuity vs. annuity due) occur? (4 points)
    _FYI: You will see this concept on the exam._

    5. In the fall of 2023 you and your family were looking for the house of your dreams. Given your household income and your expenses, you determined that you could afford to pay $1250 for a monthly house payment. As of October 2023, it looked like you could get a 30-year mortgage rate of 7.82%.

    a) Given the above information, what is the maximum amount you could finance for your dream home? *This payment doesn’t include homeowners’ insurance or mortgage insurance. We are ignoring those in this assignment.

    You got busy and didn’t find the right home, and now it is early 2025, and you are looking at homes again. Rates have dropped based on FED rate cuts and the current economic outlook. Assuming that you can get a rate of 6.2% APR for a 30-year mortgage and that you can still afford to pay $1250 per month, what is the highest amount you can now finance on a home?

    6. What is the present value of the following uneven cash flow stream? The appropriate interest rate is 15.00%, compounded annually.
    _Note that the final cash flow represents a project where there may be reclamation or other “end of project” costs that are greater than any final income and/or salvage value._![Annual end of year cash flows, yr 1 = $1800, yr 2 = $2400, yr 3 = $4100 and yr 4 = -$1100](https://www.sweetstudy.com/questions/help-with-pa-assgn-due-in-48-hours)

    7. What annual interest rate will cause $17,500 to grow to $42,000 in
    **twenty-two years** (assume annual compounding)? Show your answer to 2 decimals (x.xx%)

    8. Will the future value be larger or smaller if we compound an initial amount more often than annually—for example, every 3 months (quarterly) — holding the stated interest rate constant? Explain your answer.
    _Zero credit unless there is an explanation._

    9 a)  What is the future value of $17,500 (deposited today, no other deposits made) after
    **twenty-two years** assuming 4.2% annual rate, with
    **semi-annual** compounding?

    b) What is the effective annual rate (EAR) for 4.2% annual interest, with interest compounded on a
    **semiannual** basis? Be sure to show your EAR answer to 2 decimals, that is xx.xx%

    c) What is the future value of $17,500 (as above) after
    **twenty-two years** assuming 4.2% annual rate, with
    **quarterly** compounding?

    d) What is the effective annual rate (EAR) for 4.2% annual interest rate with
    **quarterly** compounding?

    e) Explain how the effective annual rate changes based on the number of compounding periods per year.

    f) What is the future value of $17,500 (as above) after
    **twenty-two years** assuming 4.2% annual interest, with
    **daily** compounding? Assume a 365-day year and do not do any interim rounding.

    g) What is the effective annual rate for 4.2% (APR) annual interest with
    **daily** compounding?

    10. What
    **annual interest rate** do you need to find for a deposit of $1,250 to grow to $2,200 in twelve years if the bank compounds interest monthly?
    _Hint, take another look at practice problem 9c if you are stumped on this one._

    11. Five years ago, you bought a home with a purchase price of $245,000 and you paid 15% of that amount as a down payment and
    financed the remainder. Your mortgage loan terms are
    **30 years** of
    **monthly** payments at an annual rate of
    **3.60%**. Do no interim rounding on the calculated monthly interest rate.
    _Note: ignore mortgage insurance for this problem._

    (a) How much are your monthly mortgage payments?

    (b) Over the life of the original loan, how much would you pay in interest?

    (c) Remember that you took this loan out 5 years ago (60 payments). You got a new job and are moving across the country. You will be selling this house and looking at buying something new. Considering the 5 years of payments you have made; how much do you still owe on your home?

    12. You have won a state lottery prize quoted as “12 million dollar lottery”, what this
    **_means_** is that if you take the monthly payments of $50,000 for 20 years, you will have a total payout of $12 million. If the appropriate interest (discount) rate is assumed to be 3.8% APR, what would be the cash payout on this lottery today?
    _Note: this PV would likely be the one-time cash payout if that option had been available._

    13. Angus McScrooge comes to you for financial advice. He is considering adding a downtown parking lot to his holdings. The owner of the property has given McScrooge four different payment options. Which of the following options would you recommend, and why?
    _Remember that you are advising the_
    _**buyer** here. Hint: We can only compare various payout options on a present-value basis._

    McScrooge tells you he can earn 4.2% annual interest, compounded
    monthly on his money. You have no reason to question his assumption. For each option,
    **determine the present value** of all relevant cash flows for 0.8 points each and then provide your final answer for 0.8 points (total of 4 points for this problem).
    _Remember, Angus is assuming monthly compounding._

    a. Option 1. Pay $185,000 today.

    b. Option 2. Pay a lump sum of $212,000 at the end of three years.

    c. Option 3. Pay $5,425 at the end of each month for three years.

    d. Option 4. Pay $60,000 immediately plus $145,000 in a lump sum three years from now.

    e. Which option do you recommend, and why?

    2

    ## image1.emf

    ## image2.emf

    **## 2-PracticalAssignmentGradingRubric.docx**

    **Practical Assignment Grading Rubric**

    The assignment is worth a total of 60 points, with the specific points for each section indicated in the assignment. Each part of the assignment, as well as the essay section, have specific point values, with a total of 60 points.

    Practical Assignments are due by midnight on Sunday during the assignment weeks.

    ·
    Correct answer without the backup inputs and/or appropriate calculation shown is worth
    **half credit**. See examples of similar problems in the Practice Problem Solutions of examples of how to “show your work”.

    ·
    Incorrect answer without the backup inputs and/or appropriate calculation shown is worth
    **zero points.**

    · It is each student’s responsibility to verify that the file they submit is correct and complete. The most common issues are submitting the original homework assignment without your answers, submitting the wrong assignment, and finally, not checking your file that it is complete and includes all appropriate pages. There is a minimum 5-point penalty for submitting incorrect or incomplete files.

    · Minor errors (with work shown), partial credit will be assigned.

    · Any question with what, why, how? … requires a discussion. I’m not looking for a major writeup, however, provide enough insight to demonstrate your understanding of the concept and the potential pitfalls and issues.

    “Showing your work” (backup inputs and/or appropriate calculations), your best examples of expectations are in the solutions your instructor created for Practice Problems. Your grader should be able to come up with your provided answer from the backup information you provide.

    Your academic coach and your instructor are here to help. If you are totally lost on what to do, contact one of us for hints on how to proceed. The Practical Applications are intended as a
    **learning exercise**.

    **Late submissions** will incur a penalty of 12 points per day (20% deduction): 0-24 hours late = -12 points (20% deduction); 24-48 hours late = -24 (40% deduction), and so on. Please be sure to communicate with your academic coach if you have a submission more than 2 days late, as a score of 0 will automatically be assigned on Wednesday of the week following the due date.

    **## PA1TVMspring2025AP1studentversion.docx**

    MBA 702, PRACTICAL APPLICATION 1, SPRING 2025 AP1

    **Before beginning this assignment, you will need to have completed the readings for the week, watched the provided videos, and**
    **worked through the practice problems (carefully reviewing the provided solutions). There is nothing here that has not been covered in this week’s material.**

    This assignment is an opportunity to further practice your time value of money calculation skills and to help reinforce the concepts from this module. Being able to work a wide variety of problem types, and problems with differing setups is important. READ THE INSTRUCTIONS PLEASE before sending a question to the professor or your academic coach.

    NOTE THAT INTEREST RATES ARE NOT CONSTANT ACROSS ALL PROBLEMS, BE SURE TO READ EACH QUESTION CAREFULLY

    For each problem, you need to show your work in order to receive credit. A correct answer with no work shown gets half credit (which means you fail the assignment). An incorrect answer with no work receives 0 credit. With time value of money (TVM) problems, that means showing your inputs for the financial calculator. Make your final answer very clear for the graders. Please don’t make them hunt for your answer.

    If in doubt, look at my solutions for the practice problems for examples of how to “show your work”.

    For example, on 1a, I would show:

    N = x; I/Y = x; PV = x; PMT = 0, Compute FV = _______

    For uneven cash flows, show CF0 = xx, CF1 = xx F01 = x; CF2 = xx F02 = x, etc. I/Y = xx, Compute PV _____

    **Show all dollar and percentage values to two decimals** ($xxx.xx) and percentage values to x.xx% (be sure to have enough decimals showing on your calculator). Rounded answers will receive point deductions.

    **Do no interim rounding on interest rates. For example,** if the interest rate is 4.7% with monthly compounding, enter 4.7 then the divide key, then 12, and the “=” key, then hit the I/Y key. That would be 4.7/12 = 0.39166…. Your calculator will probably show 0.3917 (assuming you are showing 4 decimals, or 0.39 if you only show 2 decimals). If you have followed my instructions, your calculator is holding the complete value, but only showing the number of decimals you have the calculator set to.

    In some cases, an equation will be easier than using the TVM keys, show your equation if that is the case.

    If you use Excel, show what the equation and inputs used.

    As with all TVM problems, assume annual compounding
    unless otherwise specified. If you are given and interest rate, assume it is the annual percentage rate (APR).

    **This is an individual assignment, not group work. Working with another student is considered a breach of academic integrity.**

    The assignment is worth a total of 60 points. All items are worth 2 points unless otherwise indicated.

    SEE THE GRADING RUBRIC FOR MORE DETAILS.

    For these simple TVM problems, show all inputs as entered. If you enter the PV as a negative, your FV will be a positive value, it’s just how the calculator is thinking. If you enter PV as a positive, the FV will be a negative. Either way, you get the same absolute value. Full credit is given for either the positive or negative value.

    1. (a) If you deposit $17,500 in the bank today, what is its future value at the end of
    **twenty-two years** if it is invested in an account paying 4.2% interest (
    **annual** compounding, or APR)?

    (b) What is the present value of $17,500 to be received in
    **twenty-two years** if the appropriate interest rate is 4.2% APR, continue to assume annual compounding?

    2. We sometimes need to find how long it will take a sum of money (or anything else) to grow to some specified amount. Note that you should enter PV as a negative and FV as a positive.

    (a) For example, if a company’s sales grow at a rate of 4.2% per year, how long will it take to
    **double**? Show your answer to 2 decimals (x.xx years). If you are unsure how to work this, return to this week’s practice problems
    **.**

    _You do not need any additional data to solve this problem. If you are in doubt here, go back to the lecture notes and practice problem 6 where double/tripling is discussed. Read the notes!_

    (b) If you want an investment to
    **triple** **in twenty-two years**, what interest rate must it earn? Show your answer to 2 decimals (x.xx%).

    _Visualization for problem 3_

    ![](https://www.sweetstudy.com/questions/help-with-pa-assgn-due-in-48-hours)

    3. (a) You are saving for retirement, and you can afford to save $14,000 every year, starting one year from today. If you invest for 30 years earning an average return of 4.2% per year, how much will you have saved for your retirement?
    _Hint, this is the FV of an annuity. You may want to solve parts (c) and (e), then come back and solve (b) and (d), which are annuities due._

    (b) How much would you have in your retirement account if you began these same 30 annual payments immediately?
    _Hint: This is now the FV of an annuity due._

    c) Now let's look at things a little differently. Suppose that once you retire, you want to be able to withdraw $84,000 per year (starting one year from your retirement) for a total of 25 years during your retirement. How much would you need in your account when you retire to make this work assuming an annual interest rate of 4.2%?
    _Hints: This is the PV of a regular annuity and remember that with this type of problem, you are withdrawing a set amount every year and at the end of the 25 years, your account balance is zero._

    (d) How much would you need to have in your retirement account if you began these same 25 annual withdrawals immediately?
    _Hint: This is now the PV of an annuity due. Reset your calculator to “END” of period payments when you have finished the annuity due problems._

    (e) Changing the scenario, now let’s assume that you want to have $1,750,000 in your retirement account at the end of 30 years. You have now decided to deposit funds at the
    **end of every month for 30 years**. The interest rate is still 4.2% per year. How much must you deposit each
    **month** to reach your goal in 30 years?

    4. Compare the results you got in part 3a for future value of a "regular" annuity compare to the value you got for the annuity due (part 3b). Now compare the PV of the regular annuity in part (3c) to the PV of an annuity due in part (3d). What is the relationship that you see? Using the time value of money concepts, you have learned so far, why does this relationship (FV of regular annuity vs. annuity due and PV of regular annuity vs. annuity due) occur? (4 points)
    _FYI: You will see this concept on the exam._

    5. In the fall of 2023 you and your family were looking for the house of your dreams. Given your household income and your expenses, you determined that you could afford to pay $1250 for a monthly house payment. As of October 2023, it looked like you could get a 30-year mortgage rate of 7.82%.

    a) Given the above information, what is the maximum amount you could finance for your dream home? *This payment doesn’t include homeowners’ insurance or mortgage insurance. We are ignoring those in this assignment.

    You got busy and didn’t find the right home, and now it is early 2025, and you are looking at homes again. Rates have dropped based on FED rate cuts and the current economic outlook. Assuming that you can get a rate of 6.2% APR for a 30-year mortgage and that you can still afford to pay $1250 per month, what is the highest amount you can now finance on a home?

    6. What is the present value of the following uneven cash flow stream? The appropriate interest rate is 15.00%, compounded annually.
    _Note that the final cash flow represents a project where there may be reclamation or other “end of project” costs that are greater than any final income and/or salvage value._![Annual end of year cash flows, yr 1 = $1800, yr 2 = $2400, yr 3 = $4100 and yr 4 = -$1100](https://www.sweetstudy.com/questions/help-with-pa-assgn-due-in-48-hours)

    7. What annual interest rate will cause $17,500 to grow to $42,000 in
    **twenty-two years** (assume annual compounding)? Show your answer to 2 decimals (x.xx%)

    8. Will the future value be larger or smaller if we compound an initial amount more often than annually—for example, every 3 months (quarterly) — holding the stated interest rate constant? Explain your answer.
    _Zero credit unless there is an explanation._

    9 a)  What is the future value of $17,500 (deposited today, no other deposits made) after
    **twenty-two years** assuming 4.2% annual rate, with
    **semi-annual** compounding?

    b) What is the effective annual rate (EAR) for 4.2% annual interest, with interest compounded on a
    **semiannual** basis? Be sure to show your EAR answer to 2 decimals, that is xx.xx%

    c) What is the future value of $17,500 (as above) after
    **twenty-two years** assuming 4.2% annual rate, with
    **quarterly** compounding?

    d) What is the effective annual rate (EAR) for 4.2% annual interest rate with
    **quarterly** compounding?

    e) Explain how the effective annual rate changes based on the number of compounding periods per year.

    f) What is the future value of $17,500 (as above) after
    **twenty-two years** assuming 4.2% annual interest, with
    **daily** compounding? Assume a 365-day year and do not do any interim rounding.

    g) What is the effective annual rate for 4.2% (APR) annual interest with
    **daily** compounding?

    10. What
    **annual interest rate** do you need to find for a deposit of $1,250 to grow to $2,200 in twelve years if the bank compounds interest monthly?
    _Hint, take another look at practice problem 9c if you are stumped on this one._

    11. Five years ago, you bought a home with a purchase price of $245,000 and you paid 15% of that amount as a down payment and
    financed the remainder. Your mortgage loan terms are
    **30 years** of
    **monthly** payments at an annual rate of
    **3.60%**. Do no interim rounding on the calculated monthly interest rate.
    _Note: ignore mortgage insurance for this problem._

    (a) How much are your monthly mortgage payments?

    (b) Over the life of the original loan, how much would you pay in interest?

    (c) Remember that you took this loan out 5 years ago (60 payments). You got a new job and are moving across the country. You will be selling this house and looking at buying something new. Considering the 5 years of payments you have made; how much do you still owe on your home?

    12. You have won a state lottery prize quoted as “12 million dollar lottery”, what this
    **_means_** is that if you take the monthly payments of $50,000 for 20 years, you will have a total payout of $12 million. If the appropriate interest (discount) rate is assumed to be 3.8% APR, what would be the cash payout on this lottery today?
    _Note: this PV would likely be the one-time cash payout if that option had been available._

    13. Angus McScrooge comes to you for financial advice. He is considering adding a downtown parking lot to his holdings. The owner of the property has given McScrooge four different payment options. Which of the following options would you recommend, and why?
    _Remember that you are advising the_
    _**buyer** here. Hint: We can only compare various payout options on a present-value basis._

    McScrooge tells you he can earn 4.2% annual interest, compounded
    monthly on his money. You have no reason to question his assumption. For each option,
    **determine the present value** of all relevant cash flows for 0.8 points each and then provide your final answer for 0.8 points (total of 4 points for this problem).
    _Remember, Angus is assuming monthly compounding._

    a. Option 1. Pay $185,000 today.

    b. Option 2. Pay a lump sum of $212,000 at the end of three years.

    c. Option 3. Pay $5,425 at the end of each month for three years.

    d. Option 4. Pay $60,000 immediately plus $145,000 in a lump sum three years from now.

    e. Which option do you recommend, and why?

    2

    ## image1.emf

    ## image2.emf

    **## 2-PracticalAssignmentGradingRubric.docx**

    **Practical Assignment Grading Rubric**

    The assignment is worth a total of 60 points, with the specific points for each section indicated in the assignment. Each part of the assignment, as well as the essay section, have specific point values, with a total of 60 points.

    Practical Assignments are due by midnight on Sunday during the assignment weeks.

    ·
    Correct answer without the backup inputs and/or appropriate calculation shown is worth
    **half credit**. See examples of similar problems in the Practice Problem Solutions of examples of how to “show your work”.

    ·
    Incorrect answer without the backup inputs and/or appropriate calculation shown is worth
    **zero points.**

    · It is each student’s responsibility to verify that the file they submit is correct and complete. The most common issues are submitting the original homework assignment without your answers, submitting the wrong assignment, and finally, not checking your file that it is complete and includes all appropriate pages. There is a minimum 5-point penalty for submitting incorrect or incomplete files.

    · Minor errors (with work shown), partial credit will be assigned.

    · Any question with what, why, how? … requires a discussion. I’m not looking for a major writeup, however, provide enough insight to demonstrate your understanding of the concept and the potential pitfalls and issues.

    “Showing your work” (backup inputs and/or appropriate calculations), your best examples of expectations are in the solutions your instructor created for Practice Problems. Your grader should be able to come up with your provided answer from the backup information you provide.

    Your academic coach and your instructor are here to help. If you are totally lost on what to do, contact one of us for hints on how to proceed. The Practical Applications are intended as a
    **learning exercise**.

    **Late submissions** will incur a penalty of 12 points per day (20% deduction): 0-24 hours late = -12 points (20% deduction); 24-48 hours late = -24 (40% deduction), and so on. Please be sure to communicate with your academic coach if you have a submission more than 2 days late, as a score of 0 will automatically be assigned on Wednesday of the week following the due date.

    **## PA1TVMspring2025AP1studentversion.docx**

    MBA 702, PRACTICAL APPLICATION 1, SPRING 2025 AP1

    **Before beginning this assignment, you will need to have completed the readings for the week, watched the provided videos, and**
    **worked through the practice problems (carefully reviewing the provided solutions). There is nothing here that has not been covered in this week’s material.**

    This assignment is an opportunity to further practice your time value of money calculation skills and to help reinforce the concepts from this module. Being able to work a wide variety of problem types, and problems with differing setups is important. READ THE INSTRUCTIONS PLEASE before sending a question to the professor or your academic coach.

    NOTE THAT INTEREST RATES ARE NOT CONSTANT ACROSS ALL PROBLEMS, BE SURE TO READ EACH QUESTION CAREFULLY

    For each problem, you need to show your work in order to receive credit. A correct answer with no work shown gets half credit (which means you fail the assignment). An incorrect answer with no work receives 0 credit. With time value of money (TVM) problems, that means showing your inputs for the financial calculator. Make your final answer very clear for the graders. Please don’t make them hunt for your answer.

    If in doubt, look at my solutions for the practice problems for examples of how to “show your work”.

    For example, on 1a, I would show:

    N = x; I/Y = x; PV = x; PMT = 0, Compute FV = _______

    For uneven cash flows, show CF0 = xx, CF1 = xx F01 = x; CF2 = xx F02 = x, etc. I/Y = xx, Compute PV _____

    **Show all dollar and percentage values to two decimals** ($xxx.xx) and percentage values to x.xx% (be sure to have enough decimals showing on your calculator). Rounded answers will receive point deductions.

    **Do no interim rounding on interest rates. For example,** if the interest rate is 4.7% with monthly compounding, enter 4.7 then the divide key, then 12, and the “=” key, then hit the I/Y key. That would be 4.7/12 = 0.39166…. Your calculator will probably show 0.3917 (assuming you are showing 4 decimals, or 0.39 if you only show 2 decimals). If you have followed my instructions, your calculator is holding the complete value, but only showing the number of decimals you have the calculator set to.

    In some cases, an equation will be easier than using the TVM keys, show your equation if that is the case.

    If you use Excel, show what the equation and inputs used.

    As with all TVM problems, assume annual compounding
    unless otherwise specified. If you are given and interest rate, assume it is the annual percentage rate (APR).

    **This is an individual assignment, not group work. Working with another student is considered a breach of academic integrity.**

    The assignment is worth a total of 60 points. All items are worth 2 points unless otherwise indicated.

    SEE THE GRADING RUBRIC FOR MORE DETAILS.

    For these simple TVM problems, show all inputs as entered. If you enter the PV as a negative, your FV will be a positive value, it’s just how the calculator is thinking. If you enter PV as a positive, the FV will be a negative. Either way, you get the same absolute value. Full credit is given for either the positive or negative value.

    1. (a) If you deposit $17,500 in the bank today, what is its future value at the end of
    **twenty-two years** if it is invested in an account paying 4.2% interest (
    **annual** compounding, or APR)?

    (b) What is the present value of $17,500 to be received in
    **twenty-two years** if the appropriate interest rate is 4.2% APR, continue to assume annual compounding?

    2. We sometimes need to find how long it will take a sum of money (or anything else) to grow to some specified amount. Note that you should enter PV as a negative and FV as a positive.

    (a) For example, if a company’s sales grow at a rate of 4.2% per year, how long will it take to
    **double**? Show your answer to 2 decimals (x.xx years). If you are unsure how to work this, return to this week’s practice problems
    **.**

    _You do not need any additional data to solve this problem. If you are in doubt here, go back to the lecture notes and practice problem 6 where double/tripling is discussed. Read the notes!_

    (b) If you want an investment to
    **triple** **in twenty-two years**, what interest rate must it earn? Show your answer to 2 decimals (x.xx%).

    _Visualization for problem 3_

    ![](https://www.sweetstudy.com/questions/help-with-pa-assgn-due-in-48-hours)

    3. (a) You are saving for retirement, and you can afford to save $14,000 every year, starting one year from today. If you invest for 30 years earning an average return of 4.2% per year, how much will you have saved for your retirement?
    _Hint, this is the FV of an annuity. You may want to solve parts (c) and (e), then come back and solve (b) and (d), which are annuities due._

    (b) How much would you have in your retirement account if you began these same 30 annual payments immediately?
    _Hint: This is now the FV of an annuity due._

    c) Now let's look at things a little differently. Suppose that once you retire, you want to be able to withdraw $84,000 per year (starting one year from your retirement) for a total of 25 years during your retirement. How much would you need in your account when you retire to make this work assuming an annual interest rate of 4.2%?
    _Hints: This is the PV of a regular annuity and remember that with this type of problem, you are withdrawing a set amount every year and at the end of the 25 years, your account balance is zero._

    (d) How much would you need to have in your retirement account if you began these same 25 annual withdrawals immediately?
    _Hint: This is now the PV of an annuity due. Reset your calculator to “END” of period payments when you have finished the annuity due problems._

    (e) Changing the scenario, now let’s assume that you want to have $1,750,000 in your retirement account at the end of 30 years. You have now decided to deposit funds at the
    **end of every month for 30 years**. The interest rate is still 4.2% per year. How much must you deposit each
    **month** to reach your goal in 30 years?

    4. Compare the results you got in part 3a for future value of a "regular" annuity compare to the value you got for the annuity due (part 3b). Now compare the PV of the regular annuity in part (3c) to the PV of an annuity due in part (3d). What is the relationship that you see? Using the time value of money concepts, you have learned so far, why does this relationship (FV of regular annuity vs. annuity due and PV of regular annuity vs. annuity due) occur? (4 points)
    _FYI: You will see this concept on the exam._

    5. In the fall of 2023 you and your family were looking for the house of your dreams. Given your household income and your expenses, you determined that you could afford to pay $1250 for a monthly house payment. As of October 2023, it looked like you could get a 30-year mortgage rate of 7.82%.

    a) Given the above information, what is the maximum amount you could finance for your dream home? *This payment doesn’t include homeowners’ insurance or mortgage insurance. We are ignoring those in this assignment.

    You got busy and didn’t find the right home, and now it is early 2025, and you are looking at homes again. Rates have dropped based on FED rate cuts and the current economic outlook. Assuming that you can get a rate of 6.2% APR for a 30-year mortgage and that you can still afford to pay $1250 per month, what is the highest amount you can now finance on a home?

    6. What is the present value of the following uneven cash flow stream? The appropriate interest rate is 15.00%, compounded annually.
    _Note that the final cash flow represents a project where there may be reclamation or other “end of project” costs that are greater than any final income and/or salvage value._![Annual end of year cash flows, yr 1 = $1800, yr 2 = $2400, yr 3 = $4100 and yr 4 = -$1100](https://www.sweetstudy.com/questions/help-with-pa-assgn-due-in-48-hours)

    7. What annual interest rate will cause $17,500 to grow to $42,000 in
    **twenty-two years** (assume annual compounding)? Show your answer to 2 decimals (x.xx%)

    8. Will the future value be larger or smaller if we compound an initial amount more often than annually—for example, every 3 months (quarterly) — holding the stated interest rate constant? Explain your answer.
    _Zero credit unless there is an explanation._

    9 a)  What is the future value of $17,500 (deposited today, no other deposits made) after
    **twenty-two years** assuming 4.2% annual rate, with
    **semi-annual** compounding?

    b) What is the effective annual rate (EAR) for 4.2% annual interest, with interest compounded on a
    **semiannual** basis? Be sure to show your EAR answer to 2 decimals, that is xx.xx%

    c) What is the future value of $17,500 (as above) after
    **twenty-two years** assuming 4.2% annual rate, with
    **quarterly** compounding?

    d) What is the effective annual rate (EAR) for 4.2% annual interest rate with
    **quarterly** compounding?

    e) Explain how the effective annual rate changes based on the number of compounding periods per year.

    f) What is the future value of $17,500 (as above) after
    **twenty-two years** assuming 4.2% annual interest, with
    **daily** compounding? Assume a 365-day year and do not do any interim rounding.

    g) What is the effective annual rate for 4.2% (APR) annual interest with
    **daily** compounding?

    10. What
    **annual interest rate** do you need to find for a deposit of $1,250 to grow to $2,200 in twelve years if the bank compounds interest monthly?
    _Hint, take another look at practice problem 9c if you are stumped on this one._

    11. Five years ago, you bought a home with a purchase price of $245,000 and you paid 15% of that amount as a down payment and
    financed the remainder. Your mortgage loan terms are
    **30 years** of
    **monthly** payments at an annual rate of
    **3.60%**. Do no interim rounding on the calculated monthly interest rate.
    _Note: ignore mortgage insurance for this problem._

    (a) How much are your monthly mortgage payments?

    (b) Over the life of the original loan, how much would you pay in interest?

    (c) Remember that you took this loan out 5 years ago (60 payments). You got a new job and are moving across the country. You will be selling this house and looking at buying something new. Considering the 5 years of payments you have made; how much do you still owe on your home?

    12. You have won a state lottery prize quoted as “12 million dollar lottery”, what this
    **_means_** is that if you take the monthly payments of $50,000 for 20 years, you will have a total payout of $12 million. If the appropriate interest (discount) rate is assumed to be 3.8% APR, what would be the cash payout on this lottery today?
    _Note: this PV would likely be the one-time cash payout if that option had been available._

    13. Angus McScrooge comes to you for financial advice. He is considering adding a downtown parking lot to his holdings. The owner of the property has given McScrooge four different payment options. Which of the following options would you recommend, and why?
    _Remember that you are advising the_
    _**buyer** here. Hint: We can only compare various payout options on a present-value basis._

    McScrooge tells you he can earn 4.2% annual interest, compounded
    monthly on his money. You have no reason to question his assumption. For each option,
    **determine the present value** of all relevant cash flows for 0.8 points each and then provide your final answer for 0.8 points (total of 4 points for this problem).
    _Remember, Angus is assuming monthly compounding._

    a. Option 1. Pay $185,000 today.

    b. Option 2. Pay a lump sum of $212,000 at the end of three years.

    c. Option 3. Pay $5,425 at the end of each month for three years.

    d. Option 4. Pay $60,000 immediately plus $145,000 in a lump sum three years from now.

    e. Which option do you recommend, and why?

    2

    ## image1.emf

    ## image2.emf

  • [Solved] wk5clinical

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (1)** – ## wk5elm538clinical.docx **## wk5elm538clinical.docx** 1. Top of Form 2. Top of Form This graded assignment is the culmination of your guided clinical experience for this course. This guided clinical experience has provided you with the opportunity to demonstrate you…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## wk5elm538clinical.docx

    **## wk5elm538clinical.docx**

    1.

    Top of Form

    2.

    Top of Form

    This graded assignment is the culmination of your guided clinical experience for this course.

    This guided clinical experience has provided you with the opportunity to demonstrate your ability to positively impact student learning and practice the cycle of effective teaching in the process. Refer to the
    [Guided Clinical Experience Instructions](https://multimedia.phoenix.edu/cms/202336722) and confirm that you have completed each step of the following sections:

    · Part 2: Pre-Assessment and Data Analysis

    · Part 3: Instructional Planning and Lesson Delivery

    · Part 4: Post-Assessment and Data Analysis

    · Part 5: Reflective Practice

    · Part 6: Performance Evaluation

    _Note_: You completed Part 1: Teacher Consultation of this experience in Week 2.

    **Assignment Deliverable**

    Respond to each prompt below to finalize Parts 2–6 of your guided clinical experience.

    You are encouraged to work on these prompts as you complete your guided clinical experience throughout the course. Save and close as often as needed, but do not submit your assignment until you have completed all prompts.

    **Assignment Support**

    Review the
    [GFE/GCE Rubric for Faculty](https://multimedia.phoenix.edu/cms/202336720) for guidance on the assignment’s expectations.

    **Tk20/My Time Log Reminder**

    Make sure to log your hours and document your guided field experience in Tk20/My Time Log using the access point located at the top of this course. For more information about how to document your hours, refer to
    [Student Time Logs](https://multimedia.phoenix.edu/site/tk20-guides/college/education/student-time-logs/).

    Bottom of Form

    3.

    Top of Form

    Question 1

    **Question 1**

    **25 Points**

    **Part 2: Pre-Assessment and Data Analysis Summary**

    **Write** a minimum
    **175-word summary** in which you:

    · Describe the pre-assessment, including why it was chosen and how it aligns with the content area standard(s) and the lesson’s learning goals/objectives.

    · Explain how the pre-assessment was scored and what the data indicated.

    · Describe the students’ strengths and key areas of opportunity based on the pre-assessment.

    Text Editor

    Bottom of Form

    4.

    Top of Form

    Question 2

    **Question 2**

    **25 Points**

    **Part 3: Instructional Planning and Lesson Delivery**

    **Write** a minimum
    **175-word summary** in which you:

    · Describe your level of comfortability with instructional planning and lesson delivery, including what you could do to become more comfortable.

    · Explain the successes and challenges you experienced during the lesson’s delivery.

    · Describe the supports you provided to students during your lesson delivery, including their impact on student learning.

    Text Editor

    Bottom of Form

    5.

    Top of Form

    Question 3

    **Question 3**

    **15 Points**

    **Attach** your completed Lesson Plan Template in this question’s response box.

    Text Editor

    Bottom of Form

    6.

    Top of Form

    Question 4

    **Question 4**

    **25 Points**

    **Part 4: Post-Assessment and Data Analysis**

    **Write** a minimum
    **175-word summary** in which you:

    · Describe the post-assessment, including why it was chosen and how it aligns with the content area standard(s) and learning goals/objectives.

    · Explain how the post-assessment was scored and what the data indicated.

    · Describe the students’ strengths and key areas of opportunity based on the post-assessment.

    Text Editor

    Bottom of Form

    7.

    Top of Form

    Question 5

    **Question 5**

    **45 Points**

    **Part 5: Reflective Practice**

    **Write** a minimum
    **525-word reflective summary** of your guided clinical experience in which you address the following:

    · Analysis of the Lesson’s Results

    · Describe how the students performed on the post-assessment vs. the pre-assessment.

    · Explain how the students did(or did not) master the lesson goals/objectives, including what you believe accounts for these results and how this may inform future instruction.

    · Reflective Teaching Practice

    · Describe what went well and what did not go well in your lesson delivery, including how the students responded to your instruction.

    · Explain how you positively impacted student learning in this experience, including specific examples to support your explanation.

    · Dispositions of Effective Educators

    · Reflect on your planning and lesson delivery and consider your performance related to the following dispositions of an effective educator:

    · Professional competence and responsibility

    · Collaborative relationships

    · Valuing diversity

    · Critical thinking and reflection

    · Describe how you demonstrated each of these dispositions, including examples to support your explanation.

    · Explain how you will continue developing your disposition to be an effective educator.

    Text Editor

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    **## wk5elm538clinical.docx**

    1.

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    2.

    Top of Form

    This graded assignment is the culmination of your guided clinical experience for this course.

    This guided clinical experience has provided you with the opportunity to demonstrate your ability to positively impact student learning and practice the cycle of effective teaching in the process. Refer to the
    [Guided Clinical Experience Instructions](https://multimedia.phoenix.edu/cms/202336722) and confirm that you have completed each step of the following sections:

    · Part 2: Pre-Assessment and Data Analysis

    · Part 3: Instructional Planning and Lesson Delivery

    · Part 4: Post-Assessment and Data Analysis

    · Part 5: Reflective Practice

    · Part 6: Performance Evaluation

    _Note_: You completed Part 1: Teacher Consultation of this experience in Week 2.

    **Assignment Deliverable**

    Respond to each prompt below to finalize Parts 2–6 of your guided clinical experience.

    You are encouraged to work on these prompts as you complete your guided clinical experience throughout the course. Save and close as often as needed, but do not submit your assignment until you have completed all prompts.

    **Assignment Support**

    Review the
    [GFE/GCE Rubric for Faculty](https://multimedia.phoenix.edu/cms/202336720) for guidance on the assignment’s expectations.

    **Tk20/My Time Log Reminder**

    Make sure to log your hours and document your guided field experience in Tk20/My Time Log using the access point located at the top of this course. For more information about how to document your hours, refer to
    [Student Time Logs](https://multimedia.phoenix.edu/site/tk20-guides/college/education/student-time-logs/).

    Bottom of Form

    3.

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    Question 1

    **Question 1**

    **25 Points**

    **Part 2: Pre-Assessment and Data Analysis Summary**

    **Write** a minimum
    **175-word summary** in which you:

    · Describe the pre-assessment, including why it was chosen and how it aligns with the content area standard(s) and the lesson’s learning goals/objectives.

    · Explain how the pre-assessment was scored and what the data indicated.

    · Describe the students’ strengths and key areas of opportunity based on the pre-assessment.

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    4.

    Top of Form

    Question 2

    **Question 2**

    **25 Points**

    **Part 3: Instructional Planning and Lesson Delivery**

    **Write** a minimum
    **175-word summary** in which you:

    · Describe your level of comfortability with instructional planning and lesson delivery, including what you could do to become more comfortable.

    · Explain the successes and challenges you experienced during the lesson’s delivery.

    · Describe the supports you provided to students during your lesson delivery, including their impact on student learning.

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    5.

    Top of Form

    Question 3

    **Question 3**

    **15 Points**

    **Attach** your completed Lesson Plan Template in this question’s response box.

    Text Editor

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    6.

    Top of Form

    Question 4

    **Question 4**

    **25 Points**

    **Part 4: Post-Assessment and Data Analysis**

    **Write** a minimum
    **175-word summary** in which you:

    · Describe the post-assessment, including why it was chosen and how it aligns with the content area standard(s) and learning goals/objectives.

    · Explain how the post-assessment was scored and what the data indicated.

    · Describe the students’ strengths and key areas of opportunity based on the post-assessment.

    Text Editor

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    7.

    Top of Form

    Question 5

    **Question 5**

    **45 Points**

    **Part 5: Reflective Practice**

    **Write** a minimum
    **525-word reflective summary** of your guided clinical experience in which you address the following:

    · Analysis of the Lesson’s Results

    · Describe how the students performed on the post-assessment vs. the pre-assessment.

    · Explain how the students did(or did not) master the lesson goals/objectives, including what you believe accounts for these results and how this may inform future instruction.

    · Reflective Teaching Practice

    · Describe what went well and what did not go well in your lesson delivery, including how the students responded to your instruction.

    · Explain how you positively impacted student learning in this experience, including specific examples to support your explanation.

    · Dispositions of Effective Educators

    · Reflect on your planning and lesson delivery and consider your performance related to the following dispositions of an effective educator:

    · Professional competence and responsibility

    · Collaborative relationships

    · Valuing diversity

    · Critical thinking and reflection

    · Describe how you demonstrated each of these dispositions, including examples to support your explanation.

    · Explain how you will continue developing your disposition to be an effective educator.

    Text Editor

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  • [Solved] Madam Michelle

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    In-depth study guidance and analytical solution covering Madam Michelle.

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

  • [Solved] reflection

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    reflection – 2 years ago **files (1)** – ## poverty-reflection2.docx **## poverty-reflection2.docx** This week, you should write a short reflection responding to the topic: "Poverty." You should demonstrate what you have learned about the basics of "social problems" from this introductory chapter, d…

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    reflection

    – 2 years ago

    **files (1)**

    – ## poverty-reflection2.docx

    **## poverty-reflection2.docx**

    This week, you should write a short reflection responding to the topic: "Poverty."

    You should demonstrate what you have learned about the basics of "social problems" from this introductory chapter, discuss your response to the reading, and pose any questions or critiques.

    Reflections should be 700 words, give or take, and key components of your reflections should:

    Note essential concepts, theories, and overarching trends from the readings.

    Organize your reflection around themes found within the readings and any additional resources.

    Reflect on the material and what you learned.

    What are your thoughts about the topic?

    Relate the material (using terms and concepts accurately) to your personal life or a real-life example.

    Discuss any questions you might still have concerning the topic or provide a critique.

    Discuss anything you found confusing or that you do not understand.

    If you thought the readings did not address an essential aspect of the topic, you can discuss that here, too.

    Always provide support! You should cite from the reading(s) and any outside sources throughout your reflection.

    While opinions are welcome, as graduate students, you should always be ready to show support beyond yourself for any statement you make.

    "Anyone can say anything, but can you support it?"

    When reflecting and relating the material to your life or a real-life example, I will assess how accurately you use the terms – not your opinions. Opinions cannot be graded, but whether you provide support for your opinions and how accurately you use and apply the terms and concepts can.

    Reflections should not summarize the reading, and you do not need to address all the material/concepts in the chapter. The goal is for you to think critically about and apply the material (see the first bullet).

    [https://www.povertyusa.org/facts](https://www.povertyusa.org/facts)

    This is the link to the poverty article

    Listed below is the book for this class: This assignment will come from Chapter 2:

    Required Materials:
    Barkan, Steven E. 2020. Social Problems: Continuity and Change Version 2.0. FlatWorld. ISBN:
    978-1-4533-9215-7

    This is the feedback from my teacher gave me about the last reflection I did:

    Nicely done!  You do a great job touching on each part of the prompt.

    What I would like to see going forward is a bit more emphasis on what you learned from the chapter and readings while interweaving it with your reflections.

    For example, you provide separate sections for each part of the prompt: What you learned, Your thoughts, Examples, Questions/Critiques, and Final Thoughts.

    This is fine, but how might you identify major themes and then address each in turn?  You do not need to talk about everything in the chapter.

    But, in your next reflection, you might talk about the poverty line in one section of your reflection.  In this section, you would address what it is (what you learned – with citation) but overlay that discussion with your thoughts or a real-life example.

    Then, in your next section, you might address statistics of poverty, synthesizing them with one (or more) of the theories and then address a real-life example.

    You do not have to provide a real-life example for everything you address, but I would like to see your reactions to each.  Some might have more detail, others less – and that is fine.

    **## poverty-reflection2.docx**

    This week, you should write a short reflection responding to the topic: "Poverty."

    You should demonstrate what you have learned about the basics of "social problems" from this introductory chapter, discuss your response to the reading, and pose any questions or critiques.

    Reflections should be 700 words, give or take, and key components of your reflections should:

    Note essential concepts, theories, and overarching trends from the readings.

    Organize your reflection around themes found within the readings and any additional resources.

    Reflect on the material and what you learned.

    What are your thoughts about the topic?

    Relate the material (using terms and concepts accurately) to your personal life or a real-life example.

    Discuss any questions you might still have concerning the topic or provide a critique.

    Discuss anything you found confusing or that you do not understand.

    If you thought the readings did not address an essential aspect of the topic, you can discuss that here, too.

    Always provide support! You should cite from the reading(s) and any outside sources throughout your reflection.

    While opinions are welcome, as graduate students, you should always be ready to show support beyond yourself for any statement you make.

    "Anyone can say anything, but can you support it?"

    When reflecting and relating the material to your life or a real-life example, I will assess how accurately you use the terms – not your opinions. Opinions cannot be graded, but whether you provide support for your opinions and how accurately you use and apply the terms and concepts can.

    Reflections should not summarize the reading, and you do not need to address all the material/concepts in the chapter. The goal is for you to think critically about and apply the material (see the first bullet).

    [https://www.povertyusa.org/facts](https://www.povertyusa.org/facts)

    This is the link to the poverty article

    Listed below is the book for this class: This assignment will come from Chapter 2:

    Required Materials:
    Barkan, Steven E. 2020. Social Problems: Continuity and Change Version 2.0. FlatWorld. ISBN:
    978-1-4533-9215-7

    This is the feedback from my teacher gave me about the last reflection I did:

    Nicely done!  You do a great job touching on each part of the prompt.

    What I would like to see going forward is a bit more emphasis on what you learned from the chapter and readings while interweaving it with your reflections.

    For example, you provide separate sections for each part of the prompt: What you learned, Your thoughts, Examples, Questions/Critiques, and Final Thoughts.

    This is fine, but how might you identify major themes and then address each in turn?  You do not need to talk about everything in the chapter.

    But, in your next reflection, you might talk about the poverty line in one section of your reflection.  In this section, you would address what it is (what you learned – with citation) but overlay that discussion with your thoughts or a real-life example.

    Then, in your next section, you might address statistics of poverty, synthesizing them with one (or more) of the theories and then address a real-life example.

    You do not have to provide a real-life example for everything you address, but I would like to see your reactions to each.  Some might have more detail, others less – and that is fine.

  • [Solved] Discussion Question

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    In 250-500 words Identify who you think the intended audience is. Justify your rationale. Explain how the author seems to tailor their writing to that audience. Identify the strategies the author uses to make a particular impression on that intended audience. Explain what you think the author wants …

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    In 250-500 words Identify who you think the intended audience is. Justify your rationale. Explain how the author seems to tailor their writing to that audience. Identify the strategies the author uses to make a particular impression on that intended audience. Explain what you think the author wants the audience to take away from his/her writing or speech. Support each part of your post with MLA cited examples/quotes from the textbook The Norton Anthology of American Literature (Shorter Ed Beginnings to 1865)

    Royall Tyler

           *Bio

           \* The Contrast

    · Hannah Foster

          *Bio

          *The Coquette

    – 2 years ago

  • [Solved] nyy

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    Executive Solution Overview

    **Step 1: Find Two to Three Ads (60 points)** – Choose two to three advertisements (either video or print) that you find interesting. – For video ads, post a link to the commercial. – For print ads, upload a picture of the ad. You can take a screenshot or screen capture and upload it to the forum. T…

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    **Step 1: Find Two to Three Ads (60 points)**

    – Choose two to three advertisements (either video or print) that you find interesting.
    – For video ads, post a link to the commercial.
    – For print ads, upload a picture of the ad. You can take a screenshot  or screen capture and upload it to the forum. To add an image, click on  the image icon (the small square that has a mountain and sun inside  it).
    – Write a one-sentence description of each ad’s purpose (e.g., to promote a product, service, or cause).

    **Step 2: Choose the Ad for Your summary (25 points)**

    – From the ads you've posted, select one to analyze in your visual analysis summary.
    – Consider why you chose the advertisement or commercial (include it  in your response) and the three elements you will discuss in your summary.

    – 2 years ago

  • [Solved] Education homework

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    – 2 years ago **files (2)** – ## TEXTBOOKINFO.docx – ## WritingAssignment2instructions.docx **## TEXTBOOKINFO.docx** · Worlds of Music: Shorter Version, 4th Edition By: Titon, Jeff Todd ISBN: 978-1-337-10149-3 **## WritingAssignment2instructions.docx** Writing Assignment #2 Top of Form | | | | — |…

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    – 2 years ago

    **files (2)**

    – ## TEXTBOOKINFO.docx

    – ## WritingAssignment2instructions.docx

    **## TEXTBOOKINFO.docx**

    · Worlds of Music: Shorter Version, 4th Edition

    By: Titon, Jeff Todd
    ISBN: 978-1-337-10149-3

    **## WritingAssignment2instructions.docx**

    Writing Assignment #2

    Top of Form

    | | |
    | — | — |
    | Hide Assignment Information |
    | Turnitin™ | |
    | **![Turnitin™ enabled](https://www.sweetstudy.com/questions/education-homework-20880431)This assignment will be submitted to Turnitin™.** |
    | Instructions | |
    | This is a comparitive writing assignment similar to the 1st one.<br>The difference is that you take a song that you like —- it can be anything you want — describe it using ideas that we have discussed and then compare it to 2 songs that were discussed in the class any time since Week 2 – in other words Native American, African, Indian, Indonesian, Arab or Latin America.<br>If your song happens to already fit into one of the above categories, compare it to two others.<br>In the most basic formal terms —  Pick Song 1 – describe its Music-Culture – compare and contrast it to Song 2 – then compare and contrast it to Song 3 — comment on any conclusions.<br>Like the first assignment the writing should be no less than 3 pages (750 or so words excluding bibliography and, if there is one, title page)  and must include a bibliography showing the materials that you used for your research – be sure to visit the library's online collection and of course you can use the textbook.<br>Try to be as intuitive as possible – write about what you hear but also include some background information and try to find sources that support your opinions.<br>The textbook is a good source but also go here – <br>[https://library.nu.edu/](https://library.nu.edu/) – check out the extensive online materials.<br> <br>Remember that having AI write the paper for you is cheating and I can't accept AI generated papers – use your own words. |

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    ## image1.gif

    **## WritingAssignment2instructions.docx**

    Writing Assignment #2

    Top of Form

    | | |
    | — | — |
    | Hide Assignment Information |
    | Turnitin™ | |
    | **![Turnitin™ enabled](https://www.sweetstudy.com/questions/education-homework-20880431)This assignment will be submitted to Turnitin™.** |
    | Instructions | |
    | This is a comparitive writing assignment similar to the 1st one.<br>The difference is that you take a song that you like —- it can be anything you want — describe it using ideas that we have discussed and then compare it to 2 songs that were discussed in the class any time since Week 2 – in other words Native American, African, Indian, Indonesian, Arab or Latin America.<br>If your song happens to already fit into one of the above categories, compare it to two others.<br>In the most basic formal terms —  Pick Song 1 – describe its Music-Culture – compare and contrast it to Song 2 – then compare and contrast it to Song 3 — comment on any conclusions.<br>Like the first assignment the writing should be no less than 3 pages (750 or so words excluding bibliography and, if there is one, title page)  and must include a bibliography showing the materials that you used for your research – be sure to visit the library's online collection and of course you can use the textbook.<br>Try to be as intuitive as possible – write about what you hear but also include some background information and try to find sources that support your opinions.<br>The textbook is a good source but also go here – <br>[https://library.nu.edu/](https://library.nu.edu/) – check out the extensive online materials.<br> <br>Remember that having AI write the paper for you is cheating and I can't accept AI generated papers – use your own words. |

    Bottom of Form

    ## image1.gif

    **## TEXTBOOKINFO.docx**

    · Worlds of Music: Shorter Version, 4th Edition

    By: Titon, Jeff Todd
    ISBN: 978-1-337-10149-3

    **## WritingAssignment2instructions.docx**

    Writing Assignment #2

    Top of Form

    | | |
    | — | — |
    | Hide Assignment Information |
    | Turnitin™ | |
    | **![Turnitin™ enabled](https://www.sweetstudy.com/questions/education-homework-20880431)This assignment will be submitted to Turnitin™.** |
    | Instructions | |
    | This is a comparitive writing assignment similar to the 1st one.<br>The difference is that you take a song that you like —- it can be anything you want — describe it using ideas that we have discussed and then compare it to 2 songs that were discussed in the class any time since Week 2 – in other words Native American, African, Indian, Indonesian, Arab or Latin America.<br>If your song happens to already fit into one of the above categories, compare it to two others.<br>In the most basic formal terms —  Pick Song 1 – describe its Music-Culture – compare and contrast it to Song 2 – then compare and contrast it to Song 3 — comment on any conclusions.<br>Like the first assignment the writing should be no less than 3 pages (750 or so words excluding bibliography and, if there is one, title page)  and must include a bibliography showing the materials that you used for your research – be sure to visit the library's online collection and of course you can use the textbook.<br>Try to be as intuitive as possible – write about what you hear but also include some background information and try to find sources that support your opinions.<br>The textbook is a good source but also go here – <br>[https://library.nu.edu/](https://library.nu.edu/) – check out the extensive online materials.<br> <br>Remember that having AI write the paper for you is cheating and I can't accept AI generated papers – use your own words. |

    Bottom of Form

    ## image1.gif

    **## TEXTBOOKINFO.docx**

    · Worlds of Music: Shorter Version, 4th Edition

    By: Titon, Jeff Todd
    ISBN: 978-1-337-10149-3

    **## WritingAssignment2instructions.docx**

    Writing Assignment #2

    Top of Form

    | | |
    | — | — |
    | Hide Assignment Information |
    | Turnitin™ | |
    | **![Turnitin™ enabled](https://www.sweetstudy.com/questions/education-homework-20880431)This assignment will be submitted to Turnitin™.** |
    | Instructions | |
    | This is a comparitive writing assignment similar to the 1st one.<br>The difference is that you take a song that you like —- it can be anything you want — describe it using ideas that we have discussed and then compare it to 2 songs that were discussed in the class any time since Week 2 – in other words Native American, African, Indian, Indonesian, Arab or Latin America.<br>If your song happens to already fit into one of the above categories, compare it to two others.<br>In the most basic formal terms —  Pick Song 1 – describe its Music-Culture – compare and contrast it to Song 2 – then compare and contrast it to Song 3 — comment on any conclusions.<br>Like the first assignment the writing should be no less than 3 pages (750 or so words excluding bibliography and, if there is one, title page)  and must include a bibliography showing the materials that you used for your research – be sure to visit the library's online collection and of course you can use the textbook.<br>Try to be as intuitive as possible – write about what you hear but also include some background information and try to find sources that support your opinions.<br>The textbook is a good source but also go here – <br>[https://library.nu.edu/](https://library.nu.edu/) – check out the extensive online materials.<br> <br>Remember that having AI write the paper for you is cheating and I can't accept AI generated papers – use your own words. |

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    ## image1.gif

  • [Solved] Education Week 3 assignment

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    See attached no plagiarism or AI need originality quality work week 2 attached – 2 years ago **files (3)** – ## Week3assignment.docx – ## Week2.pdf – Week3backup.pdf **## Week3assignment.docx** Read and watch the lecture resources & materials below early in the week to help you respond to the discus…

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    Assignment Prompt & Instructions

    See attached no plagiarism or AI need originality quality work week 2  attached

    – 2 years ago

    **files (3)**

    – ## Week3assignment.docx

    – ## Week2.pdf

    – Week3backup.pdf

    **## Week3assignment.docx**

    Read and watch the lecture resources & materials below early in the week to help you respond to the discussion questions and to complete your assignment(s).

    _(Note: The citations below are provided for your research convenience. You should always cross-reference the current APA guide for correct styling of citations and references in your academic work.)_

    **Read**

    · Popham, W. J. (2024).

    · Chapter 14: Appropriate and Inappropriate Test-Preparation Practices

    · Chapter 15: The Evaluation of Instruction

    · Chapter 16: Assessment-Based Grading

    · Hobbins, J., Kerrigan, B., Farjam, N., Fisher, A., Houston, E., & Ritchie, K. (2022). Does a classroom-based curriculum offer authentic assessments? A strategy to uncover their prevalence and incorporate opportunities for authenticity.
    _Assessment & Evaluation in Higher Education, 47_(8), 1259–1273. https://doi.org/10.1080/02602938.2021.2009439

    [Does a Classroom-based Curriculum Offer Authentic Assessments?](https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=asn&AN=160164785&site=eds-live&custid=s3296502)

    ![null](https://www.sweetstudy.com/questions/education-week-3-assignment-20880387)

    **Supplemental Materials & Resources**

    · Hart, D. (1994).
    _Authentic assessment: a handbook for educators_. Addison-Wesley Pub. Co.

    [Authentic Assessment: A Handbook for Educators](https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=cat08374a&AN=stu.af622ed8.40fd.5fa4.a052.a9b13af5bb87&site=eds-live&custid=s3296502)

    ![icon](https://www.sweetstudy.com/questions/education-week-3-assignment-20880387)**_Base of Predictions & Rationale_**

    **Directions:**

    In this assignment, you will discuss the foundation of your current understanding, assumptions, or predictions related to your research question. Making a base of predictions is essential to demonstrate your starting point before diving deeper into new research.  The rationale will help you explain the personal or academic significance of your chosen research question or topic. The goal is to help your readers understand why this specific topic matters to you, and why it is worth exploring.

    Follow the steps below to effectively complete this component.

    **Base of Predictions**

    1.
    **State What You Already Know:**

    · Begin by clearly explaining what you already know or think you know about the topic related to your research question.

    · Reference any prior knowledge you have gained from previous coursework, readings, or personal experiences that might inform your current understanding.

    · Be specific about how this knowledge is relevant to your research question.

    2.
    **Identify Assumptions or Predictions:**

    · Describe any assumptions or predictions you have regarding the outcome of your research.

    · Consider why you believe these assumptions to be true. Is this based on prior studies, theories, or trends that you've encountered?

    · Be honest about any biases or gaps in your knowledge that could influence your assumptions.

    3.
    **Provide Supporting Context:**

    · Where applicable, connect your assumptions or prior knowledge to external sources, even if you are not yet conducting formal research.

    · Cite any readings, case studies, or theories that have contributed to your understanding so far.

    4.
    **Reflect on Uncertainty:**

    · Acknowledge any areas where you feel uncertain or lack complete information. This will help shape the direction of your future research and identify gaps that need exploration.

    · Organize Your Thoughts:

    · Use clear headings or subheadings to structure your writing.

    · Keep the tone analytical, yet reflective. The goal is to show the logical basis for your current understanding and identify what you hope to test or explore in your research.

    **Rationale**

    1.
    **State Why the Topic is Important to You:**

    · Begin by explaining the personal or academic reasons that led you to select this research question.

    · Reflect on how the topic connects to your interests, career goals, or academic field.

    · Mention any relevant experiences, either professional or personal, that have shaped your desire to explore this topic.

    2.
    **Explain Broader Significance:**

    · Discuss how this topic is relevant not only to you but also to your field of study, society, or industry.

    · Consider the potential impact of answering your research question. How could it contribute to ongoing conversations, solve a problem, or fill an existing knowledge gap?

    3.
    **Show Enthusiasm:**

    · Use this section to express why you are excited or passionate about researching this topic. Enthusiasm can make your rationale more compelling and relatable.

    4.
    **Link to Your Research Goals:**

    · Briefly connect your rationale to the goals of your research. How does answering this question help you achieve something meaningful? For instance, will it lead to innovation, provide insight into a pressing issue, or help inform future decisions?

    5.
    **Organize Your Response:**

    · Use clear and concise language to convey your reasoning.

    · Consider organizing your thoughts into paragraphs that cover personal relevance, broader importance, and future impact.

    **Submission Requirements:**

    · The reflection paper is to be clear and concise and students will lose points for improper grammar, punctuation and spelling errors.

    · The reflection paper should be formatted per current APA and 2-3 pages in length, excluding the reference page (no title page needed).

    ## image1.png

    ## image2.png

    **## Week2.pdf**

    Running head: DIGITAL TOOL IN EDUCATION AND FORMATIVE ASSESSMENT
    1

    Digital Tools in Education and Formative Assessment

    Brenda Rouse

    St Thomas University

    EDU 530 Educational Measurement

    Dr. Pamela Dahlin

    January 26, 2025

    Mobile User

    DIGITAL TOOLS IN EDUCATION AND FORMATIVE ASSESSMENT
    2

    Digital Tools in Education and Formative Assessment

    Step 1: Topic Exploration

    Chosen Topic: Digital Tools in Education and Formative Assessment

    Research Summary:

    Digital tools included in education and formative assessment are the go-to in education. The

    three findings from the peer-reviewed research disclose the following:

    1. Challenges in Teachers' Adoption: Borte et al. (2023) highlight that incongruence in

    the realm of technology versus pedagogy prevents teachers from taking advantage of the

    full potential inherent in digital tools-stimulating student-centered learning or even

    formative assessment practices definition and more teacher training in data literacy.

    2. Evidence of Effectiveness: According to Sortwell et al. (2024), formative assessment

    practices positively influence the learning process for students in K-12 if done

    appropriately. However, more research is needed, given the low certainty of evidence

    concerning optimal strategies.

    3. Personalized Learning: Weigand, Trgalova, and Tabach (2024) have discussed how

    digital tools, especially adaptive systems, allow individualized learning experiences and

    formative assessments in mathematics education. These tools provide real-time feedback

    that helps students and teachers address specific learning needs.

    4. Gaps in Current Research: All three note that digital formative assessment strategies'

    effectiveness and long-term impact on students' engagement and outcomes remain under-

    researched.

    Mobile User

    DIGITAL TOOLS IN EDUCATION AND FORMATIVE ASSESSMENT
    3

    5. Challenges for Teachers: Some challenges that hold back teachers are the limitations of

    the technology itself, the lack of training to use these technologies, and the lack of

    research on best practices for using these technologies within formative assessment.

    Step 2: Narrow Focus

    Narrowed Topic:

    The potential of Artificial Intelligence (AI) ventures to realize an impact on enhancing

    formative assessment through personalized feedback and specific challenges in teachers'

    implementation of ventures.

    Relevance to Assessment and Measurement:

    This topic is relevant because formative assessment is a cornerstone of effective teaching

    and learning. Other challenges include equity, teacher autonomy, and professional development

    when integrating AI. It can lead to insightful ways to design practical AI-driven formative

    assessment tools and further knowledge of the broader implications for K-12 education.

    Step 3: Crafting the Guiding Question

    Guiding Research Question:

    How could AI-embedded formative assessment improve personal feedback and decision-

    making in K-12 education, and what does that indicate for the workload and burden of teachers?

    Rationale:

    The guiding question cuts into what is critical and timely: technology and education must

    work at a crossroads that transform AI possibilities within formative assessment. Therefore, it is

    because AI provides unlimited ways of constructing productive personalized feedback that can

    eventually be useful to teachers and educators in providing teaching strategies that can

    accommodate needs that will be different for different learners; it promises improved results in

    DIGITAL TOOLS IN EDUCATION AND FORMATIVE ASSESSMENT
    4

    better learning. For example, it would not be easy to get data education for those teachers by

    using new technologies and weighing those tools with professional judgment. However, there is

    an entire issue of equity, access, and ethical issues regarding the use of AI in many K-12 settings.

    In keeping with the ongoing debate about new inventions in measurement and assessment, there

    seems to be some search for possibilities in harmony with restrictions about the prospect and

    usage of formative assessments via AI. For these reasons, such research allows for actual

    development in ways that will help make any final equitable, vigorous AI-supported assessments

    feed into teachers and eventually improve the quality of teaching and learning for a regiment of

    students across all contexts. Additionally, frameworks like the Learning-with-PA Model

    highlight the importance of contextual factors and digital agents in mediating learning outcomes

    (Dolata et al., 2023).

    DIGITAL TOOLS IN EDUCATION AND FORMATIVE ASSESSMENT
    5

    References

    Børte, K., Lillejord, S., Chan, J., Lillehaug, B. W., & Greiff, S. (2023). Prerequisites for

    teachers’ technology use in formative assessment practices: A systematic

    review. 100568 ; Educational Research Review ; 41.

    https://doi.org/10.1016/j.edurev.2023.100568

    Dolata, M., Katsiuba, D., Wellnhammer, N., & Schwabe, G. (2023). Learning with Digital

    Agents: An Analysis based on the Activity Theory. Journal of Management Information

    Systems, 40(1), 56–95. https://doi.org/10.1080/07421222.2023.2172775

    Sortwell, A., Trimble, K., Ferraz, R., Geelan, D. R., Hine, G., Ramirez-Campillo, R., Carter-

    Thuiller, B., Gkintoni, E., & Xuan, Q. (2024). A Systematic Review of Meta-Analyses on

    the Impact of Formative Assessment on K-12 Students’ Learning: Toward Sustainable

    Quality Education. Sustainability, 16(17), NA. https://doi.org/10.3390/su16177826

    Weigand, H.-G., Trgalova, J., & Tabach, M. (2024). Mathematics teaching, learning, and

    assessment in the digital age. ZDM, 56. https://doi.org/10.1007/s11858-024-01612-9

    [https://doi.org/10.1016/j.edurev.2023.100568](https://doi.org/10.1016/j.edurev.2023.100568)

    **Week3backup.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week3backup-pdf)

    **Week3backup.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week3backup-pdf)

    **## Week3assignment.docx**

    Read and watch the lecture resources & materials below early in the week to help you respond to the discussion questions and to complete your assignment(s).

    _(Note: The citations below are provided for your research convenience. You should always cross-reference the current APA guide for correct styling of citations and references in your academic work.)_

    **Read**

    · Popham, W. J. (2024).

    · Chapter 14: Appropriate and Inappropriate Test-Preparation Practices

    · Chapter 15: The Evaluation of Instruction

    · Chapter 16: Assessment-Based Grading

    · Hobbins, J., Kerrigan, B., Farjam, N., Fisher, A., Houston, E., & Ritchie, K. (2022). Does a classroom-based curriculum offer authentic assessments? A strategy to uncover their prevalence and incorporate opportunities for authenticity.
    _Assessment & Evaluation in Higher Education, 47_(8), 1259–1273. https://doi.org/10.1080/02602938.2021.2009439

    [Does a Classroom-based Curriculum Offer Authentic Assessments?](https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=asn&AN=160164785&site=eds-live&custid=s3296502)

    ![null](https://www.sweetstudy.com/questions/education-week-3-assignment-20880387)

    **Supplemental Materials & Resources**

    · Hart, D. (1994).
    _Authentic assessment: a handbook for educators_. Addison-Wesley Pub. Co.

    [Authentic Assessment: A Handbook for Educators](https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=cat08374a&AN=stu.af622ed8.40fd.5fa4.a052.a9b13af5bb87&site=eds-live&custid=s3296502)

    ![icon](https://www.sweetstudy.com/questions/education-week-3-assignment-20880387)**_Base of Predictions & Rationale_**

    **Directions:**

    In this assignment, you will discuss the foundation of your current understanding, assumptions, or predictions related to your research question. Making a base of predictions is essential to demonstrate your starting point before diving deeper into new research.  The rationale will help you explain the personal or academic significance of your chosen research question or topic. The goal is to help your readers understand why this specific topic matters to you, and why it is worth exploring.

    Follow the steps below to effectively complete this component.

    **Base of Predictions**

    1.
    **State What You Already Know:**

    · Begin by clearly explaining what you already know or think you know about the topic related to your research question.

    · Reference any prior knowledge you have gained from previous coursework, readings, or personal experiences that might inform your current understanding.

    · Be specific about how this knowledge is relevant to your research question.

    2.
    **Identify Assumptions or Predictions:**

    · Describe any assumptions or predictions you have regarding the outcome of your research.

    · Consider why you believe these assumptions to be true. Is this based on prior studies, theories, or trends that you've encountered?

    · Be honest about any biases or gaps in your knowledge that could influence your assumptions.

    3.
    **Provide Supporting Context:**

    · Where applicable, connect your assumptions or prior knowledge to external sources, even if you are not yet conducting formal research.

    · Cite any readings, case studies, or theories that have contributed to your understanding so far.

    4.
    **Reflect on Uncertainty:**

    · Acknowledge any areas where you feel uncertain or lack complete information. This will help shape the direction of your future research and identify gaps that need exploration.

    · Organize Your Thoughts:

    · Use clear headings or subheadings to structure your writing.

    · Keep the tone analytical, yet reflective. The goal is to show the logical basis for your current understanding and identify what you hope to test or explore in your research.

    **Rationale**

    1.
    **State Why the Topic is Important to You:**

    · Begin by explaining the personal or academic reasons that led you to select this research question.

    · Reflect on how the topic connects to your interests, career goals, or academic field.

    · Mention any relevant experiences, either professional or personal, that have shaped your desire to explore this topic.

    2.
    **Explain Broader Significance:**

    · Discuss how this topic is relevant not only to you but also to your field of study, society, or industry.

    · Consider the potential impact of answering your research question. How could it contribute to ongoing conversations, solve a problem, or fill an existing knowledge gap?

    3.
    **Show Enthusiasm:**

    · Use this section to express why you are excited or passionate about researching this topic. Enthusiasm can make your rationale more compelling and relatable.

    4.
    **Link to Your Research Goals:**

    · Briefly connect your rationale to the goals of your research. How does answering this question help you achieve something meaningful? For instance, will it lead to innovation, provide insight into a pressing issue, or help inform future decisions?

    5.
    **Organize Your Response:**

    · Use clear and concise language to convey your reasoning.

    · Consider organizing your thoughts into paragraphs that cover personal relevance, broader importance, and future impact.

    **Submission Requirements:**

    · The reflection paper is to be clear and concise and students will lose points for improper grammar, punctuation and spelling errors.

    · The reflection paper should be formatted per current APA and 2-3 pages in length, excluding the reference page (no title page needed).

    ## image1.png

    ## image2.png

    **## Week2.pdf**

    Running head: DIGITAL TOOL IN EDUCATION AND FORMATIVE ASSESSMENT
    1

    Digital Tools in Education and Formative Assessment

    Brenda Rouse

    St Thomas University

    EDU 530 Educational Measurement

    Dr. Pamela Dahlin

    January 26, 2025

    Mobile User

    DIGITAL TOOLS IN EDUCATION AND FORMATIVE ASSESSMENT
    2

    Digital Tools in Education and Formative Assessment

    Step 1: Topic Exploration

    Chosen Topic: Digital Tools in Education and Formative Assessment

    Research Summary:

    Digital tools included in education and formative assessment are the go-to in education. The

    three findings from the peer-reviewed research disclose the following:

    1. Challenges in Teachers' Adoption: Borte et al. (2023) highlight that incongruence in

    the realm of technology versus pedagogy prevents teachers from taking advantage of the

    full potential inherent in digital tools-stimulating student-centered learning or even

    formative assessment practices definition and more teacher training in data literacy.

    2. Evidence of Effectiveness: According to Sortwell et al. (2024), formative assessment

    practices positively influence the learning process for students in K-12 if done

    appropriately. However, more research is needed, given the low certainty of evidence

    concerning optimal strategies.

    3. Personalized Learning: Weigand, Trgalova, and Tabach (2024) have discussed how

    digital tools, especially adaptive systems, allow individualized learning experiences and

    formative assessments in mathematics education. These tools provide real-time feedback

    that helps students and teachers address specific learning needs.

    4. Gaps in Current Research: All three note that digital formative assessment strategies'

    effectiveness and long-term impact on students' engagement and outcomes remain under-

    researched.

    Mobile User

    DIGITAL TOOLS IN EDUCATION AND FORMATIVE ASSESSMENT
    3

    5. Challenges for Teachers: Some challenges that hold back teachers are the limitations of

    the technology itself, the lack of training to use these technologies, and the lack of

    research on best practices for using these technologies within formative assessment.

    Step 2: Narrow Focus

    Narrowed Topic:

    The potential of Artificial Intelligence (AI) ventures to realize an impact on enhancing

    formative assessment through personalized feedback and specific challenges in teachers'

    implementation of ventures.

    Relevance to Assessment and Measurement:

    This topic is relevant because formative assessment is a cornerstone of effective teaching

    and learning. Other challenges include equity, teacher autonomy, and professional development

    when integrating AI. It can lead to insightful ways to design practical AI-driven formative

    assessment tools and further knowledge of the broader implications for K-12 education.

    Step 3: Crafting the Guiding Question

    Guiding Research Question:

    How could AI-embedded formative assessment improve personal feedback and decision-

    making in K-12 education, and what does that indicate for the workload and burden of teachers?

    Rationale:

    The guiding question cuts into what is critical and timely: technology and education must

    work at a crossroads that transform AI possibilities within formative assessment. Therefore, it is

    because AI provides unlimited ways of constructing productive personalized feedback that can

    eventually be useful to teachers and educators in providing teaching strategies that can

    accommodate needs that will be different for different learners; it promises improved results in

    DIGITAL TOOLS IN EDUCATION AND FORMATIVE ASSESSMENT
    4

    better learning. For example, it would not be easy to get data education for those teachers by

    using new technologies and weighing those tools with professional judgment. However, there is

    an entire issue of equity, access, and ethical issues regarding the use of AI in many K-12 settings.

    In keeping with the ongoing debate about new inventions in measurement and assessment, there

    seems to be some search for possibilities in harmony with restrictions about the prospect and

    usage of formative assessments via AI. For these reasons, such research allows for actual

    development in ways that will help make any final equitable, vigorous AI-supported assessments

    feed into teachers and eventually improve the quality of teaching and learning for a regiment of

    students across all contexts. Additionally, frameworks like the Learning-with-PA Model

    highlight the importance of contextual factors and digital agents in mediating learning outcomes

    (Dolata et al., 2023).

    DIGITAL TOOLS IN EDUCATION AND FORMATIVE ASSESSMENT
    5

    References

    Børte, K., Lillejord, S., Chan, J., Lillehaug, B. W., & Greiff, S. (2023). Prerequisites for

    teachers’ technology use in formative assessment practices: A systematic

    review. 100568 ; Educational Research Review ; 41.

    https://doi.org/10.1016/j.edurev.2023.100568

    Dolata, M., Katsiuba, D., Wellnhammer, N., & Schwabe, G. (2023). Learning with Digital

    Agents: An Analysis based on the Activity Theory. Journal of Management Information

    Systems, 40(1), 56–95. https://doi.org/10.1080/07421222.2023.2172775

    Sortwell, A., Trimble, K., Ferraz, R., Geelan, D. R., Hine, G., Ramirez-Campillo, R., Carter-

    Thuiller, B., Gkintoni, E., & Xuan, Q. (2024). A Systematic Review of Meta-Analyses on

    the Impact of Formative Assessment on K-12 Students’ Learning: Toward Sustainable

    Quality Education. Sustainability, 16(17), NA. https://doi.org/10.3390/su16177826

    Weigand, H.-G., Trgalova, J., & Tabach, M. (2024). Mathematics teaching, learning, and

    assessment in the digital age. ZDM, 56. https://doi.org/10.1007/s11858-024-01612-9

    [https://doi.org/10.1016/j.edurev.2023.100568](https://doi.org/10.1016/j.edurev.2023.100568)

    **Week3backup.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week3backup-pdf)

    **## Week3assignment.docx**

    Read and watch the lecture resources & materials below early in the week to help you respond to the discussion questions and to complete your assignment(s).

    _(Note: The citations below are provided for your research convenience. You should always cross-reference the current APA guide for correct styling of citations and references in your academic work.)_

    **Read**

    · Popham, W. J. (2024).

    · Chapter 14: Appropriate and Inappropriate Test-Preparation Practices

    · Chapter 15: The Evaluation of Instruction

    · Chapter 16: Assessment-Based Grading

    · Hobbins, J., Kerrigan, B., Farjam, N., Fisher, A., Houston, E., & Ritchie, K. (2022). Does a classroom-based curriculum offer authentic assessments? A strategy to uncover their prevalence and incorporate opportunities for authenticity.
    _Assessment & Evaluation in Higher Education, 47_(8), 1259–1273. https://doi.org/10.1080/02602938.2021.2009439

    [Does a Classroom-based Curriculum Offer Authentic Assessments?](https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=asn&AN=160164785&site=eds-live&custid=s3296502)

    ![null](https://www.sweetstudy.com/questions/education-week-3-assignment-20880387)

    **Supplemental Materials & Resources**

    · Hart, D. (1994).
    _Authentic assessment: a handbook for educators_. Addison-Wesley Pub. Co.

    [Authentic Assessment: A Handbook for Educators](https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=cat08374a&AN=stu.af622ed8.40fd.5fa4.a052.a9b13af5bb87&site=eds-live&custid=s3296502)

    ![icon](https://www.sweetstudy.com/questions/education-week-3-assignment-20880387)**_Base of Predictions & Rationale_**

    **Directions:**

    In this assignment, you will discuss the foundation of your current understanding, assumptions, or predictions related to your research question. Making a base of predictions is essential to demonstrate your starting point before diving deeper into new research.  The rationale will help you explain the personal or academic significance of your chosen research question or topic. The goal is to help your readers understand why this specific topic matters to you, and why it is worth exploring.

    Follow the steps below to effectively complete this component.

    **Base of Predictions**

    1.
    **State What You Already Know:**

    · Begin by clearly explaining what you already know or think you know about the topic related to your research question.

    · Reference any prior knowledge you have gained from previous coursework, readings, or personal experiences that might inform your current understanding.

    · Be specific about how this knowledge is relevant to your research question.

    2.
    **Identify Assumptions or Predictions:**

    · Describe any assumptions or predictions you have regarding the outcome of your research.

    · Consider why you believe these assumptions to be true. Is this based on prior studies, theories, or trends that you've encountered?

    · Be honest about any biases or gaps in your knowledge that could influence your assumptions.

    3.
    **Provide Supporting Context:**

    · Where applicable, connect your assumptions or prior knowledge to external sources, even if you are not yet conducting formal research.

    · Cite any readings, case studies, or theories that have contributed to your understanding so far.

    4.
    **Reflect on Uncertainty:**

    · Acknowledge any areas where you feel uncertain or lack complete information. This will help shape the direction of your future research and identify gaps that need exploration.

    · Organize Your Thoughts:

    · Use clear headings or subheadings to structure your writing.

    · Keep the tone analytical, yet reflective. The goal is to show the logical basis for your current understanding and identify what you hope to test or explore in your research.

    **Rationale**

    1.
    **State Why the Topic is Important to You:**

    · Begin by explaining the personal or academic reasons that led you to select this research question.

    · Reflect on how the topic connects to your interests, career goals, or academic field.

    · Mention any relevant experiences, either professional or personal, that have shaped your desire to explore this topic.

    2.
    **Explain Broader Significance:**

    · Discuss how this topic is relevant not only to you but also to your field of study, society, or industry.

    · Consider the potential impact of answering your research question. How could it contribute to ongoing conversations, solve a problem, or fill an existing knowledge gap?

    3.
    **Show Enthusiasm:**

    · Use this section to express why you are excited or passionate about researching this topic. Enthusiasm can make your rationale more compelling and relatable.

    4.
    **Link to Your Research Goals:**

    · Briefly connect your rationale to the goals of your research. How does answering this question help you achieve something meaningful? For instance, will it lead to innovation, provide insight into a pressing issue, or help inform future decisions?

    5.
    **Organize Your Response:**

    · Use clear and concise language to convey your reasoning.

    · Consider organizing your thoughts into paragraphs that cover personal relevance, broader importance, and future impact.

    **Submission Requirements:**

    · The reflection paper is to be clear and concise and students will lose points for improper grammar, punctuation and spelling errors.

    · The reflection paper should be formatted per current APA and 2-3 pages in length, excluding the reference page (no title page needed).

    ## image1.png

    ## image2.png

    **## Week2.pdf**

    Running head: DIGITAL TOOL IN EDUCATION AND FORMATIVE ASSESSMENT
    1

    Digital Tools in Education and Formative Assessment

    Brenda Rouse

    St Thomas University

    EDU 530 Educational Measurement

    Dr. Pamela Dahlin

    January 26, 2025

    Mobile User

    DIGITAL TOOLS IN EDUCATION AND FORMATIVE ASSESSMENT
    2

    Digital Tools in Education and Formative Assessment

    Step 1: Topic Exploration

    Chosen Topic: Digital Tools in Education and Formative Assessment

    Research Summary:

    Digital tools included in education and formative assessment are the go-to in education. The

    three findings from the peer-reviewed research disclose the following:

    1. Challenges in Teachers' Adoption: Borte et al. (2023) highlight that incongruence in

    the realm of technology versus pedagogy prevents teachers from taking advantage of the

    full potential inherent in digital tools-stimulating student-centered learning or even

    formative assessment practices definition and more teacher training in data literacy.

    2. Evidence of Effectiveness: According to Sortwell et al. (2024), formative assessment

    practices positively influence the learning process for students in K-12 if done

    appropriately. However, more research is needed, given the low certainty of evidence

    concerning optimal strategies.

    3. Personalized Learning: Weigand, Trgalova, and Tabach (2024) have discussed how

    digital tools, especially adaptive systems, allow individualized learning experiences and

    formative assessments in mathematics education. These tools provide real-time feedback

    that helps students and teachers address specific learning needs.

    4. Gaps in Current Research: All three note that digital formative assessment strategies'

    effectiveness and long-term impact on students' engagement and outcomes remain under-

    researched.

    Mobile User

    DIGITAL TOOLS IN EDUCATION AND FORMATIVE ASSESSMENT
    3

    5. Challenges for Teachers: Some challenges that hold back teachers are the limitations of

    the technology itself, the lack of training to use these technologies, and the lack of

    research on best practices for using these technologies within formative assessment.

    Step 2: Narrow Focus

    Narrowed Topic:

    The potential of Artificial Intelligence (AI) ventures to realize an impact on enhancing

    formative assessment through personalized feedback and specific challenges in teachers'

    implementation of ventures.

    Relevance to Assessment and Measurement:

    This topic is relevant because formative assessment is a cornerstone of effective teaching

    and learning. Other challenges include equity, teacher autonomy, and professional development

    when integrating AI. It can lead to insightful ways to design practical AI-driven formative

    assessment tools and further knowledge of the broader implications for K-12 education.

    Step 3: Crafting the Guiding Question

    Guiding Research Question:

    How could AI-embedded formative assessment improve personal feedback and decision-

    making in K-12 education, and what does that indicate for the workload and burden of teachers?

    Rationale:

    The guiding question cuts into what is critical and timely: technology and education must

    work at a crossroads that transform AI possibilities within formative assessment. Therefore, it is

    because AI provides unlimited ways of constructing productive personalized feedback that can

    eventually be useful to teachers and educators in providing teaching strategies that can

    accommodate needs that will be different for different learners; it promises improved results in

    DIGITAL TOOLS IN EDUCATION AND FORMATIVE ASSESSMENT
    4

    better learning. For example, it would not be easy to get data education for those teachers by

    using new technologies and weighing those tools with professional judgment. However, there is

    an entire issue of equity, access, and ethical issues regarding the use of AI in many K-12 settings.

    In keeping with the ongoing debate about new inventions in measurement and assessment, there

    seems to be some search for possibilities in harmony with restrictions about the prospect and

    usage of formative assessments via AI. For these reasons, such research allows for actual

    development in ways that will help make any final equitable, vigorous AI-supported assessments

    feed into teachers and eventually improve the quality of teaching and learning for a regiment of

    students across all contexts. Additionally, frameworks like the Learning-with-PA Model

    highlight the importance of contextual factors and digital agents in mediating learning outcomes

    (Dolata et al., 2023).

    DIGITAL TOOLS IN EDUCATION AND FORMATIVE ASSESSMENT
    5

    References

    Børte, K., Lillejord, S., Chan, J., Lillehaug, B. W., & Greiff, S. (2023). Prerequisites for

    teachers’ technology use in formative assessment practices: A systematic

    review. 100568 ; Educational Research Review ; 41.

    https://doi.org/10.1016/j.edurev.2023.100568

    Dolata, M., Katsiuba, D., Wellnhammer, N., & Schwabe, G. (2023). Learning with Digital

    Agents: An Analysis based on the Activity Theory. Journal of Management Information

    Systems, 40(1), 56–95. https://doi.org/10.1080/07421222.2023.2172775

    Sortwell, A., Trimble, K., Ferraz, R., Geelan, D. R., Hine, G., Ramirez-Campillo, R., Carter-

    Thuiller, B., Gkintoni, E., & Xuan, Q. (2024). A Systematic Review of Meta-Analyses on

    the Impact of Formative Assessment on K-12 Students’ Learning: Toward Sustainable

    Quality Education. Sustainability, 16(17), NA. https://doi.org/10.3390/su16177826

    Weigand, H.-G., Trgalova, J., & Tabach, M. (2024). Mathematics teaching, learning, and

    assessment in the digital age. ZDM, 56. https://doi.org/10.1007/s11858-024-01612-9

    [https://doi.org/10.1016/j.edurev.2023.100568](https://doi.org/10.1016/j.edurev.2023.100568)

    **Week3backup.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week3backup-pdf)

  • [Solved] Coggins chap 2

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Read attached Documents USE NO OTHER SOURCES BUT THE ONES I'VE PROVIDED ABSOLUTELY NO AI PLEASE – 2 years ago **files (2)** – ## CogginsChapter2DiscussionQuestionsandVideoProtocolAcademicLanguage.docx – Coggins2014Chapter21.pdf **## CogginsChapter2DiscussionQuestionsandVideoProtocolAcademicLanguage….

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    Assignment Prompt & Instructions

    Read attached Documents

    USE NO OTHER SOURCES BUT THE ONES I'VE PROVIDED

    ABSOLUTELY NO AI PLEASE

    – 2 years ago

    **files (2)**

    – ## CogginsChapter2DiscussionQuestionsandVideoProtocolAcademicLanguage.docx

    – Coggins2014Chapter21.pdf

    **## CogginsChapter2DiscussionQuestionsandVideoProtocolAcademicLanguage.docx**

    **Coggins Chapter 2 Discussion Questions and Video Protocol**

    **Complete the following by Class on Wednesday, January 29, 2025, by 11: 15 am.** Remember to have hard copies before Class,
    **Wednesday, January 29, 2025.**

    Read carefully all of the below. You will need to TYPE responses within this document.

    **Video Viewing Protocol**

    1.
    **View the three video provided in the module relative to Academic Language, functions, and demands. Links are below as well.**

    **Understanding Academic Language:** [**https://youtu.be/gbi6ntpolO4?si=5j6Bo_K63Ur7rB3E**](https://youtu.be/gbi6ntpolO4?si=5j6Bo_K63Ur7rB3E)

    **Language Supports:** [**https://youtu.be/GDuwd1QWygc?si=ZTRxK4t2zEly291k**](https://youtu.be/GDuwd1QWygc?si=ZTRxK4t2zEly291k)

    **Good Sample: Academic Language in Lesson Plan:** [**https://youtu.be/xewmhXAybBA?si=mnrdS2dCbqY9IRFg**](https://youtu.be/xewmhXAybBA?si=mnrdS2dCbqY9IRFg)

    **Before Watching:**

    1. Preview the main topics covered in the videos: academic language, academic functions, and academic support. Reflect on what you already know about these concepts.

    2. Read the title and description (if available) of each video to set expectations for the content.

    **While Watching:**

    1.
    **Take notes under the following headings (You should type the following in a Word Document:**

    ·
    **Key Terms and Definitions:** Write down important terms and their meanings as explained in the video.

    ·
    **Examples:** Note any examples provided that illustrate academic language, functions, or supports.

    ·
    **Strategies:** List strategies or teaching approaches mentioned.

    2. Pause and rewind sections where terms, concepts, or examples are unclear. Jot down questions or ideas for further discussion.

    **After Watching:**

    1. Summarize the main idea of each video in a sentence or two.

    **Discussion Questions: Comparing Videos and Chapter 2**

    Coggins, D. (2014). English language learners in the mathematics classroom (2nd ed.). Corwin.

    **Read over Chapter 2 from the Coggins (2024) text. A PDF copy has been provided in the module.**

    2. Complete Chapter 2 Discussion Questions and Video Protocol from Coggins (2014) Chapter 2 BELOW.  DO NOT delete the questions and you must TYPE your responses, use citations, and PRINT OUT a copy of responses to have in class on Wednesday of next week. Again, you will read from the Coggins (2014) book (chapters are provided as PDF files); Chapter 2, and complete the DQs. These are due by Wednesday, January 29, 2025, for Class.

    Please have the following completed and TYPED.  You must indicate the PAGE or paragraph and video timestamp in which you found your answers!!!

    1.
    **Defining Academic Language**: Compare how academic language is defined in the videos and Chapter 2. What similarities and differences do you notice in their descriptions and emphases?

    Academic language is defined as the specialized language used in academic contexts, which includes specific vocabulary, phrases, and structures necessary for understanding and expressing complex ideas within a discipline. In mathematics, academic language encompasses specialized words and phrases related to content, procedures, and the expression of complex thinking processes (Coggins,2014, Pg.1). Echevarria, Vogt, and Short (2004) describe cognitive academic language proficiency (CALP) as "the abstract language abilities required for academic work," which involves higher-order thinking skills such as analysis, synthesis, and evaluation (Coggins,2014, Pg.1).

    Furthermore, Barnett-Clarke and Ramirez (2004) emphasize that students need explicit instruction not only to read and write mathematical symbols and words but also to learn how to express mathematical ideas both orally and in written form (Page 1). This highlights the importance of developing communication skills alongside vocabulary acquisition, as true proficiency in academic language involves the ability to explain and justify mathematical ideas (Coggins,2014, Pg.12).

    2.
    **Strategies for Teaching Academic Language**: Identify strategies from both the videos and Chapter 2 for teaching academic language to English learners. Which strategies are emphasized in both, and why might they be effective?

    3.
    **Academic Functions and Mathematical Language**: The videos likely discuss academic functions such as explaining, arguing, and justifying. Chapter 2 highlights similar functions in mathematics teaching. How do the two sources align or differ in addressing the role of academic functions in building understanding?

    4.
    **Academic Supports**: Chapter 2 describes supports like visual aids, scaffolding, and peer collaboration. Compare these supports with those described in the videos. Are there any unique approaches mentioned in one but not the other?

    5. Why is it advisable to teach vocabulary to English learners through movement an action? What else is advised in this chapter for best practices when teach vocabulary to English learners?

    **Coggins2014Chapter21.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/coggins2014chapter21-pdf)

    **Coggins2014Chapter21.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/coggins2014chapter21-pdf)

    **## CogginsChapter2DiscussionQuestionsandVideoProtocolAcademicLanguage.docx**

    **Coggins Chapter 2 Discussion Questions and Video Protocol**

    **Complete the following by Class on Wednesday, January 29, 2025, by 11: 15 am.** Remember to have hard copies before Class,
    **Wednesday, January 29, 2025.**

    Read carefully all of the below. You will need to TYPE responses within this document.

    **Video Viewing Protocol**

    1.
    **View the three video provided in the module relative to Academic Language, functions, and demands. Links are below as well.**

    **Understanding Academic Language:** [**https://youtu.be/gbi6ntpolO4?si=5j6Bo_K63Ur7rB3E**](https://youtu.be/gbi6ntpolO4?si=5j6Bo_K63Ur7rB3E)

    **Language Supports:** [**https://youtu.be/GDuwd1QWygc?si=ZTRxK4t2zEly291k**](https://youtu.be/GDuwd1QWygc?si=ZTRxK4t2zEly291k)

    **Good Sample: Academic Language in Lesson Plan:** [**https://youtu.be/xewmhXAybBA?si=mnrdS2dCbqY9IRFg**](https://youtu.be/xewmhXAybBA?si=mnrdS2dCbqY9IRFg)

    **Before Watching:**

    1. Preview the main topics covered in the videos: academic language, academic functions, and academic support. Reflect on what you already know about these concepts.

    2. Read the title and description (if available) of each video to set expectations for the content.

    **While Watching:**

    1.
    **Take notes under the following headings (You should type the following in a Word Document:**

    ·
    **Key Terms and Definitions:** Write down important terms and their meanings as explained in the video.

    ·
    **Examples:** Note any examples provided that illustrate academic language, functions, or supports.

    ·
    **Strategies:** List strategies or teaching approaches mentioned.

    2. Pause and rewind sections where terms, concepts, or examples are unclear. Jot down questions or ideas for further discussion.

    **After Watching:**

    1. Summarize the main idea of each video in a sentence or two.

    **Discussion Questions: Comparing Videos and Chapter 2**

    Coggins, D. (2014). English language learners in the mathematics classroom (2nd ed.). Corwin.

    **Read over Chapter 2 from the Coggins (2024) text. A PDF copy has been provided in the module.**

    2. Complete Chapter 2 Discussion Questions and Video Protocol from Coggins (2014) Chapter 2 BELOW.  DO NOT delete the questions and you must TYPE your responses, use citations, and PRINT OUT a copy of responses to have in class on Wednesday of next week. Again, you will read from the Coggins (2014) book (chapters are provided as PDF files); Chapter 2, and complete the DQs. These are due by Wednesday, January 29, 2025, for Class.

    Please have the following completed and TYPED.  You must indicate the PAGE or paragraph and video timestamp in which you found your answers!!!

    1.
    **Defining Academic Language**: Compare how academic language is defined in the videos and Chapter 2. What similarities and differences do you notice in their descriptions and emphases?

    Academic language is defined as the specialized language used in academic contexts, which includes specific vocabulary, phrases, and structures necessary for understanding and expressing complex ideas within a discipline. In mathematics, academic language encompasses specialized words and phrases related to content, procedures, and the expression of complex thinking processes (Coggins,2014, Pg.1). Echevarria, Vogt, and Short (2004) describe cognitive academic language proficiency (CALP) as "the abstract language abilities required for academic work," which involves higher-order thinking skills such as analysis, synthesis, and evaluation (Coggins,2014, Pg.1).

    Furthermore, Barnett-Clarke and Ramirez (2004) emphasize that students need explicit instruction not only to read and write mathematical symbols and words but also to learn how to express mathematical ideas both orally and in written form (Page 1). This highlights the importance of developing communication skills alongside vocabulary acquisition, as true proficiency in academic language involves the ability to explain and justify mathematical ideas (Coggins,2014, Pg.12).

    2.
    **Strategies for Teaching Academic Language**: Identify strategies from both the videos and Chapter 2 for teaching academic language to English learners. Which strategies are emphasized in both, and why might they be effective?

    3.
    **Academic Functions and Mathematical Language**: The videos likely discuss academic functions such as explaining, arguing, and justifying. Chapter 2 highlights similar functions in mathematics teaching. How do the two sources align or differ in addressing the role of academic functions in building understanding?

    4.
    **Academic Supports**: Chapter 2 describes supports like visual aids, scaffolding, and peer collaboration. Compare these supports with those described in the videos. Are there any unique approaches mentioned in one but not the other?

    5. Why is it advisable to teach vocabulary to English learners through movement an action? What else is advised in this chapter for best practices when teach vocabulary to English learners?

    **Coggins2014Chapter21.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/coggins2014chapter21-pdf)

    **## CogginsChapter2DiscussionQuestionsandVideoProtocolAcademicLanguage.docx**

    **Coggins Chapter 2 Discussion Questions and Video Protocol**

    **Complete the following by Class on Wednesday, January 29, 2025, by 11: 15 am.** Remember to have hard copies before Class,
    **Wednesday, January 29, 2025.**

    Read carefully all of the below. You will need to TYPE responses within this document.

    **Video Viewing Protocol**

    1.
    **View the three video provided in the module relative to Academic Language, functions, and demands. Links are below as well.**

    **Understanding Academic Language:** [**https://youtu.be/gbi6ntpolO4?si=5j6Bo_K63Ur7rB3E**](https://youtu.be/gbi6ntpolO4?si=5j6Bo_K63Ur7rB3E)

    **Language Supports:** [**https://youtu.be/GDuwd1QWygc?si=ZTRxK4t2zEly291k**](https://youtu.be/GDuwd1QWygc?si=ZTRxK4t2zEly291k)

    **Good Sample: Academic Language in Lesson Plan:** [**https://youtu.be/xewmhXAybBA?si=mnrdS2dCbqY9IRFg**](https://youtu.be/xewmhXAybBA?si=mnrdS2dCbqY9IRFg)

    **Before Watching:**

    1. Preview the main topics covered in the videos: academic language, academic functions, and academic support. Reflect on what you already know about these concepts.

    2. Read the title and description (if available) of each video to set expectations for the content.

    **While Watching:**

    1.
    **Take notes under the following headings (You should type the following in a Word Document:**

    ·
    **Key Terms and Definitions:** Write down important terms and their meanings as explained in the video.

    ·
    **Examples:** Note any examples provided that illustrate academic language, functions, or supports.

    ·
    **Strategies:** List strategies or teaching approaches mentioned.

    2. Pause and rewind sections where terms, concepts, or examples are unclear. Jot down questions or ideas for further discussion.

    **After Watching:**

    1. Summarize the main idea of each video in a sentence or two.

    **Discussion Questions: Comparing Videos and Chapter 2**

    Coggins, D. (2014). English language learners in the mathematics classroom (2nd ed.). Corwin.

    **Read over Chapter 2 from the Coggins (2024) text. A PDF copy has been provided in the module.**

    2. Complete Chapter 2 Discussion Questions and Video Protocol from Coggins (2014) Chapter 2 BELOW.  DO NOT delete the questions and you must TYPE your responses, use citations, and PRINT OUT a copy of responses to have in class on Wednesday of next week. Again, you will read from the Coggins (2014) book (chapters are provided as PDF files); Chapter 2, and complete the DQs. These are due by Wednesday, January 29, 2025, for Class.

    Please have the following completed and TYPED.  You must indicate the PAGE or paragraph and video timestamp in which you found your answers!!!

    1.
    **Defining Academic Language**: Compare how academic language is defined in the videos and Chapter 2. What similarities and differences do you notice in their descriptions and emphases?

    Academic language is defined as the specialized language used in academic contexts, which includes specific vocabulary, phrases, and structures necessary for understanding and expressing complex ideas within a discipline. In mathematics, academic language encompasses specialized words and phrases related to content, procedures, and the expression of complex thinking processes (Coggins,2014, Pg.1). Echevarria, Vogt, and Short (2004) describe cognitive academic language proficiency (CALP) as "the abstract language abilities required for academic work," which involves higher-order thinking skills such as analysis, synthesis, and evaluation (Coggins,2014, Pg.1).

    Furthermore, Barnett-Clarke and Ramirez (2004) emphasize that students need explicit instruction not only to read and write mathematical symbols and words but also to learn how to express mathematical ideas both orally and in written form (Page 1). This highlights the importance of developing communication skills alongside vocabulary acquisition, as true proficiency in academic language involves the ability to explain and justify mathematical ideas (Coggins,2014, Pg.12).

    2.
    **Strategies for Teaching Academic Language**: Identify strategies from both the videos and Chapter 2 for teaching academic language to English learners. Which strategies are emphasized in both, and why might they be effective?

    3.
    **Academic Functions and Mathematical Language**: The videos likely discuss academic functions such as explaining, arguing, and justifying. Chapter 2 highlights similar functions in mathematics teaching. How do the two sources align or differ in addressing the role of academic functions in building understanding?

    4.
    **Academic Supports**: Chapter 2 describes supports like visual aids, scaffolding, and peer collaboration. Compare these supports with those described in the videos. Are there any unique approaches mentioned in one but not the other?

    5. Why is it advisable to teach vocabulary to English learners through movement an action? What else is advised in this chapter for best practices when teach vocabulary to English learners?

    **Coggins2014Chapter21.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/coggins2014chapter21-pdf)