Digital Resources For Teaching Reading | Pearson 2010
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Sheet1 Excel Formulas and Order of Precedence
Date Created: Student Name
Input Area: Output Area:
First Value 1
Sum of 1st and 2nd values
Second Value 2
Difference between 4th and 1st values
Third Value 3
Product of 2nd and 3rd values
Fourth Value 4
Quotient of 3rd and 1st values
2nd value to the power of 3rd value
1st value added to product of 2nd and 4th values and difference between sum and 3rd value
Product of sum of 1st and 2nd and difference between 4th and 3rd values
Product of 1st and 2nd added to product of 3rd and 4th values
Sheet1 Downtown Theatre Ticket Sales by Seating Section
Section Available Seats Seats Sold Percentage Sold Percentage Unsold
Balcony Box Seats Front Floor Tier Mezzanine
Jacobs Royalty Statement Period Ending:
Author: Jacobs Hardback Paperback Units Sold Gross Units Sold No. of Returns Percent Returned Pricing Retail Price .95 Price to Bookstore Net Retail Sales Royalty Information Royalty Rates 0..1 Royalty to Author Royalty per Book Rental Rates
Beachfront Guest House Effective May 1, 2016 Peak Rentals Off-Peak Rentals Rental Type No. Units Per Day Maximum Revenue Per Day Maximum Revenue Discount Rate
Studio Apartment .. Bedroom Suite . Bedroom Suite .55 Questions & Answers
Assume all 12 units are rented as you answer the following questions: (1) Which rental type generates the most maximum revenue for peak rental periods? (2) Which rental type generates the most maximum revenue for off-peak rental periods? (3) Why is there a difference? (4) How much would the 2 Bedroom Suite Off-Peak per day rate need to be to have the same off-peak maximum revenue as the 1 Bedroom Suite?
Houses Sold J. Heaton Realty Sales Report
Property Days on Market Date Listed Date Sold List Price Sold Price % of List Price
125 Amsterdam Drive 1/12/16 4/12/
North Oak Drive 11/15/15 3/1/
South 325 West 12/3/15 4/30/
East Elm Street 3/1/
West 39th Street 3/14/16 3/30/
Chestnut Circle 2/22/16 5/18/
East Mulberry Lane 11/30/15 3/1/
North Oak Drive 10/4/15 1/5/
Chancellor Estates 4/1/16 4/15/
Estimates Input Area Output Area Sale Price $ 300,000.00 Sale Price $ 300,000.00 Realtor Commission Rate 6% Commission $ 300,000.06 Closing Costs Rate 7% Closing Costs 18,000.00
Annual Property Taxes $ 2,000.00 Title Policy Insurance 950.00 Months to Prorate Taxes 6 Prorated Property Taxes 12,000.00 Months in a Year 12
Est Existing Mortgage Payoff 100000 Est Existing Mortgage Payoff $ 100,000.00
Total Est Deductions 430,950.06 Estimated Net Proceeds $ 730,950.06
Tips Ashley's Tip Distribution Tuesday, March 1, :00 a.m. - 1:30 p.m.
Customer Subtotal and Tip Tip Rates Tip Amounts Customer Food Drinks Tip Left Total Received Bartender Assistant Bartender Assistant My Net Tip ..5 8....75 6..37 8..25 5.25 3..95 6..81 8....13 6..1 12.....45 6.75 5.....25 8...75 3..33 9..44 6..
Notes: (1) The bartender gets a 15% tip based on the total drink order for each customer. (2) The server assistant gets 10% of the total tip left by the customer.
Assessments for Reading Chart
General Screening Assessments: [fill in definition]
Describe the purpose: Describe to whom is it administered: Describe when is it given: Grade level: Links to three examples:
Informal Diagnostic Testing Assessments: [fill in definition]
Describe the purpose: Describe to whom is it administered: Describe when is it given: Grade level: Links to three examples:
Progress Monitoring Assessments: [fill in definition]
Describe the purpose: Describe to whom is it administered: Describe when is it given: Grade level: Links to three examples:
Outcome Assessments: [fill in definition]
Describe the purpose: Describe to whom is it administered: Describe when is it given: Grade level: Links to three examples:
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Paper For Above instruction
The provided document contains a variety of instructional, financial, and assessment-related information, but the core assignment appears to involve analyzing and understanding assessment types used in educational settings. The main focus is to examine different types of assessments—screening, diagnostic, progress monitoring, and outcome assessments—defining each, describing their purposes, identifying the target audience, specifying when they are administered, and providing examples of each type. This analysis aims to deepen understanding of assessment strategies to support effective instruction and student progress evaluation.
Assessment in education is a systematic process designed to evaluate students' learning, skills, and understanding. Different assessment types serve various purposes, target specific audiences, and are administered at particular times in the instructional process. A comprehensive understanding of these assessments enhances educators' capacity to support student learning effectively. The four main types of assessments discussed here are screening assessments, diagnostic assessments, progress monitoring assessments, and outcome assessments.
Screening Assessments
Screening assessments are typically brief, quick evaluations administered at the beginning of the school year or course to identify students who may need additional support or intervention. Their primary purpose is to provide an initial understanding of student skills and knowledge, aiding in early identification of learning needs (M-DCPS, 2014). They are generally administered to all students within a grade level or class, often using informal or standardized tools. Examples include reading screening tests like the Dynamic Indicators of Basic Early Literacy Skills (DIBELS), mathematics screening assessments, and behavioral screenings such as the Behavior Assessment System for Children (BASC).
Diagnostic Assessments
Diagnostic assessments are more in-depth evaluations conducted after a screening indicates potential difficulties. Their purpose is to pinpoint specific strengths and weaknesses in students' understanding or skills. These assessments are typically administered to individual students and are used to inform targeted instruction or intervention strategies (Sattler, 2008). They are often given during a specific period in the academic year, such as after initial screening or when a student shows signs of difficulty. Examples include comprehensive reading assessments like the Woodcock-Johnson Tests of Achievement, the Wechsler Individual Achievement Test (WIAT), and language assessments like the Clinical Evaluation of Language Fundamentals (CELF).
Progress Monitoring Assessments
Progress monitoring assessments are ongoing evaluations used throughout the instructional period to track students' progress toward specific learning goals. The purpose is to determine whether instruction is effective and to inform necessary adjustments. These assessments are administered frequently, such as weekly or biweekly, and are often standardized or curriculum-based (Fuchs & Fuchs, 2014). They can include curriculum-based measurement (CBM) tools, formative assessments, and periodic quizzes. Examples include weekly reading fluency checks, math computation probes, and writing samples.
Outcome Assessments
Outcome assessments are comprehensive evaluations administered at the conclusion of a instructional unit, course, or school year. They measure overall student achievement and whether educational objectives have been met. These assessments are typically standardized tests, statewide assessments, or end-of-course exams (Popham, 2014). Their purpose is to provide accountability data, inform stakeholders about program effectiveness, and guide curriculum planning. Examples include high-stakes state assessments like the SAT, ACT, or state achievement tests, as well as final project presentations and portfolios.
Conclusion
Understanding the distinct roles of different assessment types is crucial for educators aiming to support student success effectively. Screening assessments facilitate early identification, diagnostic assessments help clarify learning difficulties, progress monitoring informs instructional adjustments, and outcome assessments evaluate overall achievement. Integrating these assessment strategies ensures a comprehensive approach that promotes continuous improvement and accountability in education.
References
- Fuchs, D., & Fuchs, L. S. (2014). Principles for implementing effective progress monitoring. The IES Practice Guides, Institute of Education Sciences.
- M-DCPS. (2014). Understanding assessments: Screening and diagnostic. Miami-Dade County Public Schools.
- Popham, W. J. (2014). Classroom assessment: What teachers need to know. Pearson.
- Sattler, J. M. (2008). Essentials of educational assessment. SAGE Publications.
- American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (2014). Standards for educational and psychological testing. American Educational Research Association.
- McMillan, J. H. (2018). Classroom assessment: Principles and practice. Pearson.
- Reddy, R., & Torgesen, J. (2004). Evaluating the efficacy of early reading interventions. Journal of Learning Disabilities, 37(4), 16–23.
- Kim, Y.-S. G., & Al Otaiba, S. (2014). The role of assessment in designing differentiated reading instruction. Reading Psychology, 35(2), 97–128.
- Shinn, M. R., & Shinn, M. (2008). Advanced assessments in education. Pearson.
- Guskey, T. R. (2018). Evaluating professional development. Corwin Press.