So you want to understand Latin America’s problems: poverty and illiteracy, overcrowding, earthquakes, and political instability (that’s right, war). Can Latin America overcome these problems? Is the United States helping Latin America all it can? What is behind these problems? One key topic we need to understand is the land itself. We will become three teams of experts exploring three
Discuss behavior patterns as reflected in the insect world, in animals, in hurnan beings, and in literature. Be sure to include references to your course work over the term in Inquiry and Expression, Literature and the Arts, Social Studies, and Science. This may include Macbeth, the drug prevention and communication workshop, Stephen Crane’s poetry, “A Modest Proposal” and other essays
Your final exhibition to demonstrate mastery of the material of these two courses for the first semester will be divided into two parts. The first part is a research paper. The second part is the final examination. Together these constitute 25% of your grade for English and 20% of your grade for World History. 1. For the research assignment, write
In 2001-2002, its first year of existence, the International Community School (ICS), which serves 300 kindergarten through fifth graders in the predominantly Latino Fruitvale neighborhood of Oakland, California, felt assessment pressure from several different directions. ICS had to demonstrate that students were learning to write well, and it needed to measure students’ Spanish and English literacy skills in its bilingual
Take a stand with CES! Commentary on this statement, links to more resources, and an action kit of advocacy tools, including an online petition, sample press releases, Op/Ed, letter to the editor, and methods for communicating with lawmakers can be found on our website. We urge you to sign the petition, alert your colleagues and friends, and join the CES
What do we want high school students to learn? The most revealing answer can be had by looking at what we expect from them when their time is up. What students know and what they can do, after a course is completed or a high school career ended, is in many ways a reflection of what their schools have expected
Structure and Logistics Are more appropriately public; involve an audience or panel. Do not rely on unrealistic and arbitrary time constraints. Offer known, not secret, questions or tasks. Are more like portfolios or a season of games, not one- shot. Require some collaboration with others. Recur-and are worth practicing for and retaking. Make assessment and feedback to students so central
The following section comes from the assessor’s manual in an oral mathematics test of 15-year-olds, involving the ideas of perimeter, area, and circumference: 1. Ask: “What is the perimeter of a rectangle?” [Write student answer.] 2. Present sheet with rectangle ABCD. Ask: “Could you show me the perimeter of this rectangle?” (If necessary, teach.) 3. Ask, “How would you measure
All seniors must demonstrate mastery in fifteen areas of knowledge and competence by completing a portfolio, a project, and six other presentations before a ROPE committee consisting of staff members (including the student’s home room teacher), a student from the grade below, and an adult from the community. Nine of the presentations are based on the materials in the portfolio