Lab 1.1 Identification Report

In the academic year of 2011-2012, I was responsible for increasing the percentage pass of the Living Environment by 10% at the World Academy for Total Community Health High school. The Living Environment Regents pass rate was 47% in 2010-2011. To achieve the goal, I examined the Item Analysis for the January 2012 Living Environment Regents. In summary, the students were only able to master 12 out of 85 questions. The students needed to score at least 40 out of 85 to receive a 65 or higher.

1. Free ears in dogs are controlled by dominant allele (F), and attached ears are controlled by the recessive allele (f). In addition, Short dogs is due to a dominant allele(S), and long hair is due to a recessive allele (s). Which of the following is the genotype of the dogs with free ears and short hair?

When presented with a list of seven items, the student will compare the value of seven items on a grocery list while spending less than $15.00 referencing whether or not the items are needs or wants. They will obtain only the necessary materials and recording the completion at 85% accuracy, across ten consecutive sessions.

31. When the student got a B- on the test he was filled with rancor; he studied really hard for that test

In order to be able to compare test data between the principal corp program and the cohort program, I first had to eliminate any students who did not have a full set of test data. I deleted entire rows of students, even if the student was only missing one cell worth of data. I then moved all the data up within the spread sheet in order to not leave any gaps between the data. I then copied the total score data for the principal corp students and pasted it onto another Excel spread sheet file. I did the same for the cohort students’ total score data.

1. Are you happy with what you produced on this assessment? Explain why you are or are not.

Document H: What’s one specific action this classmate could take to improve their usage of quotes and contextualize the quotes more persuasively?

We got to really work on developing some html this week. Using codeacademy.com we got to have some experience implementing many of the basics of a web site and handling links, adding media, and altering various styles. I inadvertently started taking one of the other courses on the site and learned a little bit about CSS which it looks like we’ll be covering more next week. For our discussion post we went over some ideas regarding social media, but I would have liked to have gotten a little more info about incorporating it into web design.

In “From Degrading to De-Grading,” Alfie Kohn criticizes current grading systems and their alleged harm to students. Kohn first lists three main problems with grading and then adds seven more. In summary, grading results in students showing little interest in learning, students choosing easier assignments, and less creative students (p. 254-255). The next seven points expose grading as unreliable, distracting, and tedious. Grading also incites cheating and ruins relationships between students and teachers (p. 255-257). Unfortunately, despite knowing nine reasons to rid schools of grading, teachers opt to keep the grading system. “They want to know why you’re making trouble” (p. 257). As an excuse teachers claim students prefer grading and grading

the Sun produces its energy by the conversion of matter into energy in its core E=mc2

You have not submitted your ENGL 102 Proposal yet. It was due on Monday (04/11). Your instructor will deduct 5% of your grade in this assignment for each day it is late. Your highest grade will be out of 85 points if you submit this assignment today. Your current grade in ENGL 102 is 132/200 66% D. You need a C to pass this class.

This assessment was the first test of a Studies in American Literature course taken in the spring of 2014. This course serves as a requirement for Middle School English Language Arts majors and provides an in-depth look into novels by American authors which represent the way of life in past and future America. The course began with a study on the characteristics of southern literature by reading Ellen Foster by Kaye Gibbons and Adventures of Huckleberry Finn by Mark Twain. The 150 point test consists of five sections: Matching of dates, vocabulary, and historical facts, fill in the blank speaker identification, short answer on Adventures of Huckleberry Finn quotes, short answer on Ellen Foster quotes, and an essay question discussing the characteristics of the novels that make them “Southern novels.”

Feedback from previous essays: “You could transition a bit more between examples, but these are refinements.“

My first score is use first sequence:30. This is defiantly me, I am always asking a million questions. I would always ask for detailed directions or examples. It even got to the point to where they had to read to me. when it came to quizzes, they would give me multiple choices. All through high school I had to have a tutor. I always had to read 3 times or more. When it came to studying I always had to write notes. When I took my Ged I had a tutor, he would get frustrated because I wouldn't understand some of my work. He would sometime have to explain in different way's about the directions. With me having A.D.H.D it is kind of hard to understand task an defiantly hard living with it. In the past an sometimes now I avoid reading thing cause its hard for me to understand. It sometime is so hard I want to give up. I get frustrated easy.

The solutions in the colors red, orange, and blue had final weights greater than their initial weights. The potato cores gained mass. The yellow, green, and purple sucrose solutions had initial weights was greater than their final weights. The potato cores loss mass.