iSEEK - Education

evaluate the performance based on the use of the principles. 1.6 Examine the physical, emotional, cognitive, and scientific factors that affect performance a nd explain the relationship between those factors. 1.7 Analyze and evaluate feedback from proprioception, from others, and from the per- formance of complex motor (movement) activities to improve performance in aquatic, rhythms/dance, individual activities, and dual activities. 1.8 Analyze and explain which training and conditioning practices have the

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to enhance performance in physical activity. 4.2 Explain why dehydration impairs temperature regulation and physical and mental performance. 4.3 Develop and describe three short-term and three long-term fitness goals. 4.4 Examine personal results of a scientifically based health-related physical fitness assessment and identify one or more ways to improve performance in areas that do not meet minimum standards. 4.5 Explain the elements of warm-up and cool-down activities. 4.6 Record water intake before

43 0 http://www.cde.ca.gov/re/pn/fd/documents/pestandards.pdf#page=43 www.cde.ca.gov/re/pn/fd/documents/pestandards.pdf#page=43

evaluate the performance based on the use of the principles. 1.6 Examine the physical, emotional, cognitive, and scientific factors that affect performance a nd explain the relationship between those factors. 1.7 Analyze and evaluate feedback from proprioception, from others, and from the per- formance of complex motor (movement) activities to improve performance in aquatic, rhythms/dance, individual activities, and dual activities. 1.8 Analyze and explain which training and conditioning practices have the

46 0 http://www.cde.ca.gov/re/pn/fd/documents/pestandards.pdf#page=46 www.cde.ca.gov/re/pn/fd/documents/pestandards.pdf#page=46

performance in combative, gymnastic/tumbling, and team activities. 1.9 Create or modify practice/training plans based on evaluative feedback from skill acquisi- tion and performance in combative, gymnastic/tumbling, and team activities. 1.10 Analyze situations to determine appropriate strategies to use in combative, gymnastic/ tumbling, and team activities. 1.11 Assess the effect/outcome of a particular performance strategy used in combative, gymnastic/tumbling, and team activities. 1.12 Evaluate independent

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fitness program for a family or community member. 2.8 Explain how to evaluate consumer physical fitness products and programs. 2.9 Identify and evaluate ergogenic aids that claim to enhance body composition, appearance, physical fitness, and performance. 2.10 Evaluate the availability and quality of fitness resources in the community. 2.11 Use and analyze scientifically based data and protocols to assess oneself on the five components of health-related physical fitness. Students demonstrate knowledge of

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53 STANDARD 3 2.4 Explain how the principles of biomechanics, muscle development, gender, age, training experience, training technique, and specificity affect performance related to strength training. 2.5 Demonstrate and explain the techniques and concepts of three types of weight-training programs. 2.6 Demonstrate and explain the concepts of two different conditioning programs. 2.7 Develop and use a personal physical fitness log to record all workout data on a daily basis. 2.8 Meet increasingly

www.cde.ca.gov/re/pn/fd/documents/pestandards.pdf#page=43

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Independent Evaluation of the Alignment of the California Standards Tests (CSTs) and the C...

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CAPA Review Since the CAPA is based on performance tasks and alternate standards, the alignment methods used to evaluate the regular on-grade assessments are not entirely appropriate. Instead, HumRRO used a modified version of the Webb alignment method developed for alternate assessments (Almond, Filbin, Hall, & Tindal, 2005; Browder, Flowers, Ahlgrim-Delzell, Karvonen, Spooner, & Algozzine, 2004; Tindal, 2005). This approach has been used successfully to evaluate the alignment of alternate assessments

6 0 http://www.cde.ca.gov/ta/tg/sr/documents/alignmentreport.pdf#page=6 www.cde.ca.gov/ta/tg/sr/documents/alignmentreport.pdf#page=6

CST and CAPA Alignment Report Finally, the balance-of-representation criterion focuses on content coverage in yet more detail. In this case, the number of items matched to the content objective does matter. The balance-of-knowledge representation indicator determines whether the assessment measures the content objectives equitably within each standard. Based on Webb’s method, items should be distributed evenly across the objectives per standard for good balance. The balance-of-knowledge

25 0 http://www.cde.ca.gov/ta/tg/sr/documents/alignmentreport.pdf#page=25 www.cde.ca.gov/ta/tg/sr/documents/alignmentreport.pdf#page=25

number of items matched to the content objective does matter. The balance of representation determines whether the assessment measures the content objectives equitably within each standard. Based on Webb’s method, items should be distributed evenly across the objectives per standard for good balance. The balance-of-knowledge representation is determined by calculating an index, or score, for each standard. Each standard should meet or surpass a minimum index level to demonstrate adequate balance. Human

57 0 http://www.cde.ca.gov/ta/tg/sr/documents/alignmentreport.pdf#page=57 www.cde.ca.gov/ta/tg/sr/documents/alignmentreport.pdf#page=57

CAPA Review Since the CAPA is based on performance tasks and alternate standards, the alignment methods used to evaluate the regular on-grade assessments are not entirely appropriate. Instead, HumRRO used a modified version of the Webb alignment method developed for alternate assessments (Almond, Filbin, Hall, & Tindal, 2005; Browder, Flowers, Ahlgrim-Delzell, Karvonen, Spooner, & Algozzine, 2004; Tindal, 2005). This approach has been used successfully to evaluate the alignment of alternate assessments

68 0 http://www.cde.ca.gov/ta/tg/sr/documents/alignmentreport.pdf#page=68 www.cde.ca.gov/ta/tg/sr/documents/alignmentreport.pdf#page=68

CST and CAPA Alignment Report Summary and Discussion of Alignment Results for CAPA The alignment review of the CAPA for ELA and mathematics involved an evaluation of the new performance tasks field-tested in the 2007 administration compared to the CAPA standards. HumRRO applied the Webb method designed for alternate assessments to conduct the review. Overall, the alignment results for the CAPA were very positive. We present a summary of the alignment outcomes for the CAPA in this section. Summary

www.cde.ca.gov/ta/tg/sr/documents/alignmentreport.pdf#page=57

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Spekaing Effectvely: Presenting a Talk

method of delivering talks, and it should be used very sparingly or not at all. While this method may seem to be helpful for persons who cannot think on their feet, the memorized talk is a straitjacket. Such a talk cannot be adapted to the...

www.au.af.mil/au/awc/awcgate/kline-speak/b33ch5.htm

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Environment-based Education Creating High Performance Schools and Students

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ENVIRONMENT-BASED EDUCATION: Creating High Performance Schools and Students 41 CASE STUDY #7: Condit Elementary School, Bellaire, Texas Leaders at Condit Elementary School, Houston Independent School District, decided to cooperate with Carol Basile, co-author of a program designed to enhance transfer — the ability to take knowledge from one context and apply it to another — in young children. The program was an environmental education program called Nature at Your Doorstep. Carol collaborated with

11 0 http://www.neefusa.org/pdf/NEETF8400.pdf#page=11 www.neefusa.org/pdf/NEETF8400.pdf#page=11

ENVIRONMENT-BASED EDUCATION: Creating High Performance Schools and Students 5 O increased engagement and enthusiasm for learning; and, O greater pride and ownership in accomplishments.” In 1999, the Education Commission of the States (ECS) recognized SEER’s EIC program as a “promising practice…that show(s) evidence of success in improving student achievement. ECS recognizes EIC as a promising practice for both comprehensive school reform and improving education for at-risk students.” This is a crucial

47 0 http://www.neefusa.org/pdf/NEETF8400.pdf#page=47 www.neefusa.org/pdf/NEETF8400.pdf#page=47

ENVIRONMENT-BASED EDUCATION: Creating High Performance Schools and Students 41 CASE STUDY #7: Condit Elementary School, Bellaire, Texas Leaders at Condit Elementary School, Houston Independent School District, decided to cooperate with Carol Basile, co-author of a program designed to enhance transfer — the ability to take knowledge from one context and apply it to another — in young children. The program was an environmental education program called Nature at Your Doorstep. Carol collaborated with

www.neefusa.org/pdf/NEETF8400.pdf#page=47

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Multidisciplinary Center for Earthquake Engineering Research (MCEER)

the National Autonomous University of Mexico (UNAM), will present a lecture on the “Recent Advances on Seismic Evaluation and Displacement-Based Design of Structures." Prof. Ayala-Milián will discuss a displacement-based desig...

mceer.buffalo.edu/

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Quality in Distance Education. ERIC Digest.

education today." Dziuban and Moskal (2001) found that courses with both a web and face-to-face component produced the same or better success rates than courses that were fully online or face-to-face. This result teases us into asking whet...

www.ericdigests.org/2003-4/distance-education.html

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LFRF: Building Barometer for Technology Integrati

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Staff development options limited to traditional methods such as workshops and conferences. Content focuses primarily on technology skills. Staff development options limited to a few methods other than the traditional workshops and conferences. Content focus is shifting toward technology integration. Staff development options are expanded/supported beyond traditional workshops/conferences including: peer coaching, online courses, CD & video based training, study groups, student/teacher coaching, etc

3 0 http://www.leftfootrightfoot.com/handouts/rubrics/buildingbarometer.pdf#page=3 www.leftfootrightfoot.com/handouts/rubrics/buildingbarometer.pdf#page=3

Staff development options limited to traditional methods such as workshops and conferences. Content focuses primarily on technology skills. Staff development options limited to a few methods other than the traditional workshops and conferences. Content focus is shifting toward technology integration. Staff development options are expanded/supported beyond traditional workshops/conferences including: peer coaching, online courses, CD & video based training, study groups, student/teacher coaching, etc

www.leftfootrightfoot.com/handouts/rubrics/buildingbarometer.pdf#page=3

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NIOSH Manual of Analytical Methods (NMAM)

The NMAM Chapters contain useful information on methods, Quality Assurance, method evaluation, biological monitoring, aerosols, and special measurement considerations. Additional Information Method Finder [PDF - 273 KB] AppendixesA. Unit Equivalent [PDF - 28 KB]...

www.cdc.gov/niosh/nmam/

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Tehran Times

oil ban, IMF says Tasnim News Agency launched Gaddafi's ex-PM goes on trial in Libya over mass rape, graft Bahrain opposition leader: Hopes fading for talks Syria's new opposition coalition seeks recognition Saudi king to go under the knife again...

www.tehrantimes.com/

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Knowledge @ Wharton: Operations Management

trash and designing distribution systems. From: September 28, 2011 Marshall Fisher on 'The New Science of Retailing' In today's economy, retailers are hard pressed to increase revenues. Among the biggest challenges they face is matching supply with de...

knowledge.wharton.upenn.edu/category.cfm?cid=13

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