Foundations and Assessment of Education/Edition 1/Foundations Table of Contents/Chapter 8/Chapter FAQ/Peer Review One

If someone's user name appears below, this peer review has already been "claimed" or completed. Please select another peer review slot or article. This article has been reviewed by: Afett001 (talk) 15:22, 6 June 2009 (UTC) To evaluate this peer review, click on the Discussion tab above. PEER REVIEW TEMPLATE Use this template for your peer reviews. DIRECTIONS: You are required to complete TWO (2) peer reviews. Please take your time and provide effective, helpful feedback. Plan to spend 1.5 to 2 hours per review! Each peer review is worth 50 points and will be "graded" by the article's author. (Click on Discussion to see the rubric the author will use to grade your peer review.) You may only review articles written in the current semester (no articles with BOLD titles) As instructed above, be sure to sign your peer review with four tilde ~~~~. You will not receive credit for reviews that are not signed To complete this assignment, we suggest having two tabs/windows open in your browser (e.g. Internet Explorer): one with this peer review template and one with the article you are reviewing Starting the DAY AFTER the peer reviews are due, you may complete ADDITIONAL peer reviews for EXTRA CREDIT (25 points each). You MAY NOT complete any Extra Credit Reviews until that time. --- Part 1 - Article Components Learning Target(s) Answer the following questions regarding the learning targets: Is/are the stated learning targets actual learning targets i.e. they state what the reader should know or be able to do after reading the article? Yes Is/are the learning target(s) specific? No, they are not very specific Is/are they appropriate and reasonable? (Are they too easy or too difficult for ECI 301 students?) Yes, they are appropriate and reasonable Is/are they observable? (You wouldn't have to look inside the readers head to know if they met this target.) Yes Does the article provide adequate information for readers to achieve these targets? Yes Please make a comment about the learning target(s). If you answered "No" to any of the questions above, please explain how the author can improve them. Comment: The learning targets should be more specific. Instead of "The reader will be able to define all terms" you could say "The reader will be able to define formal curriculum and hidden curriculum". You should make your second learning target more specific as well. Instead of saying that that the reader should easily be able to answer the review questions, maybe say something like students should easily be able to define the four "R"'s. Afett001 (talk) 18:58, 9 June 2009 (UTC) Grammar and Mechanics Review Please either paste the entire body of the article here or any sections that you feel need to be revised. To do this: go back to the module page for the article select "edit this page" highlight all the text, hit control "c" (or "copy" from the edit menu) navigate back to your peer review page click edit this page and paste the text into this window (use control "v" or paste from the edit menu) You may want to have Wikibooks open in two windows/tabs to make this process easier. Type your comments in ALL CAPITALS or in another color so the author can easily find them. Learning Targets • The reader will be able to define all terms found within this article. • The reader will be able to easily answer the review questions that accompany the content articles in this chapter. [edit] Frequently Asked Questions What are "The "Three R's" and how do they relate to teaching?" In this case, the "Three R's" were originally quoted as being "reading, 'riting and 'rithmetic"(American Heritage). Reading, writing, and arithmetic were originally thought to be the basis of all education. Since then, teaching has evolved to a point where these are the core, but many other equally important subjects are taught. For more information on the Three R's of the Environment, click: http://www.factmonster.com/ipka/A0775891.html "Is there a "Fourth R?"" THERE ARE TWO QUOTATIONS HERE INSTEAD OF ONE The concept of a "Fourth R" is debated among teachers. Some of the suggestions relating to academics are Relationship, Rhythm (music), and Art (Olah, 2009). Most teachers see all of these as being equally important to the original "Three R's." These three hopeful additions are things that are necessary for one to become a well-rounded individual. Three other very well known R's that many teachers present to their students are "Reduce, Reuse, Recycle." The environment is one of the most pertinant topics today and is discussed in many classrooms between a teacher and his or her students (Olah, 2009). PERTINENT IS SPELLED INCORRECTLY IN THE ABOVE PARAGRAPH "What is "Formal Curriculum"? What is a "Hidden Curriculum"? How do they differ?" A formal curriculum is the typical lesson plan that a teacher makes on any given day which covers all of the academic topics that will be covered in class. A "hidden curriculum" (also referred to as informal curriculum or character education), on the other hand, is an implied curriculum which addresses character traits. Formal curriculum is expicit to the student because it's goals are made clear by the teacher before teaching begins. "Hidden curriculum" is considered implicit because it happens beneath the surface of a lesson and is meant to subconsciously improve students' character (Bibbs, Jr, 2009). To read a blog entry about Hidden Curriculum by a Georgetown professor with comments from her students, click: https://digitalcommons.georgetown.edu/blogs/phil-157-fall2008/2007/09/15/the-hidden-curriculum/ EXPLICIT IS SPELLED WRONG IN THE ABOVE PARAGRAPH. "IT'S" IS USED INCORRECTLY; THERE SHOULD BE NO APOSTROPHE. "How does "hidden cirriculum" affect students?" CURRICULUM IS SPELLED INCORRECTLY "Hidden curriculum" allows teachers the ability to not only teach their chosen lesson, but also other life skills. "Hidden curriculum" is often referred to as "character education" because that is precisely what it does (Bibbs, Jr, 2009). Through this implicit instruction, teachers can impart important relationship, time management, and social responsibility skills on to their students. "What is a standardized test" THERE SHOULD BE A QUESTION MARK AFTER THE WORD TEST A standardized test is a "standard" test on specific subject matter that is given and graded in a uniform way (Jones, 2009). Examples of such tests are the Virginia Standards of Learning (SOL's), the ERB, the PSAT, the SAT, the PRAXIS I and the PRAXIS II, and AP exams. These types of tests never differ no matter what school, city, or state they are administered in. "What are the pros and cons about standardized testing?" In the academic world, there are many arguments for and against standardized testing. Some feel that the tests are "too standard" to truly assess students, while others feel that all students need to be assessed the same way. The main argument for standardized testing is cooperation; cooperation not only at the teacher:student level, but at many other levels (Jones, 2009). The main argument against standardized testing is the view that schools narrow their curriculum to support the test (Jones, 2009). "What are AP and IB classes? How do they affect students and teachers?" AP classes, or Advanced Placement classes, are classes in which high school students complete college level work for the chance to receive college credit (based on a qualifying test score) (Gauss, 2009). IB classes, or International Baccalaureate classes, are those in which the students study multiple topics and see how they relate (Gauss, 2009). Both of these types of classes are at a much higher level than typical high school classes and require not only brighter students but better teachers as well. For a specific College Board description of AP classes, click: http://www.collegeboard.com/student/testing/ap/about.html For the International Baccalaureate Organization official website, click http://www.ibo.org/ "What is College Preparatory education? Who are its main targets?" College preparatory education a course of study that prepares students for learning at a college level and sets them up to be successful in college (Lewis, 2009). Its main targets are low-income and minority students because those groups are the two that are least likely to attend college (Lewis, 2009). The goal of college prep programs is to help these and all students succede in college. Classes that are typical to the college prep course work would be Honors and AP classes. THE FIRST SENTENCE IN THE ABOVE PARAGRAPH IS A FRAGMENT. THE WORD 'IS' NEEDS TO BE PLACED AFTER EDUCATION. "What is Vocational education? Who are its main targets?" Vocational education teaches students skills that will help them attain careers (Lewis, 2009). Vocational education is for students who will not be attending college immediately after high school or attending college at all (Lewis, 2009). Classes that are typical to the vocational education course work would be Cosmetology and Nursing classes. For the US Government website about vocational education, click: http://www.ed.gov/about/offices/list/ovae/index.html "What are advantages and disadvantages to college prep courses?" The main advantage of college prep courses is that they truly prepare the students for the difficulty and amount of work that they will encounter in college (Filson, 2009). Another advantage is, if the student scores well enough on his or her AP exam, he or she can receive college credit for that course. The main disadvantage of college prep courses is that some students find that they are still not prepared to handle college courses (Filson, 2009). IN THE ABOVE PARAGRAPH, THE WORDS 'AMOUNT', 'RECEIVE' AND 'DISADVANTAGE' ARE SPELLED INCORRECTLY. "What are advantages and disadvantages of vocational education courses?" The main advantage of vocational education is that it is a perfect option for those students who are not interested in attending college, but want a job instead (Filson, 2009). The main disadvantage of vocational education is that is often receives a negative connotation because the students who chose this track often did not do as well in high school as their college prep counterparts (Filson, 2009). IN THE ABOVE PARAGRAPH, 'RECEIVES' AND 'COLLEGE' ARE SPELLED INCORRECTLY. "What is the view of those who support standardized testing?" There are many who support standardized testing as the best way to assess students. One point of support is the small amount to time that it takes to grade these types of tests, especially when using Scantron sheets which are read by a computer (Marcotte, 2009). Supporters also believe that standardized tests create the highest levels of accountability for teachers. For a Washington Post article about the history of standardized testing, click: http://www.washingtonpost.com/wp-dyn/content/article/2006/11/13/AR2006111301007.html IN THE ABOVE PARAGRAPH, 'AMOUNT' AND 'ESPECIALLY' ARE SPELLED INCORRECTLY. "What is the view of those who oppose standardized testing?" There are also many who oppose standardized testing. The main view of the opposition is that a single test is not enough to assess the depth of students' knowledge (Marcotte, 2009). Those who oppose feel that students who only experience standardized testing are denied access to a more diverse curriculum (Marcotte, 2009). Many people feel that standardized testing has caused a “dumbing” down on the American education system (Kohn, 2000, p29). Afett001 (talk) 19:59, 10 June 2009 (UTC) Sources For each source listed in the "References" section of the article, name the type of source (scholarly or popular) and the perspective it provides (research, expert opinion from educator, popular news source, parent organization, personal contact, etc.) 1. Matthews, Jay (2006, November, 14). Just whose idea was all this testing? fueled by technology, nation's attempt to create a level playing field has had a rocky history. The Washington Post, Retrieved June 3, 2009, from http://www.washingtonpost.com/ THIS IS A POPULAR SOURCE AND PROVIDES A POPULAR NEWS SOURCE. 2.(2009). Office of vocational and adult education (OVAE). Retrieved June 3, 2009, from ED.gov Web site: http://www.ed.gov/ THIS IS A SCHOLARLY SOURCE AND PROVIDES AN EXPERT OPINION FROM AN EDUCATOR. 3.(2009). International Baccalaureate. Retrieved June 3, 2009, from International Baccalaureate (IB) Web site: http://www.ibo.org/ THIS IS A POPULAR SOURCE AND PROVIDES INFORMATION FOR EDUCATORS, PARENTS AND RESEARCHERS. 4.(2009). Advanced Placement Program. Retrieved June 3, 2009, from College Board Web site: http://www.collegeboard.com/ THIS IS A POPULAR SOURCE AND PROVIDES INFORMATION FOR STUDENTS, PARENTS AND PROFESSIONALS 5.Voke, Prof. Heather (2007, September 15). [Weblog] The Hidden Curriculum. Civic Engagement and Education. Retrieved June 3, 2009, from https://digitalcommons.georgetown.edu/blogs/ THIS IS A POPULAR SOURCE AND PROVIDES PERSONAL CONTACT AND RESOURCES FOR TEACHERS AND STUDENTS. 6.The Three R's of the Environment. (2007). In Fact Monster [Web]. Pearson Education, Inc.. Retrieved June 3, 2009, from http://www.factmonster.com THIS IS A POPULAR SOURCE AND PROVIDES INFORMATION AND REFERENCES FOR STUDENTS. 7.Bibbs, Jr., Aubrey W. (2009, May 15). Foundations and assessment of education in today's schools . Retrieved June 3, 2009, from Wikibooks Web site: http://en.wikibooks.org THIS IS A POPULAR SOURCE AND IS A SOURCE OF RESEARCH. 8.Olah, Krista (2009, May 15). Foundations and assessment of education in today's schools . Retrieved June 3, 2009, from Wikibooks Web site: http://en.wikibooks.org THIS IS A POPULAR SOURCE AND IS A SOURCE OF RESEARCH. 9.Jones, Arielle (2009, May 15). Foundations and assessment of education in today's schools . Retrieved June 3, 2009, from Wikibooks Web site: http://en.wikibooks.org THIS IS A POPULAR SOURCE AND IS A SOURCE OF RESEARCH. 10.Gauss, Ken (2009, May 15). Foundations and assessment of education in today's schools . Retrieved June 3, 2009, from Wikibooks Web site: http://en.wikibooks.org THIS IS A POPULAR SOURCE AND IS A SOURCE OF RESEARCH. 11.Lewis, Cassaundra (2009, May 15). Foundations and assessment of education in today's schools . Retrieved June 3, 2009, from Wikibooks Web site: http://en.wikibooks.org THIS IS A POPULAR SOURCE AND IS A SOURCE OF RESEARCH. 12.Marcotte, Angela (2009, May 15). Foundations and assessment of education in today's schools . Retrieved June 3, 2009, from Wikibooks Web site: http://en.wikibooks.org THIS IS A POPULAR SOURCE AND IS A SOURCE OF RESEARCH. 13.Filson, Chad (2009, May 15). Foundations and assessment of education in today's schools . Retrieved June 3, 2009, from Wikibooks Web site: http://en.wikibooks.org THIS IS A POPULAR SOURCE AND IS A SOURCE OF RESEARCH. 14. Kohn, A. (2000). The case against standardized testing: Raising scores, ruining the schools. Portsmouth, NH: Heinemann THIS IS A SCHOLARLY SOURCE AND PROVIDES RESEARCH AND AN EXPERT OPINION FROM AN EDUCATOR. 15.(Ed.) (1997). Three R's. In The American Heritage® Dictionary of Idioms (Vol. Third, pp. 656). : Houghton Mifflin Reference Books. :Retrieved September 21, 2008,from http://books.google.com/ THIS IS A SCHOLARLY SOURCE AND PROVIDES AN EXPERT OPINION FROM AN EDUCATOR. List the range of publication years for all sources, e.g. 1998-2006: 1997-2009 Answer the following questions about the sources used in the article: Did the author CITE at least 5 sources? YES and use at least 2 scholarly sources? YES Are the citations in APA format? YES Here are two examples of citations in APA format, one for a paraphrase and one for a quotation: Constructing a title is both a science and an art, but on one fact all of the experts agree: the title must contain a colon (Lennon, McCartney, Harrison, & Starr, 2007). Unfortunately impoverished children are often attending “low-performing schools staffed by ill-equipped teachers” (Murnane, 2007, p. 34). Are all the sources listed in APA format in a Reference list labeled "References"? YES Here is an example of a reference written in APA format: Bailey, J., & Barnum, P. (2001). The colon and its rise to prominence in the American circus. Journal of American Punctuation, 34(5), 2-3. Taken together do the 5 sources represent a good balance of potential references for this topic? YES Does the author consider potential bias in the sources? YES Are most of the sources current (less than 5 years old)? YES Please make a comment about the sources. If you answered "No" to any of the questions above, please explain how the author can improve. Comment: THE RESOURCES ARE CITED IN APA FORMAT AND A GREAT VARIETY ARE USED. Afett001 (talk) 19:59, 10 June 2009 (UTC) Multiple Choice Questions What does each question assess: knowledge or reasoning (application of knowledge)? Question 1 KNOWLEDGE Question 2 KNOWLEDGE Question 3 REASONING Question 4 REASONING Answer the following questions about the multiple-choice questions. Are there 4 multiple-choice questions? YES Do they each have four answer choices (A-D)? YES Is there a single correct (not opinion-based) answer for each question? YES Do the questions assess the learning target? YES Are the questions appropriate and reasonable (not too easy and not too difficult)? YES Are the foils (the response options that are NOT the answer) reasonable i.e. they are not very obviously incorrect answers? YES Are the response options listed in alphabetical order? NO Are correct answers provided and listed BELOW all the questions? YES Please make a comment about the multiple-choice questions. If you answered "No" to any of the questions above, please explain how the author can improve the question/s. Comment: THE MULTIPLE CHOICE QUESTIONS ARE VERY WELL WRITTEN. YOU MAY WANT TO LIST THE ANSWER OPTIONS IN ALPHABETICAL ORDER. Afett001 (talk) 20:00, 10 June 2009 (UTC) Part 2 - Ratings LIST and EXPLAIN your rating for each of the four criteria. Importance: I rated this article 4 for importance because this article included relevant ideas for future teachers. It is based on researched information and is applicable to schools. There is a good general overview of the 3 "R"'s, formal and hidden curriculums, standardized and AP tests, college prep courses, and vocational education courses. There could be a few more questions related to curriculum included in the article. Interest: I rated this article 4 on interest because it captured my attention and there was a great visual picture included. The sidebars provided information that enhanced the understanding of the curriculum, but it does not include new information that is motivating to read. Different perspectives are provided to standardized testing and vocational education courses. Credibility: I rated this article 5 for credibility because all sources are properly APA cited and included in the reference list. There is information from diverse sources that represents multiple perspectives. Writing skill: I rated this article 4 on writing because the multiple choice questions included two application and two reasoning questions. The learning targets are reasonable but not too specific. The article captured my attention, and there are few mechanical errors. HIGHLIGHT SPECIFIC POINTS IN THE RUBRIC that apply to the article. To do this: Highlight sections with the cursor and use the BOLD icon above OR type ''' (3 apostrophes) before and after the text you want to make bold Wiki Article Rubric criteria 5 4 3 2 1 How important was the information presented on this topic to you as a teacher education student? Covers key ideas crucial for future teachers to know Based on researched information. Highly relevant to current educational practice (*this description may be less applicable for some topics such as history of education) Provides an excellent overview of the topic including relevant research, educational practice, laws and litigation. Includes in-depth discussion of at least a few selected key issues. Includes ideas relevant to future teachers Mostly based on researched information. Applicable to today’s schools Provides a good general overview with relevant information and discussion of a few key ideas A couple useful points; some irrelevant information About half of the information is the author’s opinion. Some out-dated information; may not reflect current practice Good information is included but the paper yields a partial /incomplete understanding of the topic or key issues One useful point A few facts but mostly the author’s opinion. Most of the information is irrelevant in today’s schools. Focused on unimportant subtopics OR overly general with few specifics. Important information is missing. Information is not relevant to future teachers. Information is entirely the author’s opinion. The information is obsolete. Only irrelevant details or common knowledge. Lacks any substantive information. criteria 5 4 3 2 1 How interesting was the article to read? Sidebar includes new information that was motivating to read/view Visuals (headings, colors, fonts, pictures, etc.) enhance the article by making it easier or more inviting to read Multiple perspectives are considered and discussed Mostly new information/ideas Insightful interpretation & analysis are evident throughout the article; a clearly stated conclusion synthesizes all of the material presented. Points are clearly made and elaborated on with compelling examples. Sidebar includes new information that enhances understanding of the topic Visuals add to the article At least two perspectives were presented About half of the information/ideas are new Interpretation and analysis is provided for 3-4 points in the article; a reasonable conclusion based on this information is stated Some good points are made and explained. Sidebar includes new information related to the topic. Visuals are included but have minimal effect One interesting or new perspective is presented A couple (2-3) new ideas or pieces of information Interpretation/ analysis is included for a few (1-2) individual sections, but there is not a conclusion that synthesizes the information presented. Points are made but may not always be adequately supported or explained. Sidebar repeats what is already in the article Visuals are somewhat distracting or not included Only the “typical” view or one biased perspective is presented. One new idea or bit of information Information presented with minimal analysis or interpretation; no conclusion or the conclusion is not based on the information presented At least one clear point is made and supported. No side bar included. Visuals are offensive and completely detract from the content No perspective is acknowledged. Nothing new. No analysis or interpretation included No clear points are made or points appear pasted from other sources without any explanation. criteria 5 4 3 2 1 How credible do you think the information is? Required sources are properly cited and included in a reference list in APA format. Information from diverse sources representing multiple perspectives is included. Several reputable and current sources are cited. The author acknowledges potential bias in sources where appropriate. Author clearly identifies his own ideas, biases and opinions Required sources are included; a couple of formatting errors Information from a variety of sources is included. Most sources are reasonably reputable; bias is acknowledged in others. It is clear when the author is presenting his own opinion; he doesn’t try to pass if off as fact. Required sources are included; APA format is not used or has many errors. A variety of sources is listed but the information primarily reflects a single viewpoint. Sources are reasonable. The author occasionally (1-2 times) states his own opinion as fact. Only 4 sources are cited/listed in the references or only 1 scholarly source was used Sources lack diversity OR information from divergent sources is only superficially mentioned. Some sources are untrustworthy or biased and not acknowledged as such. Author routinely (3-4 times) states her opinion as fact, ignores own biases. Missing two or more sources OR sources used but not cited or listed. All sources and information reflect a single viewpoint. Most sources are untrustworthy or biased and not acknowledged as such. The entire article is biased and opinion-based without acknowledgment of this perspective. criteria 5 4 3 2 1 How well do you think this article was written? Multiple-choice questions (2 application & 2 knowledge) align with the learning targets, assess key points, and are written according to guidelines (see R4) Specific, appropriate and observable learning targets are stated; the content is clearly organized to help the reader achieve these goals Captures and maintains attention throughout All or almost all of the cited information is introduced, elaborated on and explained Writing is organized, easy to read, and contains few to no mechanical errors. Multiple-choice questions (2 application & 2 knowledge) align with the learning targets, and assess key points. Specific and reasonable learning targets are stated; the content aligns with these goals Captures attention initially and periodically throughout Most of the cited information is discussed or explained. The article flowed pretty well and there were just a few mechanical errors. Multiple-choice questions (2 application & 2 knowledge) assess key points Reasonable learning targets are stated; the content relates to these goals Parts of the article capture attention About half of the cited information is discussed A few areas were hard to follow, confusing or oddly organized. There were a few distracting errors. 4 multiple-choice questions are included. Learning targets generally related to the content are stated At least one part of the article is interesting Information is “pasted” together with minimal explanation. Organization was difficult to follow, sentences were awkward and/or there were several distracting errors. Questions are missing or not multiple-choice. Learning target is missing or unrelated to content or is/are not actual learning targets Nothing in the article grabs the reader’s attention Article is entirely “pasted” together from other sources. Poor organization, sentence structure and/or grammatical errors made it very difficult to understand the content. Afett001 (talk) 20:00, 10 June 2009 (UTC) Part 3 - "2+2" List TWO compliments and TWO suggestions about the article content Hints: Focus on the work, not the person Describe "There is...", "I see.." rather than judge "You didn't..." Compliments . The article is very well written and organized. The multiple sidebars with the web links provide excellent further information on each topic discussed. There is a great use of color and font. . The multiple choice questions are well-written and included two knowledge and two reasoning questions. They address key topics disused throughout the article. Suggestions . The learning targets could be more specific and focus on 1-2 main topics discussed throughout the article. . The multiple choice questions could be alphabetized and the few mechanical errors I noted could be corrected. You can make compliments and suggestions that relate to specific areas of the paper or to the paper in general. I suggest a mixture of both. Focus on what's most important. Of course, you can also include more than two suggestions and more than two compliments. The goal is to help the author improve his/her article.

Afett001 (talk) 20:00, 10 June 2009 (UTC)