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[FREE] Economics Chapter 3 Assessment And Activities Answers | HOT!
Walking surveys are systematic observations made on foot. Either or both can help you better understand either the community in general or a specific condition or aspect of it. The presence or absence of functioning businesses and industrial...[GET] Economics Chapter 3 Assessment And Activities Answers | HOT
They can be adapted to community-based participatory research , inviting community participation. They can be the easiest and quickest way to get an overview of the entire community. They allow clear comparisons among different parts of the...
- Another difficulty with conducting a windshield or walking survey as a participatory research project is that community members might already have set ideas about many of the questions that need to be asked. Windshield and walking surveys are similar in many ways, but there are some important differences. The variety of perspectives will enrich the survey, and each team member can focus on a particular task — observation, recording, etc. Decide on the questions you want your survey to answer The questions you choose will determine the scope and structure of your survey. But you might want to survey other parts of the city as well, to get a sense of the city as a whole and fit that neighborhood or population in its context. Your choices will help shape your understanding of the community, so you should make them thoughtfully.
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What areas will best reflect the aspects of the community you want to know about? Which locations best relate to the work you want to do? You may want to repeat your survey more than once in order to capture the differences between community conditions or activities at different times. Make and use a checklist to ensure that you address all of your questions, and observe all the areas you want to. Try to be unobtrusive. Carry identification. Take notes as you go along. If you wait to take notes until after the survey is done, you may not remember everything clearly, or you may ignore important details. A team should have at least one observer and at least one recorder. Discuss your findings as you go. Pay attention to safety. If you feel threatened, leave. What to examine in a general community assessment survey Other buildings.- Are the buildings mostly or fully occupied? Do public and commercial buildings seem accessible to people with disabilities — ramped, street level entries, etc.? Public spaces. Are there public spaces where people can gather? Are they well kept up? Do they have seating areas, trees and plants, attractive design, cafes or food vendors, or other features meant to encourage people to use the space? Who uses these spaces? Is there diversity? Are parks used by a variety of people?? Are there sports facilities — basketball courts, soccer pitches, baseball fields, cricket pitches, etc.? Are they used at night? Culture and entertainment.
- Are there museums, libraries, theaters, restaurants, clubs, sports stadiums, historic sites, etc.? Are they accessible to all parts of the community centrally located, reachable by public transportation? Do they reflect the cultures of community members? The streetscape is the environment created by streets and the sidewalks, buildings, trees, etc. Are there sidewalks? Are building facades and storefronts attractive and welcoming? Are the streets and sidewalks relatively clean?
- Are there trash cans? Is there outdoor seating? Street use. Are there people on the streets at most times of day? In the evening? How late? Do they interact with one another? Are streets and sidewalks well lit at night? Commercial activity. What kinds of businesses are there? Are there boarded-up or vacant storefronts? Is there a mix of large and small businesses? Are there grocery stores and supermarkets, pharmacies, and other stores that provide necessities in all parts of the community? What languages are business signs in? Are traffic signs informative? Are there signs directing people to various parts of the community downtown, museums, highways, etc. What kinds of industry exist in the community? Does it seem to be causing pollution? Land use. How much open space is there? How are residential, commercial, and industrial areas distributed? Do major roads or railroad tracks divide neighborhoods, or are they on the edges of the community?
- What is the condition of roads, bridges, sidewalks, etc.? Are there differences in these conditions from one area of the community to another? Do all parts of the community seem to be equally served by electricity, water, phone, fiber optic, wastewater treatment, waste disposal, and other infrastructure services? Public transportation. Is there a functioning public transportation system? Is it well used?
- By whom? Does it allow relatively easy access to all parts of the community? How easy is it to navigate and use? How much does it cost? Are its vehicles energy-efficient? How heavy is traffic in the community? Is it mostly commercial and industrial — vans, trucks, etc.
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- The Committee on the Cognitive Foundations of Assessment National Research Council, portrayed this process of reasoning from evidence in the form of an assessment triangle: see Figure In other words, the design of the assessment should begin with specific understanding not only of which knowledge and skills are to be assessed, but also of how understanding and competence develop in the domain of interest.
- For the NGSS, the cognition to be assessed consists of the the practices, the crosscutting concepts, and disciplinary core ideas as they are integrated in the performance expectations. The capabilities must be defined because the design and selection of the tasks need to be tightly linked to the specific inferences about student learning that the assessment is intended to support.
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It is important to emphasize that although there are various factors that assessments could address, task design should be based on an explicit definition of the precise aspects of cognition the assessment is targeting. For example, assessment tasks that engage students in applying the three-dimensional learning described in Chapter 2 could possibly yield information about how students use or apply specific practices, crosscutting concepts, disciplinary core ideas, or combinations of these.Assessment And Activities - Economic Concepts - Hayden Economics
The method used for a large-scale standardized test might involve a statistical model. The three elements are presented in the form of a triangle to emphasize that they are interrelated. In the context of any assessment, each must make sense in terms of the other two for the assessment to produce sound and meaningful results.- For example, the questions that shape the nature of the tasks students are asked to perform should emerge logically from a model of the ways learning and understanding develop in the domain being assessed. Thus, designing an assessment is a process in which every decision should be considered in light of each of these three elements. Construct-Centered Approaches to Assessment Design Although it is very valuable to conceptualize assessment as a process of reasoning from evidence, the design of an actual assessment is a challenging endeavor that needs to be guided not only by theory and research about cognition, but also by practical prescriptions regarding the processes that lead to a productive and potentially valid assessment for a particular use.
- As in any design activity, scientific knowledge provides direction and constrains the set of possibilities, but it does not prescribe the exact nature of the design, nor does it preclude ingenuity in achieving a final product. Design is always a complex process that applies theory and research to achieve near-optimal solutions under a series of multiple constraints, some of which are outside the realm of science. For educational assessments, the design is influenced in important ways by such variables as purpose e. Given the complexities of the assessment design process, it is unlikely that such a process can lead to a quality assessment without Page 51 Share Cite Suggested Citation:"3 Assessment Design and Validation. As a consequence, many assessments fail to adequately represent the cognitive constructs and content to be covered and leave room for considerable ambiguity about the scope of the inferences that can be drawn from task performance.
- If it is recognized that assessment is an evidentiary reasoning process, then a more systematic process of assessment design can be used. The assessment triangle provides a conceptual mapping of the nature of assessment, but it needs elaboration to be useful for constructing assessment tasks and assembling them into tests. Two groups of researchers have generated frameworks for developing assessments that take into account the logic embedded in the assessment triangle. The evidence-centered design approach has been developed by Mislevy and colleagues see, e. Both use a construct-centered approach to task development, and both closely follow the evidentiary reasoning logic spelled out by the NRC assessment triangle.
- A construct-centered approach differs from more traditional approaches to assessment, which may focus primarily on surface features of tasks, such as how they are presented to students, or the format in which students are asked to respond. However, multiple-choice questions can in fact be designed to tap complex cognitive processes Wilson, ; Briggs et al. Likewise, performance tasks, which are usually intended to assess higher-level cognitive processes, may inadvertently tap only low-level ones Baxter and Glaser, ; Hamilton et al.
- There are, of course, limitations to the range of constructs that multiple-choice items can assess. As we noted in Chapter 2 , assessment tasks that comprise multiple interrelated questions, or components, will be needed to assess the NGSS performance expectations. Further, a range of item formats, including construct-response and performance tasks, will be essential for the assessment of three-dimensional learning consonant with the framework and the NGSS. Both evidence-centered design and construct-modeling approach the process of assessment design and development by: analyzing the cognitive domain that is the target of an assessment; specifying the constructs to be assessed in language detailed enough to guide task design; identifying the inferences that the assessment should support; laying out the type of evidence needed to support those inferences; designing tasks to collect that evidence, modeling how the evidence can be assembled and used to reach valid conclusions; and iterating through the above stages to refine the process, especially as new evidence becomes available.
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Observation of these performances can support inferences about the constructs being measured. Both are approaches that we judged to be useful for developing assessment tasks that effectively measure content intertwined with practices. Evidence-Centered Design The evidence-centered design approach to assessment development is the product of conceptual and practical work pursued by Mislevy and his colleagues see, e.- In this approach, designers construct an assessment argument that is a claim about student learning that is supported by evidence relevant to the intended use of the assessment Huff et al. The claim should be supported by observable and defensible evidence. Figure shows these three essential components of the overall process. The process starts with defining as precisely as possible the claims that one wants Page 53 Share Cite Suggested Citation:"3 Assessment Design and Validation.
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