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The use of cooperative learning groups adds value to:However, neither Marzano nor Hattie believes that cooperative learning should replace whole class instruction. Nor should it replace individual learning activities. Hattie highlights the importance of individual students competence. If students havent gained enough mastery of the material, they cannot actively participate in cooperative learning tasks. Marzano adds that if students are to master what they are being taught, they also need opportunities for individual practice and feedback. Self efficacy refers to a students belief about their ability to successfully complete a task.
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Maryland's performance assessments are designed to reflect the state's content and performance standards. Each task and associated scoring method is intended to assess students' attainment of Maryland Learning Outcomes in subject areas such as language arts, mathematics, and science. Each assessment task is accompanied by its own scoring rubric, which specifies the criteria for judging student work on that particular task. Hence, both content standards, through the task the student must complete, and performance standards, through the specific rubric that accompanies each task, are clear to the assessor. In contrast, Vermont's portfolio assessments are not closely aligned with content and performance standards. Vermont's curricular framework, the Common Core Curriculum, was still being drafted when the language arts and mathematics portfolio assessment requirements were institutionalized, and, hence, the assessment tasks are not necessarily keyed to one specific curricular framework. In addition, the scoring rubrics articulate general skills and competencies and criteria for evaluating the quality of student performance; they are not tailored to tasks at specific grade levels. Hence, teachers must determine the quality of student performance based upon some internalized framework of what constitutes quality student performance at different grade levels. In sum, the two basic types of performance assessments, task centered and construct centered, also can be characterized by the extent to which they are integrated with instruction and how well they are linked to content and performance standards. We hypothesize that these assessment dimensions affect the pedagogical usefulness and technical rigor of the assessments: how well the assessment fulfills its intended pedagogical purposes depends upon the extent to which it is integrated with instruction, and the technical robustness of the assessment depends upon its linkages to content and performance standards. Taken together, the combination of a task and ascoring method forms a performance assessment.
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In his comments, Fleury referred to the proposed six storey buildings as Bunkhouses 2. 0, saying they would jam too many new residents into a quiet enclave of Sandy Hill. The impact of nearly doubling or more the number of residents in a small community leads to many issues of concern, he added, citing fears that tenants would create too much noise as well as the areas lack of access to major roads and amenities such as a supermarket. In response, the report says, the developers amended the plan to boost the number of two bedroom units in each building from zero to 18, added two extra parking spaces at each site for residents and reduced the size of the outdoor rooftop amenity areas, among other changes. The applicant has also committed to employing supervisors at the sites 24 hours a day, the report says. The area is accessible to emergency vehicles, and challenges such as street snow clearing fall outside the land use planning process, the report adds, noting that the city can reduce the number of required parking spaces because the properties are within 800 metres of the Lees transit station. Peer review of local civil protection mechanisms could offer an independent/ transparent assessment, adding clear value to building local and national resilience. The tool aims to assist cities with the challenge of strengthening their implementation of disaster risk reduction. Conducting rigorous city to city peer reviews is a challenge for practitioners and policy makers who want to learn from best practice as this has not yet been assembled into an easy to use tool. This tool has been developed and tested by the municipalities of Salford, Amadora and Viggiano. the University of Manchester, UNDRR, the Department of Communities and Local Government UK, Portuguese National Authority of Civil Protection and the Associazione di Protezione Civile Gruppo Lucano under the Uscore2 project funded by European Commission in support the Making Cities Resilient Campaign and the Sendai Framework for Disaster Risk Reduction.
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