Knowledge of psychology Essay Assignment Paper

Knowledge of psychology Essay Assignment Paper

Knowledge of psychology Essay Assignment Paper

Assignment: Knowledge of psychology

The paper need to be in Q&A format. write out the each question and provide the answer. I need the paper to be revised, it was done by one the writer but it was not accepted by my professor.

I need 2-3 pages, APA format, references, and every time you use quotation/ paraphrase from the article, you need to cite it appropriately.

1. Summarize the article (not to exceed 300 words)

2. What was the main research question or issue addressed in the article? Why was this research carried out?

3. Who were the study participants and what type of procedure did they undergo?

4. What did the authors conclude?

5. Did the authors address issues related to diversity/cultural differences? If so, how did they do so? If not, do you view this as a limitation?

6. Did the authors apply a theoretical approach to their understanding of psychology? If so, which one and how

7. How did the article enhance your knowledge of psychology?

8. If you could carry out a similar study, what would you do differently?

Please the instruction carefully.

Performance Task Analysis- Summative Assessment Preparation

This week’s assignment requires you to make connections between our course learning outcomes, what you observe from a highly effective source known as Smarter Balanced, and how you can apply what you’ve learned to your own instructional practice. You will first spend some time analyzing the Smarter Balanced Assessment Consortium website to inform your response. The following must be done before constructing your assignment:

View Introduction to Smarter Balanced item and performance task development PowerPoint. Be sure to view the comments list.
Read the Frequently asked questions on the Smarter Balance Assessment Consortium website
Take some time to peruse the various sample items and corresponding rubrics (when applicable) by selecting “View More Sample Items” at the top of the Consortium screen.
Guided exploration: Analyze the Grandma Ruth 6th grade writing performance task and its corresponding rubric.
To find the rubric in part “d”, view the “About this item” tab at the top. Note the “Claim” for the assignment (aligns with standard) and the “Target” (objectives and sub-objectives align with Depth of Knowledge [DOK]).

Directions: Use the provided template to complete your analysis of what you learned from Smarter Balanced. Ultimately, you will evaluate how what you observe relates to our course learning outcomes regarding Learning and Assessment for the 21st century. You must include:

Column 1: All six Course Learning Outcomes (CLO) including numbers and descriptions.
Column 2: At least one specific example of what you observed from Smarter Balanced that aligns with the corresponding Course Learning Outcome (CLO).
Column 3: Describe how the course learning outcome and coordinating evidence from Smarter Balanced can support you in your own construction of assessments.
See the example below (may not reproduce content):

CLO
(All six course learning outcomes should be included in column 1)

Evidence from Smarter Balanced
(description and explanation including where found ) Self-Reflection
(Personal connection & how the CLO and evidence from Smarter Balanced may help you construct high qualityassessments)

1. Assess individual and group performance through use of established criteria for student mastery (including rubrics) in order to design instruction to meet learners’ needs in each area of development (cognitive, linguistic, social, emotional, and physical). Rubrics are constructed with established criteria following cognitive levels of Depth Knowledge

6th Grade Writing sample rubric

It was interesting to see both cognitive and content components represented in the rubrics. This shows me how I can succinctly design my own rubrics to include a more rigorous, yet explicit criteria.
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When considering the evidence from Smarter Balanced, think about what you’ve learned and practiced thus far concerning alignment between standards, objectives, instructional delivery, student doing and thinking, rigor, and formative and summative assessment.

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