Files

Thanks for posting and letting us know the message. When someone doesn't participate at all or drop the class officially it puts all of us-including the professor in a difficult position. Thank goodness we did have good members- this course is very intense. Back to studying for the 3rd test ((=p

From Melinda - Just as an FYI, this is the note that I sent along with the submission of the project to Dr. Bai.  //"Dr. Bai, Here is the Final Project submission for Group 6 Christina Ladas Melinda Ragland Leeona Sanders

We did not include Emily Holt's name on the project as she did not contribute. We gave her ample opportunities to participate, but we never received any feedback, suggestions, or contributions.

Thank you, Group 6// //"//

From Christina: Melinda, Thank you for posting! Whew...this is all so fast and these exams are not fun for me.

__From Melinda 6/18/2009__ The project was submitted at 5:26 pm. WooHoo! I had to rename the project to fit within the guidelines that Dr. Bai was requesting. I will upload the file with the new name to the files section in case you want to save it.

Now on to the next set of modules. And the next two exams. :o)

From Melinda (6/18/2009) - Okay ladies - I'm going to be submitting the project at 5 pm today. Below is the final, final version. If there is anything that you think should be changed, just let me know. If not, I'll send a message when it's sent. :o)

From Christina: I think your rephrasing was much better ! (glad to be getting close to the finish) Yippeee toooooo! From Melinda 6/18/2009 The changes look great! What did you think of Objective 5 (used to be Objective 3)? I rephrased it just a bit to fit in line with the performance-based item. I wasn't sure how it sounded though. I think that is only thing left to address on this project and then we are finished and can send it off. :o) Yippee!

From ChristinaSick of you Melinda? NO! I wish more students worked as you do! I made some minor changes - they are in pink comment balloons- please look at them and is you agree keep them-if not delete-or use previous version

__**//From Melinda 6/17/2009 (3:24 pm)//**__

Me again! Are you sick of me yet? :o)

Based on the feedback that I received from Christina regarding my reservations regarding the two essay questions on the test...I revised the final project a bit. This NEWEST version - Final Project v3 - has the following:
 * all revisions we previously discussed and that were included in Final_Project_v2 (the link below)
 * revisions to the table of specifications
 * moved Objective #3 to the Objective #5 position
 * included a table for the performance test on the table of specs. (it wasn't there before)
 * changed the percentages to reflect new number of test questions. The left side column now equals 100%.
 * change in the amount of time needed to take the objective test and the point value for the objective test
 * removed Essay question #1 - wasn't needed
 * rephrased Essay question #2 to fit as Short Answer Question #5
 * made Short answer #5 worth 6 points. 3 points for completing the table, 3 points for explaining reasons



Once again, please review. I have a couple of items highlighted. Other than that....Ladies, I think this one might be a keeper. ;o) If you do not like it, I still have version 2 on this site.

From Melinda 6/17/2009- Below is the latest and greatest revised version of the Final Project. I included notes on the side to explain what was changed. I'm still having reservations about the two essay questions on the Objective test. Also, I think we may need to add the Perfomance Based test to the test blueprint. (please see my earlier discussions on the home page discussion area)



Once we get this wrapped up and finalized, I can submit it to Dr. Bai. I'd like to submit no later than by 5 pm tomorrow 6/18. :o)

From Christina:6/17 Thanks for your great work! I propose a change to the test blue print, for #3. " Performance Based Objective: Given examples of unproductive study habits, the student will create, on paper, with limited use of reference materials, an example of a daily schedule that eliminates unproductive study habits . "

What do you think?

From Leeona 6/18 I think that the change sounds better.

//**__From Leeona 6/17/2009__** I think I have uploaded the file below correctly. After reviewing the final draft and the instructors comment I went back and looked at page 102 in the text and it seems that we may have needed to break down the content outline a little more. I was able to break them down a little except fot the first one. Let me know what you guys think. I also changed the % a little. There are 17 questions so I gave each question a 6% which puts us a little above 100% actually 102%. I think we should use the 2nd idea for the mod unless you guys have ideas for hearing disability. [|**Test Blue Print -Reviewed.docx**]




 * __From Melinda 6/15/2009__**//

Here is the Final Project, Version 2. Suggestions/revisions have been reflected. I also added notes on the side regarding questions we've had and issues we need to address. :o)



Where are the updated files. I will review them again and discuss any last changes. We are almost there. Let me know what else we need done. It is also my understanding that only one of us need to submit the project, which contains all of our names. Is that correct? Thanks LEEONA
 * //Good Morning,

Hi Melinda I think the new one looks amazing! Would you like to resubmit for feedback? I think she will appreciate your efforts-I do! Christina//**

From Melinda 6/14/2009

Rough draft of a possible new Performance Assessment Rubric/Checklist (based on what we learned in the modules and chapter in the book). Please review and discuss on the Part B Page in the discussion area. Thanks!





//**From Melinda 6/12/2009**// Here is our Final Project, Version 1. This file includes:
 * Part A (Learning Context; Guidelines; Instructional Objectives; Sample Schedule; Table of Specifications/Test Blueprint)
 * Part B (Objective-Style Exam; Performance-Based Exam; Checklist)

After reviewing, we can discuss and collaborate on the Part B Page or Part B Discussion area.
 * o)

//**Thanks! we are almost done! **//

From Melinda 6/11/2009 Christina - Thank you for sending Part A to Dr. Bai. I will post and email the objective test today. The changes to the Learning Context sound good. Visual aides (pictures) are common use by teachers in Elementary school-aged ESOL children. However, since we are creating objectives for university level, I'm fine with removing it. Do you want to upload the revised Part A file to the files section? Thank you for all that you have done. I'm ready to move on and finish up Part B now. :o)

Hi Melinda! I saw the professors email to us and it looks like she is eager to see what we have done. So I went ahead and sent her Part A, Learning Context...and also posted Part A learning Context to the UCF discussion board as she asked, with the message below. I did not post or send the test because I don't want it to look like I am trying to take undue credit or control...I signed it from Group 6
 * //From Christina June 10 -

Anyway, would you like to post the test to our group discussion area and send it to her via email? I know you are always checking and working on this so it will be done soon ;-)

"Our group has been working on A and B and this is what we have accomplished to this point (although B is still in the works on our WIKI-) You can see all of our work by going to: http://measurement-and-evaluation.wikispaces.com Please provide us with any guidance/corrections you see that we need. Thank you. Group 6 "//**

=
Apart from that, after reviewing part A again-I had some additional thoughts. The text in bold type are additions. I also think we should consider removing a few words. I didn't amend the doc on the WIKI but I sent it to the professor with the changes. She will give us feedback and then we will know for sure.======

These are my small amendments on Learning Context...I left everything else the same.
A. ** Learning Context **

=
"We chose to focus on a university level assessment pertaining to Stress Management in Academia. The assessment will cover stress management strategies. The class roster includes an exchange student from Serbia who has difficulty with the English language, as well as a military veteran with a hearing disability due to an injury in combat. The exchange student will be provided a bilingual dictionary and the use of visual aides (I think we should take “visual aides” out. Wouldn’t we have to specify what they are,?) Student **Disability** Services at the university **has allotted double time for tests** and has provided an audio enhancer (FM Assistive Listening System Device) **as an option** for the student with the hearing disability as mandated by the Americans with Disabilities Act. The assessment is a teacher-made, criterion-referenced, verbal, and objective test. It will measure knowledge of facts, similarities and differences of study habits, and apply general concepts to specific problem distinctions. **The test includes True /False, essay and multiple choice questions.**====== I think the test and everything else looks amazing!

 **From Melinda 6/10/2009**  I uploaded the revised Part A into the files. This new version includes the following revisions/changes:


 * added a guideline to reference a study schedule and new objective 5
 * changes to Objective 2 (added word BEHAVIOR)
 * changes to Objective 4 (added word BEHAVIOR)
 * included Objective 5
 * created and included a sample study schedule of a sophomore Elementary Ed student. (Used UCF's recommended course schedule for Elementary Ed majors / Sophomore year / Fall Semester)
 * Updated Table of Specifications / Test Blueprint (includes Objective 5 and changes to # of questions and percentages)

Please let me know if I missed anything.



I also updated the Objective Test to reflect the schedule question.



 Christina - Thanks for taking a look at Part A. This is what I have revised on the word document so far - Instructional Objectives: Objective 1 - Okay Objective 2 - (See your #1 below) - added the word BEHAVIOR Objective 3 - Okay Objective 4 - (See your #3 below) - moved the word BEHAVIOR (I agree - it fits better now)
 * From Melinda 6/9/2009** 

In regards to Objective 3 and Objective 5 - They seem to cover the same areas. Do you think we should leave them as two separate objectives? Or do you think we could combine them? At first, my thought was to combine them. But now I am wondering if they should be left as two separate objectives. One objective is to read examples and create a study schedule to address the examples. The other is to analyze your own personal schedule, create a study plan, and state why that study plan will help decrease stress levels. Below is Original Objective #3 and the Possible Objective #5 -

Objective 3 - Given examples of unproductive study habits, the student will devise (BEHAVIOR) on paper, study schedules (CONTENT) to address examples, with limited use of reference materials.

Objective 5 - Students will devise (BEHAVIOR) a study plan based on their individual schedule (CONTENT). They should include reasons why the plan will decrease stress. (CONTENT)

Thoughts?

from christina

i absolutely agree with you-3 and 5 were nearly identical-l like your new version

From Christina 6/6/09 Thanks so much Melinda! I looked at the Instructional Objectives and I added the words in yellow...(later I can saw you corrected this part in Final Part A) I looked at the Instructional Objectives and I added the words in yellow...the 1st one didn't have Behavior, This one we should still think about though - on the third objective I moved Behavior to directly next to the verb (I left the original where it was so we could see the difference). If you approve or have concerns let me know :') When we agree we can add to the final final.... 1. Student will distinguish <span style="font-size: 11pt; font-family: 'Lucida Sans'; background-color: rgb(233,255,0);">(BEHAVIOR) between the productive and unproductive habits (CRITERIA) for overcoming stress (CONTENT).  2.<span style="font-weight: normal; font-size: 7pt; line-height: normal; font-style: normal; font-variant: normal;">  Given examples of unproductive study habits, the student will devise (BEHAVIOR) on paper study schedules (CONTENT) to address examples, with limited use of reference materials (CRITERIA).  3.<span style="font-weight: normal; font-size: 7pt; line-height: normal; font-style: normal; font-variant: normal;">  The student will identify <span style="font-size: 11pt; font-family: 'Lucida Sans'; background-color: rgb(237,255,0);">(BEHAVIOR) from a list (BEHAVIOR), the four most common habits that place added stress on an individual when coping with exams and exam anxiety (CONTENT), with 100% accuracy (CRITERIA). On the possible 4th I think if we are asking them to make a schedule-which would also be great in part B, I think we need to amend the guidelines to include at least an estimate of optimal schedule so they have a base to draw from... If you agree I will research it and add it to the guidelines! <span style="background-color: rgb(255,255,0);">**//>>UPDATE 6/5/2009//**

Final Project - Part A
 * Instructional Objectives
 * [[file:Instructional_Objectives.doc]]


 * Objective Test <span style="background-color: rgb(255,255,0);">(NEW)
 * [[file:Objective_Test-Draft.doc]]


 * Part A - Rough Draft <span style="background-color: rgb(255,255,0);">(NEW)
 * [[file:Part_A.doc]]

From Christina: I am addressing the areas of the test but not yet placing them in a word doc in case you want to edit anything. This is what I have so far... "The learning context for the assessment is UCF students taking a Stress Management in Academia course. One student is an exchange student from Serbia who has difficulty with the English language and the other is a military veteran who has a hearing disability due to an injury in combat. Student Disability Services at UCF has made a note taker available for the exchange student and loaned an **<span style="font-weight: normal; color: rgb(34,34,34);">FM Assistive Listening System device to the individual with the hearing disability. <span style="color: rgb(34,34,34);"> ( ** FM systems are Assistive Learning Devices that use radio broadcast technology through portable body-worn transmitters.)As mandated by the Americans with Disabilities Act. The test will cover the stress management strategies. It is teacher made, criterion-referenced, verbal, and objective in that it will measure knowledge of facts, similarities and differences make fine and apply general concepts to specific problems distinctions. There will be, true false, multiple choice and sentence completion questions."

I am still working on the questions.. Please read the instructions carefully before you begin. The test covers the class unit on stress management strategies. There are ? questions and you will have 30 minutes to answer the questions. The test is worth a total of points,  points for the objective questions. When you are finished answering all the questions, please bring the test to the front of the room and you may leave.

True or False? Read the statement, decide whether it is true or false. Draw a circle around the T for true or draw a circle around F for the statements that are false. Each item is worth ? points.

(Points: ?) T F Everyone feels stress, but if you prepare your class work ahead of time, you will lessen stressful feelings.

(Points: ?) T F When you feel “stressed out” eat candy because it will make you feel happier.

(Points: ?) T F Students who are active and make time to exercise will not experience stress.

(Points: ?) T F If you have to stay up to study, don’t eat anything because you will fall asleep.

<span style="background-color: rgb(233,255,0);">(Points: ?) T F <span style="background-color: rgb(233,255,0);">Taking a few moments to ask questions, repeat back directions, determining exactly what someone expects of you, will put you further behind schedule causing more stress.

circle the letter that best represents the correct answer. Each item is worth (?) points.

1. (Points:) A good strategy for dealing with anxiety before a test is: a. Taking a deep breath b. Tapping your foot on the floor c. Clenching your teeth d. having a cigarette

2. (Points: ) A good strategy for dealing with stressful events is a. Reinterpret the events b. Yelling, and getting it all out c. Going out for a beer. d. Taking a valium

3. (Points: ?) Effective stress management skills include: a. Remembering that you can party on the weekends b. Eating healthful diet c. Letting off steam by yelling at others d. Keeping so busy you don’t have time to worry

4. (Points: ) During a long test when I am tense, I can reduce my stress by a. Tensing and releasing my muscles b. Taking deep breaths c. Visualizing a calming scene d. All of the above

<span style="color: rgb(75,75,75); background-color: rgb(237,255,0);">5. Which behavior will not help eliminate unnecessary stress? <span style="color: rgb(75,75,75); font-family: Times New Roman; background-color: rgb(237,255,0);">Stopping unnecessary spending Using social services/counseling Staying up late playing video games <span style="color: rgb(75,75,75); background-color: rgb(237,255,0);">Getting up 15 minutes earlier in the morning

Leeona thinks this question is a little confusing.

From Melinda:

Short Essay Question (two paragraphs maximum) <span style="color: rgb(0,0,0); border-collapse: collapse;"> Mary, a first term freshman at University of Central Florida, is taking five college classes. She works at the on campus computer labs 15 hours per week and is involved in an intramural sports team which plays two games per week. Midterm exams are approaching and Mary is starting to get nervous that she may not have enough time to study, work, and compete with the intramural sports team. In a short essay format (two paragraphs maximum), devise a study schedule that includes steps Mary should take to ensure as little anxiety as possible during her midterm week. You may use your notes as reference.

From Leeona:

All of the following are acceptable ways to study for a test except (Obj 2)__ a. Read and reread class notes and relevant chapters in the assigned textbook. b. Create your own study guide using class notes and assigned textbook. c. Wait until the night before the test and stay up late to cram. d. Study at a time when you are alert and not hungry or sleepy.

Long Answer questions:

Complete a detailed time table of your weekly schedule. Include class times, work and other time commitments. From this, devise a study schedule that will help eliminate stress from your week. Explain in 300 words, how this study schedule will decrease your stress and increase class performance. (Provide a blank timetable)