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EDU 203 Educational Psychology
Lowe, Denise


Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

School For Education Mission Statement
The School for Education at Park University, an institution committed to diversity and best practice, prepares educators to be effective school professionals, reflective change agents, and advocates for equity and excellence for all learners.



Vision Statement: Park University, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

School For Education Vision Statement
The School for Education at Park University is to be known as a leader in the preparation of educators who will address the needs, challenges, and possibilities of the 21st century.

Park University School for Education  Conceptual Framework


Course

EDU 203 Educational Psychology

Semester

S2T 2012 DL

Faculty

Lowe, Denise

Title

School For Education Faculty

Degrees/Certificates

MS Instructional Leadership in Curriculum and Instruction
BA English/Liberal Studies
AA Education

Office Location

Copley 213

Office Hours

4 days each week

Daytime Phone

816-584-6789

Other Phone

816-729-2127

E-Mail

Denise.Lowe@Park.edu

Semester Dates

October to December

Class Days

TBA

Class Time

TBA

Credit Hours

3


Textbook:

Ormrod, J. E. (2011). Educational Psychology Developing Learners. (7th ed.). Boston, MA: Pearson Education, Inc.
ISBN10: 0136127029
ISBN-13: 9780136127024
 
 All Park University teacher candidates seeking a degree in Education (both certification and non-certification tracks) must purchase Foliotek, the School for Education’s electronic portfolio system. As purchasing and accessing Foliotek is a multi-step process, please follow these instructions: 

1.    Decide the Contract Period and fee for which you will be paying. Minimally, you must purchase a contract which extends to the year you expect to graduate, however some students purchase a contract extending one year beyond graduation. 

 Contract Period    

 Contract Fee

Per Student (Prepaid)

Cost Breakdown

Per Student, Per Year

 1 year

 $30.00

$30.00

 2 years

 $59.00

$29.50

 3 years

 $87.00

$29.00

 4 years

 $112.00

$28.00

 5 years

$120.00

$24.00

6 years

$125.00

$20.83

2.    Send an email to Carol Williams (carol.williams@park.edu) with the following information:

1.    Your Name

2.    The Contract Period you wish to purchase

3.    Your student identification number

3.    Within a few days, you will receive from Foliotek an email with online purchasing information. Upon receipt of this email, purchase your Foliotek contract.

4.    Upon receipt of your payment, you will receive your login information. You must then send a final email to Carol Williams (carol.williams@park.edu), requesting she provide your current education professors and a academic advisor (list them) access to view your portfolio. It is imperative you complete this final step!!



 

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.
Online Classroom Technical Support - For technical assistance with the Online classroom, email helpdesk@parkonline.org or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.
FAQ's for Online Students - You might find the answer to your questions here.


Course Description:
EDU203 Educational Psychology:Application is made of the fundamental principles of psychology to the teaching-learning process.3:0:3.

Educational Philosophy:

As an educator, I have learned the importance of creativity and enjoyment for my profession. For me to deliver my assigned instruction it is important to own my educational development. In this, I continue to educate myself in the areas of interest and psychology. Therefore, I have a wealth of resources that assist in delivering student centered teaching; this helps students recognize the benefits of learning and what it has to offer.

It is also my responsibility to model ethical and professional behavior. I articulate the importance of respect, patience and responsibility in my courses to allow my students to feel comfortable and safe. My attention to demonstrate my expectations assist in the success of my class. I enjoy the discussion of diversity and exceptionalities in all of my courses; this is the 21st century; every classroom will have diversity and some exceptionalities. As I strive to build an active community, I find that when my students work as a team, everyone learns. Moreover, by developing a classroom atmosphere that fosters group interaction based on moral ethics, students’ are open to other viewpoints and opinions.

As an educator who teaches face-to-face and online, it is important to be focused, and organized remembering to supply timely feedback and to stay verbally connected. Students have a sense of confidence when they know their grades and the availability of their instructor.  Further, it is imperative to build relationships with students’ providing resources to those who need academic and personal assistance. As a life- long learner, I continue to seek strategies to improve my teaching; I improve by university development, conferences, research and student participation and assessment. 

References:

McKeachie, W. & Svinicki, M. (2006). McKeachie’s teaching tips: Strategies, research, and theory for college and university teachers (12th ed.). Boston: Houghton Mifflin.

Learning Outcomes:
  Core Learning Outcomes

  • Analyze the importance of theories of child/adolescent development in creating effective teaching-learning environments.
    MoSTEP
    1.2.2.1 knows and identifies child/adolescent development;
    1.2.2.2 strengthens prior knowledge with new ideas;
    1.2.2.3 encourages student responsibility;
    1.2.2.4 knows theories of learning.
    1.2.9.1 applies a variety of self-assessment and problem-solving strategies for reflecting on practice, their influences on students' growth and learning, and the complex interactions between them;
    1.2.11.1 demonstrates an understanding of instructional technology concepts and operations;
    SPAs
    NAEYC Standards: 1; 4b
    ACEI Standards: 1; 3.2
    NMSA Standards: 1K1; 1K2; 1K7; 1D1; 1D2; 1D3; 1D4; 1D5; 1D6; 1D7; 1P5; 1P6; 1P7; 7K8; 7D6
    School for Education Conceptual Framework: Knowledge 2A
    Assessment
    All Course Assessments; Final Multimedia Teaching Demonstration with Analysis and Accompanying Researched Support
  • Apply important psychological concepts and theories of learning to the teaching-learning process
    MoSTEP
    1.2.2.4 knows theories of learning.
    SPAs
    NAEYC Standards: 1; 4b 
    ACEI Standards: 1; 3.2
    NMSA Standards: 1.K1; 1.K2; 1.K7; 1.P5; 1.P7; 5.K3; 5.K7; 5.D1; 5.D2; 5.P8
    School for Education Conceptual Framework: Knowledge 2A
    Assessment

    Final Multimedia Teaching Demonstration with Analysis

  • Evaluate how research contributes to an understanding of teaching and learning
    MoSTEP
    1.2.2.2 strengthens prior knowledge with new ideas;
    SPAs
    NAEYC Standards: 5
    ACEI Standards: 1
    NMSA Standards: 3.D3; 7.D6; 7.K8
    School for Education Conceptual Framework: Knowledge 3E, Skills 2A
    Assessment

    Accompanying Researched Support for Final Multimedia Teaching Demonstration with Analysis

  • Know and be able to apply important motivational and problem-solving strategies, including behavior management strategies
    MoSTEP
    1.2.5.2 engages students in active learning that promotes the development of critical thinking, problem solving, and performance capabilities.
    1.2.6.1 knows motivation theories and behavior management strategies and techniques;
    SPAs
    NAEYC Standards: 1; 4b
    ACEI Standards: 3.3
    NMSA Standards: 1.K1; 1.K2; 1.D1; 1.D2; 1.D3; 1.D4; 1.D5; 1.D6; 1.D7; 1.P7; 5.K3; 5.K7; 5.D1; 5.D2; 5.P2; 5.P6
    School for Education Conceptual Framework: Skills 2C, 2F, Dispositions 2C, 2F
    Assessment

    Course Unit Assessment; Final Multimedia Teaching Demonstration with Analysis

  • Appraise the creation, evaluation and role of assessment in the current educational climate
    MoSTEP
    1.2.8.1 employs a variety of formal and informal assessment techniques (e.g., observation, portfolios of student work, teacher-made tests, performance tasks, projects, student self-assessments, authentic assessments, and standardized tests) to enhance and monitor his/her knowledge of learning, to evaluate student progress and performances, and to modify instructional approaches and learning strategies;
    1.2.8.3 evaluates the effect of class activities on both individual and the class as a whole, collecting information through observation of classroom interactions, questioning, and analysis of student work;
    SPAs
    NAEYC Standards: 4b
    ACEI Standards: 4
    NMSA Standards: 3.K7; 3.K8; 3.K10; 3.D3; 3.D4; 3.D5;
    School for Education Conceptual Framework: Knowledge 2C, Skills 1G
  • Examine how explicit and implicit beliefs about learning and human behavior affect the teaching process.
    MoSTEP
    1.2.2.3 encourages student responsibility;
    1.2.3.1 identifies prior experience, learning styles, strengths, and needs;
    SPAs
    NAEYC Standards: 1; 5
    ACEI Standards: 3.1
    NMSA Standards: 1.D1; 1.D2; 1.D3; 1.D4; 1.D5; 1.D6; 1.D7; 1.P7
    School for Education Conceptual Framework: Dispositions 2A, 2B
    Assessment
    Personal Essay on Learning Preferences
  • Demonstrate proficient communication skills in all aspects of coursework.
    MoSTEP
    1.2.7.1 models effective verbal/non-verbal communication skills;
    1.2.7.4 uses a variety of media communication tools.
    SPAs
    NAEYC Standards: 5
    ACEI Standards: 5.1
    NMSA Standards: 7K.3; 7D.1; 7D.2; 7D.4
    School for Education Conceptual Framework: Skills 3A
    Assessment

    All Course Assessments and Activities

    MoStep Requirements 1.2.1.1 standards for EDU203



    Core Assessment:
    All Park University courses must include a core assessment that measures the relevant Departmental Learning Outcomes. The purpose of this assessment is to determine if expectations have been met concerning mastery of learning outcomes across all instructional modalities. The core assessment for this course is the Term Paper and will account for 25% of the total grade. This 8-10 page (not including the title and reference page) double-spaced paper should be done in APA format and should include at least 8 professional references. The topic for this paper is at the student's discretion as long as it is mentioned somewhere in the course textbook. It must be approved by the instructor (e.g. to insure that it is neither too broad not too narrow) so will need to be submitted by a date specified by the instructor. The paper should be divided into two sections but still double-spaced throughout. The first part should be labeled "Research" and will provide a review of pertinent professional discourse related to the chosen topic. The second section should be labeled "Critique" and must include only the students own perspectives and/or experiences related to the topic. This section should not include any reference to particular sources but will only include the student's own point of view. The other forms of assessment in this course will include tests and participation. See the "Learning Outcomes" and "Grading Plan" for more information.

    Link to Class Rubric

    Class Assessment:

    Assessment for this course includes a E-Entries, Threaded Discussions, Quizzes, Exams, Homework assignments, Proctor Final and Final Project.
     
    Your rubrics are available under the Course Home Information area. Review all rubrics prior to completing and posting assignments to save time.
     
    E-Entries: E-entries are short essays that you are assigned to complete weekly. Respond to all components of the e-entry and follow the rubric for the maximum points. All e-entries must be submitted into the course website Dropbox. Make sure you submitted on or before the due date. (See course directions for the assignment). If you have questions, email me prior to the assignment due date.
     
    Threaded Discussions-   To prepare for this Discussion: Carefully review this week’s assigned readings and review the questions and activities. With these thoughts in mind: Post a response in reference to the discussion question (See weekly discussion).

    Read a selection of your colleagues’ postings. Select a minimum of two postings on which to base your response.

    Respond to each of the two postings you selected in one or more of the following ways:

    • Ask a probing question.
    • Share an insight from having read the colleague’s posting.
    • Offer and support an opinion.
    • Validate an idea with your own experience.
    • Make a suggestion.
    • Expand on the colleague’s posting.

    Return to this Discussion in a few days to read the response to your initial posting. Note what you learned and/or any insights you gained as a result of the comments made by your colleagues.

    Be sure to support your work with the specific citations from the week’s Learning Resources and any additional sources.

    Homework Assignments: Submit homework assignments in dropbox (See course directions).
     
    Exams and Edited Exams: There are two exam essays and editings required required in this course. (See course information for details.)
     
    Prospectus: Students are required to email their selected subject for the final project to the course instructor for approval. This assignment is a short paragraph describing the subject. Once the subject is approved, the instructor will send you an email approval and post your points for that part of the final grade.
     
    Final Paper: Final Paper Project can be found in weekly assignments on website.
     
     
     
     

    Grading:

    Grades:
     
    A = 90 to 100   B= 80 to 89  C= 70 to 79  D= 60 to 69  F= 59 and below
     
    E- Entries                       6 at 25        points  Total 150 points
    Thread Discussions         8 at 18.75   points  Total 150 points
    Homework Assignments 3 at 50        points  Total 150 points
    Quizzes                          2 at 25        points  Total   50 points
    Exams                            2 at 75       points   Total 150 points
    Individual Handout         1 at 40       points    Total   40 points
    Proctored Final               1 at 25      points    Total   25 points
    Final Project                                                  Total 300 points
            Prospectus                    30     points
            Final Paper                  180    points
            Presentation/Handout     90   points

    Late Submission of Course Materials:

    This is an online course. All assignments are due on the assigned due dates. If you have an emergency the professor will assist each student depending on his or her individual situation. Please telephone me at 816-584-6789 (office) or 816-429-5297 (home) prior to due date of assignment.
     
    Note: There are times when our technology systems, computers/printers and nature cause problems. Plan ahead for unexpected technology problems. (You may need to go to your local library, go to a neighbor or friends house or go to your Park University computer lab to make sure you complete and post your assignments on time.)
     
    All discussions responses (for each week) are due by Wednesday 11:59 p.m. CST of each week. Responses (to peers for the weeks questions) are due on Sunday, 11:59 p.m. CST

    Classroom Rules of Conduct:

    All class discussion must take place in the Discussion Boards. The discussion board questions are set up to match each week's topic(s).  Please ensure that you carefully review all materials under Home Course Info area and within the weekly content areas. This valuable information contained therein will help you do a better job in the course.
     
     
    All students are expected to conduct themselves in a professional manner. See the student handbook with policies and appropriate conduct defined. See Help and Resources or http://www.albion.com/netiquette/corerules.html for more information in relation to the matter.

    Course Topic/Dates/Assignments:

    Follow Website Weekly detailed Course Guide (This is an overview)
     
    Week 1:  Topic-- Expectations, Introductions, Learning Styles
                    Readings-- Syllabus, Gregore Style Delineator Information
                    Assignments-- Introductions, E-entry, Discussion, Homework #1 - Gregore Learning Style Delineator
     
     
    Week 2: Topic-- Cognitive and Linguistic Development: Development of Self, Social Morality
                   Reading-- Ormrod, Chapters 2 and 3
                   Assignments-- E-entry Week 2, Discussion #2, Exam #1
     
     
    Week 3: Topic-- Individual Differences/Special Needs; Inclusion and Learning Group and Gender Differences
                   Reading-- Ormrod, Chapters 4 and 5
                   Assignments-- E-entry Week 3, Discussion #3, Individual Handout, Quiz #1
     
     
     
    Week 4:
     Topic-- Cognitive Psychology- How People Learn
                   Reading-- Ormrod, Chapters 6 and 7; Skim Ormrod, Chapter 8, 9, and 10
                   Assignments-- E-entry Week 4, Discussion #4, Post Final Project Topics, Prospectus of Final Project Due
     
     
    Week 5:
     Topic-- Motivation: Anxiety
                   Reading-- Ormrod, Chapters 11 and 12
                   Assignments-- Discussion #5, Homework Assignment #2, Quiz # 2
     
     
    Week 6:
     
     Topic-- Intelligence
                   Reading-- Ormrod, Chapters 5 Individual Differences and Special Ed (pages 147 to 159 only)
                   Assignments-- E-entry Week 6, Discussion # 6, Exam #2
     
    Week 7:
     Topic-- Fear and Safety and Learning: Bullying and Learning
                   Reading-- (See Course room)
                   Assignments-- Discussion #7, Homework Assignment #3
     
     
    Week 8:
    Topic-- Creating a Positive Learning Environment: Final Presentation
                   Reading-- Ormrod, Chapter 14
                   Assignments-- Discussion #8, Final Paper/Presentation Due
                   Proctored Exam  --E-Entry
     
     
     
     

    Academic Honesty:
    Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. Park University students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2011-2012 Undergraduate Catalog Page 93

    Plagiarism:
    Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. from Park University 2011-2012 Undergraduate Catalog Page 93

    Attendance Policy:
    Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

    1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
    2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
    3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
    4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
    5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
    6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.
    ONLINE NOTE: Students must participate in an academically related activity on a weekly basis in order to be marked present in an online class. Examples of academically-related activities include but are not limited to: contributing to an online discussion, completing a quiz or exam, completing an assignment, initiating contact with a faculty member to ask a courserelated question, or using any of the learning management system tools.

    Park University 2011-2012 Undergraduate Catalog Page 96

    Disability Guidelines:
    Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .



    Rubric

    CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
    Synthesis                                                                                                                                                                                                                                                  
    Outcomes
    1, 2, 4, 5, 6, 7                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                     
    The artifact demonstrates the student's ability to synthesize pertinent literature from educational research/professional discourse related to the term paper under investigation through the use of  more than 9 professional references. The artifact demonstrates the student's ability to synthesize pertinent literature from educational research/professional discourse related to the term paper under investigation through the use of  8-9 professional references. The artifact demonstrates the student's ability to synthesize pertinent literature from educational research/professional discourse related to the term paper under investigation through the use of less than 8 professional references. The artifact fails to demonstrate the student's ability to synthesize information related to educational psychology in the term paper. 
    Analysis                                                                                                                                                                                                                                                   
    Outcomes
    1, 2, 4, 5,6                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                         
    The artifact demonstrates the student's ability to correctly identify and analyze more than 4 key issues as they pertain to the topic of choice in the "Research" section. The artifact demonstrates the student's ability to correctly identify and analyze 3-4 key issues as they pertain to the topic of choice in the "Research" section. The artifact demonstrates the student's ability to correctly identify and analyze less than 3 key issues as they pertain to the topic of choice in the "Research" section. The artifact fails to demonstrate the student's ability to effectively analyze professional discourse is educational psychology as it relates to the term paper. 
    Evaluation                                                                                                                                                                                                                                                 
    Outcomes
    1, 2, 4, 5, 7                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        
    The artifact demonstrates the student's ability to evaluate professional discourse in terms of personal experience/perspective by narrating more than 4 distinct interpretations in the "Critique." The artifact demonstrates the student's ability to evaluate professional discourse in terms of personal experience/perspective by narrating 3-4 distinct interpretations in the "Critique." The artifact demonstrates the student's ability to evaluate professional discourse in terms of personal experience/perspective by narrating less than 3 distinct interpretations in the "Critique." The artifact fails to demonstrate the student's ability to evaluate professional discourse in educational psychology as it relates to the term paper. 
    Terminology                                                                                                                                                                                                                                                
    Outcomes
    1, 2, 4, 6                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                           
    The artifact demonstrates a consistent use  (more than 8) of terminology associated with educational psychology as it relates to the chosen topic (e.g. see letters and numbers in outline - A. and 1.). The artifact demonstrates a consistent use  (6-8 words) of terminology associated with educational psychology as it relates to the chosen topic (e.g. see letters and numbers in outline - A. and 1.). The artifact demonstrates a consistent use  (less than 6 words) of terminology associated with educational psychology as it relates to the chosen topic (e.g. see letters and numbers in outline - A. and 1.). The artifact fails to demonstrate the student's ability to use terminology in educational psychology as it relates to the term paper. 
    Concepts                                                                                                                                                                                                                                                   
    Outcomes
    1, 2, 4, 6, 7                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        
    The artifact demonstrates a consistent comprehension of more than 4 concepts as they relate to the chosen topic (e.g. see I. - VII. in course outline) throughout both sections of the paper. The artifact demonstrates a consistent comprehension of 3-4 concepts as they relate to the chosen topic (e.g. see I. - VII. in course outline) throughout both sections of the paper. The artifact demonstrates a consistent comprehension of less than 3 concepts as they relate to the chosen topic (e.g. see I. - VII. in course outline) throughout both sections of the paper. The artifact fails to demonstrate the student's ability to appropriate concepts in educational psychology as it relates to the term paper. 
    Application                                                                                                                                                                                                                                                
    Outcomes
    1, 2, 4, 5, 6, 7                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                     
    The artifact demonstrates the student's ability to effectively apply more than 4 educational psychology principles (e.g. see Concepts in Outline above) through their perspectives and/or experiences discussed in the  'Critique' The artifact demonstrates the student's ability to effectively apply 3-4 educational psychology principles (e.g. see Concepts in Outline above) through their perspectives and/or experiences discussed in the  'Critique' The artifact demonstrates the student's ability to effectively apply less than 3 educational psychology principles (e.g. see Concepts in outline above) through their perspectives and/or experiences discussed in the  'Critique' The artifact fails to demonstrate the student's ability to apply professional discourse in educational psychology as it relates to the term paper. 
    Whole Artifact                                                                                                                                                                                                                                             
    Outcomes
    1, 2, 4, 5, 6, 7                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                     
    The artifact as a whole demonstrates the ability to effectively communicate educational psychology principles through the use of correct writing structures and document organization, which includes a logical sequencing of artifact components.  (less than 5 errors) The artifact as a whole demonstrates the ability to effectively communicate educational psychology principles through the use of correct writing structures and document organization, which includes a logical sequencing of artifact components.  (5-7 errors) The artifact as a whole demonstrates the ability to effectively communicate educational psychology principles through the use of correct writing structures and document organization, which includes a logical sequencing of artifact components.  (more than 7 errors) The artifact fails to demonstrate the student's ability to develop a whole artifact from professional discourse in educational psychology as it relates to the term paper. 
    Component                                                                                                                                                                                                                                                  
    Outcomes
    1, 2, 4, 5, 6, 7                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                     
    Various components of the artifact demonstrate the ability to effectively present "Research" and a relevant "Critique" concerning the topic chosen by the student through the use correct writing structures and internal structures. (less than 3 errors) Various components of the artifact demonstrate the ability to effectively present "Research" and a relevant "Critique" concerning the topic chosen by the student through the use correct writing structures and internal structures. (3-5 errors) Various components of the artifact demonstrate the ability to effectively present "Research" and a relevant "Critique" concerning the topic chosen by the student through the use correct writing structures and internal structures. (more than 5 errors) The artifact fails to demonstrate the student's ability to effectively communicate professional discourse in educational psychology as it relates to the term paper. 
    M/LL                                                                                                                                                                                                                                                       
    Outcomes
    1, 2, 4, 5, 6, 7                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                     
    The artifact demonstrates a logical  relationship between the "Research" and "Critique" by discussing more than 4 common terms or concepts. The artifact demonstrates a logical  relationship between the "Research" and "Critique" by discussing 3-4 common terms or concepts. The artifact demonstrates a logical  relationship between the "Research" and "Critique" by discussing less than  3 common terms or concepts. The artifact fails to demonstrate the logical relationship between the "Research" and "Critique" sections in the term paper. 

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    Last Updated:2/16/2012 12:54:16 PM