Grading Rubric for Essay Writing(Assignment)

Qualities & Criteria Format/Layout(15%) Presentation of the text Structuring of text Follows require-ments of length, font and style Content/Information(50%) All elements of the topics are addressed The information is technically sound Information based on careful research Quality of Writing(20%) Clarity of sentences and paragraphs No errors and spelling, grammar and use of English Organization and coherence of ideas References and use of references(15%) Scholarly level of references How effective the references are used in the essay Soundness of references APA style in reference list and for citations The essay is not well written, and contains many spelling errors, and/or grammar errors and/or use of English errors. The essay is badly organized, lacks clarity and/or does not present ideas in a coherent way. Most of the references used are not important, and/or are not of good/scholarly quality. There is not a minimum of 4 scholarly resources, and/or they are not used effectively in the essay. References are not effectively used, and/or correctly cited and/or correctly listed in the reference list according to APA style. The essay is not objective and addresses poorly the issues referred in the proposed topic. The provided information is not necessary or not sufficient to discuss these issues. Poor (0-80) Follows poorly the requirements related to format and layout. Good (80-90) Follows, for the most part, all the requirements related to format and layout. Some requirements are not followed. The essay is objective and for the most part addresses with an in depth analysis most of the issues referred in the proposed topic. The provided information is, for the most part, necessary and sufficient to discuss these issues. The essay is well written for the most part, without spelling, grammar or use of English errors. The essay is for the most part well organized, clear and presents ideas in a coherent way. Most of the references used are important, and are of good/scholarly quality. There is a minimum of 4 scholarly resources that are for the most part used effectively in the essay. Most of the references are effectively used, correctly cited and correctly listed in the reference list according to APA style. Excellent (90-100) Closely follows all the requirements related to format and layout.

The essay is objective and addresses with an in depth analysis all the issues referred in the proposed topic. The provided information is necessary and sufficient to discuss these issues.

The essay is well written from start to finish, without spelling, grammar or use of English errors. The essay is well organized, clear and presents ideas in a coherent way. All the references used are important, and are of good/scholarly quality. There is a minimum of 4 scholarly resources that are used effectively in the essay. All the references are effectively used, correctly cited and correctly listed in the reference list according to APA style.

High Quality Assessment with Precision

The new effort builds on Project 2061s ongoing studies of assessment, which have found that too many science and math items are poorly written and fail to measure the knowledge for which students are being held responsible. While many existing items cover topicssuch as cells or fractionsthat are identified in the content standards, few items are aligned to the precise ideas and skills targeted by content standards. In contrast, the items to be included in Project 2061s new collection will be specially designed to provide explicit evidence that a student hasor has notlearned a specific idea or skill. As a result, teachers will be able to determine what their students know and can do and to pinpoint areas where they need more help. This precision and the diagnostic assessment it makes possible have new urgency given the standards-based testing requirements of the No Child Left Behind Act. Project 2061s analysis of assessment items for the collection will involve the following considerations:

Are the ideas and skills specified in the targeted content standard needed to successfully complete the assessment item or can the item be answered without that knowledge and skill? Are the ideas and skills specified in the content standard enough by themselves to successfully complete the assessment item or is other knowledge and skill needed? Are students likely to understand the task statement, diagrams, symbols, and other parts of the task? Are students likely to understand what they are expected to do and what sort of response is considered satisfactory? Is the task context appropriately familiar, engaging, and realistic to students? Could students respond satisfactorily to the task by guessing or employing other general testtaking strategies? Are scoring rubrics for open-ended items accurate, clear, complete, and specific?

In addition, to fully address equity concerns and to increase access to assessment items, especially among English language learners, items will be reviewed for linguistic features. Looking at such features increases the validity of inferences that can be drawn about student understanding for a wider range of students. http://www.project2061.org/publications/2061connections/2004/2004-05c.htm

Pascal's law or the Principle of transmission of fluid-pressure states that "pressure exerted anywhere in a confined incompressible fluid is transmitted equally in all directions throughout the fluid such that the pressure ratio [1] [2] (initial difference) remains the same." The law was established by French mathematician Blaise Pascal. where P is the hydrostatic pressure (given in pascals in the SI system), or the difference in pressure at two points within a fluid column, due to the weight of the fluid; is the fluid density (in kilograms per cubic meter in the SI system); g is acceleration due to gravity (normally using the sea level acceleration due to Earth's gravity in metres per second squared);

h is the height of fluid above the point of measurement, or the difference in elevation between the two points within the fluid column (in metres in SI). The intuitive explanation of this formula is that the change in pressure between two elevations is due to the weight of the fluid between the elevations. Note that the variation with height does not depend on any additional pressures. Therefore Pascal's law can be interpreted as saying that any change in pressure applied at any given point of the fluid is transmitted undiminished throughout the fluid. Equation: (P1)(V1) = (P2)(V2)