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Adult-like thinking characterized by ability to generalize and visualize
Abstract Thinking
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An environment that ensures opportunities for success of all students regardless of previous achievement or pace of learning
Academic Safety
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Perceive abstractly, process reflectively
Analytic Learners
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Characterized by an inability to focus for a sufficient length of time
Attention Deficit Disorder (ADD)
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ADD often accompanied by a lack of impulse control
Attention Deficit Hyperactivity Disorder (ADHD)
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Methods to gather evidence of student learning
Assessment
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Conditions/behaviors that endanger student success
At-Risk Factors
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Learning through hearing
Auditory Modality
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Planning for curriculum and instruction by first making decisions about the desired learning results and methods of assessment
Backward Design
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An education option for English language learners delivered in 2 languages
Bilingual Education
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Using what we know about how the brain functions to guide decisions concerning curriculum content and instructional strategies
Brain-Based Learning
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Aggression with intent to hear; use of power in a relationship to hurt or humiliate
Bullying
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Maintaining an ordered environment in which learning may be accomplished
Classroom Management
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Perceived abstractly, process actively
Common Sense Learners
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Child-like thinking characterized by the organization of experiences and information around what's visible and familiar
Concrete Thinking
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Define what will happen if rules are broken
Consequences
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Students using higher-order thinking skills to construct or discover their own learning
Constructivism
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Students working together in small groups to accomplish a learning task or a learning objective
Cooperative Learning
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Subject areas generally considered basic for middle school - LA, math, science, and social studies
Core Curriculum
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Specific shared values, beliefs, and attitudes that characterize a group of people
Culture
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Planned aspects of what students experience in school; typically thought of as the "what" of teaching
Curriculum
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Bullying accomplished through technology
Cyberbullying
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Actions and attitudes attuned to developmental needs and interests of students
Developmental Appropriateness
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Providing differing learning opportunities in terms of content, process, and product based on students' levels of readiness, interests, and learning profiles
Differentiation of Instruction
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Differences among students that may include, but are not limited to, gender, learning style, family structure, race, culture, socioeconomics, and multiple intelligences
Diversity
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Perceive concretely, process actively
Dynamic Learners
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An environment that provides a stable atmosphere where expressed emotions receive consistently caring responses
Emotional Safety
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Students who have little or no proficiency using the English language
English Language Learners
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Sense of group identification, political, and economic interests, and behavioral patterns
Ethnicity
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Abilities and disabilities that set students apart from other students
Exceptionalities
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Students who may excel in intellectual, creative, artistic, and/or leadership abilities
Gifted and Talented Students
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Broad statements of intent without specific steps to fulfillment and often lack in in means of measuring success
Goals
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Professional who addresses students' affective needs and concerns that impact personal and academic growth
Guidance Counselor
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Describes a philosophy of closely monitoring young adolescents as they mature
Hovering
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Perceive concretely, process reflectively
Imaginative Learners
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Assignment of students with special needs to regular classrooms; sometimes referred to as mainstreaming
Inclusion
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Individualized Education Plan
IEP
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Individuals with Disabilities Education Act
IDEA
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Learning by questioning and investigating
Inquiry-Based Learning
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Subject areas are interwoven around a conceptual them chosen as a result of student needs and interests
Integrative Curriculum
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Subject areas are related and blended, often blurring subject boundaries
Interdisciplinary Instruction
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Learning through movement
Kinesthetic Modality
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How students perceive and internalize knowledge and skills
Learning Style
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Least Restrictive Environment where students with special needs function that incorporates the fewest possible restrictions
LRE
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Sense of community where each person feels connected to both the group and the subject matter
Membership
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Purposeful process of incorporating opportunities for students to gain insights about cultural differences locally and globally with the goal of increased acceptance and appreciation
Multicultural Education
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Instruction in which subjects remain distinct, but are linked together by a common theme
Multidisciplinary Instruction
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Theory that expands the narrow notion of intelligence beyond the traditional view to include verbal-linguistic, logical-mathematical, visual-spatial, bodily-kinesthetic, musical, intrapersonal, interpersonal, naturalist, and existentialist; individuals may have varying combinations of the intelligences in a wide spectrum of degrees
Multiple Intelligences Theory
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National Assessment of Educational Progress
NAEP
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National Board of Professional Teaching Standards
NBPTS
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National Council for the Accreditation of Teacher Educators
NCATE
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No Child Left Behind federal legislation
NCLB
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NCSSNational Council for the Social Studies
NCSS
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National Council for Teachers of English
NCTE
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National Council of Teachers of Mathematics
NCTM
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National Middle School Association
NMSA
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National Science Teachers Association
NSTA
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Statements of measurable learning that results from instruction; more specific than goals
Objectives
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The elimination of threatening and/or real scenarios such as theft, verbal abuse, weapons, and unwanted horseplay
Physical Safety
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Gap between haves and have nots based on socioeconomic status
Privilege Gap
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Biological transition between childhood and young adulthood
Puberty
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Categorizes individuals based on certain outward physical characteristics
Race
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Courses other than core (LA, math, social studies, science); also know as exploratory or encore courses
Related Arts
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Define what is and what is not acceptable in the classroom
Rules
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Students providing services to individuals and groups with volunteerism accompanied by academic learning
Service Learning
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Sending text messages about sex
Sexting
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Blending of students of differing social and economic backgrounds
Socioeconomic Integration
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Benchmark against which progress is measured; what a student should know and be able to do
Standard
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Socioeconomic status which is a measurement of economic conditions using several criteria including income, occupation, and education; most often thought of as a measure of wealth
SES
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Structured English Immersion - Delivery of education to English language learners with English instruction involving the majority of the school time, with other subjects secondary
SEI
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Learning through touchTactile Modality
Tactile Modality
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Absence of healthy socialization resulting in missed learning and developmental opportunities
Undersocialization
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When ability exceeds accomplishment
Underachievement
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Learning through sight
Visual Modality
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Learning to read and write within an authentic context as opposed to learning skills in isolation
Whole Language
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Teacher's ability to see everything in the classroom; the competent and confident management of classroom movement
"Withitness"
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Includes both real-life and contrived aspects of assessment
Performance Assessment
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Collection of student work that may be selected to showcase best quality, show progress over time, or both
Portfolio
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Decision-making judgments about student-performance and about appropriate teaching
strategies
Evaluation
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The number of given to student work to indicate evaluation
Score
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The value given to specific student work relative to other assignments
Weight
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The number or letter representing scores of evaluation received over time and reported to students and adults
Grade
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Scoring guide that provides the criteria for assessing the quality of a performance or product and includes gradation for each criterion, generally from poor to excellent, with quality often indicated by numbers
Rubric
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Testing what students know and are able to do according to stated learning goals
Criterion-Referenced Assessment
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Compares individual student performances relative to the overall performance of a group of students using percentile rankings
Norm-Referenced Assessment
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Provide reinforcers to student who follow class rules; tangibles can be points for the whole group to barter for a special activity; students can have contracts and teachers can offer smiles, pats, and handshakes
Skinner
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Follow through with promises and previously state consequences that have been established in the class; set clear limits and insist on responsible behavior; student has the right to choose how to behave in class with the understanding of the consequences that follow his or her choice; use firm tone of voice; keep eye contact
Canter, Canter, Jones
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Make it clear that unpleasant consequences will follow inappropriate behavior; be firm, friendly, clear, and encourage student goals
Dreikurs, Albert, and Nelsen
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Send a message that addresses the situation and does not attack the student's character; model the behavior you expect to see in your students; invite student cooperation to build student self-esteem; communicate to find out thoughts about a situation
Ginott
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Realize that class meetings are effective for attending to rules, behavior, and classroom management; accept no excuses for inappropriate behavior; reasonable consequences should follow
Glasser, Rogers, Freilberg, and Gordon
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Understand that teacher correction influences behavior of other nearby students; develop skill of see what is happening in all parts of the room (wittiness); avoid dangles and flip-flops, which is leaving one activity hanging in the air, and starting another one; avoid giving directions before the group is ready
Kounin
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Provide consequences based on individual situations; model acceptable standards of moral and proper conduct; act in the best interests of the student; ensure that students' rights in schools are not violated; students should accept responsibility for their actions and teachers can respect the citizenship rights of the students
Gathercoal
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Emphasize 3 C's of management - cooperation, conflict resolution, and civic values; cooperative learning works well with diverse students and contributes to the welfare of all students including gifted, learning disabled, mentally disabled, and those from culturally pluralistic backgrounds; see conflicts as mutual problems so everyone can benefit from the resolution
Johnson and Johnson
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Stop doing ineffective things; be fair without treating everyone the same way; work toward long-term behavior changes with explanations, guidance, and private conferences rather than short-term changes with punishment; model what you expect and pass along with a sense of warmth; encourage acceptable behavior and responsible learning; involve students in making procedures/rules for their behavior; have students suggest consequences if their rights are violated; help students understand reasons for procedures or rules
Mendler and Curwin
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Being held responsible (teacher) for student progress and efficient/effective use of resources
Accountability
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Standardized test measuring how much students have learned in a given content area (K-12 grades)
Achievement Tests
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Test meant to predict future performance
Aptitude Tests
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Measurement of abilities using procedures that simulate the application of real life abilities
Authentic Assessment
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Typical score for group of scores
Central Tendency
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Scoring guide that provides the criteria for assessing the quality of a performance or product
Checklists
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Assessment procedures that require the student to create an answer instead of selecting an answer from a set of choices
Constructed-Response Format
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A group whose average score serves as a standard for evaluation any student's score on a test
Norm Groups
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Large sample of students serving as a comparison group for scoring standardized tests
Norming Sample
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Percentage of those in the norming sample who scored at or below an individual's score
Percentile Ranking
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The most commonly occurring distribution in which scores are distributed evenly around the mean
Normal Distribution
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Scores based on standard deviation
Standard Scores
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Qualities of an assessment instrument that offend or unfairly penalize a group of students because of the students' gender, SES, race, ethnicity, etc.
Assessment Bias
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Range of scores within which an individual's particular score if testing were repeated
Confidence Interval
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Standard score with a mean of 50 and a standard deviation of 10
T Score
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Standard score indicating the number of standard deviations above or below the mean
z Score
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Measure of how widely scores vary from mean
Standard Deviation
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A test designed to be free of culture bias, so that not one culture has an advantage over another
Culture-Fair Test
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Assessment that determines existence and level of mastery for purpose of planning curriculum and instruction (prior knowledge)
Diagnostic Assessment
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Ways of monitoring learning and providing feedback to students and teachers on progress toward mastery (ongoing during lesson)
Formative Assessment
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Record showing how many scores fall into set groups
Frequency Distribution
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Measure of grade level based on comparison with norming samples from each grade
Grade Equivalent Score
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Standardized tests whose results have powerful influences when used by schools, administrators, other officials or employers to make decisions (Pearson Tests)
High-Stakes Testing
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Total of scores divided by the number of values (average score)
Mean
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Measure of central tendency, the middle score of a group
Median
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How a teacher determines a student's performance, used in number terms
Measurement
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Most frequently occurring score measures central tendency
Mode
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Distance between highest and lowest scores
Range
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Consistency of test results
Reliability
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Assessment with content typically representing a broad base of knowledge and administrated to many segments of a general population, usually either nationwide or statewide
Standardized Tests
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Whole number scores from 1-9, each representing a wide range of raw scores
Stanine Scores
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Means of making judgments about the quality of a process or product; typically administrated at the end of a unit as a basis for assigning grades
Summative Assessment
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Degree to which the assessment measures what it is designed to measure
Validity
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Interplay of reason and emotion; Sensory information
Thalamus
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Thinking, memory, speech, and muscular movement
Cerebrum
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Coordinate body movement; Rote movement memory storage
Cerebellum
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Working memory --> Long-term memory
Hippocampus
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Heartbeat, respiration, body temperature, digestion, brain alertness
Brain Stem
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Emotional messages encoded
Amygdala
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Matures slowly, monitors higher-order thinking, problem-solving, regulates excesses of the emotional system, and self-will (personality)
Frontal Lobe
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Does not necessarily help students learn; may be confusing and send mixed messages; may be difficult for a student to understand or interpret (check +, B-)
Evaluative Feedback
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Is of high quality and criterion-based, emphasizes the process of learning, can focus on both strengths and weaknesses, and provides information so that students can reflect and set goals (You maintained eye contact with the audience throughout your whole presentation)
Descriptive Feedback
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