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This article has been reviewed by: Khedl002 (talk) 02:10, 14 June 2009 (UTC)
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Part 1 - Article Components
Answer the following questions regarding the learning targets:
- Is/are the stated learning targets actual learning targets i.e. they state what the reader should know or be able to do after reading the article? YES
- Is/are the learning target(s) specific? YES
- Is/are they appropriate and reasonable? (Are they too easy or too difficult for ECI 301 students?) YES
- Is/are they observable? (You wouldn't have to look inside the readers head to know if they met this target.) YES
- Does the article provide adequate information for readers to achieve these targets? YES
Please make a comment about the learning target(s). If you answered "No" to any of the questions above, please explain how the author can improve them.
THE LEARNING TARGETS ARE WELL THOUGHT OUT AND WELL WRITTEN. THEY GO ALONG WITH THE ARTICLE VERY WELL.
Grammar and Mechanics Review
- Please either paste the entire body of the article here or any sections that you feel need to be revised.
- To do this:
- go back to the module page for the article
- select "edit this page"
- highlight all the text, hit control "c" (or "copy" from the edit menu)
- navigate back to your peer review page
- click edit this page and paste the text into this window (use control "v" or paste from the edit menu)
- You may want to have Wikibooks open in two windows/tabs to make this process easier.
- Type your comments in ALL CAPITALS or in another color so the author can easily find them.
The VAAP is an alternative to formal Standards of Learning (SOL) testing and is available to students in grades 3 through 8 and grade 11 who are working on academic standards that have been reduced in complexity and depth. (SHOULD SPELL OUT THREE, EIGHT AND ELEVEN.)
Introduction of âexpertâ (CHECK THE FORMATTING)
She holds a Masterâs of Science in Education with a concentration in Special Education from Old Dominion University. (CHECK THE FORMATTING SO THAT IT READS- MASTERS)
The VAAP consists of five componentsâ (CHECK FORMATTING SO THAT IT READS- COMPONENTS)
VAAP Content Area Cover Sheet-The studentâs COE must include a cover sheet for each content area within the collection. (CHECK FORMATTING SO THAT IT READS- STUDENT'S)
Work samples must address all concepts stated in the ASOL and must be graded correctly so that the studentâs proficiency on the content is clear. (CHECK FORMATTING SO THAT IT READS- STUDENT'S)
Anecdotal records should include the date of performance, a description of the observed skill or procedure, and the studentâs level of achievement (CHECK FORMATTING SO THAT IT READS- STUDENT'S)
An example of a good anecdotal record would be, âOn March 1, 2009, John Doe sorted a box of 20 objects by size, shape, and color with 100% accuracy. John was able to complete this activity independently.â (CHECK FORMATTING SO THAT QUOTATIONS APPEAR)
Data charts and graphs submitted should contain specific information regarding the targeted ASOL, the date of performance, and the studentâs level of achievement. Photographs submitted must be captioned with a statement indicating student performance of ASOL knowledge and skills. The statement should be a detailed summary of the activity occurring and the studentâs level of achievement. (CHECK FORMATTING SO THAT IT READS- STUDENT'S)
They are used to show a studentâs progress over time and improvement in specific areas. (CHECK FORMATTING SO THAT IT READS- STUDENT'S)
Using ASOLs help students learn more functional life skills. (MAY WANT TO RE-WORD THIS SENTENCE TO READ MORE SMOOTHLY- EX. BY USING ASOLS, STUDENTS ARE ABLE TO LEARN FUNCTIONAL LIFE SKILLS)
Ms Streetâs background is in special education. (CHECK FORMATTING SO THAT IT READS- MS. STREET'S)
Whether its digital camera or the new âFlipâ video camera students can document assignments and provide you with another means of assessment. (CHECK FORMATTING-NOT SURE WHAT THE CORRECT WORD SHOULD BE)
Ms. Streetâs information regarding the purpose, criteria, and content of a VAAP assessment coincides with the information provided by other researchers and educational experts. (CHECK FORMATTING SO THAT IT READS- MS. STREET'S)
For each source listed in the "References" section of the article, name the type of source (scholarly or popular) and the perspective it provides (research, expert opinion from educator, popular news source, parent organization, personal contact, etc.)
- .Blackbourn, J.M., Thomas, C., Britt, P., Blackbourn, R., Papason, B., Tyler, J.L., et al. (2004) Portfolio Assessment: A Guide For Teachers And Administrators [Electronic version]. National Forum of Educational Administration and Supervision Journal, 23 (4E) 1-8. (SCHOLARLY- RESEARCH)
- .Valdez, P.S. (2001) Alternative Assessment Retrieved June 4, 2009 from http://www.nsta.org/main/news/pdf/tst0111_41.pdf (POPULAR- EXPERT OPINION FROM EDUCATOR)
- .Virginia Department of Education. (2008) Virginia Alternate Assessment Program Implementation Manual. Richmond, Virginia: Department of Education (POPULAR- RESEARCH)
List the range of publication years for all sources, e.g. 1998-2006: 2004 - 2009
Answer the following questions about the sources used in the article:
- Did the author CITE at least 5 sources? NO and use at least 2 scholarly sources? NO
- Are the citations in APA format? YES
- Here are two examples of citations in APA format, one for a paraphrase and one for a quotation:
- Constructing a title is both a science and an art, but on one fact all of the experts agree: the title must contain a colon (Lennon, McCartney, Harrison, & Starr, 2007).
- Unfortunately impoverished children are often attending “low-performing schools staffed by ill-equipped teachers” (Murnane, 2007, p. 34).
- Are all the sources listed in APA format in a Reference list labeled "References"? YES
- Here is an example of a reference written in APA format:
- Bailey, J., & Barnum, P. (2001). The colon and its rise to prominence in the American circus. Journal of American Punctuation, 34(5), 2-3.
- Taken together do the 5 sources represent a good balance of potential references for this topic? NO
- Does the author consider potential bias in the sources? YES
- Are most of the sources current (less than 5 years old)? YES
Please make a comment about the sources. If you answered "No" to any of the questions above, please explain how the author can improve.
THE THREE SOURCES YOU HAVE LISTED LOOK REALLY GOOD. THEY ARE ALL REPUTABLE AND OFFER DIFFERENT PERSPECTIVES. YOU DO HOWEVER, NEED TO CITE THE INTERVIEW/ PERSON INTERVIEWED AS A SOURCE. MAY ALSO WANT TO LOOK FOR ANOTHER SCHOLARLY SOURCE.
Multiple Choice Questions
- What does each question assess: knowledge or reasoning (application of knowledge)?
- Question 1 KNOWLEDGE
- Question 2 KNOWLEDGE
- Question 3 APPLICATION
- Question 4 APPLICATION
Answer the following questions about the multiple-choice questions.
- Are there 4 multiple-choice questions? YES
- Do they each have four answer choices (A-D)? YES
- Is there a single correct (not opinion-based) answer for each question? YES
- Do the questions assess the learning target? YES
- Are the questions appropriate and reasonable (not too easy and not too difficult)? YES
- Are the foils (the response options that are NOT the answer) reasonable i.e. they are not very obviously incorrect answers? YES
- Are the response options listed in alphabetical order? NO
- Are correct answers provided and listed BELOW all the questions? YES
Please make a comment about the multiple-choice questions. If you answered "No" to any of the questions above, please explain how the author can improve the question/s.
I THINK YOUR QUESTIONS FOLLOW YOUR LEARNING TARGETS WONDERFULLY. YOU NEED TO LIST THE ANSWERS IN ALPHABETICAL ORDER. OTHER THAN THESE CHANGES, I THINK THE EXAMPLES YOU LIST FOR THE APPLICATION QUESTIONS ARE GREAT.
Part 2 - Ratings
LIST and EXPLAIN your rating for each of the four criteria.
THE INFORMATION IN THE ARTICLE IS RLEVANT TO FUTURE TEACHERS, IS MOSTLY BASED ON REASEARCHED INFO AS WELL AS FROM THE INTERVIEW, AND OFFERS A FEW PERSPECTIVES AND KEY IDEAS ON THE ISSUE.
- I rated this article 4 for importance because...
THE SIDEBAR ENHANCED THE UNDERSTANDING OF THE TOPIC BY ALLOWING THE READER TO EASILY FIND ADDITIONAL INFORMATION ON THE SUBJECT. THE FORMATTING/ COLORS WERE NICE AND NOT TOO OVERWHELMING. TWO DIFFERENT PERSPECTIVES WERE GIVEN ALTHOUGH NOT DISCUSSED IN GREAT DETAIL. MOST OF THE INFORMATION IS NEW TO ME!
- I rated this article 4 on interest because...
ALTHOUGH THE AUTHOR HAS ONLY PROVIDED 3 SOURCES, THE INFORMATION AND SOURCES OFFER A FEW POINTS OF VIEW (NOT ALWAYS ELABORATED ON THOUGH). BE SURE TO EMPHASIZE WHEN THE INFORMATION WAS MS. STREET'S OPINION OR YOUR OWN. THE FIRST SENTENCE OF THE "DISADVANTAGES" SECTION SEEMED TO BE YOUR OPINION, BUT LATER YOU GAVE CREDIT TO MS. STREET. BE SURE TO CLARIFY. POSSIBLY ELABORATE MORE ON OTHER VIEWPOINTS TO OFFER BOTH SIDES OF THE ARGUMENT FAIRLY.
- I rated this article 3 for credibility because...
- Writing skill:
- I rated this article 4 on writing because...
OVERALL, I THINK THE WRITING WAS GREAT. OFFERED BOTH APPLICATION AND KNOWLEDGE MULTIPLE CHOICE QUESTIONS; THE LEARNING TARGETS ALIGNED WITH THE ARTICLE; INTERESTING FACTS AND EXAMPLES THROUGHOUT; MOST OF THE INFORMATION IS EXPLAINED- POSSIBLY ELABORATE MORE ON IEPs. I KNOW A GOOD DEAL ABOUT THEM, BUT NOT ALL READERS WILL AND I THINK ITS A CRUCIAL PART OF THE SPECIAL EDUCATION PROCESS. (DONT NEED MUCH, JUST A SLIGHTLY MORE DETAILED EXPLANATION) THE ARTICLE FLOWED WELL WITH VERY FEW GRAMMATICAL ERRORS.
HIGHLIGHT SPECIFIC POINTS IN THE RUBRIC that apply to the article.
To do this: Highlight sections with the cursor and use the BOLD icon above OR type ''' (3 apostrophes) before and after the text you want to make bold
Wiki Article Rubric
|How important was the information presented on this topic to you as a teacher education student?
- Covers key ideas crucial for future teachers to know
- Based on researched information.
- Highly relevant to current educational practice (*this description may be less applicable for some topics such as history of education)
- Provides an excellent overview of the topic including relevant research, educational practice, laws and litigation. Includes in-depth discussion of at least a few selected key issues.
- Includes ideas relevant to future teachers
- Mostly based on researched information.
- Applicable to today’s schools
- Provides a good general overview with relevant information and discussion of a few key ideas
- A couple useful points; some irrelevant information
About half of the information is the author’s opinion.
Some out-dated information; may not reflect current practice
Good information is included but the paper yields a partial /incomplete understanding of the topic or key issues
- One useful point
- A few facts but mostly the author’s opinion.
- Most of the information is irrelevant in today’s schools.
- Focused on unimportant subtopics OR overly general with few specifics. Important information is missing.
- Information is not relevant to future teachers.
- Information is entirely the author’s opinion.
- The information is obsolete.
- Only irrelevant details or common knowledge. Lacks any substantive information.
|How interesting was the article to read?
- Sidebar includes new information that was motivating to read/view
- Visuals (headings, colors, fonts, pictures, etc.) enhance the article by making it easier or more inviting to read
- Multiple perspectives are considered and discussed
- Mostly new information/ideas
- Insightful interpretation & analysis are evident throughout the article; a clearly stated conclusion synthesizes all of the material presented.
- Points are clearly made and elaborated on with compelling examples.
- Sidebar includes new information that enhances understanding of the topic
- Visuals add to the article
- At least two perspectives were presented
- About half of the information/ideas are new
- Interpretation and analysis is provided for 3-4 points in the article; a reasonable conclusion based on this information is stated
- Some good points are made and explained.
- Sidebar includes new information related to the topic.
- Visuals are included but have minimal effect
- One interesting or new perspective is presented
- A couple (2-3) new ideas or pieces of information
- Interpretation/ analysis is included for a few (1-2) individual sections, but there is not a conclusion that synthesizes the information presented.
- Points are made but may not always be adequately supported or explained.
- Sidebar repeats what is already in the article
- Visuals are somewhat distracting or not included
- Only the “typical” view or one biased perspective is presented.
- One new idea or bit of information
- Information presented with minimal analysis or interpretation; no conclusion or the conclusion is not based on the information presented
- At least one clear point is made and supported.
- No side bar included.
- Visuals are offensive and completely detract from the content
- No perspective is acknowledged.
- Nothing new.
- No analysis or interpretation included
- No clear points are made or points appear pasted from other sources without any explanation.
|How credible do you think the information is?
- Required sources are properly cited and included in a reference list in APA format.
- Information from diverse sources representing multiple perspectives is included. Several reputable and current sources are cited. The author acknowledges potential bias in sources where appropriate.
- Author clearly identifies his own ideas, biases and opinions
- Required sources are included; a couple of formatting errors
- Information from a variety of sources is included. Most sources are reasonably reputable; bias is acknowledged in others.
- It is clear when the author is presenting his own opinion; he doesn’t try to pass if off as fact.
- Required sources are included; APA format is not used or has many errors.
- A variety of sources is listed but the information primarily reflects a single viewpoint. Sources are reasonable.
- The author occasionally (1-2 times) states his own opinion as fact.
- Only 4 sources are cited/listed in the references or only 1 scholarly source was used
- Sources lack diversity OR information from divergent sources is only superficially mentioned. Some sources are untrustworthy or biased and not acknowledged as such.
- Author routinely (3-4 times) states her opinion as fact, ignores own biases.
- Missing two or more sources OR sources used but not cited or listed.
- All sources and information reflect a single viewpoint. Most sources are untrustworthy or biased and not acknowledged as such.
- The entire article is biased and opinion-based without acknowledgment of this perspective.
|How well do you think this article was written?
- Multiple-choice questions (2 application & 2 knowledge) align with the learning targets, assess key points, and are written according to guidelines (see R4)
- Specific, appropriate and observable learning targets are stated; the content is clearly organized to help the reader achieve these goals
- Captures and maintains attention throughout
- All or almost all of the cited information is introduced, elaborated on and explained
- Writing is organized, easy to read, and contains few to no mechanical errors.
- Multiple-choice questions (2 application & 2 knowledge) align with the learning targets, and assess key points.
- Specific and reasonable learning targets are stated; the content aligns with these goals
- Captures attention initially and periodically throughout
- Most of the cited information is discussed or explained.
- The article flowed pretty well and there were just a few mechanical errors.
- Multiple-choice questions (2 application & 2 knowledge) assess key points
- Reasonable learning targets are stated; the content relates to these goals
- Parts of the article capture attention
- About half of the cited information is discussed
- A few areas were hard to follow, confusing or oddly organized. There were a few distracting errors.
- 4 multiple-choice questions are included.
- Learning targets generally related to the content are stated
- At least one part of the article is interesting
- Information is “pasted” together with minimal explanation.
- Organization was difficult to follow, sentences were awkward and/or there were several distracting errors.
- Questions are missing or not multiple-choice.
- Learning target is missing or unrelated to content or is/are not actual learning targets
- Nothing in the article grabs the reader’s attention
- Article is entirely “pasted” together from other sources.
- Poor organization, sentence structure and/or grammatical errors made it very difficult to understand the content.
Part 3 - "2+2"
List TWO compliments and TWO suggestions about the article content
- Focus on the work, not the person
- Describe "There is...", "I see.." rather than judge "You didn't..."
- . I THOUGHT THE INFORMATION COVERED IN THE ARTICLE WAS REALLY INTERESTING AND INFORMATIVE. THIS IS A TOPIC I AM NOT TOO FAMILIAR WITH AND I THINK IT WILL BE VERY HELPFUL FOR FUTURE TEACHERS.
- . THE SIDEBAR OFFERED A GREAT ADDITION TO THE ARTICLE. IT ALLOWED THE READER TO SUPPLEMENT WITH ADDITION INFORMATION IF NECESSARY. REALLY ENJOYED IT!
- . BE SURE TO DOUBLE CHECK FORMATTING ISSUES. THE FORMATTING ERRORS MAKE IT SOMEWHAT DIFFICULT TO READ SMOOTHLY.
- . BE SURE TO CITE FIVE SOUCES, ESPECIALLY THE INTERVIEW. I REALLY ENJOYED LEARNING ALL OF THE DIFFERENT PERSPECIVES (ESPECIALLY THAT OF THE PERSON INTERVIEWED) SO BE SURE TO GIVE THEM CREDIT.
You can make compliments and suggestions that relate to specific areas of the paper or to the paper in general. I suggest a mixture of both. Focus on what's most important. Of course, you can also include more than two suggestions and more than two compliments. The goal is to help the author improve his/her article.