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This article has been reviewed by: Bpenn005 (talk) 22:00, 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 FOR THE FIRST ONE, NO FOR THE SECOND ONE____
- 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, BUT I THINK THEY ARE TOO SIMPLE FOR ECI 301 STUDENTS____
- Is/are they observable? (You wouldn't have to look inside the readers head to know if they met this target.) __YES FOR THE FIRST ONE, NO OR THE SECOND ONE.____
- Does the article provide adequate information for readers to achieve these targets? _THE FIRST LEARNING TAGET CAN BE ANSWERED WITH THE ANSWER OF THE FIRST QUESTIONED ANSWERED IN THE INTERVIEW BUT NOT THE SECOND LEARNING TARGET. _____
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 ARTICLE IS SHORT AND THERE WAS NOT ENOUGHT INFORMATION TO FULLY COMPREHEND THE SECOND LEARNING TARGET. THE AUTHOR SHOULD HAVE GATHERED MORE INFORMATION FROM OTHER SOURCES.
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.
PASTE TEXT HERE
I will accomplish this by interviewing Mrs. Ann Poorman
who is a HAS BEEN A well respected teacher at Southern Cayuga High School for the past twenty years. Mrs. Poorman is an English teacher who holds an interest in history and the education system. She is a well studied and knowledgeable person to ask about the history of the U.S. Education system. (WHY?, WHAT HAS SHE STUDIED? WHAT KIND OF DEGREE DOES SHE HOLD? DOES SHE BELONG TO ANY EDUCATIONAL ASSOCIATION OR SOCIETEY?)
When did the U.S. really begin to form a public education system?
regards sHOULD AHVE BEEN CAPIATL STARTING A SENTENCE to the widespread education of our children in the 20th century we can thank the industrial revolution. Before the spread of urban life and mass industry very few children had the opportunity to go to school for any length of time (MORE INFOMATION FROM ANOTHER SOURCE ABOUT THIS POINT, NAME SOURCE AS WELL). Children were required to work the fields on the family farm or help with the family business (WHY?). In the beginning of the 20th century more people were moving to cities and the need for education became greater than ever. The children who were educated usually came from wealthy families. (WHY?, MORE INFORMATION SENSUS FACTS AND SOURCES)
So, much like our curriculum today?
Yes, however students today have the opportunity of electives. Foreign language, music, art, technical education, and clubs were not available to the average public school child. In fact most students never made it to the high school level. (WHY?, LIST FACTUAL INFORMATION OF THIS TIME BACKING UP THE STATEMENT)
What other major changes to the education system have occurred in the 20th century?
The invention of the car led to more children having access to school. Desegregation affected the public school system ensuring that all children receive the same education. Post WWII the increase in children led to the government spending more on education than ever before.(SOURCE OTHER THAN TEACHER) -New schools were built. Older schools built additions -Programs like Head Start were formed to help weld the link between poverty and education.](MORE PROGRAMS ARE CURRENTLY IN PLACE, MORE RESEARCH IS NEEDED ABOUT THIS TOPIC, LIST RESOURCES)
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.)
- . MRS. ANNE POORMAN
List the range of publication years for all sources, e.g. 1998-2006: ______ - ________(NONE MENTIONED)
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? __NO____
- 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"? __NO REFERENCE LIST AVAILABLE____
- 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? _CANNOT REALLY TELL BECAUSE THERE IS NO CONCLUSION OR PERSONAL THOUGHT FROM THE AUTHOR.____
- 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 ARTICLE WAS ONLY DONE BASED ON ONE INTERVIEW. I THINK THAT THE AUTHOR SHOULD HAVE HAD MORE EXPERTS TO INTERVIEW TO BE ABLE TO GET DIFFERENT POINTS OF VIEW ABOUT THE TARGETED QUESTIONS AND ALSO INCLUEDED EXPERT DATA WITH THE QUESTIONS ANSWERED. iF THE AUTHOR WOULD AHVE HAD EXPERT DATA THAT COULD AHVE BEEN USED WHILE GIVING THE INTERVIEW, I THINK THE ANSWERES WOULD AHVE BEEN MORE INTERESTING AND DETAILED BECAUSE THEY ARE COMPARED WITH FACTUAL INFORMATION.
Multiple Choice Questions
- What does each question assess: knowledge or reasoning (application of knowledge)? NO MULTIPLE QUESTIONS AVAILABLE
- Question 1 ______________________
- Question 2 _______________________
- Question 3 _______________________
- Question 4 _______________________
Answer the following questions about the multiple-choice questions.
- Are there 4 multiple-choice questions? __NO____
- Do they each have four answer choices (A-D)? _NONE AVAILABLE_____
- Is there a single correct (not opinion-based) answer for each question? _NONE AVAILABLE____
- Do the questions assess the learning target? ___NONE AVAILABLE___
- Are the questions appropriate and reasonable (not too easy and not too difficult)? _NONE AVAILABLE_____
- Are the foils (the response options that are NOT the answer) reasonable i.e. they are not very obviously incorrect answers? _NONE AVAILABLE_____
- Are the response options listed in alphabetical order? __NONE AVAILABLE____
- Are correct answers provided and listed BELOW all the questions? __NO____
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.
NO MULTIPLE CHOICE QUESTIONS AVAILABLE
Part 2 - Ratings
LIST and EXPLAIN your rating for each of the four criteria.
- I rated this article ___ for importance because...
- I rated this article ___ on interest because...
- I rated this article ___ for credibility because...
- Writing skill:
- I rated this article ___ on writing because...
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..."
- . THE ARTICLE WAS NOT CROWDED WITH DISTRACTING OR OFFENSIVE LANGUAGE WHICH MADE IT VERY EASY TO READ AND FOLLOW.
- . THE INTERVIEW QUESTIONS ASKES WERE IN CHRONOLOGICAL ORDER WHICH WERE GOOD BECAUSE THEY FOLLOWED THE HISTORY OF THE CHANGE IN EDUCATION.
- . INCLUDE FACTUAL DATA FROM THE EDUCATION BOARD AND ASSOCIATIONS THAT CAN BE PRESENTED TO THE EXPERTS. INCLUDE THIS INFORMATION ALONG WITH THE ANSWERS FROM THE EXPERTS.
- . STATE YOUR OPINION ABOUT THE ANSWERS PROVIDED BY THE EXPERTS, ADD SOME COLOR AND DESING TO THE ARTICLE TO MAKE IT MORE PRESENTABLE AND APPEALING TO THE EYE.
- . GET ONE OR MORE EXPERTS TO INTERVIEW AND THAT CAN OFFER DIFFERENT VIEWS AND PERSPECTIVES ON THE TOPIC.
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.