Which type of evidence describes the support in this students response best?
Don’t talk to the police
My teaching career began in 2014 as a middle school special education teacher (ages 12-15). Since then, I’ve gone on to teaching high school history to a group of much older students. I was recently reflecting on these two seemingly unrelated jobs–indeed, my entire educational journey–and I came across something that I believe both of these jobs have in common: the requirement that students be able to read and use facts.
This is not a blog calling for more reading tests, to be sure. Most teachers, I believe, believe that there is already an excessive amount of quizzing and standardized testing that they and their students must contend with.
If you’re unfamiliar with this question form, supporting-evidence questions have become much more common–at least in the United States–since 2010, when the Common Core (a new set of national standards) was introduced.
For the purposes of this discussion, we’ll concentrate on the fact that Common Core aimed to balance students’ exposure to fiction and nonfiction texts (Coleman & Pimental, 2012), which drew educators’ attention to parts of reading comprehension such as facts and supporting information.
Covid 19 q/a: roger seheult & john campbell: lessons
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Concerns about the efficacy of treatments in improving outcomes of ill patients or patients suffering from a disease. What are the most often asked questions. Medications, surgical procedures, exercise, and advice for lifestyle changes are only a few of the therapies provided by physicians.
Questions on whether a treatment or exposure is successful in reducing morbidity and mortality. Questions about care are similar. When evaluating preventive steps, it’s especially important to consider the risks as well as the benefits.
Background questions elicit information about a diagnosis, test, or treatment in general. These questions usually ask who, what, where, where, how, and why about a condition, examination, or treatment, or some other aspect of healthcare. Consider the following scenario:
Introduction to reading skills: claims and supporting evidence
This chapter is primarily intended for classroom teachers and teacher educators. The chapter begins by providing a structure for thinking about daily evaluations, and then goes on to explore the roles and obligations of teachers and students in assessment improvement. The information provided in this chapter may also be of interest to administrators.
An end-of-unit evaluation, a quarterly report card, a state-level check on basic skills, or the letter grade for a final laboratory report are all examples of assessment. However, these well-known facets of evaluation do not capture the full scope or nuance of how assessment is used in the classroom on a daily basis. The type of classroom evaluation discussed in this chapter focuses on the everyday opportunities and experiences that teachers and students have to gather information about student work and understandings, and then uses that information to enhance both teaching and learning. In spirit and reason, it is a natural part of classroom life that is a world away from formal exams.
Physicist explains dimensions in 5 levels of difficulty
The previous chapter provided a more in-depth look at the different forms of evidence that can be used to make decisions about obesity and other nuanced, system-level population health issues. It provides a detailed evidence typology that goes beyond the conventional basic evidence hierarchies used in clinical practice and less complicated public health initiatives. This chapter examines how to assess the validity of various forms of evidence while making decisions about which interventions to pursue. The question is critical not only because many of the strategies needed to combat obesity are complex, but also because the evidence for such interventions is based on studies and programs.
The forms of evidence used in local decision making, including the policy process, include politics, economics, stakeholder ideas and desires, and general knowledge and facts (see Chapter 3), and the decision maker must take a realistic approach to translating this evidence into real-world problems. This chapter outlines a method for assessing these various forms of evidence that is contingent on the question being posed and the context in which it appears, based on this expanded understanding of what constitutes valid evidence and where to find it (Chapter 5).