Assessment 2: Creating an online catalog of videos for each Mathematics strand

Scoring guide for Assessment 2: Creating an online catalog of videos for each Mathematics strand

Student Name:

Gradations of Quality:

Exceeded Standards: Thinking is logical, easy to follow, and well supported. The work is virtually error free. All criteria are met.

Met Standards: Thinking shows thought flows fairly well, and support is evident. The work may have a few errors. Most criteria are met; some criteria may be partially met.

Not Met Standards: Thinking may show flaws, flow may have problems, and support may be lacking. The work may have a number of errors. Some criteria are met; others may be partially met and/or missing. The work fails to meet the standards set forth in the assignment.

Video: Mathematical domain, Instruction) *(NCTM CAEP 2020, Standards 1a and 4c )*
Element	Not Met (1 point)	Met (3 points)	Exceeded (5 points)
Standard 1: Knowing and Understanding Mathematics Component 1a Demonstrate and apply knowledge of major mathematics concepts, algorithms, procedures, , and applications within and among mathematical domains	Candidate’s narrative and video/ software survey data provide less than 2 pieces of evidence of the ability to select suitable technology that demonstrates and applies mathematics content knowledge and procedures.	Candidate’s narrative and video/ software survey data provide 2 pieces of evidence of the ability to select suitable technology that demonstrates and applies mathematics content knowledge and procedures from different domains and concepts.	Candidate’s narrative and video/software survey data provide more than 2 pieces of detailed/in-depth evidence of candidates’ ability to select suitable technology that demonstrates and applies content knowledge from different mathematics domains and concepts.
Standard 4: Incorporate Mathematics-Specific Tools. Component 4c.1 Candidates select mathematics-specific tools, including technology, to support students’ learning, and instruction	Candidate’s narrative and video or software survey data provide little evidence of candidates’ ability to apply mathematical and pedagogical knowledge to select a range of suitable math instructional videos: simulation, drill and practice, tutorial, and problem-solving.	Candidate’s narrative and video or software survey data provide some evidence of candidates’ ability to apply mathematical and pedagogical knowledge to select a range of suitable math instructional videos: simulation, drill and practice, tutorial, and problem-solving.	Candidate’s narrative and video or software survey data provide detailed/in-depth evidence of candidates’ ability to apply mathematical and pedagogical knowledge to select a range of suitable math math-specific instructional videos: simulation, drill and practice, tutorial, and problem-solving.
Standard 4: Incorporate Mathematics-Specific Tools. Component 4c.2 Recognize both the insights to be gained and possible limitations of such tools	Candidate’s analyses of the instructional suitability of each video content and inclusion of video or software in the online catalog provide little evidence of candidates’ ability to recognize the benefits and challenges of using videos as learning tools.	Candidate’s analyses of the instructional suitability of each video content and inclusion of video or software in the online catalog provide some evidence of candidates’ ability to recognize the benefits and challenges of using videos in the math classroom.	Candidate’s accurate and in-depth analyses of the instructional suitability of each video content and inclusion of vide or software in the online catalog provide substantial evidence of candidates’ ability to recognize the benefits and challenges of using videos in the math classroom.
Video: Curriculum standards, Mathematics Objectives, Mathematics content) (NCTM CAEP 3a)
Element	Not Met (1 point)	Met (3 points)	Exceeded (5 points)
Standard 3: Knowing Students and Planning for Mathematical Learning Apply knowledge of curriculum standards for secondary mathematics	Candidate provides sparse description of how each video content incorporates knowledge of national, local/state curriculum standards for mathematics.	Candidate provides Brief description of how each video content incorporates knowledge of national, local/state curriculum standards for mathematics.	Candidate provides an accurate and detailed description of how each video content incorporates knowledge of national, local/state curriculum standards for mathematics.
Standard 3: Knowing Students and Planning for Mathematical Learning Analyze and consider research in planning for rich mathematical learning experiences	Candidate uses little research to select mathematics content videos to create an online catalog rich mathematical with experiences for grades 6-12.	Candidate uses research to select suitable mathematics content videos to create an online catalog rich with mathematical experiences for grades 6-12.	Candidate uses research to select highly suitable and varied mathematics content videos to create an online catalog rich with mathematical experiences for grades 6-12.
Standard 3: Knowing Students and Planning for Mathematical Learning Component 3a Student Diversity. Candidates identify and use students’ individual and group differences when planning rigorous and engaging mathematics instruction that supports students’ meaningful participation and learning	Candidate describes how less than six selected videos or software develops student conceptual understanding and procedural proficiency.	Candidate describes at least how six selected videos or software develop student conceptual understanding and procedural proficiency. The content of each selected video is developmentally appropriate.	Candidate provides detailed and specific description of how each selected video or software develops student conceptual understanding and procedural proficiency. The content of each selected video is developmentally appropriate.
Video: Content (NCTM CAEP 2a)
Not Met (1 point)	Not Met (1 point)	Not Met (1 point)	Not Met (1 point)
Standard 2: Knowing and Using Mathematical Processes Component 2a Use problem solving to develop conceptual understanding, make sense of a wide variety of problems	Candidate provides sparse description of how each selected (catalog) video provides opportunities for students’ conceptual understanding to develop via problem solving and critical thinking skills.	Candidate provides brief descriptions of how each selected (catalog) video provides opportunities for students’ conceptual understanding to develop via problem-solving and critical thinking skills.	Candidate provides a detailed and specific description of how each selected (catalog) video provides opportunities for students’ conceptual understanding to develop via problem-solving and critical thinking skills.
Content Quality Content, instructions, user-friendliness, and ability of the video or software to provide learners with appropriate feedback	Candidate’s narrative provides evidence of sound selection based on less than 4 of the following: aesthetics, content, instructions, user-friendliness, and ability of the video or software to provide learners with appropriate feedback.	Candidate’s narrative provides evidence of sound selection based on at least 4 of the following: esthetics, content, instructions, user-friendliness, and ability of the video or software to provide learners with appropriate feedback.	Candidate’s narrative provides extensive evidence of sound selection based on the aesthetics, content, instructions, user-friendliness, and ability of the video or software to provide learners with appropriate feedback.
Organization of online catalog Writing across the curriculum – Presentation (format, grammar, APA: spacing, pagination, citations, references, etc.)	Candidate provides limited evidence of having an appropriate content structure and formatting of the document. Errors significantly interfere with the quality of the work.	Candidate provides evidence of having an appropriate content structure and formatting of the document. Errors did not significantly interfere with the quality of work.	Candidate provides extensive evidence of having a well-developed content structure and formatting.
Presentation of Online Catalog – appearance – suitability – APA – References	Candidate’s complete package as presented is disorganized and unprofessional. Sparse evidence of the suitability of each cataloged video is presented in the selection, description, and benefits/challenges of each video	Candidate’s complete package as presented is organized and professional. Brief evidence of the suitability of each cataloged video is presented in the selection, description, and benefits/challenges of each video.	Candidate’s complete package is presented in a well-organized and professional fashion. Clear evidence of the suitability of each cataloged video is presented in the selection, description, and benefits/challenges of each video.
Totals

ADDITIONAL INSTRUCTIONS FOR THE CLASS

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Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week. Assessment 2: Creating an online catalog of videos for each Mathematics strand

APA Format and Writing Quality

Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source.

LopesWrite Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score. Assessment 2: Creating an online catalog of videos for each Mathematics strand

Late Policy

The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading. Assessment 2: Creating an online catalog of videos for each Mathematics strand

Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours. Assessment 2: Creating an online catalog of videos for each Mathematics strand

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Assessment 2: Creating an online catalog