Array Name vs Pointer int g, grades[ ] = {10, 20, 30, 40 }, myGrade = 100, yourGrade = 85, *pGrade; /* grades can be (and usually is) used as array name */ for (g = 0; g < 4; g++) printf(“%d\n” grades[g]); /* grades can be used as a pointer to its array if it doesn’t change*/ for (g = 0; g < 4; g++) printf(“%d\n” *(grades + g); /* but grades can’t point anywhere else */ grades = &myGrade; /* compiler error */ /* pGrades can be an alias for grades and used like an array name */ pGrades = grades; /* or pGrades = &grades[0]; */ for( g = 0; g < 4; g++) printf( “%d\n”, pGrades[g]); /* pGrades can be an alias for grades and be used like a pointer that changes */ for (g = 0; g < 4; g++) printf(“%d\n” *pGrades++); /* BUT, pGrades printf( pGrades printf( pGrades can point to something else other than the grades array */ = &myGrade; “%d\n”, *pGrades); = &yourGrade; “%d\n”, *pGrades); 7/28/09 7
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Beginning 1 Developing 2 Accomplished 3 Exemplary 4 Description of identifiable performance characteristics reflecting a beginning level of performance. Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. Description of identifiable performance characteristics reflecting mastery of performance. Description of identifiable performance characteristics reflecting the highest level of performance. Description of identifiable performance characteristics reflecting a beginning level of performance. Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. Description of identifiable performance characteristics reflecting mastery of performance. Description of identifiable performance characteristics reflecting the highest level of performance.   Stated Objective or Performance     Stated Objective or Performance     Score
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III. US Evaluation Forms The University of Tennessee at Martin Stude nt Teaching Performance Assessment Evaluation b y University Supervisor STUDENT TEACHER (Last, First, Middle) MAJOR/LICENSURE AREA DATE PREPARED Candidate Evaluation Observation Report # (Circle) HOST SCHOOL CITY, STATE PRINCIPAL GRADE LEVEL(S)/SUBJECT TAUGHT COOPERATING TEACHER UNIVERSITY SUPERVISOR 1 Copies: WHITE - University Supervisor YELLOW - Cooperating Teacher B. Demonstrates a deep understanding of the central concepts, assum ptions, structures, and p edagogy of thecontent area. Uses research-based classroom strategies that are grounded in higher order thinking, problem-solving, and real world connections for all students. 5 6 PINK – Student Teacher Performance Level B Proficient Performance Level C Advanced ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ________ Required Area to Strengthen Performance Performance Level B Level C Proficient Advanced Unsatisfactory Performance Level A Developing ___ ___ ___ ___ ___ ___ ___ ___ ________ Required Area to Strengthen Performance Performance Level B Level C Proficient Advanced Unsatisfactory Performance Level A Developing ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ DOMAI N III: Assessment and Evalua tion Indicators Uses appropriate evaluation and assessments to determine student mastery of content and make instructional decisions. B. Communicates student achievement and progress to students, their parents, and appropriate others C. Reflects on teaching practice through careful examination of classroom evaluation and assessments 4 Unsatisfactory DOMAI N II: Teaching Strategies Indicators A. 3 Performance Level A Developing DOMAI N I: Planning Indicators A. Establishes appropriate instructional goals and objectives B. Plans instruction and student evaluation based on an in-depth understanding of the content, student needs, curriculum standards, and the community C. Adapts instructional opportunities for diverse learners 2 A. Unsatisfactory Performance Level A Developing ___ ___ ___ ___ ___ ___ ___ ___ DOMAIN IV: Learning Environment Indicators A. Creates a classroom culture that develops student intellectual capacity in the content area. B. Manages classroom resources effectively ________ Required Area to Strengthen Performance Performance Level B Level C Proficient Advanced Unsatisfactory Performance Level A Developing ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ DOMAI N V: Professional Growth Indicators A. Collaborates with colleagues and appropriate others B. Engages in high-quality, on-going professional development as defined by the Tennessee State Board of Education Professional Development Policy to strengthen knowledge and skill in the content of the teaching assignment. C. Performs professional responsibilities efficiently and effectively ________ Required Area to Strengthen Performance Performance Level B Level C Proficient Advanced ________ Required Area to Strengthen
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VI. Cooperating Teacher Evaluation Forms The University of Tennessee at Martin Final Student Teaching Performance Assessment Evaluation b y Cooperating Teacher STUDENT TEACHER (Last, First, Middle) MAJOR/LICENSURE AREA DATE PREPARED HOST SCHOOL CITY, STATE PRINCIPAL GRADE LEVEL(S)/SUBJECT TAUGHT COOPERATING TEACHER UNIVERSITY SUPERVISOR The cooperating teacher should complete this evaluation and ALL COPIES RETURNE D to the DIRECTOR OF FIELD EXPE RIENCES by Monday of the last week of the student teaching experience. Unsatisfactory Performance Level A Developing Performance Level B Proficient Performance Level C Advanced ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ DOMAI N I: Planning Indicators A. Establishes appropriate instructional goals and objectives B. Plans instruction and student evaluation based on an in-depth understanding of the content, student needs, curriculum standards, and the community C. Adapts instructional opportunities for diverse learners Unsatisfactory Performance Level A Developing ___ ___ ___ ___ ___ ___ ___ ___ DOMAI N II: Teaching Strategies Indicators A. B. Demonstrates a deep understanding of the central concepts, assum ptions, structures, and pedagogy of the content area. Uses research-based classroom strategies that are grounded in higher order thinking, problem-solving, and real world connections for all students. ________ Required Area to Strengthen Performance Performance Level B Level C Proficient Advanced Unsatisfactory Performance Level A Developing ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ DOMAI N III: Assessment and Evalua tion Indicators Uses appropriate evaluation and assessments to determine student mastery of content and make instructional decisions. B. Communicates student achievement and progress to students, their parents, and appropriate others C. Reflects on teaching practice through careful examination of classroom evaluation and assessments ________ Required Area to Strengthen Performance Performance Level B Level C Proficient Advanced A. Unsatisfactory Performance Level A Developing ___ ___ ___ ___ ___ ___ ___ ___ DOMAIN IV: Learning Environment Indicators A. Creates a classroom culture that develops student intellectual capacity in the content area. B. Manages classroom resources effectively ________ Required Area to Strengthen Performance Performance Level B Level C Proficient Advanced Unsatisfactory Performance Level A Developing ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ DOMAI N V: Professional Growth Indicators A. Collaborates with colleagues and appropriate others B. Engages in high-quality, on-going professional development as defined by the Tennessee State Board of Education Professional Development Policy to strengthen knowledge and skill in the content of the teaching assignment. C. Performs professional responsibilities efficiently and effectively ________ Required Area to Strengthen Performance Performance Level B Level C Proficient Advanced ________ Required Area to Strengthen
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Poisson Probability Experiment 1. The Random Variable is the number of times (counting) some event occurs during a Defined Interval  Random Variable:  The Random Variable can assume an infinite number of values, however the probability becomes very small after the first few occurrences (successes)  Defined Interval:  The Defined Interval some kind of “Continuum” such as:  Misspelled words per page ( continuum = per page)  Calls per two hour period ( continuum = per two hour period)  Vehicles per day ( continuum = per day)  Goals per game ( continuum = per game)  Lost bags per flight ( continuum = per flight)  Defaults per 30 year mortgage period ( continuum = per 30 year mortgage period )  Interval = Continuum 2. The probability of the event is proportional to the size of the interval (the longer the interval, the larger the probability) 3. The intervals do not overlap and are independent (the number of occurrences in 1 interval does not affect the other intervals 4. When the probability of success is very small and n is large, the Poisson distribution is a limiting form of the binomial probability distribution (“Law of Improbable Events”) 40
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Poisson Probability Experiment 1. The Random Variable is the number of times (counting) some event occurs during a Defined Interval  Random Variable:  The Random Variable can assume an infinite number of values, however the probability becomes very small after the first few occurrences (successes)  Defined Interval:  The Defined Interval some kind of “Continuum” such as:  Misspelled words per page ( continuum = per page)  Calls per two hour period ( continuum = per two hour period)  Vehicles per day ( continuum = per day)  Goals per game ( continuum = per game)  Lost bags per flight ( continuum = per flight)  Defaults per 30 year mortgage period ( continuum = per 30 year mortgage period )  Interval = Continuum 2. The probability of the event is proportional to the size of the interval (the longer the interval, the larger the probability) 3. The intervals do not overlap and are independent (the number of occurrences in 1 interval does not affect the other intervals 4. When the probability of success is very small and n is large, the Poisson distribution is a limiting form of the binomial probability distribution (“Law of Improbable Events”) 56
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Discussions Changes Cont.  The Topic Score Details screen now has a more consistent appearance everywhere you can access it: ◦ ◦ ◦ ◦ ◦ Assess Student link in the context menu of a thread or reply post. Topic Score link on the Users tab of the Access Topic area. Student link on the Assessments tab of the Access Topic area. Submissions button in the Grades tool on the Enter Grades grid. Submissions button in the Grades tool on the Grade Student page. The Top Score Details screen is available when you click the student’s name from the Enter Grades area. ◦ Submissions button from the Grade Category page, available when you click Grade All from the context menu of a category from the Enter Grades or Manage Grades areas. ◦ Submissions button from the Grade Item page, available when you click Grade All from the context menu of a grade item from the Enter Grades or Manage Grades areas. ◦ Note: There is one Topic Score Details screen that didn’t change, when you select a post from a topic, then select More Actions -> Assess, and access it from here.
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Collaborative Examinations in ALN (Shen et al, 2004) Traditional Participatory Collaborative Instructor designs questions Individual designs questions (A) Group designs questions (A-C) Individual designs Individual reviews questions Individual reviews questions Individual reviews questions Individual answers questions Individual answers questions (B) Individual answers questions (D) Individual grades Group grades Individual grades Instructor assigns grades Instructor assigns grades Individual disputes Individual disputes Instructor assigns final grades Instructor assigns 31grades of 36 final Instructor assigns grades Individual disputes Instructor assigns final grades
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Selecting Members of Objects Expression Meaning testPtr->grades Access the grades pointer in test1. This is the same as (*testPtr).grades *testPtr->grades Access the value pointed at by testPtr->grades. This is the same as *(*testPtr).grades *test1.grades Access the value pointed at by test1.grades Copyright © 2017, 2014 Pearson Education, Inc. 10-12
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