Now that you have a clearer idea of what the next few weeks and the next few projects will be about, how do you see yourself and your SBP working together to complete these tasks. What needs to happen in class, what needs to happen out of class? What do you need to write? What do you need to compose? How will you get all your work completed with the level of quality and leadership you want to showcase in your portfolio?
Now that I understand the projects, my group and myself will have to come together again to bring our ideas of the NOFO process for the poster. We will also have to divide the work between us. We will have to have meetings outside of class in order to get the process done. We will have to write reflections, resume, the composing process, a poster, a report and civic agency profiles. My portfolio will be better now because from my midterm, I learned what needs to be changed to be more successful.
Wednesday, March 31, 2010
Wednesday, March 17, 2010
Daily Writing St. Pattys Day
You are working on a scoring guide for your NOFO evaluation rubric so that others will know exactly how you determined the score that you give each of the incoming proposals that your SPB will receive on next week. Reflect on the following questions:
* How effectively have I explained in my scoring guide the criteria that we will use to evaluate these proposals fairly and ethically? What information do I still need to add so that another reader would be able to draw the same evaluation and assign the same number of points as I would in my evaluation rubric?
I've explained my scoring guide very effectively to be fair and ethical. I still need to add more details to the part about the budget plan worksheet.
Now, read the Writer's Workshop on p. 446. Look back at your scoring guide and mark any words that you think have evaluative and/or judgmental connotations. Have you used these terms appropriately? What words do you need to look up? What words do you need to explain further? What words do you need to change to be more specific and/or appropriate to the writing situation?
I do not think that any words have judgmental connotations. I've used the terms appropriately to have an unbiased tone.
finally, answer these two questions:
* If outsider readers read my scoring guide, would they be able to score the proposals in concert the the expectations of my SPB?
* If the proposers read my scoring guide, would they consider it fair and appropriate to make evaluations and judgment of their proposals in the context of all the proposals my SPB receives?
I believe an outside reader would be able to use my scoring guide. They would also consider it fair and appropriate because it has a very neutral tone.
* How effectively have I explained in my scoring guide the criteria that we will use to evaluate these proposals fairly and ethically? What information do I still need to add so that another reader would be able to draw the same evaluation and assign the same number of points as I would in my evaluation rubric?
I've explained my scoring guide very effectively to be fair and ethical. I still need to add more details to the part about the budget plan worksheet.
Now, read the Writer's Workshop on p. 446. Look back at your scoring guide and mark any words that you think have evaluative and/or judgmental connotations. Have you used these terms appropriately? What words do you need to look up? What words do you need to explain further? What words do you need to change to be more specific and/or appropriate to the writing situation?
I do not think that any words have judgmental connotations. I've used the terms appropriately to have an unbiased tone.
finally, answer these two questions:
* If outsider readers read my scoring guide, would they be able to score the proposals in concert the the expectations of my SPB?
* If the proposers read my scoring guide, would they consider it fair and appropriate to make evaluations and judgment of their proposals in the context of all the proposals my SPB receives?
I believe an outside reader would be able to use my scoring guide. They would also consider it fair and appropriate because it has a very neutral tone.
Friday, March 5, 2010
Daily Writing March 5th
What are some of the responsibilities that you have as an evaluator of the proposals written in response to the NOFO you have just released? What are some of the implications of the decisions you make? How can you demonstrate to all the stakeholders--community partners, teachers, university committees, and your colleagues on the SPBs--how seriously you take this responsibility?
The responsibilities are that we must read each proposal and judge whether we will be considering it or not. We will be comparing the different proposals to find which one will be most effective. I will demonstrate how seriously i take this responsibility by completing each task with determination and drive.
Now, reflect on the qualities of effective evaluative writing that are important to evaluating the forthcoming proposals--clearly defined and explained criteria; comparisons based on the criteria; evidence that supports claims; evaluation of visual elements—in terms of how you will report out your evaluations of each of the proposals your SBP receives. Look at the above qualities and the criteria from your evaluation rubric and write a bullet-point list of key qualities that you will use to evaluate the proposals you receive.
-Do they clearly define their mission statement
-How does their mission statement compare to others
-Do they have evidence such as statistics
-How do visual elements support their claim
The responsibilities are that we must read each proposal and judge whether we will be considering it or not. We will be comparing the different proposals to find which one will be most effective. I will demonstrate how seriously i take this responsibility by completing each task with determination and drive.
Now, reflect on the qualities of effective evaluative writing that are important to evaluating the forthcoming proposals--clearly defined and explained criteria; comparisons based on the criteria; evidence that supports claims; evaluation of visual elements—in terms of how you will report out your evaluations of each of the proposals your SBP receives. Look at the above qualities and the criteria from your evaluation rubric and write a bullet-point list of key qualities that you will use to evaluate the proposals you receive.
-Do they clearly define their mission statement
-How does their mission statement compare to others
-Do they have evidence such as statistics
-How do visual elements support their claim
Wednesday, March 3, 2010
Daily Writing March 3
At this point how would you evaluate your midterm portfolio? What is strongest? What is weakest? Score your portfolio according to the midterm portfolio rubric. Then offer a rationale for your score.
I would evaluate my midterm as pretty strong. I've completed all of my assignments to the best of my abilities and did my best to upload each of them as well. I gave myself a 36 from the rubric. I feel that I scored lower on some parts because the things in the rubric were not all on the outline I looked at when writing my paper. I feel that my strongest part is the composing process while my weakest is knowledge of conventions.
I would evaluate my midterm as pretty strong. I've completed all of my assignments to the best of my abilities and did my best to upload each of them as well. I gave myself a 36 from the rubric. I feel that I scored lower on some parts because the things in the rubric were not all on the outline I looked at when writing my paper. I feel that my strongest part is the composing process while my weakest is knowledge of conventions.
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