Basic requirements of a written exam Essay Example | Topics and Well Written Essays - 750 words

Basic requirements of a written exam - Essay Example According to Bloom’s taxonomy for levels of understanding, six levels include knowledge, comprehension, application, analysis, synthesis, and evaluation; typically, for the first three levels, written examinations are most suitable and can be made cost-effective where many students are to be evaluated. Nevertheless, written exams need to be set appropriately to ensure that they deliver a reliable evaluation of students’ knowledge. This is usually achievable through use of multiple-choice questions as they enable teachers to pinpoint depth of knowledge concerning detail. Coupled with proper setting, written examinations also require a defined grading system (Asklund and Bendix 1). For a written exam to be effective, it should be valid, reliable and consistent, transparent, fair, efficient and ease in handling, and allow for useful feedback. Validity refers to measuring what is actually intended, where results achieved should be accounted for practically. Reliability and consistency enable achievement of similar results regardless of number of assessors and over time; more so, with marking schemes and assessment criterion. Transparency implies that the written examinations should test in such a way that the stated learning objectives are clearly met. Fairness calls for all students to be subjected to the same form of assessment and as per the criterion set. Lastly, to avoid written examinations being perceived as burdensome, they should be allocated sufficient time for both being done and marking, and afterwards, students should have their progress communicated to them in due course. However, the requirements of a written exam differ with the type it is that is, whether unseen, revealed, open book, multiple choice or take home assignments. An unseen written exam occurs where the content of the exam are unknown to students whereas, in a revealed exam, students are made aware of the

Quoting & Paraphrasing (df4) Essay Example | Topics and Well Written Essays - 250 words

Quoting & Paraphrasing (df4) - Essay Example rucial, such as when ‘giving added emphasis to a particularly authoritative source on your topic’ (Quotations, 2010), analyzing other people’s language use and in enriching one’s prose. Moreover, valuable guidelines on how to set up and follow up quotations are expounded upon in this rich text, as well as how to best embed a quotation to a sentence. Other important aspects of quotation such as how much one ought to quote, word change possibilities in quotations, indicating quotations within quotations, the use of punctuation during quotation, and so on, are also given special mention in the text. The second article, Paraphrasing (2008) talks about how to avoid plagiarism through the art of paraphrasing. The author advises that the easiest way to avoid plagiarism when performing a research is by using multiple sources of information regarding the topic. However, on occasions when one has only one source to research from, more caution should be observed when paraphrasing, and quoting. According to the piece, paraphrasing entails putting a text’s ideas into one’s own words. However, simply replacing the original words with synonyms can still amount to plagiarism. The article thus offers two brilliant ways on how to paraphrase texts; reading the original text then writing the ideas therein in one’s own words, and, secondly, breaking down passages into component (kernel) ideas/ sentences. The two articles provide rich information for aspiring writers on how they can best borrow ideas from other sources, in attempts to cement their original arguments, without committing the foul of plagiarism. In addition, the articles are essential in aiding writers retain a good flow to their writing, even as they seek to enrich their texts with a myriad of useful information and perspectives concerning an argument or research

Examine the factors that led to the formation of the first Labour Essay

Examine the factors that led to the formation of the first Labour Government in 1924 - Essay Example While the MacDonald government was transitory, the first labor government was a vital sign of the achievements of Labor since its establishment as the Labor Representation Committee. First labor government was an essential landmark by which the Party could evaluate its advancement and policies. The party could also improve its administrative skills and approaches for the future. The first labor government substantiated its ability to govern (Murphy1946 p. 530). It is necessary to discuss some of the reasons why the first Labor Government was created in 1924. The platform used by the Conservative Party to win previous elections was reducing the rate of unemployment. The British waited for the formulation and implementation of the necessary strategies. However, the rate of unemployment became serious after Conservative Party came into power. According to Daleand Iain (45), the number of people who were not employed before Conservative Party came to power was 1,153,600. Within ten months of their rule, the figure increased to 1,198,800 (Dale and Iain 45). The rate of unemployment was still increasing when the survey was being conducted. During this time, the wages decreased in Britain by close to a third. The policy introduced by Conservative Party to address this important question was indecisive. There was nothing new and operational that the government had done. In addition, the party had not kept their electoral pledges and promises yet the country was preparing for another election. Consequently, the first labor government had to solv e these problems. The Conservative Party supported the restoration of economic and commercial associations with the Russian people. However, the country needed to restore their credit and prepare the British industry to dominate foreign trade. The Conservative Party Minister decided to inform parliament to amend a treaty that made the British to guarantee credit to a government whose ideologies reject

Rock n Roll :: essays research papers

Rock n Roll has never just been music. Heavy metal, Rhythm & Blues, Art Rock, New Wave, and the rest may be primary styles or genres but as sub-categories of rock, or rockin roll they do not cumulatively add up to the whole. Rock n’ Roll is a movement, a lifestyle, in many ways a belief system and all that Rock n Roll is today it owes to history: two years, no more than three when the fabric of American popular culture was torn apart and rewoven, and a new era explosively began. Rock n Roll started with slavery. To understand we must understand what slavery was and where it left the sons and daughters of African who knew nothing of European rods of American culture. Every society has its indigenous music, which serves as entertainment, story teller, and accompaniment to Ritual and Ceremony. It is not nearly sufficient to identify black musical heritage from slave work songs through Rag Time, Blues, Jazz, Gospel, R&B, and the like, and simple extrapolate the line further to encompass Rock n Roll. Rock n Roll starts from these foundations, but adds more, and what it principally add is white America, both in music and in the audience. White America slowly discovered endearing, inspiring, musical heritage that had become central to African Americans lives, and establishing a tradition that is protected this day, began to imitate and adapt black music. Thus this hub rid forms arrived at one time or another, Rock n Roll has incorporated Country and Western, Swing, Classical, Big Band, Folk, and even Tin Pan Alley musical elements, just as it has incorporated Blues, R&B. It would be wrong, therefore, to claim that Rock n Roll is an inherently â€Å"black† music, although clearly without the presence of although clearly without the presence of African

Report of Virtue Ethics and Animals Essay

Prompt #1 Rosalind Hursthouse is a renowned moral philosopher who champions virtue ethics, one of the three major approaches in normative philosophy. In contrast to deontology and consequentialism, virtue ethics is an agent-centered approach that answers the question of â€Å"what should I be? † while does not provide clear rule or ethical answers on why one should/should not act. (Guidry-Grimes, 1/31/2013) Virtue ethics empathizes the role of moral character embodied by the moral agent for assessing his/her ethical behavior and character. In other word, we think what would a virtuous moral agent will act under given circumstance, and he/she typically does what is virtuous and avoid what is vice. The principles of virtue ethics are the â€Å"v-rules†, namely thinking in terms of virtues and vices, as a virtue person â€Å"do what is compassionate, do not what is cruel. † Applying the â€Å"v-rules† is highly contextual and heavily based on specific circumstances, under which the moral agent should evaluate what are virtuous to act and avoid actions of vices. Most importantly, in virtue ethics, although virtues and vices are given many vocabulary or ways to describe, there is no rule that specify what the type actions belongs to virtues or vices. For example, compassion can be a virtue or a fault depending on specific scenario (Hurtshouse, 126). Therefore, it is important to recognize that determination of virtuous character and what action would deem virtuous is not always forthright and clear. (Hurtshouse, 127) Having established what virtue ethics is, Hursthouse argues that the concept of moral status is unnecessary and irrelevant for applied virtue ethics. Both deontology and consequentialism, two other branches of normative ethics, are heavily depended upon the moral status concept which essentially divides everything into two classes: things with moral status that are within our â€Å"circle of concern† and worthwhile of moral principles and things without moral 1|Page Ye, Kening Prompt #1 status and are outside of the â€Å"circle†. Hursthouse has pointed out several issues related to the moral status arguments. It is hard to draw a fine line for determining what deem moral status. Things without moral status can become of our moral concern if they have sentient value and moral worth to those we concern thus they become valuable to us. If to expand â€Å"the circle of concern† to all sentient animals, it becomes over-simplified and problematic for our moral decision making as beings with moral status can make â€Å"competing claims† that may require us to further distinguish their features in order to justify our decision making (Hursthouse, 123). In addition, it is criticized as speciesim if to only keep human beings with moral status. Although Hurtshouse compares and contrasts the characteristics of speciesim and familysm, and concludes that giving moral preference for our species, namely human beings, is â€Å"sometimes wrong but sometimes right† (Hursthouse, 122), another issue is that we sometimes cannot avoid to evaluate the significance of moral worth among members of moral status. In short, the common consensus is that all humans are within â€Å"the circle of concern†. The moral status arguments not only give human being strong preference over nonhuman beings but also have instilled priority in decision making for moral agents. As Hursthouse argue, attaching the concept of moral status does not contribute to virtue ethics but only adds complications. If to apply the moral status conception into animal ethics, we are directed to act divisively upon two different groups, namely humans and nonhuman animals, in terms of our treatment and attitude. As such, our treatment and attitude toward the groups are often distinguished since preference is always given to human beings under universal circumstance. However, on the other hand, virtue ethics challenges us, as moral agents, to strive for virtues and deliver actions that are deemed virtuous in nature. This approach is heavily 2|Page Ye, Kening Prompt #1 Prompt #1 status and are outside of the â€Å"circle†. Hursthouse has pointed out several issues related to the moral status arguments. It is hard to draw a fine line for determining what deem moral status. Things without moral status can become of our moral concern if they have sentient value and moral worth to those we concern thus they become valuable to us. If to expand â€Å"the circle of concern† to all sentient animals, it becomes over-simplified and problematic for our moral decision making as beings with moral status can make â€Å"competing claims† that may require us to further distinguish their features in order to justify our decision making (Hursthouse, 123). In addition, it is criticized as speciesim if to only keep human beings with moral status. Although Hurtshouse compares and contrasts the characteristics of speciesim and familysm, and concludes that giving moral preference for our species, namely human beings, is â€Å"sometimes wrong but sometimes right† (Hursthouse, 122), another issue is that we sometimes cannot avoid to evaluate the significance of moral worth among members of moral status. In short, the common consensus is that all humans are within â€Å"the circle of concern†. The moral status arguments not only give human being strong preference over nonhuman beings but also have instilled priority in decision making for moral agents. As Hursthouse argue, attaching the concept of moral status does not contribute to virtue ethics but only adds complications. If to apply the moral status conception into animal ethics, we are directed to act divisively upon two different groups, namely humans and nonhuman animals, in terms of our treatment and attitude. As such, our treatment and attitude toward the groups are often distinguished since preference is always given to human beings under universal circumstance. However, on the other hand, virtue ethics challenges us, as moral agents, to strive for virtues and deliver actions that are deemed virtuous in nature. This approach is heavily 2|Page Ye, Kening Prompt #1.

Descriptive Essay - The Baseball Diamond - 1477 Words

The Baseball Diamond Many people dont understand the point in playing baseball. Why would someone swing a stick, hit a ball, and try to get back to where they started before the ball returns? What pleasure is there in that? Why not participate in a sport like wrestling or track where there is an obvious level of individual improvement and therefore pleasure. Well, I play baseball because of the love I have for the sport, and because of the feeling that overwhelms me every time I walk onto a baseball field. When I walk onto a field I am given the desire to better myself not only as an athlete, but also as a person. The thoughts and feelings I get drive me to work hard towards my goals and to be a better person. The most relevant†¦show more content†¦I walked behind home plate and stopped to notice how far the fence was from the plate. 400 feet to center field, that is a shot, I said to myself. The outfield was awesome; it was flat and the green grass was cut like a golf course, and not to mention , the largest one I had ever seen. My breakfast started to creep back up my throat as game time got closer and closer. I walked across the patch of grass behind home plate and was towered over by the 30 foot backstop with a huge net suspended from it. My bulging bag of equipment was beginning to make my shoulder hang. I walked down the steps into the cement dugout and placed my bag under the bench that spanned the entire length of the dugout. I sat down, laced up my cleats, and put my warm-up jacket on in preparation for batting practice. I stepped onto the grass surrounding the dugout to get the feeling of how wet the grass was. I dug my cleats into the grass and began my usual routine of taking certain practice swings as I gazed upon the press box in the wake of the backstop. Preceding the burn in my forearms, caused from the practice swings, I marched behind the dugout to the rows of batting cages to wait my turn in line. Pacing back and forth I knew I had to keep my nervousness to a minimum. I popped in a wad of B ig League Chew and continued toShow MoreRelatedSports17369 Words   |  70 Pagesfurther research on various topics, along with an approach to reporting on your reading that encourages critical thinking. Exercise 1.4 is a â€Å"Fill in the blanks,† with the answers on the next page, as is Exercise 2.3 â€Å"Sport history firsts,† and the essays in Exercise 2.4 have suggested inclusions for answers. If you are interested in doing survey scholarship, there are two examples here: Exercise 4.5 offers directions on how to get information on audiences for the Olympic Games, along with a sampleRead MoreSports17363 Words   |  70 Pagesfurther research on various topics, along with an approach to reporting on your reading that encourages critical thinking. Exercise 1.4 is a â€Å"Fill in the blanks,† with the answers on the next page, as is Exercise 2.3 â€Å"Sport history firsts,† and the essays in Exercise 2.4 have suggested inclusions for answers. If you ar e interested in doing survey scholarship, there are two examples here: Exercise 4.5 offers directions on how to get information on audiences for the Olympic Games, along with a sampleRead MoreTEFL Assignment Answers23344 Words   |  94 Pageshave used Culture as a way to exercise function and pronunciation (productive) skills. While teaching Basic English Composition courses, I found that the concept of â€Å"reaction papers† was foreign to many of my students. A â€Å"Reaction Paper† is a short essay that is built as a criticism/reaction to a controversial social issue. I repeatedly found that students would often construct language/arguments that FUNCTIONED as objective. It was, at times, challenging to guide students into more subjective/critical/opinionatedRead MoreLogical Reasoning189930 Words   |  760 PagesIn many situations, the best thinking requires taking shortcuts--making quick guesses or relying on a trusted friend to make the decision for you. Logical reasoners need to be flexible thinkers. For example, in a situation where youre playing baseball and a friend yells Duck! it is illogical to spend much time searching around for good reasons. The logical thing to do is to duck down immediately. Nevertheless, even in this situation you didnt duck without a good reason. You know from previousRead MoreW1 Active Adj14109 Words   |  57 Pagesauthor These frequency markers added to the headwords in the dictionary give users access to a wealth of information that can help the selection of the appropriate word or phrase in a variety of situations. Not only are the words and meanings given descriptive labels, for example formal or informal, AmE (American English) or BrE (British English), humorous, old-fashioned, but now they have the added information about relative frequency in spoken and written language. Take for example the verb book (inRead MoreOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 PagesPHILADELPHIA Temple University Press 1601 North Broad Street Philadelphia, Pennsylvania 19122 www.temple.edu/tempress Copyright  © 2010 by Temple University All rights reserved Published 2010 Library of Congress Cataloging-in-Publication Data Essays on twentieth century history / edited by Michael Peter Adas for the American Historical Association. p. cm.—(Critical perspectives on the past) Includes bibliographical references. ISBN 978-1-4399-0269-1 (cloth : alk. paper)—ISBN 978-1-4399-0270-7Read MoreFundamentals of Hrm263904 Words   |  1056 Pagesinterested in finding a new position. Others place ads to satisfy affirmative action requirements when the final decision, for the greater part, has already been made. The job analysis process is the basic source for ad information. The ad can focus on descriptive elements of the job (job description) or on the applicant (job specification), a choice that often affects the number of replies received. If, for example, you are willing to sift through 1,000 or more responses, you might place a national ad in

Diffusion of Responsibility Definition and Examples in Psychology

What causes people to intervene and help others? Psychologists have found that people are sometimes less likely to help out when there are others present, a phenomenon known as the bystander effect. One reason the bystander effect occurs is due to diffusion of responsibility: when others are around who could also help, people may feel less responsible for helping. Key Takeaways: Diffusion of Responsibility Diffusion of responsibility occurs when people feel less responsibility for taking action in a given situation, because there are other people who could also be responsible for taking action.In a famous study on diffusion of responsibility, people were less likely to help someone having a seizure when they believed there were others present who also could have helped.Diffusion of responsibility is especially likely to happen in relatively ambiguous situations. Famous Research on Diffusion of Responsibility In 1968, researchers John Darley and Bibb Latanà © published a famous study on diffusion of responsibility in emergency situations. In part, their study was conducted to better understand the 1964 murder of Kitty Genovese, which had captured the public’s attention. When Kitty was attacked while walking home from work, The New York Times reported that dozens of people witnessed the attack, but didn’t take action to help Kitty. While people were shocked that so many people could have witnessed the event without doing something, Darley and Latanà © suspected that people might actually be less likely to take action when there are others present. According to the researchers, people may feel less of a sense of individual responsibility when other people who could also help are present. They may also assume that someone else has already taken action, especially if they can’t see how others have responded. In fact, one of the people who heard Kitty Genovese being attacked said that she assumed others had already reported what was happening. In their famous 1968 study, Darley and Latanà © had research participants engage in a group discussion over an intercom (in actuality, there was only one real participant, and the other speakers in the discussion were actually pre-recorded tapes). Each participant was seated in a separate room, so they couldn’t see the others in the study. One speaker mentioned having a history of seizures and seemed to begin having a seizure during the study session. Crucially, the researchers were interested in seeing whether participants would leave their study room and let the experimenter know that another participant was having a seizure. In some versions of the study, participants believed that there were only two people in the discussion—themselves and the person having the seizure. In this case, they were very likely to go find help for the other person (85% of them went to go get help while the participant was still having the seizure, and everyone reported it before the experimental session ended). However, when the participants believed that they were in groups of six—that is, when they thought there were four other people who could also report the seizure—they were less likely to get help: only 31% of participants reported the emergency while the seizure was happening, and only 62% reported it by the end of the experiment. In another condition, in which participants were in groups of three, the rate of helping was in between the rates of helping in the two- and six-person groups. In other words, participants were less likely to go get help for someone having a medical emergency when they be lieved that there were others present who could also go get help for the person. Diffusion of Responsibility in Everyday Life We often think about diffusion of responsibility in the context of emergency situations. However, it can occur in everyday situations as well. For example, diffusion of responsibility could explain why you might not put in as much effort on a group project as you would on an individual project (because your classmates are also responsible for doing the work). It can also explain why sharing chores with roommates can be difficult: you might be tempted to just leave those dishes in the sink, especially if you can’t remember whether you were the person who last used them. In other words, diffusion of responsibility isn’t just something that occurs in emergencies: it occurs in our daily lives as well. Why We Don’t Help In emergencies, why would we be less likely to help if there are others present? One reason is that emergency situations are sometimes ambiguous. If we aren’t sure whether there’s actually an emergency (especially if the other people present seem unconcerned about what is happening), we might be concerned about the potential embarrassment from causing a â€Å"false alarm† if it turns out that there was no actual emergency. We may also fail to intervene if it’s not clear how we can help. For example, Kevin Cook, who has written about some of the misconceptions surrounding Kitty Genovese’s murder, points out that there wasn’t a centralized 911 system that people could call to report emergencies in 1964. In other words, people may want to help—but they may not be sure whether they should or how their help can be most effective. In fact, in the famous study by Darley and Latanà ©, the researchers reported that the participants who didn’t help appeared nervous, suggesting that they felt conflicted about how to respond to the situation. In situations like these, being unsure of how to react—combined with the lower sense of personal responsibility—can lead to inaction. Does the Bystander Effect Always Occur? In a 2011 meta-analysis (a study that combines the results of previous research projects), Peter Fischer and colleagues sought to determine how strong the bystander effect is, and under which conditions it occurs. When they combined the results of previous research studies (totaling over 7,000 participants), they found evidence for the bystander effect. On average, the presence of bystanders reduced the likelihood that the participant would intervene to help, and the bystander effect was even greater when there are more people present to witness a particular event. However, importantly, they found that there may actually be some context where the presence of others doesn’t make us less likely to help. In particular, when intervening in a situation was especially likely to be dangerous for the helper, the bystander effect was reduced (and in some cases, even reversed). The researchers suggest that, in particularly dangerous situations, people may see other bystanders as a potential source of support. For example, if helping in an emergency situation could threaten your physical safety (e.g. helping someone who is being attacked), you’re probably likely to consider whether the other bystanders can help you in your efforts. In other words, while the presence of others usually leads to less helping, this isn’t necessarily always the case. How We Can Increase Helping In the years since initial research on the bystander effect and diffusion of responsibility, people have looked for ways to increase helping. Rosemary Sword and Philip Zimbardo wrote that one way of doing this is to give people individual responsibilities in an emergency situation: if you need help or see someone else who does, assign specific tasks to each bystander (e.g. single out one person and have them call 911, and single out another person and ask them to provide first aid). Because the bystander effect occurs when people feel a diffusion of responsibility and are unsure of how to react, one way to increase helping is to make it clear how people can help. Sources and Additional Reading: Darley, John M., and Bibb Latanà ©. Bystander Intervention in Emergencies: Diffusion of Responsibility.  Journal of Personality and Social Psychology  8.4 (1968): 377-383. https://psycnet.apa.org/record/1968-08862-001Fischer, Peter, et al. The bystander-effect: A meta-analytic review on bystander intervention in dangerous and non-dangerous emergencies.  Psychological Bulletin  137.4 (2011): 517-537. https://psycnet.apa.org/record/2011-08829-001Gilovich, Thomas, Dacher Keltner, and Richard E. Nisbett. Social Psychology. 1st edition, W.W. Norton Company, 2006.Latanà ©, Bibb, and John M. Darley. Group inhibition of bystander intervention in emergencies.  Journal of Personality and Social Psychology  10.3 (1968): 215-221. https://psycnet.apa.org/record/1969-03938-001â€Å"What Really Happened The Night Kitty Genovese Was Murdered?† NPR: All Things Considered (2014, Mar. 3). https://www.npr.org/2014/03/03/284002294/what-really-happened-the-night-kitty-genovese-was-mu rderedSword, Rosemary K.M. and Philip Zimbardo. â€Å"The Bystander Effect.† Psychology Today (2015, Feb. 27). https://www.psychologytoday.com/us/blog/the-time-cure/201502/the-bystander-effect