Essay

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KING JAMES OF GREAT BRITAIN (And the design of Macbeth for his approval.) The late 16th century was a time of massive change for England, as old traditions were being discarded and new concepts discovered; in science, commerce, religion, technology and perhaps most prominently, the arts. In 160, Queen Elizabeth I, the major instigator of this change, died. James I, who until then had reigned Scotland for 6 years as James VI, succeeded the throne; combining the Scottish and English empires to form what was eventually called Great Britain. A sufferer of chronic illnesses all his life, James had been a king since he was 1 months old. His mother, Mary Queen of Scots, was beheaded in 1587, and his father, Lord Darnley, was killed by an explosion for which James held the Roman Catholic Church in contempt. James publicly despised the Catholics, and they did him, trying to assassinate him numerous times - the most famous of these being the Gun Powder Plot of 1605, led by Guy Fawkes. King James also held strong views about "The Divine Right of Kings". Although this concept had been founded long before, it became almost exclusive to James, who tenaciously believed he was God's chosen representative on earth, and that any act of treason or treachery against him was a mortal sin against God. This conformed to the foundation belief of society at that time, called "The Great Chain of Being". In this, the King was ranked just below God, and was followed by nobility, then commoners, slaves, animals and plants. Any disruption of this order was believed to cause chaos in the universe, bringing with it disease, darkness, and evil. A third aspect of James' life, which he explored mostly outside his kingship, was his passion for education. James was extremely fond of literature, and actually became a writer himself his major works focussing on kingship, the supernatural, and issues of the church. This personal passion immediately put William Shakespeare, London's most famous playwright at the time, in James' favour when he began his rule in England. It was not long before took Shakespeare's troop, "The Chamberlain's Men" under his wing, renaming them "The King's Men". An intellect himself, Shakespeare recognised the auspicious position he was in, and began to further this in his writing, by designing his plays to suit the new King. Macbeth was one such play. Performed just three years after James had commenced his reign in England, its popularity with the King was vital for Shakespeare's reputation, and hence, career. With this in mind, and recalling the piece I just performed, it would appear that Shakespeare's choice to base the play around the plotting and killing of a king was unwise, to say the least - especially when considering James' sensitivity to the issue, with the Gun Powder Plot occurring less than a year before. However there is evidence to suggest that despite this risky element, Shakespeare did form the play on James' approval. The first of such evidence is found in Duncan's remark in the first lines of Act One Scene Six "This castle hath a pleasant seat. The air Nimbly and sweetly recommends itself Unto our gentle senses." The play is set in Scotland, homeland of the king, which is clearly referred to in a charming manner - an unusual occurrence in an English theatre, as tension between Scotland and England was fierce. Also, geographical names are used, such as Glamis and Cawdor, and one would assume that the King would have delighted in following the characters around the places he knew so well. The second factor that seems to have been designed for James is the character of Banquo. Shakespeare's main source of research for Macbeth was based on Holinshed's text of 1587. In this script, Banquo was actually an accomplice in Duncan's murder. However, Shakespeare altered Banquo's character to one of honesty, loyalty, and goodness. Research into this found that not only Banquo, but Duncan, Malcolm, Siward and Fleance all notably good characters in the play - were direct ancestors of the Stuart line of Royalty, the very same family from which James came. In fact, it is said that in the third apparition of Shakespeare's performance of Macbeth, the final mirror of Banquo's line of kings was designed to point directly at King James, so that in it he saw himself. Third is the topic of the supernatural, a prominent theme of the play. James was so interested in this subject he wrote a book about it, titled "Daemonologie", so the appearance of the weird sisters in Act One Scene One would have intrigued him immediately. Also, Shakespeare's association of evil with these forces agreed with James, who introduced the mainstream practice of burning witches at the stake. The fourth idea relates to the King's chronic illnesses. James could not remain sitting in one place, in the view of the public, for long periods of time. Subsequently, Macbeth was the shortest of Shakespeare's plays. This assured the King would not be in pain or ill-natured by the end of the performance. The final point, which is also designed to leave James satisfied, is the play's resolution., in which James' theories of the "Divine Right of Kings" and the "Great Chain of Being" are left settled - Macbeth, the violator of Natural Order, dead; and the rightful king Malcolm finishing on the throne. Once brought to attention, the inclusions of these several elements into the play are quite obvious in their intent. In the end, they were clearly successful King James enjoyed the play so much, he even wrote Shakespeare a letter of acclamation following the experience. Word Count 48

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Essay

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Social events for married couples happened for the most part at church or at bowling leagues. Families hung out often and the relationship with each other grew. Families today are more distant and there are hardly any relationships with friends and neighbors. A night out at a romantic movie was very common but these movies didn't have any nudity like today. Country Western was the music that was listened to. As the years pasted the movies became more liberal and the Rock-n-Roll was the well-known genre.

Parents' supervision on their kids was constant and varied by age. Parents told their kids that they were to go to school and come home right after. When the kids were a bit older their parents told them to be home by the time the street light came on. If the kids wanted to go do something with their friends and needed transportation, the parents were it. This continued until they got their license at age 16. There weren't any disagreements with any of the authority given by the parents. Except when the kids went to college and thought they had more freedom there.

The dress code for school was button shirt and slacks for the men and a dress for the women. Kids in lower grades admired the kids in the higher grades. The hung out with them and learned from them. Dating wasn't towering when he was attending school. If there was any dating usually happening around age 16, school was the place they spent time together. They went to athletic games and dances together. Pregnancy was very low in school for unmarried relationships; families despised the idea of it. The response if it happened was being kicked out of school and social disgrace.

Families in no way under any circumstance agree upon divorce. Dave knew of very few, if any, who were divorced. Relationships were built on commitment and they worked their problem out no matter what. People who were single were this way because of the struggle between career and family, so they chose career over marriage.

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My operating definition of Organizational Behavior

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RUNNING HEAD Organizational Behavior

My operating definition of Organizational Behavior

Volker Christians

University of Phoenix

Order Custom My operating definition of Organizational Behavior paper

Human Relations and Organizational Behavior

ORG 50

Arnold Witchel

March 0, 00

Workshop 1

My operating definition of Organizational Behavior

In my second class I have been asked to prepare a paper discussing my operating definition of Organizational Behavior. In the following paragraphs, I will briefly present my understanding of Organizational Behavior. I will provide a definition of Organizational Behavior and mention some important elements of Organizational Behavior.

Organizational Behavior deals with the behavior of individuals and groups in organizations. The focus is on the continuous improvement of the effectiveness of organizations and of the members of organizations. Organizational Behavior is the study and application of knowledge about how people, individuals and groups, act in organizations. It does this by following a systematic approach.

Organizational Behavior analyzes and interprets people-organization relationships in terms of individuals, groups, organizational structures and social systems. It helps one to understand why people in organizations behave and do things the way they do. It encompasses a wide range of topics, such as human behavior, attitude development, change processes, conflict, interpersonal communication, leadership, learning, motivation, and teams. Its purpose is to build better relationships by achieving human objectives, organizational objectives and social objectives.

Organizational Behavior studies behavior systematically by using scientific research methods. It studies human behavior in general and employee behavior in organizations in particular. It is a field of study that uses contributions from other behavioral disciplines, such as anthropology, psychology, sociology, and political science.

The first objective of Organizational Behavior is to realize that before behavior can be managed, one needs to understand the behavior's basis. The next objective is to identify processes and methods that can be used to improve behaviors, and to improve the effectiveness of organizational members and the organization itself. The final, overall objective is to develop and enhance one's behavioral and communication skills as an organizational member and as a current or future manager of an organization.

In conclusion, the final outcome of Organizational Behavior should be organizational performance excellence, individual satisfaction, and personal growth and development. These elements should build a foundation that an organization builds on and operates from. The model of Organizational Behavior adopted by an organization determines the type of leadership, communication, and group dynamics, and the degree of motivation among employees.

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As I examine when I was growing up how some people who grew up in a urban setting

become violent or become drug dealers of negative consequences. Because they think that they can't

become anything or that's the only thing they can do in life because of where they came from. Most

people who grow up to be violent is because how they lived or if they grew up around a violent life

as a child.

According to "School - Community collaboration to Improve the Quality of Life for Urban

Youth and their Families" Kathleen Cotton quotes demographer Harold Hodgkinson in identifing

problems that place young people at risk of failure

-A high percentage of babies born, to drug - and

-alcohol - using mother's and or mothers who receive

no prenatal care

-A high incidence of child abuse -A high incidence of poverty

-Major changes in family structure, most

notably a significant increase in single parent families

which are usually headed by women

-High correlation between lack of education and poverty

-High correlation between lack of education and crime

-High correlation between dropout and prisoner rates

( "School - Community)

I think if there were more both parent families instead of a single parent family it would be a higher

percentage of children graduating from high school and less young children having kids of their

own. Because the children will have both parents at home and a lot of support, courage, and love from two parents, because most single parent families some children feel they are not getting all the

love and support they need from one parent, and feel one child is getting more love than the other.

When I was a kid I used to feel like that sometimes, because I also grew up in a single parent family.

That's why some children come out to be violent because they think it's nothing to live for. I think

a male needs a father figure or someone to look up to, a role model.

That's why I think Robby from the book Brothers and Keepers was going though the things

he was going though like stealing, selling drugs, and doing drugs because he needed someone to

look up to. But Robby was the type who wanted to be different from his brother, the professor; he

wanted to e his own person. That's why I think Robby knew everything he was doing on the streets

was bad, but didn't care because he thought this is all he got. After his friend Garth die, Robby

didn't think life was worth living for because Garth was the one that Robby looked up to and

gave

him hope in life.

Also I think the reason some people turn to negative consequences is because they look

around them and see a lot of negative things and how no one really have a lot going for themselves.

I think once they see this they don't think there is anything out there for them to do, or that this is

the place they will be for the rest of their lives, or they think they will never be able to get out of this

place. They need to look beyond that and look at the positive things they can do in life to get out

of that place.

As I examine when I was growing up how some people who grew up in a urban setting

become successful, want to do something in life, and achieve things because of positive

consequences. Maybe not so much as positive consequences, but they look around them and see

that this wasn't going to be the way they were going to live when they grew up and they was going

to do something about it. From my experience living in an urban setting, I saw a lot of things that

went on in the streets and I told myself I was going to live differently and do something with my

life. And I'm still trying to achieve my goal. I graduated from high school and an attending college

to become a Registered Nurse.

This is like what Esperanza is saying in The House on Mango Street, how she wanted to

escape from where she was living, wanted to live in a beautiful house, and how she hated some

things that went on in her neighborhood. Esperanza always talked about how she lived, how she

was going to get away from that place, but not forget where she came from.

According to Like A Free Private Academy Dan Cray writes

Infamous as the scene of the 1 Los Angeles riots, south central is populated mostly by hard working Latino and black families. Half it's residents never completed ninth grade. Forty - three percent of it's household earn less than $15,000 a year. The lure of crime and drugs is always whispering just down the alley. Yet Accelerated shows that even in this setting academic excellence is possible. (Cray)

That's why I think it doesn't matter if you live in an urban setting or not, there still good things that

can come out of it if everyone will work together to achieve it. That's another thing that's wrong

in a urban setting people don't try to work together, they're all for themselves. Helping each other

is something an urban setting need to work on and maybe for the next generation it would be more

to look forward to when they grow up.

According to "Positive Attitudes, behavior, and Community ties in poor urban neighborhood

The impact of neighborhood Poverty level, Household economic states and social variables"

The daily experiences of persons who live in poor, urban neighborhood are, in the larger society. Based on these results, I contend that poor urban residents poverty in a variety of ways based on validating experience that impact pattern of integration and isolation. (Positive Attitudes)

That's something the urban people don't realize that they and the larger society are similar in ways. If the urban people don't focus on the urban experiences and think positive they can make the urban

setting a better place to live and better things to do.

From me watching the movie The Ditchdigger Daughter's, it remind me of how hard it is

to become someone living in an urban setting. It's about a man with 5 daughters growing up in an

urban setting, which he pushes his daughters to become successful, get good grades, and achieve

their goal and become a doctor. And at the end they all became doctors because they had someone

pushing them. I think even though people in a urban setting can be successful, it's also a struggle

when your living in a urban setting and it takes hard work to get where you want to be in life. So

you do what you have to do to achieve that because even if you live in a urban setting you still can

achieve your goal if you put your mind into it.

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Obedience and Religion

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Obedience and Religion

In September 15 in Waco, Texas cult leader, David Koresh refused to submit to a government warrant. The members of the Branch Davidian, a sect that split away from the Seventh-Day Adventist church, had been excited into an anticipation of the end of the world. Following mostly the book of Revelations in the Bible, they focused on Armageddon and believed they would be a large part of it. They believed that the Branch Davidians would be the only ones to descend to heaven when God came. The obedience of this doomsday cult to the beliefs of Koresh, despite the warning signs, led to destruction and death of many members and their children. (Robinson, B. A., 15)

Obedience is the act of carrying out orders or conforming to certain beliefs. Being obedient is a very important part of religion. There are many different faiths and denominations that belong to religion. Followers of each religion possess different beliefs. There is a certain amount of unconditional obedience that comes with believing in a higher power, but individuals should approach this obedience with caution and critical thinking. There is a limit to how and when people should be obedient. People should allow their conscience to dictate. People have the capability to develop their own opinions and make their own decisions based upon their beliefs. Groups and peer pressure have a way of causing individuals to conform, therefore, it is important to make decisions as an individual. At the same time individuals should question what obedience means to them. When questioning obedience, individuals should use good moral judgment their conscience, and religious guidance

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before submitting themselves to an unconditional obedience. The conscience should be the deciding factor in a person's decision to obey.

"What is dangerous is not belonging to a group, or groups, but not understanding the social laws that govern groups and govern us" (Lessing, 18, p. 07). We live in a world where most everyone belongs to some type of group or groups. The largest groups that people belong to are religious. As with most groups, religions have a form of guidance or an outline. The Bible is the Christian guidebook. The Qur'an is the Muslim or Islamic guide. By following a guide, we submit to our beliefs, as we perceive them. "When we're in a group, we tend to think as that group does we may even have joined the group to find "like-minded" people. But we also find our thinking changing because we belong to a group" (Lessing, 18, p. 07). Often, people stray from what they truly believe and conform to the way of the majority for fear of standing alone. It is hard to rebel against peer pressure and power of authority but it is important that people learn to keep their individuality. The fear of independence makes a person submissive to an opinion or belief that is not their own, and by submitting to the ways of others they are not true to themselves or their religion.

Most people want the freedom to follow and practice their religion or beliefs, and to feel secure in doing so. But obedience must be questioned and evaluated before carrying out an act. When evaluating moral judgment, conscience, and religious guidance should be used as tools. There are questions that should be asked. For example, are the rights of others being infringed upon? Is the act in question what is clearly expected of me? Who will be affected by my actions and how? There is a presence of danger when a person is completely submissive without question. "When in the Turkish army, guys would be praying every night for war the next day

because we would go to heaven if we died, I told them, 'You guys go, I am not ready." (Lanlonde, R. 00, Marco Island Eagle) Someone might say that by being obedient to their religion they are protected. "My obedience makes me part of the power I worship, and hence I

feel strong." (Fromm, 181, p. 6) Believing in something does not make it a fact, as individual's people must distinguish between reality and their personal beliefs. The conscience is a very important factor to making decisions in any aspect. There can be a problem however, with using the conscience as a guide. There may be people who believe that certain things are right when in fact they are wrong. Distinguishing between right and wrong can be a hard thing to do considering that there are many different beliefs that go along with each religion as well as different moral views. "The dilemma inherent in submission to authority is ancient, as old as the story of Abraham, and the question of whether one should obey when commands conflict with conscience has been argued by Plato, dramatized in Antigone, and treated to philosophic analysis in almost every historical epoch. Conservative philosophers argue that the very fabric of society is threatened by disobedience, while humanists stress the primacy of the individual conscience." (Milgram, 174, p. 17).

The Branch Davidians believed that they would be rewarded for the acts they carried out and beliefs that they followed. They submitted to the beliefs of David Koresh who used the Bible along with his own doctrine and information found in novels to brainwash his followers. The cult basically committed suicide and allowed their children to die at the same time, for what they believed was the right thing to do. In reality, there was no reward that resulted, only an atrocity.

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Perceptions of Authority

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Perceptions of Authority

In 166 Hofling conducted an experiment whereby a fake drug was planted in the medicine cabinet of a hospital. The maximum dosage of the drug was clearly marked on the bottle. A confederate, acting as a doctor, gave a telephone instruction to a nurse to administer an exceeded dose of the drug to a patient. The nurse, without further discussion did this. When later questioned the nurse admitted her reservations but also her reluctance to question the request, as this was not acceptable by doctors.

Another experiment conducted was by Zimbardo in 17 whereby a group

of volunteers were selected to take part in a psychological study of prison life. The subjects were given either roles as prisoners or prison guards. Although weeks study was intended for the experiment, it was stopped within days due to the extreme behavior changes in both groups. It seemed that the roles of each became too realistic in that the guards began abusing their power and authority towards the prisoners and the prisoners themselves became very distressed and withdrawn.

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The findings in these experiments imply that we have been conditioned by society to accept orders from figures in roles of authority, and that we act, towards these figures,in a way that is expected of us with little regard to our own opinions, even if the consequences may be damaging. We perceive someone in a 'higher' role as someone who has more knowledge and responsibility therefore do not feel it acceptable to question their requests. This feeling may be reinforced by the adverse reaction of a 'questioned' authority figure.

Although a level of respect needs to be maintained and roles are important for a well functioning society, it seems that the status held by such authorities can inflict a disregard for the views and opinions for a 'lesser' status person.

The studies also show that acting in a way that is expected of you may strengthen the higher roles authority.

With regard to my views on the studies, I think that the Zimbargo experiment shows the extent to which a persons behavior can change when given a different role in society, even if this is a behavior they did not realise was present in themselves. With this in mind I feel that this experiment may be bordering on unethical. Although in this instance the subject was given a detailed explanation of the study, they would not be able to fully appreciate the psychological stress that may result from it, whereas the experimenter may have a fair idea of what could happen. So although the subject is not being deceived, I feel it would be unfair to expect them to have a real understanding. I feel a great deal of thought and respect needs to be given to the subjects own life after the experiment, and to any consequences that may occur from it. I understand that this may be unavoidable if the experimenter himself is unaware of any extreme psychological reactions.

With regard to the Hofling experiment, I do believe this to be unethical as the subject was unaware that an experiment was taking place and therefore gave no consent. Although no

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Student Assessment and Grading

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Student Assessment and Grading

Evaluation is the process through which teachers judge the quality of work, both their own and their students. There are two types of evaluative strategies Formative evaluations, which involve a continual stream of reflection and feedback, and allow the educator or student to continually adjust and improve their work while its ongoing and summative evaluations, where feedback is gathered only after instruction has been completed. Both strategies are necessary to provide for effective curriculum assessment and student education. These days' teachers are receiving many mixed messages about assessment. For example, teachers are encouraged to use a number of types of alternative assessments to guide instruction and monitor student thinking. Alternative assessments can take many forms, such as collaborative assignments, portfolios, and reflections. It can become very difficult for teachers to transfer all this information into a single letter grade. Today, schools are moving from a testing culture where teachers are the sole authority, students work alone, and learning is done for the test, to an assessment culture where teachers and learners collaborate about learning. Teachers are expected to challenge students to do complex tasks and to communicate effectively.

The most popular form of assessment in today's schools is the traditional method of multiple-choice and true-false test taking. This form of assessment is used for several reasons, one because it is easy for the teacher to make and easy for the teacher to grade and two because standardized tests are mandated for many states as a requirement for learners passing from one grade to the next. Unfortunately, "standardized tests do not match the emerging content standards, and over-reliance on this type of assessment often leads to instruction that stresses basic knowledge and skills (Corbett & Wilson, 11; Shepard & Smith, 188; Smith & Cohen, 11)." Although basic skills are important goals of education, learning through rote memorization or in preparation for standardized tests, does not prepare the student to engage in critical thinking or on how to be analytical thinkers. In order to be effective, standardized assessments should match the instructional goals of the classroom.

In Texas, the TAAS test is an example of traditional, standardized testing that only measures a small portion of learner's abilities and knowledge. In public schools, teachers are required to spend a large portion of their class time "teaching to the test." According to officials who are proponents of standardized testing, this is called curriculum alignment, and they see nothing wrong with it. However, many learners do not test well and their poor results on these tests can mean the difference in their success or failure in school. After interviewing many learners about the TAAS test, the majority opinion was that learners found the test irrelevant and ineffective. Instead of working collaboratively or on projects that had interest for them, most of their time was spent on memorization and recall needed to pass the TAAS. According to the learners we interviewed, most stated that school held little interest for them and that the material being learned was irrelevant to their lives.

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"As society shifts from an industrial age, in which a person could get by with basic reading and arithmetic skills, to an information age, which requires the ability to access, interpret, analyze, and use information for making decisions, the skills and competencies needed to succeed in today's workplace are changing as well (Bond, 1; National Center on Education and the Economy, 18; and U.S. Department of Labor, 11)." Many people believe that what gets assessed is what gets taught; therefore many teachers and educators are changing their ideas of assessment to encompass more important skills and active knowledge. As increasing researched has proved, learners have multiple intelligences and many different learning styles. In order to accurately assess what has been learned, it only makes sense to employ a variety of assessments as well. Alternative assessments are becoming increasingly popular in the classroom. Alternative assessments are those that measure a student's performance through real-life tasks. The most common forms of alternative assessments are performance assessments and portfolios.

Using a variety of methods to assess students understanding gives them ample opportunity to demonstrate their knowledge. Performance assessment requires students to actively demonstrate what they know. When using a performance-based assessment, students are required to understand the material rather than memorize it. A major goal of education today is to promote critical thinking skills. Performance-based assessment allows students the opportunity to apply their knowledge in a lifelike situation, which fosters critical thinking skills. Also, students who are weak in an area can demonstrate what they know in a way that is more comfortable to them than taking a traditional test or quiz. Another alternative assessment is the portfolio, which is a collection of students work apprised against a preset rubric. Portfolios are multifaceted and begin to reflect the complex nature of reading and writing. Because they are collected over time, they can serve as a record of growth and progress. What distinguishes some newer assessments from some traditional forms is that assessment, curriculum and instruction are entwined.

Tests can be classified in two different ways norm-referenced and criterion-based. Norm-referenced tests compare a persons score against the scores of a group of people who have already taken the same exam. Most norm-referenced tests are multiple-choice tests. Criterion-based tests are used to see whether students have mastered a body of knowledge. This information can be used to determine the level of mastery of the student and how well the teacher is conveying the information. All of our schools use criterion-based tests to measure the students learning. However, in the Physical Education setting, performance assessment is used often. Students in Physical Education are graded not only by periodic exams, but also by "dressing-out" and participation. In the Spring Branch School District all learners in Health Fitness are required to have a health portfolio. This portfolio teaches the learners about many health-related issues and also allows them to track their progress during the year on their various health fitness goals. In an ideal classroom, all of us would use alternative forms of assessment to ensure encompassing the learning styles of all of our learners. Unfortunately, we are worried that teaching to the TAAS may be our reality.

As a group, we believe that in order to have effective alternative assessment, that is not time consuming and vague, a grading rubric should be developed for each task. Using rubrics is one way that teachers can evaluate or assess student performance or proficiency in any given task. Rubrics use specific criteria as a basis for evaluating the student. Rubrics are separated into levels with each level describing the degree of proficiency required to attain a score. As an assessment tool, rubrics allow for complex critiques of student's work, they also give the student a clearly defined understanding of what is required. "Rubrics make assessing student work quick and efficient, and they help teachers justify to parents and others the grades that they assign to students. At their very best, rubrics are also teaching tools that support student learning and the development of sophisticated thinking skills. When used correctly, they serve the purposes of learning as well as of evaluation and accountability." Our entire group agrees that using alternative forms of assessment is more time consuming than traditional assessment methods, but we also agree that the extra effort is well worth it.

As schools are increasingly faced with a high student drop out rate and lower standardized test scores, it becomes apparent that new means of assessment and grading are needed. Standardized testing can affect education, particularly when the test measures lower-level thinking skills, by narrowing the curriculum and limiting learning opportunities available to students. However, when standards of learning are high, and assessments are geared to higher standards, student achievement may improve. Research has indicated that students learn more when they are involved in the learning process. In order to make student's life-long learners and critical thinkers, educators need to adapt the curriculum to the student's interests and abilities. Instead of "teaching to the test", teachers should work collaboratively with their peers to develop a curriculum and assessment structure that meets the needs of all learners and learning styles. What is most crucial about assessment is understanding how good assessment principles can be integrated into the learning process. When the assessment system is applied to the learning process, it will enhance student learning and teacher effectiveness.

Bibliography

1. Bond. Critical Issue Rethinking Assessment and Its Role in Supporting Educational Reform. (1). http//www.ncrel.org/sdrs/areas/issues/methods/assment/as700.htm.

Carter, Candace; Eggen, Paul; Kauchak, Donald. Introduction to Teaching- Becoming a Professional. Columbus, Ohio Merrill Prentice Hall, 00.

. Corbett & Wilson, 11; Shepard & Smith, 188; Smith & Cohen, 11 Critical Issue Rethinking Assessment and Its Role in Supporting Educational Reform. http//www.ncrel.org/sdrs/areas/issues/methods/assment/as700.htm.

4. Using Rubrics to Promote Thinking and Learning. (000). Educational Leadership.Vol.57.

http//www.ascd.org/readingroom/edlead/000/andrade.html.

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