Raw score

this!” The crowd’s roaring chant is a broken record on full blast. All of a sudden, my ears deafen and my heart races. My hands are moist and my throat is dry. Perspiration slowly trails down my face as I glance at the red and blue scoreboard. The score reads 12-13. My team, Beach Vibes 14-1 has been going back and forth with Texas team, Magic 14-1 for more than an hour. Both teams won one set, and now Magic is in the lead by one point. This is such a long and exhausting game! I think frantically

The game was supposed to start at 3 o’clock, but it never started right on time anyway. I asked my dad to look at his phone to see what time it was, 2:55 right on the dot. I got out of the pool and put on a towel to run inside. I sat right in front of the TV on the couch. My parents walked in after me. “Honey don’t sit on the couch or else you’ll get it wet”, said my mom, I really wasn’t listening, “AVERY, get off the couch now!” I moved down to the floor and took the remote looking through the

The route with the highest mean score for understanding and commitment will be more effective in inducing persuasion. RESULTS: Graph 1 shows that anti-smoking campaigns targeting central route processing induced a better understanding of the consequences of smoking than those targeting the peripheral route, as they achieved a higher mean understanding score on the V.A.S. Graph 2 shows that anti-smoking campaigns stimulating the central

Published in 2007 by Kathleen T. Williams, in conjunction with Pearson Assessment, the Expressive Vocabulary Test, Second Edition (EVT-2) is considered an individually administered, norm-referenced vocabulary assessment (Williams, 2007). The EVT-2 is the second edition of the original Expressive Vocabulary Test by Kathleen T. Williams. As the updated version of the original Expressive Vocabulary Test, the EVT-2 includes new features such as a “second, parallel form for examiners to test and retest

a difficult person to be around because all my mind could concentrate on was making my goal. The surprising part of this assessment was that I was unaware that there was a label such as Type-A+, which I placed in strongly. For the Type-A+ group, a score of 120 or above is needed and I scored a 150. The analysis included with the assessment explained the personality type very well. One point in particular was when it mentioned “obsessed with numbers,” which is uncannily me. When talking to people,

Environment Rating scale scoresheet. The purpose of this paper will discuss one section, space and furnishings. The score sheet was used to observe the children and the classroom. Eight areas where observed, which included indoor space, furnishing, and outdoor gross motor. Each area had a different score, although certain areas scored an excellent seven. Overall the classroom had a great score. On Friday, February 5, 2016 I observed Ms. L pre-k classroom. I arrived in her classroom at 8:45 am and stayed

Section One The CAPS test administered for career assessment, the assessment relates to occupation and occupational abilities. In order for this test to be consider reliable, it must consistent in that it measures what it suppose to measure (Knapp, Knapp, & Knapp-Lee, 1992, p. 40), which is occupational abilities. I believe that the CAPS test has acceptable reliable, if the test was re-administered in two weeks, I would have similar results because the timing and length of the test reduced my chances

For the post assessment, I have organized data results to display a score for each lesson taught as well a total score for the entire test, for each student. This way, there is a clear result of student understanding of standards and objectives in each section of the post test, organized by the lessons that were taught. Based on the student scores, there is a balance of understanding throughout the post assessment, for all lessons. Although there seems to be a balance of understanding for each lesson

Was it administered one-on-one or in a whole group setting. Provide other details where pertinent. You may want to provide one or two sample questions from each section of the assessment. Objective Section: Analysis of Student Learning The score that demonstrated mastery were three’s and fours. “Almost there” students scored two’s and “not yet” students scored ones. The first narrative writing, three students scored ones, while the rest of the class scored twos for the narrative form. In conventions

We officiated the first round of tournament play for the silver division. The teams playing were Northern Impact 16’2s team and Crex 15’s team. The first set was uneventful; however, the second set issues started to arise. Northern Impact had run a 5-1 in the first set and the second set, but with different setters. Issues started to arise as I called them first on being out of rotation as the setter was in the incorrect spot before the server on the opposing team had made contact. I then proceeded