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EDU 645 Entire Course\nFor more course tutorials visit\n\nwww.uophelp.com\n\n\n\nBusiness - General Business\nEDU 645 Week 1\nAssessment Crisis. Watch the video “Linda Darling-Hammond on Competing Internationally.” Then, explain the current crisis in America with regards to education and assessment. What do you think the cause(s) of this crisis might be? What are the possible implications? Explain your reasoning. Respond substantively to at least two of your peers. Analyze their responses and compare and contrast their reasoning with yours. \n - PowerPoint PPT Presentation
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For more course tutorials visitwww.uophelp.com
EDU 645 Entire CourseFor more course tutorials visit www.uophelp.comBusiness - General BusinessEDU 645 Week 1Assessment Crisis. Watch the video “Linda Darling-Hammond on Competing Internationally.” Then, explain the current crisis in America with regards to education and assessment. What do you think the cause(s) of this crisis might be? What are the possible implications? Explain your reasoning
EDU 645 Week 1 Assignment Response to InterventionFor more course tutorials visit www.uophelp.comResponse to Intervention. What is the purpose of the response-to-intervention (RTI) approach? What are the benefits of this approach? What are the challenges? Can you think of any way to overcome these challenges? Why is it important to intervene early in a student’s learning experience?
EDU 645 Week 1 DQ 1 Assessment CrisisFor more course tutorials visit www.uophelp.comAssessment Crisis. Watch the video “Linda Darling-Hammond on Competing Internationally.” Then, explain the current crisis in America with regards to education and assessment. What do you think the cause(s) of this crisis might be? What are the possible implications? Explain your reasoning.
EDU 645 WEEK 1 DQ 2 NO CHILD LEFT BEHIND (NCLB) AND HIGH-STAKES TESTING (HST) DEBATEEDU 645 WEEK 1 DQ 2 NO CHILD LEFT BEHIND (NCLB) AND HIGH-STAKES TESTING (HST) DEBATE
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NO CHILD LEFT BEHIND (NCLB) AND HIGH-STAKES TESTING (HST) DEBATE. THE EFFECTS OF THE NO CHILD LEFT BEHIND (NCLB) ACT ON HIGH-STAKES NO CHILD LEFT BEHIND (NCLB) AND HIGH-STAKES TESTING (HST) DEBATE. THE EFFECTS OF THE NO CHILD LEFT BEHIND (NCLB) ACT ON HIGH-STAKES
TESTING (HST) HAS GENERATED CONTROVERSY AMONGST EDUCATORS. IN THIS DISCUSSION YOU WILL BRIEFLY DEBATE THE EFFICACY OF NCLB. FIND TESTING (HST) HAS GENERATED CONTROVERSY AMONGST EDUCATORS. IN THIS DISCUSSION YOU WILL BRIEFLY DEBATE THE EFFICACY OF NCLB. FIND
YOUR ASSIGNED “DEBATE GROUP” BELOW: DEBATE GROUPING (BY FIRST LETTER OF LAST NAME) YOUR ASSIGNED “DEBATE GROUP” BELOW: DEBATE GROUPING (BY FIRST LETTER OF LAST NAME)
EDU 645 WEEK 1 JOURNAL FORMATIVE AND SUMMATIVE EDU 645 WEEK 1 JOURNAL FORMATIVE AND SUMMATIVE
ASSESSMENTASSESSMENT
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BUSINESS - GENERAL BUSINESSBUSINESS - GENERAL BUSINESS
FORMATIVE AND SUMMATIVE ASSESSMENT. COMPARE AND FORMATIVE AND SUMMATIVE ASSESSMENT. COMPARE AND
CONTRAST FORMATIVE AND SUMMATIVE ASSESSMENT. WHAT IS THE CONTRAST FORMATIVE AND SUMMATIVE ASSESSMENT. WHAT IS THE
PURPOSE OF EACH, AS IT RELATES TO LEARNING? HOW MIGHT AN PURPOSE OF EACH, AS IT RELATES TO LEARNING? HOW MIGHT AN
EDUCATOR USE EACH TO REFLECT ON HIS OR HER TEACHING EDUCATOR USE EACH TO REFLECT ON HIS OR HER TEACHING
STRATEGIES?STRATEGIES?
EDU 645 WEEK 2 ASSIGNMENT LEARNING OUTCOMESEDU 645 WEEK 2 ASSIGNMENT LEARNING OUTCOMES
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LEARNING OUTCOMES. CREATE A BLOG USING WORDPRESS OR BLOGGER. THIS WILL ACT LEARNING OUTCOMES. CREATE A BLOG USING WORDPRESS OR BLOGGER. THIS WILL ACT
AS A PORTFOLIO FOR YOUR WORK IN THIS COURSE, SO IT IS IMPORTANT TO MAKE IT AS A PORTFOLIO FOR YOUR WORK IN THIS COURSE, SO IT IS IMPORTANT TO MAKE IT
PRESENTABLE AND POLISHED BY USING A PROFESSIONAL URL AND A CONSISTENT PRESENTABLE AND POLISHED BY USING A PROFESSIONAL URL AND A CONSISTENT
THEME AND FORMAT THROUGHOUT THE BLOG. THEN, USING THE INFORMATION IN THEME AND FORMAT THROUGHOUT THE BLOG. THEN, USING THE INFORMATION IN
CHAPTER 6 OF YOUR TEXTBOOK AND THE ARTICLE “ENHANCING CURRICULUM AND CHAPTER 6 OF YOUR TEXTBOOK AND THE ARTICLE “ENHANCING CURRICULUM AND
DELIVERY: LINKING ASSESSMENT TO LEARNING OBJECTIVES,” WRITE AT LEAST THREE DELIVERY: LINKING ASSESSMENT TO LEARNING OBJECTIVES,” WRITE AT LEAST THREE
MEASURABLE MEASURABLE
EDU 645 WEEK 2 DQ 1 TWO CLASSROOM MEASUREMENT PROBLEMSEDU 645 WEEK 2 DQ 1 TWO CLASSROOM MEASUREMENT PROBLEMS
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TWO CLASSROOM MEASUREMENT PROBLEMS. WHAT DO THE AUTHORS SAY TWO CLASSROOM MEASUREMENT PROBLEMS. WHAT DO THE AUTHORS SAY
ARE THE TWO GENERAL PROBLEMS ENCOUNTERED IN CLASSROOM ARE THE TWO GENERAL PROBLEMS ENCOUNTERED IN CLASSROOM
MEASUREMENT? HOW ARE THESE TWO PROBLEMS SIMILAR TO EACH OTHER? MEASUREMENT? HOW ARE THESE TWO PROBLEMS SIMILAR TO EACH OTHER?
EXPLAIN WHY IT IS IMPORTANT TO SURMOUNT THESE CHALLENGES, AND EXPLAIN WHY IT IS IMPORTANT TO SURMOUNT THESE CHALLENGES, AND
BRAINSTORM STRATEGIES FOR OVERCOMING THEM. BRAINSTORM STRATEGIES FOR OVERCOMING THEM.
EDU 645 WEEK 2 DQ 2 THREE-STAGE MODEL OF CLASSROOM MEASUREMENTEDU 645 WEEK 2 DQ 2 THREE-STAGE MODEL OF CLASSROOM MEASUREMENT
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THREE-STAGE MODEL OF CLASSROOM MEASUREMENT. WHAT DO THE THREE-STAGE MODEL OF CLASSROOM MEASUREMENT. WHAT DO THE
AUTHORS MEAN IN SAYING “ANY GOOD CLASSROOM TEST BEGINS WITH YOUR AUTHORS MEAN IN SAYING “ANY GOOD CLASSROOM TEST BEGINS WITH YOUR
OBJECTIVES” (KUBISZYN&BORICH, 2010)? DO YOU AGREE OR DISAGREE WITH OBJECTIVES” (KUBISZYN&BORICH, 2010)? DO YOU AGREE OR DISAGREE WITH
THIS STATEMENT? WHY OR WHY NOT? RESPOND TO AT LEAST TWO OF YOUR THIS STATEMENT? WHY OR WHY NOT? RESPOND TO AT LEAST TWO OF YOUR
CLASSMATES, OFFERING SUBSTANTIVE FEEDBACK ON THEIR INTERPRETATION CLASSMATES, OFFERING SUBSTANTIVE FEEDBACK ON THEIR INTERPRETATION
OF THIS QUOTE, AND PROVIDING YOUR THOUGHTS ON WHY SOME TEACHERS OF THIS QUOTE, AND PROVIDING YOUR THOUGHTS ON WHY SOME TEACHERS
(INTENTIONALLY OR UNINTENTIONALLY) CHOOSE NOT TO USE OBJECTIVES OR (INTENTIONALLY OR UNINTENTIONALLY) CHOOSE NOT TO USE OBJECTIVES OR
OUTCOMES. OUTCOMES.
EDU 645 WEEK 2 JOURNAL NORM-REFERENCED AND CRITERION-REFERENCED EDU 645 WEEK 2 JOURNAL NORM-REFERENCED AND CRITERION-REFERENCED
TESTSTESTS
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NORM-REFERENCED AND CRITERION-REFERENCED TESTS. EXPLAIN THE NORM-REFERENCED AND CRITERION-REFERENCED TESTS. EXPLAIN THE
DIFFERENCE BETWEEN NORM-REFERENCED AND CRITERION-REFERENCED DIFFERENCE BETWEEN NORM-REFERENCED AND CRITERION-REFERENCED
TESTS, AND RECALL A TIME WHEN YOU WERE ASKED TO TAKE ONE OF EACH. TESTS, AND RECALL A TIME WHEN YOU WERE ASKED TO TAKE ONE OF EACH.
DO YOU THINK EITHER TEST SUPPORTED YOUR LEARNING? WHY OR WHY NOT? DO YOU THINK EITHER TEST SUPPORTED YOUR LEARNING? WHY OR WHY NOT?
IF NOT, EXPLAIN WHAT YOU THINK COULD HAVE HELPED IT SUPPORT YOUR IF NOT, EXPLAIN WHAT YOU THINK COULD HAVE HELPED IT SUPPORT YOUR
LEARNINGLEARNING
EDU 645 WEEK 3 ASSIGNMENT TEST AND ESSAY ITEMSEDU 645 WEEK 3 ASSIGNMENT TEST AND ESSAY ITEMS
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BUSINESS - GENERAL BUSINESSBUSINESS - GENERAL BUSINESS
TEST AND ESSAY ITEMS. IN THE PORTFOLIO BLOG YOU CREATED LAST WEEK, TEST AND ESSAY ITEMS. IN THE PORTFOLIO BLOG YOU CREATED LAST WEEK,
DEVELOP AT LEAST THREE TEST ITEMS THAT SUPPORT YOUR OUTCOMES, AND DEVELOP AT LEAST THREE TEST ITEMS THAT SUPPORT YOUR OUTCOMES, AND
WRITE AT LEAST ONE ESSAY ITEM THAT SUPPORTS YOUR OUTCOMES. THESE WRITE AT LEAST ONE ESSAY ITEM THAT SUPPORTS YOUR OUTCOMES. THESE
SHOULD BE INCLUDED IN THE SAME POST AS YOUR OUTCOMES.SHOULD BE INCLUDED IN THE SAME POST AS YOUR OUTCOMES.
EDU 645 WEEK 3 DQ 1PORTFOLIO ASSESSMENTEDU 645 WEEK 3 DQ 1PORTFOLIO ASSESSMENT
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PORTFOLIO ASSESSMENT. EXPLAIN THE THREE CHALLENGES TO VALIDITY PORTFOLIO ASSESSMENT. EXPLAIN THE THREE CHALLENGES TO VALIDITY
WHEN USING PORTFOLIOS AS ASSESSMENTS, AND EVALUATE THE BENEFITS WHEN USING PORTFOLIOS AS ASSESSMENTS, AND EVALUATE THE BENEFITS
THEY OFFER TO THE LEARNING EXPERIENCE. RESPOND TO AT LEAST TWO OF THEY OFFER TO THE LEARNING EXPERIENCE. RESPOND TO AT LEAST TWO OF
YOUR CLASSMATES, OFFERING SUBSTANTIVE FEEDBACK ON THEIR YOUR CLASSMATES, OFFERING SUBSTANTIVE FEEDBACK ON THEIR
EVALUATION OF PORTFOLIOS AS LEARNING TOOLS. DO YOU AGREE WITH EVALUATION OF PORTFOLIOS AS LEARNING TOOLS. DO YOU AGREE WITH
YOUR CLASSMATES’ EVALUATIONS? WHY OR WHY NOT? YOUR CLASSMATES’ EVALUATIONS? WHY OR WHY NOT?
EDU 645 WEEK 3 DQ 2 PERFORMANCE/AUTHENTIC ASSESSMENTSEDU 645 WEEK 3 DQ 2 PERFORMANCE/AUTHENTIC ASSESSMENTS
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PERFORMANCE/AUTHENTIC ASSESSMENTS. THE AUTHORS STATE THAT “THERE PERFORMANCE/AUTHENTIC ASSESSMENTS. THE AUTHORS STATE THAT “THERE
IS A TEMPTATION TO LIMIT THE SCORING CRITERIA TO THOSE QUALITIES OF IS A TEMPTATION TO LIMIT THE SCORING CRITERIA TO THOSE QUALITIES OF
PERFORMANCE THAT ARE EASIEST TO RATE RATHER THAN THE MOST PERFORMANCE THAT ARE EASIEST TO RATE RATHER THAN THE MOST
IMPORTANT REQUIRED FOR DOING AN EFFECTIVE JOB” (KUBISZYN&BORICH, IMPORTANT REQUIRED FOR DOING AN EFFECTIVE JOB” (KUBISZYN&BORICH,
2010). 2010).
EDU 645 WEEK 4 ASSIGNMENT ANALYZING AND IMPROVING A TEST USING EDU 645 WEEK 4 ASSIGNMENT ANALYZING AND IMPROVING A TEST USING
STATISTICSSTATISTICS
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ANALYZING AND IMPROVING A TEST USING STATISTICS. IN THE ONLINE ANALYZING AND IMPROVING A TEST USING STATISTICS. IN THE ONLINE
COURSE, VIEW THE RESULTS FOR A HYPOTHETICAL PSYCHOLOGY TEST. THEN, COURSE, VIEW THE RESULTS FOR A HYPOTHETICAL PSYCHOLOGY TEST. THEN,
CREATE A REPORT WITH THE FOLLOWING: CREATE A REPORT WITH THE FOLLOWING:
A. THE MEAN SCORE FOR EACH QUESTION. A. THE MEAN SCORE FOR EACH QUESTION.
B. THE MEAN SCORE FOR THE ENTIRE TEST. B. THE MEAN SCORE FOR THE ENTIRE TEST.
C. A GRAPH THAT REPRESENTS THE SCORES FOR EACH QUESTION. C. A GRAPH THAT REPRESENTS THE SCORES FOR EACH QUESTION.
EDU 645 WEEK 4 DQ 1ITEM ANALYSISEDU 645 WEEK 4 DQ 1ITEM ANALYSIS
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ITEM ANALYSIS. EXPLAIN QUANTITATIVE ITEM ANALYSIS AND QUALITATIVE ITEM ITEM ANALYSIS. EXPLAIN QUANTITATIVE ITEM ANALYSIS AND QUALITATIVE ITEM
ANALYSIS. WHAT ARE THEIR BENEFITS TO LEARNING AND ASSESSMENT? WHAT ARE ANALYSIS. WHAT ARE THEIR BENEFITS TO LEARNING AND ASSESSMENT? WHAT ARE
THE RISKS TO LEARNING AND ASSESSMENT IF THESE TYPES OF ANALYSES ARE NOT THE RISKS TO LEARNING AND ASSESSMENT IF THESE TYPES OF ANALYSES ARE NOT
ADMINISTERED? FINALLY, PROVIDE TWO EXAMPLES OF IMPERFECT TEST ITEMS FOR ADMINISTERED? FINALLY, PROVIDE TWO EXAMPLES OF IMPERFECT TEST ITEMS FOR
YOUR PEERS TO QUALITATIVELY ANALYZE. YOUR PEERS TO QUALITATIVELY ANALYZE.
EDU 645 WEEK 4 DQ 2 MARKINGEDU 645 WEEK 4 DQ 2 MARKING
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MARKING. WHY DO THE AUTHORS PROPOSE THAT MARKS ONLY MARKING. WHY DO THE AUTHORS PROPOSE THAT MARKS ONLY
REFLECT ACADEMIC ACHIEVEMENT, AND NOT OTHER FACTORS LIKE REFLECT ACADEMIC ACHIEVEMENT, AND NOT OTHER FACTORS LIKE
EFFORT OR ATTITUDE? COULD INCLUDING FACTORS LIKE THESE IN EFFORT OR ATTITUDE? COULD INCLUDING FACTORS LIKE THESE IN
THE MARKING DATA AFFECT INSTRUCTIONAL DECISIONS THAT NEED THE MARKING DATA AFFECT INSTRUCTIONAL DECISIONS THAT NEED
TO BE MADE? EXPLAIN. RESPOND TO AT LEAST TWO OF YOUR PEERS, TO BE MADE? EXPLAIN. RESPOND TO AT LEAST TWO OF YOUR PEERS,
PROVIDING FEEDBACK ON THEIR SUPPORT FOR OR AGAINST PROVIDING FEEDBACK ON THEIR SUPPORT FOR OR AGAINST
INCLUDING OTHER FACTORS IN MARKS/GRADES. INCLUDING OTHER FACTORS IN MARKS/GRADES.
EDU 645 WEEK 4 JOURNAL MARKS AND MARKING SYSTEMS REFLECTIONEDU 645 WEEK 4 JOURNAL MARKS AND MARKING SYSTEMS REFLECTION
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BUSINESS - GENERAL BUSINESSBUSINESS - GENERAL BUSINESS
MARKS AND MARKING SYSTEMS REFLECTION. SELECT ONE OF THE MARKS AND MARKING SYSTEMS REFLECTION. SELECT ONE OF THE
FOLLOWING PROMPTS PERTAINING TO MARKS AND MARKING SYSTEMS, FOR FOLLOWING PROMPTS PERTAINING TO MARKS AND MARKING SYSTEMS, FOR
CRITICAL REFLECTION:CRITICAL REFLECTION:
EDU 645 WEEK 5 ASSIGNMENT VALIDITY, RELIABILITY, AND ACCURACYEDU 645 WEEK 5 ASSIGNMENT VALIDITY, RELIABILITY, AND ACCURACY
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VALIDITY, RELIABILITY, AND ACCURACY. SELECT ONE OF THE LEARNING VALIDITY, RELIABILITY, AND ACCURACY. SELECT ONE OF THE LEARNING
OUTCOMES BELOW AND DRAFT A HYPOTHETICAL ASSESSMENT THAT OUTCOMES BELOW AND DRAFT A HYPOTHETICAL ASSESSMENT THAT
SUPPORTS THE OUTCOME (E.G., MULTIPLE CHOICE ITEMS, ESSAY ITEMS, SUPPORTS THE OUTCOME (E.G., MULTIPLE CHOICE ITEMS, ESSAY ITEMS,
AUTHENTIC ASSESSMENT, ETC.). EXPLAIN HOW YOU PLAN TO PROMOTE AUTHENTIC ASSESSMENT, ETC.). EXPLAIN HOW YOU PLAN TO PROMOTE
VALIDITY AND RELIABILITY IN YOUR ASSESSMENTVALIDITY AND RELIABILITY IN YOUR ASSESSMENT
EDU 645 WEEK 5 DQ 1CORRELATION AND CAUSALITYEDU 645 WEEK 5 DQ 1CORRELATION AND CAUSALITY
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CORRELATION AND CAUSALITY.ACCORDING TO THE AUTHORS OF THE CORRELATION AND CAUSALITY.ACCORDING TO THE AUTHORS OF THE
TEXTBOOK, “ONE OF THE MOST FREQUENT MISINTERPRETATIONS IN TEXTBOOK, “ONE OF THE MOST FREQUENT MISINTERPRETATIONS IN
STATISTICS (AND IN EDUCATION) IS TO INFER THAT BECAUSE TWO STATISTICS (AND IN EDUCATION) IS TO INFER THAT BECAUSE TWO
VARIABLES ARE CORRELATED WITH ONE ANOTHER, ONE VARIABLE VARIABLES ARE CORRELATED WITH ONE ANOTHER, ONE VARIABLE
CAUSES THE OTHER” (KUBISZYN&BORICH, 2010). WHAT DOES THIS CAUSES THE OTHER” (KUBISZYN&BORICH, 2010). WHAT DOES THIS
MEAN? MEAN?
EDU 645 WEEK 5 DQ 2 VALIDITY AND RELIABILITYEDU 645 WEEK 5 DQ 2 VALIDITY AND RELIABILITY
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VALIDITY AND RELIABILITY. USING MINDMEISTER OR MICROSOFT VALIDITY AND RELIABILITY. USING MINDMEISTER OR MICROSOFT
WORD, CREATE A MIND MAP THAT REPRESENTS THE VARIOUS TYPES WORD, CREATE A MIND MAP THAT REPRESENTS THE VARIOUS TYPES
OF VALIDITY AND RELIABILITY, AND EXPLAINS WHY THEY ARE OF VALIDITY AND RELIABILITY, AND EXPLAINS WHY THEY ARE
IMPORTANT IN LEARNING AND ASSESSMENT. THEN, POST YOUR MIND IMPORTANT IN LEARNING AND ASSESSMENT. THEN, POST YOUR MIND
MAP TO THE DISCUSSION FORUM, EITHER AS AN ATTACHMENTMAP TO THE DISCUSSION FORUM, EITHER AS AN ATTACHMENT
EDU 645 WEEK 5 JOURNAL ACCURACY AND ERROREDU 645 WEEK 5 JOURNAL ACCURACY AND ERROR
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ACCURACY AND ERROR. THE AUTHORS OF YOUR TEXTBOOK STATE ACCURACY AND ERROR. THE AUTHORS OF YOUR TEXTBOOK STATE
THAT “ALL TESTS AND SCORES ARE IMPERFECT AND ARE SUBJECT TO THAT “ALL TESTS AND SCORES ARE IMPERFECT AND ARE SUBJECT TO
ERROR” (KUBISZYN&BORICH, 2010). WHAT DO THEY MEAN BY THIS? ERROR” (KUBISZYN&BORICH, 2010). WHAT DO THEY MEAN BY THIS?
WHY IS IT IMPORTANT TO RECOGNIZE THAT THERE IS NO “PERFECT WHY IS IT IMPORTANT TO RECOGNIZE THAT THERE IS NO “PERFECT
TEST”?TEST”?
EDU 645 WEEK 6 DQ 1STANDARDIZED TESTINGEDU 645 WEEK 6 DQ 1STANDARDIZED TESTING
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STANDARDIZED TESTING. WATCH THE VIDEO “COMPREHENSIVE STANDARDIZED TESTING. WATCH THE VIDEO “COMPREHENSIVE
ASSESSMENT: AN OVERVIEW.” THEN, USING THE ASHFORD LIBRARY, ASSESSMENT: AN OVERVIEW.” THEN, USING THE ASHFORD LIBRARY,
LOCATE ONE JOURNAL ARTICLE RELATED TO STANDARDIZED TESTING.LOCATE ONE JOURNAL ARTICLE RELATED TO STANDARDIZED TESTING.
EDU 645 WEEK 6 FINAL PAPEREDU 645 WEEK 6 FINAL PAPER
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FINAL PAPER ASSESSMENT PLANSFINAL PAPER ASSESSMENT PLANS
DEMONSTRATE YOUR UNDERSTANDING OF THE CONCEPTS COVERED DEMONSTRATE YOUR UNDERSTANDING OF THE CONCEPTS COVERED
IN THIS COURSE BY DEVELOPING A PLAN TO ASSESS LEARNER IN THIS COURSE BY DEVELOPING A PLAN TO ASSESS LEARNER
PERFORMANCE. THIS PLAN SHOULD BE CONSTRUCTED IN YOUR PERFORMANCE. THIS PLAN SHOULD BE CONSTRUCTED IN YOUR
PORTFOLIO BLOG, AND SHOULD INCLUDE THE FOLLOWING PORTFOLIO BLOG, AND SHOULD INCLUDE THE FOLLOWING
ELEMENTS:ELEMENTS:
EDU 645 WEEK 6 SUMMARYEDU 645 WEEK 6 SUMMARY
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REVIEW THE CONTENT IN THE PAST FIVE WEEKS OF THIS COURSE REVIEW THE CONTENT IN THE PAST FIVE WEEKS OF THIS COURSE
AND LIST AT LEAST FIVE “TAKE-AWAY” ITEMS THAT YOU HAVE AND LIST AT LEAST FIVE “TAKE-AWAY” ITEMS THAT YOU HAVE
LEARNED. IDENTIFY AT LEAST ONE CONCEPT THAT YOU HAD A HARD LEARNED. IDENTIFY AT LEAST ONE CONCEPT THAT YOU HAD A HARD
TIME UNDERSTANDING AT FIRST, OR STILL DO NOT FULLY TIME UNDERSTANDING AT FIRST, OR STILL DO NOT FULLY
UNDERSTAND. REVIEW YOUR CLASSMATES’ POSTS, AND RESPOND TO UNDERSTAND. REVIEW YOUR CLASSMATES’ POSTS, AND RESPOND TO
AT LEAST TWO OF THEM. IN EACH RESPONSE, TRY TO EXPLAIN THE AT LEAST TWO OF THEM. IN EACH RESPONSE, TRY TO EXPLAIN THE
CONCEPT THAT YOUR CLASSMATE DID NOT OR DOES NOT CONCEPT THAT YOUR CLASSMATE DID NOT OR DOES NOT
UNDERSTAND.UNDERSTAND.