Tag: Model Answer

  • [Solved] Communication Styles

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) Communication styles refer to the diverse ways in which people express themselves and interact with others. These styles play a crucial role in shaping how information is conveyed, received, and understood. Un…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management)

    Communication styles refer to the diverse ways in which people express themselves and interact with others. These styles play a crucial role in shaping how information is conveyed, received, and understood. Understanding communication styles helps foster positive relationships and enhance organizational processes. Adaptability and awareness of context are key to effective communication in various business situations.

    Communication styles reflect how we relay information within the message. When considering communication styles, think about the tone and content of the message and how it will be perceived by the receiver. Some styles may reflect a warm and hospitable feeling, while others are more clinical. Do not confuse styles with channels, which are how a message is delivered (verbal, written, email, etc.). Communication styles are classified using many different names and methods, and you will need to research three styles you wish to discuss in your paper.

    An infographic (information graphic) is a graphic format used to present information in a way that is both appealing and easily understandable at a glance. Infographics are a fantastic way to convey information through visual cues that can enhance your target audience's reception of the information.

    ·  Discuss business scenarios in which each of the three communication styles would be appropriate to use.

    ·  Select your preferred communication style and create an infographic that explains the style.

    – a year ago

  • [Solved] Last response

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal) – a year ago **files (1)** – ## lastresponse.docx **## lastresponse.docx** 1. Poverty significantly influences how environmental toxins contribute to criminal behavior. Low-income communities are more likely to be situated in…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal)

    – a year ago

    **files (1)**

    – ## lastresponse.docx

    **## lastresponse.docx**

    1. Poverty significantly influences how environmental toxins contribute to criminal behavior. Low-income communities are more likely to be situated in older homes or near industrial sites, exposing residents, especially children, to harmful substances like lead. Lead exposure is linked to cognitive difficulties, poor impulse control, and increased aggression, all of which heighten the risk of future criminal involvement. Beyond the toxins themselves, poverty also limits access to healthcare, education, and support systems that could mitigate these effects. This combination of environmental hazards and resource deprivation worsens the situation. For criminologists, acknowledging this relationship underscores the need for environmental justice and early intervention to prevent crime. Integrating criminological theories blends insights from various fields to create a more comprehensive understanding of criminal behavior. One key advantage is the ability to account for complex interactions among social, psychological, and biological factors. For example, biological theories complement social strain theory by highlighting how neurological damage from environmental toxins may influence an individual's actions under socioeconomic pressure, providing a multi-layered explanation of crime. This holistic perspective can lead to more effective prevention and intervention strategies.

    2. Poverty exponentially increases the chances that an individual will be exposed to harmful environmental toxins, and that exposure can directly lead to behaviors often attributed to crime. Interestingly, people in low-income areas are much more likely to reside in areas in close proximity to waste sites and within buildings with lead paint. Research has shown that toxins like lead and mercury can damage parts of the brain responsible for impulse control, learning, and emotional regulation (Lilly et al., 2019). That, combined with fewer community-based resources, struggling/failing schools, and poor access to healthcare, creates a nearly perfect storm for problems later in life. Children in these environments not only face biological challenges but also significant social disadvantages that make it more difficult to stay on a path toward success. While not everyone exposed to toxins turns to criminal activity, poverty increases the likelihood that the biological risks will go unaddressed and, through time, materialize as behavioral issues, including criminal behavior. Integrated theories offer a major strength to criminal analysis: they display how real life is unpredictable and complex. Crime isn’t caused by one thing, and blending theories like strain, control, and learning allows us to see how multiple factors come together over time (Lilly et al., 2019). A good example of this is Thornberry's interactional theory, which displays how people are both shaped by their environment but also shape the environment around them. Models like these explain why some people may start offending at different stages in their life/development, or why some continue to display deviant behavior and others do not. The primary con to integrating theories is that not all theories blend together effectively. Different theories are built on entirely different assumptions and, therefore, misaligned. For example, control theory assumes that all people are naturally inclined to deviate, whereas strain theory assumes people are pushed into crime by their environment and external factors. The integration of these two theories can feel overtly forced, ineffective, and inconsistent. Collectively, integration of theories can be extremely effective, but only when done in a deliberate and thoughtful manner and with a clear understanding of what each theory actually means and is intended to do.

    **## lastresponse.docx**

    1. Poverty significantly influences how environmental toxins contribute to criminal behavior. Low-income communities are more likely to be situated in older homes or near industrial sites, exposing residents, especially children, to harmful substances like lead. Lead exposure is linked to cognitive difficulties, poor impulse control, and increased aggression, all of which heighten the risk of future criminal involvement. Beyond the toxins themselves, poverty also limits access to healthcare, education, and support systems that could mitigate these effects. This combination of environmental hazards and resource deprivation worsens the situation. For criminologists, acknowledging this relationship underscores the need for environmental justice and early intervention to prevent crime. Integrating criminological theories blends insights from various fields to create a more comprehensive understanding of criminal behavior. One key advantage is the ability to account for complex interactions among social, psychological, and biological factors. For example, biological theories complement social strain theory by highlighting how neurological damage from environmental toxins may influence an individual's actions under socioeconomic pressure, providing a multi-layered explanation of crime. This holistic perspective can lead to more effective prevention and intervention strategies.

    2. Poverty exponentially increases the chances that an individual will be exposed to harmful environmental toxins, and that exposure can directly lead to behaviors often attributed to crime. Interestingly, people in low-income areas are much more likely to reside in areas in close proximity to waste sites and within buildings with lead paint. Research has shown that toxins like lead and mercury can damage parts of the brain responsible for impulse control, learning, and emotional regulation (Lilly et al., 2019). That, combined with fewer community-based resources, struggling/failing schools, and poor access to healthcare, creates a nearly perfect storm for problems later in life. Children in these environments not only face biological challenges but also significant social disadvantages that make it more difficult to stay on a path toward success. While not everyone exposed to toxins turns to criminal activity, poverty increases the likelihood that the biological risks will go unaddressed and, through time, materialize as behavioral issues, including criminal behavior. Integrated theories offer a major strength to criminal analysis: they display how real life is unpredictable and complex. Crime isn’t caused by one thing, and blending theories like strain, control, and learning allows us to see how multiple factors come together over time (Lilly et al., 2019). A good example of this is Thornberry's interactional theory, which displays how people are both shaped by their environment but also shape the environment around them. Models like these explain why some people may start offending at different stages in their life/development, or why some continue to display deviant behavior and others do not. The primary con to integrating theories is that not all theories blend together effectively. Different theories are built on entirely different assumptions and, therefore, misaligned. For example, control theory assumes that all people are naturally inclined to deviate, whereas strain theory assumes people are pushed into crime by their environment and external factors. The integration of these two theories can feel overtly forced, ineffective, and inconsistent. Collectively, integration of theories can be extremely effective, but only when done in a deliberate and thoughtful manner and with a clear understanding of what each theory actually means and is intended to do.

  • [Solved] week 2 discussion 1

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    #### **The Only Thing Constant is Change** Family structures across America, and even the world, are changing: “For a variety of reasons, the portion of the population in other types of family structures such as blended families, dual-custody divorced families, grandparents raising grandchildren, te…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    #### **The Only Thing Constant is Change**

    Family structures across America, and even the world, are changing: “For a variety of reasons, the portion of the population in other types of family structures such as blended families, dual-custody divorced families, grandparents raising grandchildren, teen parents, and single-parent families has dramatically increased over the past several decades” (Wardle & Fitzpatrick, 2013, section 2.1, Introduction). It is important that we are aware of these changes and the influence they have on the learning environment so that we are able to support each of the families we work with.

    To prepare for this discussion,

    – Please refer to the Week 2 Guidance for further tips and examples that will support your success with this discussion.
    – Read Chapter 2: Today’s Family Structures in _Children & Families: Understanding Behavior & Dynamics_.
    – Read the article [The American Family TodayLinks to an external site.](http://www.pewsocialtrends.org/2015/12/17/1-the-american-family-today/).
    – Read the article [Teaching Strategies: Models of InclusionLinks to an external site.](https://web.archive.org/web/20180107002431/http://www.teachhub.com/teaching-strategies-models-inclusion).

    In your initial post,

    – Summarize at least two major trends in how family structures are changing.
    – Explain how these trends will impact your work as you support children and their families when working with children in inclusive settings.
    – Choose one of the family structures shared in the reading (single parent, step-families, etc.) and describe at least two specific strategies you will use to support children who live in these family structures.

    – a year ago

  • [Solved] Response

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    In-depth study guidance and analytical solution covering Response.

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] Managing

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    [>Accounting homework help](https://www.sweetstudy.com/fields/business-finance-accounting) fact sheet – a year ago

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    [>Accounting homework help](https://www.sweetstudy.com/fields/business-finance-accounting)

    fact sheet

    – a year ago

  • [Solved] MKT_VIII

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) – a year ago **files (2)** – ## AdvancedMarketingMKT5301UnitVIIIJournal.docx – ## UnitVIIIStudyGuide.pdf **## AdvancedMarketingMKT5301UnitVIIIJournal.docx** 2 Advanced Marketing MKT 5301 **Unit VIII Journal** …

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management)

    – a year ago

    **files (2)**

    – ## AdvancedMarketingMKT5301UnitVIIIJournal.docx

    – ## UnitVIIIStudyGuide.pdf

    **## AdvancedMarketingMKT5301UnitVIIIJournal.docx**

    2

    Advanced Marketing MKT 5301

    **Unit VIII Journal**

    This journal measures your mastery of ULOs 1.2, 4.4, 5.1, and 7.2.

    Imagine you are in charge of marketing a bubble gum that gives sequential flavors of a 4-course meal but runs the risk of turning the consumer into a giant blueberry. Address each of the following points in relation to this product:

    · Explain potential ethical issues that could be involved in marketing this product to consumers.

    · Summarize product strategies that could be used by the organization.

    · Summarize pricing strategies that could be used by the organization.

    · Summarize traditional and digital marketing promotional methods that could be used by the organization.

    Be sure to begin with an introduction and end with a conclusion.

    Your response must be at least two pages in length, not counting the reference page. If sources are used, follow APA Style when creating citations and references for this assignment.

    **## UnitVIIIStudyGuide.pdf**

    MKT 5301, Advanced Marketing 1

    Course Learning Outcomes for Unit VIII

    Upon completion of this unit, students should be able to:

    1. Explore the ethical management of marketing implementation.
    1.2 Explain the ethical practices followed by an organization.

    4. Compare the development of innovative new products on competitive product strategies.

    4.4 Summarize product strategies used by an organization.

    5. Examine pricing strategies for effective marketing scenarios.
    5.1 Summarize pricing strategies used by an organization.

    7. Explain the key aspects in managing marketing promotions through traditional and digital

    methods.
    7.2 Summarize traditional and digital marketing promotional methods used by a company.

    Required Unit Resources

    Chapter 11: Managing Pricing and Sales Promotions

    Unit Lesson

    Price is defined as the amount of money that is exchanged for something of value, which is defined by the
    customer. This value proposition directly aligns with the amount of money that a consumer is willing to pay for
    the prescribed product and/or service. Prices are adjusted based upon discounts, which could include
    seasonal discounts, quantity discounts, cash discounts, or sales discounts. Another factor that could change
    the price are allowances, which include trade-ins and damaged goods allowances. Prices can be set based
    on a one-price policy, which suggests that prices are the same for everyone. These tend to be low-cost,
    frequently purchased, and convenience goods. Alternatively, prices can be set based on a flexible price
    policy, which allows for prices to be set differently for different customers. These prices tend to be set by
    salespeople who are working directly with the customer. A good salesperson understands his or her customer
    enough to know how high of a price the customer will bear and will adjust the price accordingly to secure the
    business. This model is used at car dealerships within the business-to-consumer (B2C) model as well as in
    most purchasing situations in the business-to-business (B2B) sector.

    UNIT VIII STUDY GUIDE
    Pricing Strategies

    MKT 5301, Advanced Marketing 2

    UNIT x STUDY GUIDE
    Title

    The Unit VIII Pricing Policies Presentation reviews
    the terminology and purpose behind each type of
    pricing policy. A transcript and alternate format for
    the presentation are below.

    • Alternate format for Unit VIII Pricing Policies
    Presentation

    In looking at each of these pricing objectives, it is easy to understand that the cost-driven objectives place a
    greater value on achieving certain financial goals with less consideration for the consumer’s needs and value
    proposition. These strategies are considered very favorable to stockholders as they realize a greater return.
    Conversely, the status quo, competition and demand orientation, justify the pricing level based on customer
    needs but fail to provide the stockholders any assurance of reaching the financial goals.

    Value in use is another consumer pricing consideration. What this involves is consideration of how much the
    customer will save over the duration of a period of time if he or she purchases the item. An example of this
    might be a cell phone service company claiming savings over a period of months if the customer switches to
    them. Another might be a solar panel company attempting to justify the high cost of the panels with a cost
    analysis of the consumer’s monthly energy savings. This leads up to the point at which the consumer will
    cover the costs of their investment with the solar panels. Theoretically, from that point on, the consumer is
    enjoying a monthly energy savings.

    A concept used quite heavily in the business-to-business (B2B) world is that of bid pricing. This pricing model
    suggests that a company will bid on a project with the projected pricing to complete the project. The idea is to
    be awarded the project thereby bringing additional business to the company. Initially, one might think that the
    lowest bid will be the winner. While this may be the case in the majority of situations, it is not the only
    determinant in securing the bid. Reputation of the company, delivery terms, quality of product or service,
    financial terms, and a host of other criteria are included in the bidding process. When negotiating a bid,
    consideration must be given to all criteria that would be considered of value to the potential customer.

    Marketing is everywhere! Now that you have traveled through this marketing management course, do you
    believe this statement to be true? While we are sometimes annoyed about marketing and advertising, think of
    a world with absolutely no marketing (traditional or digital). How would you find out about products or
    services? How would you learn about new products or service offerings? How would you be educated about
    new prices or new locations to purchase products? How would you be exposed to customer reviews? What
    about essential information that is currently included on company websites? Without marketing, consumers
    would rely 100% on the opinion of others. While this may be appropriate in some cases, it might not be a
    favorable situation in all cases. Within the scope of this course, understanding that marketing consists of both
    digital and traditional marketing is important. While digital marketing has taken a solid place in the
    effectiveness of marketing, remember that traditional marketing methods still has significant value to all target
    markets.

    Thinking of marketing as a necessity for society, marketers need to manage the marketing organization
    toward overall sustainability. Kotler et al. (2022) suggest that marketers must plan, implement, and control the
    marketing activities to maintain the overall brand. Planning in the largest sense suggests that actions are not
    spontaneous but, instead, are calculated and predetermined with a vision on the objectives of the
    organization. This sets an overall direction of the marketing efforts, allowing for specific tactics to be
    determined. Implementation applies all the plans and strategies toward actual execution, and control brings in
    some level of measurement in order to determine the overall effectiveness.

    (Altmann, 2016)

    [https://online.columbiasouthern.edu/bbcswebdav/xid-144543029_1](https://online.columbiasouthern.edu/bbcswebdav/xid-144543029_1)

    [https://online.columbiasouthern.edu/bbcswebdav/xid-147016931_1](https://online.columbiasouthern.edu/bbcswebdav/xid-147016931_1)

    [https://online.columbiasouthern.edu/bbcswebdav/xid-147016931_1](https://online.columbiasouthern.edu/bbcswebdav/xid-147016931_1)

    [https://online.columbiasouthern.edu/bbcswebdav/xid-121760503_1](https://online.columbiasouthern.edu/bbcswebdav/xid-121760503_1)

    MKT 5301, Advanced Marketing 3

    UNIT x STUDY GUIDE
    Title

    To state that marketing has changed over the course of the last 15 years is an understatement of significant
    magnitude. Technology created efficiencies in all aspects of marketing; the internet has become a primary
    form of communication, and information can be obtained in record time. Kotler et al. (2022) discuss other
    shifts in marketing, including how outsourcing and supplier partnerships create additional marketing
    opportunities. Another significant change is the overall organization of the marketing departments. Additional
    focus has been placed on the product or brand management organization, which supports the traditional
    functional organizational setup. These brand managers become champions of the product or service by
    taking on the overall responsibility of the assigned product. This includes both short-term and long-term
    strategy development as well as the fiduciary components of the annual marketing plan and sales forecasts.
    Product or brand managers basically eat, drink, and breathe their assigned product category and work with all
    functional areas within the organization to ensure that their product is represented, funded, and taken care of
    in order to meet the continuously changing needs of the customer. The use of digital marketing has provided
    for a more succinct delivery of product or service information to a precise target market.

    While socially responsible marketing practices have been in existence for years, the importance of corporate
    social responsibility (CSR) has never been greater. In definition, CSR is the behavior on the part of the
    company that reflects ethical and socially responsible behavior. It is thought that this type of behavior not only
    benefits the employees, customers, community, and environment but also the stakeholders (Kotler et al.,
    2022). The idea behind this is that, if given the chance, customers will buy more often from companies that
    demonstrate good CSR practices. Companies are coming up with innovative programs such as Toms’ One
    for One program where Toms pledges to provide a pair of shoes to children in need for every shoe purchased
    (Toms, n.d.). This business model has been trending as other companies incentivize and motivate customers
    to buy their products over their competitors’ products while also providing a program of social good.

    Moving away from the CSR programs, at the opposite end of the spectrum is controversial marketing and
    advertising practices. These practices include discussions around whether advertising directly to children is
    ethical. Should we allow companies motivated toward the desires of stockholders to potentially influence
    these young minds into purchasing their products or services? But, then, why should these companies be
    unfairly targeted with additional restrictions? Another area of controversy is the advertising of tobacco or legal
    marijuana. Since tobacco and legal marijuana represent unhealthy ventures that could lead to addictions,
    should advertisers be allowed to advertise these products? One has to remember that these are legal
    products. Should consumers not be given the opportunity to make their own choices? The use of sex in
    advertising is yet another area of controversy. At what point does this become distasteful, and how do we
    protect young children from viewing and interpreting these advertisements? The advertising of unhealthy food
    products brings another controversial topic to the forefront. With obesity rising at alarming rates, should we
    allow advertisers of these products to continue to advertise?

    Finally, the use of shock or scare advertising to influence consumers’ actions comes into question. At what
    point is it unethical or unhealthy for individuals to be shocked into acting in a certain way? An example of this
    might be the People for Ethical Treatment of Animals (PETA) attempting to advocate for a reduction in animal
    cruelty with the use of visuals showing abused animals. The video CDC: Tips From Former Smokers – Terrie:
    "Terrie, What Are You Doing?" demonstrates one of the anti-smoking campaigns focused on convincing
    people to stop smoking (transcript for CDC: Tips From Former Smokers – Terrie: "Terrie, What Are You
    Doing?" video). these types of commercials be restricted, or is this type of technique necessary to curb the
    abuse of tobacco? While one side of the controversy suggests that there should be legislation prohibiting
    these advertising attempts, the other side suggests that all companies have the freedom of speech and the
    right to present the benefits of their products/services to consumers. Who has the ultimate responsibility
    here? Is it the company, government, legislative bodies, or consumers (parents) themselves?

    Social responsibility in advertising is becoming more relevant in today’s world. We, as consumers, prefer to
    buy from companies that represent socially responsible behavior. To be considered as socially responsible,
    the advertising must be truthful. The presentation of factual information that is not deceptive is crucial. The
    second requirement is that the advertisement should not promote anything that is damaging to society.
    Obviously, both of these requirements can be misconstrued and is up to interpretation in many situations. The
    ultimate goal is for companies to ensure their actions have a positive impact on all of the company’s
    stakeholders, which include employees, the community, consumers, and shareholders. Marketers then
    communicate these actions to the public through social marketing campaigns.

    [https://www.youtube.com/watch?v=dQIbIpjWEmc](https://www.youtube.com/watch?v=dQIbIpjWEmc)

    [https://www.youtube.com/watch?v=dQIbIpjWEmc](https://www.youtube.com/watch?v=dQIbIpjWEmc)

    [https://online.columbiasouthern.edu/bbcswebdav/xid-144543046_1](https://online.columbiasouthern.edu/bbcswebdav/xid-144543046_1)

    [https://online.columbiasouthern.edu/bbcswebdav/xid-144543046_1](https://online.columbiasouthern.edu/bbcswebdav/xid-144543046_1)

    MKT 5301, Advanced Marketing 4

    UNIT x STUDY GUIDE
    Title

    Understanding ethical behavior in the marketing area is complicated as many facets are not necessarily
    black-and-white in nature.

    A related topic is CSR, which involves companies that implement initiatives that benefit society as a whole.
    This concept reaches beyond just the marketing area to the entire company. These efforts can involve simple
    donations of funds or manpower to implementing green operations within the company. This concept is self-
    regulated and viewed positively by consumers, employees, stockholders, and all stakeholders. Consumers
    again prefer to work with companies that are promoting a healthier world, and employees are more engaged
    and supportive of the company they work for if they are employing these CSR practices. An additional perk of
    these programs is the building of teamwork, collaboration, and morale among employees. One such example
    of this is when a company shuts down operations for a day to employ the entire staff to build playgrounds for
    a neighboring community that is struggling or to visit a local food pantry and pack food for the hungry. The
    feeling of working together as a team on these socially good programs translates to a better working
    atmosphere when employees return to work the next day.

    As marketers compile their marketing plans and strategies as well as their marketing budgets, control or
    measurement needs to be conducted in order to ensure that the firm’s marketing dollars are most efficiently
    being used. Four types of control include the annual plan control, profitability control, efficiency control, and
    the strategic control. The annual plan review determines whether the overall planned results are being
    achieved, whereas the profitability control looks at whether the company is achieving a profit. The efficiency
    control evaluates the specifics of the marketing dollars spent, indicating whether these dollars were actually
    spent in the best way. Finally, the strategic control reviews whether the products, target markets, and
    channels used are actually the most efficient.

    Marketing managers use a variety of different measurement devices within each of these overarching
    categories. Comparative and longitudinal analysis provides marketers and the executive team with a solid
    basis of measurement and control. This might be conducted through the marketing audit, which provides a
    holistic look at all aspects associated with the marketing strategy for the company. Electronic measurement
    methods are also used, including an analysis of a variety of digital communication methods such as SEO,
    PPC, email marketing, and social media to name a few. At the end of the day, these measurement processes
    provide marketers with important information allowing for strategic changes in order to adapt to the changing
    needs of consumers and, specifically, the target market. Accountability is the key component in this holistic
    approach to measurement and control.

    References

    Altmann, G. (2016). Arrows, growth hacking, marketing, strategy, startup [Illustration]. Pixabay.

    https://pixabay.com/illustrations/arrows-growth-hacking-marketing-1229845/

    Centers for Disease Control and Prevention (Producer). (2013, March 13). CDC: Tips from former smokers –

    Terrie H.: “Terrie, what are you doing? [Video]. YouTube.
    https://www.youtube.com/watch?app=desktop&v=dQIbIpjWEmc

    Kotler, P., Keller, K. L., & Chernev, A. (2022). Marketing management (16th ed.). Pearson.

    https://bookshelf.vitalsource.com/#/books/9780135887035

    Toms. (n.d.). We’re in business to improve lives. https://www.toms.com/one-for-one-en/

    – Course Learning Outcomes for Unit VIII
    – Required Unit Resources
    – Unit Lesson
    – References

    **## UnitVIIIStudyGuide.pdf**

    MKT 5301, Advanced Marketing 1

    Course Learning Outcomes for Unit VIII

    Upon completion of this unit, students should be able to:

    1. Explore the ethical management of marketing implementation.
    1.2 Explain the ethical practices followed by an organization.

    4. Compare the development of innovative new products on competitive product strategies.

    4.4 Summarize product strategies used by an organization.

    5. Examine pricing strategies for effective marketing scenarios.
    5.1 Summarize pricing strategies used by an organization.

    7. Explain the key aspects in managing marketing promotions through traditional and digital

    methods.
    7.2 Summarize traditional and digital marketing promotional methods used by a company.

    Required Unit Resources

    Chapter 11: Managing Pricing and Sales Promotions

    Unit Lesson

    Price is defined as the amount of money that is exchanged for something of value, which is defined by the
    customer. This value proposition directly aligns with the amount of money that a consumer is willing to pay for
    the prescribed product and/or service. Prices are adjusted based upon discounts, which could include
    seasonal discounts, quantity discounts, cash discounts, or sales discounts. Another factor that could change
    the price are allowances, which include trade-ins and damaged goods allowances. Prices can be set based
    on a one-price policy, which suggests that prices are the same for everyone. These tend to be low-cost,
    frequently purchased, and convenience goods. Alternatively, prices can be set based on a flexible price
    policy, which allows for prices to be set differently for different customers. These prices tend to be set by
    salespeople who are working directly with the customer. A good salesperson understands his or her customer
    enough to know how high of a price the customer will bear and will adjust the price accordingly to secure the
    business. This model is used at car dealerships within the business-to-consumer (B2C) model as well as in
    most purchasing situations in the business-to-business (B2B) sector.

    UNIT VIII STUDY GUIDE
    Pricing Strategies

    MKT 5301, Advanced Marketing 2

    UNIT x STUDY GUIDE
    Title

    The Unit VIII Pricing Policies Presentation reviews
    the terminology and purpose behind each type of
    pricing policy. A transcript and alternate format for
    the presentation are below.

    • Alternate format for Unit VIII Pricing Policies
    Presentation

    In looking at each of these pricing objectives, it is easy to understand that the cost-driven objectives place a
    greater value on achieving certain financial goals with less consideration for the consumer’s needs and value
    proposition. These strategies are considered very favorable to stockholders as they realize a greater return.
    Conversely, the status quo, competition and demand orientation, justify the pricing level based on customer
    needs but fail to provide the stockholders any assurance of reaching the financial goals.

    Value in use is another consumer pricing consideration. What this involves is consideration of how much the
    customer will save over the duration of a period of time if he or she purchases the item. An example of this
    might be a cell phone service company claiming savings over a period of months if the customer switches to
    them. Another might be a solar panel company attempting to justify the high cost of the panels with a cost
    analysis of the consumer’s monthly energy savings. This leads up to the point at which the consumer will
    cover the costs of their investment with the solar panels. Theoretically, from that point on, the consumer is
    enjoying a monthly energy savings.

    A concept used quite heavily in the business-to-business (B2B) world is that of bid pricing. This pricing model
    suggests that a company will bid on a project with the projected pricing to complete the project. The idea is to
    be awarded the project thereby bringing additional business to the company. Initially, one might think that the
    lowest bid will be the winner. While this may be the case in the majority of situations, it is not the only
    determinant in securing the bid. Reputation of the company, delivery terms, quality of product or service,
    financial terms, and a host of other criteria are included in the bidding process. When negotiating a bid,
    consideration must be given to all criteria that would be considered of value to the potential customer.

    Marketing is everywhere! Now that you have traveled through this marketing management course, do you
    believe this statement to be true? While we are sometimes annoyed about marketing and advertising, think of
    a world with absolutely no marketing (traditional or digital). How would you find out about products or
    services? How would you learn about new products or service offerings? How would you be educated about
    new prices or new locations to purchase products? How would you be exposed to customer reviews? What
    about essential information that is currently included on company websites? Without marketing, consumers
    would rely 100% on the opinion of others. While this may be appropriate in some cases, it might not be a
    favorable situation in all cases. Within the scope of this course, understanding that marketing consists of both
    digital and traditional marketing is important. While digital marketing has taken a solid place in the
    effectiveness of marketing, remember that traditional marketing methods still has significant value to all target
    markets.

    Thinking of marketing as a necessity for society, marketers need to manage the marketing organization
    toward overall sustainability. Kotler et al. (2022) suggest that marketers must plan, implement, and control the
    marketing activities to maintain the overall brand. Planning in the largest sense suggests that actions are not
    spontaneous but, instead, are calculated and predetermined with a vision on the objectives of the
    organization. This sets an overall direction of the marketing efforts, allowing for specific tactics to be
    determined. Implementation applies all the plans and strategies toward actual execution, and control brings in
    some level of measurement in order to determine the overall effectiveness.

    (Altmann, 2016)

    [https://online.columbiasouthern.edu/bbcswebdav/xid-144543029_1](https://online.columbiasouthern.edu/bbcswebdav/xid-144543029_1)

    [https://online.columbiasouthern.edu/bbcswebdav/xid-147016931_1](https://online.columbiasouthern.edu/bbcswebdav/xid-147016931_1)

    [https://online.columbiasouthern.edu/bbcswebdav/xid-147016931_1](https://online.columbiasouthern.edu/bbcswebdav/xid-147016931_1)

    [https://online.columbiasouthern.edu/bbcswebdav/xid-121760503_1](https://online.columbiasouthern.edu/bbcswebdav/xid-121760503_1)

    MKT 5301, Advanced Marketing 3

    UNIT x STUDY GUIDE
    Title

    To state that marketing has changed over the course of the last 15 years is an understatement of significant
    magnitude. Technology created efficiencies in all aspects of marketing; the internet has become a primary
    form of communication, and information can be obtained in record time. Kotler et al. (2022) discuss other
    shifts in marketing, including how outsourcing and supplier partnerships create additional marketing
    opportunities. Another significant change is the overall organization of the marketing departments. Additional
    focus has been placed on the product or brand management organization, which supports the traditional
    functional organizational setup. These brand managers become champions of the product or service by
    taking on the overall responsibility of the assigned product. This includes both short-term and long-term
    strategy development as well as the fiduciary components of the annual marketing plan and sales forecasts.
    Product or brand managers basically eat, drink, and breathe their assigned product category and work with all
    functional areas within the organization to ensure that their product is represented, funded, and taken care of
    in order to meet the continuously changing needs of the customer. The use of digital marketing has provided
    for a more succinct delivery of product or service information to a precise target market.

    While socially responsible marketing practices have been in existence for years, the importance of corporate
    social responsibility (CSR) has never been greater. In definition, CSR is the behavior on the part of the
    company that reflects ethical and socially responsible behavior. It is thought that this type of behavior not only
    benefits the employees, customers, community, and environment but also the stakeholders (Kotler et al.,
    2022). The idea behind this is that, if given the chance, customers will buy more often from companies that
    demonstrate good CSR practices. Companies are coming up with innovative programs such as Toms’ One
    for One program where Toms pledges to provide a pair of shoes to children in need for every shoe purchased
    (Toms, n.d.). This business model has been trending as other companies incentivize and motivate customers
    to buy their products over their competitors’ products while also providing a program of social good.

    Moving away from the CSR programs, at the opposite end of the spectrum is controversial marketing and
    advertising practices. These practices include discussions around whether advertising directly to children is
    ethical. Should we allow companies motivated toward the desires of stockholders to potentially influence
    these young minds into purchasing their products or services? But, then, why should these companies be
    unfairly targeted with additional restrictions? Another area of controversy is the advertising of tobacco or legal
    marijuana. Since tobacco and legal marijuana represent unhealthy ventures that could lead to addictions,
    should advertisers be allowed to advertise these products? One has to remember that these are legal
    products. Should consumers not be given the opportunity to make their own choices? The use of sex in
    advertising is yet another area of controversy. At what point does this become distasteful, and how do we
    protect young children from viewing and interpreting these advertisements? The advertising of unhealthy food
    products brings another controversial topic to the forefront. With obesity rising at alarming rates, should we
    allow advertisers of these products to continue to advertise?

    Finally, the use of shock or scare advertising to influence consumers’ actions comes into question. At what
    point is it unethical or unhealthy for individuals to be shocked into acting in a certain way? An example of this
    might be the People for Ethical Treatment of Animals (PETA) attempting to advocate for a reduction in animal
    cruelty with the use of visuals showing abused animals. The video CDC: Tips From Former Smokers – Terrie:
    "Terrie, What Are You Doing?" demonstrates one of the anti-smoking campaigns focused on convincing
    people to stop smoking (transcript for CDC: Tips From Former Smokers – Terrie: "Terrie, What Are You
    Doing?" video). these types of commercials be restricted, or is this type of technique necessary to curb the
    abuse of tobacco? While one side of the controversy suggests that there should be legislation prohibiting
    these advertising attempts, the other side suggests that all companies have the freedom of speech and the
    right to present the benefits of their products/services to consumers. Who has the ultimate responsibility
    here? Is it the company, government, legislative bodies, or consumers (parents) themselves?

    Social responsibility in advertising is becoming more relevant in today’s world. We, as consumers, prefer to
    buy from companies that represent socially responsible behavior. To be considered as socially responsible,
    the advertising must be truthful. The presentation of factual information that is not deceptive is crucial. The
    second requirement is that the advertisement should not promote anything that is damaging to society.
    Obviously, both of these requirements can be misconstrued and is up to interpretation in many situations. The
    ultimate goal is for companies to ensure their actions have a positive impact on all of the company’s
    stakeholders, which include employees, the community, consumers, and shareholders. Marketers then
    communicate these actions to the public through social marketing campaigns.

    [https://www.youtube.com/watch?v=dQIbIpjWEmc](https://www.youtube.com/watch?v=dQIbIpjWEmc)

    [https://www.youtube.com/watch?v=dQIbIpjWEmc](https://www.youtube.com/watch?v=dQIbIpjWEmc)

    [https://online.columbiasouthern.edu/bbcswebdav/xid-144543046_1](https://online.columbiasouthern.edu/bbcswebdav/xid-144543046_1)

    [https://online.columbiasouthern.edu/bbcswebdav/xid-144543046_1](https://online.columbiasouthern.edu/bbcswebdav/xid-144543046_1)

    MKT 5301, Advanced Marketing 4

    UNIT x STUDY GUIDE
    Title

    Understanding ethical behavior in the marketing area is complicated as many facets are not necessarily
    black-and-white in nature.

    A related topic is CSR, which involves companies that implement initiatives that benefit society as a whole.
    This concept reaches beyond just the marketing area to the entire company. These efforts can involve simple
    donations of funds or manpower to implementing green operations within the company. This concept is self-
    regulated and viewed positively by consumers, employees, stockholders, and all stakeholders. Consumers
    again prefer to work with companies that are promoting a healthier world, and employees are more engaged
    and supportive of the company they work for if they are employing these CSR practices. An additional perk of
    these programs is the building of teamwork, collaboration, and morale among employees. One such example
    of this is when a company shuts down operations for a day to employ the entire staff to build playgrounds for
    a neighboring community that is struggling or to visit a local food pantry and pack food for the hungry. The
    feeling of working together as a team on these socially good programs translates to a better working
    atmosphere when employees return to work the next day.

    As marketers compile their marketing plans and strategies as well as their marketing budgets, control or
    measurement needs to be conducted in order to ensure that the firm’s marketing dollars are most efficiently
    being used. Four types of control include the annual plan control, profitability control, efficiency control, and
    the strategic control. The annual plan review determines whether the overall planned results are being
    achieved, whereas the profitability control looks at whether the company is achieving a profit. The efficiency
    control evaluates the specifics of the marketing dollars spent, indicating whether these dollars were actually
    spent in the best way. Finally, the strategic control reviews whether the products, target markets, and
    channels used are actually the most efficient.

    Marketing managers use a variety of different measurement devices within each of these overarching
    categories. Comparative and longitudinal analysis provides marketers and the executive team with a solid
    basis of measurement and control. This might be conducted through the marketing audit, which provides a
    holistic look at all aspects associated with the marketing strategy for the company. Electronic measurement
    methods are also used, including an analysis of a variety of digital communication methods such as SEO,
    PPC, email marketing, and social media to name a few. At the end of the day, these measurement processes
    provide marketers with important information allowing for strategic changes in order to adapt to the changing
    needs of consumers and, specifically, the target market. Accountability is the key component in this holistic
    approach to measurement and control.

    References

    Altmann, G. (2016). Arrows, growth hacking, marketing, strategy, startup [Illustration]. Pixabay.

    https://pixabay.com/illustrations/arrows-growth-hacking-marketing-1229845/

    Centers for Disease Control and Prevention (Producer). (2013, March 13). CDC: Tips from former smokers –

    Terrie H.: “Terrie, what are you doing? [Video]. YouTube.
    https://www.youtube.com/watch?app=desktop&v=dQIbIpjWEmc

    Kotler, P., Keller, K. L., & Chernev, A. (2022). Marketing management (16th ed.). Pearson.

    https://bookshelf.vitalsource.com/#/books/9780135887035

    Toms. (n.d.). We’re in business to improve lives. https://www.toms.com/one-for-one-en/

    – Course Learning Outcomes for Unit VIII
    – Required Unit Resources
    – Unit Lesson
    – References

    **## AdvancedMarketingMKT5301UnitVIIIJournal.docx**

    2

    Advanced Marketing MKT 5301

    **Unit VIII Journal**

    This journal measures your mastery of ULOs 1.2, 4.4, 5.1, and 7.2.

    Imagine you are in charge of marketing a bubble gum that gives sequential flavors of a 4-course meal but runs the risk of turning the consumer into a giant blueberry. Address each of the following points in relation to this product:

    · Explain potential ethical issues that could be involved in marketing this product to consumers.

    · Summarize product strategies that could be used by the organization.

    · Summarize pricing strategies that could be used by the organization.

    · Summarize traditional and digital marketing promotional methods that could be used by the organization.

    Be sure to begin with an introduction and end with a conclusion.

    Your response must be at least two pages in length, not counting the reference page. If sources are used, follow APA Style when creating citations and references for this assignment.

    **## UnitVIIIStudyGuide.pdf**

    MKT 5301, Advanced Marketing 1

    Course Learning Outcomes for Unit VIII

    Upon completion of this unit, students should be able to:

    1. Explore the ethical management of marketing implementation.
    1.2 Explain the ethical practices followed by an organization.

    4. Compare the development of innovative new products on competitive product strategies.

    4.4 Summarize product strategies used by an organization.

    5. Examine pricing strategies for effective marketing scenarios.
    5.1 Summarize pricing strategies used by an organization.

    7. Explain the key aspects in managing marketing promotions through traditional and digital

    methods.
    7.2 Summarize traditional and digital marketing promotional methods used by a company.

    Required Unit Resources

    Chapter 11: Managing Pricing and Sales Promotions

    Unit Lesson

    Price is defined as the amount of money that is exchanged for something of value, which is defined by the
    customer. This value proposition directly aligns with the amount of money that a consumer is willing to pay for
    the prescribed product and/or service. Prices are adjusted based upon discounts, which could include
    seasonal discounts, quantity discounts, cash discounts, or sales discounts. Another factor that could change
    the price are allowances, which include trade-ins and damaged goods allowances. Prices can be set based
    on a one-price policy, which suggests that prices are the same for everyone. These tend to be low-cost,
    frequently purchased, and convenience goods. Alternatively, prices can be set based on a flexible price
    policy, which allows for prices to be set differently for different customers. These prices tend to be set by
    salespeople who are working directly with the customer. A good salesperson understands his or her customer
    enough to know how high of a price the customer will bear and will adjust the price accordingly to secure the
    business. This model is used at car dealerships within the business-to-consumer (B2C) model as well as in
    most purchasing situations in the business-to-business (B2B) sector.

    UNIT VIII STUDY GUIDE
    Pricing Strategies

    MKT 5301, Advanced Marketing 2

    UNIT x STUDY GUIDE
    Title

    The Unit VIII Pricing Policies Presentation reviews
    the terminology and purpose behind each type of
    pricing policy. A transcript and alternate format for
    the presentation are below.

    • Alternate format for Unit VIII Pricing Policies
    Presentation

    In looking at each of these pricing objectives, it is easy to understand that the cost-driven objectives place a
    greater value on achieving certain financial goals with less consideration for the consumer’s needs and value
    proposition. These strategies are considered very favorable to stockholders as they realize a greater return.
    Conversely, the status quo, competition and demand orientation, justify the pricing level based on customer
    needs but fail to provide the stockholders any assurance of reaching the financial goals.

    Value in use is another consumer pricing consideration. What this involves is consideration of how much the
    customer will save over the duration of a period of time if he or she purchases the item. An example of this
    might be a cell phone service company claiming savings over a period of months if the customer switches to
    them. Another might be a solar panel company attempting to justify the high cost of the panels with a cost
    analysis of the consumer’s monthly energy savings. This leads up to the point at which the consumer will
    cover the costs of their investment with the solar panels. Theoretically, from that point on, the consumer is
    enjoying a monthly energy savings.

    A concept used quite heavily in the business-to-business (B2B) world is that of bid pricing. This pricing model
    suggests that a company will bid on a project with the projected pricing to complete the project. The idea is to
    be awarded the project thereby bringing additional business to the company. Initially, one might think that the
    lowest bid will be the winner. While this may be the case in the majority of situations, it is not the only
    determinant in securing the bid. Reputation of the company, delivery terms, quality of product or service,
    financial terms, and a host of other criteria are included in the bidding process. When negotiating a bid,
    consideration must be given to all criteria that would be considered of value to the potential customer.

    Marketing is everywhere! Now that you have traveled through this marketing management course, do you
    believe this statement to be true? While we are sometimes annoyed about marketing and advertising, think of
    a world with absolutely no marketing (traditional or digital). How would you find out about products or
    services? How would you learn about new products or service offerings? How would you be educated about
    new prices or new locations to purchase products? How would you be exposed to customer reviews? What
    about essential information that is currently included on company websites? Without marketing, consumers
    would rely 100% on the opinion of others. While this may be appropriate in some cases, it might not be a
    favorable situation in all cases. Within the scope of this course, understanding that marketing consists of both
    digital and traditional marketing is important. While digital marketing has taken a solid place in the
    effectiveness of marketing, remember that traditional marketing methods still has significant value to all target
    markets.

    Thinking of marketing as a necessity for society, marketers need to manage the marketing organization
    toward overall sustainability. Kotler et al. (2022) suggest that marketers must plan, implement, and control the
    marketing activities to maintain the overall brand. Planning in the largest sense suggests that actions are not
    spontaneous but, instead, are calculated and predetermined with a vision on the objectives of the
    organization. This sets an overall direction of the marketing efforts, allowing for specific tactics to be
    determined. Implementation applies all the plans and strategies toward actual execution, and control brings in
    some level of measurement in order to determine the overall effectiveness.

    (Altmann, 2016)

    [https://online.columbiasouthern.edu/bbcswebdav/xid-144543029_1](https://online.columbiasouthern.edu/bbcswebdav/xid-144543029_1)

    [https://online.columbiasouthern.edu/bbcswebdav/xid-147016931_1](https://online.columbiasouthern.edu/bbcswebdav/xid-147016931_1)

    [https://online.columbiasouthern.edu/bbcswebdav/xid-147016931_1](https://online.columbiasouthern.edu/bbcswebdav/xid-147016931_1)

    [https://online.columbiasouthern.edu/bbcswebdav/xid-121760503_1](https://online.columbiasouthern.edu/bbcswebdav/xid-121760503_1)

    MKT 5301, Advanced Marketing 3

    UNIT x STUDY GUIDE
    Title

    To state that marketing has changed over the course of the last 15 years is an understatement of significant
    magnitude. Technology created efficiencies in all aspects of marketing; the internet has become a primary
    form of communication, and information can be obtained in record time. Kotler et al. (2022) discuss other
    shifts in marketing, including how outsourcing and supplier partnerships create additional marketing
    opportunities. Another significant change is the overall organization of the marketing departments. Additional
    focus has been placed on the product or brand management organization, which supports the traditional
    functional organizational setup. These brand managers become champions of the product or service by
    taking on the overall responsibility of the assigned product. This includes both short-term and long-term
    strategy development as well as the fiduciary components of the annual marketing plan and sales forecasts.
    Product or brand managers basically eat, drink, and breathe their assigned product category and work with all
    functional areas within the organization to ensure that their product is represented, funded, and taken care of
    in order to meet the continuously changing needs of the customer. The use of digital marketing has provided
    for a more succinct delivery of product or service information to a precise target market.

    While socially responsible marketing practices have been in existence for years, the importance of corporate
    social responsibility (CSR) has never been greater. In definition, CSR is the behavior on the part of the
    company that reflects ethical and socially responsible behavior. It is thought that this type of behavior not only
    benefits the employees, customers, community, and environment but also the stakeholders (Kotler et al.,
    2022). The idea behind this is that, if given the chance, customers will buy more often from companies that
    demonstrate good CSR practices. Companies are coming up with innovative programs such as Toms’ One
    for One program where Toms pledges to provide a pair of shoes to children in need for every shoe purchased
    (Toms, n.d.). This business model has been trending as other companies incentivize and motivate customers
    to buy their products over their competitors’ products while also providing a program of social good.

    Moving away from the CSR programs, at the opposite end of the spectrum is controversial marketing and
    advertising practices. These practices include discussions around whether advertising directly to children is
    ethical. Should we allow companies motivated toward the desires of stockholders to potentially influence
    these young minds into purchasing their products or services? But, then, why should these companies be
    unfairly targeted with additional restrictions? Another area of controversy is the advertising of tobacco or legal
    marijuana. Since tobacco and legal marijuana represent unhealthy ventures that could lead to addictions,
    should advertisers be allowed to advertise these products? One has to remember that these are legal
    products. Should consumers not be given the opportunity to make their own choices? The use of sex in
    advertising is yet another area of controversy. At what point does this become distasteful, and how do we
    protect young children from viewing and interpreting these advertisements? The advertising of unhealthy food
    products brings another controversial topic to the forefront. With obesity rising at alarming rates, should we
    allow advertisers of these products to continue to advertise?

    Finally, the use of shock or scare advertising to influence consumers’ actions comes into question. At what
    point is it unethical or unhealthy for individuals to be shocked into acting in a certain way? An example of this
    might be the People for Ethical Treatment of Animals (PETA) attempting to advocate for a reduction in animal
    cruelty with the use of visuals showing abused animals. The video CDC: Tips From Former Smokers – Terrie:
    "Terrie, What Are You Doing?" demonstrates one of the anti-smoking campaigns focused on convincing
    people to stop smoking (transcript for CDC: Tips From Former Smokers – Terrie: "Terrie, What Are You
    Doing?" video). these types of commercials be restricted, or is this type of technique necessary to curb the
    abuse of tobacco? While one side of the controversy suggests that there should be legislation prohibiting
    these advertising attempts, the other side suggests that all companies have the freedom of speech and the
    right to present the benefits of their products/services to consumers. Who has the ultimate responsibility
    here? Is it the company, government, legislative bodies, or consumers (parents) themselves?

    Social responsibility in advertising is becoming more relevant in today’s world. We, as consumers, prefer to
    buy from companies that represent socially responsible behavior. To be considered as socially responsible,
    the advertising must be truthful. The presentation of factual information that is not deceptive is crucial. The
    second requirement is that the advertisement should not promote anything that is damaging to society.
    Obviously, both of these requirements can be misconstrued and is up to interpretation in many situations. The
    ultimate goal is for companies to ensure their actions have a positive impact on all of the company’s
    stakeholders, which include employees, the community, consumers, and shareholders. Marketers then
    communicate these actions to the public through social marketing campaigns.

    [https://www.youtube.com/watch?v=dQIbIpjWEmc](https://www.youtube.com/watch?v=dQIbIpjWEmc)

    [https://www.youtube.com/watch?v=dQIbIpjWEmc](https://www.youtube.com/watch?v=dQIbIpjWEmc)

    [https://online.columbiasouthern.edu/bbcswebdav/xid-144543046_1](https://online.columbiasouthern.edu/bbcswebdav/xid-144543046_1)

    [https://online.columbiasouthern.edu/bbcswebdav/xid-144543046_1](https://online.columbiasouthern.edu/bbcswebdav/xid-144543046_1)

    MKT 5301, Advanced Marketing 4

    UNIT x STUDY GUIDE
    Title

    Understanding ethical behavior in the marketing area is complicated as many facets are not necessarily
    black-and-white in nature.

    A related topic is CSR, which involves companies that implement initiatives that benefit society as a whole.
    This concept reaches beyond just the marketing area to the entire company. These efforts can involve simple
    donations of funds or manpower to implementing green operations within the company. This concept is self-
    regulated and viewed positively by consumers, employees, stockholders, and all stakeholders. Consumers
    again prefer to work with companies that are promoting a healthier world, and employees are more engaged
    and supportive of the company they work for if they are employing these CSR practices. An additional perk of
    these programs is the building of teamwork, collaboration, and morale among employees. One such example
    of this is when a company shuts down operations for a day to employ the entire staff to build playgrounds for
    a neighboring community that is struggling or to visit a local food pantry and pack food for the hungry. The
    feeling of working together as a team on these socially good programs translates to a better working
    atmosphere when employees return to work the next day.

    As marketers compile their marketing plans and strategies as well as their marketing budgets, control or
    measurement needs to be conducted in order to ensure that the firm’s marketing dollars are most efficiently
    being used. Four types of control include the annual plan control, profitability control, efficiency control, and
    the strategic control. The annual plan review determines whether the overall planned results are being
    achieved, whereas the profitability control looks at whether the company is achieving a profit. The efficiency
    control evaluates the specifics of the marketing dollars spent, indicating whether these dollars were actually
    spent in the best way. Finally, the strategic control reviews whether the products, target markets, and
    channels used are actually the most efficient.

    Marketing managers use a variety of different measurement devices within each of these overarching
    categories. Comparative and longitudinal analysis provides marketers and the executive team with a solid
    basis of measurement and control. This might be conducted through the marketing audit, which provides a
    holistic look at all aspects associated with the marketing strategy for the company. Electronic measurement
    methods are also used, including an analysis of a variety of digital communication methods such as SEO,
    PPC, email marketing, and social media to name a few. At the end of the day, these measurement processes
    provide marketers with important information allowing for strategic changes in order to adapt to the changing
    needs of consumers and, specifically, the target market. Accountability is the key component in this holistic
    approach to measurement and control.

    References

    Altmann, G. (2016). Arrows, growth hacking, marketing, strategy, startup [Illustration]. Pixabay.

    https://pixabay.com/illustrations/arrows-growth-hacking-marketing-1229845/

    Centers for Disease Control and Prevention (Producer). (2013, March 13). CDC: Tips from former smokers –

    Terrie H.: “Terrie, what are you doing? [Video]. YouTube.
    https://www.youtube.com/watch?app=desktop&v=dQIbIpjWEmc

    Kotler, P., Keller, K. L., & Chernev, A. (2022). Marketing management (16th ed.). Pearson.

    https://bookshelf.vitalsource.com/#/books/9780135887035

    Toms. (n.d.). We’re in business to improve lives. https://www.toms.com/one-for-one-en/

    – Course Learning Outcomes for Unit VIII
    – Required Unit Resources
    – Unit Lesson
    – References

    **## AdvancedMarketingMKT5301UnitVIIIJournal.docx**

    2

    Advanced Marketing MKT 5301

    **Unit VIII Journal**

    This journal measures your mastery of ULOs 1.2, 4.4, 5.1, and 7.2.

    Imagine you are in charge of marketing a bubble gum that gives sequential flavors of a 4-course meal but runs the risk of turning the consumer into a giant blueberry. Address each of the following points in relation to this product:

    · Explain potential ethical issues that could be involved in marketing this product to consumers.

    · Summarize product strategies that could be used by the organization.

    · Summarize pricing strategies that could be used by the organization.

    · Summarize traditional and digital marketing promotional methods that could be used by the organization.

    Be sure to begin with an introduction and end with a conclusion.

    Your response must be at least two pages in length, not counting the reference page. If sources are used, follow APA Style when creating citations and references for this assignment.

    **## UnitVIIIStudyGuide.pdf**

    MKT 5301, Advanced Marketing 1

    Course Learning Outcomes for Unit VIII

    Upon completion of this unit, students should be able to:

    1. Explore the ethical management of marketing implementation.
    1.2 Explain the ethical practices followed by an organization.

    4. Compare the development of innovative new products on competitive product strategies.

    4.4 Summarize product strategies used by an organization.

    5. Examine pricing strategies for effective marketing scenarios.
    5.1 Summarize pricing strategies used by an organization.

    7. Explain the key aspects in managing marketing promotions through traditional and digital

    methods.
    7.2 Summarize traditional and digital marketing promotional methods used by a company.

    Required Unit Resources

    Chapter 11: Managing Pricing and Sales Promotions

    Unit Lesson

    Price is defined as the amount of money that is exchanged for something of value, which is defined by the
    customer. This value proposition directly aligns with the amount of money that a consumer is willing to pay for
    the prescribed product and/or service. Prices are adjusted based upon discounts, which could include
    seasonal discounts, quantity discounts, cash discounts, or sales discounts. Another factor that could change
    the price are allowances, which include trade-ins and damaged goods allowances. Prices can be set based
    on a one-price policy, which suggests that prices are the same for everyone. These tend to be low-cost,
    frequently purchased, and convenience goods. Alternatively, prices can be set based on a flexible price
    policy, which allows for prices to be set differently for different customers. These prices tend to be set by
    salespeople who are working directly with the customer. A good salesperson understands his or her customer
    enough to know how high of a price the customer will bear and will adjust the price accordingly to secure the
    business. This model is used at car dealerships within the business-to-consumer (B2C) model as well as in
    most purchasing situations in the business-to-business (B2B) sector.

    UNIT VIII STUDY GUIDE
    Pricing Strategies

    MKT 5301, Advanced Marketing 2

    UNIT x STUDY GUIDE
    Title

    The Unit VIII Pricing Policies Presentation reviews
    the terminology and purpose behind each type of
    pricing policy. A transcript and alternate format for
    the presentation are below.

    • Alternate format for Unit VIII Pricing Policies
    Presentation

    In looking at each of these pricing objectives, it is easy to understand that the cost-driven objectives place a
    greater value on achieving certain financial goals with less consideration for the consumer’s needs and value
    proposition. These strategies are considered very favorable to stockholders as they realize a greater return.
    Conversely, the status quo, competition and demand orientation, justify the pricing level based on customer
    needs but fail to provide the stockholders any assurance of reaching the financial goals.

    Value in use is another consumer pricing consideration. What this involves is consideration of how much the
    customer will save over the duration of a period of time if he or she purchases the item. An example of this
    might be a cell phone service company claiming savings over a period of months if the customer switches to
    them. Another might be a solar panel company attempting to justify the high cost of the panels with a cost
    analysis of the consumer’s monthly energy savings. This leads up to the point at which the consumer will
    cover the costs of their investment with the solar panels. Theoretically, from that point on, the consumer is
    enjoying a monthly energy savings.

    A concept used quite heavily in the business-to-business (B2B) world is that of bid pricing. This pricing model
    suggests that a company will bid on a project with the projected pricing to complete the project. The idea is to
    be awarded the project thereby bringing additional business to the company. Initially, one might think that the
    lowest bid will be the winner. While this may be the case in the majority of situations, it is not the only
    determinant in securing the bid. Reputation of the company, delivery terms, quality of product or service,
    financial terms, and a host of other criteria are included in the bidding process. When negotiating a bid,
    consideration must be given to all criteria that would be considered of value to the potential customer.

    Marketing is everywhere! Now that you have traveled through this marketing management course, do you
    believe this statement to be true? While we are sometimes annoyed about marketing and advertising, think of
    a world with absolutely no marketing (traditional or digital). How would you find out about products or
    services? How would you learn about new products or service offerings? How would you be educated about
    new prices or new locations to purchase products? How would you be exposed to customer reviews? What
    about essential information that is currently included on company websites? Without marketing, consumers
    would rely 100% on the opinion of others. While this may be appropriate in some cases, it might not be a
    favorable situation in all cases. Within the scope of this course, understanding that marketing consists of both
    digital and traditional marketing is important. While digital marketing has taken a solid place in the
    effectiveness of marketing, remember that traditional marketing methods still has significant value to all target
    markets.

    Thinking of marketing as a necessity for society, marketers need to manage the marketing organization
    toward overall sustainability. Kotler et al. (2022) suggest that marketers must plan, implement, and control the
    marketing activities to maintain the overall brand. Planning in the largest sense suggests that actions are not
    spontaneous but, instead, are calculated and predetermined with a vision on the objectives of the
    organization. This sets an overall direction of the marketing efforts, allowing for specific tactics to be
    determined. Implementation applies all the plans and strategies toward actual execution, and control brings in
    some level of measurement in order to determine the overall effectiveness.

    (Altmann, 2016)

    [https://online.columbiasouthern.edu/bbcswebdav/xid-144543029_1](https://online.columbiasouthern.edu/bbcswebdav/xid-144543029_1)

    [https://online.columbiasouthern.edu/bbcswebdav/xid-147016931_1](https://online.columbiasouthern.edu/bbcswebdav/xid-147016931_1)

    [https://online.columbiasouthern.edu/bbcswebdav/xid-147016931_1](https://online.columbiasouthern.edu/bbcswebdav/xid-147016931_1)

    [https://online.columbiasouthern.edu/bbcswebdav/xid-121760503_1](https://online.columbiasouthern.edu/bbcswebdav/xid-121760503_1)

    MKT 5301, Advanced Marketing 3

    UNIT x STUDY GUIDE
    Title

    To state that marketing has changed over the course of the last 15 years is an understatement of significant
    magnitude. Technology created efficiencies in all aspects of marketing; the internet has become a primary
    form of communication, and information can be obtained in record time. Kotler et al. (2022) discuss other
    shifts in marketing, including how outsourcing and supplier partnerships create additional marketing
    opportunities. Another significant change is the overall organization of the marketing departments. Additional
    focus has been placed on the product or brand management organization, which supports the traditional
    functional organizational setup. These brand managers become champions of the product or service by
    taking on the overall responsibility of the assigned product. This includes both short-term and long-term
    strategy development as well as the fiduciary components of the annual marketing plan and sales forecasts.
    Product or brand managers basically eat, drink, and breathe their assigned product category and work with all
    functional areas within the organization to ensure that their product is represented, funded, and taken care of
    in order to meet the continuously changing needs of the customer. The use of digital marketing has provided
    for a more succinct delivery of product or service information to a precise target market.

    While socially responsible marketing practices have been in existence for years, the importance of corporate
    social responsibility (CSR) has never been greater. In definition, CSR is the behavior on the part of the
    company that reflects ethical and socially responsible behavior. It is thought that this type of behavior not only
    benefits the employees, customers, community, and environment but also the stakeholders (Kotler et al.,
    2022). The idea behind this is that, if given the chance, customers will buy more often from companies that
    demonstrate good CSR practices. Companies are coming up with innovative programs such as Toms’ One
    for One program where Toms pledges to provide a pair of shoes to children in need for every shoe purchased
    (Toms, n.d.). This business model has been trending as other companies incentivize and motivate customers
    to buy their products over their competitors’ products while also providing a program of social good.

    Moving away from the CSR programs, at the opposite end of the spectrum is controversial marketing and
    advertising practices. These practices include discussions around whether advertising directly to children is
    ethical. Should we allow companies motivated toward the desires of stockholders to potentially influence
    these young minds into purchasing their products or services? But, then, why should these companies be
    unfairly targeted with additional restrictions? Another area of controversy is the advertising of tobacco or legal
    marijuana. Since tobacco and legal marijuana represent unhealthy ventures that could lead to addictions,
    should advertisers be allowed to advertise these products? One has to remember that these are legal
    products. Should consumers not be given the opportunity to make their own choices? The use of sex in
    advertising is yet another area of controversy. At what point does this become distasteful, and how do we
    protect young children from viewing and interpreting these advertisements? The advertising of unhealthy food
    products brings another controversial topic to the forefront. With obesity rising at alarming rates, should we
    allow advertisers of these products to continue to advertise?

    Finally, the use of shock or scare advertising to influence consumers’ actions comes into question. At what
    point is it unethical or unhealthy for individuals to be shocked into acting in a certain way? An example of this
    might be the People for Ethical Treatment of Animals (PETA) attempting to advocate for a reduction in animal
    cruelty with the use of visuals showing abused animals. The video CDC: Tips From Former Smokers – Terrie:
    "Terrie, What Are You Doing?" demonstrates one of the anti-smoking campaigns focused on convincing
    people to stop smoking (transcript for CDC: Tips From Former Smokers – Terrie: "Terrie, What Are You
    Doing?" video). these types of commercials be restricted, or is this type of technique necessary to curb the
    abuse of tobacco? While one side of the controversy suggests that there should be legislation prohibiting
    these advertising attempts, the other side suggests that all companies have the freedom of speech and the
    right to present the benefits of their products/services to consumers. Who has the ultimate responsibility
    here? Is it the company, government, legislative bodies, or consumers (parents) themselves?

    Social responsibility in advertising is becoming more relevant in today’s world. We, as consumers, prefer to
    buy from companies that represent socially responsible behavior. To be considered as socially responsible,
    the advertising must be truthful. The presentation of factual information that is not deceptive is crucial. The
    second requirement is that the advertisement should not promote anything that is damaging to society.
    Obviously, both of these requirements can be misconstrued and is up to interpretation in many situations. The
    ultimate goal is for companies to ensure their actions have a positive impact on all of the company’s
    stakeholders, which include employees, the community, consumers, and shareholders. Marketers then
    communicate these actions to the public through social marketing campaigns.

    [https://www.youtube.com/watch?v=dQIbIpjWEmc](https://www.youtube.com/watch?v=dQIbIpjWEmc)

    [https://www.youtube.com/watch?v=dQIbIpjWEmc](https://www.youtube.com/watch?v=dQIbIpjWEmc)

    [https://online.columbiasouthern.edu/bbcswebdav/xid-144543046_1](https://online.columbiasouthern.edu/bbcswebdav/xid-144543046_1)

    [https://online.columbiasouthern.edu/bbcswebdav/xid-144543046_1](https://online.columbiasouthern.edu/bbcswebdav/xid-144543046_1)

    MKT 5301, Advanced Marketing 4

    UNIT x STUDY GUIDE
    Title

    Understanding ethical behavior in the marketing area is complicated as many facets are not necessarily
    black-and-white in nature.

    A related topic is CSR, which involves companies that implement initiatives that benefit society as a whole.
    This concept reaches beyond just the marketing area to the entire company. These efforts can involve simple
    donations of funds or manpower to implementing green operations within the company. This concept is self-
    regulated and viewed positively by consumers, employees, stockholders, and all stakeholders. Consumers
    again prefer to work with companies that are promoting a healthier world, and employees are more engaged
    and supportive of the company they work for if they are employing these CSR practices. An additional perk of
    these programs is the building of teamwork, collaboration, and morale among employees. One such example
    of this is when a company shuts down operations for a day to employ the entire staff to build playgrounds for
    a neighboring community that is struggling or to visit a local food pantry and pack food for the hungry. The
    feeling of working together as a team on these socially good programs translates to a better working
    atmosphere when employees return to work the next day.

    As marketers compile their marketing plans and strategies as well as their marketing budgets, control or
    measurement needs to be conducted in order to ensure that the firm’s marketing dollars are most efficiently
    being used. Four types of control include the annual plan control, profitability control, efficiency control, and
    the strategic control. The annual plan review determines whether the overall planned results are being
    achieved, whereas the profitability control looks at whether the company is achieving a profit. The efficiency
    control evaluates the specifics of the marketing dollars spent, indicating whether these dollars were actually
    spent in the best way. Finally, the strategic control reviews whether the products, target markets, and
    channels used are actually the most efficient.

    Marketing managers use a variety of different measurement devices within each of these overarching
    categories. Comparative and longitudinal analysis provides marketers and the executive team with a solid
    basis of measurement and control. This might be conducted through the marketing audit, which provides a
    holistic look at all aspects associated with the marketing strategy for the company. Electronic measurement
    methods are also used, including an analysis of a variety of digital communication methods such as SEO,
    PPC, email marketing, and social media to name a few. At the end of the day, these measurement processes
    provide marketers with important information allowing for strategic changes in order to adapt to the changing
    needs of consumers and, specifically, the target market. Accountability is the key component in this holistic
    approach to measurement and control.

    References

    Altmann, G. (2016). Arrows, growth hacking, marketing, strategy, startup [Illustration]. Pixabay.

    https://pixabay.com/illustrations/arrows-growth-hacking-marketing-1229845/

    Centers for Disease Control and Prevention (Producer). (2013, March 13). CDC: Tips from former smokers –

    Terrie H.: “Terrie, what are you doing? [Video]. YouTube.
    https://www.youtube.com/watch?app=desktop&v=dQIbIpjWEmc

    Kotler, P., Keller, K. L., & Chernev, A. (2022). Marketing management (16th ed.). Pearson.

    https://bookshelf.vitalsource.com/#/books/9780135887035

    Toms. (n.d.). We’re in business to improve lives. https://www.toms.com/one-for-one-en/

    – Course Learning Outcomes for Unit VIII
    – Required Unit Resources
    – Unit Lesson
    – References

  • [Solved] quay week 2

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    please see attachment – a year ago **files (1)** – ## quayweek2.docx **## quayweek2.docx** **PART I: Understanding Attributions** In discussing attribution theory, your readings point out that the thousands of possible explanations for success and failure can be classified into a few categories. The…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    please see attachment

    – a year ago

    **files (1)**

    – ## quayweek2.docx

    **## quayweek2.docx**

    **PART I: Understanding Attributions**

    In discussing attribution theory, your readings point out that the thousands of possible explanations for success and failure can be classified into a few categories. The most basic categories are stability (i.e., a factor is either fairly permanent or unstable), locus of causality (i.e., a factor is either external or internal to the person), and locus of control (i.e., a factor is or is not under our control). In this activity, you'll explore your understanding of these attribution categories.

    **Instructions**:

    Using the format as presented below (i.e., a., b., c….), provide a definition for each attribution category identified. Also, include a sport-specific example to illustrate each attribution category.

    a. Stability: stable — Present a definition for this attribution category and a sport-specific example.

    b. Stability: unstable — Present a definition for this attribution category and a sport-specific example.

    c. Locus of causality: internal — Present a definition for this attribution category and a sport-specific example.

    d. Locus of causality: external — Present a definition for this attribution category and a sport-specific example.

    e. Locus of control: in one's control — Present a definition for this attribution category and a sport-specific example.

    f. Locus of control: out of one's control — Present a definition for this attribution category and a sport-specific example.

    **PART II: Helping Lucille Regain Her Soccer Success**

    **Instructions:**

    Read the following case study and submit a 2-page (minimum 500 words, excluding a title and references pages) program for helping Lucille regain her motivation by overcoming her outcome goal orientation.

    After several years of training, Lucille has finally received a scholarship offer to play Division I soccer. Outcome goals have always been her driving force: be the fastest, and toughest, score more goals, and get more assists. Unfortunately, after an All-American high school career, Lucille is having a rough beginning at college. Her shooting and passing accuracy are struggling. To make matters worse, she is struggling a bit with minor injuries, which makes it difficult to maintain consistent playing time.

    As Lucille's frustrations continue to increase, she begins to no longer enjoy practice and even competition. She blames her poor performance on injuries, playing time, field conditions, and teammates unwilling to pass the ball. The outcome-goal orientation now seems to produce lower self-confidence, self-doubt, and less motivation.

    Apply specific information from your attribution readings and Weiner's Video, as well as the video "Why the secret to success is setting the right goals" as you create a restructuring program for Lucille. Include specific details and recommendations. The combination of attribution training and effective goal-setting is key to achievement motivation and helping a learner restructure their self-belief.

    "Why the secret to success is setting the right goals."

    [https://www.youtube.com/watch?v=L4N1q4RNi9I](https://www.youtube.com/watch?v=L4N1q4RNi9I)

    Remember, APA in-text documentation and cite at least three (3) literary publications, including scholarly peer-reviewed references (i.e., academic journal article) to support information discussed within your program. Please review the grading rubric for helpful information.

    **Provide all information (including a Title page, PART I, PART II, and References page) for review within a single MS Word document file.**

    **Submission Directions**: Please submit your assignment as an APA, current edition formatted, Microsoft Word document (.doc or .docx), not an Adobe .pdf, titled "Your Last Name Week 2 Assignment." For example, the document should be titled: Smith Week 2 Assignment. Please do not paste your assignment into the text box provided within each assignment. If you do not have access to Microsoft Office software, please see the announcement titled "Free Microsoft Office 365 Software for APUS Students," since all students have the ability to download free Microsoft 365 software, which includes Word, Excel, and PowerPoint, among others.

    NOTE: Information regarding American Psychological Association (APA) format is presented in this course's Resources or
    [https://apastyle.apa.org/](https://apastyle.apa.org/). Also, a suggestion – visit the APUS Library to review Writing@APUS (see "APUS Library" tab located on course's home page).

    NOTE: All assignments must be original; that is
    you must be the author, it must
    not have been used for any other course, and
    no part may have come from an external site such as Course Hero. All of these examples are forms of plagiarism, will not be tolerated, and will result, at a minimum, of receiving a zero on the assignment.

    Suggestion – please review "Student Handbook" for policies concerning
    [Plagiarism](https://www.apu.apus.edu/student-handbook/university-policies-and-code-of-conduct/apus-student-code-of-conduct/prohibited-student-conduct/).

    \* If you need technical assistance, contact
    **Classroom Support.** Visit the Help menu from any course and click
    **Support**.

    Just a Reminder:
    **Provide all information (including a Title page, PART I, PART II, and References page) for review within a single MS Word document file.**

    **Avoid submitting multiple MS Word documents for review.**

    **## quayweek2.docx**

    **PART I: Understanding Attributions**

    In discussing attribution theory, your readings point out that the thousands of possible explanations for success and failure can be classified into a few categories. The most basic categories are stability (i.e., a factor is either fairly permanent or unstable), locus of causality (i.e., a factor is either external or internal to the person), and locus of control (i.e., a factor is or is not under our control). In this activity, you'll explore your understanding of these attribution categories.

    **Instructions**:

    Using the format as presented below (i.e., a., b., c….), provide a definition for each attribution category identified. Also, include a sport-specific example to illustrate each attribution category.

    a. Stability: stable — Present a definition for this attribution category and a sport-specific example.

    b. Stability: unstable — Present a definition for this attribution category and a sport-specific example.

    c. Locus of causality: internal — Present a definition for this attribution category and a sport-specific example.

    d. Locus of causality: external — Present a definition for this attribution category and a sport-specific example.

    e. Locus of control: in one's control — Present a definition for this attribution category and a sport-specific example.

    f. Locus of control: out of one's control — Present a definition for this attribution category and a sport-specific example.

    **PART II: Helping Lucille Regain Her Soccer Success**

    **Instructions:**

    Read the following case study and submit a 2-page (minimum 500 words, excluding a title and references pages) program for helping Lucille regain her motivation by overcoming her outcome goal orientation.

    After several years of training, Lucille has finally received a scholarship offer to play Division I soccer. Outcome goals have always been her driving force: be the fastest, and toughest, score more goals, and get more assists. Unfortunately, after an All-American high school career, Lucille is having a rough beginning at college. Her shooting and passing accuracy are struggling. To make matters worse, she is struggling a bit with minor injuries, which makes it difficult to maintain consistent playing time.

    As Lucille's frustrations continue to increase, she begins to no longer enjoy practice and even competition. She blames her poor performance on injuries, playing time, field conditions, and teammates unwilling to pass the ball. The outcome-goal orientation now seems to produce lower self-confidence, self-doubt, and less motivation.

    Apply specific information from your attribution readings and Weiner's Video, as well as the video "Why the secret to success is setting the right goals" as you create a restructuring program for Lucille. Include specific details and recommendations. The combination of attribution training and effective goal-setting is key to achievement motivation and helping a learner restructure their self-belief.

    "Why the secret to success is setting the right goals."

    [https://www.youtube.com/watch?v=L4N1q4RNi9I](https://www.youtube.com/watch?v=L4N1q4RNi9I)

    Remember, APA in-text documentation and cite at least three (3) literary publications, including scholarly peer-reviewed references (i.e., academic journal article) to support information discussed within your program. Please review the grading rubric for helpful information.

    **Provide all information (including a Title page, PART I, PART II, and References page) for review within a single MS Word document file.**

    **Submission Directions**: Please submit your assignment as an APA, current edition formatted, Microsoft Word document (.doc or .docx), not an Adobe .pdf, titled "Your Last Name Week 2 Assignment." For example, the document should be titled: Smith Week 2 Assignment. Please do not paste your assignment into the text box provided within each assignment. If you do not have access to Microsoft Office software, please see the announcement titled "Free Microsoft Office 365 Software for APUS Students," since all students have the ability to download free Microsoft 365 software, which includes Word, Excel, and PowerPoint, among others.

    NOTE: Information regarding American Psychological Association (APA) format is presented in this course's Resources or
    [https://apastyle.apa.org/](https://apastyle.apa.org/). Also, a suggestion – visit the APUS Library to review Writing@APUS (see "APUS Library" tab located on course's home page).

    NOTE: All assignments must be original; that is
    you must be the author, it must
    not have been used for any other course, and
    no part may have come from an external site such as Course Hero. All of these examples are forms of plagiarism, will not be tolerated, and will result, at a minimum, of receiving a zero on the assignment.

    Suggestion – please review "Student Handbook" for policies concerning
    [Plagiarism](https://www.apu.apus.edu/student-handbook/university-policies-and-code-of-conduct/apus-student-code-of-conduct/prohibited-student-conduct/).

    \* If you need technical assistance, contact
    **Classroom Support.** Visit the Help menu from any course and click
    **Support**.

    Just a Reminder:
    **Provide all information (including a Title page, PART I, PART II, and References page) for review within a single MS Word document file.**

    **Avoid submitting multiple MS Word documents for review.**

  • [Solved] DISCUSSION 1 DIVERSITY

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – a year ago **files (1)** – ## Discussion1Module1DIVERSITY.docx **## Discussion1Module1DIVERSITY.docx** ![A white paper with blue text AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/discussion-1-diversity-20915447) ![A white grid with black text AI-generated content ma…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – a year ago

    **files (1)**

    – ## Discussion1Module1DIVERSITY.docx

    **## Discussion1Module1DIVERSITY.docx**

    ![A white paper with blue text AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/discussion-1-diversity-20915447)

    ![A white grid with black text AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/discussion-1-diversity-20915447)

    ## image1.png

    ## image2.png

    **## Discussion1Module1DIVERSITY.docx**

    ![A white paper with blue text AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/discussion-1-diversity-20915447)

    ![A white grid with black text AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/discussion-1-diversity-20915447)

    ## image1.png

    ## image2.png

  • [Solved] tasha

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    develop an original chart **AND/OR** diagram based on your understanding of these concepts that will illustrate how prenatal development is influenced by environmental **AND/OR** genetic factors. Please utilize your Creativity, it is strongly suggested. [**CHFD308 A2: Factors Influencing Prenatal De…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    develop an original chart **AND/OR**  diagram based on your understanding of these concepts that will  illustrate how prenatal development is influenced by environmental **AND/OR**  genetic factors. Please utilize your Creativity, it is strongly  suggested.

    [**CHFD308 A2: Factors Influencing Prenatal Development**](https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=536907&type=rubric&rCode=00D22884-7DC5-4408-809B-589E36B04C5A-483326)

    – a year ago

  • [Solved] question assigment

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – a year ago **files (6)** – ## StudentWorkAnalysis_Math-1.pdf – ## StudentWorkAnalysis_ELA-1.pdf – ## annotated-MSMath-StudentAchievementChart.docx.pdf – ## Module11Task3FinalAssignmentAnalyticSummaryDraftFeedbackOnly.docx – ## StudentWorkAnalysis-ELAelementary-1.pdf – MSStudentAchievementPartner…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – a year ago

    **files (6)**

    – ## StudentWorkAnalysis_Math-1.pdf

    – ## StudentWorkAnalysis_ELA-1.pdf

    – ## annotated-MSMath-StudentAchievementChart.docx.pdf

    – ## Module11Task3FinalAssignmentAnalyticSummaryDraftFeedbackOnly.docx

    – ## StudentWorkAnalysis-ELAelementary-1.pdf

    – MSStudentAchievementPartnersStudentAnalysisSheetSample-1.docx

    **## StudentWorkAnalysis_Math-1.pdf**

    July 2017

    Student Work Analysis
    Lesson:

    Use this document to record information/evidence from the sample student work. Evidence
    should consider the Core Actions. Evidence recorded will be integrated into the Feedback
    Summary worksheet. Before analyzing student work, be sure to have first completed the
    student assignment.

    General notes and observations about the task:

    1. Which standard(s) and/or cluster(s) are targeted in this assignment? Are they grade-level
    standards?

    2. What is the mathematical purpose of the assignment?

    3. What aspect(s) of Rigor (conceptual understanding, procedural skill and fluency, and
    application) does the assignment address? Explain.

    Analyze the Student Work

    July 2017

    Analyzing Individual Student Samples:

    Student
    Work

    Sample

    What does the student’s work
    demonstrate about his/her

    understanding of the expectations of
    the assignment?

    What does the student’s work demonstrate
    about his/her proficiency with the

    requirements of the targeted standard?

    Student
    A

    Student
    B

    Student
    C

    July 2017

    Student
    D

    Student
    E

    Student
    F

    July 2017

    After looking at student work:

    1. How did the directions and/or prompts for the assignment allow students to demonstrate
    the requirements of the targeted standard(s)?

    2. How did the mathematical content of the assignment allow students to demonstrate the
    requirements of the targeted standard(s)?

    3. What patterns do you notice in the student work?

    ● What did students do consistently well?
    ● Were there any common errors?

    **## StudentWorkAnalysis_ELA-1.pdf**

    July 2017

    Student Work Analysis

    Lesson: _________________________________________

    Use this document to record information/evidence from the sample student work. Evidence should
    consider the Core Actions. Evidence recorded will be integrated into the Feedback Summary
    worksheet. Before analyzing student work, be sure to have first completed the student
    assignment.

    General notes and observations about the task:

    1. Does the task attend to any of the following? Note all that apply.

    ● The structure, concepts, ideas, events or details of the text?
    ● The words, phrases, and sentences within the text?
    ● Understanding the central ideas and development of the text?

    2. How does the task require students to use evidence from text(s) to demonstrate
    understanding and to support ideas about the text?

    3. Do the directions, prompts, and/or scoring guidelines for the task adequately provide or
    indicate opportunities for students to demonstrate the requirements of the targeted
    standard(s) for the task?

    Analyzing individual student samples (worksheet on back):

    1. What does the student’s work demonstrate about his/her understanding of the task?

    2. What does the student’s work demonstrate about the depth of his/her understanding of the
    text and topic?

    3. What does the student’s work demonstrate about his/her proficiency with the requirements of
    the targeted standards?

    (See worksheet on back)

    After looking at student work:

    1. On what aspects of the task have students generally performed well?

    2. Are there common errors made across the collection of student work?

    Analyze the Student Work

    July 2017

    Student Work Analysis Worksheet

    Student
    Work

    Sample

    What does the student’s
    work demonstrate about

    the depth of his/her
    understanding of the text

    and topic?

    What does the student’s
    work demonstrate about
    his/her understanding of

    the task?

    What does the student’s
    work demonstrate about

    his/her proficiency with the
    requirements of the targeted

    standard?

    Student
    A

    Student
    B

    Student
    C

    Student
    D

    Student
    E

    Note: For a collection of more than five samples of student work, print this page multiple times.

    **## annotated-MSMath-StudentAchievementChart.docx.pdf**

    Student Achievement Chart (SAC)

    Standard(s):
    Content: 7.RP.3 – Use proportional relationships to solve multistep ratio and percent problems.
    Examples: simple interest, tax, markups, and markdowns, gratuities and commissions, fees,
    percent increase and decrease, and percent error.

    Literacy (6-12): Craft & Structure – Interpret words and phrases as they are used in a text,
    including determining technical, connotative, and figurative meanings, and analyze how
    specific word choices shape meaning or tone.

    Objective/LT for Pre-assessment:
    Leaming Target: I can calculate and interpret percent error, with an accuracy of 3 out of 4 times.
    Objectives: Students will be able to …

    calculate the actual value when given the percent error by organizing the given information
    appropriately with an accuracy of 3 ( out of 4) or better.
    calculate the percent error when given the actual value by organizing the given information
    appropriately with an accuracy of 3 ( out of 4) or better.
    draw conclusions about the percent error, actual value, and accepted value in the context of the
    situation by analyzing various real-world applications with an accuracy of 3 ( out of 4) or
    better.

    Objective/LT for Post-assessment:
    Leaming Target: I can calculate the discount, sales price, and original price of items, and compare the two
    to determine the difference, at least 3 out of 5 times.
    Objectives: Students will be able to …

    interpret word problems by organizing key information in word problems; at least 2-3 key
    pieces of information for setting up the proportions.
    calculate the sale price; (1) Relating clue words in the word problems, (2) Recalling the
    Percentage Formula, (3) Setting up the proportion appropriately [substituing in the given
    values], ( 4) Solving for the variable in the proportion; Mastery is an accuracy of 3 ( out of 4) or
    better.
    calculate the original price; (1) Relating clue words in the word problems, (2) Recalling the
    Percentage Formula, (3) Setting up the proportion appropriately [substituing in the given
    values], ( 4) Solving for the variable in the proportion; Mastery is an accuracy of 3 ( out of 4) or
    better.
    calculate the discount;(!) Relating clue words in the word problems [Discount is subtraction],
    (2) Recall the Percentage Formula, (3) Setting up the proportion appropriately [substituing in
    the given values], (4) Solving for the variable in the proportion, (5) Subtracting the discount

    from the original; Mastery is an accuracy of 4 ( out of 5) or better.

    Description of Student Work in Each
    A Mastery Levels Mastery Category

    ssessment

    Data Outcomes:

    **## Module11Task3FinalAssignmentAnalyticSummaryDraftFeedbackOnly.docx**

    Module 11: Task 3: Final Assignment-Analytic Summary – Draft: Feedback Only

    **Analytic Summary Assignment:**

    **1.** Analyze the student work produced from your formative assessment using the Student Achievement Partners (green sheet) Student Work Analysis sheet for either
    [ELA](https://touro.instructure.com/courses/137899/files/11191991?wrap=1) [Download ELA](https://touro.instructure.com/courses/137899/files/11191991/download?download_frd=1) or
    [Math](https://touro.instructure.com/courses/137899/files/11190194?wrap=1) [Download Math](https://touro.instructure.com/courses/137899/files/11190194/download?download_frd=1).

    2.  After you have analyzed the student work samples, post the score/results from the students performance to the
    [post-assessment of the Student Achievement Chart  (SAC),.](https://touro.instructure.com/courses/137899/files/11190845?wrap=1) [Download post-assessment of the Student Achievement Chart  (SAC),.](https://touro.instructure.com/courses/137899/files/11190845/download?download_frd=1)  and complete the reflection questions at the bottom of the SAC.

    · Include the Student Achievement Partners Student Work Analysis
    [(elementary sample)](https://touro.instructure.com/courses/137899/files/11191995?wrap=1) [Download (elementary sample)](https://touro.instructure.com/courses/137899/files/11191995/download?download_frd=1) [(secondary sample)](https://touro.instructure.com/courses/137899/files/11191172?wrap=1) [Download (secondary sample)](https://touro.instructure.com/courses/137899/files/11191172/download?download_frd=1) and the SAC with a
    **final copy of your Formative Assessment** in your final submission with the Analytic Summary **- All due in Module 12.**

    **Then, using this analysis, submit** an Analytic Summary of the effectiveness of your formative assessment:

    **Submit an Analytic Summary following this 4 question outline:**

    What evidence of progression toward ongoing content mastery or near mastery does your assessment provide (be sure to cite your work using the readings from the course)?

    1. How do the results of your assessment offer a clear picture of the student’s progress toward mastery of the Learning Targets? What do they know/understand? Give 3 examples.

    2. Did the actual field-tested assessment work the way you had hoped? What would you change based on this analysis and how would your assessment inform ongoing instruction as the lesson plan progressed?

    3. Provide 3 specific examples of the actual changes you would make by showing the original question and next to it the revised question based upon the outcome of the student work, and justify with the research why those changes would be appropriate.

    4. What did you learn about creating formative assessments from this project? Cite at least 3 important insights.

    SEE RUBRIC IN MODULE 12 AND USE IT AS A WRITER'S CHECKLIST!

    **Note:** When discussing your instructional methods, data collection strategies back-up your instructional moves up with research. Use the sources from this course and outside sources. Know why you are doing what you are doing and why it works.

    **For example:**

    · Bill was level 2 during the preassessment because he scored 6/10 problems. During the lesson we reviewed our regrouping strategies and a 10-frame. During the assessment Bill's ability to regroup improved and he scored 9/10 problems correct. When asked about what strategy he chose, Bill said "well, I really like bears so I used the Teddy bear counters and it worked."

    ·

    ·
    _Eventually when you complete the Touro Culminating Achievements Portfolio (TCAP) – you will need to be able to use data speak with the appropriate evidence from your work and you will then need to demonstrate how you mastered the standards by providing evidence as modeled above._

    PLEASE USE ONLY THIS RESOURCES :
    The  required materials are :
    Paperback
    Classroom Assessment for Student Learning: Doing It Right – Using It Well
    ISBN-13: 9780135185575 (2019 update) 3rd Edition

    **## StudentWorkAnalysis-ELAelementary-1.pdf**

    July 2017

    Student Work Analysis

    Lesson: Fantasy Text Features

    Use this document to record information/evidence from the sample student work. Evidence should

    consider the Core Actions. Evidence recorded will be integrated into the Feedback Summary

    worksheet. Before analyzing student work, be sure to have first completed the student

    assignment.

    General notes and observations about the task:

    1. Does the task attend to any of the following? Note all that apply.

    Students in group 1 were supported by the ESL teacher during the lesson. They asked appropriate

    questions during the read aloud and were able to identify 3/4 features of a fantasy text with the visuals

    using the graphic organizer. However, when it came time for individual work, these students struggled

    to meet the criteria for the create your own book cover. For example, students were only able to develop

    1 feature of a fantasy text independently and required explicit modeling and prompting from staff to

    develop a second.

    Level 2 student work example shows that the student was able to identify two features of a fantasy text

    – title and character. The student represented features of a fantasy text through drawing and writing.

    Although this student gave a clear response to the book cover assignment, they were only able to

    identify two features of the fantasy text when the criteria based on the rubric was three. This student

    showed initiative during the group work assignment and actively participated throughout the

    minilesson.

    Level 3 student work example shows that the student has a solid understanding of features of a fantasy

    text based on the create your own fantasy book cover activity. This student met the criterion for the

    assignment through drawing and writing her responses. She was able to use color representation to

    match her drawing, list one fantasy character, one fantasy setting and a fantasy title. This student

    exceeded the expectations and supported her peers positively throughout the group activity.

    Additionally, she participated throughout the lesson as well as asked and answered appropriate

    questions.

    2. How does the task require students to use evidence from text(s) to demonstrate

    understanding and to support ideas about the text?

    The task asks students to develop their own book cover of a fantasy text features. It

    requires them to use examples based on the evidence from the mini-lesson and the

    read aloud. It asks students to carefully analyze those examples and take note of

    which features apply to a fantasy text. By students creating their own fantasy book

    cover, they are playing the role of the author and illustrator. This factor ties into the

    essential question of why authors use certain fantasy text features.

    3. Do the directions, prompts, and/or scoring guidelines for the task adequately provide or

    indicate opportunities for students to demonstrate the requirements of the targeted

    standard(s) for the task?

    Analyze the Student Work

    July 2017

    Yes. The rubric provided a clear guide to students during the You Do portion of the lesson

    where students were asked to work individually. Additionally, the examples and clear

    modeling provide in the mini-lesson, and we do activity provided a solid foundation for

    students to be able to work independently and complete the task.

    Analyzing individual student samples (worksheet on back):

    1. What does the student’s work demonstrate about his/her understanding of the task?

    Level 1 – The student can analyze visuals of an informational text and fantasy text to determine which

    are which. The student also has a solid understanding of informational text features and can connect

    prior knowledge to the current activity/objective.

    Level 2 – The student met the criteria for the lesson objective and was able to identify two fantasy text

    features. The student should be given more concrete examples going forward and continue to have

    explicit modeling from staff.

    Level 3 – The student met the criteria for the activity as well as the objective of the lesson. She was able

    to identify more than 3 fantasy text features and provided clear responses through drawing and writing.

    This student can move on to additional features and begin to make connections to the self or real-world

    by analyzing those features.

    2. What does the student’s work demonstrate about the depth of his/her understanding of the

    text and topic?

    Most students advanced as per the data on the SAC. These students also showed more

    consistency within their work and their participation during the lesson was more active than

    usual. These students have a solid understanding of text features and are able to connect their new

    ideas to prior knowledge.

    3. What does the student’s work demonstrate about his/her proficiency with the requirements of

    the targeted standards?

    Please see the worksheet below.

    (See worksheet on back)

    After looking at student work:

    1. On what aspects of the task have students generally performed well?

    The students collaborated well in group activities. The students displayed creativity as well as

    understanding in their individual work. Students carefully used the rubric as a criterion for their

    assignment.

    2. Are there common errors made across the collection of student work?

    No.

    July 2017

    Student Work Analysis Worksheet

    Student

    Work

    Sample

    What does the student’s

    work demonstrate about

    the depth of his/her

    understanding of the text

    and topic?

    What does the student’s

    work demonstrate about

    his/her understanding of

    the task?

    What does the student’s

    work demonstrate about

    his/her proficiency with the

    requirements of the targeted

    standard?

    Student

    A

    Level 1

    The student can analyze

    visuals of an informational text

    and fantasy text to determine

    which are which. The student

    also has a solid understanding

    of informational text features

    and can connect prior

    knowledge to the current

    activity/objective.

    The student has some

    understanding of other text

    features such as informational

    text but should still work on old

    skills as well as new ones to

    make accurate comparisons or to

    be able to sort features. This

    student should still use concrete

    examples and be provided with

    visual supports as well as

    scaffolding for turn and talks.

    The student met the requirements

    of the objective with minimal

    support from ESL teacher. The

    student showed active

    participation throughout the

    lesson and can recognize two

    features of a fantasy text

    (character and title).

    Student

    B

    Level 2

    The student was able to

    identify two features of a

    fantasy text through drawing

    and writing their responses.

    The student needs more

    support in analyzing features to

    determine why it is being used.

    The student can benefit from

    concrete examples and

    exploring more fantasy texts.

    This student advanced as

    per the data on the SAC.

    These students also

    showed more consistency

    within their work and their

    participation during the

    lesson was more active

    than usual. This student

    has a solid understanding

    of text features and can

    connect their new ideas to

    prior knowledge.

    This student showed proficiency

    in their work and met the criteria

    for the lesson objective.

    However, before advancing to

    more complex skills, the student

    should continue to work on

    fantasy text features beyond

    character and title.

    Student

    C

    Level 3

    This student has a solid

    understanding of the lesson

    objective and can make

    connections using prior

    knowledge. This student is

    ready to advance to more

    complex reading

    comprehension skills that

    require analytical thinking.

    This student advanced as

    per the data on the SAC.

    This student also showed

    more consistency in her

    work. This student is ready

    to take it a step further and

    use text features to analyze

    authors purpose as well as

    make connections to self

    and real world.

    This student met the criteria for

    the lesson objective and is ready

    for more complex skills within

    the HMH curriculum.

    Note: For a collection of more than five samples of student work, print this page multiple times.

    **MSStudentAchievementPartnersStudentAnalysisSheetSample-1.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/msstudentachievementpartnersstudentanalysissheetsample-1-docx)

    **MSStudentAchievementPartnersStudentAnalysisSheetSample-1.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/msstudentachievementpartnersstudentanalysissheetsample-1-docx)

    **## StudentWorkAnalysis_Math-1.pdf**

    July 2017

    Student Work Analysis
    Lesson:

    Use this document to record information/evidence from the sample student work. Evidence
    should consider the Core Actions. Evidence recorded will be integrated into the Feedback
    Summary worksheet. Before analyzing student work, be sure to have first completed the
    student assignment.

    General notes and observations about the task:

    1. Which standard(s) and/or cluster(s) are targeted in this assignment? Are they grade-level
    standards?

    2. What is the mathematical purpose of the assignment?

    3. What aspect(s) of Rigor (conceptual understanding, procedural skill and fluency, and
    application) does the assignment address? Explain.

    Analyze the Student Work

    July 2017

    Analyzing Individual Student Samples:

    Student
    Work

    Sample

    What does the student’s work
    demonstrate about his/her

    understanding of the expectations of
    the assignment?

    What does the student’s work demonstrate
    about his/her proficiency with the

    requirements of the targeted standard?

    Student
    A

    Student
    B

    Student
    C

    July 2017

    Student
    D

    Student
    E

    Student
    F

    July 2017

    After looking at student work:

    1. How did the directions and/or prompts for the assignment allow students to demonstrate
    the requirements of the targeted standard(s)?

    2. How did the mathematical content of the assignment allow students to demonstrate the
    requirements of the targeted standard(s)?

    3. What patterns do you notice in the student work?

    ● What did students do consistently well?
    ● Were there any common errors?

    **## StudentWorkAnalysis_ELA-1.pdf**

    July 2017

    Student Work Analysis

    Lesson: _________________________________________

    Use this document to record information/evidence from the sample student work. Evidence should
    consider the Core Actions. Evidence recorded will be integrated into the Feedback Summary
    worksheet. Before analyzing student work, be sure to have first completed the student
    assignment.

    General notes and observations about the task:

    1. Does the task attend to any of the following? Note all that apply.

    ● The structure, concepts, ideas, events or details of the text?
    ● The words, phrases, and sentences within the text?
    ● Understanding the central ideas and development of the text?

    2. How does the task require students to use evidence from text(s) to demonstrate
    understanding and to support ideas about the text?

    3. Do the directions, prompts, and/or scoring guidelines for the task adequately provide or
    indicate opportunities for students to demonstrate the requirements of the targeted
    standard(s) for the task?

    Analyzing individual student samples (worksheet on back):

    1. What does the student’s work demonstrate about his/her understanding of the task?

    2. What does the student’s work demonstrate about the depth of his/her understanding of the
    text and topic?

    3. What does the student’s work demonstrate about his/her proficiency with the requirements of
    the targeted standards?

    (See worksheet on back)

    After looking at student work:

    1. On what aspects of the task have students generally performed well?

    2. Are there common errors made across the collection of student work?

    Analyze the Student Work

    July 2017

    Student Work Analysis Worksheet

    Student
    Work

    Sample

    What does the student’s
    work demonstrate about

    the depth of his/her
    understanding of the text

    and topic?

    What does the student’s
    work demonstrate about
    his/her understanding of

    the task?

    What does the student’s
    work demonstrate about

    his/her proficiency with the
    requirements of the targeted

    standard?

    Student
    A

    Student
    B

    Student
    C

    Student
    D

    Student
    E

    Note: For a collection of more than five samples of student work, print this page multiple times.

    **## annotated-MSMath-StudentAchievementChart.docx.pdf**

    Student Achievement Chart (SAC)

    Standard(s):
    Content: 7.RP.3 – Use proportional relationships to solve multistep ratio and percent problems.
    Examples: simple interest, tax, markups, and markdowns, gratuities and commissions, fees,
    percent increase and decrease, and percent error.

    Literacy (6-12): Craft & Structure – Interpret words and phrases as they are used in a text,
    including determining technical, connotative, and figurative meanings, and analyze how
    specific word choices shape meaning or tone.

    Objective/LT for Pre-assessment:
    Leaming Target: I can calculate and interpret percent error, with an accuracy of 3 out of 4 times.
    Objectives: Students will be able to …

    calculate the actual value when given the percent error by organizing the given information
    appropriately with an accuracy of 3 ( out of 4) or better.
    calculate the percent error when given the actual value by organizing the given information
    appropriately with an accuracy of 3 ( out of 4) or better.
    draw conclusions about the percent error, actual value, and accepted value in the context of the
    situation by analyzing various real-world applications with an accuracy of 3 ( out of 4) or
    better.

    Objective/LT for Post-assessment:
    Leaming Target: I can calculate the discount, sales price, and original price of items, and compare the two
    to determine the difference, at least 3 out of 5 times.
    Objectives: Students will be able to …

    interpret word problems by organizing key information in word problems; at least 2-3 key
    pieces of information for setting up the proportions.
    calculate the sale price; (1) Relating clue words in the word problems, (2) Recalling the
    Percentage Formula, (3) Setting up the proportion appropriately [substituing in the given
    values], ( 4) Solving for the variable in the proportion; Mastery is an accuracy of 3 ( out of 4) or
    better.
    calculate the original price; (1) Relating clue words in the word problems, (2) Recalling the
    Percentage Formula, (3) Setting up the proportion appropriately [substituing in the given
    values], ( 4) Solving for the variable in the proportion; Mastery is an accuracy of 3 ( out of 4) or
    better.
    calculate the discount;(!) Relating clue words in the word problems [Discount is subtraction],
    (2) Recall the Percentage Formula, (3) Setting up the proportion appropriately [substituing in
    the given values], (4) Solving for the variable in the proportion, (5) Subtracting the discount

    from the original; Mastery is an accuracy of 4 ( out of 5) or better.

    Description of Student Work in Each
    A Mastery Levels Mastery Category

    ssessment

    Data Outcomes:

    **## Module11Task3FinalAssignmentAnalyticSummaryDraftFeedbackOnly.docx**

    Module 11: Task 3: Final Assignment-Analytic Summary – Draft: Feedback Only

    **Analytic Summary Assignment:**

    **1.** Analyze the student work produced from your formative assessment using the Student Achievement Partners (green sheet) Student Work Analysis sheet for either
    [ELA](https://touro.instructure.com/courses/137899/files/11191991?wrap=1) [Download ELA](https://touro.instructure.com/courses/137899/files/11191991/download?download_frd=1) or
    [Math](https://touro.instructure.com/courses/137899/files/11190194?wrap=1) [Download Math](https://touro.instructure.com/courses/137899/files/11190194/download?download_frd=1).

    2.  After you have analyzed the student work samples, post the score/results from the students performance to the
    [post-assessment of the Student Achievement Chart  (SAC),.](https://touro.instructure.com/courses/137899/files/11190845?wrap=1) [Download post-assessment of the Student Achievement Chart  (SAC),.](https://touro.instructure.com/courses/137899/files/11190845/download?download_frd=1)  and complete the reflection questions at the bottom of the SAC.

    · Include the Student Achievement Partners Student Work Analysis
    [(elementary sample)](https://touro.instructure.com/courses/137899/files/11191995?wrap=1) [Download (elementary sample)](https://touro.instructure.com/courses/137899/files/11191995/download?download_frd=1) [(secondary sample)](https://touro.instructure.com/courses/137899/files/11191172?wrap=1) [Download (secondary sample)](https://touro.instructure.com/courses/137899/files/11191172/download?download_frd=1) and the SAC with a
    **final copy of your Formative Assessment** in your final submission with the Analytic Summary **- All due in Module 12.**

    **Then, using this analysis, submit** an Analytic Summary of the effectiveness of your formative assessment:

    **Submit an Analytic Summary following this 4 question outline:**

    What evidence of progression toward ongoing content mastery or near mastery does your assessment provide (be sure to cite your work using the readings from the course)?

    1. How do the results of your assessment offer a clear picture of the student’s progress toward mastery of the Learning Targets? What do they know/understand? Give 3 examples.

    2. Did the actual field-tested assessment work the way you had hoped? What would you change based on this analysis and how would your assessment inform ongoing instruction as the lesson plan progressed?

    3. Provide 3 specific examples of the actual changes you would make by showing the original question and next to it the revised question based upon the outcome of the student work, and justify with the research why those changes would be appropriate.

    4. What did you learn about creating formative assessments from this project? Cite at least 3 important insights.

    SEE RUBRIC IN MODULE 12 AND USE IT AS A WRITER'S CHECKLIST!

    **Note:** When discussing your instructional methods, data collection strategies back-up your instructional moves up with research. Use the sources from this course and outside sources. Know why you are doing what you are doing and why it works.

    **For example:**

    · Bill was level 2 during the preassessment because he scored 6/10 problems. During the lesson we reviewed our regrouping strategies and a 10-frame. During the assessment Bill's ability to regroup improved and he scored 9/10 problems correct. When asked about what strategy he chose, Bill said "well, I really like bears so I used the Teddy bear counters and it worked."

    ·

    ·
    _Eventually when you complete the Touro Culminating Achievements Portfolio (TCAP) – you will need to be able to use data speak with the appropriate evidence from your work and you will then need to demonstrate how you mastered the standards by providing evidence as modeled above._

    PLEASE USE ONLY THIS RESOURCES :
    The  required materials are :
    Paperback
    Classroom Assessment for Student Learning: Doing It Right – Using It Well
    ISBN-13: 9780135185575 (2019 update) 3rd Edition

    **## StudentWorkAnalysis-ELAelementary-1.pdf**

    July 2017

    Student Work Analysis

    Lesson: Fantasy Text Features

    Use this document to record information/evidence from the sample student work. Evidence should

    consider the Core Actions. Evidence recorded will be integrated into the Feedback Summary

    worksheet. Before analyzing student work, be sure to have first completed the student

    assignment.

    General notes and observations about the task:

    1. Does the task attend to any of the following? Note all that apply.

    Students in group 1 were supported by the ESL teacher during the lesson. They asked appropriate

    questions during the read aloud and were able to identify 3/4 features of a fantasy text with the visuals

    using the graphic organizer. However, when it came time for individual work, these students struggled

    to meet the criteria for the create your own book cover. For example, students were only able to develop

    1 feature of a fantasy text independently and required explicit modeling and prompting from staff to

    develop a second.

    Level 2 student work example shows that the student was able to identify two features of a fantasy text

    – title and character. The student represented features of a fantasy text through drawing and writing.

    Although this student gave a clear response to the book cover assignment, they were only able to

    identify two features of the fantasy text when the criteria based on the rubric was three. This student

    showed initiative during the group work assignment and actively participated throughout the

    minilesson.

    Level 3 student work example shows that the student has a solid understanding of features of a fantasy

    text based on the create your own fantasy book cover activity. This student met the criterion for the

    assignment through drawing and writing her responses. She was able to use color representation to

    match her drawing, list one fantasy character, one fantasy setting and a fantasy title. This student

    exceeded the expectations and supported her peers positively throughout the group activity.

    Additionally, she participated throughout the lesson as well as asked and answered appropriate

    questions.

    2. How does the task require students to use evidence from text(s) to demonstrate

    understanding and to support ideas about the text?

    The task asks students to develop their own book cover of a fantasy text features. It

    requires them to use examples based on the evidence from the mini-lesson and the

    read aloud. It asks students to carefully analyze those examples and take note of

    which features apply to a fantasy text. By students creating their own fantasy book

    cover, they are playing the role of the author and illustrator. This factor ties into the

    essential question of why authors use certain fantasy text features.

    3. Do the directions, prompts, and/or scoring guidelines for the task adequately provide or

    indicate opportunities for students to demonstrate the requirements of the targeted

    standard(s) for the task?

    Analyze the Student Work

    July 2017

    Yes. The rubric provided a clear guide to students during the You Do portion of the lesson

    where students were asked to work individually. Additionally, the examples and clear

    modeling provide in the mini-lesson, and we do activity provided a solid foundation for

    students to be able to work independently and complete the task.

    Analyzing individual student samples (worksheet on back):

    1. What does the student’s work demonstrate about his/her understanding of the task?

    Level 1 – The student can analyze visuals of an informational text and fantasy text to determine which

    are which. The student also has a solid understanding of informational text features and can connect

    prior knowledge to the current activity/objective.

    Level 2 – The student met the criteria for the lesson objective and was able to identify two fantasy text

    features. The student should be given more concrete examples going forward and continue to have

    explicit modeling from staff.

    Level 3 – The student met the criteria for the activity as well as the objective of the lesson. She was able

    to identify more than 3 fantasy text features and provided clear responses through drawing and writing.

    This student can move on to additional features and begin to make connections to the self or real-world

    by analyzing those features.

    2. What does the student’s work demonstrate about the depth of his/her understanding of the

    text and topic?

    Most students advanced as per the data on the SAC. These students also showed more

    consistency within their work and their participation during the lesson was more active than

    usual. These students have a solid understanding of text features and are able to connect their new

    ideas to prior knowledge.

    3. What does the student’s work demonstrate about his/her proficiency with the requirements of

    the targeted standards?

    Please see the worksheet below.

    (See worksheet on back)

    After looking at student work:

    1. On what aspects of the task have students generally performed well?

    The students collaborated well in group activities. The students displayed creativity as well as

    understanding in their individual work. Students carefully used the rubric as a criterion for their

    assignment.

    2. Are there common errors made across the collection of student work?

    No.

    July 2017

    Student Work Analysis Worksheet

    Student

    Work

    Sample

    What does the student’s

    work demonstrate about

    the depth of his/her

    understanding of the text

    and topic?

    What does the student’s

    work demonstrate about

    his/her understanding of

    the task?

    What does the student’s

    work demonstrate about

    his/her proficiency with the

    requirements of the targeted

    standard?

    Student

    A

    Level 1

    The student can analyze

    visuals of an informational text

    and fantasy text to determine

    which are which. The student

    also has a solid understanding

    of informational text features

    and can connect prior

    knowledge to the current

    activity/objective.

    The student has some

    understanding of other text

    features such as informational

    text but should still work on old

    skills as well as new ones to

    make accurate comparisons or to

    be able to sort features. This

    student should still use concrete

    examples and be provided with

    visual supports as well as

    scaffolding for turn and talks.

    The student met the requirements

    of the objective with minimal

    support from ESL teacher. The

    student showed active

    participation throughout the

    lesson and can recognize two

    features of a fantasy text

    (character and title).

    Student

    B

    Level 2

    The student was able to

    identify two features of a

    fantasy text through drawing

    and writing their responses.

    The student needs more

    support in analyzing features to

    determine why it is being used.

    The student can benefit from

    concrete examples and

    exploring more fantasy texts.

    This student advanced as

    per the data on the SAC.

    These students also

    showed more consistency

    within their work and their

    participation during the

    lesson was more active

    than usual. This student

    has a solid understanding

    of text features and can

    connect their new ideas to

    prior knowledge.

    This student showed proficiency

    in their work and met the criteria

    for the lesson objective.

    However, before advancing to

    more complex skills, the student

    should continue to work on

    fantasy text features beyond

    character and title.

    Student

    C

    Level 3

    This student has a solid

    understanding of the lesson

    objective and can make

    connections using prior

    knowledge. This student is

    ready to advance to more

    complex reading

    comprehension skills that

    require analytical thinking.

    This student advanced as

    per the data on the SAC.

    This student also showed

    more consistency in her

    work. This student is ready

    to take it a step further and

    use text features to analyze

    authors purpose as well as

    make connections to self

    and real world.

    This student met the criteria for

    the lesson objective and is ready

    for more complex skills within

    the HMH curriculum.

    Note: For a collection of more than five samples of student work, print this page multiple times.

    **MSStudentAchievementPartnersStudentAnalysisSheetSample-1.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/msstudentachievementpartnersstudentanalysissheetsample-1-docx)

    **## StudentWorkAnalysis_Math-1.pdf**

    July 2017

    Student Work Analysis
    Lesson:

    Use this document to record information/evidence from the sample student work. Evidence
    should consider the Core Actions. Evidence recorded will be integrated into the Feedback
    Summary worksheet. Before analyzing student work, be sure to have first completed the
    student assignment.

    General notes and observations about the task:

    1. Which standard(s) and/or cluster(s) are targeted in this assignment? Are they grade-level
    standards?

    2. What is the mathematical purpose of the assignment?

    3. What aspect(s) of Rigor (conceptual understanding, procedural skill and fluency, and
    application) does the assignment address? Explain.

    Analyze the Student Work

    July 2017

    Analyzing Individual Student Samples:

    Student
    Work

    Sample

    What does the student’s work
    demonstrate about his/her

    understanding of the expectations of
    the assignment?

    What does the student’s work demonstrate
    about his/her proficiency with the

    requirements of the targeted standard?

    Student
    A

    Student
    B

    Student
    C

    July 2017

    Student
    D

    Student
    E

    Student
    F

    July 2017

    After looking at student work:

    1. How did the directions and/or prompts for the assignment allow students to demonstrate
    the requirements of the targeted standard(s)?

    2. How did the mathematical content of the assignment allow students to demonstrate the
    requirements of the targeted standard(s)?

    3. What patterns do you notice in the student work?

    ● What did students do consistently well?
    ● Were there any common errors?

    **## StudentWorkAnalysis_ELA-1.pdf**

    July 2017

    Student Work Analysis

    Lesson: _________________________________________

    Use this document to record information/evidence from the sample student work. Evidence should
    consider the Core Actions. Evidence recorded will be integrated into the Feedback Summary
    worksheet. Before analyzing student work, be sure to have first completed the student
    assignment.

    General notes and observations about the task:

    1. Does the task attend to any of the following? Note all that apply.

    ● The structure, concepts, ideas, events or details of the text?
    ● The words, phrases, and sentences within the text?
    ● Understanding the central ideas and development of the text?

    2. How does the task require students to use evidence from text(s) to demonstrate
    understanding and to support ideas about the text?

    3. Do the directions, prompts, and/or scoring guidelines for the task adequately provide or
    indicate opportunities for students to demonstrate the requirements of the targeted
    standard(s) for the task?

    Analyzing individual student samples (worksheet on back):

    1. What does the student’s work demonstrate about his/her understanding of the task?

    2. What does the student’s work demonstrate about the depth of his/her understanding of the
    text and topic?

    3. What does the student’s work demonstrate about his/her proficiency with the requirements of
    the targeted standards?

    (See worksheet on back)

    After looking at student work:

    1. On what aspects of the task have students generally performed well?

    2. Are there common errors made across the collection of student work?

    Analyze the Student Work

    July 2017

    Student Work Analysis Worksheet

    Student
    Work

    Sample

    What does the student’s
    work demonstrate about

    the depth of his/her
    understanding of the text

    and topic?

    What does the student’s
    work demonstrate about
    his/her understanding of

    the task?

    What does the student’s
    work demonstrate about

    his/her proficiency with the
    requirements of the targeted

    standard?

    Student
    A

    Student
    B

    Student
    C

    Student
    D

    Student
    E

    Note: For a collection of more than five samples of student work, print this page multiple times.

    **## annotated-MSMath-StudentAchievementChart.docx.pdf**

    Student Achievement Chart (SAC)

    Standard(s):
    Content: 7.RP.3 – Use proportional relationships to solve multistep ratio and percent problems.
    Examples: simple interest, tax, markups, and markdowns, gratuities and commissions, fees,
    percent increase and decrease, and percent error.

    Literacy (6-12): Craft & Structure – Interpret words and phrases as they are used in a text,
    including determining technical, connotative, and figurative meanings, and analyze how
    specific word choices shape meaning or tone.

    Objective/LT for Pre-assessment:
    Leaming Target: I can calculate and interpret percent error, with an accuracy of 3 out of 4 times.
    Objectives: Students will be able to …

    calculate the actual value when given the percent error by organizing the given information
    appropriately with an accuracy of 3 ( out of 4) or better.
    calculate the percent error when given the actual value by organizing the given information
    appropriately with an accuracy of 3 ( out of 4) or better.
    draw conclusions about the percent error, actual value, and accepted value in the context of the
    situation by analyzing various real-world applications with an accuracy of 3 ( out of 4) or
    better.

    Objective/LT for Post-assessment:
    Leaming Target: I can calculate the discount, sales price, and original price of items, and compare the two
    to determine the difference, at least 3 out of 5 times.
    Objectives: Students will be able to …

    interpret word problems by organizing key information in word problems; at least 2-3 key
    pieces of information for setting up the proportions.
    calculate the sale price; (1) Relating clue words in the word problems, (2) Recalling the
    Percentage Formula, (3) Setting up the proportion appropriately [substituing in the given
    values], ( 4) Solving for the variable in the proportion; Mastery is an accuracy of 3 ( out of 4) or
    better.
    calculate the original price; (1) Relating clue words in the word problems, (2) Recalling the
    Percentage Formula, (3) Setting up the proportion appropriately [substituing in the given
    values], ( 4) Solving for the variable in the proportion; Mastery is an accuracy of 3 ( out of 4) or
    better.
    calculate the discount;(!) Relating clue words in the word problems [Discount is subtraction],
    (2) Recall the Percentage Formula, (3) Setting up the proportion appropriately [substituing in
    the given values], (4) Solving for the variable in the proportion, (5) Subtracting the discount

    from the original; Mastery is an accuracy of 4 ( out of 5) or better.

    Description of Student Work in Each
    A Mastery Levels Mastery Category

    ssessment

    Data Outcomes:

    **## Module11Task3FinalAssignmentAnalyticSummaryDraftFeedbackOnly.docx**

    Module 11: Task 3: Final Assignment-Analytic Summary – Draft: Feedback Only

    **Analytic Summary Assignment:**

    **1.** Analyze the student work produced from your formative assessment using the Student Achievement Partners (green sheet) Student Work Analysis sheet for either
    [ELA](https://touro.instructure.com/courses/137899/files/11191991?wrap=1) [Download ELA](https://touro.instructure.com/courses/137899/files/11191991/download?download_frd=1) or
    [Math](https://touro.instructure.com/courses/137899/files/11190194?wrap=1) [Download Math](https://touro.instructure.com/courses/137899/files/11190194/download?download_frd=1).

    2.  After you have analyzed the student work samples, post the score/results from the students performance to the
    [post-assessment of the Student Achievement Chart  (SAC),.](https://touro.instructure.com/courses/137899/files/11190845?wrap=1) [Download post-assessment of the Student Achievement Chart  (SAC),.](https://touro.instructure.com/courses/137899/files/11190845/download?download_frd=1)  and complete the reflection questions at the bottom of the SAC.

    · Include the Student Achievement Partners Student Work Analysis
    [(elementary sample)](https://touro.instructure.com/courses/137899/files/11191995?wrap=1) [Download (elementary sample)](https://touro.instructure.com/courses/137899/files/11191995/download?download_frd=1) [(secondary sample)](https://touro.instructure.com/courses/137899/files/11191172?wrap=1) [Download (secondary sample)](https://touro.instructure.com/courses/137899/files/11191172/download?download_frd=1) and the SAC with a
    **final copy of your Formative Assessment** in your final submission with the Analytic Summary **- All due in Module 12.**

    **Then, using this analysis, submit** an Analytic Summary of the effectiveness of your formative assessment:

    **Submit an Analytic Summary following this 4 question outline:**

    What evidence of progression toward ongoing content mastery or near mastery does your assessment provide (be sure to cite your work using the readings from the course)?

    1. How do the results of your assessment offer a clear picture of the student’s progress toward mastery of the Learning Targets? What do they know/understand? Give 3 examples.

    2. Did the actual field-tested assessment work the way you had hoped? What would you change based on this analysis and how would your assessment inform ongoing instruction as the lesson plan progressed?

    3. Provide 3 specific examples of the actual changes you would make by showing the original question and next to it the revised question based upon the outcome of the student work, and justify with the research why those changes would be appropriate.

    4. What did you learn about creating formative assessments from this project? Cite at least 3 important insights.

    SEE RUBRIC IN MODULE 12 AND USE IT AS A WRITER'S CHECKLIST!

    **Note:** When discussing your instructional methods, data collection strategies back-up your instructional moves up with research. Use the sources from this course and outside sources. Know why you are doing what you are doing and why it works.

    **For example:**

    · Bill was level 2 during the preassessment because he scored 6/10 problems. During the lesson we reviewed our regrouping strategies and a 10-frame. During the assessment Bill's ability to regroup improved and he scored 9/10 problems correct. When asked about what strategy he chose, Bill said "well, I really like bears so I used the Teddy bear counters and it worked."

    ·

    ·
    _Eventually when you complete the Touro Culminating Achievements Portfolio (TCAP) – you will need to be able to use data speak with the appropriate evidence from your work and you will then need to demonstrate how you mastered the standards by providing evidence as modeled above._

    PLEASE USE ONLY THIS RESOURCES :
    The  required materials are :
    Paperback
    Classroom Assessment for Student Learning: Doing It Right – Using It Well
    ISBN-13: 9780135185575 (2019 update) 3rd Edition

    **## StudentWorkAnalysis-ELAelementary-1.pdf**

    July 2017

    Student Work Analysis

    Lesson: Fantasy Text Features

    Use this document to record information/evidence from the sample student work. Evidence should

    consider the Core Actions. Evidence recorded will be integrated into the Feedback Summary

    worksheet. Before analyzing student work, be sure to have first completed the student

    assignment.

    General notes and observations about the task:

    1. Does the task attend to any of the following? Note all that apply.

    Students in group 1 were supported by the ESL teacher during the lesson. They asked appropriate

    questions during the read aloud and were able to identify 3/4 features of a fantasy text with the visuals

    using the graphic organizer. However, when it came time for individual work, these students struggled

    to meet the criteria for the create your own book cover. For example, students were only able to develop

    1 feature of a fantasy text independently and required explicit modeling and prompting from staff to

    develop a second.

    Level 2 student work example shows that the student was able to identify two features of a fantasy text

    – title and character. The student represented features of a fantasy text through drawing and writing.

    Although this student gave a clear response to the book cover assignment, they were only able to

    identify two features of the fantasy text when the criteria based on the rubric was three. This student

    showed initiative during the group work assignment and actively participated throughout the

    minilesson.

    Level 3 student work example shows that the student has a solid understanding of features of a fantasy

    text based on the create your own fantasy book cover activity. This student met the criterion for the

    assignment through drawing and writing her responses. She was able to use color representation to

    match her drawing, list one fantasy character, one fantasy setting and a fantasy title. This student

    exceeded the expectations and supported her peers positively throughout the group activity.

    Additionally, she participated throughout the lesson as well as asked and answered appropriate

    questions.

    2. How does the task require students to use evidence from text(s) to demonstrate

    understanding and to support ideas about the text?

    The task asks students to develop their own book cover of a fantasy text features. It

    requires them to use examples based on the evidence from the mini-lesson and the

    read aloud. It asks students to carefully analyze those examples and take note of

    which features apply to a fantasy text. By students creating their own fantasy book

    cover, they are playing the role of the author and illustrator. This factor ties into the

    essential question of why authors use certain fantasy text features.

    3. Do the directions, prompts, and/or scoring guidelines for the task adequately provide or

    indicate opportunities for students to demonstrate the requirements of the targeted

    standard(s) for the task?

    Analyze the Student Work

    July 2017

    Yes. The rubric provided a clear guide to students during the You Do portion of the lesson

    where students were asked to work individually. Additionally, the examples and clear

    modeling provide in the mini-lesson, and we do activity provided a solid foundation for

    students to be able to work independently and complete the task.

    Analyzing individual student samples (worksheet on back):

    1. What does the student’s work demonstrate about his/her understanding of the task?

    Level 1 – The student can analyze visuals of an informational text and fantasy text to determine which

    are which. The student also has a solid understanding of informational text features and can connect

    prior knowledge to the current activity/objective.

    Level 2 – The student met the criteria for the lesson objective and was able to identify two fantasy text

    features. The student should be given more concrete examples going forward and continue to have

    explicit modeling from staff.

    Level 3 – The student met the criteria for the activity as well as the objective of the lesson. She was able

    to identify more than 3 fantasy text features and provided clear responses through drawing and writing.

    This student can move on to additional features and begin to make connections to the self or real-world

    by analyzing those features.

    2. What does the student’s work demonstrate about the depth of his/her understanding of the

    text and topic?

    Most students advanced as per the data on the SAC. These students also showed more

    consistency within their work and their participation during the lesson was more active than

    usual. These students have a solid understanding of text features and are able to connect their new

    ideas to prior knowledge.

    3. What does the student’s work demonstrate about his/her proficiency with the requirements of

    the targeted standards?

    Please see the worksheet below.

    (See worksheet on back)

    After looking at student work:

    1. On what aspects of the task have students generally performed well?

    The students collaborated well in group activities. The students displayed creativity as well as

    understanding in their individual work. Students carefully used the rubric as a criterion for their

    assignment.

    2. Are there common errors made across the collection of student work?

    No.

    July 2017

    Student Work Analysis Worksheet

    Student

    Work

    Sample

    What does the student’s

    work demonstrate about

    the depth of his/her

    understanding of the text

    and topic?

    What does the student’s

    work demonstrate about

    his/her understanding of

    the task?

    What does the student’s

    work demonstrate about

    his/her proficiency with the

    requirements of the targeted

    standard?

    Student

    A

    Level 1

    The student can analyze

    visuals of an informational text

    and fantasy text to determine

    which are which. The student

    also has a solid understanding

    of informational text features

    and can connect prior

    knowledge to the current

    activity/objective.

    The student has some

    understanding of other text

    features such as informational

    text but should still work on old

    skills as well as new ones to

    make accurate comparisons or to

    be able to sort features. This

    student should still use concrete

    examples and be provided with

    visual supports as well as

    scaffolding for turn and talks.

    The student met the requirements

    of the objective with minimal

    support from ESL teacher. The

    student showed active

    participation throughout the

    lesson and can recognize two

    features of a fantasy text

    (character and title).

    Student

    B

    Level 2

    The student was able to

    identify two features of a

    fantasy text through drawing

    and writing their responses.

    The student needs more

    support in analyzing features to

    determine why it is being used.

    The student can benefit from

    concrete examples and

    exploring more fantasy texts.

    This student advanced as

    per the data on the SAC.

    These students also

    showed more consistency

    within their work and their

    participation during the

    lesson was more active

    than usual. This student

    has a solid understanding

    of text features and can

    connect their new ideas to

    prior knowledge.

    This student showed proficiency

    in their work and met the criteria

    for the lesson objective.

    However, before advancing to

    more complex skills, the student

    should continue to work on

    fantasy text features beyond

    character and title.

    Student

    C

    Level 3

    This student has a solid

    understanding of the lesson

    objective and can make

    connections using prior

    knowledge. This student is

    ready to advance to more

    complex reading

    comprehension skills that

    require analytical thinking.

    This student advanced as

    per the data on the SAC.

    This student also showed

    more consistency in her

    work. This student is ready

    to take it a step further and

    use text features to analyze

    authors purpose as well as

    make connections to self

    and real world.

    This student met the criteria for

    the lesson objective and is ready

    for more complex skills within

    the HMH curriculum.

    Note: For a collection of more than five samples of student work, print this page multiple times.

    **MSStudentAchievementPartnersStudentAnalysisSheetSample-1.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/msstudentachievementpartnersstudentanalysissheetsample-1-docx)