Ron

EDUC 216 Assignment #1 Program/Course Outcomes Ron Grubb 20 April 2011
 * ** Outcome ** || ** Identify it as a Program or Course ** || ** Name the Program or Course ** || ** Which Fink component does it address ** || ** Verb ** ||
 * Design and prepare a lesson plan on a (specific topic) || Course || Train the Trainer || Integration/Application || Design (Synthesis) ||
 * Identify, Select and Organize materials for a lesson plan || Course || Train the Trainer || Foundational Knowledge || Identify/Select (Knowledge) ||
 * Apply effective communication skills during a training session || Course || Train the Trainer || Application || Apply (Application) ||
 * Apply fundamentals of adult learning concepts to lesson plan design || Course || Train the Trainer || Human Dimension || Apply (Application) ||
 * Design appropriate assessments for a training session/lesson plan || Course || Train the Trainer || Application || Design (Synthesis) ||
 * Appraise the typical hazards found in process plants || Program || Process Technology || Foundational Knowledge/Integration || Appraise (Evaluation) ||

** EDUC 216 Assignment #2 Formative Assessments ** ** Ron Grubb 2 May 2011 ** ** Part1: Lesson Outcome Formative Assessment ** ** Lesson Outcome: ** Analyze a Tube and Shell heat exchanger; identify the primary methods and locations where //Heat Transfer// is occurring. ** Formative Assessment: ** Each student will be given a hand out with a picture of a typical Tube and Shell heat exchanger and using standard process notation, asked to identify the primary methods of heat transfer, the locations where Heat Transfer is occurring and explain how and why the heat transfer is occurring in those specific locations. This assessment is worth 15 points. ** Grading Rubric ** :
 * ** Component ** || ** 5-4 points ** || ** 3-1 points ** || ** 0 points ** ||
 * Identify Primary Methods of Heat Transfer (2) || Correctly identified both methods || Correctly identified at least one method || Did not correctly identify either method ||
 * Identify Locations of Heat Transfer (2) || Correctly identified both locations || Correctly identified at least one location || Did not correctly identify either location ||
 * Explanation of how and why Heat is being transferred at each location || Complete explanation of each type of heat transfer || Complete explanation of at least one type of heat transfer || Incorrect or no explanation of heat transfer ||
 * ** Total Score ** ||  ||   ||   ||

** Part2: Course Outcome Formative Assessment ** ** Course Outcome: ** Apply process fundamental knowledge and skills such as fluid flow, thermodynamics, unit operations, automatic process control, boiling points, and vapor pressure to operate Envision Process Simulation Models. <span style="font-family: Calibri; margin-bottom: 10pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">** Formative Assessment: ** Demonstrate the start up, operation, trouble shooting and shut down of the Envision Simulation Steam Turbine Model correctly following standard operating procedures within prescribed parameters. Grading criteria is Pass/Fail.

<span style="font-family: Calibri; margin-bottom: 10pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">** Grading Rubric ** :
 * ** Condition ** || ** Pass ** || ** Fail ** || ** Instructor Comments ** ||
 * <span style="font-family: Calibri; font-size: 10pt; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Start up unit using correct initial conditions || <span style="font-family: Calibri; font-size: 10pt; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Correctly followed start up procedures and started unit || <span style="font-family: Calibri; font-size: 10pt; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Did not follow one or more procedures, unable to start unit ||  ||
 * <span style="font-family: Calibri; font-size: 10pt; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Achieve and operate unit at design operating conditions || <span style="font-family: Calibri; font-size: 10pt; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Operated unit at design operating conditions and place unit in full automatic operations || <span style="font-family: Calibri; font-size: 10pt; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Did not achieve or maintain design operating conditions, one or more alarms sounded ||  ||
 * <span style="font-family: Calibri; font-size: 10pt; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Trouble Shoot malfunctions || <span style="font-family: Calibri; font-size: 10pt; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Correctly identified the malfunction and took proper corrective action || <span style="font-family: Calibri; font-size: 10pt; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Not able to identify and correct malfunction, not able to restore process to design operating conditions ||  ||
 * <span style="font-family: Calibri; font-size: 10pt; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Shut down of unit || <span style="font-family: Calibri; font-size: 10pt; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Correctly followed shut down procedures to safely shut down unit || <span style="font-family: Calibri; font-size: 10pt; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Did not follow one or more procedures, unable to shut down unit ||  ||
 * ** PASS / FAIL ** ||  ||   ||   ||

** 1)  ****  Sample Rubric – Note – I found these to be most common, they were everywhere  ** [] **  2)  ****  Sample Scoring Guide – Note – Not as common as Rubric, seemed to be prevalent in special needs, behavior based scoring  ** [] ** 3)  ****  Sample Checklist – Note – A lot of checklist, not as popular as the rubric, but widely used  ** [] **  4)  ****  Sample Performance Standards List – Note- Same info, not as popular as the Rubric  ** [] ** 5)  ****  Sample Scoring Criteria – Note – found as a way to grade many professionals,   ** [|**http://www.cfisd.net/dept2/staffdev/online/PDAS/scoring_criteria.htm**]
 * EDUC 216 Assignment - Tools For Assessment  **
 * Ron Grubb 20 May 2011 **
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