# Foundations and Assessment of Education/Edition 1/Foundations Table of Contents/Chapter 5/Experts Take Sides/Peer Review Two

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This article has been reviewed by: Scarlett1 (talk) 06:08, 13 June 2009 (UTC)
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Part 1 - Article Components
Learning Target(s)
Answer the following questions regarding the learning targets:
Is/are the stated learning targets actual learning targets i.e. they state what the reader should know or be able to do after reading the article? Yes for first two; no for last target
Is/are the learning target(s) specific? Yes for first two; no for last target
Is/are they appropriate and reasonable? (Are they too easy or too difficult for ECI 301 students?) Yes, except for last target...see comment
Is/are they observable? (You wouldn't have to look inside the readers head to know if they met this target.) NO
Does the article provide adequate information for readers to achieve these targets? NO
Please make a comment about the learning target(s). If you answered "No" to any of the questions above, please explain how the author can improve them.
Comment:
The first two targets use the word "understand" so the reader knows what they should be able to do after reading the article. The last article seems lost in the wording. It is somewhat confusing because it is really not clear what the writer wants the reader to be able to do after reading the article. Changing the wording on the last target to read "To determine if sex education is creating a positive or negative impact on schools". The article does not seem to provide adequate information for readers because there is only one study that is not referenced. There seems to be a lot of facts, but the confusing part is deciding whether they come from experts or personal knowledge and/or opinion.
Grammar and Mechanics Review
Please either paste the entire body of the article here or any sections that you feel need to be revised.
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highlight all the text, hit control "c" (or "copy" from the edit menu)
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Type your comments in ALL CAPITALS or in another color so the author can easily find them.
PASTE TEXT HERE
Introduction
So what exstrikeout textactly is sex education suppose (add a "d") to teach the students in the schools today. Sex education started (when) with a goal to increase knowledge to our children about their bodies and how the sexual organs work. At this present day (Today) are we aiming towards the same objective? The sex education curriculum has shifted from being an introduction to sexuality for students to a more explicit class (. Today students are taught more) about how to prevent sexually transmitted diseases because of the mayor sexual activity we see today among the youth (of today). The main topic (?) has shifted from promoting total abstinent to âsafe sexâ. What is the message we really are conveying to the students teaching this class. Are schools taking over the roles of parenthood in some cases (by) discussing in detail, sexuality in the schools. The focus of sex education has come a long way (.) and whether you are in favor or against it, you should (need to) be able to have a better understanding on what both sides believe is correct (of the issue) about the class and where it is headed in the future.
âI am convinced that itâs of primordial importance to learn more everyday that the year before. After all, what is education but a process by which a person begins to learn how to learn?â âPeter Ustinov
Schools and sex education: Does it work?
Sex education curriculum has come a long way, from having as main focus the promotion of abstinence (as the main focus.) (From a)decrease of (in) masturbation and prevention of intercourse (,) to adjusting its point of view to the culture of the schools today promoting (e) safe sex (;the schools today have) it has become a controversial topic among the youth. Along the years the development of the sex education curriculum has been looked at (on as) a positive instruction for students not only to gain the knowledge to be able to refrain from inappropriate sexual activities but also as a diseases prevention matter. The implementation of sex education curriculum was thought to be directly linked to the increase of sexual activity in the younger population but this has not been fully proven. It is more likely to believe that there are other more influential factors such as parental sex education (?) and socioeconomic status.
Condom Nation: Government Sex Education Promotes Teen Pregnancy
Sex education courses have helped to increase the use of contraceptives; in contrast it has also had greatly helped to increase higher rates of sexual activity, sexually transmitted diseases, and teen pregnancies. Premarital sex and premarital pregnancy has been rising since the 70's even though the availability of contraceptives was greater. (Need some statistics)
"One of every 10 teenage girls in the United States now becomes pregnant each yearâ(reference?), according to one study by government family planners. In the midst of these findings (,) the Clinton administration still urged an expanding of sex education from kindergarten through college. (reference?) In addition, sex education courses have branched off into an exploratory look into alternative forms of sexual behavior such as masturbation and homosexuality.
Conclusion
In conclusion I believe that sex education does have a direct influence on sexual activity among teens. (why?) I do see how other factors such as economic status and parental education do affect the decisions of the students and what they engage in, however (,) it has been proven that children that are not exposed to this information at such a young age are more likely to refrain from sexual activity in the future. (statistics?) There is a great importance in teaching sexuality in the schools (, because) it gives the needed knowledge and the hope to prevent certain situations (.) but I think that this (sex education in school) should be at an appropriate age where along with parental involement (,) the students can fully understand the consequences instead of investigating these for themselves. Children should remain innocent until they are ready to understant what sex entails.
âIt is what we think we know already what prevents us from learningâ â Claude Brenaro
Multiple Choice Questions
1.What was the initial reason from the implementation of sex education in the school system?
a. To teach students about sexually transmitted diseases.
b. To prevent the development of sexual inquiry.
c. To reduce or eliminate masturbation and non marital intercourse.
d. To activate the sexual activity in students.
2.In what year did the Government subsidize birth control to the poor?
a. 1990
b. 1965
c. 1972
d. 2002
3. If Jimmy is introduced to sex education at the age of 7, according to the second article what would most likely be his sexual behavior after learning the knowledge?
a. Complete abstinence
b. Masturbation
c. Explore sexual activities
d. Have sex after marriage
4. If sex education is not considered the only cause for teen pregnancy, premarital sex and sexual activity among the youth of today, according to the first article what other factor are to be taken in consideration?
a. Friendship, culture and media
b. School based clinics, sex education and Socioeconomic status
c. Parental education, sex education and youth programs
d. Socioeconomic status, parental education and sex education
Answer key
1.C 2. B 3. C 4. D
References
James W. Stout, MD and Frederick .P Rivara, MD, MDH
http://gx6ac7lq4l.scholar.serialssolutions.com/?sid=google&auinit=JW&aulast=Stout&atitle=Schools+and+sex+education:+does+it+work%3F&title=Pediatrics+(Evanston)&volume=83&issue=3&date=1989&spage=375&issn=0031-4005
Kirby D: The effect of school sex education programs: A review of the literature. J Sch health 1980;50;559-563
Jacqueline R. Kasun, Professor of economics from Humboldt State University
http://web.ebscohost.com.proxy.lib.odu.edu/ehost/detail?vid=14&hid=106&sid=3aff4b15-dffa-4c9e-8b08-035011aa4bed%40sessionmgr107&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=eric&AN=EJ484421
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Sources
For each source listed in the "References" section of the article, name the type of source (scholarly or popular) and the perspective it provides (research, expert opinion from educator, popular news source, parent organization, personal contact, etc.)
. scholarly and research
. scholarly and expert opinion?
. scholarly and expert opinion?
List the range of publication years for all sources, e.g. 1998-2006: 1980-1989?
Answer the following questions about the sources used in the article:
Did the author CITE at least 5 sources? No and use at least 2 scholarly sources? Yes just in references
Are the citations in APA format? No
Here are two examples of citations in APA format, one for a paraphrase and one for a quotation:
Constructing a title is both a science and an art, but on one fact all of the experts agree: the title must contain a colon (Lennon, McCartney, Harrison, & Starr, 2007).
Unfortunately impoverished children are often attending “low-performing schools staffed by ill-equipped teachers” (Murnane, 2007, p. 34).
Are all the sources listed in APA format in a Reference list labeled "References"? No
Here is an example of a reference written in APA format:
Bailey, J., & Barnum, P. (2001). The colon and its rise to prominence in the American circus. Journal of American Punctuation, 34(5), 2-3.
Taken together do the 5 sources represent a good balance of potential references for this topic? Not enough sources to make it balanced
Does the author consider potential bias in the sources? Does not really mention bias on the part of the sources
Are most of the sources current (less than 5 years old)? No
Please make a comment about the sources. If you answered "No" to any of the questions above, please explain how the author can improve.
Comment:
The author could use a couple of sources that are a contrast to the one's used. This will help the reader with the last learning target. The titles must be cited because they are copied word-for-word off of the websites.
Multiple Choice Questions
What does each question assess: knowledge or reasoning (application of knowledge)?
Question 1 knowledge
Question 2 knowledge
Question 3 knowledge
Question 4 knowledge
Answer the following questions about the multiple-choice questions.
Are there 4 multiple-choice questions? yes
Do they each have four answer choices (A-D)? yes
Is there a single correct (not opinion-based) answer for each question? yes
Do the questions assess the learning target? yes
Are the questions appropriate and reasonable (not too easy and not too difficult)? the second question/answer were not brought up in the article
Are the foils (the response options that are NOT the answer) reasonable i.e. they are not very obviously incorrect answers? same as above
Are the response options listed in alphabetical order? No
Are correct answers provided and listed BELOW all the questions? yes, with exception of #2
Please make a comment about the multiple-choice questions. If you answered "No" to any of the questions above, please explain how the author can improve the question/s.
Comment:
Part 2 - Ratings
LIST and EXPLAIN your rating for each of the four criteria.
Importance:
I rated this article 3 for importance because...
Interest:
I rated this article 1 on interest because...
Credibility:
I rated this article 1 for credibility because...
Writing skill:
I rated this article 2 on writing because...
HIGHLIGHT SPECIFIC POINTS IN THE RUBRIC that apply to the article.
To do this: Highlight sections with the cursor and use the BOLD icon above OR type ''' (3 apostrophes) before and after the text you want to make bold
Wiki Article Rubric
criteria
5
4
3
2
1
How important was the information presented on this topic to you as a teacher education student?
Covers key ideas crucial for future teachers to know
Based on researched information.
Highly relevant to current educational practice (*this description may be less applicable for some topics such as history of education)
Provides an excellent overview of the topic including relevant research, educational practice, laws and litigation. Includes in-depth discussion of at least a few selected key issues.
Includes ideas relevant to future teachers
Mostly based on researched information.
Applicable to today’s schools
Provides a good general overview with relevant information and discussion of a few key ideas
A couple useful points; some irrelevant information
About half of the information is the author’s opinion.
Some out-dated information; may not reflect current practice
Good information is included but the paper yields a partial /incomplete understanding of the topic or key issues
One useful point
A few facts but mostly the author’s opinion.
Most of the information is irrelevant in today’s schools.
Focused on unimportant subtopics OR overly general with few specifics. Important information is missing.
Information is not relevant to future teachers.
Information is entirely the author’s opinion.
The information is obsolete.
Only irrelevant details or common knowledge. Lacks any substantive information.
criteria
5
4
3
2
1
How interesting was the article to read?
Sidebar includes new information that was motivating to read/view
Visuals (headings, colors, fonts, pictures, etc.) enhance the article by making it easier or more inviting to read
Multiple perspectives are considered and discussed
Mostly new information/ideas
Insightful interpretation & analysis are evident throughout the article; a clearly stated conclusion synthesizes all of the material presented.
Points are clearly made and elaborated on with compelling examples.
Sidebar includes new information that enhances understanding of the topic
Visuals add to the article
At least two perspectives were presented
About half of the information/ideas are new
Interpretation and analysis is provided for 3-4 points in the article; a reasonable conclusion based on this information is stated
Some good points are made and explained.
Sidebar includes new information related to the topic.
Visuals are included but have minimal effect
One interesting or new perspective is presented
A couple (2-3) new ideas or pieces of information
Interpretation/ analysis is included for a few (1-2) individual sections, but there is not a conclusion that synthesizes the information presented.
Points are made but may not always be adequately supported or explained.
Sidebar repeats what is already in the article
Visuals are somewhat distracting or not included
Only the “typical” view or one biased perspective is presented.
One new idea or bit of information
Information presented with minimal analysis or interpretation; no conclusion or the conclusion is not based on the information presented
At least one clear point is made and supported.
No side bar included.
Visuals are offensive and completely detract from the content
No perspective is acknowledged.
Nothing new.
No analysis or interpretation included
No clear points are made or points appear pasted from other sources without any explanation.
criteria
5
4
3
2
1
How credible do you think the information is?
Required sources are properly cited and included in a reference list in APA format.
Information from diverse sources representing multiple perspectives is included. Several reputable and current sources are cited. The author acknowledges potential bias in sources where appropriate.
Author clearly identifies his own ideas, biases and opinions
Required sources are included; a couple of formatting errors
Information from a variety of sources is included. Most sources are reasonably reputable; bias is acknowledged in others.
It is clear when the author is presenting his own opinion; he doesn’t try to pass if off as fact.
Required sources are included; APA format is not used or has many errors.
A variety of sources is listed but the information primarily reflects a single viewpoint. Sources are reasonable.
The author occasionally (1-2 times) states his own opinion as fact.
Only 4 sources are cited/listed in the references or only 1 scholarly source was used
Sources lack diversity OR information from divergent sources is only superficially mentioned. Some sources are untrustworthy or biased and not acknowledged as such.
Author routinely (3-4 times) states her opinion as fact, ignores own biases.
Missing two or more sources OR sources used but not cited or listed.
All sources and information reflect a single viewpoint. Most sources are untrustworthy or biased and not acknowledged as such.
The entire article is biased and opinion-based without acknowledgment of this perspective.
criteria
5
4
3
2
1
How well do you think this article was written?
Multiple-choice questions (2 application & 2 knowledge) align with the learning targets, assess key points, and are written according to guidelines (see R4)
Specific, appropriate and observable learning targets are stated; the content is clearly organized to help the reader achieve these goals
Captures and maintains attention throughout
All or almost all of the cited information is introduced, elaborated on and explained
Writing is organized, easy to read, and contains few to no mechanical errors.
Multiple-choice questions (2 application & 2 knowledge) align with the learning targets, and assess key points.
Specific and reasonable learning targets are stated; the content aligns with these goals
Captures attention initially and periodically throughout
Most of the cited information is discussed or explained.
The article flowed pretty well and there were just a few mechanical errors.
Multiple-choice questions (2 application & 2 knowledge) assess key points
Reasonable learning targets are stated; the content relates to these goals
Parts of the article capture attention
About half of the cited information is discussed
A few areas were hard to follow, confusing or oddly organized. There were a few distracting errors.
4 multiple-choice questions are included.
Learning targets generally related to the content are stated
At least one part of the article is interesting
Information is “pasted” together with minimal explanation.
Organization was difficult to follow, sentences were awkward and/or there were several distracting errors.
Questions are missing or not multiple-choice.
Learning target is missing or unrelated to content or is/are not actual learning targets
Nothing in the article grabs the reader’s attention
Article is entirely “pasted” together from other sources.
Poor organization, sentence structure and/or grammatical errors made it very difficult to understand the content.
Part 3 - "2+2"
List TWO compliments and TWO suggestions about the article content
Hints:
Focus on the work, not the person
Describe "There is...", "I see.." rather than judge "You didn't..."
Compliments
Note: I do not like basing my comments solely on the rubric because it does not give much wiggle room.
.I found the topic of your article to be interesting and the information you presented about "1 in every 10 girls" is a scary fact. What amazed me too, was the information you presented about the Clinton administration...wow...I did not realize that!
. I see that you posed a few questions for the reader to ponder...nice touch!
Suggestions
Type your article on a WORD doc. so that you can use the spellcheck for grammar
.Give the reader some more background information on the subject
.Play devil's advocate and incorporate some pros and cons
You can make compliments and suggestions that relate to specific areas of the paper or to the paper in general. I suggest a mixture of both. Focus on what's most important. Of course, you can also include more than two suggestions and more than two compliments. The goal is to help the author improve his/her article. :
Scarlett1 (talk) 05:56, 13 June 2009 (UTC)