I had never considered developing an assessment from using a proposition. In math, we usually have computation test items that use multiple choice answers. There is also at least one constructed response question. Developing a test questions for a math proposition proved to be difficult because in my opinion, math is a straight forward subject. After thinking, and rethinking my proposition, I came up with the following: If multiplication is repeated addition and can be illustrated by using an array, I can add 4 together 6 times and also draw 4 rows of six to find the answer to 4 x 6. The test items developed are below. 1. True true/false: 4 + 4 + 4 + 4 + 4 + 4 is the same as 2. False true/false: Repeated addition is the only way to find the answer to 4 x 6. 3. Short answer/Fill in the blank: Multiplication can be shown as _______________ ___________________ or by drawing a(n) __________________. 4. 4 + 4 + 4 + 4 + 4 + 4 = ?
a. 12
b. 24
c. 42
d. answer not given
5. Explain how multiplication is related to repeated and how it can be illustrated using arrays. Dr. Stiggins method for developing paperandpencil assessments can help the teacher to ensure that the learning targets are being met. Dr. Stiggins suggested that the teacher create at least 2 questions a week that address the learning goals. By using this suggestions, the teacher eases her work load and can developed questions that help to give a clear picture of the students’ understanding. By providing student a study guide and the learning expectations before teaching the unit, students will know what the expected learning goal consists of. Students will also know what they should focus on. Its like reading the test questions before reading a passage, you are familiar with what you are looking for, and the answers are more likely to “jump” out at you. References
Guskey, T. R. (2003). How classroom assessments...
...strange to many to find the word sentences where propositions might have been expected."(Alonzo)
Basically, propositions have been taken to be sentences that can be true or false but can never be both. This shows that sentences when they meet some conditions will become a proposition. One major distinction between sentences and propositions is that, a sentence cannot be a bearer of truth value while the proposition does...
...A value proposition in business and marketing is a statement summarizing the customer segment, competitor targets and the core differentiation of one's product from the offerings of competitors. A company's market contribution normally extends further than its core product to include services, programs and systems rudiments. Value Propositions essentially translates this market offering into a proclamation of the benefits a customer will derive.
It was...
...2
Written: Apr 6, 2013 12:46 PM  Apr 6, 2013 1:10 PM
Submission View
Chapter 4 Random Questions 
Question 1   0 / 1 point 
Categorical Proposition 1F
Given the categorical proposition:
"Some ID cards that are not easy documents to duplicate are forgeries that are not readily available on the Internet."
In Categorical Proposition 1F, which terms are distributed?
  A)  The predicate but not the subject. 

  B) ...
...Booth Multiplication Algorithm
Abenet Getahun
Fall 2003 CSCI 401
Booth Multiplication Algorithm
Booth algorithm gives a procedure for multiplying binary integers in signed –2’s
complement representation.
I will illustrate the booth algorithm with the following example:
Example, 2 ten x ( 4) ten
0010 two * 1100 two
Step 1: Making the Booth table
I. From the two numbers, pick the number with the smallest difference between a
series of consecutive...
...In order for students to begin learning multiplication, they will need a strong foundational grasp of addition facts. It is this strong understanding and mastery of addition facts and concepts that multiplication will build upon. The three major steps for learning/teaching multiplication facts are developing an understanding of the operation and related number relationships, developing efficient strategies for fact retrieval, and drilling for rapid...
...examine is the following; multiplication and division always produces larger and smaller values respectively. This is related to the order in which children are taught the concepts of multiplication, Division and extending the set of numbers from integers to non integers and fractions.
Misconception  Demonstration of why this is incorrect 
Multiplication always makes a number larger or it stays the same stays the samesolution larger than...
...However, each student must write his/her own VHDL codes, simulation work and submit an individual report. Reports must be printed / written NEATLY.
Deadline:
21st January 2010 (Friday, week 13) by 4pm. Submit to Ms Lee YL (BR4027)
Signed multiplication can be performed with either a negative multiplicand or multiplier represented in 2’s complement by summation of partial product of the multiplicand and all the bits of the multiplier except the most significant bit (MSB),...
...judgment and proposition
Judgment and Proposition
* Ideas are not enough to give us a comprehensive knowledge of things because the human intellect cannot grasp in one apprehensive act all the perfections of a thing.
* The human mind has to proceed step by step, interrelating the ideas apprehended into judgment.
* The logical union of different ideas in a judgment reflects the real unity of things.
Judgment
*Is a mental operation that pronounces the...