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Performance Assessment 
The Advanced Performance Assessment for Learning Design stack is designed so that, if all three credentials are taken together, they will become more than the sum of their parts. Each micro-credential is intended to be able to stand on its own; however, the ideas and activities of each of these credentials support and expand on the others, allowing a fuller appreciation of performance assessment and its implications. Even more value will be gained by engaging in all three Performance Assessment for Learning stacks together.
What Is Assessment Reliability?
When we talk about assessment reliability, we are talking about the consistency with which different educators (or the same educator over time) administer, score, and analyze work. Is there agreement on what proficiency and proficient work looks like? Is there agreement on what the different levels of performance (as described in the rubric) look like in student work? Is the process used to identify student learning strengths and gaps and determine instructional strategies 

Primer text from The College of William & MaryADHD is one of the most commonly diagnosed conditions of children (Centers for DiseaseControl and Prevention, 2015). 

In a 2016 Centers for Disease Control and Prevention study, scientists found that 6.1 million children aged 2-17 years living in the U.S. had been diagnosed with attention-deficit/hyperactivity disorder (ADHD), which is similar to previous estimates.

Ages 2-5: Approximately 388,000 children
Ages 6-11: Approximately 2.4 million children
Ages 12-17: Approximately 3.3 million children


The diagnostic term attention deficit/hyperactivity disorder (ADHD) refers to individuals who display patterns of inattention, impulsivity, and overactive behavior that interfere with daily functioning (American Psychiatric Association [APA], 2013).
The Diagnostic and Statistical Manual (DSM) V (APA, 2013) criteria for diagnosing ADHD listthree types of ADHD and the accompanying characteristics.
Predominantly inattentive type.The student may:o submit inaccurate or incomplete work,o have difficulty attending to conversations, activities, or tasks,o be easily distracted,o have difficulty following directions,o frequently lose materials, and/oro have difficulty organizing tasks and materials.
Predominantly hyperactive/impulsive type.The student may:o appear to be in constant motion,o frequently fidget or move in his or her seat,o become restless during quiet activities,o leave his or her seat when expected to remain seated,o interrupt others and classroom activities,o talk excessively, and/oro fail to follow classroom procedures (e.g., blurt out answers without raising hand).
Combined type. The student may exhibit symptoms that include behaviors from both categories above.
In order for a student to be diagnosed with ADHD, symptoms must appear before age 12 and be exhibited across at least two settings. They must also have adverse effects on academic performance, occupational success, or social-emotional development (APA, 2013). 
To add to the complexity of the diagnosis, children with ADHD are likely to have co-existing emotional, behavioral, developmental, learning, or physical conditions (Wolraich & DuPaul, 2010). 
As a result of the behaviors listed above, students with ADHD are at greater risk of academicdifficulties, social/emotional issues, and limited educational outcomes.The degree to which attention impacts a student’s academic and social performance is related to the interactions between the student’s academic and behavioral needs and the environmentaldemands. 
Therefore, it is not unusual for the student to perform differently across settings. 
For example, a student with ADHD may experience academic success in elementary school;however, when he enters middle school, the increased academic and organizational demandsmay increase his need for additional academic and behavioral supports.

Algebra Formulas | Maths Formulas
1. 𝑎2−𝑏2=(𝑎+𝑏)(𝑎−𝑏)
2. (𝑎+𝑏)2=𝑎2+2𝑎𝑏+𝑏2
3. 𝑎2+𝑏2=(𝑎−𝑏)2+2𝑎𝑏
4. (𝑎−𝑏)2=𝑎2−2𝑎𝑏+𝑏2
5. (𝑎+𝑏+𝑐)2=𝑎2+𝑏2+𝑐2+2𝑎𝑏+2𝑎𝑐+2𝑏𝑐
6. (𝑎−𝑏−𝑐)2=𝑎2+𝑏2+𝑐2−2𝑎𝑏−2𝑎𝑐+2𝑏𝑐
7. (𝑎+𝑏)3=𝑎3+3𝑎2𝑏+3𝑎𝑏2+𝑏3;(𝑎+𝑏)3=𝑎3+𝑏3+3𝑎𝑏(𝑎+𝑏)
8. (𝑎−𝑏)3=𝑎3−3𝑎2𝑏+3𝑎𝑏2−𝑏3
9. 𝑎3−𝑏3=(𝑎−𝑏)(𝑎2+𝑎𝑏+𝑏2)
10. 𝑎3+𝑏3=(𝑎+𝑏)(𝑎2−𝑎𝑏+𝑏2)
11. (𝑎+𝑏)4=𝑎4+4𝑎3𝑏+6𝑎2𝑏2+4𝑎𝑏3+𝑏4
12. (𝑎−𝑏)4=𝑎4−4𝑎3𝑏+6𝑎2𝑏2−4𝑎𝑏3+𝑏4
13. 𝑎4−𝑏4=(𝑎−𝑏)(𝑎+𝑏)(𝑎2+𝑏2)
14. 𝑎5−𝑏5=(𝑎−𝑏)(𝑎4+𝑎3𝑏+𝑎2𝑏2+𝑎𝑏3+𝑏4)
15. (𝑥+𝑦+𝑧)2=𝑥2+𝑦2+𝑧2+2𝑥𝑦+2𝑦𝑧+2𝑥𝑧
 
16. (𝑥+𝑦−𝑧)2=𝑥2+𝑦2+𝑧2+2𝑥𝑦−2𝑦𝑧−2𝑥𝑧
 
17. (𝑥−𝑦+𝑧)2=𝑥2+𝑦2+𝑧2−2𝑥𝑦−2𝑦𝑧+2𝑥𝑧
18. (𝑥−𝑦−𝑧)2=𝑥2+𝑦2+𝑧2−2𝑥𝑦+2𝑦𝑧−2𝑥𝑧
19. 𝑥3+𝑦3+𝑧3−3𝑥𝑦𝑧=(𝑥+𝑦+𝑧)(𝑥2+𝑦2+𝑧2−𝑥𝑦−𝑦𝑧−𝑥𝑧)
 
20. 𝑥2+𝑦2=12[(𝑥+𝑦)2+(𝑥−𝑦)2]

Reinforcement Learning is a feedback-based Machine learning technique in which an agent learns to behave in an environment by performing the actions and seeing the results of actions. For each good action, the agent gets positive feedback, and for each bad action, the agent gets negative feedback or penalty.

In Reinforcement Learning, the agent learns automatically using feedbacks without any labeled data, unlike supervised learning.
Since there is no labeled data, so the agent is bound to learn by its experience only.
RL solves a specific type of problem where decision making is sequential, and the goal is long-term, such as game-playing, robotics, etc.
The agent interacts with the environment and explores it by itself. The primary goal of an agent in reinforcement learning is to improve the performance by getting the maximum positive rewards. terms: 
Agent(): An entity that can perceive/explore the environment and act upon it.
Environment(): A situation in which an agent is present or surrounded by. In RL, we assume the stochastic environment, which means it is random in nature.
Action(): Actions are the moves taken by an agent within the environment.
State(): State is a situation returned by the environment after each action taken by the agent.
Reward(): A feedback returned to the agent from the environment to evaluate the action of the agent.
Policy(): Policy is a strategy applied by the agent for the next action based on the current state.
Value(): It is expected long-term retuned with the discount factor and opposite to the short-term reward.
Q-value(): It is mostly similar to the value, but it takes one additional parameter as a current action (a).

What is communication (and what isn’t it)?
The P21 framework emphasizes effective use of oral, written, and nonverbal communication skills for multiple purposes (e.g., to inform, instruct, motivate, persuade, and share ideas). It also focuses on effective listening, using technology to communicate, and being able to evaluate the effectiveness of communication efforts—all within diverse contexts (adapted from P21). Note that working in partners is a great way to collaborate or build shared understanding but a critical part of communication is sharing with an authentic audience