create an annotated bibliography. An annotated bibliography is the application of intellectual skills: Concise exposition, Succinct analysis, and Informed library resear

create an annotated bibliography. An annotated bibliography is the application of intellectual skills: Concise exposition, Succinct analysis, and Informed library research. 


View the following resource to learn more about developing an annotated bibliography of your research sources:How To: Write an Annotated BibliographyLinks to an external site..

  • Instructions

come up with an annotated bibliography for the five (5) sources you identified and evaluated in Week 6, in which you: (sources are attached as a file) 

  • Use in-text citations to support your work
  •  come up with a statement that summarizes the main theme and describes what the article is about.  
  • Describe the intended audience the author describes in the article.
  • Explain how this work highlights or supports the research topic you selected in Week 1.
  • Ensure each source includes four (4) parts: Author or organization, Publication date, Title of the article, and Hyperlink or permalink from the Online Strayer Library.

( Citations should look as such: (Murthi, 1) and (MacCann, 2). Then under the Sources page, list the articles in numerical order to match the order in which you introduced the in-text citations in the paper. Remember, when two or more authors are listed in the article only use the first author's last name when using an in-text citation to meet the SWS guidelines. In addition, under the sources page, list the full sources such as, Sources1. Author's First and Last Name. Year of Publication. (Do not use parenthesis).) 

  • week6sourcescopy.docx

1. Knoester, M., & Au, W. (2017). Standardized testing and school segregation: Like tinder for fire?. Race Ethnicity and Education, 20(1), 1-14.

2. Himelfarb, I. (2019). A primer on standardized testing: History, measurement, classical test theory, item response theory, and equating. Journal of Chiropractic Education, 33(2), 151-163.

3. Wai, J., Brown, M. I., & Chabris, C. F. (2018). Using standardized test scores to include general cognitive ability in education research and policy. Journal of Intelligence, 6(3), 37.

4. Polleck, J. N., & Jeffery, J. V. (2017). Common Core standards and their impact on standardized test design: A New York case study. High School Journal, 101(1), 1-26.

5. Westphal, A., Vock, M., & Kretschmann, J. (2021). Unraveling the relationship between teacher-assigned grades, student personality, and standardized test scores. Frontiers in Psychology, 12, 627440.


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