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EDU 645 Entire Course

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This Tutorial contains 2 Papers for each Assignment (not for DQs) EDU 645 Week 1 Discussion 1 Formative Assessments

EDU 645 Week 1 Discussion 2 Standards and Objectives

EDU 645 Week 2 Discussion 1 Gradual Release of Responsibility

EDU 645 Week 2 Discussion 2 Embedded Formative Assessment

EDU 645 Week 2 Assignment Instructional Plan Design Analysis (2 Papers) EDU 645 Week 3 Discussion 1 Integrating Technology EDU 645 Week 3 Discussion 2 Rigor, Thinking, and Technology EDU 645 Week 3 Assignment 21st Century Instructional Plan Design & Description (2 Papers) EDU 645 Week 4 Discussion 1 Special Populations EDU 645 Week 4 Assignment 21st Century Instructional Plan Student Population (2 Papers)


EDU 645 Week 4 Journal Rubric Analysis (2 Papers) EDU 645 Week 5 Discussion 1 Getting students to think about their thinking

EDU 645 Week 5 Assignment Performance Task Analysis- Summative Assessment Preparation(2 Papers)

EDU 645 Week 6 Discussion 1 Using Student Data for Instructional Improvement

EDU 645 Week 6 Final Paper Curriculum Based Summative Assessment Design (2 Papers)

EDU 645 Week 1 Discussion 1 Formative Assessments

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EDU 645 Week 1 Discussion 1 Formative Assessments Formative Assessments According to Chapter 1 of the required text, Formative assessment is assessment FOR learning. Summative assessment is assessment OF learning. Formative assessments occur during the lesson as opposed to the end of a unit of instruction and should be the primary focus of assessment in schools. Additionally, formative assessments allow the teacher to support learning by generating feedback to students to determine their current progress and where they are in relation to mastering the objective and/or standard.


View the following short videos: Keeping It Relevant and ―Authentic‖ Assess and Plan with Exit Tickets Discuss: How each teacher models what you read and learned about formative assessments? What evidence did you see and hear regarding formative assessments being an assessment FOR learning? More specifically, how did each teacher assess during learning? How were they able to determine the current progress of their students in relation to mastering the objective? How did each teacher model the provision of feedback? What connections can you make between the teachers‘ strategies to assess for learning and their eventual assessment of learning through a summative assessment? In other words, what can you see coming as preparation for a larger, more comprehensive summative assessment? Guided Response: Respond to a minimum of two classmates‘ posts. What perceptions did you share? How did your perceptions differ? Note: Before the last day of the week, you are expected to provide a secondary response to any comments or questions your instructor may have provided. This is part of the grading criteria as a demonstration of critical thinking.

EDU 645 Week 1 Discussion 2 Standards and Objectives

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EDU 645 Week 1 Discussion 2 Standards and Objectives Standards and Objectives. a. Describe the purpose of a learning standard (referred to as a goal in Chapter 1) and the critical components of a learning objective. How would you differentiate between the two if attempting to explain it to somebody else? What is the relationship between formative assessments during instruction and the standards and objectives of that lesson? b. Take the challenge Karen Lea presents in her blog article Meaningful Connections: Objectives and Standards. Select a grade level standard and design two learning objectives AND a way to assess students FOR learning for each objective. Be sure to use the criteria for writing high-quality objectives as discussed in your assigned reading and videos. Guided Response: Respond to at least one classmate with objectives and assessment ideas in the same grade range you chose (Pre-K-2nd, 3-5, 6-8, 9-12, and other) and one with objectives and assessment ideas in a completely different grade range. Are their objectives clear and measurable? Do they identify specifically, what the STUDENT will be doing and how? Are they aligned (related) to the given standard? It is important to remember professionalism in your feedback. You are to give constructive feedback by giving the author a different lens with which to view their original ideas. Therefore, provide them with a specific suggestion for making their objective and/or assessment more complex according to Bloom‘s Taxonomy Note: Before the last day of the week, you are expected to provide a secondary response to any comments or questions your instructor may have provided. This is part of the grading criteria as a demonstration of critical thinking.


EDU 645 Week 2 Assignment Instructional Plan Design Analysis (2 Papers)

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This Tutorial contains 2 Papers

Instructional Plan Design Analysis Three instructional plan templates constructed by a variety of leaders in education provide solid examples of what quality instructional plans should include. The work of Madeline Hunter dates the furthest back and is still used today, primarily in the elementary setting. Grant Wiggins and Jay McTighe provide a more modern approach to curriculum and lesson design with their model of Understanding by Design (UbD). Others, as modeled by the New York State Educational Department, work closely to align their instructional plans with the Common Core State Standards. Review each of the provided instructional plan designs: Common Core Aligned Instructional plan Template Understanding by Design-Backwards Design Lesson Template Madeline Hunter‘s Instructional Plan Format Analyze each instructional plan and structure a Word document, essay-style as such: a. Introduction: Introduce the essential elements, purpose, and value of creating and following a high-quality instructional plan. Include a thesis stating your intent to highlight key elements of each respective plan as well as your intent to identify what you find to be the most effective plan while justifying your reasoning.


b. Body: Discuss the following for EACH instructional plan design. (Do not list— this is paragraph format without headings/subheadings.) The source‘s name (i.e., Hunter). Key components representing most essential instructional plan requirements (standard, objective, activities, assessments, etc.). Unique components (What makes each plan different from the others? What is notably missing or added compared to the others?). Description of how Gradual Release of Responsibility Model is or is not represented. Description of how assessment is embedded and potentially supports informing a teacher of student mastery of the objective(s). Evidence that the instruction plan stimulates critical thinking. Your intent in this first part is to: Inform the reader through the introduction and body. Identify the instructional plan template that YOU believe is the most well-rounded and high-quality and justify your reasons with research and examples. c. Conclusion: Make a selection between the three templates as to which one represents the best instructional plan to you. Include the key elements you‘ve explored thus far. Explain its strengths, and recommend two ways to make it more effective and high quality. Be sure to justify why enacting your recommendations would make it better. Your essay will be between four to five pages, not including the required cover and reference pages, and should follow APA formatting requirements. You must include a minimum of five peer-reviewed articles or web references (in addition to the textbook), including the three from which the templates came, at least one from any reference used in Weeks One or Two, and one outside source of your own.

EDU 645 Week 2 Discussion 1 Gradual Release of Responsibility


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EDU 645 Week 2 Discussion 1 Gradual Release of Responsibility Gradual Release of Responsibility After viewing the videos Improving Practice with Sarah Brown Wessling and Embedded Formative Assessments, and after reading Releasing Responsibility by Fisher and Frey, discuss the following: Part 1 Sarah Brown Wessling remarks; ―It is not about ways of delivering content as much as it is about ways of getting students to become thinkers; ways for students to be more autonomous.‖ What evidence did you observe in Ms Wessling‘s video that her students were becoming thinkers? How is this an example of the teacher assessing FOR learning? Part 2 In Dylan William‘s video on embedded formative assessments, he mentions five strategies for teachers to meet students‘ learning needs more effectively. Describe what you observed from Ms. Wessling‘s video that represents each of these strategies. Were there any that you did not observe? What evidence was there of Ms. Wessling‘s students examining their own thinking? What evidence did you find to suggest she designed her instruction to meet instructional learning objectives in several areas of development (Think Bloom‘s)?


What did you see from her video that you‘d like to try (remember best practices are transferrable across grade and age levels)? Guided Response: Respond to a minimum of two classmates. What ideas did you gather from their observations that were different from your own? Provide constructive feedback regarding the strategies they‘d like to try in their own current or future setting.

EDU 645 Week 2 Discussion 2 Embedded Formative Assessment

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Embedded Formative Assessment. Discuss the following: · What evidence did you see in the video New Teacher Survival Guide: Planning linking the concept of beginning with the end in mind and formative assessment? · What did the instructional coach/department chair say is the question you ask yourself to assess learning? · While the teacher used the Gradual Release model, her pacing was off and affected her ability to fully assess her students. Determine how using a structured instructional plan could aid you in keeping track of your pacing and allow assessment to occur. · Discern how using a structured instructional plan could aid you in keeping track of your pacing and allow


assessment to occur.

EDU 645 Week 3 Assignment 21st Century Instructional Plan Design & Description (2 Papers)

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This Tutorial contains 2 Papers

21st Century Instructional Plan: Plan Design & Description Part 1: Instructional Plan Design Synthesize what you have learned thus far by developing an instructional plan utilizing one of the templates provided in Week Two. Be sure to consult the Instructor Guidance for added support in creating a high quality instructional plan. Your instructional plan must include the following components regardless of the format you choose: Grade level content standard (using either math or ELA standards) Appropriate ISTE standards for students Learning objective (clear, measurable, describes WHO will do WHAT and HOW) Gradual Release of Responsibility (each phase clearly labeled and utilized) Differentiated instruction (how you will reach all learners) Evidence of purposeful rigor and student thinking – at least two levels of Depth of Knowledge (DOK), clearly labeled


At least one purposeful question posed by the teacher to promote critical thinking Assessment FOR learning; provide two different ways to assess including authentic formative assessment Use of technology that supports the learning outcome and instructional strategies Part 2: Description Following the instructional plan and within the same document, provide a one- to two-page synopsis of your plan, in essay format. Elaborate on areas that are difficult to show on the instructional plan, such as how you applied Webb‘s Depth of Knowledge (DOK) to the activities and/or assessments. Describe the stages at which you will assess students, and explain how you will use this data to adjust your instruction and provide students with feedback. Last, discuss the technology you chose to integrate and the purpose it will serve in helping students meet the learning objective. Cite at least three scholarly sources, including those prescribed for the week‘s learning, CCSS and ISTE standards.

EDU 645 Week 3 Discussion 1 Integrating Technology

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EDU 645 Week 3 Discussion 1 Integrating Technology Integrating Technology Discuss the following:


What evidence did you see and hear by watching Mr. Pronovost Differentiating Instruction Through Interactive Games that supports what has been learned thus far regarding setting & communicating learning objectives, using the gradual release model, giving feedback, and assessment? How does he specifically structure his lesson to incorporate technology? How does using technology promote differentiation? What evidence is there of varying levels of cognition? Identify the levels of Depth of Knowledge (DOK) you observed students reaching during the various stages of the lesson. How do you believe this type of learning environment makes students feel about their capabilities with math? Why? *** Use VoiceThread, Eyejot, or YouTube and respond to the prompt and post the link to your video or audio recording in the discussion forum for others to respond to. Guided Response: Respond to a minimum of two classmates. How were their ideas of technology promoting differentiation different from your own? How does their viewpoint expand your own? Consider their perspective on the learning environment. Provide specific feedback regarding their perspective in comparison with your own.

EDU 645 Week 3 Discussion 2 Rigor, Thinking, and Technology

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Rigor, Thinking, and Technology. According to the vision statement of the Partnership for 21st Century Skills, education systems should pursue measurement of student outcomes that are:


Performance-based Embedded in curriculum Based on a common evidentiary model of cognition and learning Keeping in mind that Performance Tasks are NOT assessments, rather tools to practice thinking and problem solving in more complex ways, analyze the Performance Task for grade 4 math and reflect on the following: ·

What core academic concept are students required to master?

· Of the list of nine 21st Century Skills outcomes, which are students practicing in this task and how do you know? ·

Describe how the task is performance-based.

· How is assessment embedded? In other words, what are students presenting the teacher with AND how will the teacher measure it? · Based on what students ultimately have to DO in this task, what Depth of Knowledge (DOK) level do you believe this task reaches? Explain your reasoning. · What DOK levels are present in this discussion‘s line of questions? How do you know?

EDU 645 Week 4 Assignment 21st Century Instructional Plan Student Population (2 Papers)

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This Tutorial contains 2 Papers EDU 645 Week 4 Assignment 21st Century Instructional Plan: Student Population Part 1: Instructional Plan Design This week you will construct a new instructional plan by considering your student population. Regardless of grade level, your class consists of 27 students. Of those, two are diagnosed with specific learning disabilities (SLD) in reading and math. One student has Attention Deficit Hyperactivity Disorder (ADHD). Moreover, you just received a student last week who is not fluent in English (ELL). Your school follows a full English immersion program. Therefore, you and the student are getting very little ―extra‖ support. Synthesize what you have learned thus far by developing a new instructional plan utilizing one of the templates provided in Week Two. Your instructional plan must include the following components regardless of the format you choose: Grade level content standard (using either math or English Language Arts [ELA] standards) Learning objective (clear, measurable, describes WHO will do WHAT and HOW) Gradual Release of Responsibility (each phase clearly labeled and utilized) Considerations for unique learners (differentiation, accommodations, modifications through instructional activities AND assessments for the specific students identified as having diagnosed disabilities and language barriers. You must be more deliberate in how and where you interject your differentiation, modifications, accommodations, and so on within your activities, etc. Evidence of purposeful rigor and student thinking – at least two levels of Depth of Knowledge (DOK), clearly labeled


At least one purposeful question posed by teacher to promote critical thinking; Assessment FOR learning; embed three different ways to assess FOR learning, including authentic formative assessment Part 2: Description Following the instructional plan and within the same document, provide a one- to two-page synopsis of your plan, in essay format. Elaborate on how you determined the types of accommodations/modifications needed throughout your lesson activities and assessments. Describe how this plan sets ALL of your students up for mastering the objective and a future summative assessment.

EDU 645 Week 4 Discussion 1 Special Populations

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EDU 645 Week 4 Discussion 1 Special Populations Special Populations As we discuss special populations this week, we are going to approach it through the lens of being a Student Teacher in a Special education classroom. Also, we will explore other resources to assist in better understanding Special populations when developing curriculum & assessments. Read the article When in Rome...: Influences on Special Education StudentTeachers' Teaching and respond to the following; Part 1: What did the article suggest was important in helping teachers prepare for instructional planning when including Special Populations?


What do YOU believe is important to consider when it comes to the student teaching experience and the relationship between student teacher and cooperating teacher? Part 2: Conduct some research within the Ashford Library and locate an academic resource that addresses special populations and designing assessments with them in mind. Share the resource you find within your response. Guided Response: Respond to at least two of your classmates. Try to find one with a different response than your own. Provide feedback regarding your shared or differing perspectives and pose a question to promote critical thinking.

EDU 645 Week 4 Journal Rubric Analysis (2 Papers)

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This Tutorial contains 2 Papers EDU 645 Week 4 Journal Rubric Analysis Using two different sources, respond in writing (APA format) using the prompts below to guide your written analysis. Part 1: Explore the Exemplars website, specifically the Resources tab for Rubrics. Review the Exemplars Math Rubric and Exemplars Reading Rubric. Questions to discuss:


o How does the Exemplars criteria for both math and reading rubrics follow a topdown or bottom-up approach? How do you know? o To what degree are performance level descriptions addressed? o Do these live up to what Brookhart proposes, that ―. . .the most important aspect of the levels is that performance be described, with language that depicts what one would observe in the work rather than the quality conclusions one would draw‖ (p.26)? o In your opinion, what are the values placed on using the terminology for mastery (Novice, Apprentice, Practitioner, and Expert)? In other words, how effective do you believe this terminology is and why? Part 2: Explain the position Brookhart argues in Chapter 2 against rubrics that merely summarize the requirements of the task, as opposed to rubrics that describe evidence of learning. Explain what Brookhart means when saying; ―Rubrics should not confuse the learning outcome to be assessed with the task used to asses it‖ (p.15). What is the relationship between this and what you learned about aligning formative assessments with the learning standards and objectives?

EDU 645 Week 5 Assignment Performance Task Analysis- Summative Assessment Preparation(2 Papers)

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This Tutorial contains 2 Papers


Performance Task Analysis- Summative Assessment Preparation. This week‘s assignment is to bring us back to your own summative assignment for the course: the design of a summative assessment. You will spend some time analyzing the Smarter Balanced Assessment Consortium website to inform your response. The following must be done before constructing your assignment: 1. View Introduction to smarter balanced item and performance task development PowerPoint. Be sure to view the comments list. 2. Read the Frequently asked questions on the Smarter Balance Assessment Consortium website 3. Take some time to peruse the various sample items and corresponding rubrics (when applicable) by selecting ―View More Sample Items‖ at the top of the Consortium screen. 4. Guided exploration: Analyze the Grandma Ruth 6th grade writing performance task and its

EDU 645 Week 5 Discussion 1 Getting students to think about their thinking

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EDU 645 Week 5 Discussion 1 Getting students to think about their thinking Getting students to think about their thinking. Part 1. Access TEDEd. Take some time to peruse through the menu of lessons and provide us with your impressions. The following serves to prompt your response as opposed to a required ―list‖: o How do the lessons in TEDEd promote student engagement?


o What are some ways students are encouraged to think about what they are learning? o How do these modes of learning allow both students and teachers to assess learning? o Think of two ways you can incorporate a TEDEd lesson into a typical 50-70 minute class period. How could you deliver it? How could students access it?. Take a look at the NETS-S standards when addressing this. o Share one particular lesson you explored as well as what you gained from it. Part 2: Linking Rubrics with Student Self-Assessment and Goal Setting Chapters 9 and 10 of the Brookhart text discuss strategies for guiding students for the demands of assessment as well as setting goals. Pairing this information with what you learned from viewing the ―Be Sure To‖ video clip, explain how these strategies not only support the integration of multiple levels of thinking for students, but the teacher‘s ability to assess FOR learning. Guided Response: Respond to at least two classmates‘ posts. Compare your impressions of TEDEd and the ―Be Sure To‖ strategy. How did your perceptions differ? What new ideas might you have gotten from their analysis of each? Provide specific feedback regarding their assessment of the ―Be Sure To‖ strategy.

EDU 645 Week 6 Discussion 1 Using Student Data for Instructional Improvement

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EDU 645 Week 6 Discussion 1 Using Student Data for Instructional Improvement Using Student Data for Instructional Improvement.


Following your last lesson, you discover only 60% of your students met the learning outcome. Not only did they demonstrate a lack of understanding through nonwritten, observable formative assessments, but the data from their assignment as scored through use of a rubric revealed the majority of the class did not meet the objective. Using one of the two instructional plans you previously created, determine the following: How you will identify particular areas of need/misunderstanding (what will you look for? See Chapter 6 from Ward, Fischer, Frey, & Lapp). How you will address and re-teach with differentiation, so students meet the learning objective? How you will employ students in the process of self-reflection and identifying areas of misunderstanding? How you will reassess for the learning objective? How will these instructional adjustments better prepare them for the impending summative assessment? Guided Response: Respond to at least two classmates‘ posts and provide specific feedback regarding their analysis and ideas for differentiation, student reflection, and reassessment

EDU 645 Week 6 Final Paper Curriculum Based Summative Assessment Design (2 Papers)

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This Tutorial contains 2 Papers


Curriculum based summative assessment design Part 1 Pre- assessment description Before summative assessing of the learning on which the objective is to evaluate, what the students have learnt at the end of a unit is important to have a comprehensive description of pre –assessment. Pre- assessment or formative assessment is part of institutionalprocess. When used in classwork activities, it provides the necessary information to regulate teaching techniques and learningprocess.These adjustments focus to ensure the level of learning standards target among thestudents is achieved .Pre-assessment enables the teachers to understand the students‘ thinking and learning capacity on the learning process. Teachers know when and how to utilize various types of assessments that appropriately meets the needs of students, and provide a consistence guideline during lesson planning and spacing(Wang, 2013). The pre- assessment provided an elaborate platform of designing the summative assessment to ensure students at the end of the course understand the unit meant to be learn. It is important to allow students do practiceon the concepts they are learning .pre-assessment enable teachers to prepare the next steps during learning period, such as after the first week to prepare for the second week as the instruction nears the summative assessment. Interaction with the students and asking general questions to students on various learning methods that they prefer and understand most isthe startingpoint to gather information that is important to engage student in during learning process. Provide thestudents with the course outlines to update themselves of what is ahead and what they are supposed to cover within a given period. Eachstudents is expected to have the same level of standards regardless of their learning differences. Toensure all the students achieve high standards the teacher employed research- based instruction ideas that enable increase the students understanding, and applying differentiation as a basis for all the students to achieve at high levels. This strategy prepare the students for learning process so that all of them can be in the same level in the summative learning stage. Involving the students in defining the expectations at the end of learning process is crucial because the students who know the learning goals and the method of achieving the target are likely to be successful. After the first two weeks of learning process introduce the classroom norms and culture for all students to participate in evaluating whether


the criteria used in will achieve the target or not.Incorporating the students with the special needs in the teaching practice to ensure they are in the same level with the other students in the learning process. Application of a technology that is embrace and appropriate in facilitating effective and efficient learning process by all students such as use of projectors that are positioned in place where the all the students can see what is being taught(Radcliff,2007). After the third week of teaching, it is important to evaluate whether the students have grasped what they are intended to understand through asking questions randomly in class or a simple continuous assessment and repeating to teach areas not understood by thestudents. Giving attention on areas not understood by the students is crucial to prepare the students for summative assessment by providing students with more elaborate information to increase their understanding. For example teaching on the unit such as ‗Environmental conservation.‖ The teacher has to ensure the students are equipped with knowledge about Environmental Conservation properly to prepare them for the summative assessment so that they can demonstrate what they have learn in the problems that needs to be solved successfully. Provide the students with classroom test on the areas covered and walk around the classroom and try to observe if each student is performing the task and give clarification where needed. Observation provides the teacher with primary evidence on the level of knowledge gained by the students in the areas taught. Use questioning strategies to have a rationale insight on the level and depth of understanding of the instruction learnt by students because questions asked in class provides an opportunity for students to think deeply and reflect whatever they have learn.Students who are able to reflect easily when involved in metacognitive thinking is an evidence of successful pre- assessment criteria. Establish an environment where studentssee their colleagues as resources for checking in their quality work based on the established criteria to evaluate their understanding. To ensure the summative stage is successfully achieved keep the students classroom work records to provide the students with evidence about their learning progress to help them to evaluate whether they are progressing well from where they started or not and to give them understanding on what needs to be corrected. Balance the assessment by understanding individual students during participation in the learning process to make adjustments in instructions so that all students are in line to achieve the target established. Part 2


Summative Assessment Summative assessments focus to determine the appropriateness of instructional programs and services at the end of particular pre-determined academic period. The objective of summative assessment is to analyze the competency of students after instructional period is over. It is also important to evaluate the ability of each student on what they have understood in a specific period(Rudner & Schafer, 2002). This summative assessment target to determine the understanding of students on Environmental Conservation and the grading level of the students is as follows: Marking Instructions and Range Grade 70%-100% the students answers the questions appropriately and precisely giving good examples. Where essay is required the student should demonstrate good understanding of the topic with clear and wide examples A Distinction 60%-69% The student answers the questions with few examples and provides an essay that is long with good points and few not clearly stated. B pass 50%-59%The students answers the questions with no examples and the essay does not clearly show the required points. C .Credit 40%-49%The students does not provide clear answers to the questions but they are close to points and shows some understanding of the topic. D. Fail Below 40% The student don‘t understand the questions and seems not to have understood anything during teaching process E. Retake


Answer the following questions giving examples where necessary. 1.

Define environmental conservation

2. Explain the importance of environmental conservation in the society giving appropriate examples 3.Environmental conservation is affected by both natural and artificial factors. Discuss 4. Describe how the government is involved in Environmental conservation 5. As a student with knowledge of conserving environment, discuss how your knowledge on environment conservation can assist in the community to maintain good environment 6.

Explain the elements of a good environment

7. Discuss the negative impacts of environment that is poorly conserved to people in a country The questions above determine the level of knowledge gained by student through the learning process period. The questions explores whether the students have acquired vast knowledge on the taught topic and the knowledge to relate the same knowledge on the current world to solve immediate problems. Student should appropriately check on the exactdetails of the task such as instructions of each question, structure of the question, the criteria of making the assessment, the expectations demonstrated during the pre-assessment process and other important instructions (Bransford& National Research Council, 2001). Scoring is an important element in assessment that is achieved by use of computer, hands or combination of both. Assessment done online score usevarious criteria such as quantitative items, drag and drops multiple choice, fill in the space and other types of items that specified accurate answers. The teachers or other individual-scorers assess essays and performance assessment. The criteria of score assessment is based on the validity and reliability of the score assessment utilized. Reliability focus on the possibility of the scores and results to be the same in various populations used for testing. Validity on the other hand focus on how the assessment


results are analyzed and applied. The objectives of the standardized testing be open and fair althoughthese objectives are almost incredible for a single test to fair for all students. Rubrics and checklist are essential tools for effective summative assessment. They give an opportunity for the teacher to establish the criteria prior to assigning task to students, hence enabling all students to know what is expected. Rubric and checklist areimportant to enable teachers to ensure effective criteria is followed and adequate distinction on various degree of performance is made to easily assess the students work (Brookhart, 2013). Part 3 Summative assessment Reflection Standards Students will describe their experience on the Environmental conservation Students will identify the criteria to achieve friendly environment Students will identify various features of good environment Students will demonstrate good communication skills such as eye contact and creativity Students will have chance for reflection by sharing among themselves

Tasks Students to establish aportfolio illustrating their benefit to the community on conserving Environment at the end of the unit.Showtheir plans on the experience gained in class and present the reflection to the class using effective communication skills. Directions: Respond the questions below based on the summative assessment results


1. From the identified learning objectives for critical instructions, describe the achieved learning outcomes.

2.Reflect on the important elements of the instructions a. How efficient, was the assessment method employed during the learning process. b.Describethe appropriateness of the instructional strategies applied c.discuss briefly how the strategy used to accommodate students with special needs was important 3.Following the summative outcomes, answer the questions below A.What is your observations on the work of each student? B.What is your understanding on the effectiveness of instructional strategy employed based on the observations of each student‘s work sample? C.What is your next step on every student and why?

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