EDU 645 W5 Learning Assessment for the 21st Century
EDU 645 W5 Learning Assessment for the 21st Century Performance Task Analysis-Summative Assessment Preparation This week?s assignment requires you to make connections between our course learning outcomes, what you observe from a highly effective source known as Smarter Balanced, and how you can apply what you?ve learned to your own instructional practice. You will first spend some time analyzing theSmarter Balanced Assessment Consortium?website to inform your response. The following must be done before constructing your assignment: View Introduction to Smarter Balanced item and performance task development PowerPoint. Be sure to view the comments list. Review information about the Smarter Balance Assessment Consortium from their website: http://www.smarterbalanced.org/about/ Take some time to peruse the various sample items and corresponding rubrics (when applicable) by reviewing: http://www.smarterbalanced.org/assessments/sample-questions/ Guided exploration: Analyze the Grandma Ruth writing performance task: http://edu.wyoming.gov/wordpress/downloads/assessments/2014/grandma-ruth-passage.pdf You should also review: http://www.smarterbalanced.org/wp-content/uploads/2015/11/G4-Practice_Test_Scoring_Guide_ELA.pdf, for some additional help in generating your thoughts. Directions:?Use the provided?template?to complete your analysis of what you learned from Smarter Balanced. Ultimately, you will evaluate how what you observe relates to our course learning outcomes regarding Learning and Assessment for the 21st century. You must include: Column 1:?All six Course Learning Outcomes (CLO) including numbers and descriptions. Column 2:?At least one specific example of what you observed from Smarter Balanced that aligns with the corresponding Course Learning Outcome (CLO). Column 3:?Describe how the course learning outcome and coordinating evidence from Smarter Balanced can support you in your own construction of assessments. See the example below (may not reproduce content): CLO (All six course learning outcomes should be included in column 1) Evidence from Smarter Balanced ?(description and explanation including where found ) Self-Reflection ?(Personal connection & how the CLO and evidence from Smarter Balanced may help you construct high quality assessments) 1. Assess individual and group performance through use of established criteria for student mastery (including rubrics) in order to design instruction to meet learners? needs in each area of development (cognitive, linguistic, social, emotional, and physical). Rubrics are constructed with established criteria following cognitive levels of Depth Knowledge 6th Grade Writing sample rubric It was interesting to see both cognitive and content components represented in the rubrics. This shows me how I can succinctly design my own rubrics to include a more rigorous, yet explicit criteria. 2 3 4 5 6 When considering the evidence from Smarter Balanced, think about what you?ve learned and practiced thus far concerning alignment between standards, objectives, instructional delivery, student doing and thinking, rigor, and formative and summative assessment. The information in your table should demonstrate?your critical reading and thinking?as you analyzed the recommended links in this site. The evidence you share should be succinct, yet descriptive enough to show a connection was made between the course learning outcome and the evidence you discovered. You?ll want to complete the template by moving across from CLO1 in column 1 to the evidence from Smarter Balance that supports CLO1, and then to column 3?how what you learned from column 1 and column 2 will support you in the creation of your own assessments. The sample you see in the table above provides a brief example only. ? ? ? ? Answer Preview. CLO Evidence (description and explanation including where found ) Self-Reflection (Personal connection& how this will help you construct high quality summative assessments) 1. Assess individual and group performance through use of established criteria for student mastery (including rubrics) in order to design instruction to meet learners? needs in each area of development (cognitive, linguistic, social, emotional, and physical). Preset criteria for assessing individual work as well as group work exists and this is mainly for making sure that one is able to have a neutral means of grading. This is a common aspect for all the different grades. Grading rubrics for assessment I found out that rubrics are very important for making sure that assessment is done on all the different issues. This includes on the cognitive knowledge that one has as well as the physical assessment that one should be displaying. This will help me come up with a clear assessment rubric before hand. ? APA 854 words Related Questions: Describe the purpose of a learning standard (referred to as a goal in Chapter 1) and the critical components of a learning objective. According to Chapter 1 of the required text, Formative assessment is assessment FOR learning. Summative assessment is assessment OF learning EDU 645 W5 Learning Assessment for the 21st Century D1 EDU 645 W6 Learning Assessment for the 21st Century (Final Assignment) Self Reflection Self-Reflection
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