Using the resources indicated for the Kent State shooting, create a series of formative assessments that are designed to help students progress towards
Using the resources indicated for the Kent State shooting, create a series of formative assessments that are designed to help students progress towards mastery of your final assessment. Your assessments need to target the development of critical thinking skills, content comprehension, and a text structure (use resource “Types of Text Structures in Informational Text” as a reference).
- Requirements:
- Minimum of three formative assessments
- One targeting critical thinking skills
- One targeting reading comprehension
- One targeting text structure
- These assessments are NOT to be quizzes, KWL charts, or exit tickets.
- Minimum of three formative assessments
Card Handouts for Formative/Summative Card Sorting Activity
Cut apart and sort.
1. Mrs. Clark, a kindergarten teacher, just finished teaching a lesson on classifying properties of objects and materials according to their observable characteristics (Science 2a DOK 2). The students were then asked to classify items in a Ziploc bag by color. |
4. After completing a lab on the parts of the flower the students in Mrs. Smith’s class completed a lab report. |
2. Mr. White asked his students to compare and contrast the two main characters in a story to assess their understanding of the character traits using a double bubble map. |
5. After completing a running record for Sally, Mrs. Webb analyzed her running record to determine a teaching point to use during her next guided reading lesson. |
3. The students will construct a paragraph to summarize a story. |
6. At the end of a unit on explorers Mrs. Craft had her students conduct mock interviews with explorers they have studied. |
FORMATIVE 7. Using questioning and classroom discussion to increase students’ knowledge and improve understanding. |
SUMMATIVE 11. After concluding literature circles, Mrs. Davis’s students completed projects based on the books they had read. |
8. Before her students left the class for the day, Mrs. Jones asked her students to explain how to find equivalent fractions on an exit slip. |
12. After a unit on measurement the students completed a performance task in which they had to apply measurement concepts learned during the unit. |
9. Mrs. Johnson conferenced with Sam about his rough draft on his narrative composition. |
13. After a group assignment, Mr. Dale asked his students to complete a self-assessment of their group work. |
10. Mr. King gave a textbook chapter test on Friday. |
14. Students in Mrs. Cole’s class were asked to complete 1-55 odd on page 47 in their math textbook for homework. |
EITHER |
ASSESSMENTS |
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Assembling the Test
1. Double-check all individual test items
2. Double-check the items as a set
· Directly target the identified standards?
· Enough items for desired interpretations?
· Difficulty level appropriate?
· Items non-overlapping so don’t give clues?
3. Arrange items appropriately, which usually means:
· Keep all items of one type together
· Put lowest-level item types first (T/F, matching, short-answer, MC, Constructed Response)
· Administer time-consuming extended-response essays and performance-based tasks separately
· Why put items of a type together? Clearer and more efficient.
4. Prepare directions
· How to allot time
· How to respond (pick best alternative, etc.)
· How and where to record answers (circle, etc.; same vs. separate page)
· How guessing will be treated (or whether to answer all questions)
· How extended essays will be evaluated (accuracy, organization, etc.)
5. Reproduce the test
· Leave ample white space on every page
· List multiple choice options vertically
· Keep all parts of an item on the same page
· The introduction to an interpretive item may be on a facing page
· When not using a separate answer sheet, provide spaces for answering down one side of the page (preferable the left)
· Number items consecutively
· Proofread
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Types of Text Structures in Informational Texts
Text Structure Definitions Critical Words Graphic Organizer High School Examples of Texts
Description Descriptive details about characteristics, actions,
etc.
Descriptive adjective and words like: on, over,
beyond, within
Representative democracy involves leaders receiving votes from the populace after a period of campaigning for that office. Competition between candidates, coupled with free and open speech, is necessary for this system of government to be successful.
Problem/Solution Sets up a problem and its solution
Propose, conclude, a solution, the reason for, the problem or question
The type of government created after the American Revolution included the ideals of protecting individual liberties while at the same time preserving the collective order of society. To that end, a government based on combining popular consent, separation of powers, and federalism was created.
Time/Order Chronological
Gives information in order of occurrence
First, second, before, after, finally, then, next,
earlier
A proposed bill first goes to a committee to be reviewed. The second step in the process is for the House or Senate to debate the bill, making necessary revisions. The last step in the process of a bill becoming law is after both houses of Congress pass the bill, it goes to the President to be signed into law.
Comparison/ Contrast
Looking at two or more items to establish
similarities/differences
While, yet, but, rather, most, same, either, as
well as, like, and unlike, as opposed to
Some customers like the conveniences offered by big banks including, computerized banking, multiple branches, and a large network of ATM machines. Other customers prefer small banks that often times offer more personalized service and are better connected to their communities.
Cause/Effect Give reason/explanation for happening
Because, since, if/then, due to, as a result, for
this reason, on account of, consequently
As a result of the Great Depression, almost half of all the elderly in the United States lost their savings and thus their ability to support themselves when they were ready to retire. As a result, Congress passed the Social Security Act of 1935 to help mitigate the disastrous impact of the Great Depression on the elderly.
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ASSESSING STUDENT
LEARNING
EDU 621
Online Studies Student Syllabus
© Belhaven University | February 2020
Updated: July 29, 2024
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Course Description
This course addresses the critical examination of instructional assessment measures,
encompassing traditional assessment methods, norm/criterion-referenced testing, and alternative
assessment approaches such as performance assessment, portfolio assessment, and product
assessment. Through rigorous inquiry and analysis, students gain a comprehensive understanding
of the theoretical underpinnings and practical applications of these assessment modalities.
Moreover, the course emphasizes the utilization of assessment data to inform instructional
decision-making processes, equipping candidates with the skills necessary to effectively evaluate
student learning outcomes and drive continuous improvement in educational practices.
Candidate Competencies • Explore traditional and alternative methods of student assessment (InTASC 8)
• Write goals and objectives for content-area concepts (InTASC 7)
• Write good test questions with appropriate rigor, variety in format, and adherence with
good test question principles (InTASC 8)
• Create and use high-quality analytic rubrics (InTASC 8)
• Conduct item analysis of student assessment results and develop a plan for addressing
identified areas of weakness (InTASC 8)
• Analyze student work samples and, distinguishing between process and content, develop
a plan for remediation and/or intervention (InTASC 8)
• Analyze standardized test score reports and develop a progress monitoring system for key
students (InTASC 8)
• Explore the use of technology to create and administer assessments and manage results
(InTASC 8)
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Assessment Criteria
Assignments Weight
Writing Assignments 30%
Discussion Questions 20%
Quizzes 10%
Final Projects 40%
Total 100%
Grading Scale:
930+ A 93-100%
900-929 A- 90-92%
870-899 B+ 87-89%
830-869 B 83-86%
800-829 B- 80-82%
770-799 C+ 77-79%
700-769 C 70-76%
670-699 D+ 67-69%
630-669 D 63-66%
600-629 D- 60-62%
0-599 F 0-59%
Resource Inventory
NO TEXTBOOK REQUIRED FOR THIS COURSE
The Holy Bible
Research Articles: Locate articles by accessing the Belhaven Library Online
http://belhaven.libguides.com/az.php
Reading Assignments
Used as references for Final Project 1:
• Song: Ohio by Crosby, Stills, Nash & Young (1970).
o https://www.youtube.com/watch?v=TRE9vMBBe10
• Newsweek Archived Article – only available online
o http://www.newsweek.com/my-god-theyre-killing-us-our-1970-coverage-kent-
state-328108
• Article summaries of Kent State (only available online)
o http://www.history.com/topics/kent-state-shooting (article and Nixon speech)
o https://www.ohiohistory.org/tag/kent-state-shooting/
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Expectations of Online Studies Education Candidates
Attendance
Attendance will be recorded online by Tuesday of each unit for the preceding unit. Students are
to be marked as present if they interact with the course by submitting a paper, posting to a
discussion forum, or taking a quiz. If the student performs any of these elements, he or she is to
be marked present for that week. If not, the student is marked absent. Viewing a lecture does not
constitute attendance for a student.
Due Dates
A unit is considered to be Monday – Saturday. You are encouraged to “Observe the Sabbath day
and keep it holy” (Exodus 20:8). Good time management is essential to career and academic
success. Early submissions of assignments and discussion responses are encouraged. Please get
in touch with your instructor for guidance on the submission of late assignments. Due dates are
posted to the assignments.
Communication
Communicate questions related to the course directly to the professor, except in cases where you
need to contact technical support. Your Belhaven University email address will be utilized for
the class, so check it frequently.
Americans with Disabilities Act (ADA)
Belhaven University offers students disability accommodation in accordance with the guidelines
of the Americans with Disabilities Act. The student must make his or her disability known to the
Office of Student Care, provide current documentation of the disability from an appropriate
licensed professional, and complete the Belhaven ADA Request Form for accommodation. The
student must provide such a request to the Office of Student Care at least two weeks prior to the
beginning of each semester for which the accommodation is requested. Approved
accommodations will be communicated to the student and made within a reasonable time period
after completion of the official request. Students must present their official accommodations
letter to the instructor of each course they are enrolled in to receive the accommodations. Apply
under the Quick Links on the Student Life/Services tab.
Required Formatting
The required formatting for your papers, assignments, projects, discussions, or anything else that
may be research-based is the latest Publication Manual of the American Psychological
Association (APA). APA information can be located on your Canvas course page by clicking on
Academic Resources and then Academic Help and APA Resources. The only exception to this is
the Bible courses, which use Chicago Turabian formatting. Help for this formatting is also
available in the Academic Help and Resources.
Responsible Research
Responsible research is a critical component of education, and any individual conducting
research must learn how to investigate, read, understand, synthesize, interpret, and finally
explain complex ideas and issues in writing. An individual conducting research must also
understand that ideas found in literature, media presentations, interviews, or any other form of
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media do not belong to the researcher and, therefore, must be given credit through proper
documentation. It is required that every person conducting research provides proper credit
through the correct use of documentation not only to prevent plagiarism but also to demonstrate
respect to the idea’s originator. To ensure that all papers possess originality, faculty members
will use Turnitin. Any paper exceeding 20% of non-original material or noticeable
undocumented information will be subject to a discount in points at the discretion of the faculty.
Originality
Writing assignments will be evaluated for originality using Turnitin. Belhaven University
encourages a high degree of originality in writing. Quoted material should seldom be used and
must be limited to phrases that cannot be paraphrased or summarized without losing
effectiveness. Students must cite and reference all sources of information and images using APA
style. APA information can be located on your Canvas course page by clicking on Academic
Resources and then Academic Help and APA Resources. Non-originality exceeding 20% on
papers will be subject to a grade discount at the professor’s discretion, or referred back to the
student to redo the assignment, and students may be referred to a writing lab for assistance with
originality.
Graduate School of Education Policy on Use of Generative Artificial
Intelligence (AI) for MAT, M.Ed. and Ed.S. Candidates
It is the responsibility of the Graduate School of Education to prepare teacher and administrator
candidates that:
– Communicate effectively in the school setting with parents, students, educational
professionals, and the community at large;
and
– Utilize instructional strategies that will yield students that are strong thinkers, writers, and
leaders.
To accomplish this, it is imperative that degree candidates are required to address challenging
writing prompts and produce documents that adequately address the problem posed.
Hence, candidates for the masters and specialist degree programs in education at Belhaven
University will NOT be allowed to utilize Artificial Intelligence for creation of responses to
ANY course assignments since practice in creation of original works is necessary preparation for
those responsible for training young children, adolescents, and teachers to be critical thinkers,
writers, and problem solvers.
***It is expected that all assignments are produced by the candidates themselves. Use of a
generative AI tool to create a response to an assignment constitutes academic dishonesty and will
be reported as an Honor Code violation. The BU School of Education reserves the right to
require a demonstration of learning at any time.
Key Reminders
• Do not attempt to get a research paper from the Internet (or anywhere else) and submit as
your paper. This is dishonest and unethical.
• Do not copy from any book, article, or encyclopedia, and submit this for your paper. This
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is not acceptable research.
• Include references (including source and page numbers) that document every source upon
which you have in any way relied for each paragraph of your paper. If sources are not
properly referenced, the student has cheated the sources out of deserved credit and
cheated readers out of valuable information.
• Do not use material from any other student’s paper or work unless you give that student
full credit in reference notes.
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Summary of Assignments
Writing Assignments
Writing assignments must use APA-compliant formatting and include a title page, appropriate
citations, and references. Each will be evaluated using the individual assignment rubrics located
in the module appendices. Assignments are due no later than 11:59 p.m. (CT) on Saturday.
Earlier submissions are encouraged.
Discussion Questions
Discussion questions are available on the first day of each week. You should respond to the
initial discussion questions no later than 11:59 p.m. (CT) each subsequent
Wednesday. Responses to classmates’ discussion questions are due Saturday at 11:59 p.m. for
each unit. Early postings are encouraged. Initial discussion question responses must be 250 –
300 words each. A response to a classmate must be at least 100 words. Fewer than this will
automatically result in a significant reduction in one’s grade. Three responses to classmates’
postings are required.
You must mention the person’s name to whose comments you are responding and quote what
aspect of his or her post you are addressing. Without either, it is not possible to see the direction
of your comments, and the comments will not receive any points.
Quizzes
Candidates will complete quizzes on all reading assignments and lectures. Quizzes are available
once all week lectures have been viewed. Quizzes must be completed by Saturday at 11:59 p.m.
(CT).
Final Project
The Final Project components must be completed to receive a grade for the course. Failure to
complete the Final Project will result in a final grade of F, no matter what grade you had prior to
those Final Project components being due.
Projects 1 and 2: Kent State Shooting Assessment **Due UNIT 7**
You are to create an original assessment based on the information presented in this course
about the Kent State shooting of May 14, 1970. Your assessment will consist of multiple-
choice questions, constructed-response questions, and essay with rubric. Complete
instructions are located in the Appendix. Grading is via checklist and rubric.
• Project 1 – Assessment: 200 points
• Project 2 – Reflection on Assessment: 200 points
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Unit One
Topics
• Purpose of Evaluation
• Formative and Summative Evaluation
• Functions of Achievement tests
• Kinds of Achievement tests
• Principles of High Quality Assessment
• Role of Measurement and Assessment in Teaching
Reading Assignments
• DeLuca, C., & Bellara, A. (2013). The current state of assessment education: Aligning
policy, standards, and teacher education. Journal of Teacher Education, 64(4), 356-372.
• Long, M. (2011). Chapter 3: Assessment. In The psychology of education. EBSCO
Publishing: eBook Collection EBSCOhost) – printed on 12/26/2017 10:28 PM via
BELHAVEN UNIVERSITY and available in Canvas.
• Wallace, V. L., & Husid, W. N. (2011). Chapter 7: Assessments. In Collaborating for
inquiry-based learning: School librarians and teachers partner for student achievement.
EBSCO Publishing: eBook Collection EBSCOhost) – printed on 12/26/2017 10:56 PM
via BELHAVEN UNIVERSITY and available in Canvas.
View Lecture – Unit 1
TAKE QUIZ 1
Discussion Question: (10 points) Post your initial response to the discussion forum by
Wednesday 11:59 p.m. and respond to the discussion of others by Saturday 11:59 p.m.
• How do you currently use formative assessment in your classroom? What is one area where
you are proud of your use? Discuss one area where you would like to improve, and discuss
your goals for how this course can help you achieve your goal.
Writing Assignment (45 points): Submit by Saturday 11:59 p.m.
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