EDU 645 WEEK 1 DISCUSSION 1 | Homework Help
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” (Links to an external site.)Links to an
external site.
·
Assess and Plan with Exit Tickets (Links to an external site.)Links to an
external site.
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.
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EDU 645 WEEK 1 DISCUSSION 2 | Homework Help
Standards and
Objectives
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?
Take
the challenge Karen Lea presents in her blog article Meaningful Connections:
Objectives and Standards (Links to an external site.)Links to an external
site.. 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.
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EDU 645 WEEK 2 ASSIGNMENT | Homework Help
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.)
o The source’s name (i.e., Hunter).
o Key components representing most essential
instructional plan requirements (standard, objective, activities, assessments,
etc.).
o Unique components (What makes each plan
different from the others? What is notably missing or added compared to the
others?).
o Description of how Gradual Release of
Responsibility Model is or is not represented.
o Description of how assessment is embedded
and potentially supports informing a teacher of student mastery of the
objective(s).
o Evidence that the instruction plan
stimulates critical thinking.
Your
intent in this first part is to:
o Inform the reader through the introduction
and body.
o 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.
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EDU 645 WEEK 2 DISCUSSION | Homework Help
Gradual Release of
Responsibility
After
viewing the videos Improving Practice with Sarah Brown Wessling (Links to an
external site.)Links to an external site. and
Embedded Formative Assessments (Links to an external site.)Links to an
external site., 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 transferable 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.
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EDU 645 WEEK 3 DISCUSSION | Homework Help
Integrating Technology
Discuss
the following:
· What evidence did you see and hear by
watching Mr. Pronovost Differentiating Instruction Through Interactive Games
(Links to an external site.)Links to an external site.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 (Links to an external site.)Links to an external site.,
Screencast-O-Matic (Links to an external site.)Links to an external site. or
YouTube (Links to an external site.)Links to an external site. 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.
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EDU 645 Week 4 Discussion | Homework Help
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 Student-Teachers'
Teaching (Links to an external site.)Links to an external site. 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 the 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 and summarize it 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.
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EDU 645 Week 5 Discussion | Assignment Help | Ashford University
Getting students to
think about their thinking
Part
1. Access TEDEd (Links to an external site.)Links to an external site.. 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”:
· How do the lessons in TEDEd promote
student engagement?
· What are some ways students are
encouraged to think about what they are learning?
· How do these modes of learning allow
both students and teachers to assess learning?
· 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.
· 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” (Links to an external
site.)Links to an external site. 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.
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EDU 645 Week 6 Discussion 1 | Assignment Help | Ashford University
Using 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
non-written, 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?
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EDU 645 Week 6 Discussion 2 | Assignment Help | Ashford University
Elevator Speech
An
elevator speech is an excellent way to convey your skills while networking and
seeking employment. Typically, an elevator speech is a one-minute summary of
who you are, why you are qualified, and what you have to offer the organization
or industry. A brief sales pitch will ensure that you are prepared to discuss
your career goals whenever the opportunity presents itself. Some examples of
where you could use your elevator speech are at a networking event, during a
job interview, or in a social setting.
· Watch The Elevator Pitch Career Spots
video (Links to an external site.)Links to an external site. (3:25 minutes) and
design a 1-minute sales pitch that is tailored to your chosen career path. It
is recommended that you utilize one of the following voice recording options to
hear your elevator speech and share it with your classmates:
o Voki (Links to an external site.)Links to
an external site.
o iTalk (Links to an external site.)Links to
an external site.
o Screencast-O-Matic (Links to an external
site.)Links to an external site.
o YouTube (Links to an external site.)Links
to an external site.
Once
you have completed your recording, share your pitch with the class by copying
and pasting the link of your recording into the body of your initial post. If
you are having trouble recording your elevator speech,
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EDU 645 Week 3 Assignment Help | Ashford University
1st
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 (Links to an external site.)Links to an external site.
(using either math or ELA standards)
Appropriate
ISTE standards for students (Links to an external site.)Links to an external
site.
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.
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EDU 645 Week 4 Assignment Help | Ashford University
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 (Links to an external site.)Links to an external site.
(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.
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EDU 645 Week 4 journal Assignment Help | Ashford University
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:
How
do the Exemplars criteria for both math and reading rubrics follow a top-down
or bottom-up approach? How do you know?
To
what degree are performance level descriptions addressed?
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)?
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 assess it” (p.15).
What
is the relationship between this and what you learned about aligning formative
assessments with the learning standards and objectives?
Carefully
review the Grading Rubric (Links to an external site.)Links to an external
site. for the criteria that will be used to evaluate your journal entries.
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EDU 645 Week 5 Assignment Help | Ashford University
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 the
smarter 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.
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.
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.
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EDU 645 Week 6 Assignment Help | Ashford University
Week 6 - Final
Project
Summative Assignment: Curriculum-Based Assessment Design
Using what you’ve learned from Chapters Six and Eight from
Lefrançois as well as other resources along the way, develop a curriculum based
assessment (CBA) centered on one of your two instructional plans from Weeks
Three and Four.
Part 1: Provide a Pre-Assessment Description (One-to
two-pages).
Use these prompts to guide your exploration of what
occurred BEFORE the summative assessment.
State measurable and observable objectives (what you wanted
students to learn).
Describe how you knew learning occurred prior to summative
assessment.
Describe the instructional strategies used to prepare
students for the summative assessment (from your previous instructional plan in
either Weeks Three or Four).
Explain adjustments you made or should have made to your
instruction to ensure mastery of learning objectives.
Describe how the use of technology contributed to student
preparation for the summative assessment or how it will be added to and
contribute to the summative assessment here.
Part 2: Design
an easily accessible summative assessment (Approximately two to three pages)
Identify the grade level and subject matter and a measurable
unit objective(s) and align with the stated standard as prescribed in the
original instructional plan from either Week Three or Four and referenced from
the Common Core State Standards Initiative (Links to an external site.)Links to
an external site..
Create a minimum of six, no more than ten,
problems/questions/tasks for students to complete that include a variety of
test item types (selected response, short answer, extended written response,
and/or performance).
Label each question with its corresponding:
Objective(s) (if more than one is being assessed)
Depth of Knowledge (DOK) levels (Note at least two
different cognitive levels must be measured on this assessment.)
Define and discuss criteria for scoring extended response
and performance items.
Part 3: Provide
Assessment Reflection (One to two pages).
Define how you determined mastery.
Explain how you will accommodate or modify for the special
population previously described in Week Four (two students with specific
learning disabilities in reading and math, one ADHD student, and one English
language learner).
Describe how you will use the evidence collected.
Grading: You will submit a SINGLE document clearly labeled
as Parts 1, 2, and 3. APA formatting will be followed, including the required
cover and reference pages. You must use a minimum of five scholarly resources,
in addition to the course text. Your resources should include a combination of
peer-reviewed articles and web-based articles, and they must be cited in-text.
You will be held accountable for each required subcomponent per part, viewable
on the assignment rubric.
Writing the Final Project
The Summative Assessment:
Must be approximately eight double-spaced pages in length,
and formatted according to APA style as outlined in the Ashford Writing Center.
Must include a title page with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Must begin with an introductory paragraph that has a
succinct thesis statement.
Must address the topic of the paper with critical thought.
Must end with a conclusion that reaffirms your thesis.
Must use at least five scholarly sources, in addition to
the course text.
Must document all sources in APA style, as outlined in the
Ashford Writing Center.
Must include a separate reference page, formatted according
to APA style as outlined in the Ashford Writing Center.
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