Different Ways to Gather Evidence of Student Achievement
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Different Ways to Gather Evidence of Student Achievement
Week 2 Assignment Creation of Formative Assessments [WLO: 2] [CLOs: 1, 5]
In Week 1, you selected a standard for your unit plan along with three measurable learning objectives. This is the first step in creating any type of lesson or unit plan as we must know what knowledge we want our learners to acquire. Since we are following the backward design model for developing lesson plans, the next thing is to create our assessments: the evidence that will let us know our learners are acquiring the knowledge.
Prepare
Prior to beginning work on this assignment,
- Read Chapter 5: Placement, Diagnostic, and Formative Assessment
- Review your instructor’s feedback from Week 1 to make any necessary changes to your learning objectives.
- Review the following links on different ways you can formatively assess student learning:
- 56 Different Ways to Gather Evidence of Student Achievement (Links to an external site.)
- Examples of Formative Assessment Exercises (Links to an external site.)
- Fantastic, Fast Formative Assessment Tools (Links to an external site.)
Reflect
Consider how you might formatively assess learners before, during, and after a lesson.
Content Instructions (Due Monday, Day 7)
Complete the following:
- Fill out the Week 2 Creation of Formative Assessment Assignment Template.
- Include your standard and three measurable learning objectives in this document.
- Create three different ways you might formatively assess your learners during your instructional plan. Provide a description of each of the assessments and how each one helps you in measuring the progress of your learners mastering the learning objectives. This explanation will show alignment between your standards and objectives and your formative assessments. Use evidence from your readings to support your ideas.
- Integrate the use of technology with at least one of your formative assessments.
Writing and Formatting Expectations
Your Creation of Formative Assessment assignment
- Must be two to three double-spaced pages in length (does not include the title or reference page).
- Must include a separate title page with the following:
- Title of paper
- Student’s name
- Course name and number
- Instructor’s name
- Date submitted
For further assistance with the formatting and the title page, refer to APA Formatting for Word 2013 (Links to an external site.).
- Must include an introduction and conclusion paragraph. Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper. For assistance on writing Introductions & Conclusions (Links to an external site.)as well as Writing a Thesis Statement (Links to an external site.), refer to the Ashford Writing Center resources
- Must make reference to the course text to support your ideas. Refer to Integrating Research (Links to an external site.)for assistance.
- Must use proper syntax and mechanics. Your writing should display meticulous comprehension and organization of syntax and mechanics, such as spelling, grammar, and punctuation.
- Must document any information used from sources in APA style as outlined in the Ashford Writing Center’s Citing Within Your Paper (Links to an external site.)guide.
- Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center. See the Formatting Your References List (Links to an external site.)resource in the Ashford Writing Center for specifications.
- Must use APA formatting consistently throughout. Refer to the Ashford Writing Center (Links to an external site.)for assistance with APA style and formatting.
Week 1 Assignment Developing Measurable Learning Objective
Highlight your path:
PK -6 7-12 Corporate Trainer Military Trainer Healthcare Trainer Other: (type response here)
Name of Standards: Virginia state standards; Fourth Grade Science
Content Area: Environmental Science
Grade or Audience: the Main target audience is Fourth Graders.
Standard: Four all through to Six (4-6).
a.) Weather: The atmosphere is described in terms of the prevailing conditions. The conditions include; cloudy, sunny, rainy, hot, and cold, wet or dry weather, calm, stormy or clear.
b.) Climate: Refers to the specific phenomena or attributes that are used to define the weather conditions. The attributes include; humidity level, rainfall and precipitation, wind, and atmospheric pressure.
c.) Climatic conditions: Prevailing conditions at a particular time. It is characterized by the interaction of several weather elements.
d.) Meteorology: Study and forecasting of the weather conditions. Include practical viewing and assessment of the cloud cover, the intensity of the sun and the winds.
e.) Weather measurements and meteorological tools are a barometer for atmospheric pressure, windsock and wind vane for wind measurements, rain gauge to estimate rainfall intensity, and a hygrometer for measuring humidity levels.
Measurable Learning Objectives/Outcomes/Targets
- Understand and explain: The student’s level of understanding will be assessed by how well they can explain the interaction that occurs between various weather elements (Jimenez, 2014). They should be able to explain how different climatic conditions influence weather patterns.
- Remember and identify: The impact of the studies will be determined based on how well the students can remember the specific types of weather instruments and how each is used to measure weather, (Lefrancois, 2013).
- Application: An assignment to construct several weather measurement instruments at home will be offered to establish how well the students can apply what they have learned (Grant, 2013).
References
AVENUESdotORG. (2013, February 28). Grant Wiggins – Understanding by design (1 of 2) (Links to an external site.) [Video file]. Retrieved from https://youtu.be/4isSHf3SBuQ
Bowen, R. S. (2017). Understanding by Design. Retrieved from https://cft.vanderbilt.edu/guides-sub-pages/understanding-by-design/
Edutopia. (2008, July 15). Why is assessment important? (Links to an external site.) Retrieved from https://www.edutopia.org/assessment-guide-importance
Integrant Consultoria. (2016, May 12). Using Bloom’s Taxonomy to write learning objectives (Links to an external site.)[Video File]. Retrieved from Retrieved from https://youtu.be/Ywhc07KWR-g
Jimenez, K. A. (2014, February 13). How to create infographics (The ultra-simple & easy way) (Links to an external site.) [Video file]. Retrieved from Retrieved from https://youtu.be/nShmwzh879g
Lefrancois, G. R. (2013). Of learning and assessment. San Diego, CA: Bridgepoint Education Retrieved from https://content.ashford.edu/
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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