Order ID | 53563633773 |
Type | Essay |
Writer Level | Masters |
Style | APA |
Sources/References | 4 |
Perfect Number of Pages to Order | 5-10 Pages |
Process of Developing Assessments 1
Week 1 Assignment Developing Measurable Learning Objectives [WLO: 3] [CLO: 1]
We will begin the process of developing assessments for an instructional plan using the backward design model. In this model, we begin with the end in mind; therefore, when developing an instructional plan, we begin with the standards that we use to develop measurable learning objectives to ensure alignment. Once that is finalized, educators then create assessments before writing the instructional plans as this will ensure alignment between how we measure learner knowledge with instruction. Assignments in Weeks 1 through 5 will all be used in your Final Paper, so be sure to review your instructor feedback to make any necessary revisions in Week 6.
Prepare
Prior to beginning work on this assignment,
Reflect
Consider the following:
Content Instructions (Due Monday, Day 7)
Complete the following:
Writing and Formatting Expectations
Your Developing Measurable Learning Objectives assignment
For further assistance with the formatting and the title page, refer to APA Formatting for Word 2013 (Links to an external site.).
EDU645: ASSESSMENT FOR LEARNING
Weekly Lesson
Week 1
Welcome to the first week of EDU645: Assessment for Learning. Please be sure to review the Week 1 homepage for this course to see:
Next, be sure to read this entire Weekly Lesson including any videos or articles shared.
Introduction
Hillsborough High School. [Online image]. (2016). Retrieved from https://hhs.htps.us/school_info/school_assessments (Links to an external site.)
When you think of the word “assessment,” what comes to mind? Fear, anxiety, pressure, excitement, or perhaps indifference. Those emotional reactions to a word like “assessment” most likely reflect your experiences. Perhaps your teacher placed a lot of pressure on you to do well because she knew she would be evaluated on your performance or perhaps your parents encouraged you to just do your best so you felt a bit indifferent about your performance because you knew you put forth your best effort.
No matter how assessments make you feel, assessing learners is critical to the learning process. Knowing how learners are acquiring the new knowledge will only guide your instruction to meet the needs of your learners.
Week 1 Learning Activities
This section includes additional specific assistance for exceling in the assessments for Week 1 as a supplement to the instructions and grading rubrics. If you have questions about what is expected on any assessment for Week 1, or any other week, contact your instructor before the due date.
The weekly assessments (learning activities) are designed to scaffold your learning, spiraling concepts each week so that by the end of Week 5, you will feel confident about completing the Week 6 Final Paper: Assessment Design that you create throughout the course.
Discussion 1: Post Your Introduction
This is your chance to connect with your classmates by sharing personal information about yourself as well as your views on assessment. This is also your opportunity to make a first impression with your classmates and instructor, many of whom you will continue to get to know in subsequent courses. This discussion gives you the opportunity to examine what you think you know (K) about assessments and what you want to know/learn (W) by completing a KWL chart (Know-Want to Know-Learned). The KWL chart is frequently used by educators to first assess what learners already know about the content (placement assessments). After instruction has been given, it is then used to see what knowledge learners have acquired by having them fill how the “L” part of the KWL chart that shows what the learner has learned; this can be a way to formatively assess if students are working towards mastering the learning objectives. You will complete the “L” part of the KWL chart in Week 6.
Discussion 1: Exploring Different Types of Assessments
This discussion gives you an opportunity to explore the four different types of assessment: placement, diagnostic, formative and summative. Knowing the characteristics of each type of assessment will help you know the purpose for each one and when to use it during your instruction (before, during or after).
You will have an opportunity to share what you have learned by creating an infographic. Here is a video that walks you through the process of creating an infographic using Canva:
Jimenez, K. A. (2014, February 13). How to create infographics (The ultra-simple & easy way) [Video file]. Retrieved from How To Create Infographics (The Ultra-Simple & Easy Way) (Links to an external site.)
After you have examined the purposes and types of assessments, you will then reflect on what assessment you think might be most important with regards to student learning. Be sure to back up those opinions with your readings.
Assignment: Developing Measurable Learning Objectives
A critical element required of all assessments is clear alignment between the standards and learning objectives. Using the backward design model (Links to an external site.) keeps this alignment at the forefront as educators plan their instruction with the end in mind. Instructors need to know where they are going to develop an aligned plan. For example, you don’t put a bunch of ingredients together hoping the end result is a chocolate cake. Instead, you determine the end result is the chocolate cake so you can then choose the right ingredients to get you there. So, planning instruction and assessments is a lot like baking a cake!
For your Week 1 assignment, you will begin the backward design process by selecting a standard based on your work context/environment. Once you have selected the standard, you will use them to guide the development of your three learning objectives.
When you write your three learning objectives, be sure to use Bloom’s Wheel (Links to an external site.) to ensure that you are using measurable verbs; in other words, your objectives will have actions or behaviors that can be assessed. Remember, you are to write three learning objectives that address three different cognitive (thinking) domains. Below is a video that will walk you through the process:
Integrant Consultoria. (2016, May 12). Using Bloom’s Taxonomy to write learning objectives (Links to an external site.)[Video File]. Retrieved from using Bloom’s Taxonomy to write learning objectives.
Here is an exemplar of a science standard and three measurable learning outcomes. The bolded words in each learning objective emphasize that the learning objectives are indeed measurable and in parentheses list the cognitive domain that is addressed for each learning objective. Note that there are three separate domains covered in the learning objectives.
Virginia Science Standard:
Virginia SOL Science Standard 4.4: The student will investigate and understand basic plant anatomy and life processes.
Key concepts include
Learning Objectives
Here is an additional source that you might find helpful in writing your learning objectives as well: Tips for Writing Learning Objectives. (Links to an external site.)
By selecting a standard from which you then develop your learning objectives, you are taking the necessary steps to ensure that your instruction is in alignment. Aligning your learning objectives to the various cognitive domains established by Bloom’s Taxonomy will help you develop assessments that engage learners in various levels of thinking of which you will begin to tackle in Weeks 2 and 3.
Week 1 Lesson
Types and Purposes of Assessment
Cablido, H. (n.d). Field study 5: Learning assessment strategies [Online image]. Retrieved from http://haroldcabildoisuilagan.blogspot.com/ (Links to an external site.)
In Chapter 2 of the Lefrancois (2013) text, the author dives in by exploring the four different types of assessments which are diagnostic, placement, formative and summative assessments. All four serve as an important component to the learning process. Placement and diagnostic assessments allow educators to determine the readiness level of learners as well as what are areas of strength and needed improvement for learners. Formative assessments, also known as assessment FOR learning , allows educators to monitor learner progress towards mastery of the learning objectives. These types of assessments should be part of every educator’s instruction. This allows educators to make any modifications to his or her instruction to better support learner acquisition of knowledge. On the other hand, summative assessments, also known as assessment OF learning , shows the educator if the learners have indeed mastered the learning objectives since summative assessments are given at the end of an instructional plan. For example, let’s say you had a full week of training for your current job. The instructor may provide an assessment at the end of the training to see if you mastered the learning objectives/outcomes/targets that were developed for that training. The time frame for assessing summatively could even be longer. Consider individuals who are studying to become doctors. After they have completed medical school, they then must take a summative assessment to attain their medical license to practice. Their level of performance on this assessment will determine if they have acquired the knowledge necessary to practice medicine.
Tips for Success
Properly Citing and Referencing for APA
One area that you may find a struggle as you pursue your graduate degree is how to properly format your citations and references using APA. Below are resources that come from Ashford’s Writing Center to help support you in this area.
Citation Type | First item in parenthesis | Second item in parenthesis | Third item in parenthesis | Examples |
Quotation | Author(s)’ last name(s) | Year of publication | Page number or paragraph number of where quote was taken | (Smith, 2007, p. 123).
(Smith, Brown, & Jones, 2005, para. 4). |
Paraphrase | Author(s)’ last name(s) | Year of publication | (Smith, 2005).
(Smith, Anderson, Jones, & Brown, 2001). |
|
Summarize | Author(s)’ last name(s) | Year of publication | (Smith, 2005.)
(Smith, Anderson, Jones, & Brown, 2001.) |
Reference Type | Example |
Book with two authors | Dornan, E. A., & Finnegan, J. M. (2006). The Longwood reader (6th ed.). New York, NY: Pearson Education. | |
Sources with six or more authors in the references list, not in the text |
Engberg, M., Dugan, J. P., Haworth, J., Williams, T., Kelly, B., Johnson, W., & Stewart, S. (2009). Navigating the complexity of higher education preparation program administration. San Francisco, CA: Jossey-Bass. |
|
Journal article published online and in print | Rosinski, P. (2006, January). The impact of the internet on our moral lives [Electronic version]. Journal of Business and Technical Communication, 21 (1), 109-112. | |
Journal article retrieved from an electronic database | Swartz, N. (2007). More spam stuffs inboxes. Information Management Journal, 41(2), 6. doi: 1234567 | |
Article or document from a Web page | McNamara, C. (2007). Public and media relations. Retrieved from http://www.managementhelp.org. | |
The entire Web page | Give the Web page URL only in the text if you are using the entire website; do not include it in the reference list. | |
Work discussed in an indirect (secondary source) |
On the reference page, the entry should be for the source where the material was obtained, not the original source material. |
References
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
Required Resources
Text
Lefrançois, G. R. (2013). Of learning and assessment . Retrieved from https://content.ashford.edu/
Article
Bowen, R. S. (2017). Understanding by Design (Links to an external site.). Retrieved from https://cft.vanderbilt.edu/guides-sub-pages/understanding-by-design/
Multimedia
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
Web Page
Common Core State Standards Initiative. (n.d.). Read the standards (Links to an external site.). Retrieved from http://www.corestandards.org/read-the-standards/
Edutopia. (2008, July 15). Why is assessment important? (Links to an external site.) Retrieved from https://www.edutopia.org/assessment-guide-importance
Yale Center for Teaching and Learning. (2018). Creating and using rubrics (Links to an external site.). Retrieved from https://ctl.yale.edu/Rubrics
Supplemental Material
Johns Hopkins University, Whiting School of Engineering. (n.d.). Bloom’s Wheel (Links to an external site.). Retrieved from https://ep.jhu.edu/files/ep-blooms-wheel.pdf
Recommended Resource
Supplemental Material
NElearn. (n.d.). Tips for Writing Objectives (Links to an external site.). (n.d.). Retrieved from http://nelearn.myelearning.org/pluginfile.php/439/mod_page/content/17/tips.pdf
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