Purposes and Characteristics of Educational Assessments Discussion
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
Purposes and Characteristics of Educational Assessments Discussion
Week 2 Discussion 2 Current Research Findings [WLO:1] [CLOs:2,6]
Prepare
Prior to beginning work on this discussion,
- Read Chapter 2: Purposes and Characteristics of Educational Assessments
- Complete the following tutorial to help you conduct your research: How to Findit@AU tutorial (Links to an external site.)
- Search for a peer-reviewed journal article in the Ashford University Library about current research findings in classroom assessment that explores the purposes and limitations of assessments for learning. Your article should be no more than five years old. Here are some topics you may want to consider:
- Test Bias
- Bell Curve Controversy
- Standardized Testing
- Test Anxiety
- Grade Inflation
- Academic Cheating
- Portfolio Assessment
- Computer Adaptive Testing
- Grades and Grading
- Testing learners with disabilities
- Performance-Based Assessment
- Subjectivity of Rubrics
Reflect
Consider how your chosen article exposes potential limitations of assessments for learning.
Write (Post Initial Response by Thursday, Day 3)
Complete the following:
- Include the topic of your article before you write your summary.
- Provide a brief summary (about 250 words) of your peer-reviewed article that includes the major ideas, arguments, and findings.
- Share your own thoughts and comments about the article. What did you find interesting or what surprised you? Use the course readings to support your response.
- Develop one question that you have about your particular topic that would require a bit more research. Place this question at the end of your response.
- Be sure to cite and reference your article using APA formatting. For further assistance, refer to Introduction to APA (Links to an external site.).
Required Resources
Text
Lefrançois, G. R. (2013). Of learning and assessment . Retrieved from https://content.ashford.edu/
- Chapter 2: Purposes and Characteristics of Educational Assessments
- Chapter 5: Placement, Diagnostic, and Formative Assessment
Article
Davis, V. (2015, January 15). Fantastic, fast formative assessment tools (Links to an external site.) [Blog post]. Retrieved from https://www.edutopia.org/blog/5-fast-formative-assessment-tools-vicki-davis
- This blog provides information about different methods to formatively assess learning and will assist you in your Creation of Formative Assessments assignment this week. Accessibility Statement does not exist. Privacy Policy (Links to an external site.)
Multimedia
Edutopia. (2011, January 17). Keeping it relevant and “authentic” (Links to an external site.)[Video file]. Retrieved from https://www.edutopia.org/video/keeping-it-relevant-and-authentic
- This video provides information about how one teacher uses formative assessments in the classroom. This video is one of three options you may choose to watch and will assist you in your Types of Assessment Tools discussion this week. This video has closed captioning and a transcript. Accessibility Statement does not exist. Privacy Policy (Links to an external site.)
Queen’s University. (n.d.). Examples of formative assessment exercises (Links to an external site.) [Web module slide]. In, Feedback and formative assessment tools [Web module section]. In, Assessment strategies [Web module]. Retrieved from Queen’s University Teaching and Learning in Higher Education website: http://www.queensu.ca/teachingandlearning/modules/assessments/14_s2_06_examples_of_formative_assessments.html
- This web module slide provides information about different methods to formatively assess learning and will assist you in your Creation of Formative Assessments assignment this week. Accessibility Statement (Links to an external site.)Privacy Policy (Links to an external site.)
Teaching Channel. (n.d.). Assess and plan with exit tickets (Links to an external site.) [Video file]. Retrieved from https://www.teachingchannel.org/videos/teacher-assessment-strategy
- This video provides information about how one teacher uses formative assessments in the classroom. This video is one of three options you may choose to watch and will assist you in your Types of Assessment Tools discussion this week. This video has closed captioning and a transcript. Accessibility Statement does not exist. Privacy Policy (Links to an external site.)
Teaching Channel. (n.d.). Improving practice with Sarah Brown Wessling (Links to an external site.) [Video file]. Retrieved from https://www.teachingchannel.org/videos/improving-teacher-practice
- This video provides information about how one teacher uses formative assessments in the classroom. This video is one of three options you may choose to watch and will assist you in your Types of Assessment Tools discussion this week. This video has closed captioning and a transcript. Accessibility Statement does not exist. Privacy Policy (Links to an external site.)
Wess. D. (n.d.). 56 different ways to gather evidence of student achievement (Links to an external site.) [Presentation slides]. Retrieved from https://docs.google.com/presentation/d/1nzhdnyMQmio5lNT75ITB45rHyLISHEEHZlHTWJRqLmQ/pub?slide=id.p
- This presentation provides information about different methods to formatively assess learning and will assist you in your Creation of Formative Assessments assignment this week. Accessibility Statement (Links to an external site.)Privacy Policy (Links to an external site.)
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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