Process of Developing Assessments 1

Process of Developing Assessments 1

ESSAY- ID	53563633773
Type	Essay
Writer Level	Masters
Style	APA
Sources/References	4
Perfect Number of Pages to ESSAY-	5-10 Pages

Description/Paper Instructions

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,

• Review the Weekly Lesson for Week 1 that provides more explicit details on how to create measurable learning objectives.
• Read Chapter 4: Learning Objectives, Assessment and Instruction. Be sure to complete the activity at the end of 4.1 that will help you identify measurable learning objectives.
• Explore the following article about the backward design model (Links to an external site.)Understanding by Design (Links to an external site.).
• Watch the following video about the backward design model (Links to an external site.)Grant Wiggins – Understanding by design (1 of 2(Links to an external site.) ).
• Review the Read the Standards (Links to an external site.)web page.
• Review the  Bloom’s Video (Links to an external site.)and Bloom’s Wheel (Links to an external site.)to help you with writing measurable learning objectives.

Reflect

Consider the following:

• Teaching does not only happen in classrooms. There are many avenues in which you might need to know how to teach and assess learners. Consider what area of teaching you envision yourself. Do you see yourself as a classroom teacher, a corporate or health trainer, a military trainer, for example?
• Consider what type of learners you would be teaching and the content area of interest.

Content Instructions (Due Monday, Day 7)

Complete the following:

• Fill out the Week 1 Developing Learning Objectives Assignment Template(see Weekly Lesson for Week 1 for an exemplar). The Week 1 template is what you will submit to Waypoint.
• Highlight your chosen path that you foresee yourself teaching in (ex. PreK, K through 12, Military Trainer, Corporate Trainer, Health Trainer, etc.)
• Copy and paste a selected standard from the following options:
• Pre-K standards of your state.
• Common Core State Standards (CCSS) that are for math and reading (see Read the Standards (Links to an external site.)).
• K-12 standards of your state if you do not follow the CCSS or if you choose a different content area than math and reading.
• Standards that are outside the discipline of the public schools (e.g., military, corporate, healthcare, etc.)
• Develop three measurable learning objectives that align to your selected standard.
• Check out Week 1 Weekly Lesson, which will provide additional support for developing your objectives.
• Use the Bloom’s Wheel (Links to an external site.)to help you create three learning objectives within three different cognitive (thinking) levels. Be sure to label each objective with the level of thinking from Bloom’s Taxonomy.
• Select from the verbs in the middle section of the wheel when writing your measurable learning objectives. Having measurable objectives makes writing your assessments so much easier!

Writing and Formatting Expectations

Your Developing Measurable Learning Objectives assignment

• Complete the Week 1 Developing Learning Objectives Assignment Template.
• 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 complete the one page template (be sure to include the title page).
• 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 use APA formatting consistently throughout. Refer to the Ashford Writing Center (Links to an external site.)for assistance with APA style and formatting.

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:

• the specific learning outcomes for the week
• the schedule overview
• the required and recommended resources
• the introduction to the week
• a listing of the assessments

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

1. a) the structures of typical plants and the function of each structure;

Learning Objectives

1. The students will identifythe parts of a plant. (Cognitive Level – Remembering)
2. The students will explainthe function of the plant parts. (Cognitive Level – Understanding)
3. The students will designa new plant with new structures. (Cognitive Level – Creating)

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	For references with six or seven authors, list all of them in the reference citation. For references with eight or more authors, list the first six authors, then insert three ellipses, and add the last author’s name. Example: 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)	In the text, name the original work and provide a citation for the secondary source. Example: According to Erikson’s theory of development, the Generativity v. Stagnation phase occurs in middle adulthood (as cited in Witt & Mossler, 2010). 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/

• Chapter 1: Introduction to Learning and Assessment
• Chapter 4: Learning Objectives, Assessment, and Instruction
• Chapter 5: Placement, Diagnostic, and Formative Assessment
• Chapter 6: Summative Assessment

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/

• This article provides information about the backward design model and will assist you in your Developing Measurable Learning Objectives assignment this week. Accessibility Statement does not exist. Privacy Policy (Links to an external site.)

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

• This video provides information about the backward design model and will assist you in your Developing Measurable Learning Objectives assignment. This video has closed captioning and a transcript. Accessibility Statement (Links to an external site.)Privacy Policy (Links to an external site.)

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/

• This web page provides information about the Common Core State Standards and will assist you in your Developing Measurable Learning Objectives assignment this week. Accessibility Statement does not exist. Privacy Policy

Edutopia. (2008, July 15). Why is assessment important? (Links to an external site.) Retrieved from https://www.edutopia.org/assessment-guide-importance

• This guide provides information about why assessments are important and will assist you in your Post Your Introduction discussion this week. Accessibility Statement does not exist. Privacy Policy (Links to an external site.)

Yale Center for Teaching and Learning. (2018). Creating and using rubrics (Links to an external site.). Retrieved from https://ctl.yale.edu/Rubrics

• This web page provides information about a creating rubric and will assist you in Creation of Summative Assessment assignment. Accessibility Statement (Links to an external site.)Privacy Policy (Links to an external site.)

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

• This image provides information about Bloom’s Taxonomy and will assist you in your Developing Measurable Learning Objectives assignment this week. Accessibility Statement (Links to an external site.)Privacy Policy does not exist.

 

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

• This PDF provides information about tips for writing learning objectives and may assist you in your Development of Measurable Learning Objectives for this week. Accessibility Statement does not exist. Privacy Policy does not exist.

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