Performance Task Analysis-Summative Assessment Preparation
EDU645: Learning & Assessment for the 21st Century (NMD1633A)
Elizabeth Keenan
September 12, 2016
| CLO | Evidence (description and explanation including where found ) | Self-Reflection (Personal connection & how this will help you construct high quality summative 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). | Setting up clear, quantifiable expected results of students learning. Guaranteeing that students have adequate chances to accomplish those results (Lefrançois, 2013).Writing rubric- 7th grade | It were utilized to enhance learning concentrates on how well students are realizing what the instructor mean for them to learn. This will help by setting up learning destinations, appraisal strategies to gauge chose learning results to see regardless of whether the goals have been met for the course or program. |
| 2. Construct formative and summative assessments aligned with content and technology standards and instructional learning objectives to support, verify, and document learning. | Review or perceive terms, certainties, and ideas (Brookhart, 2013).Objective test, for example, fill in the blank, coordinating, marking, or multiple choice questions Grandmother Ruth fourth grade writing performance task(Department of Education, n.d.). | It uncover how well student has realized what the instructors expected the students to learn and the instructions guarantees that they learn it. This will help by make sure to that everything is aligned accordingly to meet the needs of the students, the standards and objectives. |
| 3. Create processes that guide learners in examining their own thinking and learning as well as the performance of others. | Educators use various and appropriate type of evaluation information to recognize each student adapting needs and to create differentiated learning experience (James-Ward, Douglas, Frey, & Lapp, 2013).ELA rubric – 3rd grade | Instructor comprehends the positive effect of feedback and apply effective techniques of communication when discussion with the students their results. This will help to make sure that I accommodated and modify my assessment for all students |
| 4. Analyze multiple types of assessment data to identify each student’s learning needs and to develop differentiated learning experiences. | Educator makes formative guidelines that considers singular learners qualities, interest, and needs and that empowers every learner to progress and enhance their learning (Smarter Balanced Assessment Consortium, n.d.). | Instructor comprehends that learner cognitive, linguistic, social, emotional, and physical development impacts learning and knows how to settle on instructional choices that expand on learners’ qualities and necessities. This will help me to choose the appropriate assessment for each student and develop strategies that would have them succeed in their learning. |
| 5. Generate strategies to prepare all learners for the demands of particular assessment formats especially for learners with disabilities and language learning needs. | It is several teaching methods that can be adjusted for various learners by using the universal design. Teachers can use assisted technology and accessible resources (Smarter Balanced Assessment Consortium, n.d.) | While get ready students for the appraisal assignments; instructors should know about the particular adapting needs of every individual student in their classes. These could incorporate ESL learners with shifting levels of dialect, education and unique comprehension, and students with disabilities and weaknesses who will have a scope of special needs.This will help during access for all phases where I make sure that the special population students are able to complete their assignment and be assess properly |
| 6. Employ technology to support assessment practice both to engage learners more fully and to assess and address learner needs. | Using technology for learning helps teacher to develop supportive assessment for all student through computerized adaptive testing (Smarter Balanced Assessment Consortium, n.d.). | Educator comprehends the extent and distinctive technology and motivations behind evaluation and how to plan, adjust, or select proper technology to fit the appraisals particular required for a specific learning objectives and student singular needs |
Reference
Brookhart, S. M. (2013). How to create and use rubrics for formative assessment and grading. Alexandria,VA: Association for Supervision & Curriculum Development.
Department of Education (n.d.). Grandma Ruth. Retrieved from https://edu.wyoming.gov/downloads/assessments/2014/grandma-ruth-passage.pdf
James-Ward, C., Douglas, F., Frey, N., & Lapp, D. (2013). Using data to focus instructional improvement. Alexandria, VA: Association for Supervision & Curriculum Development.
Lefrançois, G. R. (2013). Of learning and assessment. San Diego, CA: Bridgepoint Education
Smarter Balanced Assessment Consortium. (n.d.). About. Retrieved from http://www.smarterbalanced.org/about/
Smarter Balanced Assessment Consortium. (n.d.). ELA practice test scoring guide. Retrieved from http://www.smarterbalanced.org/wp-content/uploads/2015/11/G4-Practice_Test_Scoring_Guide_ELA.pdf
Smarter Balanced Assessment Consortium. (n.d.). Introduction to Smarter Balanced item and performance task development. Retrieved from http://vizedhtmlcontent.next.ecollege.com/pub/content/22477803-e325-41b6-a147-aaa8ce4d0979/Introduction_to_Smarter_Balanced_Item_and_Performance_Task_Development.pdf
Smarter Balanced Assessment Consortium. (n.d.). Sample questions. Retrieved from http://www.smarterbalanced.org/assessments/sample-questions/
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