Performance Task Analysis- Summative Assessment Preparation

/in /by

Performance Task Analysis- Summative Assessment Preparation

This week’s assignment requires you to make connections between our course learning outcomes, what you observe from a highly effective source known as Smarter Balanced, and how you can apply what you’ve learned to your own instructional practice. You will first spend some time analyzing the Smarter Balanced Assessment Consortium website to inform your response. The following must be done before constructing your assignment:

View Introduction to Smarter Balanced item and performance task development PowerPoint. Be sure to view the comments list.
Read the Frequently asked questions on the Smarter Balance Assessment Consortium website
Take some time to peruse the various sample items and corresponding rubrics (when applicable) by selecting “View More Sample Items” at the top of the Consortium screen.
Guided exploration: Analyze the Grandma Ruth 6th grade writing performance task and its corresponding rubric.
To find the rubric in part “d”, view the “About this item” tab at the top. Note the “Claim” for the assignment (aligns with standard) and the “Target” (objectives and sub-objectives align with Depth of Knowledge [DOK]).
Directions: Use the provided template to complete your analysis of what you learned from Smarter Balanced. Ultimately, you will evaluate how what you observe relates to our course learning outcomes regarding Learning and Assessment for the 21st century. You must include:

Column 1: All six Course Learning Outcomes (CLO) including numbers and descriptions.
Column 2: At least one specific example of what you observed from Smarter Balanced that aligns with the corresponding Course Learning Outcome (CLO).
Column 3: Describe how the course learning outcome and coordinating evidence from Smarter Balanced can support you in your own construction of assessments.
See the example below (may not reproduce content):

CLO

(All six course learning outcomes should be included in column 1)

Evidence from Smarter Balanced

(description and explanation including where found )

Self-Reflection

(Personal connection & how the CLO and evidence from Smarter Balanced may help you construct high qualityassessments)

  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).

Rubrics are constructed with established criteria following cognitive levels of Depth Knowledge

6th Grade Writing sample rubric

It was interesting to see both cognitive and content components represented in the rubrics. This shows me how I can succinctly design my own rubrics to include a more rigorous, yet explicit criteria.

2

3

4

5

6

When considering the evidence from Smarter Balanced, think about what you’ve learned and practiced thus far concerning alignment between standards, objectives, instructional delivery, student doing and thinking, rigor, and formative and summative assessment.

The information in your table should demonstrate your critical reading and thinking as you analyzed the recommended links in this site. The evidence you share should be succinct, yet descriptive enough to show a connection was made between the course learning outcome and the evidence you discovered. You’ll want to complete the template by moving across from CLO1 in column 1 to the evidence from Smarter Balance that supports CLO1, and then to column 2 – how what you learned from column 1 and column 2 will support you in the creation of your own assessments. The sample you see in the table above provides a brief example only.

Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.

 

"Looking for a Similar Assignment? Get Expert Help at an Amazing Discount!"

Curriculum Based Summative Assessment Design

/in /by

Curriculum Based Summative Assessment Design

Using what you’ve learned from Chapters Six and Eight from Lefrançois as well as other resources along the way, develop a curriculum based assessment (CBA) centered on one of your two instructional plans from Weeks Three and Four.

Part 1:  Provide a Pre-Assessment Description (One-to two-pages).
Use these prompts to guide your exploration of what occurred BEFORE the summative assessment.

  1. State measurable and observable objectives (what you wanted students to learn).
  2. Describe how you knew learning occurred prior to summative assessment.
  3. Describe the instructional strategies used to prepare students for the summative assessment (from your previous instructional plan in either Weeks Three or Four).
  4. Explain adjustments you made or should have made to your instruction to ensure mastery of learning objectives.
  5. Describe how the use of technology contributed to student preparation for the summative assessment or how it will be added to and contribute to the summative assessment here.

Part 2: Design an easily accessible summative assessment (Approximately two to three pages) 

  1. Identify the grade level and subject matter and a measurable unit objective(s) and align with the stated standard as prescribed in the original instructional plan from either Week Three or Four and referenced from the Common Core State Standards Initiative. 
  2. Create a minimum of six, no more than ten, problems/questions/tasks for students to complete that include a variety of test item types (selected response, short answer, extended written response, and/or performance).
  3. Label each question with its corresponding: 
    • Objective(s) (if more than one is being assessed)
    • Depth of Knowledge (DOK) levels (Note at least two different cognitive levels must be measured on this assessment.)
  4. Define and discuss criteria for scoring extended response and performance items.

Part 3: Provide Assessment Reflection (One to two pages).

  1. Define how you determined mastery.
  2. Explain how you will accommodate or modify for the special population previously described in Week Four (two students with specific learning disabilities in reading and math, one ADHD student, and one English language learner).
  3. Describe how you will use the evidence collected. 

Grading: You will submit a SINGLE document clearly labeled as Parts 1, 2, and 3. APA formatting will be followed, including the required cover and reference pages. You must use a minimum of five scholarly resources, in addition to the course text. Your resources should include a combination of peer-reviewed articles and web-based articles, and they must be cited in-text. You will be held accountable for each required subcomponent per part, viewable on the assignment rubric.

Writing the Final Project
The Summative Assessment:

  1. Must be approximately eight double-spaced pages in length, and formatted according to APA style as outlined in the Ashford Writing Center.
  2. Must include a title page with the following:
    1. Title of paper
    2. Student’s name
    3. Course name and number
    4. Instructor’s name
    5. Date submitted
  3. Must begin with an introductory paragraph that has a succinct thesis statement.
  4. Must address the topic of the paper with critical thought.
  5. Must end with a conclusion that reaffirms your thesis.
  6. Must use at least five scholarly sources, in addition to the course text.
  7. Must document all sources in APA style, as outlined in the Ashford Writing Center.
  8. Must include a separate reference page, formatted according to APA style as outlined in the Ashford Writing Center.

Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.

 

"Looking for a Similar Assignment? Get Expert Help at an Amazing Discount!"

Synthesis is the process of creating a new idea by analyzing multiple disparate concepts or notions to discern the common thematic or connecting principles among them.

/in /by

Details:

Synthesis is the process of creating a new idea by analyzing multiple disparate concepts or notions to discern the common thematic or connecting principles among them. Synthesis of research is not a single innate skill. Rather, it is a process learned through time and practice. In this assignment, you will engage in the first parts of the synthesis process: annotating and outlining.

General Requirements:

Use the following information to ensure successful completion of the assignment:

  • Read: Lilienfeld, S. O., Waldman, I. D., Landfield, K., Watts, A. L., Rubenzer, S., & Faschingbauer, T. R. (2012). Fearless dominance and the U.S. presidency: Implications of psychopathic personality traits for successful and unsuccessful political leadership.Journal of Personality and Social Psychology,103(3), 489-505.http://library.gcu.edu:2048/login?url=http://search.ebscohost.com.library.gcu.edu:2048/login.aspx?direct=true&db=pdh&AN=2012-19403-001&site=ehost-live&scope=site
  • Read: van Eeden, R., Cilliers, F., & van Deventer, V. (2008). Leadership styles and associated personality traits: Support for the conceptualisation of transactional and transformational leadership. South African Journal of Psychology,38(2), 253-267.http://library.gcu.edu:2048/login?url=http://search.ebscohost.com.library.gcu.edu:2048/login.aspx?direct=true&db=a9h&AN=33720593&site=ehost-live&scope=site
  • Read: Odom, S. F., Boyd, B. L., & Williams, J. (2012). Impact of Personal Growth Projects on Leadership Identity Development.Journal of Leadership Education,11(1), 49-63.http://library.gcu.edu:2048/login?url=http://search.ebscohost.com.library.gcu.edu:2048/login.aspx?direct=true&db=eric&AN=EJ980968&site=ehost-live&scope=site
  • This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
  • Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
  • Refer to the resource, “Preparing Annotated Bibliographies,” located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style.
  • You are required to submit this assignment to Turnitin. Refer to the directions in the Student Success Center.

Directions:

Provide an annotated bibliography (750-1,000 words total) of the articles listed above. Including the following for each article:

  1. The article citation and persistent link. These are provided above for you to paste into the assignment and are not included in the total word count.
  2. A written summary of the key concept(s) of the article. Why was the study done? What was the population studied? What did the researcher(s) conclude? What other information about this study do you believe is unique or important to recall? Are there specific statements made by the author that you wish to retain?

Construct an outline for a paper that will explain and synthesize the articles you read for this assignment. The paper will require identification of themes common to the articles as well as a statement of the conclusions that can be drawn when the articles are taken together as a single entity You will be writing the paper in the next assignment.

 

"Looking for a Similar Assignment? Get Expert Help at an Amazing Discount!"

Sir Ken Robinson suggests that our schools are killing creativity. To what extent do you agree or disagree?

/in /by

Sir Ken Robinson suggests that our schools are killing creativity. To what extent do you agree or disagree? Do you think the focus on 21st century skills will refocus the priority in schools away from solely mastering discrete skills? If it did, would this be a positive improvement in our education system? Would it lead to more opportunities for students to be creative? Explain your thinking.

B. Initial Response: Reflect upon and discuss each of the points below. If you do not have direct classroom experience, you may respond to these questions based on your own understanding of what occurs in your own children’s school, or a professional or volunteer position you’ve held outside of a school setting.

Reflect on the five areas of focus that make up the collaboration commitment for many NEU schools. How has/may your viewpoint of collaboration change after reading these commitments? What ideas do you have for implementing these in your own professional setting? How would it benefit your team to establish similar commitments?
The author uses the example of why Geese fly in the “V” pattern that they so often do. Are you flying in the V? What is it that holds you, your team, and your school back from creating an exceptional system for collaboration?
What are your strengths as a team member; what are your weaknesses?

 

"Looking for a Similar Assignment? Get Expert Help at an Amazing Discount!"

Early years and education

/in /by

By the end of Unit 7, you will submit an outline of your final project to the Dropbox. The outline

should include all the headings and subheadings you plan to use in your paper. This

assignment will assist you in organizing your thoughts and the format of your paper. Please use

the following as the outline guide to assist you:

• Introduction

• The notable public health figure that you plan to write about

o Early years and education

o Where he/she lived and worked

o Specific core discipline he/she is associated with

o Historic era this figure positively impacted

• The public health endeavor this figure positively affected

o Why he/she was compelled to act (circumstances that called for action, i.e.: a

certain disease, unsanitary conditions contributing to a major outbreak, etc.)

o This figure’s role in causing positive change.

• Steps this figure took to effect change (methods and protocols)

• Results of the figure’s efforts

• Any obstacles, barriers or ethical dilemmas that were faced

• The local up to global impacts achieved

• Conclusion

• Reference page

 

"Looking for a Similar Assignment? Get Expert Help at an Amazing Discount!"

Briefly describe the person you have selected including their early life and education,

/in /by

This final course paper will focus on a prominent historical public health figure that has positively

advanced public health efforts and significantly impacted local, national and global health. This

paper is the final part to the research you have completed on your chosen public health figure

from Unit 1.

 Briefly describe the person you have selected including their early life and education,

and the specific core discipline(s) of public health he/she was associated with

(epidemiology, biostatistics, social and behavioral aspects, health policy and

management, and environmental health).

 The historical era this figure impacted and the cause he/she pursued in an effort to

advance public health (a particular disease, public health policy, social/behavioral

change, etc.).

 Describe in detail the steps and methods this person took to advance public health

(develop a vaccine; develop a sanitation system; complete experiments to prove public

health theories, etc.), including experiments, policy, laws, etc. that were completed or

passed.

 The overall impact this person had (provide statistics, health polices, etc.).

 Describe any obstacles, barriers or ethical dilemmas that were overcome in the process.

 Explain how the advancements that were made during their historical time continue to

affect today’s public health efforts on a local, national and/or global basis.

 

"Looking for a Similar Assignment? Get Expert Help at an Amazing Discount!"

The Potential Money Multiplier

/in /by

The Potential Money Multiplier
Read the scenario below, and then answer questions 1 and 2. Refer to this week’s readings in the text, if needed.
Scenario: Bank A has an increase in deposits (or excess reserves) of $100M and the reserve requirement is 10% with other banks not holding reserves beyond the requirement.

  1. How much money can Bank A create by making loans?
  2. How much money can the banking system as a whole create? (Show calculation).
 

"Looking for a Similar Assignment? Get Expert Help at an Amazing Discount!"

Bank operations using T accounts

/in /by

Bank operations using T accounts
This assignment utilizes the material in Chapter 10 of the text regarding commercial banking balance sheets. First, use a T-account to show how a $100 deposit affects the balance sheet. Separate the funds into required reserves and excess reserves using a required reserve ratio of 0.1. Second, demonstrate what happens to the balance sheet when the bank loans out all of the excess reserves. Third, demonstrate what happens to the balance sheet after loaned funds are deposited in a different bank.
Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.

 

"Looking for a Similar Assignment? Get Expert Help at an Amazing Discount!"

The Day the Machines Went Off

/in /by

Final Paper Outline

The written assignment for this week is to develop an outline of the Final Paper. A clear, concise, and organized outline will lead to an improved final product. You can review the requirements for the Final Paper under the Week Five tab. The Ashford Writing Center has a helpful tutorial on outlines. The outline should address all of the important aspects that you are going to cover in your paper which include: 

  1. Title Page in APA format.
  2. Introduction
    • Provide your interpretation of the Week Five Final Paper Topic.
  3. Body
    • List the subheadings from the final paper assignment instructions and include some preliminary thoughts for each item.
  4. Conclusion
    • Speculate on what you may find.
  5. Include a separate page with a list of References (at least three scholarly sources from the Ashford Online Library, in addition to the text) in APA format that you intend to use.

The outline should total three to four pages including the title page, introduction, body, conclusion, and reference page.

Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.

The Day the Machines Went Off

In your introduction, briefly describe the plot of a disaster movie in which an electromagnetic pulse causes the shutdown of all electronic equipment and financial activity to grind to a halt.

Then, using what you have learned during the course, from the text readings, and from scholarly sources, forecast the effects of such an event on financial institutions and the economy using the following prompts as a framework:

  1. Hypothesize how the four functions of money would be missed.
  2. Explain what the immediate effects would be on:
    1. the rationing of goods,
    2. employment,
    3. demand for paper money.
    4. demand for commodity money (e.g., gold),
    5. production of goods and services
  3. Speculate what emergency measures might be enacted to keep the economy running in lieu of having an organized banking system.
  4. Identify and justify any incidents from history that tell us what we might expect if an electromagnetic pulse actually caused the shutdown of all electronic equipment and financial activity to grind to a halt.  
Writing the Final Paper

The Final Paper:

  1. Must be eight- to- ten double-spaced pages in length (not including the title and reference pages), and formatted according to APA style as outlined in the approved APA style guide.
  2. Must include a cover page that includes:
    1. Title of paper
    2. Student’s name
    3. Course name and number
    4. Instructor’s name
    5. Date submitted
  3. Must begin with an introductory paragraph that has a succinct thesis statement.
  4. Must address the topic of the paper with critical thought.
  5. Must end with a conclusion that reaffirms your thesis
  6. Must use at least three scholarly sources, including a minimum of one from the Ashford Online Library, in addition to the text.
  7. Must document all sources in APA style, as outlined in the Ashford Writing Center.
  8. Must include a separate reference page, formatted according to APA style as outlined in the Ashford Writing Center

Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.

 

"Looking for a Similar Assignment? Get Expert Help at an Amazing Discount!"