Performance Task Analysis- Summative Assessment Preparation

This week’s assignment is to bring us back to your own summative assignment for the course: the design of a summative assessment. You will spend some time analyzing the Smarter Balanced Assessment Consortium website to inform your response. The following must be done before constructing your assignment:

 

To find the rubric, 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:

 

  1. The Course Learning Outcome (CLO) number and description.
  2. Evidence of how it aligns with Course Learning Outcome (CLO).
  3. A reflection on your learning and potential application.

See the example below (may not reproduce content):



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).

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, 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. The sample you see in the table above provides a brief example only.

Japanese Traditions Quiz

 

Hello,

 

I am taking an online first level religion class and this is quiz in Japanese Traditions . 

Quiz time is 60 minutes once its open. 

i need someone that can help me doing it online somehow.

 

I attached file for the vocabulary needed for the quiz.

 

thank you.

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.

Hello,

 

I want to build my own website. the website will look like www.pawnbahn.com or pawngo.com  check the sites out and tell me if you can do a clean and neat job like that.

I have already registered my domain with godaddy. so hit me up if you can do this job. pls dont solicite for someone else. thanks

 

Sbaba

I need help with an online American Goverment course. I am looking for someone with history degree bachelor level , master or higher. The class consist of 8 lessons with multiple choice questions. Each lesson may have 20 or 40 multiple choice questions. YOU MUST score 80% or better, otherwise no full payment will be release. I want to make this very clear to whomever wants to do this work. 

 

Lesson 1: Foundations of the Constitution

 

Overview

In this lesson, students are introduced to the events that set the stage for the drafting of the United States Constitution. They start by examining the roots of the Constitution, including the Articles of Confederation. Next they learn about the Constitutional Convention. Finally they are presented with the details of the ratification debate and the events after the Constitutions ratification.

The one it has to be done is Actual_Lab.

results and graph will be given to you

Integratethis quotation into the passage in a different way than you integrated the first passage and quotation. Include appropriate transitions as well as APA-formatted in-text citations and reference. Delete elements of the passage or quotation as needed.

 

·         Passage: By examining beauty on a merely superficial level, some would argue that we miss out on the larger questions in life.

·         Quotation: “We must consider the intersection between perception and expectation: can what is there possibly be understood by what we see?”

·         Reference: Roger McMichaels. A Deeper Look at Beauty. New York: Graymark, 1995. The quoted material is taken from page 96.

 

Wife of Bath Essay

Need 3 paragraph essay on Chaucer's Wife of Bath.

 

need all the rubric to be followed do not miss any grading criteria

 

need a quality work

 

see the atatched file for grading criteria

I need help i guess 3 page essay

it IS needed in 10 hours          stereotype can negativly label a certain population community. whhile the group receiving the stereotype feels offended by whatever particular view of them, others can often find it as a source of truth and even see it as humorous. But, in spite of the offensive nature of stereotype, they are generally accepted and times do not find much resistance from reciving group.

 

this has been especially true within the mexican-american community. Think about what is often said about this community; the lazy mexican, spitfire, gang member, etc..., these are clearly not positive images about chicanos.

 

what is it that makes it easy about these labels to accept? they are detested yet they are readily accepted by other communities.

 

so if there such a disdain for stereotype, why do you believe the cycle continues, especially within the chicano community.

 

 

3 full pages. MLA format 

#You must use 5 vocabulary words from this list: 

 

 

- tacit - tangible - tantalize - tautology - tenacity - tenuous - susceptible - synchronize - syncretism - syndrome - quixotic - ramification- poignant - palpable - pungent - quintessential - impervious - idiosyncrasy - laudable - ludicrous - metaphor - innuendo - neologism - opulent - oxymoron.z

see attach