Week 3 Assignment Creation of Summative Assessment
jlsmnukeyRunning head: CREATION OF SUMMATIVE ASSESSMENT 1
CREATION OF SUMMATIVE ASSESSMENT 9
Week 3: Creation of Summative Assessment
Your Name
EDU 645: Assessment for Learning
Instructor’s Name
Date
Hint : Delete all of these green boxes before submitting the paper to your instructor. To delete the boxes: click on the edge of each box and press delete.
Hint : For help completing this assignment: Read Chapter s 6: Summative Assessment, 7: Performance-based Assessment, and 8: Teacher -Made Assessments ; review the Weekly Lesson for Week 3 ; and review the links listed in the Week 3 assignment prompt.
Summative Assessment
In this section, write a brief introduction to your paper that will allow your reader to follow the organization of your presentation and the focus of your discussion. You might provide a brief overview of the topic in your introduction.
Hint : Ctrl + Click INTRODUCTIONS & CONCLUSIONS for help
Standard: List the standard you selected in Week 1
Hint : List each of your three objectives in the table above with the level of rigor based on Bloom’s Taxonomy. This was already done in your Week 1 assignment. Then list the number of questions you will include for each objective. The total point value and percentage weight of test should equal 100.Test Blueprint
Bloom’s Taxonomy Classification |
Number of Test Items |
Point Value |
% Weight of Test |
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Totals |
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Hint : As you develop each test question, be sure that it matches your test blueprint above. For example, if you said you were going to have 3 questions for your first learning objective/outcome, be sure that matches the number of questions you create for that objective below. Be sure that you provide the answers to your test questions. If it is performance-based assessment question, then simply put “see rubric” as the answer.Test Questions
Test Question One |
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Identify the Learning Objective |
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Identify the Type of Test Question Item (selected-response, constructed response, or performance-based assessment) |
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Identify the Level of Bloom’s Taxonomy Classification |
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Write the Test Question and Answer. (If it is a performance-based assessment, simply write “see rubric” as the answer.) |
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Test Question Two |
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Identify the Learning Objective |
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Identify the Type of Test Question Item (selected-response, constructed response, or performance-based assessment) |
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Identify the Level of Bloom’s Taxonomy Classification |
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Write the Test Question and Answer. (If it is a performance-based assessment, simply write “see rubric” as the answer.) |
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Test Question Six |
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Identify the Learning Objective |
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Identify the Type of Test Question Item (selected-response, constructed response, or performance-based assessment) |
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Identify the Level of Bloom’s Taxonomy Classification |
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Write the Test Question and Answer. (If it is a performance-based assessment, simply write “see rubric” as the answer.) |
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Test Question Seven |
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Identify the Learning Objective |
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Identify the Type of Test Question Item (selected-response, constructed response, or performance-based assessment) |
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Identify the Level of Bloom’s Taxonomy Classification |
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Write the Test Question and Answer. (If it is a performance-based assessment, simply write “see rubric” as the answer.) |
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Test Question Eight |
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Identify the Learning Objective |
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Identify the Type of Test Question Item (selected-response, constructed response, or performance-based assessment) |
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Identify the Level of Bloom’s Taxonomy Classification |
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Write the Test Question and Answer. (If it is a performance-based assessment, simply write “see rubric” as the answer.) |
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Test Question Three |
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Identify the Learning Objective |
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Identify the Type of Test Question Item (selected-response, constructed response, or performance-based assessment) |
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Identify the Level of Bloom’s Taxonomy Classification |
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Write the Test Question and Answer. (If it is a performance-based assessment, simply write “see rubric” as the answer.) |
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Test Question Four |
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Identify the Learning Objective |
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Identify the Type of Test Question Item (selected-response, constructed response, or performance-based assessment) |
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Identify the Level of Bloom’s Taxonomy Classification |
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Write the Test Question and Answer. (If it is a performance-based assessment, simply write “see rubric” as the answer.) |
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Test Question Five |
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Identify the Learning Objective |
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Identify the Type of Test Question Item (selected-response, constructed response, or performance-based assessment) |
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Identify the Level of Bloom’s Taxonomy Classification |
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Write the Test Question and Answer. (If it is a performance-based assessment, simply write “see rubric” as the answer.) |
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Test Question Nine |
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Identify the Learning Objective |
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Identify the Type of Test Question Item (selected-response, constructed response, or performance-based assessment) |
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Identify the Level of Bloom’s Taxonomy Classification |
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Write the Test Question and Answer. (If it is a performance-based assessment, simply write “see rubric” as the answer.) |
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Test Question Ten |
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Identify the Learning Objective |
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Identify the Type of Test Question Item (selected-response, constructed response, or performance-based assessment) |
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Identify the Level of Bloom’s Taxonomy Classification |
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Write the Test Question and Answer. (If it is a performance-based assessment, simply write “see rubric” as the answer.) |
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Rubric
Insert your rubric here for your performance based assessment. Be sure it includes the following:
· Four levels of performance for rating scale
· Four different criteria aligned learning objectives and assignment
· Hint : Use evidence from your readings to support your ideas in the section below. Ctrl + Click QUOTING, PARAPHRASING, & SUMMARIZING for helpClear performance level descriptors for each criterion based on the rating scale
H int : Ctrl + Click INTEGRATING RESEARCH For help. Hint : Ctrl + Click CITING WITHIN YOUR PAPER for help.
Advantages and Limitations of Selected-Response and Constructed-Response Assessments
Describe the advantages and limitations of using selected-response and constructed-response assessments. Use evidence from your readings.
Requirements of Good Performance-based Assessments
What are the benefits and challenges with using performance-based assessments? Consider the challenge of using rubrics to assess student work. Use evidence from your readings and at least one outside scholarly source.
Conclusion
Conclude with sharing your experience in creating this summative assessment. What did you find most challenging? What was helpful for you in creating this summative assessment? Be sure to elaborate on your thoughts.
Use APA format to cite and reference your sources on your References page. Remember, you MUST include in-text citations throughout your paper to show your reader what information you used from these outside sources.
Hint : Ctrl + Click FORMATTING YOUR REFERENCES LIST for further help.
*In the final version of your assignment, be sure that you have removed all the hints (green boxes) within the template.