Curriculum Based 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 ProjectThe 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.

MORE INFORMATION:
Week 6

Overview

This week students will:

1. Use student data to guide instruction and assessment.
2. Examine the impact differentiated instruction and assessment has on student performance.
3. Reflect through technology.
4. Construct a summative assessment aligned with previous work.
5. Reflect on learning and its potential real-world applications.

Instructor Expectations

Discussion Post Expectations

In this week’s discussion, you are expected to provide well-written responses to the two discussion prompts regarding using student data to inform and adjust instruction, and a more professionally focused discussion that requires you to integrate digital tools to express yourself. Remember to follow the Guided Response prompts for both discussions.

Discussion One requires you to think like the classroom teacher and contemplate the results you get back from one of the two lessons you created and hypothetically delivered during weeks three or four.  After all, what good are student assessments if teachers do not contemplate the data and adjust their instruction accordingly? Therefore, it is important that you remind yourself what you designed in either lesson plan from weeks three or four and how you assessed students. Consider the specific scenario regarding the data you get back as described in the Discussion prompt as well prior to formulating your written response.

This Discussion Rubric will help you with crafting your responses.

Assignment Expectations

This week’s written assignment is your final course project. Using what you’ve learned in EDU 645, you are to develop a curriculum based assessment (CBA) revolving around one of your two instructional plans from Weeks Three and Four. Your paper, presented in four parts, should be approximately eight pages in length. Please be very sure to carefully read the assignment description in the Student Course Guide and Week 6 Assignment instructions, as it is very detailed about what you are required to do. The Final Project Grading Rubric can assist you in completing the paper.

Intellectual Elaboration

Introduction

The purpose of the Week 6 Guidance is to sum up course ideas, including planning, instruction, assessment, and feedback. Each of these ideas are important for teachers to understand and use in their everyday work as practitioners.

Feedback for Improved Instruction / Demonstrating Skills in Giving Critical Feedback

Feedback can be understood in at least three ways. First, students will submit coursework, complete formative assessments, and take summative assessments at the end of instruction. At all three junctures, teachers are providing students with feedback about their learning. If the teacher is open to it, he/she can also listen to feedback from his/her students.

Second, the teacher can use results from coursework, and the two types of assessments to inform and adjust instruction. If students do well on a particular paper/assessment, then little would probably need to be done to adjust instruction. Usually, though, the value in this comes when some students struggle and don’t do as well. The teacher can then try to analyze what the deficiencies were and try to address them. This is usually a very valuable exercise, and teachers need to take it in the spirit it is intended—it is not an indictment on their teaching, but rather an opportunity for professional improvement.

Finally, in this course you had the opportunity to view and comment about other class colleagues’ unit plans. This was a unique opportunity, as you really can learn a lot from other’s work.

Answer Preview

To start with, it is important to make sure that one has it clear in their mind what they intend to make sure that the students have been able to learn. This is something that is common as it forms the whole basis of learning…