Performance Task Analysis-Summative Assessment Preparation
Order ID:89JHGSJE83839 Style:APA/MLA/Harvard/Chicago Pages:5-10 Instructions:
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:
Summative Assessment Preparation
- View Introduction to Smarter Balanced item and performance task developmentPowerPoint. Be sure to view the comments list.
- Review information about the Smarter Balance Assessment Consortiumfrom their website: http://www.smarterbalanced.org/about/
- Take some time to peruse the various sample items and corresponding rubrics (when applicable) by reviewing: http://www.smarterbalanced.org/assessments/sample-questions/
- Guided exploration: Analyze the Grandma Ruth Department of Education Retrieved from https://edu.wyoming.gov/downloads/assessments/2014/grandma-ruth-passage.pdf writing performance task.
- You should also review: http://www.smarterbalanced.org/wp-content/uploads/2015/11/G4-Practice_Test_Scoring_Guide_ELA.pdf (Links to an external site.)Links to an external site., for some additional help in generating your thoughts.
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 quality 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 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 3—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.
➤TEMPLATE ALERT! The following link Week 5 Assignment Template will give you access to a template that will help support your success in completing this assignment. The template will help you with APA formatting and the organization of your paper. It provides additional guidance to ensure you address all components of this assignment.
Performance Task Analysis-Summative Assessment Preparation
RUBRIC
Excellent Quality
95-100%
Introduction 45-41 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Literature Support
91-84 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Methodology
58-53 points
Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score
50-85%
40-38 points
More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.
83-76 points
Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.
52-49 points
Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality
0-45%
37-1 points
The background and/or significance are missing. No search history information is provided.
75-1 points
Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.
48-1 points
There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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