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please see attached – 2 years ago **files (3)** – ## lu11_checklist_new1.docx – ## lu09_assignment_new1.pdf – lu09_topics_new1.pdf **## lu11_checklist_new1.docx** | | | | — | — | | ENG 105: Composition I | Assignment Checklist | ## Checklist for Synthesis Essay Use this checklist to eval…

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– 2 years ago

**files (3)**

– ## lu11_checklist_new1.docx

– ## lu09_assignment_new1.pdf

– lu09_topics_new1.pdf

**## lu11_checklist_new1.docx**

| | |
| — | — |
| ENG 105: Composition I | Assignment Checklist |

## Checklist for Synthesis Essay

Use this checklist to evaluate your essay before submitting it to the submission area for a final grade. This checklist is for your use only–do not submit this document, as you will not receive a grade for completing this.

1.
**Write the thesis statement here:** ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_____ My thesis is specific and clear.

_____ My thesis addresses the connections among the sources.

2.
**I formatted the essay correctly.**

_____ I placed a header on each page (upper right hand corner) with my last name and the page number.

_____ I placed the identifying information (student name, instructor name, class, etc.) in the upper left hand corner, and I double spaced this information.

_____ I double spaced the entire essay, including the Works Cited.

_____ I centered my title at the beginning of my essay.

_____ I indented each paragraph.

3.
**I included a Works Cited page.**

_____ I formatted the Works Cited page following proper MLA style format.

_____ I cited each source following proper MLA style format.

_____ I cited all of the essays (at least five) that I integrated into my essay.

4.
**I included textual examples within my essay.**

_____ I included in-text citations for all quotes, paraphrases, and summaries.

_____ All quotes appear within quotation marks.

_____ I have changed the words and the sentence structures in all of my paraphrases and summaries.

_____ I have used textual examples (quotes, paraphrases, and/or summaries) to help me write a developed discussion.

_____ I have integrated at least five of the assigned essays into my essay.

5.
**I have met the page requirement of the assignment.**

_____ My essay is at least five full pages in length.

6.
**I have supported my thesis.**

_____ Each discussion within the essay works to support my thesis.

7.
**I have avoided redundancy.**

_____ I worked to avoid overusing words, phrases, and sentence structures.

8.
**I have edited my essay for tense and P.O.V. shifts.**

_____ I am consistent with my tense and P.O.V. I avoid using 2nd person P.O.V. (you, your).

9.
**I have edited my essay for dangling and misplaced modifiers.**

_____ I effectively modify the intended word or phrase in the sentence.

© Kameo Cragoe and Indian Hills Community College

Page 2 of 2

**## lu09_assignment_new1.pdf**

ENG 105: Composition I Essay Assignment

Page 1 of 4

Synthesis Essay Assignment

Purpose: By this point in the term, you have read several essays about various topics related to our

experiences in contemporary culture. In this final paper, then, you will write an essay which brings

together ideas and data from multiple sources to inform the audience about a specific topic (listed

below).

Writing this essay will require you to 1) look for connections among the ideas in five assigned essays

from Inquiry; 2) develop a thesis statement and main points which make an informative claim (based on

the assigned essays’ content) in response to your research question; and 3) synthesize information from

your sources to support and explain your main points. Your goal will be to effectively and accurately

synthesize the source material in order to inform your audience. A secondary goal will be to integrate

and document sources correctly.

Topics: Choose one of the following writing prompts:

 Conversations about gender: What messages do we receive about gender, and from where do

they come? How do these messages shape our experiences, identities, and world?

If you decide on this topic, you will want to consider how our environment impacts our

perceptions of gender as well as our experiences. You might consider the perceptions that our

society has regarding gender and how these perceptions compare and/or contrast with the

individual experience. You could investigate the various gender roles that are often cultivated by

society and perpetuated by the media and/or the range of definitions of femininity and

masculinity (including definitions of beauty, strength, power, and weaknesses) found in our

society. Once you have considered these various concerns, you might decide to narrow your

topic to one of these research areas, or you might decide to cover multiple areas.

 Conversations about race and ethnicity: What messages do we receive about race and

ethnicity, and from where do they come? How do these messages shape our experiences,

identities, and world?

If you decide on this topic, you will want to consider how our environment impacts our

perceptions of race and ethnicity as well as our experiences. You might consider the perceptions

that our society has regarding race and ethnicity and how these perceptions compare and/or

contrast with the individual experience. You could investigate various definitions and

stereotypes involving race and ethnicity as well as the way these might shape an individual’s

experience in America. In addition, you may consider how race and ethnicity might influence the

ways in which individuals navigate and interact with various American institutions and networks

(places of employment, educational institutions, social media platforms, etc.). Once you have

considered these various concerns, you might decide to narrow your topic to one of these

research areas, or you might decide to cover multiple areas.

ENG 105: Composition I Essay Assignment

Page 2 of 4

 Conversations about class: What messages do we receive about economic class, and from

where do they come? How do these messages shape our experiences, identities, and world?

If you decide on this topic, you will want to consider how our environment impacts our

perceptions of class as well as our experiences. You might consider the perceptions that our

society has regarding class and how these perceptions compare and/or contrast with the

individual experience. You could investigate various definitions and stereotypes involving class

as well as the way these might shape an individual’s experience in America. In addition, you may

consider how class influences the ways in which individuals navigate and interact with various

American institutions and networks (places of employment, educational institutions, social

media platforms, etc.). Once you have considered these various concerns, you might decide to

narrow your topic to one of these research areas, or you might decide to cover multiple areas.

 Conversations about social responsibility: In what ways might we engage in or avoid civic

action, and how might these actions shape our experiences, identity, and world?

If you select this topic, you will consider the extent of our social responsibilities as individuals.

You may consider the ways in which our behaviors and attitudes might contribute to the health

of our planet, the health of humankind, the empowerment and/or oppression of individuals, the

strengthening and/or weakening of communities, etc. You could investigate how business and

marketing practices as well as the practices of established institutions influence our decisions as

consumers and citizens as well as impact the fate of our planet, our health, and our identity.

Once you have considered these various concerns, you might decide to narrow your topic to one

of these research areas, or you might decide to cover multiple areas.

 Conversations about technology: How does technology shape our experiences, identity, and

world?

If you select this topic, you will investigate various technological advances as well as their

influences upon our lives. You might consider how technology impacts and/or shapes education,

personal relationships, individual identities, communication practices, perceptions of reality,

consumption practices, news and information, entertainment, etc. Once you have considered

these various ideas, you might decide to narrow your topic to focus on one research area, or you

might decide to cover multiple areas regarding technology.

 Conversations about education: What does it mean to be educated, and how does education

shape our experiences, identity, and world?

If you select this topic, you might consider the qualities that contribute to a “good” education as

well as the purpose of an education. You could investigate who does and does not have access

to education as well as what and how we learn about ourselves and the world when we become

ENG 105: Composition I Essay Assignment

Page 3 of 4

“educated.” How does being “educated” influence the ways in which individuals navigate and

interact with various American institutions and networks (places of employment, educational

institutions, social media platforms, etc.)? Once you have considered these various concerns,

you might decide to narrow your topic to one of these research areas, or you might decide to

cover multiple areas concerning education.

Content:

 Introduction: Your introduction should follow the inverted triangle model in your textbook and

should provide a context for the rest of your essay by providing some background of the cultural

situation which has precipitated the “conversation” regarding the issue about which you’re

writing. That is, it should lead us into the topic as well as provide a context for the topic by

explaining the cultural problem to which the academic “conversation” is responding.

 Thesis: Your thesis statement should avoid making a persuasive opinionated claim, and instead

should make an informative claim which represents the ideas you’ve encountered in your

sources. It should acknowledge agreed-upon components of the academic conversation but also

make mention of diverging views (when appropriate). You might use one of the following

templates:

o Although scholars do not agree upon ______________, they largely agree that

_______________.

o Despite widespread agreement among cultural critics about ____________, they cannot

agree upon ______________ .

o Scholars widely agree ______________________ and all point to research which

supports the belief that ________________________________________.

o Experts tend to agree that _________________________ impacts ___________ as they

work together to present a view that _____________.

o Scholars agree that through _________________________________, the

_____________ impacts individuals in a ________________ manner.

Body: This section of your essay should provide any additional background necessary and should lay out

the major claims in support of your thesis. Your goal here is NOT to merely summarize each of your

sources. Instead, you need to have topic sentences which put forward a point and then use information

from multiple sources to help explain and support that point. That is, your topic sentences will put

forward overarching areas of agreement or contention you’ve seen across multiple sources (or

conclusions about the issue you’ve come to through reading all of your sources), and your paragraph

content should explain the topic sentence through providing your own discussion as well as information

synthesized from your sources.

ENG 105: Composition I Essay Assignment

Page 4 of 4

Conclusion: Your conclusion should bring appropriate closure to your essay, tying together the claims

made in the body, reinforcing the thesis, and perhaps even commenting on the potential further-

reaching implications of this issue for culture.

Additional Content: Either in the body or as part of the conclusion, you might choose to briefly explore

issues, counterarguments, or implications the sources failed to address or overlooked.

Source Requirements: Refer to the “Topic Choices and Reading Assignments” handout.

Documentation: Your essay should follow MLA documentation guidelines, including source integration

methods, in-text citations, and a Works Cited page.

Formatting: Please use twelve-point Times New Roman font, one-inch margins, and MLA formatting.

Length: 5-7 pages, double-spaced (not including the Works Cited page)

© Kameo Cragoe and Indian Hills Community College

**lu09_topics_new1.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/lu09-topics-new1-pdf)

**lu09_topics_new1.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/lu09-topics-new1-pdf)

**## lu11_checklist_new1.docx**

| | |
| — | — |
| ENG 105: Composition I | Assignment Checklist |

## Checklist for Synthesis Essay

Use this checklist to evaluate your essay before submitting it to the submission area for a final grade. This checklist is for your use only–do not submit this document, as you will not receive a grade for completing this.

1.
**Write the thesis statement here:** ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_____ My thesis is specific and clear.

_____ My thesis addresses the connections among the sources.

2.
**I formatted the essay correctly.**

_____ I placed a header on each page (upper right hand corner) with my last name and the page number.

_____ I placed the identifying information (student name, instructor name, class, etc.) in the upper left hand corner, and I double spaced this information.

_____ I double spaced the entire essay, including the Works Cited.

_____ I centered my title at the beginning of my essay.

_____ I indented each paragraph.

3.
**I included a Works Cited page.**

_____ I formatted the Works Cited page following proper MLA style format.

_____ I cited each source following proper MLA style format.

_____ I cited all of the essays (at least five) that I integrated into my essay.

4.
**I included textual examples within my essay.**

_____ I included in-text citations for all quotes, paraphrases, and summaries.

_____ All quotes appear within quotation marks.

_____ I have changed the words and the sentence structures in all of my paraphrases and summaries.

_____ I have used textual examples (quotes, paraphrases, and/or summaries) to help me write a developed discussion.

_____ I have integrated at least five of the assigned essays into my essay.

5.
**I have met the page requirement of the assignment.**

_____ My essay is at least five full pages in length.

6.
**I have supported my thesis.**

_____ Each discussion within the essay works to support my thesis.

7.
**I have avoided redundancy.**

_____ I worked to avoid overusing words, phrases, and sentence structures.

8.
**I have edited my essay for tense and P.O.V. shifts.**

_____ I am consistent with my tense and P.O.V. I avoid using 2nd person P.O.V. (you, your).

9.
**I have edited my essay for dangling and misplaced modifiers.**

_____ I effectively modify the intended word or phrase in the sentence.

© Kameo Cragoe and Indian Hills Community College

Page 2 of 2

**## lu09_assignment_new1.pdf**

ENG 105: Composition I Essay Assignment

Page 1 of 4

Synthesis Essay Assignment

Purpose: By this point in the term, you have read several essays about various topics related to our

experiences in contemporary culture. In this final paper, then, you will write an essay which brings

together ideas and data from multiple sources to inform the audience about a specific topic (listed

below).

Writing this essay will require you to 1) look for connections among the ideas in five assigned essays

from Inquiry; 2) develop a thesis statement and main points which make an informative claim (based on

the assigned essays’ content) in response to your research question; and 3) synthesize information from

your sources to support and explain your main points. Your goal will be to effectively and accurately

synthesize the source material in order to inform your audience. A secondary goal will be to integrate

and document sources correctly.

Topics: Choose one of the following writing prompts:

 Conversations about gender: What messages do we receive about gender, and from where do

they come? How do these messages shape our experiences, identities, and world?

If you decide on this topic, you will want to consider how our environment impacts our

perceptions of gender as well as our experiences. You might consider the perceptions that our

society has regarding gender and how these perceptions compare and/or contrast with the

individual experience. You could investigate the various gender roles that are often cultivated by

society and perpetuated by the media and/or the range of definitions of femininity and

masculinity (including definitions of beauty, strength, power, and weaknesses) found in our

society. Once you have considered these various concerns, you might decide to narrow your

topic to one of these research areas, or you might decide to cover multiple areas.

 Conversations about race and ethnicity: What messages do we receive about race and

ethnicity, and from where do they come? How do these messages shape our experiences,

identities, and world?

If you decide on this topic, you will want to consider how our environment impacts our

perceptions of race and ethnicity as well as our experiences. You might consider the perceptions

that our society has regarding race and ethnicity and how these perceptions compare and/or

contrast with the individual experience. You could investigate various definitions and

stereotypes involving race and ethnicity as well as the way these might shape an individual’s

experience in America. In addition, you may consider how race and ethnicity might influence the

ways in which individuals navigate and interact with various American institutions and networks

(places of employment, educational institutions, social media platforms, etc.). Once you have

considered these various concerns, you might decide to narrow your topic to one of these

research areas, or you might decide to cover multiple areas.

ENG 105: Composition I Essay Assignment

Page 2 of 4

 Conversations about class: What messages do we receive about economic class, and from

where do they come? How do these messages shape our experiences, identities, and world?

If you decide on this topic, you will want to consider how our environment impacts our

perceptions of class as well as our experiences. You might consider the perceptions that our

society has regarding class and how these perceptions compare and/or contrast with the

individual experience. You could investigate various definitions and stereotypes involving class

as well as the way these might shape an individual’s experience in America. In addition, you may

consider how class influences the ways in which individuals navigate and interact with various

American institutions and networks (places of employment, educational institutions, social

media platforms, etc.). Once you have considered these various concerns, you might decide to

narrow your topic to one of these research areas, or you might decide to cover multiple areas.

 Conversations about social responsibility: In what ways might we engage in or avoid civic

action, and how might these actions shape our experiences, identity, and world?

If you select this topic, you will consider the extent of our social responsibilities as individuals.

You may consider the ways in which our behaviors and attitudes might contribute to the health

of our planet, the health of humankind, the empowerment and/or oppression of individuals, the

strengthening and/or weakening of communities, etc. You could investigate how business and

marketing practices as well as the practices of established institutions influence our decisions as

consumers and citizens as well as impact the fate of our planet, our health, and our identity.

Once you have considered these various concerns, you might decide to narrow your topic to one

of these research areas, or you might decide to cover multiple areas.

 Conversations about technology: How does technology shape our experiences, identity, and

world?

If you select this topic, you will investigate various technological advances as well as their

influences upon our lives. You might consider how technology impacts and/or shapes education,

personal relationships, individual identities, communication practices, perceptions of reality,

consumption practices, news and information, entertainment, etc. Once you have considered

these various ideas, you might decide to narrow your topic to focus on one research area, or you

might decide to cover multiple areas regarding technology.

 Conversations about education: What does it mean to be educated, and how does education

shape our experiences, identity, and world?

If you select this topic, you might consider the qualities that contribute to a “good” education as

well as the purpose of an education. You could investigate who does and does not have access

to education as well as what and how we learn about ourselves and the world when we become

ENG 105: Composition I Essay Assignment

Page 3 of 4

“educated.” How does being “educated” influence the ways in which individuals navigate and

interact with various American institutions and networks (places of employment, educational

institutions, social media platforms, etc.)? Once you have considered these various concerns,

you might decide to narrow your topic to one of these research areas, or you might decide to

cover multiple areas concerning education.

Content:

 Introduction: Your introduction should follow the inverted triangle model in your textbook and

should provide a context for the rest of your essay by providing some background of the cultural

situation which has precipitated the “conversation” regarding the issue about which you’re

writing. That is, it should lead us into the topic as well as provide a context for the topic by

explaining the cultural problem to which the academic “conversation” is responding.

 Thesis: Your thesis statement should avoid making a persuasive opinionated claim, and instead

should make an informative claim which represents the ideas you’ve encountered in your

sources. It should acknowledge agreed-upon components of the academic conversation but also

make mention of diverging views (when appropriate). You might use one of the following

templates:

o Although scholars do not agree upon ______________, they largely agree that

_______________.

o Despite widespread agreement among cultural critics about ____________, they cannot

agree upon ______________ .

o Scholars widely agree ______________________ and all point to research which

supports the belief that ________________________________________.

o Experts tend to agree that _________________________ impacts ___________ as they

work together to present a view that _____________.

o Scholars agree that through _________________________________, the

_____________ impacts individuals in a ________________ manner.

Body: This section of your essay should provide any additional background necessary and should lay out

the major claims in support of your thesis. Your goal here is NOT to merely summarize each of your

sources. Instead, you need to have topic sentences which put forward a point and then use information

from multiple sources to help explain and support that point. That is, your topic sentences will put

forward overarching areas of agreement or contention you’ve seen across multiple sources (or

conclusions about the issue you’ve come to through reading all of your sources), and your paragraph

content should explain the topic sentence through providing your own discussion as well as information

synthesized from your sources.

ENG 105: Composition I Essay Assignment

Page 4 of 4

Conclusion: Your conclusion should bring appropriate closure to your essay, tying together the claims

made in the body, reinforcing the thesis, and perhaps even commenting on the potential further-

reaching implications of this issue for culture.

Additional Content: Either in the body or as part of the conclusion, you might choose to briefly explore

issues, counterarguments, or implications the sources failed to address or overlooked.

Source Requirements: Refer to the “Topic Choices and Reading Assignments” handout.

Documentation: Your essay should follow MLA documentation guidelines, including source integration

methods, in-text citations, and a Works Cited page.

Formatting: Please use twelve-point Times New Roman font, one-inch margins, and MLA formatting.

Length: 5-7 pages, double-spaced (not including the Works Cited page)

© Kameo Cragoe and Indian Hills Community College

**lu09_topics_new1.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/lu09-topics-new1-pdf)

**## lu11_checklist_new1.docx**

| | |
| — | — |
| ENG 105: Composition I | Assignment Checklist |

## Checklist for Synthesis Essay

Use this checklist to evaluate your essay before submitting it to the submission area for a final grade. This checklist is for your use only–do not submit this document, as you will not receive a grade for completing this.

1.
**Write the thesis statement here:** ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_____ My thesis is specific and clear.

_____ My thesis addresses the connections among the sources.

2.
**I formatted the essay correctly.**

_____ I placed a header on each page (upper right hand corner) with my last name and the page number.

_____ I placed the identifying information (student name, instructor name, class, etc.) in the upper left hand corner, and I double spaced this information.

_____ I double spaced the entire essay, including the Works Cited.

_____ I centered my title at the beginning of my essay.

_____ I indented each paragraph.

3.
**I included a Works Cited page.**

_____ I formatted the Works Cited page following proper MLA style format.

_____ I cited each source following proper MLA style format.

_____ I cited all of the essays (at least five) that I integrated into my essay.

4.
**I included textual examples within my essay.**

_____ I included in-text citations for all quotes, paraphrases, and summaries.

_____ All quotes appear within quotation marks.

_____ I have changed the words and the sentence structures in all of my paraphrases and summaries.

_____ I have used textual examples (quotes, paraphrases, and/or summaries) to help me write a developed discussion.

_____ I have integrated at least five of the assigned essays into my essay.

5.
**I have met the page requirement of the assignment.**

_____ My essay is at least five full pages in length.

6.
**I have supported my thesis.**

_____ Each discussion within the essay works to support my thesis.

7.
**I have avoided redundancy.**

_____ I worked to avoid overusing words, phrases, and sentence structures.

8.
**I have edited my essay for tense and P.O.V. shifts.**

_____ I am consistent with my tense and P.O.V. I avoid using 2nd person P.O.V. (you, your).

9.
**I have edited my essay for dangling and misplaced modifiers.**

_____ I effectively modify the intended word or phrase in the sentence.

© Kameo Cragoe and Indian Hills Community College

Page 2 of 2

**## lu09_assignment_new1.pdf**

ENG 105: Composition I Essay Assignment

Page 1 of 4

Synthesis Essay Assignment

Purpose: By this point in the term, you have read several essays about various topics related to our

experiences in contemporary culture. In this final paper, then, you will write an essay which brings

together ideas and data from multiple sources to inform the audience about a specific topic (listed

below).

Writing this essay will require you to 1) look for connections among the ideas in five assigned essays

from Inquiry; 2) develop a thesis statement and main points which make an informative claim (based on

the assigned essays’ content) in response to your research question; and 3) synthesize information from

your sources to support and explain your main points. Your goal will be to effectively and accurately

synthesize the source material in order to inform your audience. A secondary goal will be to integrate

and document sources correctly.

Topics: Choose one of the following writing prompts:

 Conversations about gender: What messages do we receive about gender, and from where do

they come? How do these messages shape our experiences, identities, and world?

If you decide on this topic, you will want to consider how our environment impacts our

perceptions of gender as well as our experiences. You might consider the perceptions that our

society has regarding gender and how these perceptions compare and/or contrast with the

individual experience. You could investigate the various gender roles that are often cultivated by

society and perpetuated by the media and/or the range of definitions of femininity and

masculinity (including definitions of beauty, strength, power, and weaknesses) found in our

society. Once you have considered these various concerns, you might decide to narrow your

topic to one of these research areas, or you might decide to cover multiple areas.

 Conversations about race and ethnicity: What messages do we receive about race and

ethnicity, and from where do they come? How do these messages shape our experiences,

identities, and world?

If you decide on this topic, you will want to consider how our environment impacts our

perceptions of race and ethnicity as well as our experiences. You might consider the perceptions

that our society has regarding race and ethnicity and how these perceptions compare and/or

contrast with the individual experience. You could investigate various definitions and

stereotypes involving race and ethnicity as well as the way these might shape an individual’s

experience in America. In addition, you may consider how race and ethnicity might influence the

ways in which individuals navigate and interact with various American institutions and networks

(places of employment, educational institutions, social media platforms, etc.). Once you have

considered these various concerns, you might decide to narrow your topic to one of these

research areas, or you might decide to cover multiple areas.

ENG 105: Composition I Essay Assignment

Page 2 of 4

 Conversations about class: What messages do we receive about economic class, and from

where do they come? How do these messages shape our experiences, identities, and world?

If you decide on this topic, you will want to consider how our environment impacts our

perceptions of class as well as our experiences. You might consider the perceptions that our

society has regarding class and how these perceptions compare and/or contrast with the

individual experience. You could investigate various definitions and stereotypes involving class

as well as the way these might shape an individual’s experience in America. In addition, you may

consider how class influences the ways in which individuals navigate and interact with various

American institutions and networks (places of employment, educational institutions, social

media platforms, etc.). Once you have considered these various concerns, you might decide to

narrow your topic to one of these research areas, or you might decide to cover multiple areas.

 Conversations about social responsibility: In what ways might we engage in or avoid civic

action, and how might these actions shape our experiences, identity, and world?

If you select this topic, you will consider the extent of our social responsibilities as individuals.

You may consider the ways in which our behaviors and attitudes might contribute to the health

of our planet, the health of humankind, the empowerment and/or oppression of individuals, the

strengthening and/or weakening of communities, etc. You could investigate how business and

marketing practices as well as the practices of established institutions influence our decisions as

consumers and citizens as well as impact the fate of our planet, our health, and our identity.

Once you have considered these various concerns, you might decide to narrow your topic to one

of these research areas, or you might decide to cover multiple areas.

 Conversations about technology: How does technology shape our experiences, identity, and

world?

If you select this topic, you will investigate various technological advances as well as their

influences upon our lives. You might consider how technology impacts and/or shapes education,

personal relationships, individual identities, communication practices, perceptions of reality,

consumption practices, news and information, entertainment, etc. Once you have considered

these various ideas, you might decide to narrow your topic to focus on one research area, or you

might decide to cover multiple areas regarding technology.

 Conversations about education: What does it mean to be educated, and how does education

shape our experiences, identity, and world?

If you select this topic, you might consider the qualities that contribute to a “good” education as

well as the purpose of an education. You could investigate who does and does not have access

to education as well as what and how we learn about ourselves and the world when we become

ENG 105: Composition I Essay Assignment

Page 3 of 4

“educated.” How does being “educated” influence the ways in which individuals navigate and

interact with various American institutions and networks (places of employment, educational

institutions, social media platforms, etc.)? Once you have considered these various concerns,

you might decide to narrow your topic to one of these research areas, or you might decide to

cover multiple areas concerning education.

Content:

 Introduction: Your introduction should follow the inverted triangle model in your textbook and

should provide a context for the rest of your essay by providing some background of the cultural

situation which has precipitated the “conversation” regarding the issue about which you’re

writing. That is, it should lead us into the topic as well as provide a context for the topic by

explaining the cultural problem to which the academic “conversation” is responding.

 Thesis: Your thesis statement should avoid making a persuasive opinionated claim, and instead

should make an informative claim which represents the ideas you’ve encountered in your

sources. It should acknowledge agreed-upon components of the academic conversation but also

make mention of diverging views (when appropriate). You might use one of the following

templates:

o Although scholars do not agree upon ______________, they largely agree that

_______________.

o Despite widespread agreement among cultural critics about ____________, they cannot

agree upon ______________ .

o Scholars widely agree ______________________ and all point to research which

supports the belief that ________________________________________.

o Experts tend to agree that _________________________ impacts ___________ as they

work together to present a view that _____________.

o Scholars agree that through _________________________________, the

_____________ impacts individuals in a ________________ manner.

Body: This section of your essay should provide any additional background necessary and should lay out

the major claims in support of your thesis. Your goal here is NOT to merely summarize each of your

sources. Instead, you need to have topic sentences which put forward a point and then use information

from multiple sources to help explain and support that point. That is, your topic sentences will put

forward overarching areas of agreement or contention you’ve seen across multiple sources (or

conclusions about the issue you’ve come to through reading all of your sources), and your paragraph

content should explain the topic sentence through providing your own discussion as well as information

synthesized from your sources.

ENG 105: Composition I Essay Assignment

Page 4 of 4

Conclusion: Your conclusion should bring appropriate closure to your essay, tying together the claims

made in the body, reinforcing the thesis, and perhaps even commenting on the potential further-

reaching implications of this issue for culture.

Additional Content: Either in the body or as part of the conclusion, you might choose to briefly explore

issues, counterarguments, or implications the sources failed to address or overlooked.

Source Requirements: Refer to the “Topic Choices and Reading Assignments” handout.

Documentation: Your essay should follow MLA documentation guidelines, including source integration

methods, in-text citations, and a Works Cited page.

Formatting: Please use twelve-point Times New Roman font, one-inch margins, and MLA formatting.

Length: 5-7 pages, double-spaced (not including the Works Cited page)

© Kameo Cragoe and Indian Hills Community College

**lu09_topics_new1.pdf**

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November 5, 2026
[Solved] Education final assignment

✓ Verified Academic Solution Available

Executive Solution Overview

Please look at the attachments for directions, need them back by wed the latest. No plagiarism. – 2 years ago **files (2)** – ## threepartassignmnt.docx – InstitutionActionPlanCommunicationStrategiesTemplate1.docx **## threepartassignmnt.docx** Reflection and Obstacle Mapping Paper Action Items 1. …

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Assignment Prompt & Instructions

Please look at the attachments for directions, need them back by wed the latest. No plagiarism.

– 2 years ago

**files (2)**

– ## threepartassignmnt.docx

– InstitutionActionPlanCommunicationStrategiesTemplate1.docx

**## threepartassignmnt.docx**

Reflection and Obstacle Mapping Paper

Action Items

1. Read the rubric for this assignment.

2. In 3 to 5 pages, write a reflection paper in APA style that includes the following sections:

a.
**Reflecting on Needs Assessment**:

· Analyze the effectiveness of the needs assessment process.

· Identify strengths, weaknesses and areas for improvement.

b.
**Reflecting on Stakeholder Analysis**:

· Evaluate the effectiveness of the stakeholder analysis process.

· Discuss the impact of stakeholder perspectives on the action plan.

c.
**Reflecting on the Action Plan**:

· Assess the alignment of the action plan with identified needs and objectives.

· Reflect on the clarity and feasibility of goals, timelines and responsibilities.

d.
**Reflecting on the Communication Strategies Plan**:

· Evaluate the effectiveness of communication strategies in potential engagement with stakeholders.

· Reflect on the adaptability and responsiveness of communication channels that were intended to be used.

e.
**Evaluation Plan**:

· Create a plan, defining clear evaluation criteria, data collection methods, timelines, and metrics for success.

f.
**Anticipating Challenges and Successes**:

· Identify potential challenges and successes that may arise during the implementation process, such as resistance to change, resource constraints, or strong stakeholder buy-in.

g.
**Making Adjustments for Effectiveness**:

· Discuss strategies for making continuous adjustments based on ongoing monitoring and evaluation to enhance the effectiveness of the initiative.

Module 5 Discussion

· Stakeholders play an important role in strategic planning and implementing new institutional partnerships. According to Mitchell et al. (1997), stakeholders are classified as having three attributes: power, legitimacy, and urgency. Reflect on a time when you have been involved in a community partnership. Describe the stakeholders and analyze why they had each attribute (they may have only had one or a combination of any of the three). How did those stakeholders influence the implementation of the partnership?

**Final Presentation**

Purpose

This assignment is intended to help you learn to present a synthesis of your reflections and obstacle mapping from the course into a comprehensive overview.

Overview

Read the
[Action Plan Project Overview](https://franklin.instructure.com/courses/19526/pages/action-plan-project-overview).

This final presentation requires you to synthesize your reflections and obstacle mapping from the course into a comprehensive overview. You will integrate insights, lessons learned, and recommendations from your reflection paper, needs assessment, stakeholder analysis, action plan, and communication strategies plan. This presentation assignment aims to demonstrate your understanding of the course concepts, their application in developing the community relations and communications plan, and your ability to identify challenges, successes, and strategies for future actions.

Presentation Guidelines

You'll create a
**narrated** PowerPoint to share with the class that encompasses everything completed in this course. Use the following structure to guide your work:

· Introduction Slide

· Overview of Needs Assessment with Reflection

· Overview of Stakeholder Analysis with Reflection

· Overview of Action Plan with Reflection

· Overview of Communication Strategies Plan with Reflection

· Overview of Evaluation Plan

· Overview of Anticipated Obstacles and Success

· Overview of Lessons Learned through the Process

· Overview of Future Implications

**InstitutionActionPlanCommunicationStrategiesTemplate1.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/institutionactionplancommunicationstrategiestemplate1-docx)

**InstitutionActionPlanCommunicationStrategiesTemplate1.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/institutionactionplancommunicationstrategiestemplate1-docx)

**## threepartassignmnt.docx**

Reflection and Obstacle Mapping Paper

Action Items

1. Read the rubric for this assignment.

2. In 3 to 5 pages, write a reflection paper in APA style that includes the following sections:

a.
**Reflecting on Needs Assessment**:

· Analyze the effectiveness of the needs assessment process.

· Identify strengths, weaknesses and areas for improvement.

b.
**Reflecting on Stakeholder Analysis**:

· Evaluate the effectiveness of the stakeholder analysis process.

· Discuss the impact of stakeholder perspectives on the action plan.

c.
**Reflecting on the Action Plan**:

· Assess the alignment of the action plan with identified needs and objectives.

· Reflect on the clarity and feasibility of goals, timelines and responsibilities.

d.
**Reflecting on the Communication Strategies Plan**:

· Evaluate the effectiveness of communication strategies in potential engagement with stakeholders.

· Reflect on the adaptability and responsiveness of communication channels that were intended to be used.

e.
**Evaluation Plan**:

· Create a plan, defining clear evaluation criteria, data collection methods, timelines, and metrics for success.

f.
**Anticipating Challenges and Successes**:

· Identify potential challenges and successes that may arise during the implementation process, such as resistance to change, resource constraints, or strong stakeholder buy-in.

g.
**Making Adjustments for Effectiveness**:

· Discuss strategies for making continuous adjustments based on ongoing monitoring and evaluation to enhance the effectiveness of the initiative.

Module 5 Discussion

· Stakeholders play an important role in strategic planning and implementing new institutional partnerships. According to Mitchell et al. (1997), stakeholders are classified as having three attributes: power, legitimacy, and urgency. Reflect on a time when you have been involved in a community partnership. Describe the stakeholders and analyze why they had each attribute (they may have only had one or a combination of any of the three). How did those stakeholders influence the implementation of the partnership?

**Final Presentation**

Purpose

This assignment is intended to help you learn to present a synthesis of your reflections and obstacle mapping from the course into a comprehensive overview.

Overview

Read the
[Action Plan Project Overview](https://franklin.instructure.com/courses/19526/pages/action-plan-project-overview).

This final presentation requires you to synthesize your reflections and obstacle mapping from the course into a comprehensive overview. You will integrate insights, lessons learned, and recommendations from your reflection paper, needs assessment, stakeholder analysis, action plan, and communication strategies plan. This presentation assignment aims to demonstrate your understanding of the course concepts, their application in developing the community relations and communications plan, and your ability to identify challenges, successes, and strategies for future actions.

Presentation Guidelines

You'll create a
**narrated** PowerPoint to share with the class that encompasses everything completed in this course. Use the following structure to guide your work:

· Introduction Slide

· Overview of Needs Assessment with Reflection

· Overview of Stakeholder Analysis with Reflection

· Overview of Action Plan with Reflection

· Overview of Communication Strategies Plan with Reflection

· Overview of Evaluation Plan

· Overview of Anticipated Obstacles and Success

· Overview of Lessons Learned through the Process

· Overview of Future Implications

**InstitutionActionPlanCommunicationStrategiesTemplate1.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/institutionactionplancommunicationstrategiestemplate1-docx)

**## threepartassignmnt.docx**

Reflection and Obstacle Mapping Paper

Action Items

1. Read the rubric for this assignment.

2. In 3 to 5 pages, write a reflection paper in APA style that includes the following sections:

a.
**Reflecting on Needs Assessment**:

· Analyze the effectiveness of the needs assessment process.

· Identify strengths, weaknesses and areas for improvement.

b.
**Reflecting on Stakeholder Analysis**:

· Evaluate the effectiveness of the stakeholder analysis process.

· Discuss the impact of stakeholder perspectives on the action plan.

c.
**Reflecting on the Action Plan**:

· Assess the alignment of the action plan with identified needs and objectives.

· Reflect on the clarity and feasibility of goals, timelines and responsibilities.

d.
**Reflecting on the Communication Strategies Plan**:

· Evaluate the effectiveness of communication strategies in potential engagement with stakeholders.

· Reflect on the adaptability and responsiveness of communication channels that were intended to be used.

e.
**Evaluation Plan**:

· Create a plan, defining clear evaluation criteria, data collection methods, timelines, and metrics for success.

f.
**Anticipating Challenges and Successes**:

· Identify potential challenges and successes that may arise during the implementation process, such as resistance to change, resource constraints, or strong stakeholder buy-in.

g.
**Making Adjustments for Effectiveness**:

· Discuss strategies for making continuous adjustments based on ongoing monitoring and evaluation to enhance the effectiveness of the initiative.

Module 5 Discussion

· Stakeholders play an important role in strategic planning and implementing new institutional partnerships. According to Mitchell et al. (1997), stakeholders are classified as having three attributes: power, legitimacy, and urgency. Reflect on a time when you have been involved in a community partnership. Describe the stakeholders and analyze why they had each attribute (they may have only had one or a combination of any of the three). How did those stakeholders influence the implementation of the partnership?

**Final Presentation**

Purpose

This assignment is intended to help you learn to present a synthesis of your reflections and obstacle mapping from the course into a comprehensive overview.

Overview

Read the
[Action Plan Project Overview](https://franklin.instructure.com/courses/19526/pages/action-plan-project-overview).

This final presentation requires you to synthesize your reflections and obstacle mapping from the course into a comprehensive overview. You will integrate insights, lessons learned, and recommendations from your reflection paper, needs assessment, stakeholder analysis, action plan, and communication strategies plan. This presentation assignment aims to demonstrate your understanding of the course concepts, their application in developing the community relations and communications plan, and your ability to identify challenges, successes, and strategies for future actions.

Presentation Guidelines

You'll create a
**narrated** PowerPoint to share with the class that encompasses everything completed in this course. Use the following structure to guide your work:

· Introduction Slide

· Overview of Needs Assessment with Reflection

· Overview of Stakeholder Analysis with Reflection

· Overview of Action Plan with Reflection

· Overview of Communication Strategies Plan with Reflection

· Overview of Evaluation Plan

· Overview of Anticipated Obstacles and Success

· Overview of Lessons Learned through the Process

· Overview of Future Implications

**InstitutionActionPlanCommunicationStrategiesTemplate1.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/institutionactionplancommunicationstrategiestemplate1-docx)

November 5, 2026
[Solved] Education Edu week 6 assignment

✓ Verified Academic Solution Available

Executive Solution Overview

Refer to attached document – 2 years ago **files (3)** – ## week6assignmentcopycopy.docx – ## Week3assignment.pdf – Chapter6.pdf **## week6assignmentcopycopy.docx** **EDU 510 Week6 assignment** **Skills Being Assessed** In this assignment, you will practice the following skill(s): **Problem-Solving*…

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Assignment Prompt & Instructions

Refer to attached document

– 2 years ago

**files (3)**

– ## week6assignmentcopycopy.docx

– ## Week3assignment.pdf

– Chapter6.pdf

**## week6assignmentcopycopy.docx**

**EDU 510 Week6 assignment**

**Skills Being Assessed**

In this assignment, you will practice the following skill(s):

**Problem-Solving**

The ability to identify and frame problems, explore ideas, and create effective, ethical, and evidence-based solutions.

**Self and Social Awareness**

The ability to recognize thoughts, emotions, intentions, and biases of oneself and others and use that information to identify impacts on others, receive feedback, reflect, and guide one's growth and development.

**Overview**

In the Week 3 assignment (attached document), you completed the preliminary work needed for your assessment plan that included background information that provides a glimpse of what the assessment plan is about.

For this assignment, you will use your
**Problem-Solving** skills as you explore ideas to incorporate that information into a plan for a single unit or course that will contain lessons for seven weeks. It is going to be more detailed as you need to describe the multiple activities that students will be doing in your classroom.

You will describe the specific content, concepts, procedures, terminology, and thinking skills your students will learn and use. You will also describe your teaching activities and your students' learning activities. You'll identify the learning objectives and student learning targets for the lessons, including the specific formative and summative assessments you will use, and when you will use them.

**Note:** Refer to the Assignment Description in Week 1.

(
**Week 6: Assessment Plan – Part 2**

For this assignment, you will revise the information you gathered in Part 1, based on feedback from your instructor(attached document on what to revise) and incorporate it into an Assessment Plan that includes the following:

· An assessment plan that includes lessons for a seven (7)-week grading period.

· A description of three assessment techniques or methods that you will be using for your students, the appropriate grade level, and the subject area.

**Preparation**

Review Chapter 6 of your textbook, (chapter 6 attached) paying special attention to the "Example of How to Develop an Assessment Plan for a Marking Period' section, which begins on page 109. This section includes an example of how to create an assessment plan for the hypothetical class that you are developing (Figure 6.1), as well as an example of an assessment plan for a single unit of the course (Figure 6.2).

**Instructions**

Create a four-to-five (4-5) page assessment plan.
**Note:** Use content from the Week 3 assignment,
_Assessment Plan – Part 1: Preliminary Steps for Selecting an Assessment_, incorporating any instructor feedback that you received, and expanding on the details as needed.

1. Describe the school and the student population, including key demographic details, and "using an in-text citation to give credit to the author of the demographics.

· Include background information about your school, student population, grade level, current knowledge, city and state, diversity profile, school ranking, test scores, income level, etc.

2. Explain how your assessment plan can promote learning and an inclusive environment.

· Provide your rationale.

3. Create an assessment that includes the following sections.

**Note:** In your overall assessment plan, you have the option to present the information as a paper, using the required section headers; or in a chart format, such as in Chapter 6 of your textbook (Figure 6.1):

· General Learning Target

· Timeframe

· Formative Assessment

· Summative Assessment

· Grade Weights

4. Create an assessment plan for one unit or module that incorporates three (3) assessment techniques.

**Note:** For the unit or module section of the Assessment Plan, you have the option to organize your unit activities as a paper, using appropriate headers; or in a chart format, such as the one in Chapter 6 of your textbook (Figure 6.2). If you choose to write this section in a paper or report format, you will need to ensure that the headings are clearly specified so the readers or other teachers can follow your organization.

· Select one of the units or modules you wrote and develop an assessment plan that incorporates three assessment techniques.

· For each assessment technique, the following information must be included:

· Assessment description.

· Explanation of the purpose of the assessment.

· Explanation of the activities that students will be doing.

· Include the specific activities you expect students to complete, and your follow-up action to assess students' performance.

· Rationale for using this assessment technique.

· Include an in-text citation that supports the use of this assessment.

· Strategies for Inclusion.

· Explain how the Assessment Plan promotes an inclusive environment.

5. Summarize the work that you have done in the Conclusion section.

· Provide insights on how another instructor could use this plan for their own class.

6. Use three to four (3-4) sources to support your writing. Choose sources that are credible, relevant, and appropriate. Cite each source listed on your source page at least one time within your assignment. For help with research, writing, and citation, access the library or review the
[library guides](https://library.strayer.edu/guides).

This course requires the use of Strayer Writing Standards (SWS). The library is your home for SWS assistance, including citations and formatting. Please refer to the
[Library site](https://library.strayer.edu/sws) for all support. Check with your professor for any additional instructions.

The specific course learning outcome associated with this assignment is:

· Generate assessments that align to learning goals and incorporate strategies for inclusion.

**## Week3assignment.pdf**

1

Courtney Hopkins

Professor Vance

Strayer University EDU 510 Week 3 Assessment

Assessment Plan – Part 1: Preliminary Steps for Selecting an Assessment

January 23, 2025

2

Designing an Effective Assessment Plan for Diverse Learners

1. Introduction

This report outlines the design of an assessment plan for a specific grade level and

subject area for a seven-week grading period. Aligning assessments with learning goals, state

standards, and meeting/knowing the individual needs of students are emphasized in the plan. The

plan uses different assessment methods to provide an unbiased evaluation of students' progress,

take into account different learning styles, and make students ready for future academic

challenges, as well as real-world applications.

2. School and Student Population Description

School Overview:

The school is in a suburban setting with 1,200 diverse socioeconomic and cultural

students. Hispanics make up 45%, Whites 35%, African Americans 15%, and Asians or other

ethnicities 5% of the student population. About 12% of students receive special education

services, and 20% are English language learners (ELL). The school performs such inclusiveness,

giving all the students resources and opportunities to achieve academically and socially (Appiah-

Odame, 2).

Student Academic Profile:

3

Students have ability in the basic skills but have problems in applying the knowledge to

the real-life situation. Diagnostic assessments show that, while most students score at or close to

grade level, there are gaps in key critical thinking and problem-solving skills. For example,

students are strong at solving routine problems but weak on multi-step and analytical tasks. Both

points are strengths—collaboration and enthusiasm for hands-on activities.

Learning Goals:

Learn how to master multi-step mathematical problem solving.

Use critical thinking on real-life problems.

Being able to collaborate effectively with a team on group assignments is important to

own.

In writing and verbally; use developed clear communication skills (Gastón, 3).

State Standards and Local Curriculum Goals:

This plan aligns with the Common Core State Standards (CCSS) for mathematics,

including:

CCSS.MATH.CONTENT.5.NBT.A.1: Understanding place value.

CCSS.MATH.CONTENT.5.OA.B.3: To analyze patterns, to generate patterns.

Interdisciplinary learning is also stressed in local curriculum goals to connect math with

science and technology (Dixson, 4).

3. Assessment Techniques Aligned with Learning Goals

Overview of Techniques:

Assessments are needed that differ from one another in their approach and that can reflect

student knowledge, skills, and growth over time. Formative quizzes, projects-based assessments,

and peer and self-assessments can be used by teachers for giving meaningful feedback on their

4

student’s performance and the Learn The dialogic approach provides a way in which teachers

can tailor instruction to individual student needs. Using these techniques will engage students,

have them reflect, and use their critical thinking in line with learning objectives (Angelo, 1).

Technique 1: Formative Quizzes:

Purpose: They conduct short, low-stakes quizzes to see if students understand the basics,

such as place value and basic patterns.

Feedback: Teachers give immediate feedback, customized to students' misconceptions

and movement to better action.

Alignment: Quizzes help to focus learning on specific grade-level math standards. This

enables teachers to see where students are at and make adjustments as needed with instruction

(Appiah-Odame, 2).

Technique 2: Project-Based Assessment:

Purpose: Students work together to design and solve real-world problems, such as

working together to create a budget for a school event. It motivates hands-on learning. and

critical thinking.

Feedback: With rubric-based feedback, both clarity and fairness are achieved. Teachers

measure creativity, accuracy, and application of skills while presenting suggestions on

improvement.

Alignment: One way to support learning goals around problem solving, teamwork, and

utilization of mathematics concepts in real-world contexts, this technique directly supports. It

also supports linkage of math to problems with practical aspects (Dixson, 4).

Technique 3: Peer and Self-Assessment:

5

Purpose: During group projects, the students evaluate their own and their peers’

contributions. It also promotes accountability and self-reflection.

Feedback: Students give constructive feedback to each other, and teachers help the

process along with guiding them.

Alignment: For communication and collaboration, peer and self-assessments support

each other so students know what they are good at and where they need to improve (Dixson, 4).

4. Benefits of Using Several Assessment Techniques

Benefits:

Teachers who use a variety of techniques can explicitly assess students to ascertain which

of these academic and interpersonal skills they have. These techniques accommodate different

learning styles, i.e., visual (being image-based), auditory (speaking), and kinesthetic (hands-on).

They also help with engagement. by offering different ways in which students can show that they

know. There are multiple assessments since the students are constantly exposed to feedback that

keeps them engaged to learn (Angelo, 1).

Drawbacks:

Multiple techniques can be time intensive for teachers to implement in class, with careful

preparation. The sheer variety of assessments students may feel overwhelmed by, but if not

coordinated well, can create confusion among students. Additionally, the grading of different

assessment types is not consistent or fair, and this needs to be addressed with professionalism.

development for educators. These are daunting challenges, but the benefits of a well-designed

assessment plans usually far outweigh the pain.

5. Real-Life Applicability of Assessments

Link to Real-Life Success:

6

Project based assessments not only use skills that students need on the job, like

budgeting, teamwork, and problem solving; they also expose students to real life challenges. For

example, building a budget is an actual life skill, such as financial literacy. Both peer and self-

assessment help increase students’ self-awareness and communication about contributions in a

collaborative setting. These experiences make students more confident and adaptable, two things

that are necessary for future success.

Limitations of Assessments:

Trouble capturing non-cognitive skills (e.g. perseverance, creativity).

Potential assessment design bias based on criteria of cultural or linguistic considerations.

Test anxiety might not result in the results reflecting knowing.

What overemphasis on performance can do is discourage risk taking.

All Classrooms may not be a good place to use extremely resource-intensive techniques.

6. Conclusion

To develop an effective assessment plan; techniques should be aligned either to learning

goals or to state standards. Formative quizzes, project-based assessments and peer self-

assessments help teachers to holistically assess along with critical thinking and being ready for

the real world. Despite challenges, students are prepared with a thoughtful assessment plan that

results in meaningful feedback that leads to academic and lifelong success.

7

References

1.Angelo, T. A., & Zakrajsek, T. D. (2024). Classroom Assessment Techniques: Formative

Feedback Tools for College and University Teachers. John Wiley & Sons.

https://books.google.com/books?hl=en&lr=&id=YZkGEQAAQBAJ&oi=fnd&pg=PR1&

dq=Angelo,+T.+A.,+%26+Zakrajsek,+T.+D.+(2024).+Classroom+assessment+technique

s:+Formative+feedback+tools+for+college+and+university+teachers+(3rd+ed.).+Jossey-

Bass.&ots=7sFZWq8VFZ&sig=4OJigM-X6lxeyq5sOq7rUxC34lg

2.Appiah-Odame, E. K. (2024). Authentic Assessment for Motivating Student Learning and

Teaching Effectiveness in Rural, High-Need Secondary Schools in Manitoba,

Canada. European Journal of Mathematics and Science Education, 5(2), 93-104.

https://www.ejmse.com/authentic-assessment-for-motivating-student-learning-and-

teaching-effectiveness-in-rural-high-need-secondary-schools-in-manitoba-canada

3.Gastón, J. L., & Lawrence, B. A. (2015). Supporting teachers’ learning about mathematical

modeling. https://academicworks.cuny.edu/bm_pubs/109/

[https://books.google.com/books?hl=en&lr=&id=YZkGEQAAQBAJ&oi=fnd&pg=PR1&dq=Angelo,+T.+A.,+%26+Zakrajsek,+T.+D.+(2024).+Classroom+assessment+techniques:+Formative+feedback+tools+for+college+and+university+teachers+(3rd+ed.).+Jossey-Bass.&ots=7sFZWq8VFZ&sig=4OJigM-X6lxeyq5sOq7rUxC34lg](https://books.google.com/books?hl=en&lr=&id=YZkGEQAAQBAJ&oi=fnd&pg=PR1&dq=Angelo,+T.+A.,+%26+Zakrajsek,+T.+D.+(2024).+Classroom+assessment+techniques:+Formative+feedback+tools+for+college+and+university+teachers+(3rd+ed.).+Jossey-Bass.&ots=7sFZWq8VFZ&sig=4OJigM-X6lxeyq5sOq7rUxC34lg)

[https://books.google.com/books?hl=en&lr=&id=YZkGEQAAQBAJ&oi=fnd&pg=PR1&dq=Angelo,+T.+A.,+%26+Zakrajsek,+T.+D.+(2024).+Classroom+assessment+techniques:+Formative+feedback+tools+for+college+and+university+teachers+(3rd+ed.).+Jossey-Bass.&ots=7sFZWq8VFZ&sig=4OJigM-X6lxeyq5sOq7rUxC34lg](https://books.google.com/books?hl=en&lr=&id=YZkGEQAAQBAJ&oi=fnd&pg=PR1&dq=Angelo,+T.+A.,+%26+Zakrajsek,+T.+D.+(2024).+Classroom+assessment+techniques:+Formative+feedback+tools+for+college+and+university+teachers+(3rd+ed.).+Jossey-Bass.&ots=7sFZWq8VFZ&sig=4OJigM-X6lxeyq5sOq7rUxC34lg)

[https://books.google.com/books?hl=en&lr=&id=YZkGEQAAQBAJ&oi=fnd&pg=PR1&dq=Angelo,+T.+A.,+%26+Zakrajsek,+T.+D.+(2024).+Classroom+assessment+techniques:+Formative+feedback+tools+for+college+and+university+teachers+(3rd+ed.).+Jossey-Bass.&ots=7sFZWq8VFZ&sig=4OJigM-X6lxeyq5sOq7rUxC34lg](https://books.google.com/books?hl=en&lr=&id=YZkGEQAAQBAJ&oi=fnd&pg=PR1&dq=Angelo,+T.+A.,+%26+Zakrajsek,+T.+D.+(2024).+Classroom+assessment+techniques:+Formative+feedback+tools+for+college+and+university+teachers+(3rd+ed.).+Jossey-Bass.&ots=7sFZWq8VFZ&sig=4OJigM-X6lxeyq5sOq7rUxC34lg)

[https://books.google.com/books?hl=en&lr=&id=YZkGEQAAQBAJ&oi=fnd&pg=PR1&dq=Angelo,+T.+A.,+%26+Zakrajsek,+T.+D.+(2024).+Classroom+assessment+techniques:+Formative+feedback+tools+for+college+and+university+teachers+(3rd+ed.).+Jossey-Bass.&ots=7sFZWq8VFZ&sig=4OJigM-X6lxeyq5sOq7rUxC34lg](https://books.google.com/books?hl=en&lr=&id=YZkGEQAAQBAJ&oi=fnd&pg=PR1&dq=Angelo,+T.+A.,+%26+Zakrajsek,+T.+D.+(2024).+Classroom+assessment+techniques:+Formative+feedback+tools+for+college+and+university+teachers+(3rd+ed.).+Jossey-Bass.&ots=7sFZWq8VFZ&sig=4OJigM-X6lxeyq5sOq7rUxC34lg)

[https://www.ejmse.com/authentic-assessment-for-motivating-student-learning-and-teaching-effectiveness-in-rural-high-need-secondary-schools-in-manitoba-canada](https://www.ejmse.com/authentic-assessment-for-motivating-student-learning-and-teaching-effectiveness-in-rural-high-need-secondary-schools-in-manitoba-canada)

[https://www.ejmse.com/authentic-assessment-for-motivating-student-learning-and-teaching-effectiveness-in-rural-high-need-secondary-schools-in-manitoba-canada](https://www.ejmse.com/authentic-assessment-for-motivating-student-learning-and-teaching-effectiveness-in-rural-high-need-secondary-schools-in-manitoba-canada)

[https://academicworks.cuny.edu/bm_pubs/109/](https://academicworks.cuny.edu/bm_pubs/109/)

8

4.Dixson, D. D., & Worrell, F. C. (2016). Formative and summative assessment in the

classroom. Theory into practice, 55(2), 153-159.

https://www.tandfonline.com/doi/abs/10.1080/00405841.2016.1148989

[https://www.tandfonline.com/doi/abs/10.1080/00405841.2016.1148989](https://www.tandfonline.com/doi/abs/10.1080/00405841.2016.1148989)

**Chapter6.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chapter6-pdf-10187755)

**Chapter6.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chapter6-pdf-10187755)

**## week6assignmentcopycopy.docx**

**EDU 510 Week6 assignment**

**Skills Being Assessed**

In this assignment, you will practice the following skill(s):

**Problem-Solving**

The ability to identify and frame problems, explore ideas, and create effective, ethical, and evidence-based solutions.

**Self and Social Awareness**

The ability to recognize thoughts, emotions, intentions, and biases of oneself and others and use that information to identify impacts on others, receive feedback, reflect, and guide one's growth and development.

**Overview**

In the Week 3 assignment (attached document), you completed the preliminary work needed for your assessment plan that included background information that provides a glimpse of what the assessment plan is about.

For this assignment, you will use your
**Problem-Solving** skills as you explore ideas to incorporate that information into a plan for a single unit or course that will contain lessons for seven weeks. It is going to be more detailed as you need to describe the multiple activities that students will be doing in your classroom.

You will describe the specific content, concepts, procedures, terminology, and thinking skills your students will learn and use. You will also describe your teaching activities and your students' learning activities. You'll identify the learning objectives and student learning targets for the lessons, including the specific formative and summative assessments you will use, and when you will use them.

**Note:** Refer to the Assignment Description in Week 1.

(
**Week 6: Assessment Plan – Part 2**

For this assignment, you will revise the information you gathered in Part 1, based on feedback from your instructor(attached document on what to revise) and incorporate it into an Assessment Plan that includes the following:

· An assessment plan that includes lessons for a seven (7)-week grading period.

· A description of three assessment techniques or methods that you will be using for your students, the appropriate grade level, and the subject area.

**Preparation**

Review Chapter 6 of your textbook, (chapter 6 attached) paying special attention to the "Example of How to Develop an Assessment Plan for a Marking Period' section, which begins on page 109. This section includes an example of how to create an assessment plan for the hypothetical class that you are developing (Figure 6.1), as well as an example of an assessment plan for a single unit of the course (Figure 6.2).

**Instructions**

Create a four-to-five (4-5) page assessment plan.
**Note:** Use content from the Week 3 assignment,
_Assessment Plan – Part 1: Preliminary Steps for Selecting an Assessment_, incorporating any instructor feedback that you received, and expanding on the details as needed.

1. Describe the school and the student population, including key demographic details, and "using an in-text citation to give credit to the author of the demographics.

· Include background information about your school, student population, grade level, current knowledge, city and state, diversity profile, school ranking, test scores, income level, etc.

2. Explain how your assessment plan can promote learning and an inclusive environment.

· Provide your rationale.

3. Create an assessment that includes the following sections.

**Note:** In your overall assessment plan, you have the option to present the information as a paper, using the required section headers; or in a chart format, such as in Chapter 6 of your textbook (Figure 6.1):

· General Learning Target

· Timeframe

· Formative Assessment

· Summative Assessment

· Grade Weights

4. Create an assessment plan for one unit or module that incorporates three (3) assessment techniques.

**Note:** For the unit or module section of the Assessment Plan, you have the option to organize your unit activities as a paper, using appropriate headers; or in a chart format, such as the one in Chapter 6 of your textbook (Figure 6.2). If you choose to write this section in a paper or report format, you will need to ensure that the headings are clearly specified so the readers or other teachers can follow your organization.

· Select one of the units or modules you wrote and develop an assessment plan that incorporates three assessment techniques.

· For each assessment technique, the following information must be included:

· Assessment description.

· Explanation of the purpose of the assessment.

· Explanation of the activities that students will be doing.

· Include the specific activities you expect students to complete, and your follow-up action to assess students' performance.

· Rationale for using this assessment technique.

· Include an in-text citation that supports the use of this assessment.

· Strategies for Inclusion.

· Explain how the Assessment Plan promotes an inclusive environment.

5. Summarize the work that you have done in the Conclusion section.

· Provide insights on how another instructor could use this plan for their own class.

6. Use three to four (3-4) sources to support your writing. Choose sources that are credible, relevant, and appropriate. Cite each source listed on your source page at least one time within your assignment. For help with research, writing, and citation, access the library or review the
[library guides](https://library.strayer.edu/guides).

This course requires the use of Strayer Writing Standards (SWS). The library is your home for SWS assistance, including citations and formatting. Please refer to the
[Library site](https://library.strayer.edu/sws) for all support. Check with your professor for any additional instructions.

The specific course learning outcome associated with this assignment is:

· Generate assessments that align to learning goals and incorporate strategies for inclusion.

**## Week3assignment.pdf**

1

Courtney Hopkins

Professor Vance

Strayer University EDU 510 Week 3 Assessment

Assessment Plan – Part 1: Preliminary Steps for Selecting an Assessment

January 23, 2025

2

Designing an Effective Assessment Plan for Diverse Learners

1. Introduction

This report outlines the design of an assessment plan for a specific grade level and

subject area for a seven-week grading period. Aligning assessments with learning goals, state

standards, and meeting/knowing the individual needs of students are emphasized in the plan. The

plan uses different assessment methods to provide an unbiased evaluation of students' progress,

take into account different learning styles, and make students ready for future academic

challenges, as well as real-world applications.

2. School and Student Population Description

School Overview:

The school is in a suburban setting with 1,200 diverse socioeconomic and cultural

students. Hispanics make up 45%, Whites 35%, African Americans 15%, and Asians or other

ethnicities 5% of the student population. About 12% of students receive special education

services, and 20% are English language learners (ELL). The school performs such inclusiveness,

giving all the students resources and opportunities to achieve academically and socially (Appiah-

Odame, 2).

Student Academic Profile:

3

Students have ability in the basic skills but have problems in applying the knowledge to

the real-life situation. Diagnostic assessments show that, while most students score at or close to

grade level, there are gaps in key critical thinking and problem-solving skills. For example,

students are strong at solving routine problems but weak on multi-step and analytical tasks. Both

points are strengths—collaboration and enthusiasm for hands-on activities.

Learning Goals:

Learn how to master multi-step mathematical problem solving.

Use critical thinking on real-life problems.

Being able to collaborate effectively with a team on group assignments is important to

own.

In writing and verbally; use developed clear communication skills (Gastón, 3).

State Standards and Local Curriculum Goals:

This plan aligns with the Common Core State Standards (CCSS) for mathematics,

including:

CCSS.MATH.CONTENT.5.NBT.A.1: Understanding place value.

CCSS.MATH.CONTENT.5.OA.B.3: To analyze patterns, to generate patterns.

Interdisciplinary learning is also stressed in local curriculum goals to connect math with

science and technology (Dixson, 4).

3. Assessment Techniques Aligned with Learning Goals

Overview of Techniques:

Assessments are needed that differ from one another in their approach and that can reflect

student knowledge, skills, and growth over time. Formative quizzes, projects-based assessments,

and peer and self-assessments can be used by teachers for giving meaningful feedback on their

4

student’s performance and the Learn The dialogic approach provides a way in which teachers

can tailor instruction to individual student needs. Using these techniques will engage students,

have them reflect, and use their critical thinking in line with learning objectives (Angelo, 1).

Technique 1: Formative Quizzes:

Purpose: They conduct short, low-stakes quizzes to see if students understand the basics,

such as place value and basic patterns.

Feedback: Teachers give immediate feedback, customized to students' misconceptions

and movement to better action.

Alignment: Quizzes help to focus learning on specific grade-level math standards. This

enables teachers to see where students are at and make adjustments as needed with instruction

(Appiah-Odame, 2).

Technique 2: Project-Based Assessment:

Purpose: Students work together to design and solve real-world problems, such as

working together to create a budget for a school event. It motivates hands-on learning. and

critical thinking.

Feedback: With rubric-based feedback, both clarity and fairness are achieved. Teachers

measure creativity, accuracy, and application of skills while presenting suggestions on

improvement.

Alignment: One way to support learning goals around problem solving, teamwork, and

utilization of mathematics concepts in real-world contexts, this technique directly supports. It

also supports linkage of math to problems with practical aspects (Dixson, 4).

Technique 3: Peer and Self-Assessment:

5

Purpose: During group projects, the students evaluate their own and their peers’

contributions. It also promotes accountability and self-reflection.

Feedback: Students give constructive feedback to each other, and teachers help the

process along with guiding them.

Alignment: For communication and collaboration, peer and self-assessments support

each other so students know what they are good at and where they need to improve (Dixson, 4).

4. Benefits of Using Several Assessment Techniques

Benefits:

Teachers who use a variety of techniques can explicitly assess students to ascertain which

of these academic and interpersonal skills they have. These techniques accommodate different

learning styles, i.e., visual (being image-based), auditory (speaking), and kinesthetic (hands-on).

They also help with engagement. by offering different ways in which students can show that they

know. There are multiple assessments since the students are constantly exposed to feedback that

keeps them engaged to learn (Angelo, 1).

Drawbacks:

Multiple techniques can be time intensive for teachers to implement in class, with careful

preparation. The sheer variety of assessments students may feel overwhelmed by, but if not

coordinated well, can create confusion among students. Additionally, the grading of different

assessment types is not consistent or fair, and this needs to be addressed with professionalism.

development for educators. These are daunting challenges, but the benefits of a well-designed

assessment plans usually far outweigh the pain.

5. Real-Life Applicability of Assessments

Link to Real-Life Success:

6

Project based assessments not only use skills that students need on the job, like

budgeting, teamwork, and problem solving; they also expose students to real life challenges. For

example, building a budget is an actual life skill, such as financial literacy. Both peer and self-

assessment help increase students’ self-awareness and communication about contributions in a

collaborative setting. These experiences make students more confident and adaptable, two things

that are necessary for future success.

Limitations of Assessments:

Trouble capturing non-cognitive skills (e.g. perseverance, creativity).

Potential assessment design bias based on criteria of cultural or linguistic considerations.

Test anxiety might not result in the results reflecting knowing.

What overemphasis on performance can do is discourage risk taking.

All Classrooms may not be a good place to use extremely resource-intensive techniques.

6. Conclusion

To develop an effective assessment plan; techniques should be aligned either to learning

goals or to state standards. Formative quizzes, project-based assessments and peer self-

assessments help teachers to holistically assess along with critical thinking and being ready for

the real world. Despite challenges, students are prepared with a thoughtful assessment plan that

results in meaningful feedback that leads to academic and lifelong success.

7

References

1.Angelo, T. A., & Zakrajsek, T. D. (2024). Classroom Assessment Techniques: Formative

Feedback Tools for College and University Teachers. John Wiley & Sons.

https://books.google.com/books?hl=en&lr=&id=YZkGEQAAQBAJ&oi=fnd&pg=PR1&

dq=Angelo,+T.+A.,+%26+Zakrajsek,+T.+D.+(2024).+Classroom+assessment+technique

s:+Formative+feedback+tools+for+college+and+university+teachers+(3rd+ed.).+Jossey-

Bass.&ots=7sFZWq8VFZ&sig=4OJigM-X6lxeyq5sOq7rUxC34lg

2.Appiah-Odame, E. K. (2024). Authentic Assessment for Motivating Student Learning and

Teaching Effectiveness in Rural, High-Need Secondary Schools in Manitoba,

Canada. European Journal of Mathematics and Science Education, 5(2), 93-104.

https://www.ejmse.com/authentic-assessment-for-motivating-student-learning-and-

teaching-effectiveness-in-rural-high-need-secondary-schools-in-manitoba-canada

3.Gastón, J. L., & Lawrence, B. A. (2015). Supporting teachers’ learning about mathematical

modeling. https://academicworks.cuny.edu/bm_pubs/109/

[https://books.google.com/books?hl=en&lr=&id=YZkGEQAAQBAJ&oi=fnd&pg=PR1&dq=Angelo,+T.+A.,+%26+Zakrajsek,+T.+D.+(2024).+Classroom+assessment+techniques:+Formative+feedback+tools+for+college+and+university+teachers+(3rd+ed.).+Jossey-Bass.&ots=7sFZWq8VFZ&sig=4OJigM-X6lxeyq5sOq7rUxC34lg](https://books.google.com/books?hl=en&lr=&id=YZkGEQAAQBAJ&oi=fnd&pg=PR1&dq=Angelo,+T.+A.,+%26+Zakrajsek,+T.+D.+(2024).+Classroom+assessment+techniques:+Formative+feedback+tools+for+college+and+university+teachers+(3rd+ed.).+Jossey-Bass.&ots=7sFZWq8VFZ&sig=4OJigM-X6lxeyq5sOq7rUxC34lg)

[https://books.google.com/books?hl=en&lr=&id=YZkGEQAAQBAJ&oi=fnd&pg=PR1&dq=Angelo,+T.+A.,+%26+Zakrajsek,+T.+D.+(2024).+Classroom+assessment+techniques:+Formative+feedback+tools+for+college+and+university+teachers+(3rd+ed.).+Jossey-Bass.&ots=7sFZWq8VFZ&sig=4OJigM-X6lxeyq5sOq7rUxC34lg](https://books.google.com/books?hl=en&lr=&id=YZkGEQAAQBAJ&oi=fnd&pg=PR1&dq=Angelo,+T.+A.,+%26+Zakrajsek,+T.+D.+(2024).+Classroom+assessment+techniques:+Formative+feedback+tools+for+college+and+university+teachers+(3rd+ed.).+Jossey-Bass.&ots=7sFZWq8VFZ&sig=4OJigM-X6lxeyq5sOq7rUxC34lg)

[https://books.google.com/books?hl=en&lr=&id=YZkGEQAAQBAJ&oi=fnd&pg=PR1&dq=Angelo,+T.+A.,+%26+Zakrajsek,+T.+D.+(2024).+Classroom+assessment+techniques:+Formative+feedback+tools+for+college+and+university+teachers+(3rd+ed.).+Jossey-Bass.&ots=7sFZWq8VFZ&sig=4OJigM-X6lxeyq5sOq7rUxC34lg](https://books.google.com/books?hl=en&lr=&id=YZkGEQAAQBAJ&oi=fnd&pg=PR1&dq=Angelo,+T.+A.,+%26+Zakrajsek,+T.+D.+(2024).+Classroom+assessment+techniques:+Formative+feedback+tools+for+college+and+university+teachers+(3rd+ed.).+Jossey-Bass.&ots=7sFZWq8VFZ&sig=4OJigM-X6lxeyq5sOq7rUxC34lg)

[https://books.google.com/books?hl=en&lr=&id=YZkGEQAAQBAJ&oi=fnd&pg=PR1&dq=Angelo,+T.+A.,+%26+Zakrajsek,+T.+D.+(2024).+Classroom+assessment+techniques:+Formative+feedback+tools+for+college+and+university+teachers+(3rd+ed.).+Jossey-Bass.&ots=7sFZWq8VFZ&sig=4OJigM-X6lxeyq5sOq7rUxC34lg](https://books.google.com/books?hl=en&lr=&id=YZkGEQAAQBAJ&oi=fnd&pg=PR1&dq=Angelo,+T.+A.,+%26+Zakrajsek,+T.+D.+(2024).+Classroom+assessment+techniques:+Formative+feedback+tools+for+college+and+university+teachers+(3rd+ed.).+Jossey-Bass.&ots=7sFZWq8VFZ&sig=4OJigM-X6lxeyq5sOq7rUxC34lg)

[https://www.ejmse.com/authentic-assessment-for-motivating-student-learning-and-teaching-effectiveness-in-rural-high-need-secondary-schools-in-manitoba-canada](https://www.ejmse.com/authentic-assessment-for-motivating-student-learning-and-teaching-effectiveness-in-rural-high-need-secondary-schools-in-manitoba-canada)

[https://www.ejmse.com/authentic-assessment-for-motivating-student-learning-and-teaching-effectiveness-in-rural-high-need-secondary-schools-in-manitoba-canada](https://www.ejmse.com/authentic-assessment-for-motivating-student-learning-and-teaching-effectiveness-in-rural-high-need-secondary-schools-in-manitoba-canada)

[https://academicworks.cuny.edu/bm_pubs/109/](https://academicworks.cuny.edu/bm_pubs/109/)

8

4.Dixson, D. D., & Worrell, F. C. (2016). Formative and summative assessment in the

classroom. Theory into practice, 55(2), 153-159.

https://www.tandfonline.com/doi/abs/10.1080/00405841.2016.1148989

[https://www.tandfonline.com/doi/abs/10.1080/00405841.2016.1148989](https://www.tandfonline.com/doi/abs/10.1080/00405841.2016.1148989)

**Chapter6.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chapter6-pdf-10187755)

**## week6assignmentcopycopy.docx**

**EDU 510 Week6 assignment**

**Skills Being Assessed**

In this assignment, you will practice the following skill(s):

**Problem-Solving**

The ability to identify and frame problems, explore ideas, and create effective, ethical, and evidence-based solutions.

**Self and Social Awareness**

The ability to recognize thoughts, emotions, intentions, and biases of oneself and others and use that information to identify impacts on others, receive feedback, reflect, and guide one's growth and development.

**Overview**

In the Week 3 assignment (attached document), you completed the preliminary work needed for your assessment plan that included background information that provides a glimpse of what the assessment plan is about.

For this assignment, you will use your
**Problem-Solving** skills as you explore ideas to incorporate that information into a plan for a single unit or course that will contain lessons for seven weeks. It is going to be more detailed as you need to describe the multiple activities that students will be doing in your classroom.

You will describe the specific content, concepts, procedures, terminology, and thinking skills your students will learn and use. You will also describe your teaching activities and your students' learning activities. You'll identify the learning objectives and student learning targets for the lessons, including the specific formative and summative assessments you will use, and when you will use them.

**Note:** Refer to the Assignment Description in Week 1.

(
**Week 6: Assessment Plan – Part 2**

For this assignment, you will revise the information you gathered in Part 1, based on feedback from your instructor(attached document on what to revise) and incorporate it into an Assessment Plan that includes the following:

· An assessment plan that includes lessons for a seven (7)-week grading period.

· A description of three assessment techniques or methods that you will be using for your students, the appropriate grade level, and the subject area.

**Preparation**

Review Chapter 6 of your textbook, (chapter 6 attached) paying special attention to the "Example of How to Develop an Assessment Plan for a Marking Period' section, which begins on page 109. This section includes an example of how to create an assessment plan for the hypothetical class that you are developing (Figure 6.1), as well as an example of an assessment plan for a single unit of the course (Figure 6.2).

**Instructions**

Create a four-to-five (4-5) page assessment plan.
**Note:** Use content from the Week 3 assignment,
_Assessment Plan – Part 1: Preliminary Steps for Selecting an Assessment_, incorporating any instructor feedback that you received, and expanding on the details as needed.

1. Describe the school and the student population, including key demographic details, and "using an in-text citation to give credit to the author of the demographics.

· Include background information about your school, student population, grade level, current knowledge, city and state, diversity profile, school ranking, test scores, income level, etc.

2. Explain how your assessment plan can promote learning and an inclusive environment.

· Provide your rationale.

3. Create an assessment that includes the following sections.

**Note:** In your overall assessment plan, you have the option to present the information as a paper, using the required section headers; or in a chart format, such as in Chapter 6 of your textbook (Figure 6.1):

· General Learning Target

· Timeframe

· Formative Assessment

· Summative Assessment

· Grade Weights

4. Create an assessment plan for one unit or module that incorporates three (3) assessment techniques.

**Note:** For the unit or module section of the Assessment Plan, you have the option to organize your unit activities as a paper, using appropriate headers; or in a chart format, such as the one in Chapter 6 of your textbook (Figure 6.2). If you choose to write this section in a paper or report format, you will need to ensure that the headings are clearly specified so the readers or other teachers can follow your organization.

· Select one of the units or modules you wrote and develop an assessment plan that incorporates three assessment techniques.

· For each assessment technique, the following information must be included:

· Assessment description.

· Explanation of the purpose of the assessment.

· Explanation of the activities that students will be doing.

· Include the specific activities you expect students to complete, and your follow-up action to assess students' performance.

· Rationale for using this assessment technique.

· Include an in-text citation that supports the use of this assessment.

· Strategies for Inclusion.

· Explain how the Assessment Plan promotes an inclusive environment.

5. Summarize the work that you have done in the Conclusion section.

· Provide insights on how another instructor could use this plan for their own class.

6. Use three to four (3-4) sources to support your writing. Choose sources that are credible, relevant, and appropriate. Cite each source listed on your source page at least one time within your assignment. For help with research, writing, and citation, access the library or review the
[library guides](https://library.strayer.edu/guides).

This course requires the use of Strayer Writing Standards (SWS). The library is your home for SWS assistance, including citations and formatting. Please refer to the
[Library site](https://library.strayer.edu/sws) for all support. Check with your professor for any additional instructions.

The specific course learning outcome associated with this assignment is:

· Generate assessments that align to learning goals and incorporate strategies for inclusion.

**## Week3assignment.pdf**

1

Courtney Hopkins

Professor Vance

Strayer University EDU 510 Week 3 Assessment

Assessment Plan – Part 1: Preliminary Steps for Selecting an Assessment

January 23, 2025

2

Designing an Effective Assessment Plan for Diverse Learners

1. Introduction

This report outlines the design of an assessment plan for a specific grade level and

subject area for a seven-week grading period. Aligning assessments with learning goals, state

standards, and meeting/knowing the individual needs of students are emphasized in the plan. The

plan uses different assessment methods to provide an unbiased evaluation of students' progress,

take into account different learning styles, and make students ready for future academic

challenges, as well as real-world applications.

2. School and Student Population Description

School Overview:

The school is in a suburban setting with 1,200 diverse socioeconomic and cultural

students. Hispanics make up 45%, Whites 35%, African Americans 15%, and Asians or other

ethnicities 5% of the student population. About 12% of students receive special education

services, and 20% are English language learners (ELL). The school performs such inclusiveness,

giving all the students resources and opportunities to achieve academically and socially (Appiah-

Odame, 2).

Student Academic Profile:

3

Students have ability in the basic skills but have problems in applying the knowledge to

the real-life situation. Diagnostic assessments show that, while most students score at or close to

grade level, there are gaps in key critical thinking and problem-solving skills. For example,

students are strong at solving routine problems but weak on multi-step and analytical tasks. Both

points are strengths—collaboration and enthusiasm for hands-on activities.

Learning Goals:

Learn how to master multi-step mathematical problem solving.

Use critical thinking on real-life problems.

Being able to collaborate effectively with a team on group assignments is important to

own.

In writing and verbally; use developed clear communication skills (Gastón, 3).

State Standards and Local Curriculum Goals:

This plan aligns with the Common Core State Standards (CCSS) for mathematics,

including:

CCSS.MATH.CONTENT.5.NBT.A.1: Understanding place value.

CCSS.MATH.CONTENT.5.OA.B.3: To analyze patterns, to generate patterns.

Interdisciplinary learning is also stressed in local curriculum goals to connect math with

science and technology (Dixson, 4).

3. Assessment Techniques Aligned with Learning Goals

Overview of Techniques:

Assessments are needed that differ from one another in their approach and that can reflect

student knowledge, skills, and growth over time. Formative quizzes, projects-based assessments,

and peer and self-assessments can be used by teachers for giving meaningful feedback on their

4

student’s performance and the Learn The dialogic approach provides a way in which teachers

can tailor instruction to individual student needs. Using these techniques will engage students,

have them reflect, and use their critical thinking in line with learning objectives (Angelo, 1).

Technique 1: Formative Quizzes:

Purpose: They conduct short, low-stakes quizzes to see if students understand the basics,

such as place value and basic patterns.

Feedback: Teachers give immediate feedback, customized to students' misconceptions

and movement to better action.

Alignment: Quizzes help to focus learning on specific grade-level math standards. This

enables teachers to see where students are at and make adjustments as needed with instruction

(Appiah-Odame, 2).

Technique 2: Project-Based Assessment:

Purpose: Students work together to design and solve real-world problems, such as

working together to create a budget for a school event. It motivates hands-on learning. and

critical thinking.

Feedback: With rubric-based feedback, both clarity and fairness are achieved. Teachers

measure creativity, accuracy, and application of skills while presenting suggestions on

improvement.

Alignment: One way to support learning goals around problem solving, teamwork, and

utilization of mathematics concepts in real-world contexts, this technique directly supports. It

also supports linkage of math to problems with practical aspects (Dixson, 4).

Technique 3: Peer and Self-Assessment:

5

Purpose: During group projects, the students evaluate their own and their peers’

contributions. It also promotes accountability and self-reflection.

Feedback: Students give constructive feedback to each other, and teachers help the

process along with guiding them.

Alignment: For communication and collaboration, peer and self-assessments support

each other so students know what they are good at and where they need to improve (Dixson, 4).

4. Benefits of Using Several Assessment Techniques

Benefits:

Teachers who use a variety of techniques can explicitly assess students to ascertain which

of these academic and interpersonal skills they have. These techniques accommodate different

learning styles, i.e., visual (being image-based), auditory (speaking), and kinesthetic (hands-on).

They also help with engagement. by offering different ways in which students can show that they

know. There are multiple assessments since the students are constantly exposed to feedback that

keeps them engaged to learn (Angelo, 1).

Drawbacks:

Multiple techniques can be time intensive for teachers to implement in class, with careful

preparation. The sheer variety of assessments students may feel overwhelmed by, but if not

coordinated well, can create confusion among students. Additionally, the grading of different

assessment types is not consistent or fair, and this needs to be addressed with professionalism.

development for educators. These are daunting challenges, but the benefits of a well-designed

assessment plans usually far outweigh the pain.

5. Real-Life Applicability of Assessments

Link to Real-Life Success:

6

Project based assessments not only use skills that students need on the job, like

budgeting, teamwork, and problem solving; they also expose students to real life challenges. For

example, building a budget is an actual life skill, such as financial literacy. Both peer and self-

assessment help increase students’ self-awareness and communication about contributions in a

collaborative setting. These experiences make students more confident and adaptable, two things

that are necessary for future success.

Limitations of Assessments:

Trouble capturing non-cognitive skills (e.g. perseverance, creativity).

Potential assessment design bias based on criteria of cultural or linguistic considerations.

Test anxiety might not result in the results reflecting knowing.

What overemphasis on performance can do is discourage risk taking.

All Classrooms may not be a good place to use extremely resource-intensive techniques.

6. Conclusion

To develop an effective assessment plan; techniques should be aligned either to learning

goals or to state standards. Formative quizzes, project-based assessments and peer self-

assessments help teachers to holistically assess along with critical thinking and being ready for

the real world. Despite challenges, students are prepared with a thoughtful assessment plan that

results in meaningful feedback that leads to academic and lifelong success.

7

References

1.Angelo, T. A., & Zakrajsek, T. D. (2024). Classroom Assessment Techniques: Formative

Feedback Tools for College and University Teachers. John Wiley & Sons.

https://books.google.com/books?hl=en&lr=&id=YZkGEQAAQBAJ&oi=fnd&pg=PR1&

dq=Angelo,+T.+A.,+%26+Zakrajsek,+T.+D.+(2024).+Classroom+assessment+technique

s:+Formative+feedback+tools+for+college+and+university+teachers+(3rd+ed.).+Jossey-

Bass.&ots=7sFZWq8VFZ&sig=4OJigM-X6lxeyq5sOq7rUxC34lg

2.Appiah-Odame, E. K. (2024). Authentic Assessment for Motivating Student Learning and

Teaching Effectiveness in Rural, High-Need Secondary Schools in Manitoba,

Canada. European Journal of Mathematics and Science Education, 5(2), 93-104.

https://www.ejmse.com/authentic-assessment-for-motivating-student-learning-and-

teaching-effectiveness-in-rural-high-need-secondary-schools-in-manitoba-canada

3.Gastón, J. L., & Lawrence, B. A. (2015). Supporting teachers’ learning about mathematical

modeling. https://academicworks.cuny.edu/bm_pubs/109/

[https://books.google.com/books?hl=en&lr=&id=YZkGEQAAQBAJ&oi=fnd&pg=PR1&dq=Angelo,+T.+A.,+%26+Zakrajsek,+T.+D.+(2024).+Classroom+assessment+techniques:+Formative+feedback+tools+for+college+and+university+teachers+(3rd+ed.).+Jossey-Bass.&ots=7sFZWq8VFZ&sig=4OJigM-X6lxeyq5sOq7rUxC34lg](https://books.google.com/books?hl=en&lr=&id=YZkGEQAAQBAJ&oi=fnd&pg=PR1&dq=Angelo,+T.+A.,+%26+Zakrajsek,+T.+D.+(2024).+Classroom+assessment+techniques:+Formative+feedback+tools+for+college+and+university+teachers+(3rd+ed.).+Jossey-Bass.&ots=7sFZWq8VFZ&sig=4OJigM-X6lxeyq5sOq7rUxC34lg)

[https://books.google.com/books?hl=en&lr=&id=YZkGEQAAQBAJ&oi=fnd&pg=PR1&dq=Angelo,+T.+A.,+%26+Zakrajsek,+T.+D.+(2024).+Classroom+assessment+techniques:+Formative+feedback+tools+for+college+and+university+teachers+(3rd+ed.).+Jossey-Bass.&ots=7sFZWq8VFZ&sig=4OJigM-X6lxeyq5sOq7rUxC34lg](https://books.google.com/books?hl=en&lr=&id=YZkGEQAAQBAJ&oi=fnd&pg=PR1&dq=Angelo,+T.+A.,+%26+Zakrajsek,+T.+D.+(2024).+Classroom+assessment+techniques:+Formative+feedback+tools+for+college+and+university+teachers+(3rd+ed.).+Jossey-Bass.&ots=7sFZWq8VFZ&sig=4OJigM-X6lxeyq5sOq7rUxC34lg)

[https://books.google.com/books?hl=en&lr=&id=YZkGEQAAQBAJ&oi=fnd&pg=PR1&dq=Angelo,+T.+A.,+%26+Zakrajsek,+T.+D.+(2024).+Classroom+assessment+techniques:+Formative+feedback+tools+for+college+and+university+teachers+(3rd+ed.).+Jossey-Bass.&ots=7sFZWq8VFZ&sig=4OJigM-X6lxeyq5sOq7rUxC34lg](https://books.google.com/books?hl=en&lr=&id=YZkGEQAAQBAJ&oi=fnd&pg=PR1&dq=Angelo,+T.+A.,+%26+Zakrajsek,+T.+D.+(2024).+Classroom+assessment+techniques:+Formative+feedback+tools+for+college+and+university+teachers+(3rd+ed.).+Jossey-Bass.&ots=7sFZWq8VFZ&sig=4OJigM-X6lxeyq5sOq7rUxC34lg)

[https://books.google.com/books?hl=en&lr=&id=YZkGEQAAQBAJ&oi=fnd&pg=PR1&dq=Angelo,+T.+A.,+%26+Zakrajsek,+T.+D.+(2024).+Classroom+assessment+techniques:+Formative+feedback+tools+for+college+and+university+teachers+(3rd+ed.).+Jossey-Bass.&ots=7sFZWq8VFZ&sig=4OJigM-X6lxeyq5sOq7rUxC34lg](https://books.google.com/books?hl=en&lr=&id=YZkGEQAAQBAJ&oi=fnd&pg=PR1&dq=Angelo,+T.+A.,+%26+Zakrajsek,+T.+D.+(2024).+Classroom+assessment+techniques:+Formative+feedback+tools+for+college+and+university+teachers+(3rd+ed.).+Jossey-Bass.&ots=7sFZWq8VFZ&sig=4OJigM-X6lxeyq5sOq7rUxC34lg)

[https://www.ejmse.com/authentic-assessment-for-motivating-student-learning-and-teaching-effectiveness-in-rural-high-need-secondary-schools-in-manitoba-canada](https://www.ejmse.com/authentic-assessment-for-motivating-student-learning-and-teaching-effectiveness-in-rural-high-need-secondary-schools-in-manitoba-canada)

[https://www.ejmse.com/authentic-assessment-for-motivating-student-learning-and-teaching-effectiveness-in-rural-high-need-secondary-schools-in-manitoba-canada](https://www.ejmse.com/authentic-assessment-for-motivating-student-learning-and-teaching-effectiveness-in-rural-high-need-secondary-schools-in-manitoba-canada)

[https://academicworks.cuny.edu/bm_pubs/109/](https://academicworks.cuny.edu/bm_pubs/109/)

8

4.Dixson, D. D., & Worrell, F. C. (2016). Formative and summative assessment in the

classroom. Theory into practice, 55(2), 153-159.

https://www.tandfonline.com/doi/abs/10.1080/00405841.2016.1148989

[https://www.tandfonline.com/doi/abs/10.1080/00405841.2016.1148989](https://www.tandfonline.com/doi/abs/10.1080/00405841.2016.1148989)

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November 5, 2026
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attached – 2 years ago **files (1)** – ## Informativespeec.docx **## Informativespeec.docx** Informative speech for a public speaking class. The speech must be 3 – 5 minutes long. It can be on any topic. Students will be graded on how well they can keep the audience entertained, along with their att…

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**files (1)**

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**## Informativespeec.docx**

Informative speech for a public speaking class. The speech must be 3 – 5 minutes long. It can be on any topic. Students will be graded on how well they can keep the audience entertained, along with their attention. The audience should not be bored.

**## Informativespeec.docx**

Informative speech for a public speaking class. The speech must be 3 – 5 minutes long. It can be on any topic. Students will be graded on how well they can keep the audience entertained, along with their attention. The audience should not be bored.

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I need help with homework – 2 years ago **files (2)** – ## RequiredReferencesforweek5assignment.docx – ## Week5assignmentwithRubric.docx **## RequiredReferencesforweek5assignment.docx** **Required References for week 5 assignment** The Crosscultural, Language, and Academic Development Handbook: A Co…

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– 2 years ago

**files (2)**

– ## RequiredReferencesforweek5assignment.docx

– ## Week5assignmentwithRubric.docx

**## RequiredReferencesforweek5assignment.docx**

**Required References for week 5 assignment**

The Crosscultural, Language, and Academic Development Handbook: A Complete K-12 Reference Guide

**Required**

Read Chapter 7.

View Resource

AZELLA Assessment

**Required**

Review "AZELLA Assessment," located on the Arizona Department of Education website.

https://www.azed.gov/assessment/azella

Assessment for English Language Learners

**Required**

Explore "Assessment for English Language Learners," located on the Colorín Colorado website.

https://www.colorincolorado.org/school-support/assessment-english-language-learners

How to Use Corrective Feedback with English Language Learners

**Required**

Read "How to Use Corrective Feedback with English Language Learners," by Coleman, located on the TeachHub website (2020).

https://www.teachhub.com/teaching-strategies/2020/10/how-to-use-corrective-feedback-with-english-language-learners/

A Strategy for Giving Corrective Feedback to ELLs

**Required**

Read "A Strategy for Giving Corrective Feedback to ELLs," by Miller, located on the Edutopia website (2020).

https://www.edutopia.org/article/strategy-giving-corrective-feedback-ells/

Communicating with ELL Families: 10 Strategies for Schools

**Required**

Explore "Communicating with ELL Families: 10 Strategies for Schools," by Breiseth, located on the Colorín Colorado website (2020).

… Read More

https://www.colorincolorado.org/article/ells-families

Formative, Summative, and More Types of Assessments in Education

**Optional**

Read "Formative, Summative, and More Types of Assessments in Education," by Staake, located on the We Are Teachers website (2024).

https://www.weareteachers.com/types-of-assessments/

Assessment of English Language Learners

**Optional**

Explore "Assessment of English Language Learners" on the Reading Rockets website.

https://www.readingrockets.org/helping-all-readers/voices-experts/webcasts/assessment-english-language-learners

Self-Reflection and Self-Assessment: 8 Ways to Help Students Take Center Stage in Their Learning

**Optional**

Read "Self-Reflection and Self-Assessment: 8 Ways to Help Students Take Center Stage in Their Learning," by Bailey, located on the BrainP

… Read More

https://blog.brainpop.com/8-

**## Week5assignmentwithRubric.docx**

For this week's assignment, you are asked to create a digital newsletter for families. Please read through the directions and rubric carefully. Also, make sure that your newsletter can be opened by me within the assignment portal.

Effective communication with families of ELs is an essential part of fostering student achievement and family engagement. While there may be cultural and linguistic differences, educators have a responsibility to build bridges of understanding around assessment and data. Clearly explaining assessment practices and how data informs instruction, families can be empowered for meaningful involvement in the education system and their child's success.

Create a 250-500 word digital newsletter for families of ELs to explain general assessment practices, as well as methods and strategies you plan to implement in assessing the ELs in your classroom. Consider how you communicate the information to non-native English-speaking families. Include the following in your newsletter:

· Describe diagnostic, formative, and summative assessments, including how and when each is used to support English language instruction.

· Explain how your assessments are designed to align with ELP and content standards.

· Describe how different types of assessment are used to drive instructional decisions (i.e., teacher language use and modeling) and planning, including enrichment and interventions.

· Explain how state assessment data is used to determine student progress in both language and content.

· Describe testing accommodations appropriate for ELs.

· Describe two methods to help students develop strategies for self-reflection during instruction and assessment.

· Describe three strategies for communicating timely and meaningful feedback with students and families.

The digital newsletter should include graphics that are relevant to the content, visually appealing, and use space appropriately.

Support your digital newsletter with a minimum of two scholarly resources.

Submit a link to your digital newsletter and scholarly resources in a single document.

While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

**Rubric Criteria**

collapse all Rubric Criteria Collapse All

**Types of Assessments**

21 points

**Criteria Description**

**5. Target**

21 points

Description of diagnostic, formative, and summative assessments is specific and advanced. How and when each is used to support English language instruction is meaningful and ideal.

**4. Acceptable**

18.27 points

Description of diagnostic, formative, and summative assessments is detailed and accurate. How and when each is used to support English language instruction is clear and credible.

**Criteria Description**

**5. Target**

10.5 points

Explanation of how assessments are designed to align with ELP and content standards is proficient.

**4. Acceptable**

9.14 points

Explanation of how assessments are designed to align with ELP and content standards is logical.

**Unsatisfactory**

0 points

Explanation of how assessments are designed to align with ELP and content standards is incomprehensible.

**Instructional Decisions and Planning**

10.5 points

**State Assessment Data**

10.5 points

**Criteria Description**

**5. Target**

10.5 points

Explanation of how state assessment data is used to determine student progress in both language and content is comprehensive.

**4. Acceptable**

9.14 points

Explanation of how state assessment data is used to determine student progress in both language and content is clear and concise.

**3. Approaching**

7.77 poi

**Unsatisfactory**

0 points

Explanation of how assessments are designed to align with ELP and content standards is incomprehensible.

**Instructional Decisions and Planning**

10.5 points

**Criteria Description**

**5. Target**

10.5 points

Description of how different types of assessment are used to drive instructional decisions and planning, including enrichment and interventions, is creative and advanced.

**4. Acceptable**

9.14 points

Description of how different types of assessment are used to drive instructional decisions and planning, including enrichment and interventions, is noteworthy and significant.

**Unsatisfactory**

0 points

Description of how different types of assessment are used to drive instructional decisions and planning is incoherent or does not address enrichment and interventions.

**State Assessment Data**

10.5 points

**Criteria Description**

**5. Target**

10.5 points

Explanation of how state assessment data is used to determine student progress in both language and content is comprehensive.

**4. Acceptable**

9.14 points

Explanation of how state assessment data is used to determine student progress in both language and content is clear and concise.

###### **Unsatisfactory**

0 points

Explanation of how state assessment data is used to determine student progress in both language and content is erroneous.

**Testing Accommodations**

10.5 points

**Criteria Description**

**5. Target**

10.5 points

Description of testing accommodations appropriate for ELs is specific and thorough.

**4. Acceptable**

9.14 points

Description of testing accommodations appropriate for ELs is complete and accurate.

0 points

Explanation of how state assessment data is used to determine student progress in both language and content is erroneous.

**Testing Accommodations**

10.5 points

**Criteria Description**

**5. Target**

10.5 points

Description of testing accommodations appropriate for ELs is specific and thorough.

**4. Acceptable**

9.14 points

Description of testing accommodations appropriate for ELs is complete and accurate.

###### Unsatisfactory

0 points

Methods to help students develop strategies for self-reflection during instruction and assessment are erroneous.

###### Communicating Feedback

10.5 points

###### Criteria Description

###### 5. Target

10.5 points

Strategies for communicating timely and meaningful feedback with students and families are innovative.

###### 4. Acceptable

9.14 points

Strategies for communicating timely and meaningful feedback with students and families are effective

###### Unsatisfactory

0 points

Strategies for communicating timely and meaningful feedback with students and families are invalid.

###### Language Use and Audience Awareness

5.25 points

###### Criteria Description

###### 5. Target

5.25 points

Word choice is distinctive, creative, and well-suited to purpose, discipline, scope, and audience.

###### 4. Acceptable

4.57 points

Word choice is reflective of the intended audience, uses a variety of appropriate vocabulary, and communicates clearly.

###### Unsatisfactory

0 points

Language and word choice contain several distracting errors that impede the audience’s comprehension of content.

###### Layout

5.25 points

###### Criteria Description

###### 5. Target

5.25 points

The layout is visually pleasing and contributes to the overall message. Text is ideal in length and background and colors add to the overall message. Skillful use of spacing, headings, and subheadings enhances the readability of the text.

###### 4. Acceptable

4.57 points

The layout is well-structured, with background and text that complement each other, enabling the content to be easily read. The fonts are easy to read and use of spacing, headings, and subheadings enhances readability.

###### Unsatisfactory

0 points

The layout is visually unappealing and distracting to the message. Use of headings, subheadings, indentations, or bold text shows no consistent structure.

###### Supporting Research and Documentation of Sources

5.25 points

###### Criteria Description

Uses appropriate designated style and formatting to document sources in citations and references.

###### 5. Target

5.25 points

Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

###### 4. Acceptable

4.57 points

Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.

**## Week5assignmentwithRubric.docx**

For this week's assignment, you are asked to create a digital newsletter for families. Please read through the directions and rubric carefully. Also, make sure that your newsletter can be opened by me within the assignment portal.

Effective communication with families of ELs is an essential part of fostering student achievement and family engagement. While there may be cultural and linguistic differences, educators have a responsibility to build bridges of understanding around assessment and data. Clearly explaining assessment practices and how data informs instruction, families can be empowered for meaningful involvement in the education system and their child's success.

Create a 250-500 word digital newsletter for families of ELs to explain general assessment practices, as well as methods and strategies you plan to implement in assessing the ELs in your classroom. Consider how you communicate the information to non-native English-speaking families. Include the following in your newsletter:

· Describe diagnostic, formative, and summative assessments, including how and when each is used to support English language instruction.

· Explain how your assessments are designed to align with ELP and content standards.

· Describe how different types of assessment are used to drive instructional decisions (i.e., teacher language use and modeling) and planning, including enrichment and interventions.

· Explain how state assessment data is used to determine student progress in both language and content.

· Describe testing accommodations appropriate for ELs.

· Describe two methods to help students develop strategies for self-reflection during instruction and assessment.

· Describe three strategies for communicating timely and meaningful feedback with students and families.

The digital newsletter should include graphics that are relevant to the content, visually appealing, and use space appropriately.

Support your digital newsletter with a minimum of two scholarly resources.

Submit a link to your digital newsletter and scholarly resources in a single document.

While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

**Rubric Criteria**

collapse all Rubric Criteria Collapse All

**Types of Assessments**

21 points

**Criteria Description**

**5. Target**

21 points

Description of diagnostic, formative, and summative assessments is specific and advanced. How and when each is used to support English language instruction is meaningful and ideal.

**4. Acceptable**

18.27 points

Description of diagnostic, formative, and summative assessments is detailed and accurate. How and when each is used to support English language instruction is clear and credible.

**Criteria Description**

**5. Target**

10.5 points

Explanation of how assessments are designed to align with ELP and content standards is proficient.

**4. Acceptable**

9.14 points

Explanation of how assessments are designed to align with ELP and content standards is logical.

**Unsatisfactory**

0 points

Explanation of how assessments are designed to align with ELP and content standards is incomprehensible.

**Instructional Decisions and Planning**

10.5 points

**State Assessment Data**

10.5 points

**Criteria Description**

**5. Target**

10.5 points

Explanation of how state assessment data is used to determine student progress in both language and content is comprehensive.

**4. Acceptable**

9.14 points

Explanation of how state assessment data is used to determine student progress in both language and content is clear and concise.

**3. Approaching**

7.77 poi

**Unsatisfactory**

0 points

Explanation of how assessments are designed to align with ELP and content standards is incomprehensible.

**Instructional Decisions and Planning**

10.5 points

**Criteria Description**

**5. Target**

10.5 points

Description of how different types of assessment are used to drive instructional decisions and planning, including enrichment and interventions, is creative and advanced.

**4. Acceptable**

9.14 points

Description of how different types of assessment are used to drive instructional decisions and planning, including enrichment and interventions, is noteworthy and significant.

**Unsatisfactory**

0 points

Description of how different types of assessment are used to drive instructional decisions and planning is incoherent or does not address enrichment and interventions.

**State Assessment Data**

10.5 points

**Criteria Description**

**5. Target**

10.5 points

Explanation of how state assessment data is used to determine student progress in both language and content is comprehensive.

**4. Acceptable**

9.14 points

Explanation of how state assessment data is used to determine student progress in both language and content is clear and concise.

###### **Unsatisfactory**

0 points

Explanation of how state assessment data is used to determine student progress in both language and content is erroneous.

**Testing Accommodations**

10.5 points

**Criteria Description**

**5. Target**

10.5 points

Description of testing accommodations appropriate for ELs is specific and thorough.

**4. Acceptable**

9.14 points

Description of testing accommodations appropriate for ELs is complete and accurate.

0 points

Explanation of how state assessment data is used to determine student progress in both language and content is erroneous.

**Testing Accommodations**

10.5 points

**Criteria Description**

**5. Target**

10.5 points

Description of testing accommodations appropriate for ELs is specific and thorough.

**4. Acceptable**

9.14 points

Description of testing accommodations appropriate for ELs is complete and accurate.

###### Unsatisfactory

0 points

Methods to help students develop strategies for self-reflection during instruction and assessment are erroneous.

###### Communicating Feedback

10.5 points

###### Criteria Description

###### 5. Target

10.5 points

Strategies for communicating timely and meaningful feedback with students and families are innovative.

###### 4. Acceptable

9.14 points

Strategies for communicating timely and meaningful feedback with students and families are effective

###### Unsatisfactory

0 points

Strategies for communicating timely and meaningful feedback with students and families are invalid.

###### Language Use and Audience Awareness

5.25 points

###### Criteria Description

###### 5. Target

5.25 points

Word choice is distinctive, creative, and well-suited to purpose, discipline, scope, and audience.

###### 4. Acceptable

4.57 points

Word choice is reflective of the intended audience, uses a variety of appropriate vocabulary, and communicates clearly.

###### Unsatisfactory

0 points

Language and word choice contain several distracting errors that impede the audience’s comprehension of content.

###### Layout

5.25 points

###### Criteria Description

###### 5. Target

5.25 points

The layout is visually pleasing and contributes to the overall message. Text is ideal in length and background and colors add to the overall message. Skillful use of spacing, headings, and subheadings enhances the readability of the text.

###### 4. Acceptable

4.57 points

The layout is well-structured, with background and text that complement each other, enabling the content to be easily read. The fonts are easy to read and use of spacing, headings, and subheadings enhances readability.

###### Unsatisfactory

0 points

The layout is visually unappealing and distracting to the message. Use of headings, subheadings, indentations, or bold text shows no consistent structure.

###### Supporting Research and Documentation of Sources

5.25 points

###### Criteria Description

Uses appropriate designated style and formatting to document sources in citations and references.

###### 5. Target

5.25 points

Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

###### 4. Acceptable

4.57 points

Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.

**## RequiredReferencesforweek5assignment.docx**

**Required References for week 5 assignment**

The Crosscultural, Language, and Academic Development Handbook: A Complete K-12 Reference Guide

**Required**

Read Chapter 7.

View Resource

AZELLA Assessment

**Required**

Review "AZELLA Assessment," located on the Arizona Department of Education website.

https://www.azed.gov/assessment/azella

Assessment for English Language Learners

**Required**

Explore "Assessment for English Language Learners," located on the Colorín Colorado website.

https://www.colorincolorado.org/school-support/assessment-english-language-learners

How to Use Corrective Feedback with English Language Learners

**Required**

Read "How to Use Corrective Feedback with English Language Learners," by Coleman, located on the TeachHub website (2020).

https://www.teachhub.com/teaching-strategies/2020/10/how-to-use-corrective-feedback-with-english-language-learners/

A Strategy for Giving Corrective Feedback to ELLs

**Required**

Read "A Strategy for Giving Corrective Feedback to ELLs," by Miller, located on the Edutopia website (2020).

https://www.edutopia.org/article/strategy-giving-corrective-feedback-ells/

Communicating with ELL Families: 10 Strategies for Schools

**Required**

Explore "Communicating with ELL Families: 10 Strategies for Schools," by Breiseth, located on the Colorín Colorado website (2020).

… Read More

https://www.colorincolorado.org/article/ells-families

Formative, Summative, and More Types of Assessments in Education

**Optional**

Read "Formative, Summative, and More Types of Assessments in Education," by Staake, located on the We Are Teachers website (2024).

https://www.weareteachers.com/types-of-assessments/

Assessment of English Language Learners

**Optional**

Explore "Assessment of English Language Learners" on the Reading Rockets website.

https://www.readingrockets.org/helping-all-readers/voices-experts/webcasts/assessment-english-language-learners

Self-Reflection and Self-Assessment: 8 Ways to Help Students Take Center Stage in Their Learning

**Optional**

Read "Self-Reflection and Self-Assessment: 8 Ways to Help Students Take Center Stage in Their Learning," by Bailey, located on the BrainP

… Read More

https://blog.brainpop.com/8-

**## Week5assignmentwithRubric.docx**

For this week's assignment, you are asked to create a digital newsletter for families. Please read through the directions and rubric carefully. Also, make sure that your newsletter can be opened by me within the assignment portal.

Effective communication with families of ELs is an essential part of fostering student achievement and family engagement. While there may be cultural and linguistic differences, educators have a responsibility to build bridges of understanding around assessment and data. Clearly explaining assessment practices and how data informs instruction, families can be empowered for meaningful involvement in the education system and their child's success.

Create a 250-500 word digital newsletter for families of ELs to explain general assessment practices, as well as methods and strategies you plan to implement in assessing the ELs in your classroom. Consider how you communicate the information to non-native English-speaking families. Include the following in your newsletter:

· Describe diagnostic, formative, and summative assessments, including how and when each is used to support English language instruction.

· Explain how your assessments are designed to align with ELP and content standards.

· Describe how different types of assessment are used to drive instructional decisions (i.e., teacher language use and modeling) and planning, including enrichment and interventions.

· Explain how state assessment data is used to determine student progress in both language and content.

· Describe testing accommodations appropriate for ELs.

· Describe two methods to help students develop strategies for self-reflection during instruction and assessment.

· Describe three strategies for communicating timely and meaningful feedback with students and families.

The digital newsletter should include graphics that are relevant to the content, visually appealing, and use space appropriately.

Support your digital newsletter with a minimum of two scholarly resources.

Submit a link to your digital newsletter and scholarly resources in a single document.

While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

**Rubric Criteria**

collapse all Rubric Criteria Collapse All

**Types of Assessments**

21 points

**Criteria Description**

**5. Target**

21 points

Description of diagnostic, formative, and summative assessments is specific and advanced. How and when each is used to support English language instruction is meaningful and ideal.

**4. Acceptable**

18.27 points

Description of diagnostic, formative, and summative assessments is detailed and accurate. How and when each is used to support English language instruction is clear and credible.

**Criteria Description**

**5. Target**

10.5 points

Explanation of how assessments are designed to align with ELP and content standards is proficient.

**4. Acceptable**

9.14 points

Explanation of how assessments are designed to align with ELP and content standards is logical.

**Unsatisfactory**

0 points

Explanation of how assessments are designed to align with ELP and content standards is incomprehensible.

**Instructional Decisions and Planning**

10.5 points

**State Assessment Data**

10.5 points

**Criteria Description**

**5. Target**

10.5 points

Explanation of how state assessment data is used to determine student progress in both language and content is comprehensive.

**4. Acceptable**

9.14 points

Explanation of how state assessment data is used to determine student progress in both language and content is clear and concise.

**3. Approaching**

7.77 poi

**Unsatisfactory**

0 points

Explanation of how assessments are designed to align with ELP and content standards is incomprehensible.

**Instructional Decisions and Planning**

10.5 points

**Criteria Description**

**5. Target**

10.5 points

Description of how different types of assessment are used to drive instructional decisions and planning, including enrichment and interventions, is creative and advanced.

**4. Acceptable**

9.14 points

Description of how different types of assessment are used to drive instructional decisions and planning, including enrichment and interventions, is noteworthy and significant.

**Unsatisfactory**

0 points

Description of how different types of assessment are used to drive instructional decisions and planning is incoherent or does not address enrichment and interventions.

**State Assessment Data**

10.5 points

**Criteria Description**

**5. Target**

10.5 points

Explanation of how state assessment data is used to determine student progress in both language and content is comprehensive.

**4. Acceptable**

9.14 points

Explanation of how state assessment data is used to determine student progress in both language and content is clear and concise.

###### **Unsatisfactory**

0 points

Explanation of how state assessment data is used to determine student progress in both language and content is erroneous.

**Testing Accommodations**

10.5 points

**Criteria Description**

**5. Target**

10.5 points

Description of testing accommodations appropriate for ELs is specific and thorough.

**4. Acceptable**

9.14 points

Description of testing accommodations appropriate for ELs is complete and accurate.

0 points

Explanation of how state assessment data is used to determine student progress in both language and content is erroneous.

**Testing Accommodations**

10.5 points

**Criteria Description**

**5. Target**

10.5 points

Description of testing accommodations appropriate for ELs is specific and thorough.

**4. Acceptable**

9.14 points

Description of testing accommodations appropriate for ELs is complete and accurate.

###### Unsatisfactory

0 points

Methods to help students develop strategies for self-reflection during instruction and assessment are erroneous.

###### Communicating Feedback

10.5 points

###### Criteria Description

###### 5. Target

10.5 points

Strategies for communicating timely and meaningful feedback with students and families are innovative.

###### 4. Acceptable

9.14 points

Strategies for communicating timely and meaningful feedback with students and families are effective

###### Unsatisfactory

0 points

Strategies for communicating timely and meaningful feedback with students and families are invalid.

###### Language Use and Audience Awareness

5.25 points

###### Criteria Description

###### 5. Target

5.25 points

Word choice is distinctive, creative, and well-suited to purpose, discipline, scope, and audience.

###### 4. Acceptable

4.57 points

Word choice is reflective of the intended audience, uses a variety of appropriate vocabulary, and communicates clearly.

###### Unsatisfactory

0 points

Language and word choice contain several distracting errors that impede the audience’s comprehension of content.

###### Layout

5.25 points

###### Criteria Description

###### 5. Target

5.25 points

The layout is visually pleasing and contributes to the overall message. Text is ideal in length and background and colors add to the overall message. Skillful use of spacing, headings, and subheadings enhances the readability of the text.

###### 4. Acceptable

4.57 points

The layout is well-structured, with background and text that complement each other, enabling the content to be easily read. The fonts are easy to read and use of spacing, headings, and subheadings enhances readability.

###### Unsatisfactory

0 points

The layout is visually unappealing and distracting to the message. Use of headings, subheadings, indentations, or bold text shows no consistent structure.

###### Supporting Research and Documentation of Sources

5.25 points

###### Criteria Description

Uses appropriate designated style and formatting to document sources in citations and references.

###### 5. Target

5.25 points

Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

###### 4. Acceptable

4.57 points

Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.

**## RequiredReferencesforweek5assignment.docx**

**Required References for week 5 assignment**

The Crosscultural, Language, and Academic Development Handbook: A Complete K-12 Reference Guide

**Required**

Read Chapter 7.

View Resource

AZELLA Assessment

**Required**

Review "AZELLA Assessment," located on the Arizona Department of Education website.

https://www.azed.gov/assessment/azella

Assessment for English Language Learners

**Required**

Explore "Assessment for English Language Learners," located on the Colorín Colorado website.

https://www.colorincolorado.org/school-support/assessment-english-language-learners

How to Use Corrective Feedback with English Language Learners

**Required**

Read "How to Use Corrective Feedback with English Language Learners," by Coleman, located on the TeachHub website (2020).

https://www.teachhub.com/teaching-strategies/2020/10/how-to-use-corrective-feedback-with-english-language-learners/

A Strategy for Giving Corrective Feedback to ELLs

**Required**

Read "A Strategy for Giving Corrective Feedback to ELLs," by Miller, located on the Edutopia website (2020).

https://www.edutopia.org/article/strategy-giving-corrective-feedback-ells/

Communicating with ELL Families: 10 Strategies for Schools

**Required**

Explore "Communicating with ELL Families: 10 Strategies for Schools," by Breiseth, located on the Colorín Colorado website (2020).

… Read More

https://www.colorincolorado.org/article/ells-families

Formative, Summative, and More Types of Assessments in Education

**Optional**

Read "Formative, Summative, and More Types of Assessments in Education," by Staake, located on the We Are Teachers website (2024).

https://www.weareteachers.com/types-of-assessments/

Assessment of English Language Learners

**Optional**

Explore "Assessment of English Language Learners" on the Reading Rockets website.

https://www.readingrockets.org/helping-all-readers/voices-experts/webcasts/assessment-english-language-learners

Self-Reflection and Self-Assessment: 8 Ways to Help Students Take Center Stage in Their Learning

**Optional**

Read "Self-Reflection and Self-Assessment: 8 Ways to Help Students Take Center Stage in Their Learning," by Bailey, located on the BrainP

… Read More

https://blog.brainpop.com/8-

**## Week5assignmentwithRubric.docx**

For this week's assignment, you are asked to create a digital newsletter for families. Please read through the directions and rubric carefully. Also, make sure that your newsletter can be opened by me within the assignment portal.

Effective communication with families of ELs is an essential part of fostering student achievement and family engagement. While there may be cultural and linguistic differences, educators have a responsibility to build bridges of understanding around assessment and data. Clearly explaining assessment practices and how data informs instruction, families can be empowered for meaningful involvement in the education system and their child's success.

Create a 250-500 word digital newsletter for families of ELs to explain general assessment practices, as well as methods and strategies you plan to implement in assessing the ELs in your classroom. Consider how you communicate the information to non-native English-speaking families. Include the following in your newsletter:

· Describe diagnostic, formative, and summative assessments, including how and when each is used to support English language instruction.

· Explain how your assessments are designed to align with ELP and content standards.

· Describe how different types of assessment are used to drive instructional decisions (i.e., teacher language use and modeling) and planning, including enrichment and interventions.

· Explain how state assessment data is used to determine student progress in both language and content.

· Describe testing accommodations appropriate for ELs.

· Describe two methods to help students develop strategies for self-reflection during instruction and assessment.

· Describe three strategies for communicating timely and meaningful feedback with students and families.

The digital newsletter should include graphics that are relevant to the content, visually appealing, and use space appropriately.

Support your digital newsletter with a minimum of two scholarly resources.

Submit a link to your digital newsletter and scholarly resources in a single document.

While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

**Rubric Criteria**

collapse all Rubric Criteria Collapse All

**Types of Assessments**

21 points

**Criteria Description**

**5. Target**

21 points

Description of diagnostic, formative, and summative assessments is specific and advanced. How and when each is used to support English language instruction is meaningful and ideal.

**4. Acceptable**

18.27 points

Description of diagnostic, formative, and summative assessments is detailed and accurate. How and when each is used to support English language instruction is clear and credible.

**Criteria Description**

**5. Target**

10.5 points

Explanation of how assessments are designed to align with ELP and content standards is proficient.

**4. Acceptable**

9.14 points

Explanation of how assessments are designed to align with ELP and content standards is logical.

**Unsatisfactory**

0 points

Explanation of how assessments are designed to align with ELP and content standards is incomprehensible.

**Instructional Decisions and Planning**

10.5 points

**State Assessment Data**

10.5 points

**Criteria Description**

**5. Target**

10.5 points

Explanation of how state assessment data is used to determine student progress in both language and content is comprehensive.

**4. Acceptable**

9.14 points

Explanation of how state assessment data is used to determine student progress in both language and content is clear and concise.

**3. Approaching**

7.77 poi

**Unsatisfactory**

0 points

Explanation of how assessments are designed to align with ELP and content standards is incomprehensible.

**Instructional Decisions and Planning**

10.5 points

**Criteria Description**

**5. Target**

10.5 points

Description of how different types of assessment are used to drive instructional decisions and planning, including enrichment and interventions, is creative and advanced.

**4. Acceptable**

9.14 points

Description of how different types of assessment are used to drive instructional decisions and planning, including enrichment and interventions, is noteworthy and significant.

**Unsatisfactory**

0 points

Description of how different types of assessment are used to drive instructional decisions and planning is incoherent or does not address enrichment and interventions.

**State Assessment Data**

10.5 points

**Criteria Description**

**5. Target**

10.5 points

Explanation of how state assessment data is used to determine student progress in both language and content is comprehensive.

**4. Acceptable**

9.14 points

Explanation of how state assessment data is used to determine student progress in both language and content is clear and concise.

###### **Unsatisfactory**

0 points

Explanation of how state assessment data is used to determine student progress in both language and content is erroneous.

**Testing Accommodations**

10.5 points

**Criteria Description**

**5. Target**

10.5 points

Description of testing accommodations appropriate for ELs is specific and thorough.

**4. Acceptable**

9.14 points

Description of testing accommodations appropriate for ELs is complete and accurate.

0 points

Explanation of how state assessment data is used to determine student progress in both language and content is erroneous.

**Testing Accommodations**

10.5 points

**Criteria Description**

**5. Target**

10.5 points

Description of testing accommodations appropriate for ELs is specific and thorough.

**4. Acceptable**

9.14 points

Description of testing accommodations appropriate for ELs is complete and accurate.

###### Unsatisfactory

0 points

Methods to help students develop strategies for self-reflection during instruction and assessment are erroneous.

###### Communicating Feedback

10.5 points

###### Criteria Description

###### 5. Target

10.5 points

Strategies for communicating timely and meaningful feedback with students and families are innovative.

###### 4. Acceptable

9.14 points

Strategies for communicating timely and meaningful feedback with students and families are effective

###### Unsatisfactory

0 points

Strategies for communicating timely and meaningful feedback with students and families are invalid.

###### Language Use and Audience Awareness

5.25 points

###### Criteria Description

###### 5. Target

5.25 points

Word choice is distinctive, creative, and well-suited to purpose, discipline, scope, and audience.

###### 4. Acceptable

4.57 points

Word choice is reflective of the intended audience, uses a variety of appropriate vocabulary, and communicates clearly.

###### Unsatisfactory

0 points

Language and word choice contain several distracting errors that impede the audience’s comprehension of content.

###### Layout

5.25 points

###### Criteria Description

###### 5. Target

5.25 points

The layout is visually pleasing and contributes to the overall message. Text is ideal in length and background and colors add to the overall message. Skillful use of spacing, headings, and subheadings enhances the readability of the text.

###### 4. Acceptable

4.57 points

The layout is well-structured, with background and text that complement each other, enabling the content to be easily read. The fonts are easy to read and use of spacing, headings, and subheadings enhances readability.

###### Unsatisfactory

0 points

The layout is visually unappealing and distracting to the message. Use of headings, subheadings, indentations, or bold text shows no consistent structure.

###### Supporting Research and Documentation of Sources

5.25 points

###### Criteria Description

Uses appropriate designated style and formatting to document sources in citations and references.

###### 5. Target

5.25 points

Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

###### 4. Acceptable

4.57 points

Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.

November 5, 2026