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**
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**Chapter6.pdf**
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**## 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)
**Chapter6.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chapter6-pdf-10187755)