Over the last five weeks, your assignments have been preparing you for this Final Paper. As you compile this paper from your previous assignments, you will realize that what you have been doing is a reflection of backward design planning.
To prepare for this assignment,
Review your instructor’s feedback on all assignments from Weeks 1 through 4. Read the summative comments within Waypoint as well as all other comments. Often times instructors will leave embedded comments directly in your paper. As you work through each component of this assignment, make any corrections or revisions recommended by your instructor.
Review and use the Week 6 Assessment Design Final Paper Template Summative Assessment Template.
Research for at least two scholarly sources (Links to an external site.) that will support your analysis within your paper.
Content Instructions
Use the following outline as you structure and complete your Assessment Design Final Paper:
Standard and Learning Objective
List your selected pathway from Week 1, the standard, and learning objectives.
Formative Assessment
First, describe the importance of formative assessment. What is it? Why should formative assessments be part of every lesson plan? How should they be used? This is where you should include evidence from your readings to support your description.
Second, based on your Week 2 assignment and any necessary revisions, explain the three different ways you plan to formatively assess learners based on the standard and learning objective you selected. Be sure that at least one of your formative assessments utilize technology. Describe how these formative assessments are aligned with your standard and learning objectives.
Development of Summative Assessment
In Week 3, you created a test blueprint that captures the different types of questions you will ask that are aligned to at least three different levels of Bloom’s Taxonomy. Make any necessary revisions based on instructor’s feedback and then insert your test blueprint.
Then, list your 10 questions that you developed in Week 3 making any necessary revisions based on your instructor’s feedback. Your 10 test questions must include the following:
Each question should include the learning objective it is aligned to as well as the level of Bloom’s Taxonomy the question addresses.
List the type of question it is (selected-response, constructed, or performance)
You must include at least 6 selected response questions, 3 constructed questions and 1 performance-based question.
Development of Rubric for Performance Assessment
In Week 3, you developed a rubric for the performance-based assessment that you created for your summative assessment. Review the instructor’s feedback, make any necessary revisions and then include the rubric here.
Analysis of Data and Interpretation
In Week 4, review your instructor’s feedback based on how you analyzed your data. Make any necessary revisions and include the entire assignment except for the conclusion.
Reflection
In Chapter 11.1 of your text, Lefrançois (2014) discusses various grading systems. One such method to help learners become self-regulated is to engage them in self-assessments. You will perform your own self-assessment of your final project by completing the following:
Access the rubric for your final project.
Review the rubric and assess your level of proficiency for each criterion.
List the criteria, the proficiency level you think you performed, and your rationale. Consider using a table to complete this task.
After reviewing the rubric and self-assessing your work, was there anything that you changed in your assignment? If so, what was it and why?
Then briefly discuss the benefits of having learners self-assess their own work. Provide evidence from your readings or outside sources to support your response.
Written Communication Instructions
Your Assessment Design Final Paper
Must be eight to 10 double-spaced pages in length (not including title and reference pages) and formatted according to APA style as outlined in the Ashford Writing Center.
Must include a separate title page with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
For further assistance with the formatting and the title page, refer to APA Formatting for Word 2013 (Links to an external site.).
Must include an introduction and conclusion paragraph. Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper. For assistance on writing Introductions & Conclusions (Links to an external site.) as well as Writing a Thesis Statement (Links to an external site.), refer to the Ashford Writing Center resources
Must use proper syntax and mechanics. Your writing should display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar.
Must use at least two scholarly, peer-reviewed, or credible sources that were published within the last five to eight years in addition to the course text. Consider using the Ashford University Library to help you find these sources. Exemplary assignments will include at least one more source in addition to the required scholarly source and the course text. Refer to Integrating Research (Links to an external site.) for assistance
The Scholarly, Peer Reviewed, and Other Credible Sources table (Links to an external site.) offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.
Must document any information used from sources in APA style as outlined in the Ashford Writing Center’s Citing Within Your Paper (Links to an external site.) guide.
Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center. See the Formatting Your References List (Links to an external site.) resource in the Ashford Writing Center (Links to an external site.) for specifications.
Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your assignment.
Weekly Lesson
Week 6
Welcome to the final week of EDU645: Assessment for Learning. Please be sure to review the Week 6 homepage for this course to see:
the specific learning outcomes for the week
the schedule overview
the required and recommended resources
the introduction to the week
a listing of the assessments
Next, be sure to read this entire Weekly Lesson including any videos or articles shared.
Introduction
This final week of the course provides you a chance to reflect on everything you have learned in this course by creating a mind map which allows you to present what you have learned in a creative manner. Then, you will end with the final assignment which is primarily a compilation of your assignments from weeks 1 through 4 followed by a personal evaluation on your own performance using the rubric.
Week 6 Learning Activities
This section includes additional, specific assistance for exceling in the assessments (learning activities) for Week 6 as a supplement to the instructions and grading rubrics. If you have questions about what is expected on any assessment for Week Six, contact your instructor before the due date.
Discussion: Mind Map
Mind Map Art [Online image]. (n.d.) Retrieved from http://www.mindmapart.com/how-to-mind-map-mind-map-jane-genovese/ (Links to an external site.)
This final discussion is an opportunity for you to explore what you have learned in this course by using a mind map. The above image is a mind map about mind mapping. Be sure to review your assignment instructions as well that clearly outline the steps involved in creating a high-quality mind map. Mind maps are another great assessment tool that you could use in your instructional practice to determine what knowledge learners have acquired in a fun and engaging manner that will be meaningful for your learners. So, don’t be afraid to use color and get as creative as you want; have some fun with this task!
Also, don’t forget to complete the “L” portion of your KWL chart from Week 1 Introduction. While this is another way to assess learner knowledge, it will also provide you with a great way to brainstorm as you develop your mind map. Additionally, you are asked to provide at least one question about assessments that you are still looking to get answered and you guessed it…it is yet another way that you can assess learner knowledge. Your classmates and instructors will hopefully provide some answers as you engage in your last opportunity for discussions.
Final Paper: Assessment Design
The Final Assignment is your chance to highlight the depth of understanding you have now acquired about assessments. Be sure to review all the feedback your instructor has given you on assignments for Weeks 1 through 4, making any necessary changes for improvement. Please note that there are slight variations of what you are asked to present for each section of the final paper. It is not entirely a “copy and paste” from your Week 1 through 4 assignments. Use the Week 6 Assessment Design Final Paper Template found in the assignment instructions to guide your writing. The finale of your Final Assignment will require you to engage in your own self-assessment by evaluating your own work based on the rubric that is used by your instructor to assess your work and examine the benefits of such a practice.
Week 6 Lesson
Wrapping it Up!
Congratulations! You completed five intense weeks learning about assessments. It is hoped that this course has provided you greater insights on assessments and its significance for the learning process. Without assessments, effective instruction cannot occur. Therefore, it is critical to plan your instruction using the backward design model so that you do not focus on what you want to instruct, but rather on what you want your learners to learn. Each week, you progressed through the steps of the backward design model that allowed you to focus on the learning of your students and you never actually created an instructional plan to teach the standard and learning objectives/outcomes/targets you developed, which is the final step of the backward design model. We will not complete that final stage of the backward design model in this course, but perhaps it is a lesson that you could develop one day.
For your final assignment, you are asked to evaluate your own performance using the rubric to determine your proficiency levels based on the rating scales. This strategy encourages learners to become self-regulated learners because it allows them to set goals and monitor their progress. The outcome is that learners begin to realize what strategies are effective and ineffective for their learning process. The hope is that this process will motivate learners to continually work on their performance.
Here is a video on one such strategy that promotes self-regulation through reflection called “Be Sure To”. Consider how this powerful reflection tool can support the success of your learners and even the success for your own educational journey here at Ashford University.
Teaching Channel. (n.d.). “Be sure to strategy”: A powerful reflection strategy (Links to an external site.) [Video file]. Retrieved from https://www.teachingchannel.org/video/student-goal-setting
References
Teaching Channel. (n.d.). “Be sure to strategy”: A powerful reflection strategy (Links to an external site.) [Video file]. Retrieved from https://www.teachingchannel.org/video/student-goal-setting (Links to an external site.)
Tips for Success
Do you know all the services that are available to you from the writing center? Studies have shown that students who use these services have a higher success rate in their courses. Consider using some of these services to support your success on your final assignment!
24/7 Writing Tutoring Service (Links to an external site.)
Paper Review (Links to an external site.)
Write On! Series & Webinars (Links to an external site.)
Video Tutorials (Links to an external site.)
Required Resources
Article
Pinola, M. (2013, September 9). How to use mind maps to unleash your brain’s creativity and potential (Links to an external site.). Retrieved from https://lifehacker.com/how-to-use-mind-maps-to-unleash-your-brains-creativity-1348869811
This article provides information about mind mapping and will assist you in your Mind Map discussion this week. Accessibility Statement does not exist. Privacy Policy (Links to an external site.)
Website
Mindmapping (Links to an external site.). (https://www.mindmapping.com/)
This website provides information about mind mapping and will assist you in your Mind Map discussion this week. Accessibility Statement does not exist. Privacy Policy does not exist.
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