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Assessment Traits

Benchmark

Requires Lopeswrite

Assessment Description

As an educator, you will be expected to know how to create and implement daily lesson plans and assessments. It is important to develop the skills to write lesson plans that include state standards, effective learning objectives, appropriate instructional strategies, and differentiated activities and assessments to meet the diverse needs of all students. Assessments do not have to look the same for all students. By using ethical and equitable approaches, assessments can be seamlessly woven into instruction to provide students with multiple opportunities to demonstrate their learning. Effective instructional planning and assessments are foundational to your future professional practice.

Part 1: Lesson Plan

Throughout this course, you have developed a full lesson plan, including aligning learning objectives to standards, determining instructional strategies and assessments, planning all components of a lesson plan, and considering differentiation for diverse student needs.

Imagine that you are now planning the next lesson for learning. Using the “COE Lesson Plan Template,” develop that full lesson by choosing the next standard you would address and applying the planning process to that standard using the template.

Include at least 2-4 assessments and for each assessment included in your lesson plan, justify its purpose in supporting and demonstrating learning.

P art 2: Reflection

Write a 500-750 word reflection on how you would apply assessment practices to your lesson plan. Address the following in your reflection:

· Discuss how you designed standards-based formative and summative assessments that are differentiated to meet all student needs.

· Explain 2-3 methods for providing descriptive and timely feedback within the lesson to assist students and families in understanding student progress.

· Describe ethical and equitable assessment practices for the classroom, including when using technology to support assessment.

Support your lesson plan and reflection with a minimum of three scholarly resources.

Submit your lesson plan and reflection in a single document.

Note:  This assignment may be added as an artifact to your toolkit.

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.

Benchmark Information

This benchmark assignment assesses the following programmatic competencies and professional standards:

MA Elementary Education (NITL/ITL)

4.1: Identify a variety of assessments and their purposes in supporting and demonstrating learning. [InTASC 6(a), 6(e), 6(g), 6(j), 6(k); TEP 5.1]

4.2: Design standards-based assessments that are differentiated to meet all learner needs. [InTASC 1(a), 6(b), 6(p), 6(r), 6(u); TPE 5.8; MC5]

4.4: Provide descriptive and timely feedback using a variety of methods to assist students and families in understanding student progress. [InTASC 6(n), 6(o), 6(s); TPE 5.5; MC4]

4.6: Determine ethical and equitable assessment practices for the classroom including when technology is used to support assessment. [InTASC 6(i), 6(v); ISTE-E 7(a), 7b; TPE 5.4; MC5

Must Use the Required Lesson Plan and References Below:

COE Lesson Plan Template and Principles of Lesson Planning

Required

Watch “COE Lesson Plan Template and Principles of Lesson Planning,” located on YouTube (2021).

https://youtu.be/48VZlfju8aI

COE Lesson Plan Template

Required

Use the “COE Lesson Plan Template,” located in the Student Success Center, to complete the topic assignment.

https://ssc.gcu.edu/#/page/coe/1960

5 Tips to Improve Your Lesson Plan

Required

Read “5 Tips to Improve Your Lesson Plan,” by Romano, located on the NEA website (2018).

https://www.nea.org/professional-excellence/student-engagement/tools-tips/5-tips-improve-your-lesson-plan

Leveraging Technology to Support Students’ Needs

Required

Read “Leveraging Technology to Support Students’ Needs,” by Boutelier and Ludwig, located on the Edutopia website (2021

... Read More

https://www.edutopia.org/article/leveraging-technology-support-students-needs

Ambitious Teaching and Equitable Assessment

Required

Read “Ambitious Teaching and Equitable Assessment,” by Shepard, located on the AFT website (2021).

https://www.aft.org/ae/fall2021/shepard

6 Ways to Ensure Your Assessment Practices Are Fair and Unbiased

Required

Read “6 Ways to Ensure Your Assessment Practices Are Fair and Unbiased,” by Suskie, located on the Wiley website (2019).

https://www.wiley.com/network/featured-content/6-ways-to-ensure-your-assessment-practices-are-fair-and-unbiased

Ethics in Classroom Assessment Practices: Issues and Attitudes

Required

Read “Ethics in Classroom Assessment Practices: Issues and Attitudes,” by Green et al., from  Teaching and Teacher Educati

... Read More

https://www-sciencedirect-com.lopes.idm.oclc.org/science/article/pii/S0742051X06000850?via%3Dihub

Statement on the Integration of Faith and Work

Required

Review the Statement on the Integration of Faith and Work, located on the GCU website.

https://www.gcu.edu/sites/default/files/media/Documents/Statement-IFLW.pdf

Model Code of Ethics for Educators (MCEE)

Required

Download and review the MCEE.  

https://www.nasdtec.net/general/custom.asp?page=mcee_doc

How to Make Ethical Decisions in a Complex World

Required

Read “How to Make Ethical Decisions in a Complex World,” by Smith, located on the Gordon-Conwell Theological Seminary website

... Read More

https://www.gordonconwell.

Rubric Criteria

expand all Rubric CriteriaExpand All

Lesson Plan Section 1: Classroom and Student Factors/Grouping

15 points

Criteria Description

5. Target

15 points

Classroom and student factors and their effect on planning, teaching, and assessing students are meaningful for the development of the lesson and skillfully described.

4. Acceptable

13.05 points

Classroom and student factors and their effect on planning, teaching, and assessing students are relevant to the development of the lesson and clearly described.

3. Approaching

11.1 points

Classroom and student factors and their effect on planning, teaching, and assessing students minimally relate to the development of the lesson and are cursorily described.

2. Insufficient

10.35 points

Classroom and student factors and their effect on planning, teaching, and assessing students are insignificant to the development of the lesson or are insufficiently described.

1. No Submission

0 points

Not addressed.

Lesson Plan Section 1: Standards and Learning Targets/Objectives

15 points

Criteria Description

5. Target

15 points

The objective is performance-driven, measurable, developmentally appropriate, and directly aligned with the state standard.

4. Acceptable

13.05 points

The objective is skill-based, measurable, developmentally appropriate, and effectively aligned with the state standard.

3. Approaching

11.1 points

The objective describes an instructional activity rather than a skill or is only somewhat measurable. It is somewhat developmentally appropriate and minimally aligned with the state standard.

2. Insufficient

10.35 points

The objective is not skill-based or measurable. It is not appropriate for students and is ineffectively aligned with the state standard.

1. No Submission

0 points

Not addressed.

Lesson Plan Section 1: Academic Language and Resources

15 points

Criteria Description

5. Target

15 points

Academic language is listed along with innovative and engaging strategies for teaching the new terms. Resources, materials, equipment, and technology are innovative and enhance the lesson.

4. Acceptable

13.05 points

Academic language is listed along with clear and relevant strategies for teaching the new terms. Resources, materials, equipment, and technology are appropriate for the lesson.

3. Approaching

11.1 points

Academic language is missing one or more key terms or includes an irrelevant term. Includes minimal strategies for teaching the new terms. Resources, materials, equipment, and technology are lacking details, or include some extraneous information.

2. Insufficient

10.35 points

Academic language is missing several key terms or terms presented are not relevant. Teaching strategies are inappropriate or underdeveloped. Resources, materials, equipment, and technology are inappropriate for the lesson.

1. No Submission

0 points

Not addressed.

Lesson Plan Section 2: Anticipatory Set

15 points

Criteria Description

5. Target

15 points

Anticipatory set is designed to creatively engage students and meaningfully activate prior knowledge.

4. Acceptable

13.05 points

Anticipatory set is clearly designed to engage students and activate prior knowledge.

3. Approaching

11.1 points

Anticipatory set marginally engages students and activates prior knowledge.

2. Insufficient

10.35 points

Anticipatory set is insufficient to engage students and activate prior knowledge.

1. No Submission

0 points

Not addressed.

Lesson Plan Section 2: Multiple Means of Representation and Differentiation

30 points

Criteria Description

5. Target

30 points

The means of representation creatively present content using a variety of developmentally appropriate methods or tools. Thoughtfully addresses the needs of diverse students outlined in the template.

4. Acceptable

26.1 points

The means of representation appropriately present content using more than one method or tool to meet the needs of diverse students outlined in the template.

3. Approaching

22.2 points

The means of representation is unfocused or overly broad in presenting content. Methods for addressing the needs of the diverse students outlined in the template are underdeveloped.

2. Insufficient

20.7 points

The means of representation insufficiently present content. Needs of diverse students outlined in the template are inadequately addressed.

1. No Submission

0 points

Not addressed.

Lesson Plan Section 2: Multiple Means of Engagement and Differentiation

30 points

Criteria Description

5. Target

30 points

The means of engagement innovatively allow students to explore, practice, and apply the content and academic language. Meaningfully addresses the needs of diverse students outlined in the template.

4. Acceptable

26.1 points

The means of engagement effectively allow students to explore, practice, and apply the content and academic language. Appropriately addresses the needs of diverse students outlined in the template.

3. Approaching

22.2 points

The means of engagement vaguely allow students to explore, practice, and apply the content and academic language. Does not fully address the needs of diverse students outlined in the template.

2. Insufficient

20.7 points

The means of engagement implausibly allow students to explore, practice, and apply the content and academic language. Inadequately addresses the needs of diverse students outlined in the template.

1. No Submission

0 points

Not addressed.

Lesson Plan Section 2: Multiple Means of Expression and Differentiation (B)

45 points

Criteria Description

(C4.1)

5. Target

45 points

Planned formative and summative assessments are well-aligned to the stated learning objectives and standards, and they effectively and creatively identify multiple means for response, selection, and composition to accommodate all students. Well-crafted formative assessments are designed to provide data on student performance for monitoring and adjusting instruction and provide students feedback so they can evaluate and adjust their learning. Summative assessment is comprehensive and cohesive in form and function.

4. Acceptable

39.15 points

Planned formative and summative assessments are generally aligned to the stated learning objectives and standards, and they clearly identify multiple means for response, selection, and composition to accommodate all students. Relevant formative assessments are designed to provide data on student performance for monitoring and adjusting instruction and provide students feedback so they can evaluate and adjust their learning. Summative assessment is cohesive in form and function.

3. Approaching

33.3 points

Planned formative and summative assessments are vaguely aligned to the stated learning objectives and standards. Attempt to identify multiple means for response, selection, and composition to accommodate all students is lacking depth. Formative assessments are somewhat designed to provide data on student performance for monitoring and adjusting instruction. Opportunities for feedback to students so they can evaluate and adjust their learning are minimal. Summative assessment is lacking relevance or clarity in form and function.

2. Insufficient

31.05 points

Planned formative and summative assessments are not clearly aligned with the stated learning objectives and standards. They do not sufficiently identify multiple means for response, selection, and composition to accommodate all students. Formative assessments do not provide adequate data on student performance for monitoring and adjusting instruction, nor do they provide students feedback so they can evaluate and adjust their learning. Summative assessment is insufficient.

1. No Submission

0 points

Not addressed.

Lesson Plan Section 2: Extension Activity and/or Homework

15 points

Criteria Description

5. Target

15 points

Extension activities and/or homework are creative and developmentally appropriate and clearly relate to the developed lesson.

4. Acceptable

13.05 points

Extension activities and/or homework are clear and mostly relate to the developed lesson.

3. Approaching

11.1 points

Extension activities and/or homework are unfocused, lacking realism, or not clearly related to the developed lesson.

2. Insufficient

10.35 points

Extension activities and/or homework are inappropriate or unrelated to the developed lesson.

1. No Submission

0 points

Not addressed.

Reflection: Differentiated Standards-Based Assessments (B)

30 points

Criteria Description

(C4.2)

5. Target

30 points

Discussion of the design of standards-based formative and summative assessments that are differentiated to meet all student needs is thoughtful.

4. Acceptable

26.1 points

Discussion of the design of standards-based formative and summative assessments that are differentiated to meet all student needs is sound.

3. Approaching

22.2 points

Discussion of the design of standards-based formative and summative assessments that are differentiated to meet all student needs is simplistic.

2. Insufficient

20.7 points

Discussion of the design of standards-based formative and summative assessments that are differentiated to meet all student needs is flawed.

1. No Submission

0 points

Not addressed.

Reflection: Feedback (B)

30 points

Criteria Description

(C4.4)

5. Target

30 points

Explanation of methods for providing descriptive and timely feedback within the lesson to assist students and families in understanding student progress is comprehensive.

4. Acceptable

26.1 points

Explanation of methods for providing descriptive and timely feedback within the lesson to assist students and families in understanding student progress is clear.

3. Approaching

22.2 points

Explanation of methods for providing descriptive and timely feedback within the lesson to assist students and families in understanding student progress is vague.

2. Insufficient

20.7 points

Explanation of methods for providing descriptive and timely feedback within the lesson to assist students and families in understanding student progress is poor.

1. No Submission

0 points

Not addressed.

Reflection: Assessment Practices (B)

30 points

Criteria Description

(C4.6)

5. Target

30 points

Description of ethical and equitable assessment practices for the classroom, including when using technology to support assessment, is in-depth.

4. Acceptable

26.1 points

Description of ethical and equitable assessment practices for the classroom, including when using technology to support assessment, is significant.

3. Approaching

22.2 points

Description of ethical and equitable assessment practices for the classroom, including when using technology to support assessment, is cursory.

2. Insufficient

20.7 points

Description of ethical and equitable assessment practices for the classroom, including when using technology to support assessment, is insufficient.

1. No Submission

0 points

Not addressed.

Supporting Research and Documentation of Sources

15 points

Criteria Description

5. Target

15 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

13.05 points

Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.

3. Approaching

11.1 points

Supporting research is minimal and somewhat inaccurate. Sources are documented, as appropriate to assignment and style, although several minor formatting errors are present.

2. Insufficient

10.35 points

Supporting research is ineffective. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.

1. No Submission

0 points

Not addressed.

Mechanics of Writing

15 points

Total300 points