Summative Assignment: Curriculum Based Assessment Design

Running head: CURRICULUM BASED ASSESSMENT DESIGN 1

CURRICULUM BASED ASSESSMENT DESIGN 6

First, last name

Ashford University

EDU 645

Dr. Adkins

Insert date

Curriculum Based Assessment Design

In your introductory heading, describe what is required to develop a curriculum based assessment design using the LeFrancois text to support your introduction. Be sure to describe which lesson plan you are using – Week 3 or 4 – and be sure to include the grade level and subject. Finally, be sure to write a clear and succinct thesis statement. Here are two resources from the writing center that can help you:

https://awc.ashford.edu/essay-dev-introductions-and-conclusions.html

https://awc.ashford.edu/essay-dev-thesis-statements.html

Pre-Assessment Description

Be sure to tell me the following under this heading. It should be written in paragraph form:

· Based on the lesson plan you chose from Week 3 or 4, tell me what the standards were and the observable objective(s) for the lesson plan

· How did you determine that learning was happening during the lesson? This is where you will want to discuss the use of formative assessments in your lesson plan. How were they used to assess learning? Provide a description. Use evidence from the literature to support our points.

· Based on the lesson plan you selected, tell me the various instructional strategies that were used to support student learning. These instructional strategies may include collaborative work, use of manipulatives, visuals, technology, etc. Be sure to carefully describe how the instructional strategies you used will help prepare your students for the summative assessment. This is where you could use evidence from your text to support your points.

· What are some things you might have changed about your lesson to ensure that all students master the objectives. Go back to your Week 6, DQ 1 discussion to help you with your thinking. You can make the assumption here that students needed greater support; so what did you change or adjust with your current lesson plan to help those students?

· How did you use technology to help students prepare for that summative assessment? Did you use interactive games, videos, etc? Again, use evidence from the literature to support your points.

Designing of Summative Assessment

Simply identify here the grade level, subject matter, the measurable lesson plan objective(s) and associated state standards from your selected lesson plan. It is okay to simply list those items here.

Questions. Under this heading you will develop 6-10 questions that you would ask your students on a summative assessment. They should include a variety of questions, one could be multiple choice, one could be a short answer response, and one might be where you ask student to complete a certain task. Basically, if you were creating the summative test for the standard you were teaching, what questions would you ask your student to see if they have indeed mastered those learning objectives/standards? It is completely fine to simply list those 6-10 questions.

**As you write each question, be sure to list the objective the question is aligned to and the DOK level (remember, your test should include at least two different levels of DOK). Here is an example below…

1. Learning Objective: The students will identify the different parts of a plant.

DOK Level: 1

Question: Using the image below, please label the parts of the plant below:

For the question that is a performance based assessment (these are things like essay responses or tasks, you will need to describe how you plan to grade it – what criteria will you be looking for. The best way to do that is to create a rubric. Here is a link to a website that might help: http://rubistar.4teachers.org/index.php

For example: Let’s stay that this is an additional objective in unit plan about plants:

2. Objective: Students will describe the life cycle of a plant using illustrations to support their description.

DOK Level: 2

Question: Using pictures to support your description, describe each step of a plant’s life cycle as well as the function of each plant part.. Be sure to describe what happens in each step.

**Since this requires them to write an essay, I will then use the following rubric based on the given criteria to determine their mastery. Be sure after you create a rubric, that you tell me why you used that criteria to assess mastery.

Criteria	Novice	Emerging	Proficient	Distinguished
Scientific Knowledge	The student description of the life cycle of a plant and the plant part functions does not demonstrate understanding. Information presented about the plant life cycle is inaccurate and missing significant about plant part functions.	The student somewhat describes the life cycle of a plant that identifies some of the functions of each plant part. Some stages of the plant cycle and plant part functions may be missing or inaccurately described.	The student describes the life cycle of a plant that identifies the functions of each plant part. Some relevant details may be missing.	The student thoroughly describes the life cycle of a plant that clearly identifies the function of each plant part.
Illustrations	Minimal to no illustrations were provided to support student’s description of the plant life cycle and the plant functions. Those illustrations that were provided demonstrated minimal understanding of plant life cycle and plant functions.	Illustrations somewhat support students’ description of the plant life cycle and the plant functions. Illustrations do not clearly demonstrate student understanding of plant life cycle and plant functions.	Illustrations support students’ description of the plant life cycle and the plant functions. Illustrations were mostly accurate.	Illustrations clearly and accurately support students’ description of the plant life cycle and the plant functions.
Mechanics	Illustrations were not neatly constructed and there was a significant amount of grammatical or spelling errors distracting the reader.	Illustrations were a bit messy and there were many grammatical or spelling errors making it somewhat difficult for the reader.	Illustrations were mostly neatly constructed and there were a few grammatical or spelling errors.	Illustrations were neatly constructed and there were no grammatical or spelling errors.

Assessment Reflection

So here you will describe how you will determine mastery of the learning objectives. For example, what would you consider a passing grade for mastery? Would it be 80%, 85%, 90%, etc. and tell me WHY you would use that percentage to show mastery. For those students described in Week 4 (two students with specific learning disabilities in reading and math, one ADHD student, and one English Language Learner), what are some things you might do to your instruction and assessment to accommodate or modify for these special population of students? For example, might you give more time to complete assessments or perhaps read aloud to your ELL students? This is where you should also be using evidence from the literature to support your response. Finally, how will you use any evidence you collect to determine mastery learning – in other words, how might you use the data collected to adjust/modify your instruction? Again, use the text or other scholarly sources to support your points.

Conclusion

Bring your paper to close by writing a clear and succinct conclusion. Remember, this is not a repeat of your introduction. Here is another resource from the writing center: https://awc.ashford.edu/essay-dev-introductions-and-conclusions.html

References

For this assignment you will need at the very least, 6 scholarly sources which should include:

1. Your course text (Lefrancois)

2. Five other scholarly sources that can include the following:

a. Peer-reviewed articles

b. Web-based articles

c. Brookhart text

d. James-Ward, Fisher, Frey & Lapp text