A6W
Creating formative and summative assessments for your assignments is an essential part of guiding instruction for learning. Not only are assessments ensuring that learning is taking place, they are checking for mastery of skills taught.
In Topic 4, you created a wax museum project for your students. In order to modify, strengthen, and adjust instruction as students are creating the wax museum project, research and decide how you will formatively assess students. Additionally, create a summative assessment for the students.
Part 1: Assessment Plan
For this assignment, you will create an assessment plan describing how you will conduct formative assessments while students are creating the project, along with a summative assessment.
Your assessment plan should include:
- The social studies content standards, the arts standards, and the lesson objectives from the original lesson that the assessment plan will align to and measure.
- Four specific examples of formative assessments you will implement.
- Description of a summative assessment.
- Rubric for the summative assessment.
- Your plan to provide effective, descriptive feedback in a timely manner to students following the assessments.
- Specific ways you will accommodate for students with disabilities and language barriers.
Part 2: Reflection
Write a 250-500 word reflection describing your assessment plan. In the summary address:
- How the ethical use of various assessments and data guides you to identify students’ strengths and needs to promote growth.
- How your assessments will support continuous progress in teaching and learning and demonstrate gains in skills and knowledge.
- How your assessments, both formative and summative, can be differentiated to meet the needs of various students.
Rubic_Print_Format
| Course Code | Class Code | Assignment Title | Total Points | |||||||||
| ELM-550 | ELM-550-O501 | Wax Museum Assessment | 65.0 | |||||||||
| Criteria | Percentage | No Submission (0.00%) | Insufficient (69.00%) | Approaching (74.00%) | Acceptable (87.00%) | Target (100.00%) | Comments | Points Earned | ||||
| Content | 100.0% | |||||||||||
| Social Studies and Arts Standard | 5.0% | Not addressed. | Assessment plan is missing one or more of the social studies and arts standards with a weak connection to what was used to evaluate student progress. | Assessment plan states the social studies and arts standards with a vague connection to what was used to evaluate student progress. | Assessment plan states the social studies and arts standards with a clear connection to what was used to evaluate student progress. | Assessment plan clearly states the social studies and arts standards with an insightful connection to what was used to evaluate student progress. | ||||||
| Formative Assessments | 15.0% | Assessment plan is missing examples of formative assessment and/or examples presented show a weak connection of how they measure student performance during instruction and poorly align to standards and learning objectives. | Assessment plan includes four examples of formative assessments that minimally measure student performance during instruction and basically align to standards and learning objectives. | Assessment plan includes four detailed examples of formative assessments that clearly measure student performance during instruction and are aligned to standards and learning objectives. | Assessment plan includes four well-researched and comprehensive examples of formative assessments that exceptionally measure student performance during instruction and are well-aligned to standards and learning objectives. | |||||||
| Summative Assessment | Summative assessment described in assessment plan is inadequately aligned with standards and learning objectives, is inappropriate for the student. Rubric does not measure what was described in the summative assessment. | Assessment plan includes an underdeveloped description of a summative assessment that is basically aligned to standards and learning objectives. Rubric is included that somewhat aligns to assessment. | Assessment plan includes a detailed, comprehensive description of a summative assessment that is aligned to standards and learning objectives. Rubric is included that adequately aligns to assessment. | Assessment plan includes a well-researched and detailed description of a summative assessment that is well-aligned to standards and learning objectives. Rubric is included that thoughtfully aligns to assessment. | ||||||||
| Accommodations | 10.0% | Assessment plan is missing examples of ways to accommodate for students with disabilities and language barriers in order to meet the diverse needs of all students or examples are inadequate in meeting the diverse needs of all students. | Assessment plan includes vague or irrelevant examples of ways to accommodate for students with disabilities and language barriers in order to meet the diverse needs of all students. | Assessment plan includes relevant examples of ways to accommodate for students with disabilities and language barriers in order to meet the diverse needs of all students. | Assessment plan includes multiple examples of well-researched and intentional of ways to accommodate for students with disabilities and language barriers in order to meet the diverse needs of all students. | |||||||
| Effective Descriptive Feedback | Assessment plan is missing components for how to provide effective descriptive feedback in a timely manner to students following all assessments. | Assessment plan includes an underdeveloped plan for how to provide effective descriptive feedback in a timely manner to students following all assessments. | Assessment plan includes a clear, detailed plan for how to provide effective descriptive feedback in a timely manner to students following all assessments. | Assessment plan includes a well-researched, detailed, and specific plan for how to provide effective descriptive feedback in a timely manner to students following all assessments. | ||||||||
| Reflection | Reflection is missing components of a description of how to implement the ethical use of assessments and data, how to use this information to promote progress in teaching and learning, and how to differentiate assessments to meet the various needs of students. | Reflection includes a limited description of how to implement the ethical use of assessments and data, how to use this information to promote progress in teaching and learning, and how to differentiate assessments to meet the various needs of students. | Reflection includes a detailed description of how to implement the ethical use of assessments and data, how to use this information to promote progress in teaching and learning, and how to differentiate assessments to meet the various needs of students. | Reflection includes outstanding and well-researched description of how to implement the ethical use of assessments and data, how to use this information to promote progress in teaching and learning, and how to differentiate assessments to meet the various needs of students. | ||||||||
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) | 30.0% | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction are used. | Frequent and repetitive mechanical errors distract the reader. Inconsistent language or word choice is present. Sentence structure is lacking. | Submission includes some mechanical errors, but they do not hinder comprehension. Varieties of effective sentence structures are used, as well as some practice and content-related language. | Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging. | |||||||
| Total Weightage | 100% |