ASSIGNMENT 1Data-Driven EssayDue Date: Oct 01, 2018 Max Points: 70Details:In a 750-1,000 word essay, discuss the need for data-driven decisions by focusing on six different types of data:Studen

ASSIGNMENT 1

Data-Driven Essay

Due Date: Oct 03, 2018        Max Points: 70Details:

In a 750-1,000 word essay, discuss the need for data-driven decisions by focusing on six different types of data:

1. Student – demographics and background information
2. Learning – needs and prior performance
3. Formal and informal works produced by the student
4. Progress information
5. Tests, or summative performance and course grades
6. External test scores

For each, consider what data would be valuable, what data would be needed or is available and what data would be used. Finally, include how each example of data influences instructional strategies. 

Cite and reference 3-5 scholarly sources. Add to your notebook as necessary.

Prepare this assignment according to the guidelines found in the APA Style Guide. An abstract is not required.

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 Turnitin.

RUBRIC

Data-Driven Essay 

1No Submission0.00%

2Insufficient69.00%

3Approaching74.00%

4Acceptable87.00%

5Target100.00%

100.0 %Criteria

12.0 %Data Type: Student

No submission

The essay does not discuss the need for data-driven decisions for demographic and background information of a student.

The essay inadequately discusses the need for data-driven decisions for the demographic and background information of a student.

The essay clearly discusses the need for data-driven decisions for the demographic and background information of a student.

The essay skillfully and concisely discusses the need for data-driven decisions for the demographic and background information of a student.

12.0 %Data Type: Learning

No submission

The essay does not discuss the need for data-driven decisions for the needs and prior performance of student.

The essay inadequately discusses the need for data-driven decisions for the needs and prior performance of student.

The essay clearly discusses the need for data-driven decisions for the needs and prior performance of student.

The essay skillfully and concisely discusses the need for data-driven decisions for the needs and prior performance of student.

12.0 %Data Type: Formal and Informal Works by Student

No submission

The essay does not discuss the need for data-driven decisions of formal and informal works produced by the student.

The essay inadequately discusses the need for data-driven decisions of formal and informal works produced by the student.

The essay clearly discusses the need for data-driven decisions of formal and informal works produced by the student.

The essay skillfully and concisely discusses the need for data-driven decisions of formal and informal works produced by the student.

12.0 %Data Type: Progress Information

No submission

The essay does not discuss the need for data-driven decisions of progress information.

The essay inadequately discusses the need for data-driven decisions of progress information.

The essay clearly discusses the need for data-driven decisions of progress information.

The essay skillfully and concisely discusses the need for data-driven decisions of progress information.

12.0 %Data Type: Tests, Summative Performance, and Course Grades

No submission

The essay does not discuss the need for data-driven decisions of tests, summative performance, and course grades.

The essay inadequately discusses the need for data-driven decisions of tests, summative performance, and course grades.

The essay clearly discusses the need for data-driven decisions of tests, summative performance, and course grades.

The essay skillfully and concisely discusses the need for data-driven decisions of tests, summative performance, and course grades.

12.0 %Data Type: External Test Scores

No submission

The essay does not discuss the need for data-driven decisions of external scores.

The essay inadequately discusses the need for data-driven decisions of external scores.

The essay clearly discusses the need for data-driven decisions of external scores.

The essay skillfully and concisely discusses the need for data-driven decisions of external scores.

10.0 %Organization

No submission

Statement of purpose is not justified by the conclusion. Argument is illogical. Conclusion does not support the claims made.

Purpose statement is vague, and claims do not thoroughly support it. Argument and conclusion are orderly but present unconvincing justification of claims.

Purpose statement and conclusion are clear. Argument shows logical progression. There is a smooth progression of claims from introduction to conclusion.

Purpose statement and related conclusion are clear and convincing. Information is well-organized and logical. Argument presents a persuasive claim in a distinctive and compelling manner.

10.0 %Research Citations

No submission

Reference page includes errors and/or inconsistently used citations. Sources are not credible.

Reference page lists sources used in the paper. Sources are appropriate and documented, although errors are present.

In-text citations have few errors. References used are reliable, and reference page lists all cited sources with few errors.

In-text citations and a reference page are complete and correct. Sources are credible. The documentation of cited sources is free of error.

8.0 %Mechanics

No submission

Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used.

Frequent and repetitive mechanical errors distract the reader. Inconsistent language and/or word choice are present. Sentence structure is lacking.

Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech, as well as some practice and content-related language.

Submission is nearly/completely free of mechanical errors and has a clear, logical conceptual framework. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging.

100 %Total Weightage

ASSIGNMENT 2

Theories of Instructional Design and Assessment Notebook

Due Date: Oct 01, 2018       Max Points: 50Details:

During this course, you have compiled information to create a digital notebook that reflects your knowledge about teaching theories and their role in planning instruction. This notebook should relate to the grade level and content area you choose for your field experience. Your notebook should thoroughly cover the following five areas:

1. Research the theories of cognitive, humanistic, and behavioral school of thought. How are these theories different/the same? Note how they will be used by your mentor teacher. Note how you will use them in your lesson plans.
2. Note learning objectives and connections to related standards.
3. Note instructional activities that connect objectives to instructional activities.
4. Comment on applicable assessments and data-driven decisions.
5. Note opportunities to include diversity and learner strengths and needs.

Your notebook should include a cover page and a reference page. Your notebook is more than a collection of the experiences and assignments from this course. It should include a 150-250 word narrative in every area that puts what you learned into context. How will you use what you have learned in each area to improve your instruction?

Prepare this assignment according to the guidelines found in the APA Style Guide. An abstract is not required.

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 Turnitin.

RUBRIC

Theories of Instructional Design and Assessment Notebook 

1No Submission0.00%

2Insufficient69.00%

3Approaching74.00%

4Acceptable87.00%

5Target100.00%

100.0 %Criteria

13.0 %Similarities and Differences of Cognitive, Humanistic, and Behavioral

No submission

The notebook does not differentiate between Cognitive, Humanistic, and Behavioral Theory and its use by the mentor teacher.

The notebook inadequately differentiates between Cognitive, Humanistic, and Behavioral Theory and its use by the mentor teacher.

The notebook clearly differentiates between Cognitive, Humanistic, and Behavioral Theory and its use by the mentor teacher.

The notebook skillfully and concisely differentiates between Cognitive, Humanistic, and Behavioral Theory and its use by the mentor teacher.

13.0 %Objectives and Related Standards

No submission

The notebook does not describe objectives and related standards.

The notebook inadequately describes objectives and related standards.

The notebook clearly describes objectives and related standards.

The notebook skillfully and concisely describes objectives and related standards.

13.0 %Instructional Activities that Connect to Objectives

No submission

The notebook does not discuss instructional activities that connect to objectives.

The notebook inadequately discusses instructional activities that connect to objectives.

The notebook clearly discusses instructional activities that connect to objectives.

The notebook skillfully and concisely discusses instructional activities that connect to objectives.

13.0 %Applicable Assessments and Data Driven Decisions

No submission

The notebook does not comment on applicable assessments and data-driven decisions.

The notebook inadequately comments on applicable assessments and data-driven decisions.

The notebook clearly comments on applicable assessments and data-driven decisions.

The notebook skillfully and concisely comments on applicable assessments and data-driven decisions.

13.0 %Opportunities to Include Diversity and Student Strengths and Needs

No submission

The notebook does not discuss opportunities to include diversity and student strengths and needs.

The notebook inadequately discusses opportunities to include diversity and student strengths and needs.

The notebook clearly discusses opportunities to include diversity and student strengths and needs.

The notebook skillfully and concisely discusses opportunities to include diversity and student strengths and needs.

10.0 %How Information Will be used by Teacher Candidate

No submission

The notebook does not discuss how information will be used.

The notebook inadequately discusses how information will be used.

The notebook clearly discusses how information will be used.

The notebook skillfully and concisely discusses how information will be used.

15.0 %Mechanics of Writing (Includes spelling, punctuation, grammar, and language use.)

No submission

Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present.

Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.

Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.

Writer is clearly in command of standard, written, academic English.

10.0 %APA Format (Use of appropriate style for the major and assignment.)

No submission

Appropriate format is used, but some elements are missing or mistaken. A lack of control with formatting is apparent.

Appropriate format is used. Formatting is correct, although some minor errors may be present.

Appropriate format is fully used. There are virtually no errors in formatting style.

All format elements are correct.

100 %Total Weightage