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Once a unit of instruction has been taught, an educator may use a summative assessment to determine if learners have mastered the standards and learning objectives. Remember, the formative assessments
Once a unit of instruction has been taught, an educator may use a summative assessment to determine if learners have mastered the standards and learning objectives. Remember, the formative assessments determine how learning is occurring during instruction so that educators can make any necessary changes to support learning, whereas the summative assessment determines actual achievement of the standards and objectives reflected in a grade. For this assignment, you will be creating your own summative assessment based on the standard you selected and objectives you created.
Prior to beginning work on this assignment,
· Read Chapter 6: Summative Assessment
· Read Chapter 7: Performance-Based Assessment
· Read Chapter 8: Teacher-Made Assessments
· Review Creating and Using Rubrics (Links to an external site.)and complete the interactive tool at the end of Chapter 7.6 that will walk you through the process of developing a rubric for a performance based assessment.
· Download the Week 3 Test Blueprint template to use for your assignment.
· Review the Week 3 Weekly Lesson
· Research a scholarly article in the Ashford University Library regarding the benefits and challenges of performance-based assessments.
· Choose one of the links to help you create a rubric:
o Quick Rubric (Links to an external site.)
o Rubistar (Links to an external site.)
o Teachnology General Rubric Generator (Links to an external site.)
Begin thinking about the different ways that teachers assessed your knowledge. What were typical assessments that you experienced? Did they use multiple-choice tests, essays, projects, or presentations?
Complete the following using the Week 3 Test Blueprint template:
· Create a test blueprint comprised of 10 test items that include the following criteria:
o Six test items must be selected-responses (Must have at least one multiple-choice, one matching, and one true or false question. You can pick any other type of selected-response questions for your other 3 questions.)
§ Use the checklists found in Tables 8.6, 8.7, and 8.8 of your text (Chapter 8) to make sure your selected-responses meet the guidelines.
o Three test items must be short-answer constructed responses (see Chapter 8.8)
o One test item must be a performance-based assessment (see Chapter 7)
§ Examples: Presentation, Performances, Projects, Debates, Reports
· Create your test items reflected in your testing blueprint. Be sure to label each question with the aligned objective and level of Bloom’s Taxonomy. Questions must address at least three different levels of Bloom’s Taxonomy which are reflected in your learning objectives.
· Create an analytic rubric to assess the performance based assessment developed in the test blueprint. (see Chapter 7.6 and Creating and Using Rubrics (Links to an external site.)). It must include the following:
o At least four levels of performance for rating scale (example: Novice, Apprentice, Practitioner, Expert or Exemplary, Proficient, Developing, Inadequate)
o At least four different criteria that are aligned to the learning objectives and assignment (For example, your performance-based assessment might require criteria such as critical thinking, using research to support analysis, and grammar and mechanics)
o Clear performance level descriptions for each criterion based on the rating scale.
After you have completed your test blueprint and test questions, on a new page using the heading Reflection (center it), discuss the following questions:
· Describe the advantages and limitations of using selected-response and constructed-response assessments.
o Use evidence from your readings to support your analysis.
· Discuss the main requirements of a good performance-based assessment and relate those requirements to the one you created. (see Chapter 7.4).
o What are the benefits and challenges with using performance-based assessments? Consider the challenge of using rubrics to assess student work. Use evidence from your readings and at least one outside scholarly source.
· Conclude with sharing your experience in creating this summative assessment.
o What did you find most challenging? What was helpful for you in creating this summative assessment? Be sure to elaborate on your thoughts.
Writing and Formatting Expectations
Your Creation of Summative Assessment assignment
· Must be eight to 10 double-spaced pages including the test blueprint, test questions, and reflection (does not include the title or reference page).
· Must include a separate title page with the following:
o Title of paper
o Student’s name
o Course name and number
o Instructor’s name
o 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 include at least one scholarly source found in the Ashford University Library in addition to the course text (Lefrançois). 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
o The Scholarly, Peer Reviewed, and Other Credible Sources (Links to an external site.) table 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 for specifications.
· Must use APA formatting consistently throughout the assignment. Refer to the Ashford Writing Center (Links to an external site.) for assistance with APA style and formatting.
Lefrançois, G. R. (2013). Of learning and assessment. Retrieved from https://content.ashford.edu/
- Chapter 6: Summative Assessment
- Chapter 7: Performance-Based Assessment
- Chapter 8: Teacher-Made Assessments
- Chapter 10: Standardized Tests and High-Stakes Testing
Yale Center for Teaching and Learning. (2018). Creating and using rubrics (Links to an external site.). Retrieved from https://ctl.yale.edu/Rubrics
Brookhart, S. M. (2013). How to create and use rubrics for formative assessment and grading. Retrieved from http://ebookcentral.proquest.com
- The full-text version of this text is available through the Ebook Central database in the Ashford University Library. This text provides information about performance-based assessments and may assist you in your Creation of Summative Assessment this week.
- Chapter 1: What are Rubrics and Why are they Important?
- Chapter 3: Writing or Selecting Effective Rubrics
Educators in Connecticut’s Pomperaug Regional School District District 15. (1996). What is performance-based learning and assessment, and why is it important? (Links to an external site.) In K. M. Hibbard (Ed.), A teacher’s guide to performance-based learning and assessment. Retrieved from http://www.ascd.org/publications/books/196021/chapters/What_is_Performance-Based_Learning_and_Assessment,_and_Why_is_it_Important%C2%A2.aspx
Brualdi, A. (2000, February). Implementing performance assessments in the classroom. Classroom Leadership (Links to an external site.), 3(5). (Reprinted from Practical Assessment, Research & Evaluation, 6, 1-3). Retrieved from http://www.ascd.org/publications/classroom-leadership/feb2000/Implementing-Performance-Assessment-in-the-Classroom.aspx (Original work published 1998).