Performance Task Analysis-Summative Assessment Preparation ”

Performance Task Analysis-Summative Assessment Preparation ”

This week’s assignment requires you to make connections between
our course learning outcomes, what you observe from a highly
effective source known as Smarter Balanced, and how you can apply
what you’ve learned to your own instructional practice. You will
first spend some time analyzing theSmarter Balanced Assessment
Consortium website to inform your response. The following must be
done before constructing your assignment:View Introduction to Smarter Balanced item and performance task
development PowerPoint. Be sure to view the comments list. Read the
Frequently asked questions on the Smarter Balance Assessment
Consortium website Take some time to peruse the various sample
items and corresponding rubrics (when applicable) by selecting
“View More Sample Items” at the top of the Consortium screen.
Guided exploration: Analyze the Grandma Ruth 6th grade writing
performance task and its corresponding rubric. To find the rubric
in part “d”, view the “About this item” tab at the top. Note the
“Claim” for the assignment (aligns with standard) and the “Target”
(objectives and sub-objectives align with Depth of Knowledge
[DOK]).Directions: Use the provided template to complete your analysis
of what you learned from Smarter Balanced. Ultimately, you will
evaluate how what you observe relates to our course learning
outcomes regarding Learning and Assessment for the 21st century.
You must include:Column 1: All six Course Learning Outcomes (CLO) including
numbers and descriptions. Column 2: At least one specific example
of what you observed from Smarter Balanced that aligns with the
corresponding Course Learning Outcome (CLO). Column 3: Describe how
the course learning outcome and coordinating evidence from Smarter
Balanced can support you in your own construction of assessments.
See the example below (may not reproduce content):CLO (All six course learning outcomes should be included in
column 1) Evidence from Smarter Balanced (description and
explanation including where found ) Self-Reflection (Personal
connection & how the CLO and evidence from Smarter Balanced may
help you construct high quality assessments)1. Assess individual and group performance through use of
established criteria for student mastery (including rubrics) in
order to design instruction to meet learners’ needs in each area of
development (cognitive, linguistic, social, emotional, and
physical). Rubrics are constructed with established criteria
following cognitive levels of Depth Knowledge6th Grade Writing sample rubric It was interesting to see both
cognitive and content components represented in the rubrics. This
shows me how I can succinctly design my own rubrics to include a
more rigorous, yet explicit criteria.23456When considering the evidence from Smarter Balanced, think about
what you’ve learned and practiced thus far concerning alignment
between standards, objectives, instructional delivery, student
doing and thinking, rigor, and formative and summative
assessment.The information in your table should demonstrate your critical
reading and thinking as you analyzed the recommended links in this
site. The evidence you share should be succinct, yet descriptive
enough to show a connection was made between the course learning
outcome and the evidence you discovered. You’ll want to complete
the template by moving across from CLO1 in column 1 to the evidence
from Smarter Balance that supports CLO1, and then to column 3—how
what you learned from column 1 and column 2 will support you in the
creation of your own assessments. The sample you see in the table
above provides a brief example only.

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