Edu 645 Teaching Effectively--tutorialrank.com

ASHFORD EDU 645 Entire Course
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EDU 645 Week 1
Assessment Crisis. Watch the video “Linda Darling-Hammond on
Competing Internationally.” Then, explain the current crisis in
America with regards to education and assessment. What do you think
the cause(s) of this crisis might be? What are the possible implications?
Explain your reasoning. Respond substantively to at least two of your
peers. Analyze their responses and compare and contrast their
reasoning with yours.
No Child Left Behind (NCLB) and High-Stakes Testing (HST)
Debate. The effects of the No Child Left Behind (NCLB) Act on
high-stakes testing (HST) has generated controversy amongst
educators. In this discussion you will briefly debate the efficacy of
NCLB. Find your assigned “Debate Group” below: Debate Grouping
(by first letter of last name)
§ A-L: Proponents of NCLB and HST
§ M-Z: Opponents of NCLB and HST
Conduct research on NCLB using the web and the Ashford library,
and develop a cohesive and research-based argument for or against
NCLB based on the position you’ve been assigned. Then, respond to
at least two peers of the opposite group with a critical evaluation of
their argument. Comment on the accuracy and clarity of their post and
ask follow-up questions if needed. Your response should be based on
your research and not on your opinion

Response to Intervention. What is the purpose of the response-to-
intervention (RTI) approach? What are the benefits of this approach?
What are the challenges? Can you think of any way to overcome these
challenges? Why is it important to intervene early in a student’s
learning experience? Your paper should be 4-6 pages (excluding title
and reference pages), and formatted to APA standards
EDU 645 Week2
Two Classroom Measurement Problems. What do the authors say
are the two general problems encountered in classroom measurement?
How are these two problems similar to each other? Explain why it is
important to surmount these challenges, and brainstorm strategies for
overcoming them.
Respond to at least two of your classmates, offering substantive
feedback on their strategies for overcoming these two general
challenges. Address whether or not you think their strategies are
feasible in the classroom and justify your response.
Three-Stage Model of Classroom Measurement. What do the
authors mean in saying “any good classroom test begins with your
objectives” (Kubiszyn&Borich, 2010)? Doyouagreeordisagreewith
this statement? Why or why not? Respond to at least two of your
classmates, offering substantive feedback on their interpretation of
this quote, and providing your thoughts on why some teachers
(intentionally or unintentionally) choose not to use objectives or
outcomes.
Learning Outcomes. Create a blog using WordPress or Blogger. This
will act as a portfolio for your work in this course, so it is important to
make it presentable and polished by using a professional URL and a
consistent theme and format throughout the blog. Then, using the
information in Chapter 6 of your textbook and the article “Enhancing
curriculum and delivery: linking assessment to learning objectives,”
write at least three measurable learning outcomes for a hypothetical
unit of study and grade level of your choosing. Later, you will be
asked to develop the learning activities and assessments that support

these learning outcomes. Once you have written your learning
outcomes, post a link to your blog within a Word document. Then,
upload that Word document to two locations:
a. Classroom Assignment Basket
b. Doc Sharing feature at the top of the classroom
Finally, browse your classmates’ learning outcomes for ideas, through
the Doc Sharing feature. Feel free to leave supportive and
constructive comments on their learning outcomes within their
blog. Please Note: You will be using these outcomes throughout the
course.
EDU 645 Week3
Portfolio Assessment. Explain the three challenges to validity when
using portfolios as assessments, and evaluate the benefits they offer to
the learning experience. Respond to at least two of your classmates,
offering substantive feedback on their evaluation of portfolios as
learning tools. Do you agree with your classmates’ evaluations? Why
or why not?
Performance/Authentic Assessments. The authors state that “there
is a temptation to limit the scoring criteria to those qualities of
performance that are easiest to rate rather than the most important
required for doing an effective job” (Kubiszyn&Borich, 2010). What
do they mean by this? Explain the benefits and challenges of
incorporating performance assessments, and evaluate their overall
effectiveness in the classroom. Respond to at least two of your
classmates with substantive feedback on their evaluation of this quote.
Explain how your interpretation of this quote is similar and/or
different
Test and Essay Items. In the portfolio blog you created last week,
develop at least three test items that support your outcomes, and write
at least one essay item that supports your outcomes. These should be
included in the same post as your outcomes. Then, start a new post in

your blog that explains your thought process and rationale behind the
test items and essay item(s). Use the textbook to support your
decisions. Once you have updated your blog with your test items and
rationale, post a link to your blog within a Word document. Then,
upload that Word document to the Classroom Assignment Basket.
EDU 645 Week4
Item Analysis. Explain quantitative item analysis and qualitative item
analysis. What are their benefits to learning and assessment? What are
the risks to learning and assessment if these types of analyses are not
administered? Finally, provide two examples of imperfect test items
for your peers to qualitatively analyze. Explain why you think it is
necessary for teachers to use a combination of both qualitative and
quantitative item analysis. Respond to at least two of your peers,
identifying the errors in their listed test items, and providing
suggestions on how they can be improved.
Marking. Why do the authors propose that marks only reflect
academic achievement, and not other factors like effort or attitude?
Could including factors like these in the marking data affect
instructional decisions that need to be made? Explain. Respond to at
least two of your peers, providing feedback on their support for or
against including other factors in marks/grades.
Analyzing and Improving a Test Using Statistics. In the online
course, view the results for a hypothetical psychology test. Then,
create a report with the following:
a. The mean score for each question.
b. The mean score for the entire test.
c. A graph that represents the scores for each question.
Finally, evaluate the test by using the information in your report and
conducting qualitative item analysis and quantitative item analysis,
and provide suggestions or examples on how this test can be

improved. Your report should be 4-6 pages (excluding title and
reference pages) and formatted to APA standards
EDU 645 Week5
Correlation and Causality.According to the authors of the textbook,
“one of the most frequent misinterpretations in statistics (and in
education) is to infer that because two variables are correlated with
one another, one variable causes the other” (Kubiszyn&Borich, 2010).
What does this mean? What are the potential dangers to assessment
and learning when one mistakenly implies causality where only a
correlation between two variables exists? Respond to at least two of
your peers, providing feedback on their listed dangers of implying
causality, and how these dangers can ultimately affect assessment,
instruction, and learning. Yourinitialpostshouldbebetween 250-300
words.
Validity and Reliability. Using Mindmeister or Microsoft Word,
create a mind map that represents the various types of validity and
reliability, and explains why they are important in learning and
assessment. Then, post your mind map to the discussion forum, either
as an attachment (for Word documents) or pasted link (for
Mindmeister). View your classmates’ mind maps, and respond to at
least two of them with constructive feedback. Select at least two
pieces of information from their mind maps, and explain how they
can be used to create better assessments.
Eachpeerresponseshouldbebetween 100-150 words.
Validity, Reliability, and Accuracy. Select one of the learning
outcomes below and draft a hypothetical assessment that supports the
outcome (e.g., multiple choice items, essay items, authentic
assessment, etc.). Explain how you plan to promote validity and
reliability in your assessment, and how your assessment addresses the
four categories of sources of error identified in the text, thereby
promoting accuracy. Learning Outcomes
a. Apply analytical skills and knowledge of literary analysis to
reading and writing about poetry. (Literary Research)

b. Identify appropriate formulas for solving problems.
(Introduction to Algebra)
c. Explain the five functions of management and their importance in
organizations. (Management for Organizations)
d. Examine the perception of abnormal behaviors through the media.
(Abnormal Psychology)
Your paper should be between 4-6 pages in length (excluding title and
reference pages), and formatted to APA style.
EDU 645 Week6
Standardized Testing. Watch the video “Comprehensive Assessment:
An Overview.” Then, using the Ashford library, locate one journal
article related to standardized testing. In the discussion forum,
summarize the article, and identify at least two advantages and two
disadvantages to standardized testing, utilizing both the article and
video in your post. Make sure to cite the article and explain where it
can be located in the Ashford library. Respond to at least two of your
classmates, brainstorming possible strategies or solutions to the
disadvantages they listed in their posts.
EDU 645Summary. Review the content in the past five weeks of this
course and list at least five “take-away” items that you have learned.
Identify at least one concept that you had a hard time understanding at
first, or still do not fully understand. Review your classmates’ posts,
and respond to at least two of them. In each response, try to explain
the concept that your classmate did not or does not understand.
Final Paper Assessment Plans
Demonstrate your understanding of the concepts covered in this
course by developing a plan to assess learner performance. This plan
should be constructed in your portfolio blog, and should include the
following elements:

oPurpose and Learning Outcome: Describe the purpose of your
assessment plan. Then, write a learning outcome that supports the
purpose you have described.
§ Tip: This purpose must involve the learning of some knowledge or
skill.
§ Tip: Refer back to Chapter 6 of your textbook for information on
learning outcomes.
oAssessment Context: Identify a task or a situation in which the
learners will be able to demonstrate the knowledge or skills they have
gained.
oHolistic Rubric: Create a fully developed holistic rubric for one of
the two assessments you designed.
§ Tip: You can use Bloom’s Taxonomy (available in the online course)
to adjust the level of cognitive rigor in the assignment. For example,
asking learners to “describe” a concept is easier than asking them to
“apply” it.
oTesting Constraints: Identify the constraints you will impose on the
assessment.
Then, write a 3- to 5-page paper (excluding title and reference pages)
that explains and supports your assessment plan. Justify your
selection of assessment context, evaluate your holistic rubric, and
explain why you selected the testing constraints you did. Remember
that the ultimate goal of assessment and assessment plans is to
promote learning. Your paper should include a link to your portfolio
blog, and should be formatted to APA standards.
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EDU 645 Entire Course

This Tutorial contains 2 Papers for each Assignment (not for DQs)
EDU 645 Week 1 Discussion 1 Formative Assessments
EDU 645 Week 1 Discussion 2 Standards and Objectives
EDU 645 Week 2 Discussion 1 Gradual Release of Responsibility
EDU 645 Week 2 Discussion 2 Embedded Formative Assessment
EDU 645 Week 2 Assignment Instructional Plan Design Analysis (2
Papers)
EDU 645 Week 3 Discussion 1 Integrating Technology
EDU 645 Week 3 Discussion 2 Rigor, Thinking, and Technology
EDU 645 Week 3 Assignment 21st Century Instructional Plan Design
& Description (2 Papers)
EDU 645 Week 4 Discussion 1 Special Populations
EDU 645 Week 4 Assignment 21st Century Instructional Plan Student
Population (2 Papers)
EDU 645 Week 4 Journal Rubric Analysis (2 Papers)

EDU 645 Week 5 Discussion 1 Getting students to think about their
thinking
EDU 645 Week 5 Assignment Performance Task Analysis- Summative
Assessment Preparation(2 Papers)
EDU 645 Week 6 Discussion 1 Using Student Data for Instructional
Improvement
EDU 645 Week 6 Final Paper Curriculum Based Summative
Assessment Design (2 Papers)
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EDU 645 Week 1 Assignment Response to Intervention
EDU 645 Week 1 Assignment Response to Intervention
Business - General Business
Response to Intervention. What is the purpose of the response-to-
intervention (RTI) approach? What are the benefits of this approach?
What are the challenges? Can you think of any way to overcome these
challenges? Why is it important to intervene early in a student’s

learning experience? Your paper should be 4-6 pages (excluding title
and reference pages), and formatted to APA standards
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EDU 645 Week 1 Discussion 1 Formative
Assessments
EDU 645 Week 1 Discussion 1 Formative Assessments
Formative Assessments
According to Chapter 1 of the required text, Formative assessment is
assessment FOR learning. Summative assessment is assessment OF
learning. Formative assessments occur during the lesson as opposed
to the end of a unit of instruction and should be the primary focus of
assessment in schools. Additionally, formative assessments allow the
teacher to support learning by generating feedback to students to
determine their current progress and where they are in relation to
mastering the objective and/or standard.
View the following short videos:
Keeping It Relevant and “Authentic”

Assess and Plan with Exit Tickets
Discuss:
How each teacher models what you read and learned about
formative assessments?
What evidence did you see and hear regarding formative
assessments being an assessment FOR learning? More specifically,
how did each teacher assess during learning?
How were they able to determine the current progress of their
students in relation to mastering the objective? How did each
teacher model the provision of feedback?
What connections can you make between the teachers’ strategies to
assess for learning and their eventual assessment of learning through
a summative assessment? In other words, what can you see coming
as preparation for a larger, more comprehensive summative
assessment?
Guided Response: Respond to a minimum of two classmates’ posts.
What perceptions did you share? How did your perceptions differ?
Note: Before the last day of the week, you are expected to provide a
secondary response to any comments or questions your instructor
may have provided. This is part of the grading criteria as a
demonstration of critical thinking.
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EDU 645 Week 1 Discussion 2 Standards and
Objectives
EDU 645 Week 1 Discussion 2 Standards and Objectives
Standards and Objectives.
a. Describe the purpose of a learning standard (referred to as a goal
in Chapter 1) and the critical components of a learning objective.
How would you differentiate between the two if attempting to
explain it to somebody else?
What is the relationship between formative assessments during
instruction and the standards and objectives of that lesson?
b. Take the challenge Karen Lea presents in her blog article
Meaningful Connections: Objectives and Standards. Select a grade
level standard and design two learning objectives AND a way to
assess students FOR learning for each objective. Be sure to use the
criteria for writing high-quality objectives as discussed in your
assigned reading and videos.
Guided Response: Respond to at least one classmate with objectives
and assessment ideas in the same grade range you chose (Pre-K-2nd,

3-5, 6-8, 9-12, and other) and one with objectives and assessment
ideas in a completely different grade range.
Are their objectives clear and measurable?
Do they identify specifically, what the STUDENT will be doing and
how?
Are they aligned (related) to the given standard?
It is important to remember professionalism in your feedback. You
are to give constructive feedback by giving the author a different lens
with which to view their original ideas. Therefore, provide them with
a specific suggestion for making their objective and/or assessment
more complex according to Bloom’s Taxonomy
Note: Before the last day of the week, you are expected to provide a
secondary response to any comments or questions your instructor
may have provided. This is part of the grading criteria as a
demonstration of critical thinking.
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EDU 645 Week 1 DQ 1 Assessment Crisis
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EDU 645 Week 1
Assessment Crisis. Watch the video “Linda Darling-Hammond on
Competing Internationally.” Then, explain the current crisis in
America with regards to education and assessment. What do you think
the cause(s) of this crisis might be? What are the possible implications?
Explain your reasoning. Respond substantively to at least two of your
peers. Analyze their responses and compare and contrast their
reasoning with yours.
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EDU 645 Week 1 DQ 2 No Child Left Behind (NCLB) and
High-Stakes Testing (HST) Debate
No Child Left Behind (NCLB) and High-Stakes Testing (HST)
Debate. The effects of the No Child Left Behind (NCLB) Act on
high-stakes testing (HST) has generated controversy amongst
educators. In this discussion you will briefly debate the efficacy of
NCLB. Find your assigned “Debate Group” below: Debate Grouping
(by first letter of last name)
A-L: Proponents of NCLB and HST

M-Z: Opponents of NCLB and HST
Conduct research on NCLB using the web and the Ashford library,
and develop a cohesive and research-based argument for or against
NCLB based on the position you’ve been assigned. Then, respond to
at least two peers of the opposite group with a critical evaluation of
their argument. Comment on the accuracy and clarity of their post and
ask follow-up questions if needed. Your response should be based on
your research and not on your opinion
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EDU 645 Week 1 Journal Formative and Summative
Assessment
EDU 645 Week 1 Journal Formative and Summative Assessment
Formative and Summative Assessment. Compare and contrast
formative and summative assessment. What is the purpose of each, as
it relates to learning? How might an educator use each to reflect on
his or her teaching strategies?

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EDU 645 Week 2 Assignment Instructional Plan
Design Analysis (2 Papers)
This Tutorial contains 2 Papers
Instructional Plan Design Analysis
Three instructional plan templates constructed by a variety of
leaders in education provide solid examples of what quality
instructional plans should include. The work of Madeline Hunter
dates the furthest back and is still used today, primarily in the
elementary setting. Grant Wiggins and Jay McTighe provide a more
modern approach to curriculum and lesson design with their model
of Understanding by Design (UbD). Others, as modeled by the New
York State Educational Department, work closely to align their
instructional plans with the Common Core State Standards.
Review each of the provided instructional plan designs:
Common Core Aligned Instructional plan Template
Understanding by Design-Backwards Design Lesson Template

Madeline Hunter’s Instructional Plan Format
Analyze each instructional plan and structure a Word document,
essay-style as such:
a. Introduction: Introduce the essential elements, purpose, and value
of creating and following a high-quality instructional plan. Include a
thesis stating your intent to highlight key elements of each
respective plan as well as your intent to identify what you find to be
the most effective plan while justifying your reasoning.
b. Body: Discuss the following for EACH instructional plan design. (Do
not list—this is paragraph format without headings/subheadings.)
The source’s name (i.e., Hunter).
Key components representing most essential instructional plan
requirements (standard, objective, activities, assessments, etc.).
Unique components (What makes each plan different from the
others? What is notably missing or added compared to the others?).
Description of how Gradual Release of Responsibility Model is or is
not represented.
Description of how assessment is embedded and potentially
supports informing a teacher of student mastery of the objective(s).
Evidence that the instruction plan stimulates critical thinking.
Your intent in this first part is to:
Inform the reader through the introduction and body.

Identify the instructional plan template that YOU believe is the most
well-rounded and high-quality and justify your reasons with research
and examples.
c. Conclusion: Make a selection between the three templates as to
which one represents the best instructional plan to you. Include the
key elements you’ve explored thus far. Explain its strengths, and
recommend two ways to make it more effective and high quality. Be
sure to justify why enacting your recommendations would make it
better. Your essay will be between four to five pages, not including
the required cover and reference pages, and should follow APA
formatting requirements. You must include a minimum of five peer-
reviewed articles or web references (in addition to the textbook),
including the three from which the templates came, at least one
from any reference used in Weeks One or Two, and one outside
source of your own.
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EDU 645 Week 2 Assignment Learning Outcomes
EDU 645 Week 2 Assignment Learning Outcomes

Learning Outcomes. Create a blog using WordPress or Blogger. This
will act as a portfolio for your work in this course, so it is important to
make it presentable and polished by using a professional URL and a
consistent theme and format throughout the blog. Then, using the
information in Chapter 6 of your textbook and the article “Enhancing
curriculum and delivery: linking assessment to learning objectives,”
write at least three measurable learning outcomes for a hypothetical
unit of study and grade level of your choosing. Later, you will be
asked to develop the learning activities and assessments that support
these learning outcomes. Once you have written your learning
outcomes, post a link to your blog within a Word document. Then,
upload that Word document to two locations:
a. Classroom Assignment Basket
b. Doc Sharing feature at the top of the classroom
Finally, browse your classmates’ learning outcomes for ideas, through
the Doc Sharing feature. Feel free to leave supportive and
constructive comments on their learning outcomes within their blog.
Please Note: You will be using these outcomes throughout the course.
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EDU 645 Week 2 Discussion 1 Gradual Release
of Responsibility

EDU 645 Week 2 Discussion 1 Gradual Release of Responsibility
Gradual Release of Responsibility
After viewing the videos Improving Practice with Sarah Brown
Wessling and Embedded Formative Assessments, and after reading
Releasing Responsibility by Fisher and Frey, discuss the following:
Part 1
Sarah Brown Wessling remarks; “It is not about ways of delivering
content as much as it is about ways of getting students to become
thinkers; ways for students to be more autonomous.”
What evidence did you observe in Ms Wessling’s video that her
students were becoming thinkers?
How is this an example of the teacher assessing FOR learning?
Part 2
In Dylan William’s video on embedded formative assessments, he
mentions five strategies for teachers to meet students’ learning
needs more effectively.
Describe what you observed from Ms. Wessling’s video that
represents each of these strategies.
Were there any that you did not observe?
What evidence was there of Ms. Wessling’s students examining their
own thinking?

What evidence did you find to suggest she designed her instruction
to meet instructional learning objectives in several areas of
development (Think Bloom’s)?
What did you see from her video that you’d like to try (remember
best practices are transferrable across grade and age levels)?
Guided Response: Respond to a minimum of two classmates. What
ideas did you gather from their observations that were different
from your own? Provide constructive feedback regarding the
strategies they’d like to try in their own current or future setting.
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EDU 645 Week 2 Discussion 2 Embedded
Formative Assessment
Embedded Formative Assessment. Discuss the following:
· What evidence did you see in the video New Teacher Survival
Guide: Planning linking the concept of beginning with the end in
mind and formative assessment?

· What did the instructional coach/department chair say is the
question you ask yourself to assess learning?
· While the teacher used the Gradual Release model, her pacing
was off and affected her ability to fully assess her students.
Determine how using a structured instructional plan could aid you in
keeping track of your pacing and allow assessment to occur.
· Discern how using a structured instructional plan could aid
you in keeping track of your pacing and allow assessment to occur.
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EDU 645 Week 2 DQ 1Two Classroom Measurement
Problems
EDU 645 Week2
Two Classroom Measurement Problems. What do the authors say
are the two general problems encountered in classroom measurement?
How are these two problems similar to each other? Explain why it is
important to surmount these challenges, and brainstorm strategies for
overcoming them.

Respond to at least two of your classmates, offering substantive
feedback on their strategies for overcoming these two general
challenges. Address whether or not you think their strategies are
feasible in the classroom and justify your response.
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EDU 645 Week 2 DQ 2 Three-Stage Model of Classroom
Measurement
Three-Stage Model of Classroom Measurement. What do the
authors mean in saying “any good classroom test begins with your
objectives” (Kubiszyn&Borich, 2010)? Doyouagreeordisagreewith
this statement? Why or why not? Respond to at least two of your
classmates, offering substantive feedback on their interpretation of
this quote, and providing your thoughts on why some teachers
(intentionally or unintentionally) choose not to use objectives or
outcomes.
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EDU 645 Week 2 Journal Norm-Referenced and Criterion-
Referenced Tests
EDU 645 Week 2 Journal Norm-Referenced and Criterion-
Referenced Tests
Norm-Referenced and Criterion-Referenced Tests. Explain the
difference between norm-referenced and criterion-referenced tests,
and recall a time when you were asked to take one of each. Do you
think either test supported your learning? Why or why not? If not,
explain what you think could have helped it support your learning
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EDU 645 Week 3 Assignment 21st Century
Instructional Plan Design & Description (2
Papers)

21st Century Instructional Plan: Plan Design & Description
Part 1: Instructional Plan Design
Synthesize what you have learned thus far by developing an
instructional plan utilizing one of the templates provided in Week
Two. Be sure to consult the Instructor Guidance for added support in
creating a high quality instructional plan.
Your instructional plan must include the following components
regardless of the format you choose:
Grade level content standard (using either math or ELA standards)
Appropriate ISTE standards for students
Learning objective (clear, measurable, describes WHO will do WHAT
and HOW)
Gradual Release of Responsibility (each phase clearly labeled and
utilized)
Differentiated instruction (how you will reach all learners)
Evidence of purposeful rigor and student thinking – at least two
levels of Depth of Knowledge (DOK), clearly labeled
At least one purposeful question posed by the teacher to promote
critical thinking

Assessment FOR learning; provide two different ways to assess
including authentic formative assessment
Use of technology that supports the learning outcome and
instructional strategies
Part 2: Description
Following the instructional plan and within the same document,
provide a one- to two-page synopsis of your plan, in essay format.
Elaborate on areas that are difficult to show on the instructional plan,
such as how you applied Webb’s Depth of Knowledge (DOK) to the
activities and/or assessments.
Describe the stages at which you will assess students, and explain
how you will use this data to adjust your instruction and provide
students with feedback.
Last, discuss the technology you chose to integrate and the purpose
it will serve in helping students meet the learning objective.
Cite at least three scholarly sources, including those prescribed for
the week’s learning, CCSS and ISTE standards.
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EDU 645 Week 3 Assignment Test and Essay Items

EDU 645 Week 3 Assignment Test and Essay Items
Test and Essay Items. In the portfolio blog you created last week,
develop at least three test items that support your outcomes, and write
at least one essay item that supports your outcomes. These should be
included in the same post as your outcomes. Then, start a new post in
your blog that explains your thought process and rationale behind the
test items and essay item(s). Use the textbook to support your
decisions. Once you have updated your blog with your test items and
rationale, post a link to your blog within a Word document. Then,
upload that Word document to the Classroom Assignment Basket.
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EDU 645 Week 3 Discussion 1 Integrating
Technology
EDU 645 Week 3 Discussion 1 Integrating Technology
Integrating Technology

Discuss the following:
What evidence did you see and hear by watching Mr. Pronovost
Differentiating Instruction Through Interactive Games that supports
what has been learned thus far regarding setting & communicating
learning objectives, using the gradual release model, giving feedback,
and assessment?
How does he specifically structure his lesson to incorporate
technology? How does using technology promote differentiation?
What evidence is there of varying levels of cognition? Identify the
levels of Depth of Knowledge (DOK) you observed students reaching
during the various stages of the lesson.
How do you believe this type of learning environment makes
students feel about their capabilities with math? Why?
*** Use VoiceThread, Eyejot, or YouTube and respond to the prompt
and post the link to your video or audio recording in the discussion
forum for others to respond to.
Guided Response: Respond to a minimum of two classmates. How
were their ideas of technology promoting differentiation different
from your own? How does their viewpoint expand your own?
Consider their perspective on the learning environment. Provide
specific feedback regarding their perspective in comparison with
your own.
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EDU 645 Week 3 Discussion 2 Rigor, Thinking,
and Technology
Rigor, Thinking, and Technology. According to the vision statement of
the Partnership for 21st Century Skills, education systems should
pursue measurement of student outcomes that are:
Performance-based
Embedded in curriculum
Based on a common evidentiary model of cognition and learning
Keeping in mind that Performance Tasks are NOT assessments,
rather tools to practice thinking and problem solving in more
complex ways, analyze the Performance Task for grade 4 math and
reflect on the following:
· What core academic concept are students required to master?
· Of the list of nine 21st Century Skills outcomes, which are
students practicing in this task and how do you know?
· Describe how the task is performance-based.
· How is assessment embedded? In other words, what are
students presenting the teacher with AND how will the teacher
measure it?

· Based on what students ultimately have to DO in this task,
what Depth of Knowledge (DOK) level do you believe this task
reaches? Explain your reasoning.
· What DOK levels are present in this discussion’s line of
questions? How do you know?
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EDU 645 Week 3 DQ 1Portfolio Assessment
EDU 645 Week3
Portfolio Assessment. Explain the three challenges to validity when
using portfolios as assessments, and evaluate the benefits they offer to
the learning experience. Respond to at least two of your classmates,
offering substantive feedback on their evaluation of portfolios as
learning tools. Do you agree with your classmates’ evaluations? Why
or why not?
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EDU 645 Week 3 DQ 2 Performance/Authentic Assessments
Performance/Authentic Assessments. The authors state that “there
is a temptation to limit the scoring criteria to those qualities of
performance that are easiest to rate rather than the most important
required for doing an effective job” (Kubiszyn&Borich, 2010). What
do they mean by this? Explain the benefits and challenges of
incorporating performance assessments, and evaluate their overall
effectiveness in the classroom. Respond to at least two of your
classmates with substantive feedback on their evaluation of this quote.
Explain how your interpretation of this quote is similar and/or
different
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EDU 645 Week 4 Assignment 21st Century
Instructional Plan Student Population (2 Papers)

EDU 645 Week 4 Assignment
21st Century Instructional Plan: Student Population
Part 1: Instructional Plan Design
This week you will construct a new instructional plan by considering
your student population. Regardless of grade level, your class
consists of 27 students. Of those, two are diagnosed with specific
learning disabilities (SLD) in reading and math. One student has
Attention Deficit Hyperactivity Disorder (ADHD). Moreover, you just
received a student last week who is not fluent in English (ELL). Your
school follows a full English immersion program. Therefore, you and
the student are getting very little “extra” support.
Synthesize what you have learned thus far by developing a new
instructional plan utilizing one of the templates provided in Week
Two. Your instructional plan must include the following components
regardless of the format you choose:
Grade level content standard (using either math or English Language
Arts [ELA] standards)
Learning objective (clear, measurable, describes WHO will do WHAT
and HOW)
Gradual Release of Responsibility (each phase clearly labeled and
utilized)
Considerations for unique learners (differentiation, accommodations,
modifications through instructional activities AND assessments for

the specific students identified as having diagnosed disabilities and
language barriers. You must be more deliberate in how and where
you interject your differentiation, modifications, accommodations,
and so on within your activities, etc.
Evidence of purposeful rigor and student thinking – at least two
levels of Depth of Knowledge (DOK), clearly labeled
At least one purposeful question posed by teacher to promote
critical thinking;
Assessment FOR learning; embed three different ways to assess FOR
learning, including authentic formative assessment
Part 2: Description
Following the instructional plan and within the same document,
provide a one- to two-page synopsis of your plan, in essay format.
Elaborate on how you determined the types of
accommodations/modifications needed throughout your lesson
activities and assessments. Describe how this plan sets ALL of your
students up for mastering the objective and a future summative
assessment.
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EDU 645 Week 4 Assignment Analyzing and Improving a
Test Using Statistics

EDU 645 Week 4 Assignment Analyzing and Improving a Test
Using Statistics
Analyzing and Improving a Test Using Statistics. In the online
course, view the results for a hypothetical psychology test. Then,
create a report with the following:
a. The mean score for each question.
b. The mean score for the entire test.
c. A graph that represents the scores for each question.
Finally, evaluate the test by using the information in your report and
conducting qualitative item analysis and quantitative item analysis,
and provide suggestions or examples on how this test can be
improved. Your report should be 4-6 pages (excluding title and
reference pages) and formatted to APA standards
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EDU 645 Week 4 Discussion 1 Special
Populations

EDU 645 Week 4 Discussion 1 Special Populations
Special Populations
As we discuss special populations this week, we are going to
approach it through the lens of being a Student Teacher in a Special
education classroom. Also, we will explore other resources to assist
in better understanding Special populations when developing
curriculum & assessments.
Read the article When in Rome...: Influences on Special Education
Student-Teachers' Teaching and respond to the following;
Part 1:
What did the article suggest was important in helping teachers
prepare for instructional planning when including Special Populations?
What do YOU believe is important to consider when it comes to the
student teaching experience and the relationship between student
teacher and cooperating teacher?
Part 2:
Conduct some research within the Ashford Library and locate an
academic resource that addresses special populations and designing
assessments with them in mind. Share the resource you find within
your response.
Guided Response: Respond to at least two of your classmates. Try to
find one with a different response than your own. Provide feedback

regarding your shared or differing perspectives and pose a question
to promote critical thinking.
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EDU 645 Week 4 DQ 1Item Analysis
EDU 645 Week4
Item Analysis. Explain quantitative item analysis and qualitative item
analysis. What are their benefits to learning and assessment? What are
the risks to learning and assessment if these types of analyses are not
administered? Finally, provide two examples of imperfect test items
for your peers to qualitatively analyze. Explain why you think it is
necessary for teachers to use a combination of both qualitative and
quantitative item analysis. Respond to at least two of your peers,
identifying the errors in their listed test items, and providing
suggestions on how they can be improved.
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EDU 645 Week 4 DQ 2 Marking

Marking. Why do the authors propose that marks only reflect
academic achievement, and not other factors like effort or attitude?
Could including factors like these in the marking data affect
instructional decisions that need to be made? Explain. Respond to at
least two of your peers, providing feedback on their support for or
against including other factors in marks/grades.
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EDU 645 Week 4 Journal Marks and Marking Systems
Reflection
EDU 645 Week 4 Journal Marks and Marking Systems Reflection
Marks and Marking Systems Reflection. Select one of the following
prompts pertaining to marks and marking systems, for critical
reflection:

 What do the authors mean when they say that “it’s all too tempting
to use marks as vehicles to reach, or try to reach, other ends”? Do you
agree with their perspective on this? Why or why not? What types of
“ends” do you think educators might try to reach through marks, other
than assessing learning?
 Why do you think some teachers like to grade students “on a
curve”? Do you see merit in the authors’ point about teachers being
less motivated to improve when doing this? Why or why not? What
effect do you think it might have on student motivation? Explain
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EDU 645 Week 4 Journal Rubric Analysis (2
Papers)
EDU 645 Week 4 Journal
Rubric Analysis
Using two different sources, respond in writing (APA format) using
the prompts below to guide your written analysis.

Part 1:
Explore the Exemplars website, specifically the Resources tab for
Rubrics. Review the Exemplars Math Rubric and Exemplars Reading
Rubric.
Questions to discuss:
o How does the Exemplars criteria for both math and reading rubrics
follow a top-down or bottom-up approach? How do you know?
o To what degree are performance level descriptions addressed?
o Do these live up to what Brookhart proposes, that “. . .the most
important aspect of the levels is that performance be described, with
language that depicts what one would observe in the work rather
than the quality conclusions one would draw” (p.26)?
o In your opinion, what are the values placed on using the
terminology for mastery (Novice, Apprentice, Practitioner, and
Expert)? In other words, how effective do you believe this
terminology is and why?
Part 2:
Explain the position Brookhart argues in Chapter 2 against rubrics
that merely summarize the requirements of the task, as opposed to
rubrics that describe evidence of learning.
Explain what Brookhart means when saying; “Rubrics should not
confuse the learning outcome to be assessed with the task used to
asses it” (p.15).

What is the relationship between this and what you learned about
aligning formative assessments with the learning standards and
objectives?
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EDU 645 Week 5 Assignment Performance Task
Analysis- Summative Assessment Preparation(2
Papers)
Performance Task Analysis- Summative Assessment Preparation. This
week’s assignment is to bring us back to your own summative
assignment for the course: the design of a summative assessment.
You will spend some time analyzing the Smarter Balanced
Assessment Consortium website to inform your response. The
following must be done before constructing your assignment:
1. View Introduction to smarter balanced item and performance
task development PowerPoint. Be sure to view the comments list.
2. Read the Frequently asked questions on the Smarter Balance
Assessment Consortium website

3. 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.
4. Guided exploration: Analyze the Grandma Ruth 6th grade
writing performance task
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EDU 645 Week 5 Assignment Validity, Reliability, and
Accuracy
EDU 645 Week 5 Assignment Validity, Reliability, and Accuracy
Validity, Reliability, and Accuracy. Select one of the learning
outcomes below and draft a hypothetical assessment that supports the
outcome (e.g., multiple choice items, essay items, authentic
assessment, etc.). Explain how you plan to promote validity and
reliability in your assessment, and how your assessment addresses the
four categories of sources of error identified in the text, thereby
promoting accuracy. Learning Outcomes

a. Apply analytical skills and knowledge of literary analysis to
reading and writing about poetry. (Literary Research)
b. Identify appropriate formulas for solving problems. (Introduction to
Algebra)
c. Explain the five functions of management and their importance in
organizations. (Management for Organizations)
d. Examine the perception of abnormal behaviors through the media.
(Abnormal Psychology)
Your paper should be between 4-6 pages in length (excluding title and
reference pages), and formatted to APA style
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EDU 645 Week 5 Discussion 1 Getting students
to think about their thinking
EDU 645 Week 5 Discussion 1 Getting students to think about their
thinking
Getting students to think about their thinking.

Part 1. Access TEDEd. Take some time to peruse through the menu of
lessons and provide us with your impressions. The following serves
to prompt your response as opposed to a required “list”:
o How do the lessons in TEDEd promote student engagement?
o What are some ways students are encouraged to think about what
they are learning?
o How do these modes of learning allow both students and teachers
to assess learning?
o Think of two ways you can incorporate a TEDEd lesson into a
typical 50-70 minute class period. How could you deliver it? How
could students access it?. Take a look at the NETS-S standards when
addressing this.
o Share one particular lesson you explored as well as what you
gained from it.
Part 2: Linking Rubrics with Student Self-Assessment and Goal Setting
Chapters 9 and 10 of the Brookhart text discuss strategies for guiding
students for the demands of assessment as well as setting goals.
Pairing this information with what you learned from viewing the “Be
Sure To” video clip, explain how these strategies not only support
the integration of multiple levels of thinking for students, but the
teacher’s ability to assess FOR learning.
Guided Response: Respond to at least two classmates’ posts.
Compare your impressions of TEDEd and the “Be Sure To” strategy.

How did your perceptions differ? What new ideas might you have
gotten from their analysis of each? Provide specific feedback
regarding their assessment of the “Be Sure To” strategy.
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EDU 645 Week 5 DQ 1Correlation and Causality
EDU 645 Week5
Correlation and Causality.According to the authors of the textbook,
“one of the most frequent misinterpretations in statistics (and in
education) is to infer that because two variables are correlated with
one another, one variable causes the other” (Kubiszyn&Borich, 2010).
What does this mean? What are the potential dangers to assessment
and learning when one mistakenly implies causality where only a
correlation between two variables exists? Respond to at least two of
your peers, providing feedback on their listed dangers of implying
causality, and how these dangers can ultimately affect assessment,
instruction, and learning. Yourinitialpostshouldbebetween 250-300
words.
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EDU 645 Week 5 DQ 2 Validity and Reliability
Validity and Reliability. Using Mindmeister or Microsoft Word,
create a mind map that represents the various types of validity and
reliability, and explains why they are important in learning and
assessment. Then, post your mind map to the discussion forum, either
as an attachment (for Word documents) or pasted link (for
Mindmeister). View your classmates’ mind maps, and respond to at
least two of them with constructive feedback. Select at least two
pieces of information from their mind maps, and explain how they
can be used to create better assessments.
Eachpeerresponseshouldbebetween 100-150 words.
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EDU 645 Week 5 Journal Accuracy and Error

EDU 645 Week 5 Journal Accuracy and Error
Accuracy and Error. The authors of your textbook state that “all tests
and scores are imperfect and are subject to error” (Kubiszyn&Borich,
2010). What do they mean by this? Why is it important to recognize
that there is no “perfect test”? Knowing this, what can you do to
ensure that you obtain the most accurate assessment results as
possible?
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EDU 645 Week 6 Discussion 1 Using Student
Data for Instructional Improvement
EDU 645 Week 6 Discussion 1 Using Student Data for Instructional
Improvement
Using Student Data for Instructional Improvement.
Following your last lesson, you discover only 60% of your students
met the learning outcome. Not only did they demonstrate a lack of
understanding through non-written, observable formative

assessments, but the data from their assignment as scored through
use of a rubric revealed the majority of the class did not meet the
objective.
Using one of the two instructional plans you previously created,
determine the following:
How you will identify particular areas of need/misunderstanding
(what will you look for? See Chapter 6 from Ward, Fischer, Frey, &
Lapp).
How you will address and re-teach with differentiation, so students
meet the learning objective?
How you will employ students in the process of self-reflection and
identifying areas of misunderstanding?
How you will reassess for the learning objective?
How will these instructional adjustments better prepare them for the
impending summative assessment?
Guided Response: Respond to at least two classmates’ posts and
provide specific feedback regarding their analysis and ideas for
differentiation, student reflection, and reassessment
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EDU 645 Week 6 DQ 1Standardized Testing

EDU 645 Week6
Standardized Testing. Watch the video “Comprehensive Assessment:
An Overview.” Then, using the Ashford library, locate one journal
article related to standardized testing. In the discussion forum,
summarize the article, and identify at least two advantages and two
disadvantages to standardized testing, utilizing both the article and
video in your post. Make sure to cite the article and explain where it
can be located in the Ashford library. Respond to at least two of your
classmates, brainstorming possible strategies or solutions to the
disadvantages they listed in their posts.
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