Ashford 4: - Week 3 - Assignment Learning and Innovation Skills and Student Assessment This assignment requires you to make connections between high-quality assessment and learning and innovation skills. Additionally, using the Framework for 21st Century learning as a resource, you will redesign or modify a prior activity from one of your courses in the MAED program representing program learning outcome 3, 4, 5, and 7. There are several   approaches you could take with this assignment. For example, you may redesign an instructional plan with assessment plans embedded throughout or a full assessment plan including a summative assessment you may have constructed. These are just two ideas out of numerous possibilities. If you do not have previous assignments to use in this assignment, please contact your instructor for guidelines on how to proceed. Refer to the MAED Program Learning Outcomes (PLOs) list as needed. Upload your assignment to the course for evaluation and to your ePortfolio (Pathbrite). Create your assignment to meet the content and written communication expectations below. Content Expectations The Redesign expectations explain what you are required to do with the prior coursework you choose to redesign. The Summary expectations are for the separate written portion of this assignment. · Redesign - Alignment and Mastery (1 Point): Redesign an instructional plan with assessment plans embedded throughout, or a full assessment plan as noted above including a summative assessment that could be selected to include alignment between specific skills, CCSS, and objectives and includes criteria for mastery. · Redesign - Learning and Innovation Skills (1 Point): Redesign an instructional plan with assessment plans embedded throughout, or a full assessment plan as noted above including a summative assessment that could be selected to include specific learning and innovation skills from either/each of; creativity and innovation, critical thinking and problem solving, and/or communication and collaboration. · Summary – Introduction/Conclusion (1 Point): A one paragraph introduction to a summary that concisely presents the scope and organization of the summary writing, as well as a one paragraph conclusion that recaps your summary’s key points. · Summary – Modification (1 Point): In one paragraph summarize the changes you made to your activity to meet the redesign expectations for this assignment. Explicitly state how your redesign assignment provides evidence of mastery of PLO’s 3, 5, and 7. · Summary – Evaluation (1 Point): In one paragraph, evaluate how your assessment promotes Learning & Innovation Skills, assess how it could be used as a tool for ongoing evaluation of student progress, and evaluate how it could be used as a guide for teacher and student decision making. · Summary – Reflection (1 Point): Summarize, in one paragraph, your experience with the redesign in terms of challenges you encountered and how you overcame those challeng.

1. Ashford 4: - Week 3 - Assignment
Learning and Innovation Skills and Student Assessment
This assignment requires you to make connections between
high-quality assessment and learning and innovation skills.
Additionally, using the Framework for 21st Century learning as
a resource, you will redesign or modify a prior activity from
one of your courses in the MAED program representing program
learning outcome 3, 4, 5, and 7. There are several approaches
you could take with this assignment. For example, you may
redesign an instructional plan with assessment plans embedded
throughout or a full assessment plan including a summative
assessment you may have constructed. These are just two ideas
out of numerous possibilities. If you do not have previous
assignments to use in this assignment, please contact your
instructor for guidelines on how to proceed. Refer to the MAED
Program Learning Outcomes (PLOs) list as needed. Upload your
assignment to the course for evaluation and to your ePortfolio
(Pathbrite).
Create your assignment to meet the content and written
communication expectations below.
Content Expectations
The Redesign expectations explain what you are required to do
with the prior coursework you choose to redesign. The Summary
expectations are for the separate written portion of this
assignment.
· Redesign - Alignment and Mastery (1 Point): Redesign an
instructional plan with assessment plans embedded throughout,
or a full assessment plan as noted above including a summative
assessment that could be selected to include alignment between
specific skills, CCSS, and objectives and includes criteria for
mastery.

2. · Redesign - Learning and Innovation Skills (1 Point): Redesign
an instructional plan with assessment plans embedded
throughout, or a full assessment plan as noted above including a
summative assessment that could be selected to include specific
learning and innovation skills from either/each of; creativity
and innovation, critical thinking and problem solving, and/or
communication and collaboration.
· Summary – Introduction/Conclusion (1 Point): A one
paragraph introduction to a summary that concisely presents the
scope and organization of the summary writing, as well as a one
paragraph conclusion that recaps your summary’s key points.
· Summary – Modification (1 Point): In one paragraph
summarize the changes you made to your activity to meet the
redesign expectations for this assignment. Explicitly state how
your redesign assignment provides evidence of mastery of
PLO’s 3, 5, and 7.
· Summary – Evaluation (1 Point): In one paragraph, evaluate
how your assessment promotes Learning & Innovation Skills,
assess how it could be used as a tool for ongoing evaluation of
student progress, and evaluate how it could be used as a guide
for teacher and student decision making.
· Summary – Reflection (1 Point): Summarize, in one
paragraph, your experience with the redesign in terms of
challenges you encountered and how you overcame those
challenges.
Written Communication Expectations
· Page Requirement (.5 points): Two to four pages, not
including title and references pages.
· APA Formatting (.5 points): Use APA formatting consistently
throughout the assignment.
· Syntax and Mechanics (.5 points): Display meticulous
comprehension and organization of syntax and mechanics such
as spelling and grammar.
· Source Requirement (.5 points): References three scholarly
sources in addition to the course textbook. All sources on the
references page need to be used and cited correctly within the

3. body of the assignment.
For information related to APA style, including samples and
tutorials, please visit the Ashford Writing Center.
Next Steps: Review and Submit the Assignment
Ashford 4:
-
Week 3
-
Assignment
Learning and Innovation Skills and Student Assessment
This assignment requires you to make connections between high
-
quality assessment and learning
and innovation skills. Additionally, using the
Framework for 21st Century learning
as a resource,
you will redesign or modify a prior activity from one of your
courses in the MAED program
representing program learning
outcome 3, 4, 5, and 7. There are several
approaches you could
take with this assignment. For example, you may redesign an
instructional plan with assessment
plans embedded throughout or a full assessment plan including
a summative assessment you may

4. hav
e constructed. These are just two ideas out of numerous
possibilities. If you do not have
previous assignments to use in this assignment, please contact
your instructor for guidelines on
how to proceed. Refer to the
MAED Program Learning Outcomes (PLOs) list
as needed. Upload
your assignment to the course for evaluation and to your
ePortfolio
(Pathbrite).
Create your assignment to meet the content and written
communication expectations below.
Content Expectations
The Redesign expectations explain what you are required to do
with the prior coursework you
choose to redesign. The Summary expectations are for the
separate written portion of this
assignment.
·
Redesign
-
Alignment and Mastery (1 Point):
Redesign an instructional plan with

5. assessment plans embedded throughout,
or a full assessment plan as noted above
including a summative assessment that could be selected to
include alignment between
specific skills, CCSS, and objectives and includes criteria for
mastery.
·
Redesign
-
Learning and Innovation Skills (1 Point):
Red
esign an instructional plan
with assessment plans embedded throughout, or a full
assessment plan as noted above
including a summative assessment that could be selected to
include specific
learning and
innovation skills
from either/each of;
creativity and innovation
,
critical t
hinking and
problem solving
, and/or
communication and collaboration
.
·

6. Summary
–
Introduction/Conclusion (1 Point):
A one paragraph introduction to a
summary that concisely presents the sc
ope and organization of the summary writing, as
well as a one paragraph conclusion that recaps your summary’s
key points.
·
Summary
–
Modification (1 Point):
In one paragraph summarize the changes you made
to your activity to meet the redesign expectations f
or this assignment. Explicitly state
how your redesign assignment provides evidence of mastery of
PLO’s 3, 5, and 7.
·
Summary
–
Evaluation (1 Point):
In one paragraph, evaluate how your assessment
promotes Learning & Innovation Skills, assess how it could b
e used as a tool for ongoing
Ashford 4: - Week 3 - Assignment
Learning and Innovation Skills and Student Assessment

7. This assignment requires you to make connections between
high-quality assessment and learning
and innovation skills. Additionally, using the Framework for
21st Century learning as a resource,
you will redesign or modify a prior activity from one of your
courses in the MAED program
representing program learning outcome 3, 4, 5, and 7. There are
several approaches you could
take with this assignment. For example, you may redesign an
instructional plan with assessment
plans embedded throughout or a full assessment plan including
a summative assessment you may
have constructed. These are just two ideas out of numerous
possibilities. If you do not have
previous assignments to use in this assignment, please contact
your instructor for guidelines on
how to proceed. Refer to the MAED Program Learning
Outcomes (PLOs) list as needed. Upload
your assignment to the course for evaluation and to your
ePortfolio (Pathbrite).
Create your assignment to meet the content and written
communication expectations below.
Content Expectations
The Redesign expectations explain what you are required to do
with the prior coursework you
choose to redesign. The Summary expectations are for the
separate written portion of this
assignment.
- Alignment and Mastery (1 Point): Redesign an
instructional plan with
assessment plans embedded throughout, or a full assessment
plan as noted above
including a summative assessment that could be selected to
include alignment between

8. specific skills, CCSS, and objectives and includes criteria for
mastery.
gn - Learning and Innovation Skills (1 Point):
Redesign an instructional plan
with assessment plans embedded throughout, or a full
assessment plan as noted above
including a summative assessment that could be selected to
include specific learning and
innovation skills from either/each of; creativity and innovation,
critical thinking and
problem solving, and/or communication and collaboration.
– Introduction/Conclusion (1 Point): A one
paragraph introduction to a
summary that concisely presents the scope and organization of
the summary writing, as
well as a one paragraph conclusion that recaps your summary’s
key points.
– Modification (1 Point): In one paragraph
summarize the changes you made
to your activity to meet the redesign expectations for this
assignment. Explicitly state
how your redesign assignment provides evidence of mastery of
PLO’s 3, 5, and 7.
– Evaluation (1 Point): In one paragraph, evaluate
how your assessment
promotes Learning & Innovation Skills, assess how it could be
used as a tool for ongoing
Going Green at an Oil Company
For many people, the notion of environmental sustainability
does not fit well—if at all—with a giant oil company. This is an
industry, it would seem, that thrives on the ever‐increasing
consumption of fossil fuels, not to mention environmental
catastrophes such as oil spills. José Sergio Gabrielli de
Azevedo, CEO of Brazil‐ based oil giant Petrobras since 2005,
says he is determined to change that image.48 Gabrielli

9. describes his personal politics as progressive and leftist,
pointing to his 1970 arrest by the Brazilian army as he was
protesting his country’s then military dictatorship. After
receiving a PhD in economics and joining the faculty of the
London School of Economics, Gabrielli joined Petrobras in
2003 as Chief Financial Officer. His fast rise to the top was
helped by his close personal and political ties with Brazil’s
ruling Workers’ Party. A State Company Petrobras was founded
by the government in 1953 under the nationalist slogan, “The
petroleum is ours!” Petrobras held a monopoly until 1997, when
the government gave up its complete ownership (although it still
controls a majority of voting stock) and allowed for
competition. Since then, the company has com- piled a troubling
history of disasters. In January 2000, a poorly maintained pipe-
line spilled oil into Guanabara Bay for two hours before the
leak was detected. Six months later, a Petrobras refinery spewed
millions of gallons of oil into two nearby rivers. A BBC news
report referred to “an embarrassing level of incompetence” on
the part of Petrobras managers. Then, less than a year later, a
Petrobras drilling platform—the world’s largest at the time—
blew up, killing 11 employees and dumping 300,000 gallons of
oil into the water. Gabrielli saw that troubled history as a
business problem to be solved as well as an environmental
threat to be addressed. “From a purely financial perspective,” he
said, “environmental mismanagement was just bad business.
From an investor relations perspective, ignoring the growing
demand for transparency and sustainability was also bad
business.”49 Plus, added Gabrielli, his personal values and
political beliefs led him to move Petrobras into a position of
environ- mental leadership. Gabrielli Acts In pursuit of his
goal, Gabrielli took a number of steps:
• Increasing the budget of the company’s health, safety, and
environment programs
• Using the enormous market clout of Petrobras (which was the
largest company in Latin America) to demand that all of its
suppliers comply with best standards for environmental

10. management
• Personally touring sites to check compliance with company
standards
• Moving Petrobras’ new refineries away from gasoline and
toward biofuels
• Joining the Dow Jones Sustainability Index in order to invite
external monitoring of and reporting on Petrobras’ efforts
• Endorsing (and sitting on the board of) the United Nations
Global Compact
• Personally blogging and tweeting in order to make the case for
Petrobras’ efforts directly to the public. As evidence that these
activities were changing the culture and operations of Petrobras,
Gabrielli pointed to two facts:
• The company had gone eight years without a “major”
environmental accident.
• The private consulting firm, Management and Excellence,
ranked Petrobras as number one among the world’s oil and gas
companies for promoting sustainability.
Petrobras’ 5‐Year Strategic Plan, announced in 2010, called for
additional investment in refining capacity. The company’s goal
was to make Brazil fuel independent by 2014. That
independence, it was hoped, would be supplied by Petrobras’
2008 discovery of a major oil reserve coming from a vast deep
water off‐shore region known as the subsalt. Later that same
year, however, the Gulf of Mexico oil spill—a British
Petroleum rig exploded, killing 11 workers and pouring nearly
185 million gallons of oil into the Gulf—raised questions about
the viability and the costs of future deep water drilling.
How Green Is Petrobras?
In 2010, Newsweek conducted an audit of the top ranking
“green” companies in the world.50 The highest ranking
companies—IBM, Hewlett‐Packard, Novartis, and Panasonic
among them—received an overall score in the 90s. The highest
ranking oil and gas company, French‐based Total, received a
score of 65. Petrobras’ score was 48, placing it sixth in the list
of oil and gas companies and 84th overall in the top 100

11. companies. In fact, five of the bottom ten on that list were oil
and gas companies.
Write a 5 page paper (1500 or more words) in APA format.
Below is a recommended outline.
2. Cover Page (See APA Sample paper)
3. Introduction
a. A thesis statement
b. Purpose of paper
c. Overview of paper
4. Body
a. What steps did Petrobras take to transform itself?
b. What evidence can you find to show how Gabrielli set the
vision for this effort? Why is that important?
c. Find a recent article about Petrobas’ environmental
performance – has it been able to sustain this change
implementation?
5. Conclusion – Summary of main points
a. Lessons Learned and Recommendations
6. References – List the references you cited in the text of your
paper according to APA format.
(Note: Do not include references that are not cited in the text of
your paper)