EDU 645 Complete Course Guide

EDU 645 Entire Course
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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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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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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 2 Assignment Instructional Plan Design
Analysis (2 Papers)
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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 Discussion 1 Gradual Release of
Responsibility
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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

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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 3 Assignment 21st Century Instructional
Plan Design & Description (2 Papers)

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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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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
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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 4 Assignment 21st Century Instructional
Plan Student Population (2 Papers)

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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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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 Journal Rubric Analysis (2 Papers)
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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)
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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 and its
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EDU 645 Week 5 Discussion 1 Getting students to think
about their thinking
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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.
==============================================

EDU 645 Week 6 Discussion 1 Using Student Data for
Instructional Improvement
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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
==============================================
EDU 645 Week 6 Final Paper Curriculum Based Summative
Assessment Design (2 Papers)
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Curriculum based summative assessment design
Part 1
Pre- assessment description

Before summative assessing of the learning on which the objective is
to evaluate, what the students have learnt at the end of a unit is
important to have a comprehensive description of pre –assessment.
Pre- assessment or formative assessment is part of
institutionalprocess. When used in classwork activities, it provides
the necessary information to regulate teaching techniques and
learningprocess.These adjustments focus to ensure the level of
learning standards target among thestudents is achieved .Pre-
assessment enables the teachers to understand the students’
thinking and learning capacity on the learning process. Teachers
know when and how to utilize various types of assessments that
appropriately meets the needs of students, and provide a consistence
guideline during lesson planning and spacing(Wang, 2013).
The pre- assessment provided an elaborate platform of designing the
summative assessment to ensure students at the end of the course
understand the unit meant to be learn. It is important to allow
students do practiceon the concepts they are learning .pre-
assessment enable teachers to prepare the next steps during learning
period, such as after the first week to prepare for the second week as
the instruction nears the summative assessment. Interaction with the
students and asking general questions to students on various
learning methods that they prefer and understand most isthe
startingpoint to gather information that is important to engage
student in during learning process. Provide thestudents with the
course outlines to update themselves of what is ahead and what they
are supposed to cover within a given period. Eachstudents is
expected to have the same level of standards regardless of their
learning differences. Toensure all the students achieve high
standards the teacher employed research- based instruction ideas
that enable increase the students understanding, and applying

differentiation as a basis for all the students to achieve at high levels.
This strategy prepare the students for learning process so that all of
them can be in the same level in the summative learning stage.
Involving the students in defining the expectations at the end of
learning process is crucial because the students who know the
learning goals and the method of achieving the target are likely to be
successful. After the first two weeks of learning process introduce
the classroom norms and culture for all students to participate in
evaluating whether the criteria used in will achieve the target or
not.Incorporating the students with the special needs in the teaching
practice to ensure they are in the same level with the other students
in the learning process. Application of a technology that is embrace
and appropriate in facilitating effective and efficient learning
process by all students such as use of projectors that are positioned
in place where the all the students can see what is being
taught(Radcliff,2007).
After the third week of teaching, it is important to evaluate whether
the students have grasped what they are intended to understand
through asking questions randomly in class or a simple continuous
assessment and repeating to teach areas not understood by
thestudents. Giving attention on areas not understood by the
students is crucial to prepare the students for summative assessment
by providing students with more elaborate information to increase
their understanding. For example teaching on the unit such as
‘Environmental conservation.” The teacher has to ensure the
students are equipped with knowledge about Environmental
Conservation properly to prepare them for the summative
assessment so that they can demonstrate what they have learn in the
problems that needs to be solved successfully. Provide the students
with classroom test on the areas covered and walk around the

classroom and try to observe if each student is performing the task
and give clarification where needed. Observation provides the
teacher with primary evidence on the level of knowledge gained by
the students in the areas taught. Use questioning strategies to have a
rationale insight on the level and depth of understanding of the
instruction learnt by students because questions asked in class
provides an opportunity for students to think deeply and reflect
whatever they have learn.Students who are able to reflect easily
when involved in metacognitive thinking is an evidence of successful
pre- assessment criteria. Establish an environment where
studentssee their colleagues as resources for checking in their
quality work based on the established criteria to evaluate their
understanding. To ensure the summative stage is successfully
achieved keep the students classroom work records to provide the
students with evidence about their learning progress to help them to
evaluate whether they are progressing well from where they started
or not and to give them understanding on what needs to be
corrected. Balance the assessment by understanding individual
students during participation in the learning process to make
adjustments in instructions so that all students are in line to achieve
the target established.
Part 2
Summative Assessment
Summative assessments focus to determine the appropriateness of
instructional programs and services at the end of particular pre-
determined academic period. The objective of summative
assessment is to analyze the competency of students after
instructional period is over. It is also important to evaluate the

ability of each student on what they have understood in a specific
period(Rudner & Schafer, 2002).
This summative assessment target to determine the understanding
of students on Environmental Conservation and the grading level of
the students is as follows:
Marking Instructions and Range
Grade
70%-100% the students answers the questions appropriately and
precisely giving good examples. Where essay is required the student
should demonstrate good understanding of the topic with clear
and wide examples
A Distinction
60%-69% The student answers the questions with few examples and
provides an essay that is long with good points and few not clearly
stated.
B pass
50%-59%The students answers the questions with no examples and
the essay does not clearly show the required points.
C .Credit
40%-49%The students does not provide clear answers to the
questions but they are close to points and shows some understanding
of the topic.
D. Fail

Below 40% The student don’t understand the questions and seems
not to have understood anything during teaching process
E. Retake
Answer the following questions giving examples where necessary.
1. Define environmental conservation
2. Explain the importance of environmental conservation in the
society giving appropriate examples
3.Environmental conservation is affected by both natural and
artificial factors. Discuss
4. Describe how the government is involved in
Environmental conservation
5. As a student with knowledge of conserving environment,
discuss how your knowledge on environment conservation can assist
in the community to maintain good environment
6. Explain the elements of a good environment
7. Discuss the negative impacts of environment that is poorly
conserved to people in a country
The questions above determine the level of knowledge gained by
student through the learning process period. The questions explores
whether the students have acquired vast knowledge on the taught
topic and the knowledge to relate the same knowledge on the
current world to solve immediate problems. Student should
appropriately check on the exactdetails of the task such as
instructions of each question, structure of the question, the criteria

of making the assessment, the expectations demonstrated during the
pre-assessment process and other important instructions
(Bransford& National Research Council, 2001).
Scoring is an important element in assessment that is achieved by
use of computer, hands or combination of both. Assessment done
online score usevarious criteria such as quantitative items, drag and
drops multiple choice, fill in the space and other types of items that
specified accurate answers. The teachers or other individual-scorers
assess essays and performance assessment. The criteria of score
assessment is based on the validity and reliability of the score
assessment utilized. Reliability focus on the possibility of the scores
and results to be the same in various populations used for testing.
Validity on the other hand focus on how the assessment results are
analyzed and applied. The objectives of the standardized testing be
open and fair althoughthese objectives are almost incredible for a
single test to fair for all students.
Rubrics and checklist are essential tools for effective summative
assessment. They give an opportunity for the teacher to establish the
criteria prior to assigning task to students, hence enabling all
students to know what is expected. Rubric and checklist
areimportant to enable teachers to ensure effective criteria is
followed and adequate distinction on various degree of performance
is made to easily assess the students work (Brookhart, 2013).
Part 3
Summative assessment Reflection
Standards

Students will describe their experience on the Environmental
conservation
Students will identify the criteria to achieve friendly environment
Students will identify various features of good environment
Students will demonstrate good communication skills such as eye
contact and creativity
Students will have chance for reflection by sharing among
themselves
Tasks
Students to establish aportfolio illustrating their benefit to the
community on conserving Environment at the end of the
unit.Showtheir plans on the experience gained in class and present
the reflection to the class using effective communication skills.
Directions: Respond the questions below based on the summative
assessment results
1. From the identified learning objectives for critical instructions,
describe the achieved learning outcomes.
2.Reflect on the important elements of the instructions

a. How efficient, was the assessment method employed during
the learning process.
b.Describethe appropriateness of the instructional strategies applied
c.discuss briefly how the strategy used to accommodate students
with special needs was important
3.Following the summative outcomes, answer the questions below
A.What is your observations on the work of each student?
B.What is your understanding on the effectiveness of instructional
strategy employed based on the observations of each student’s work
sample?
C.What is your next step on every student and why?
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EDU 645 Complete Course Guide

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