Curriculum Based Assessment Design

 Curriculum Based Assessment Design

Using what you’ve learned from Chapters Six and Eight from Lefrançois as well as other resources along the way, develop a curriculum based assessment (CBA) centered on one of your two instructional plans from Weeks Three and Four.

Part 1:  Provide a Pre-Assessment Description (One-to two-pages).
Use these prompts to guide your exploration of what occurred BEFORE the summative assessment.

  1. State measurable and observable objectives (what you      wanted students to learn).
  2. Describe how you knew learning occurred prior to      summative assessment.
  3. Describe the instructional strategies used to prepare      students for the summative assessment (from your previous instructional plan      in either Weeks Three or Four).
  4. Explain adjustments you made or should have made to      your instruction to ensure mastery of learning objectives.
  5. Describe how the use of technology contributed to      student preparation for the summative assessment or how it will be added      to and contribute to the summative assessment here.

Part 2: Design an easily accessible summative assessment (Approximately two to three pages)

  1. Identify the grade level and subject matter and a      measurable unit objective(s) and align with the stated standard as      prescribed in the original instructional plan from either Week Three or      Four and referenced from the Common Core State Standards Initiative.
  2. Create a minimum of six, no more than ten,      problems/questions/tasks for students to complete that include a variety      of test item types (selected response, short answer, extended written      response, and/or performance).
  3. Label each question with its corresponding:
    • Objective(s) (if more than one is being assessed)
    • Depth of Knowledge (DOK) levels (Note at least two       different cognitive levels must be measured on this assessment.)
  4. Define and discuss criteria for scoring extended      response and performance items.

Part 3: Provide Assessment Reflection (One to two pages).

  1. Define how you determined mastery.
  2. Explain how you will accommodate or modify for the      special population previously described in Week Four (two students with      specific learning disabilities in reading and math, one ADHD student, and      one English language learner).
  3. Describe how you will use the evidence collected.

Grading: You will submit a SINGLE document clearly labeled as Parts 1, 2, and 3. APA formatting will be followed, including the required cover and reference pages. You must use a minimum of five scholarly resources, in addition to the course text. Your resources should include a combination of peer-reviewed articles and web-based articles, and they must be cited in-text. You will be held accountable for each required subcomponent per part, viewable on the assignment rubric.

Writing the Final Project
The Summative Assessment:

  1. Must be approximately eight double-spaced pages in      length, and formatted according to APA style as outlined in the Ashford      Writing Center.
  2. Must include a title page with the following:
    1. Title of paper
    2. Student’s name
    3. Course name and number
    4. Instructor’s name
    5. Date submitted
  3. Must begin with an introductory paragraph that has a      succinct thesis statement.
  4. Must address the topic of the paper with critical      thought.
  5. Must end with a conclusion that reaffirms your thesis.
  6. Must use at least five scholarly sources, in addition      to the course text.
  7. Must document all sources in APA style, as outlined in      the Ashford Writing Center.
  8. Must include a separate reference page, formatted      according to APA style as outlined in the Ashford Writing Center.

Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.

 

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