EDU 671: Assessment Report
Assessment Photo Album
Jazmine Caballero
Walden University
Dr. Paul Trautman
EDUC 6731: Assessment for Student Learning
June 28, 2015
One of the most common forms of assessment is the rubric. “Rubrics are essential in helping students and teachers set clear learning goals” (Laureate Education, 2010). On the other hand, many teachers fear rubrics because they are time consuming to make, but the benefits of them are valuable. Arter and McTighe (2001) explain there are two sides to making a rubric, though creating a rubric is time consuming, a well-designed rubrics will eventually save time when it comes to grading. As a new teacher, I had difficulty at first when working as a group to create the rubric since I do not …show more content…
have much experience with rubrics. Our group collaborated mostly through email and experimented with Google Docs.
In both the rubric group project and the photo album project, I made contact with the group members.
The rubric project, I sent out the project instructions with my views of what we were supposed to do. Together with my group, we improved our ideas into the finished product. For the photo album project, I reviewed my group member’s projects, observing some weakness and interpretations that may be needed for each project. Furthermore, I replied to the two group members who reviewed my project. I thanked them for their help and told them what I did to use their feedback to make my project better. Also, I had the opportunity to create a Prezi for the first time. My prezi can be found in the following link: …show more content…
https://prezi.com/ayn25clg4bzt/assessment-photo-album/.
I received several helpful suggestions from my colleagues. First, the words on my presentation that I used were not understandable because of the font color. I had to adjust the background image and the color of the font so it contrasted well. Also, at first the pre- assessments that I included were not clear. As a group member recommended, I explained in detail each pre- assessment so now students can understand what they consist of. Another suggestion I received from one of my colleagues was to let the students know where the standards come from. What I decided to do in this case was to discuss where the standards come from while presenting the photo album. That way I can get the point across and not make it look like the state is forcing me to teach it.
Throughout the time I created the Assessment Photo Album, I consider it beneficial to contemplate on my unit and have the opportunity to give students a “snapshot” of what they will be learning. This will help guide the student’s learning as they begin the unit. I consider that this leads to a practice of planned and goal-driven learning for students. Not only does the teacher have a guide for teaching, but students also have a mindset on the importance and essentials of their learning. As teachers, should always try to create assessments that can be a good instrument to improve their instruction or modify their approach to individual students (Reeves, 2007).
References
Laureate Education, Inc. (Executive Producer). (2010). Assessment for student learning: Designing rubrics. Baltimore: Author.
Arter, A. & McTighe, J. (2001). Scoring rubrics in the classroom: Using performance criteria for assessing and improving student performance. Thousand Oaks, CA: Corwin.
Reeves, D. B. (ed). (2007). Ahead of the curve: The power of assessment to transform teaching and learning. Bloomington, IN: Solution Tree Press.
Walden University M.S. in Education Program
Formative Evaluative Criteria for Applications and Reflective Essays
Quality of Work Submitted
Work reflects graduate-level critical, analytical thinking.
A: Exemplary Work
A = 4.00 (44)
A- = 3.75 (40)
All of the previous, in addition to the following:
B: Graduate Level Work
B+ = 3.50 (36)
B = 3.00 (33)
B- = 2.75 (29)
All of the previous, in addition to the following:
C: Minimal Work
C+ = 2.50 (26)
C = 2.00 (22)
C- = 1.75 (18)
F: Work Submitted but Unacceptable
F = 1.00
Adherence to Assignment Expectations
The extent to which work meets the assigned criteria.
Assignment exceeds expectations, integrating additional material and/or information.
All parts of the assignment are completed, with fully developed topics.
Most parts of assignment are completed.
Does not fulfill the expectations of the assignment.
The work is presented in a thorough and detailed manner.
The work is presented in a thorough and detailed manner.
Topics are not fully developed.
Key components are not included.
Assignment demonstrates exceptional breadth and depth.
Assignment demonstrates appropriate breadth and depth.
Assignment demonstrates minimal depth and breadth.
Assignment lacks breadth and depth.
Assimilation and Synthesis of Ideas
The extent to which the work reflects the student’s ability to-
1. Understand the assignment’s purpose;
2. Understand and analyze material in videos, readings, and discussions; 3. Apply presented strategies
*May include, but are not limited to, scholarly articles, collegial discussions; information from conferences, in service, faculty development, and/or meetings.
.
Demonstrates the ability intellectually to explore and/or implement key instructional concepts.
Demonstrates a clear understanding of the assignment’s purpose.
Shows some degree of understanding of the assignment’s purpose.
Shows a lack of understanding of the assignment’s purpose.
Demonstrates exceptional inclusion of major points, using creditable sources*, in addition to course videos or required readings.
Includes specific information from course videos or required readings to support major points.
Minimally includes specific information from course videos or required readings.
Does not include specific information from course videos or required readings.
Demonstrates insightful reflection and/or critical thinking.
Provides careful consideration of key instructional concepts.
Generally applies theories, concepts, and/or strategies correctly, with ideas unclear and/or underdeveloped.
Written Expression and Formatting
The extent to which scholarly, critical, analytical writing is presented in APA format;
Standard Edited English ( i.e. correct grammar, mechanics).
Represents scholarly writing
Work is well organized
Somewhat represents mature, scholarly, graduate-level writing.
The quality of writing not acceptable for graduate level work.
Correct APA format throughout.
Correct APA formatting.
APA generally followed.
APA formatting not acceptable for graduate level work.
Work is unified around a central purpose with well-developed ideas, logically organized in paragraph structure with clear transitions.
Ideas are clearly and concisely expressed.
Ideas are not clearly and concisely expressed.
Major points do not reflect appropriate elements of communication.
Effective sentence variety; clear, concise, and powerful expression are evident.
Elements of effective communication such as an introduction and conclusion are included.
Elements of effective communication such as an introduction and conclusion are not included.
No effort to express ideas clearly and concisely.
Work is written in Standard Edited English. No prominent errors interfere with reading.
Work is written in Standard Edited English with few, if any, grammatical or mechanical errors
Work contains more than a few grammatical, or mechanical errors.
Work is not written in Standard Edited English. Contains many grammatical or mechanical errors
Grade:
Comment:
It is expected that all applications and reflective essays will be submitted according to the assignment due dates indicated. Exceptions may be made at the discretion of the faculty member if contacted by the student prior to the due date describing extenuating circumstances.
Updated: 11.16.06
Jazmine Caballero
Walden University
Dr. Paul Trautman
EDUC 6731: Assessment for Student Learning
June 28, 2015
One of the most common forms of assessment is the rubric. “Rubrics are essential in helping students and teachers set clear learning goals” (Laureate Education, 2010). On the other hand, many teachers fear rubrics because they are time consuming to make, but the benefits of them are valuable. Arter and McTighe (2001) explain there are two sides to making a rubric, though creating a rubric is time consuming, a well-designed rubrics will eventually save time when it comes to grading. As a new teacher, I had difficulty at first when working as a group to create the rubric since I do not …show more content…
have much experience with rubrics. Our group collaborated mostly through email and experimented with Google Docs.
In both the rubric group project and the photo album project, I made contact with the group members.
The rubric project, I sent out the project instructions with my views of what we were supposed to do. Together with my group, we improved our ideas into the finished product. For the photo album project, I reviewed my group member’s projects, observing some weakness and interpretations that may be needed for each project. Furthermore, I replied to the two group members who reviewed my project. I thanked them for their help and told them what I did to use their feedback to make my project better. Also, I had the opportunity to create a Prezi for the first time. My prezi can be found in the following link: …show more content…
https://prezi.com/ayn25clg4bzt/assessment-photo-album/.
I received several helpful suggestions from my colleagues. First, the words on my presentation that I used were not understandable because of the font color. I had to adjust the background image and the color of the font so it contrasted well. Also, at first the pre- assessments that I included were not clear. As a group member recommended, I explained in detail each pre- assessment so now students can understand what they consist of. Another suggestion I received from one of my colleagues was to let the students know where the standards come from. What I decided to do in this case was to discuss where the standards come from while presenting the photo album. That way I can get the point across and not make it look like the state is forcing me to teach it.
Throughout the time I created the Assessment Photo Album, I consider it beneficial to contemplate on my unit and have the opportunity to give students a “snapshot” of what they will be learning. This will help guide the student’s learning as they begin the unit. I consider that this leads to a practice of planned and goal-driven learning for students. Not only does the teacher have a guide for teaching, but students also have a mindset on the importance and essentials of their learning. As teachers, should always try to create assessments that can be a good instrument to improve their instruction or modify their approach to individual students (Reeves, 2007).
References
Laureate Education, Inc. (Executive Producer). (2010). Assessment for student learning: Designing rubrics. Baltimore: Author.
Arter, A. & McTighe, J. (2001). Scoring rubrics in the classroom: Using performance criteria for assessing and improving student performance. Thousand Oaks, CA: Corwin.
Reeves, D. B. (ed). (2007). Ahead of the curve: The power of assessment to transform teaching and learning. Bloomington, IN: Solution Tree Press.
Walden University M.S. in Education Program
Formative Evaluative Criteria for Applications and Reflective Essays
Quality of Work Submitted
Work reflects graduate-level critical, analytical thinking.
A: Exemplary Work
A = 4.00 (44)
A- = 3.75 (40)
All of the previous, in addition to the following:
B: Graduate Level Work
B+ = 3.50 (36)
B = 3.00 (33)
B- = 2.75 (29)
All of the previous, in addition to the following:
C: Minimal Work
C+ = 2.50 (26)
C = 2.00 (22)
C- = 1.75 (18)
F: Work Submitted but Unacceptable
F = 1.00
Adherence to Assignment Expectations
The extent to which work meets the assigned criteria.
Assignment exceeds expectations, integrating additional material and/or information.
All parts of the assignment are completed, with fully developed topics.
Most parts of assignment are completed.
Does not fulfill the expectations of the assignment.
The work is presented in a thorough and detailed manner.
The work is presented in a thorough and detailed manner.
Topics are not fully developed.
Key components are not included.
Assignment demonstrates exceptional breadth and depth.
Assignment demonstrates appropriate breadth and depth.
Assignment demonstrates minimal depth and breadth.
Assignment lacks breadth and depth.
Assimilation and Synthesis of Ideas
The extent to which the work reflects the student’s ability to-
1. Understand the assignment’s purpose;
2. Understand and analyze material in videos, readings, and discussions; 3. Apply presented strategies
*May include, but are not limited to, scholarly articles, collegial discussions; information from conferences, in service, faculty development, and/or meetings.
.
Demonstrates the ability intellectually to explore and/or implement key instructional concepts.
Demonstrates a clear understanding of the assignment’s purpose.
Shows some degree of understanding of the assignment’s purpose.
Shows a lack of understanding of the assignment’s purpose.
Demonstrates exceptional inclusion of major points, using creditable sources*, in addition to course videos or required readings.
Includes specific information from course videos or required readings to support major points.
Minimally includes specific information from course videos or required readings.
Does not include specific information from course videos or required readings.
Demonstrates insightful reflection and/or critical thinking.
Provides careful consideration of key instructional concepts.
Generally applies theories, concepts, and/or strategies correctly, with ideas unclear and/or underdeveloped.
Written Expression and Formatting
The extent to which scholarly, critical, analytical writing is presented in APA format;
Standard Edited English ( i.e. correct grammar, mechanics).
Represents scholarly writing
Work is well organized
Somewhat represents mature, scholarly, graduate-level writing.
The quality of writing not acceptable for graduate level work.
Correct APA format throughout.
Correct APA formatting.
APA generally followed.
APA formatting not acceptable for graduate level work.
Work is unified around a central purpose with well-developed ideas, logically organized in paragraph structure with clear transitions.
Ideas are clearly and concisely expressed.
Ideas are not clearly and concisely expressed.
Major points do not reflect appropriate elements of communication.
Effective sentence variety; clear, concise, and powerful expression are evident.
Elements of effective communication such as an introduction and conclusion are included.
Elements of effective communication such as an introduction and conclusion are not included.
No effort to express ideas clearly and concisely.
Work is written in Standard Edited English. No prominent errors interfere with reading.
Work is written in Standard Edited English with few, if any, grammatical or mechanical errors
Work contains more than a few grammatical, or mechanical errors.
Work is not written in Standard Edited English. Contains many grammatical or mechanical errors
Grade:
Comment:
It is expected that all applications and reflective essays will be submitted according to the assignment due dates indicated. Exceptions may be made at the discretion of the faculty member if contacted by the student prior to the due date describing extenuating circumstances.
Updated: 11.16.06