#edu-645

EDU645 / EDU 645 / ENTIRE CLASS/COURSE TUTORIAL INCLUDES EVERYTHING LISTED

EDU645 / EDU 645 / ENTIRE CLASS/COURSE TUTORIAL INCLUDES EVERYTHING LISTED

EDU645 / EDU 645 / WEEK 1 DQ 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.

EDU645 / EDU 645 / WEEK 1 DQ 2 NO CHILD LEFT BEHIND AND HIGH STAKES TESTING

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.

EDU645 / EDU 645 / WEEK 1 ASSIGNMENT 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

EDU645 / EDU 645 / WEEK 2 DQ 1 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.

EDU645 / EDU 645 / WEEK 2 DQ 2 THREE STAGE MODEL OF CLASSROOM MEASUREMENT

What do the authors mean in saying “any good classroom test begins with your objectives” (Kubiszyn & Borich, 2010)? Do you agree or disagree with 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.

EDU645 / EDU 645 / WEEK 2 ASSIGNMENT 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.

EDU645 / EDU 645 / WEEK 3 DQ 1 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?

EDU645 / EDU 645 / WEEK 3 DQ 2 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.

EDU645 / EDU 645 / WEEK 3 ASSIGNMENT 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.

EDU645 / EDU 645 / WEEK 4 DQ 1 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.

EDU645 / EDU 645 / WEEK 4 DQ 2 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/marks.

EDU645 / EDU 645 / WEEK 5 DQ 1 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.

EDU645 / EDU 645 / WEEK 5 DQ 2 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.

EDU645 / EDU 645 / WEEK 5 ASSIGNMENT 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.

EDU645 / EDU 645 / WEEK 6 DQ 1 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.

EDU645 / EDU 645 / WEEK 6 DQ 2 SUMMARY

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.

EDU645 / EDU 645 / WEEK 6 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:

Purpose 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.

Assessment Context: Identify a task or a situation in which the learners will be able to demonstrate the knowledge or skills they have gained.

Holistic 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.

Testing Constraints: Identify the constraints you will impose on the assessment.