How can assessment plans be embedded throughout an instructional plan?

  

This assignment requires you to make connections between high-quality assessment and learning and innovation skills. Additionally, using theFramework for 21st century learningas 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 theMAED program learning outcomes (PLOs) listas needed. Upload your assignment to the course for evaluation and to yourePortfolio (Pathbrite).Create your assignment to meet the content and written communication expectations below.Content ExpectationsThe 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 specificlearning and innovation skillsfrom either/each of;creativity and innovation,critical thinking and problem solving, and/orcommunication 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 summarys 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 PLOs 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 ExpectationsPage 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 body of the assignment.For information related to APA style, including samples and tutorials, please visit theAshford Writing Center.

Introduction:

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In the 21st century, with rapid advancements in technology and increasing demand for innovation skills, it is essential that assessments are redesigned to align with these skills. This assignment aims to connect high-quality assessment with learning and innovation skills by using the Framework for 21st Century learning as a resource. Students have the opportunity to redesign a prior activity from the MAED program, representing various program learning outcomes such as PLOs 3, 4, 5, and 7. This assignment encourages students to think creatively and innovatively while assessing specific skills, Common Core State Standards (CCSS), and objectives.

Description:

The assignment requires students to redesign an instructional plan with assessment plans embedded throughout or a full assessment plan, including a summative assessment that aligns with specific skills, CCSS, and objectives. Students can modify their previous assignments, and if they don’t have one, they can consult with their instructor to proceed. The redesign is expected to include criteria for mastery and specific learning and innovation skills such as creativity and innovation, critical thinking and problem-solving, and/or communication and collaboration.

This assignment is designed to promote learning and innovation skills and provide evidence of mastery of PLOs 3, 5, and 7. Moreover, the assessment designed in this assignment could serve as an ongoing evaluation tool for student progress while also being a guide for teacher and student decision-making. Students are expected to summarize the changes made to their activity explicitly and reflect on their experience with the redesign. To meet written communication expectations, students must use APA formatting, exhibit meticulous comprehension and organization of syntax and mechanics, and reference three scholarly sources in addition to the course textbook.

Objectives:
– To redesign or modify an instructional plan to include assessment plans and learning and innovation skills
– To align the instructional plan with specific skills, CCSS, and objectives and include criteria for mastery
– To evaluate the assessment as a tool for ongoing student progress and decision-making by teachers and students
– To summarize the changes made to the activity for the redesign and reflect on the challenges encountered during the process

Learning Outcomes:
– Develop skills in designing and aligning assessment plans with instructional plans
– Demonstrate proficiency in incorporating learning and innovation skills in instructional plans and assessments
– Analyze the effectiveness of assessments for promoting ongoing student progress and teacher-student decision-making
– Evaluate the entire redesign process and reflect on challenges encountered and solutions developed

Redesign Expectations:
– The redesign assignment should include assessment plans embedded throughout the instructional plan or a full assessment plan with a summative assessment, aligned with specific skills, CCSS, and objectives, and including criteria for mastery.
– The instructional plan should also include specific learning and innovation skills, such as creativity and innovation, critical thinking and problem-solving, and communication and collaboration.

Summary Expectations:
– Introduction/Conclusion: The summary should have a one-paragraph introduction and conclusion. The introduction should present the scope and organization of the summary writing, while the conclusion should recap the summary’s key points.
– Modification: The summary should describe the changes made to the activity to meet the redesign expectations for the assignment. It should state how the redesign assignment provides evidence of mastery of PLOs 3, 5, and 7.
– Evaluation: The summary should evaluate how the assessment promotes learning and innovation skills and assess how it could be used as a tool for ongoing evaluation of student progress and decision-making by teachers and students.
– Reflection: The summary should also summarize the experience with the redesign in terms of challenges encountered and how those challenges were overcome.

Written Communication Expectations:
– Page Requirement: The assignment should be two to four pages long, not counting the title and references pages.
– APA Formatting: Use APA formatting throughout the assignment consistently.
– Syntax and Mechanics: Display meticulous comprehension and organization of syntax and mechanics such as spelling and grammar.
– Source Requirement: Use and cite correctly three scholarly sources in addition to the course textbook. All sources used on the references page should also be cited within the assignment’s body.

Solution 1: Redesign Instructional Plan for Mastery and Alignment

To redesign a prior coursework in the MAED program, we suggest creating an instructional plan with assessment plans embedded throughout, or a full assessment plan that includes a summative assessment. This assessment plan should include criteria for mastery and demonstrate alignment between specific skills, CCSS, and objectives.

First, select an existing assignment or activity and modify it to include assessment criteria that align with the desired learning outcomes. For example, in a literature class, an assignment could require students to analyze a particular theme across multiple texts, with assessment criteria focusing on their ability to identify and explain supporting evidence, demonstrate critical thinking, and communicate their findings effectively.

Next, create rubrics or other assessment tools to provide clear guidelines for both students and teachers. These tools should be aligned with the learning objectives and include specific criteria for mastery, such as a minimum score or percentage on each rubric category.

Finally, create a summative assessment that allows students to demonstrate mastery of the learning objectives. This assessment should include questions or tasks that require students to apply the skills and knowledge they have acquired, and should be aligned with the assessment criteria and rubrics established earlier in the instructional plan.

Solution 2: Redesign Assessment Plan for Learning & Innovation Skills

Another approach to this assignment is to redesign an instructional plan with assessment plans embedded throughout, or a full assessment plan that promotes specific learning and innovation skills. For example, the instructional plan could incorporate creativity and innovation, critical thinking and problem solving, and/or communication and collaboration.

To redesign the assessment plan, begin by selecting an existing assignment or activity and revise it to include opportunities for students to develop and demonstrate specific learning and innovation skills. For instance, in a social studies class, an assignment could ask students to analyze primary historical sources and create their own interpretation of a particular event, requiring critical thinking and problem-solving skills.

Next, create assessment tools that measure proficiency in the targeted learning and innovation skills. These tools could range from rubrics to self-assessment exercises to peer evaluations, depending on the nature of the assignment.

Finally, use the assessment plan as a tool for ongoing evaluation of student progress and as a guide for teacher and student decision making. Evaluate its effectiveness in promoting learning and innovation skills and provide feedback for improvement.

Suggested Resources/Books:
1. Assessment and Learning by John Gardner
2. Redesigning Assessment and Assessment for Learning in Higher Education by David Boud, Claire Bridgewater, and Debra Zeitoun
3. Rethinking Learning for the Digital Age: How Learners Are Shaping Their Own Experiences by Rhona Sharpe, Helen Beetham, and Sara de Freitas

Similar asked questions:
1. What is the connection between high-quality assessment and learning and innovation skills?
2. How can the Framework for 21st Century Learning be used to redesign or modify an instructional plan?
3. How can assessment plans be embedded throughout an instructional plan to promote mastery of specific skills, CCSS, and objectives?
4. What are some effective ways to promote learning and innovation skills in assessment plans?
5. How can assessment be used as a tool for ongoing evaluation of student progress and guide teacher and student decision making?

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