This weeks assignment requires you to make connections between our course learning outcomes, what you observe from a highly effective source known as Smarter Balanced, and how you can apply what youve learned to your own instructional practice.

Smarter Balanced Assessment Consortium

For this week’s task, you must draw connections between the learning objectives from the course, what you notice from Smarter Balanced, and how you may use what you’ve learned in your own teaching. To prepare for your response, you must first spend some time studying the website of the Smarter Balanced Assessment Consortium. Before starting to create your assignment, you must:

View the PowerPoint presentation titled “Introduction to Smarter Balanced Item and Performance Task Development.” View the list of comments, please. Visit their website to learn more about the Smarter Balance Assessment Consortium. http://www.smarterbalanced.org/about/ Spend some time looking over the numerous sample items and associated rubrics (where appropriate) by examining: Guided exploration: http://www.smarterbalanced.org/assessments/sample-questions/ Examine the writing performance task for Grandma Ruth: https://edu.wyoming.gov/wordpress/downloads/assessments/2014/grandma-ruth-passage.pdf For more assistance in coming up with ideas, you should also read http://www.smarterbalanced.org/wp-content/uploads/2015/11/G4-Practice_Test_Scoring_Guide_ELA.pdf.

Use the template supplied to finish your analysis of the lessons you learned from Smarter Balanced. In the end, you will assess how what you saw connects to the course’s learning objectives for 21st-century learning and assessment. You must comprise:

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Column 1 lists the names and numbers of each of the six course learning outcomes (CLO). Column 2: Give at least one concrete instance of what you saw in Smarter Balanced that corresponds to the relevant Course Learning Outcome (CLO). Explain how the course learning outcomes and coordination evidence from Smarter Balanced can help you when creating your own assessments in column three.

See the illustration below (content may not be copied):

CLO (Column 1 should contain all six course learning outcomes).

Evidence from Smarter Balanced (description, justification, and location of finding)

Self-reflection (personal connection and how the CLO and data from Smarter Balanced could assist you in creating high-quality tests)

1. Evaluate learner performance on an individual and group level using defined standards for student mastery, such as rubrics, in order to create teaching that addresses each learner’s needs in terms of cognitive, linguistic, social, emotional, and physical development.

Rubrics are created using predetermined criteria in accordance with cognitive depth and knowledge levels.

sample rubric for writing in sixth grade

It was intriguing to note that the rubrics included both cognitive and content components. This demonstrates to me how I can clearly create my own rubrics with more stringent requirements that are still explicit.

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Think about your prior knowledge and experiences in regards to the alignment of standards, objectives, instructional delivery, student doing and thinking, rigor, and formative and summative assessment as you take into account the findings from Smarter Balanced.

The data in your table should show that you read and thought critically as you evaluated the site’s suggested links. The proof you offer must be brief but sufficiently descriptive to demonstrate that a link was drawn between the course learning objective and the proof you found. Moving from CLO1 in column 1 to the Smarter Balance evidence that supports CLO1, then to column 3—how what you learned from columns 1 and 2 will support you in the construction of your own assessments—will allow you to finish the template. The sample you may see in the table above just serves as a brief illustration.

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