Assignments


 * Assignments **
 * 1. Parent Communication Letter (15 points)**


 * Achievement Target:**
 * Explain to parents what students will learn. Include what evidence they are expected to provide to demonstrate their quality of achievement, how that evidence will be summarized for a grade on a report card, and how parents can be involved in the process. (CFO 1-6, CIPO 3, 7, ELCC 4, MILF 3, 5, NBPTS 1-5)

Develop a letter for a specific unit to be available to parents electronically that communicates the unit’s learning targets (what their child is expected to know, understand and be able to do by the end of the unit), how their child will be assessed throughout the unit and what role parents can play to help students be successful. Be sure to consider:


 * How you will communicate the targets
 * The variety of ways their child will be evaluated
 * The role you are expecting of the parents

//Scoring Guide: (15 points total)//
 * Clearly communicates the learning targets--what is to be learned by the end of the unit. (5 points)
 * Clearly communicates how you will assess student success of the learning targets. You must use a variety of assessments. (5 points)
 * Invites parents to participate in a clearly understood and professional manner. (5 points)


 * 2. Summary of Personal Reflections (15 points)**


 * Achievement Target:**


 * Examine personal strengths as an assessor and determine plans for personal improvement. (CFO 1-5, CIPO 2, ELCC 2, MILF 3, 5, NBPTS 1-5)

Throughout the course you will reflect on current assessment practices you are using in your daily practice. As a result of classroom discussions and readings you will complete an on-going personal reflection log regarding what assessment practices you will continue, start and change/stop. You will use this information to write a summary about your “new” philosophy of classroom assessment. Your summary will include assessment practices you will continue, start and change/stop based on information learned during this course.

//Scoring Guide: (15 points)//
 * Discuss the classroom assessment practices you will change and why.
 * Discuss the classroom practices you will start and why.
 * Discuss the classroom practices you will change/stop.
 * Your justification must be based on information learned during class discussions and readings.


 * 3. Group Presentation (40 points)**


 * Achievement Target:**


 * Demonstrate skill in using the four methods of assessments appropriately (selected response, essay, personal communication and performance). (CFO 1-5, CIPO 4, 6, 8, ELCC 2, MILF 3, 5, NBPTS 1-5)

Each student will be required to work with a small group to present the information in an assigned chapter to the rest of the class. //Scoring Guide (40 points)// The presentation should:
 * summarize the key points of the chapter, (20 points)
 * include at least one activity that engages the class and encourages active participation, (10 points)
 * create an assessment to assess the class members’ understanding of the key points in the chapter (10 points)
 * integrate technology,
 * be approximately 20-30 minutes.

*You may go outside of the book for additional information if you would like to.

The purpose of this project is to take an assessment you (or someone else) currently use(s) and give it a “make-over”. This assignment is a concrete application of concepts covered in the course. This assignment can be approached from an individual perspective, or you can choose to work with a partner or small group. Rationales for the assessment you choose may have to do with a mismatch of standard or achievement target with method of assessment, a lack of clarity, or a misalignment of the curriculum or instruction with the assessment. In short, use this assignment to reflect on and revise an assessment that has failed to deliver what you had hoped it would – a clear representation of your students’ understanding of a concept, an aid in developing future instruction, or a way to benefit your students’ learning. The assessment you choose doesn’t need to be a large project or unit test, even a small selection of informal assessments such as exit tickets could be meaningful. If you have no current “classroom access”, you can partner with someone who does, or use an assessment from another source, such as one you had to take yourself, your child’s, one you found on-line, etc. We may (if time allows) share with the class (informally in a small group) your “before” and “after” assessments, as well as your rationale for your selection, your path to creating the new assessment, and if possible, what you found out after you administered your “made-over” assessment. Attempt to integrate information from the text, supplemental readings, class discussions, etc. into your rationale and resulting new and improved assessment.
 * 4. Assessment “Make-Over” Project (20 points)**

//Scoring Guide: (20 points)//

-The project provides an overview of the assessment selected and a rationale for selection. Include which achievement targets or standards you are assessing and some background about the instructional context. (5 points) -The project provides an overview of the steps you took to improve it and the resulting “new” assessment. (5 points) -The project provides an opportunity for the instructor to see student work (either “before” or “after” products or both). If student work is not available or obtainable, briefly predict how the “made-over” assessment might benefit student learning. (5 points) -The project includes a reflection narrative in which you describe the thinking during the process and connects this reflection to course content--minimum 2 "connections". (5 points)

Some students in this class may not currently be in a classroom-type setting. That is why this project might be approached in a paired or group manner. If your own classroom is not the “lab” for this project, you will need to work closely with your partner/group in order to determine an assessment to focus on, review student work, collaborate on assessment revisions, and prepare the new assessment. Other options could include actually observing in the classroom during the administration of the assessment, helping to score/grade/provide feedback to students after the assessment, or doing some researching/interviewing of other stakeholders involved in this specific assessment process, such as the students themselves.

There are a total of 90 points on assignments and assessments/projects. In addition to the 90 points, a student will receive __ten (10) points for class attendance and participation.__ Note that attendance and participation points are negatively affected by discourteous and non-professional behavior such as: arriving to class late, texting, checking cell messages, checking email, grading papers, etc. during class time. If the instructor determines a student’s “professional dispositions” are in question, the instructor is required to meet with the student and then submit a “concern form” to the C&I coordinator.**