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Standards and Assessment Development
Patricia Wooten
American College of Education
Professor Ellis
EL 5023
April 21, 2021
Standards and Assessment Development
Standards and assessment development are defined as the activity of ensuring that standards are aligned to learning. Besides, it should assist in streamlining training and guarantee those teaching activities deliberately aim at knowledge and skills set assumed to be developmentally essential. According to Great Schools Partnership (2017), the article outlines that in the learning process, the notion standard-relied on denotes systems of academic reporting, grading, evaluation, and instructions that are relied on learners demonstrating mastery or acknowledgment of skills and knowledge they are required to familiarize themselves with as they move on with their learning process (Russell, 2019). With the advancement of Common Core and other regions enacting common standards, learning reform aims to develop a more profound acknowledgment of content and create alignment throughout the different grades. While these standards are put across to motivate student education, they are also essential to instructors to acknowledge what to pass across for their particular grade levels (Great Schools Partnership, 2017). Thus, educators must be well informed with the knowledge regarding the standards of grade levels and the grades that make learners achieve educational success. Nevertheless, this paper will unpack the standard of reading, note down the education goals for the standard, create a test specification table for the outlined standard, and develop a curriculum map outlining the alignment of instruction, curriculum, and evaluation.
Part 1: Undoing a Standard
As a third-grade instructor, literature is regarded as a meaningful and essential method to embrace many lessons. In my case, I apply fictional messages to assist and not limited to guiding reading training, but also to come up with personal connections and emotional skills. Education and learning begin at birth during the cognitive theory. Therefore, it is my wish for all learners to quench the thirst for knowledge. As their educator, for me to assist these learners, I will develop essential skills and messages to grasp the hidden themes of these texts. Hence, the standard I picked to undo in this task is the standard applied regularly in my reading procedures. Even when not adequately educated, it is regarded as a standard used in a cross-curricular to have more understanding in more information sections. In my opinion, I would suggest that this standard is the essential understanding skill for new learners.
Standard: R.L.2.1, Literacy, ELA, and CCSS – Answer and ask questions like how, why, where, when, what, and who to outline understanding of primary points in a text
Grade Level: Third Unit or Grade
Content Area: Arts and English Literature
Essential Ideas
Asking questions play an essential role in understanding a story. As learners are regularly introduced to different literary information, these students will practice answering and asking questions regarding crucial details. Over the learning period, these students will ask and provide answers to these asked questions related to their readings.
By providing answers to questions concerning the literature, learners will develop personal meanings and connections to messages and build relationships with characters and the stories.
Enduring Understandings
1. Learners will be able to provide answers and ask questions regarding essential points in a story.
2. Learners will develop their vocabulary and grammar on how, why, where, when, what, who questions. Besides, they will also learn how these question words assist in identifying essential points in a story.
3. These learners will build a strong relationship with the stories and acknowledge how the text’s comprehension and meaning can be denoted.
Six Aspects of Acknowledging to Pinpoint Essential Questions
The six aspects of acknowledging a text are essential indicators in this standard in that it purposes to support educators in assessing and evaluating learners’ understandings. These aspects can not only be applied to design evaluation, but also develop lessons and activities designed to facilitate understanding. According to Heick (2019), the author outlines that this process facilitates the development of “think backward design”. Developing key questions with these aspects in mind assist in evaluating student learning process, instruct, plan, and making learners’ understand full circles. Provided below is a list of essential questions associated with the R.L.3.2 standard, separated under the six aspects of an acknowledgment stated by Wiggins and McTighe.
Explain- Who is regarded as the primary character in the story? What are the story’s plot and settings? What is the issue in this story? What solutions can be offered in this story?
Interpretation- How would you outline the primary character at the start of the story? How would you summarize the primary character at the end of the story? Can you compare and contrast the story’s characters?
Application-What transpired throughout the story that altered the feelings of the characters?
Perspective-How do you think the story would have different or appeared different if the story’s characters had other actions? How would you perceive the story if the lesser character would have been the primary character?
Empathy-Can you name the character with who you relate easily? Why?
Self-Knowledge-What Text to World, Text to Self, or Text to Text relationships could you denote in this story
Concept Map
Who is regarded as the primary character in the story? What are the story’s plot and settings? What is the issue in this story? What solutions can be offered in this story?
Who is regarded as the primary character in the story? What are the story’s plot and settings? What is the issue in this story? What solutions can be offered in this story?
How would you outline the primary character at the start of the story? How would you outline the primary character at the end of the story? Can you compare and contrast the story’s characters?
How would you outline the primary character at the start of the story? How would you outline the primary character at the end of the story? Can you compare and contrast the story’s characters?
Perspective
Perspective
Self-Knowledge
Self-Knowledge
Application
Application
Empathy
Empathy
Explain
Explain
Interpretation
Interpretation
Six Aspects of Acknowledging to Pinpoint Essential Questions
Six Aspects of Acknowledging to Pinpoint Essential Questions
What transpired throughout the story altered the feelings of the characters?
What transpired throughout the story altered the feelings of the characters?
What Text to World, Text to Self, or Text to Text relationships could you denote in this story?
What Text to World, Text to Self, or Text to Text relationships could you denote in this story?
Can you name the character with who you relate easily? Why?
Can you name the character with who you relate easily? Why?
How do you think the story would have different or appeared different if the story’s characters had other actions? How would you perceive the story if the lesser character would have been the primary character?
How do you think the story would have different or appeared different if the story’s characters had other actions? How would you perceive the story if the lesser character would have been the primary character?
Learning Goals
1. When faced with a comprehension quiz regarding a fictional story, learners will be required to look for and come up with the most appropriate answers to the question with 80 percent response accuracy. (Remembering technique)
2. When faced with a chance to use the comprehension strategy, learners develop their answers with about 80 percent accuracy. (Application technique)
3. When faced with the choice to deconstruct the story by coming up with correlations and connections to the text to word, text to text, and text to text to personal experiences, learners will provide clear answers with a valid correlation of 80 percent. (Analysis strategy)
Study Unit
Learners will start the first week unit of the study on stories or text. In this case, I settled on Those Shoes, authored by Maribeth Boelts. This first unit will comprise artistic, social, emotional, writing, and reading correlations. This week, learners will be needed to read and listen to the story that the book provides. They will be required to reflect and remember essential points presented in the story (Edutopia, 2008). This remembering and reflection will assist the learners in developing a deeper understanding of various characters presented in the story. These learners will analyze how the decisions and actions of these characters impacted the general story structure. These students will be asked to connect with the story relying on other stories they have not read or come across. These connections will also be on overall experiences and personal feelings they have interacted with within their environment. Mainly, Those Shoes aim at social and emotional awareness and can facilitate strong and meaningful correlations that can excide the standard of reading itself.
Part 2: Develop a Test Specifications Table
Standard: Provide answers and ask different questions like how, why, where, when, what, and who to outline acknowledgment of essential points in a story
The Unit Study’s Title: Going through Maribeth Boelts’ book titled ‘Those Shoes’
Grade Level: 3
Area of Content: ELA
Total numbers of points: 10
Kind of Choices: MQA or Multiple Choices
Bloom’s cover on Taxonomy/ Cognitive Numbers and Levels/Percentage of Item for Each Category
Goals:
Level: Reflection and Remembering Skills
Level: Application Technique
Level: Analysis Skill
Percentage and Total
When faced with a comprehension quiz regarding a fictional story, learners will be required to look for and come up with the most appropriate answers to the question with 80 percent response accuracy. Thus, students will be applying the remembering or reflection technique.
4
40% or 4
When faced with a chance to use the comprehension strategy, learners develop their answers with about 80 percent accuracy. Therefore, these learners will be using the application technique.
4
40% or 4
When faced with the choice to deconstruct the story by coming up with correlations and connections to the text to word, text to text, and text to text to personal experiences, learners will provide clear answers with a valid correlation of 80 percent. (Analysis strategy).
2
20% or 2
Part 3: Curriculum Map
Standard: Answer and ask questions like how, why, where, when, what, and who to outline primary points in a text.
Learning Goals:
1. When faced with a comprehension quiz regarding a fictional story, learners will be required to look for and come up with the most appropriate answers to the question with 80 percent response accuracy. (Remembering technique).
2. When faced with a chance to use the comprehension strategy, learners develop their answers with about 80 percent accuracy. (Application technique).
3. When faced with the choice to deconstruct the story by coming up with correlations and connections to the text to word, text to text, and text to text to personal experiences, learners will provide clear answers with a valid correlation of 80 percent. (Analysis strategy).
Grade Level: 3
Area of Content: Arts and English Literature
Book Title: Those Shoes
Duration of the Unit: 5 days or one week
Study Unit Description :
Learners will start the first week unit of the study on stories or text. In this case, I settled on Those Shoes, authored by Maribeth Boelts. This first unit will comprise artistic, social, emotional, writing, and reading correlations. This week, learners will be needed to read and listen to the story that the book provides. They will be required to reflect and remember essential points presented in the story. This remembering and reflection will assist the learners in developing a deeper understanding of various characters presented in the story.
Essential Questions
Knowledge and Skills
Assessments
Activities
Resources
Explain
Who is regarded as the primary character in the story? What are the story’s plot and settings? What is the issue in this story? What solutions can be offered in this story?
Interpretation How would you outline the primary character at the start of the story? How would you outline the primary character at the end of the story? Can you compare and contrast the story’s characters?
Application
What transpired throughout the story altered the feelings of the characters?
Perspective
How do you think the story would have different or appeared different if the story’s characters had different actions? How would you perceive the story if the lesser character would have been the primary character?
Empathy
Can you name the character with who you relate easily? Why?
Self-Knowledge
What Text to World, Text to Self, or Text to Text relationships could you denote in this story?
Identify the parts of the story.
Identify the plot, setting, and characters.
Understand the 6W questions
Connect with the Text
Ask and provide answers to questions.
First Day
Book preview
Second, third, and fourth Day.
Oral narrative
Second Day
Share, Pair, and Think
Third-Day
Conversations
Fourth Day
Quiz assessment
Fifth Day
Final reflection, review, and comprehension
Day 1
Introducing students to the story and vocabularies
Day 2
Rereading the story
Day 3
Text to self-connections
Day 4
Introduce quizzes
Day 5
Reflection and retraction
Charts
Those Shoes
Posts
Chrome books
Rationale
I picked the evaluation decisions a wide assortment of involved, oral, and composed freedoms for understudies to share their insight into the standard instructed. Furthermore, through the unit, these evaluations will require a scope of the profundity of information addressing just as permit numerous chances to investigate changing levels of Bloom’s scientific categorization (Edutopia, 2008). “Today, we realize learning necessitates that the student take part in critical thinking to effectively construct mental models. Information is accomplished by accepting data, yet additionally by deciphering the data and relating it to the learner’s information base” (Edutopia, 2008).
References
Edutopia. (2008, July 15). What Are Some Types of Assessment? Edutopia; George Lucas Educational Foundation. https://www.edutopia.org/assessment-guide-description
Great Schools Partnership. (2017, November 9). Standards-Based Definition. The Glossary of Education Reform. https://www.edglossary.org/standards-based/
Rowartz, J. (2019, August 7). The 6 Facets Of Understanding: A Definition For Teachers -. TeachThought. https://www.teachthought.com/critical-thinking/6-facets-of-understanding-definition/
Russell, E. (2019). Making the grade: supporting mathematics students in understanding the use of grade-based marking criteria for assessments. MSOR Connections, 17(2), 68. https://doi.org/10.21100/msor.v17i2.962
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