Evans 8512 week 8

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Grand Canyon University *

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8512

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Health Science

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Oct 30, 2023

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Week 8 Assignment: Why Do We Grade? LaTanya Evans LaTanyaMichelle@gmail.com School of Public Service and Education, Capella University EDD 8512 - Assessments for Improved Curriculum and Instruction Dr. Lisa Reason September 3, 2023

Analyze theoretical foundations of learning and assessment. The difference Making curriculum, instruction, and assessment work toward the same objectives is the aim of alignment. Typically, we start with the curriculum, create goals for instruction, deliver instruction to attain those goals, and then assess to see how effective we were in doing so. Teachers may simplify their tasks and guarantee that all students have fair access to a future-ready education by coordinating curriculum, instruction, and assessment. Assessment of learning, which refers to gauging learners' knowledge, abilities, and competency, is where theories of assessment start. This theory analyzes a learner's aptitude in a particular subject and gives a clear indication of whether they have satisfied the requirements. Analyze assessment models used to support learning. Formative assessments are tests and quizzes that gauge a student's progress as they go through a course. Summative evaluations are tests and quizzes that gauge how much knowledge a student has acquired throughout the course. According to Popham,“formative assessment is a planned process in which assessment-elicited evidence of students’ status is used by teachers to adjust their ongoing instructional procedures or by students to adjust their current learning tactics, (Popham, 2008, p. 6).” This means that in the classroom, formative assessments take place “ Remember that summative assessments should reflect most, if not all, of the essential and enduring knowledge reflected in the unit. We can be creative with the format of the assessments as long as the final product enables students to reflect accurately their knowledge of the content, (Wormeli,2017).” throughout a course, while summative assessments serve as the course's final evaluations. Formative assessments are evaluations of a student's in-class learning progress. Common formative assessments include:

 Quizzes  Games  Projects  Presentations  Group activities Summative assessments reflect what a student gained throughout the course. Common summative assessments include:  Tests  Final exams  Reports  Papers  End-of-class projects Evaluate assessments for validity, reliability, fairness, and equity Pre-assessment or diagnostic assessment, Formative assessment, Summative assessment, Confirmative assessment, Norm-referenced assessment, and Criterion-referenced assessment are some of the several assessment approaches. The evaluation of an application's design, functionality, security, performance, and overall quality often takes place over the course of numerous steps in the application assessment process. “A valid test will always be reliable, but the opposite isn't true for reliability – a test may be reliable, but not valid. This is because a test could produce the same result each time, but it may not actually be measuring the thing it is designed to measure, (AERA, 2014, p. 11).” Standardized exams are examinations for which students prepare and take them outside of the classroom. Any test in which all test takers must respond to the same questions or a specific

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subset of questions drawn from a common pool is referred to as standardized. Standardized testing preserves teacher accountability, establishes a benchmark for comparing student performance across districts, and supports educators in shaping their curricula. Standardized testing starts in elementary (primary) school in the US. A Kindergarten proficiency test is required for around half of the country. The ACT or SAT is regularly taken by students who are applying to colleges. When applying to law school, people take the LSAT, and when applying to medical school, they take the MCAT. Decisions made by students regarding how to approach their academics are heavily influenced. Schools like Harvard and Stanford used to give out medals and class ranks to students prior to the creation of a grading system. The grading system was developed in the 1940s. The primary purpose of grades was to facilitate communication between institutions regarding a student's level of academic readiness. Most teachers used a 100-point scale method when there wasn't a common letter grading system. According to some education scholars, grades "depressed creativity, fostered fear of failure, and weakened students' interest." Low achievers who experience "dramatic declines" in academic motivation after earning low marks are more affected by these consequences. One way to promote equitable classrooms is through a culturally informed approach to assessment, which can include creating and choosing tests that promote student equity as part of a balanced system of assessments. Apply assessment data to improve curriculum and learning In order to establish coherence across experiences and outcomes, learning and teaching, and assessment practice, the principles of Curriculum for Excellence must be applied to assessment. Assessment is a crucial component of both teaching and learning. Teachers may simplify their

tasks and guarantee that all students have fair access to a future-ready education by coordinating curriculum, instruction, and assessment.

References Popham, W. J. The ABCs of Educational Testing. Available from: Capella, SAGE Publications, Inc. (US), 2016. Popham, W. J. (2016). The ABCs of Educational Testing. SAGE Publications, Inc. (US). Wormeli, R. (2017) Fair Isn’t Always Equal, 2nd Edition: Assessment & Grading in the Differentiated Classroom.

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