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CT7400V1-WK3 Week 3 Assignment: Create a Podcast for Educators Assignment Due April 30 at 11:59 PM You started what is now a popular podcast for educators. Record your next 5 to 7-minute video podcast for your hypothetical Youtube channel. Your working title for your podcast is “Unlearning Old Beliefs About Assessment.” Be sure to use the following content outline for this presentation includes:  Your interpretation of “assessment for learning”  How educators can construct assessment practices and tools for students  How educators can use assessment to help students learn better and take responsibility for their learning  An explanation of some of the beliefs that educators (teachers, administrators, etc.) must unlearn about assessment.  An explanation of some of the beliefs that learners (students) must unlearn about assessment to improve their learning. Length: A 4 to 6-minute video podcast with visuals (slides or some other visuals you create) addressing the five content points listed in the assignment. Be sure to address these points logically by aligning your content in a way that enhances your presentation. Write 1800-2400 words. The completed assignment should address all of the assignment requirements, exhibit evidence of concept knowledge, and demonstrate thoughtful consideration of the content presented in the course. The writing should integrate

scholarly resources, reflect academic expectations and current APA standards and cite. Week 3 Resources  Design and Deliver: Planning and Teaching Using Universal Design for Learning Nelson, L. L., & Rose, D. H. (2014). Design and deliver: Planning and teaching using universal design for learning. Brookes Publishing. Read Chapter 6: Designing with Learning in Mind (pp. 99-111). This chapter includes guidance on taking inventory of available resources and provides several examples of putting resources to work when designing and implementing lessons using UDL.  Understanding and Using Reading Assessment, K-12 Afflerbach, P. (2018). Understanding and using reading assessment, K-12 (3rd ed.). ASCD. Read Chapter 9: Promoting Self-Assessment to Help Students Build Reading Independence (pp. 230- 247). This chapter describes the process of assessment as learning, where teachers bring students into the assessment process as a participant.  How to Create and Use Rubrics for Formative Assessment and Grading Brookhart, S. M. (2013). How to create and use rubrics for formative assessment and grading. ASCD. Read Chapter 3: Writing or Selecting Effective Rubrics (pp. 23-39), Chapter 9: Rubrics and Formative Assessment: Sharing Learning Targets With Students (pp. 93-101), and Chapter 10: Rubrics for Formative Assessment Feedback and Student Self-Assessment (pp. 102-111). These chapters provide nuts-and-bolts ideas on how to create rubrics.  Scaffolding Self-Regulated Learning Through Self-Assessment and Peer Assessment: Guidelines for Classroom Implication Panadero, E., Jonsson, A., & Strijbos, J. (2016). Scaffolding self-regulated learning through self-assessment and peer assessment: Guidelines for classroom implication. In D. Laveault & L. Allal (Eds.), Assessment for learning: Meeting the challenge and implementation (pp. 311-326). Springer. This article provides an excellent definition of assessment for learning. The authors discuss the role of self-assessment and peer-assessment in this process, including best practices for implementation to make these processes meaningful and valuable to learners.  Softening the edges: Assessment practices that honor K-12 teachers and learners White, K. (2017). Softening the edges: Assessment practices that honor K-12 teachers and learners. Solution Tree Press. Read Chapter 5: Self Assessment and Goal Setting.This chapter introduces self-assessment, including how teachers can integrate it into the learning process and what considerations teachers should consider for implementation. There are better implementations for practice that make self- assessment more successful and meaningful to the learner.  Self-Grading and Peer-Grading for Formative and Summative Assessments in 3rd Grade Through 12th Grade Classrooms: A Meta-Analysis Sanchez, C. E., Atkinson, K. M., Koenka, A. C., Moshontz, H., & Cooper, H.(2017). Self-grading and peer- grading for formative and summative assessments in 3rd grade through 12th grade classrooms: A meta- analysis, Journal of Educational Psychology, 109(8), 1049-1066. This study provides an excellent review of the literature on self-grading and peer grading practices related to assessment for learning. The author explains how both can work and possibly contribute to learning and in what conditions.

 Kaltura User Guide Northcentral University. (2019). NU Kaltura Capture user guide. This resource includes the instructions for recording and uploading videos into NCUOne using Kaltura Capture. Fisher Jr, M. R., & Bandy, J. (2019). Assessing student learning. Vanderbilt University Center for Teaching . https://cft.vanderbilt.edu/assessing-student-learning/ Prodigy Game. (2021). Types of assessment. Retrieved from https://www.prodigygame.com/main- en/blog/types-of-assessment/ . Spotlight on Skills: Creating a Podcast/Oral Report This resource helps to explain how to design and develop a Podcast/Oral Report Access Spotlight on Skills in the Getting Started module of your course Hello and welcome to my podcast, "Unlearning Old Beliefs About Assessment." In today's episode, we'll be discussing assessment for learning, constructing assessment practices and tools for students, using assessment to help students learn better and take responsibility for their learning, unlearning beliefs about assessment that educators and learners must let go of, and more. So, let's dive in! First, let's talk about assessment for learning. Assessment for learning is a process that involves actively engaging students in the assessment process, where students and teachers work together to evaluate student learning and provide feedback that helps students understand their strengths and areas for improvement. This process is not just about measuring what students have learned but is more about creating an environment where students can learn more effectively. Next, let's discuss how educators can construct assessment practices and tools for students. When designing assessments,

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it's essential to consider what you want to assess, how you want to assess it, and what tools you need to accomplish your goals. One approach is to use rubrics, which help to clarify the expectations of the assignment and provide feedback to students on their performance. It's also essential to consider the students' learning styles, backgrounds, and abilities when designing assessments. Using assessment to help students learn better and take responsibility for their learning is crucial. When students receive feedback and can see their progress, they are more likely to take ownership of their learning. They become more engaged and motivated, leading to better outcomes. Moreover, it's essential to make sure that the assessment aligns with the learning objectives, and feedback is timely and specific. Now, let's talk about some of the beliefs that educators must unlearn about assessment. One belief is that assessment is only for grading purposes. We must shift our thinking to see assessment as a tool for learning, not just a tool for grading. Another belief is that summative assessments are the only assessments that matter. We need to realize that formative assessments are also essential and can help students to learn and grow. Finally, learners (students) must unlearn some beliefs about assessment to improve their learning. One belief is that assessments are always stressful, and they only exist to measure what they do not know. Students need to understand that assessments are also opportunities to learn and grow. Another belief is that grades are the only measure of success. Students must understand that assessment is about learning, not just grades. In conclusion, assessment for learning is an essential process that involves actively engaging students in the assessment process to help them learn better and take ownership of their learning. Educators must construct assessment practices and

tools that align with learning objectives, consider students' learning styles and abilities, and provide timely and specific feedback. It's also crucial to unlearn some old beliefs about assessment, shifting our thinking from assessment as a tool for grading to a tool for learning. Thank you for listening, and I hope you found this podcast informative and helpful.

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