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EDU 645 Successful Learning/edu645dotcom

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EDU 645 Successful Learning/edu645dotcom

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  1. EDU 645 professional tutor/edu645dotcom

  2. EDU 645 Entire Course (Ash) EDU 645 professional tutor EDU 645 Week 1 Assessment Crisis. Watch the video “Linda Darling-Hammond on Competing Internationally.” Then, explain the current crisis in America with regards to education and assessment. Response to Intervention. What is the purpose of the response-to-intervention (RTI) approach? What are the benefits of this approach? What are the challenges? EDU 645 Week 1 Assignment Response to Intervention (Ash)

  3. EDU 645 professional tutor • EDU 645 Week 1 DQ 1 Assessment Crisis (Ash) EDU 645 Week 1 Assessment Crisis. Watch the video “Linda Darling-Hammond on Competing Internationally.” Then, explain the current crisis in America with regards to education and assessment. No Child Left Behind (NCLB) and High-Stakes Testing (HST) Debate. The effects of the No Child Left Behind (NCLB) Act on high-stakes testing (HST) has generated controversy amongst educators. EDU 645 Week 1 DQ 2 No Child Left Behind (NCLB) and High-Stakes Testing (HST) Debate (Ash)

  4. EDU 645 professional tutor • EDU 645 Week 1 Journal Formative and Summative Assessment (Ash) Formative and Summative Assessment. Compare and contrast formative and summative assessment. What is the purpose of each, as it relates to learning? How might an educator use each to reflect on his or her teaching strategies? Learning Outcomes. Create a blog using WordPress or Blogger EDU 645 Week 2 Assignment Learning Outcomes (Ash)

  5. EDU 645 professional tutor • EDU 645 Week 2 DQ 1 Two Classroom Measurement Problems (Ash) EDU 645 Week2 Two Classroom Measurement Problems. What do the authors say are the two general problems encountered in classroom measurement? How are these two problems similar to each other? Three-Stage Model of Classroom Measurement. What do the authors mean in saying “any good classroom test begins with your objectives” (Kubiszyn&Borich, 2010)? EDU 645 Week 2 DQ 2 Three-Stage Model of Classroom Measurement (Ash)

  6. EDU 645 professional tutor • EDU 645 Week 2 Journal Norm-Referenced and Criterion-Referenced Tests (Ash) Norm-Referenced and Criterion-Referenced Tests. Explain the difference between norm-referenced and criterion-referenced tests, and recall a time when you were asked to take one of each. Test and Essay Items. In the portfolio blog you created last week, develop at least three test items that support your outcomes, and write at least one essay item that supports your outcomes. EDU 645 Week 3 Assignment Test and Essay Items (Ash)

  7. EDU 645 professional tutor • EDU 645 Week 3 DQ 1 Portfolio Assessment (Ash) EDU 645 Week3 Portfolio Assessment. Explain the three challenges to validity when using portfolios as assessments, and evaluate the benefits they offer to the learning experience. Performance/Authentic Assessments. The authors state that “there is a temptation to limit the scoring criteria to those qualities of performance that are easiest to rate rather than the most important required for doing an effective job” EDU 645 Week 3 DQ 2 Performance/Authentic Assessments (Ash)

  8. EDU 645 professional tutor • EDU 645 Week 4 Assignment Analyzing and Improving a Test Using Statistics (Ash) Analyzing and Improving a Test Using Statistics. In the online course, view the results for a hypothetical psychology test. EDU 645 Week4 Item Analysis. Explain quantitative item analysis and qualitative item analysis. What are their benefits to learning and assessment? EDU 645 Week 4 DQ 1 Item Analysis (Ash)

  9. EDU 645 professional tutor • EDU 645 Week 4 DQ 2 Marking (Ash) Marking. Why do the authors propose that marks only reflect academic achievement, and not other factors like effort or attitude? Marks and Marking Systems Reflection. Select one of the following prompts pertaining to marks and marking systems EDU 645 Week 4 Journal Marks and Marking Systems Reflection (Ash)

  10. EDU 645 professional tutor • EDU 645 Week 5 Assignment Validity, Reliability, and Accuracy (Ash) Validity, Reliability, and Accuracy. Select one of the learning outcomes below and draft a hypothetical assessment that supports the outcome EDU 645 Week5 Correlation and Causality. According to the authors of the textbook, “one of the most frequent EDU 645 Week 5 DQ 1 Correlation and Causality (Ash)

  11. EDU 645 Week 5 DQ 2 Validity and Reliability (Ash) EDU 645 professional tutor Validity and Reliability. Using Mindmeister or Microsoft Word, create a mind map that represents the various types of validity and reliability Accuracy and Error. The authors of your textbook state that “all tests and scores are imperfect and are subject to error” (Kubiszyn&Borich, 2010). What do they mean by this EDU 645 Week 5 Journal Accuracy and Error (Ash)

  12. EDU 645 Week 6 DQ 1 Standardized Testing (Ash) EDU 645 professional tutor EDU 645 Week6 Standardized Testing. Watch the video “Comprehensive Assessment: An Overview.” Then, using the Ashford library, locate one journal article related to standardized testing. Final Paper Assessment Plans Demonstrate your understanding of the concepts covered in this course by developing a plan to assess learner performance. EDU 645 Week 6 Final paper (Ash)

  13. EDU 645 Week 6 Summary (Ash) EDU 645 professional tutor EDU 645 Summary. Review the content in the past five weeks of this course and list at least five “take-away” items that you have learned.

  14. EDU 645 professional tutor

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