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EDU 645 Course Real Knowledge / edu645dotcom

For more course tutorials visit<br>www.edu645.com<br>EDU 645 Week 1<br>Assessment Crisis. Watch the video “Linda Darling-Hammond on Competing Internationally.” Then, explain the current crisis in America with regards to education and assessment. What do you think the cause(s) of this crisis might be? What are the possible implications? Explain your reasoning. Respond substantively to at least two of your peers. Analyze their responses and compare and contrast their reasoning with yours.<br>No Child Left Behind (NCLB

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EDU 645 Course Real Knowledge / edu645dotcom

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  1. EDU 645 Course Real Knowledge / edu645dotcom For More Tutorials www.edu645.com

  2. EDU 645 Course Real Knowledge / edu645dotcom EDU 645 Entire Course (Ash) EDU 645 Week 1 Assignment Response to Intervention (Ash) • Assessment Crisis. Watch the video “Linda Darling-Hammond on Competing Internationally.” Then, explain the current crisis in America with regards to education and assessment. What do you think the cause(s) of this crisis might be? What are the possible implications? Explain your reasoning. Respond substantively to at least two of your peers. Analyze their responses • 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? Can you think of any way to overcome these challenges? Why is it important to intervene early in a student’s learning experience? Your paper should be 4-6 pages (excluding title and reference pages), and formatted to APA standards

  3. EDU 645 Course Real Knowledge / edu645dotcom EDU 645 Week 1 DQ 1 Assessment Crisis (Ash) EDU 645 Week 1 DQ 2 No Child Left Behind (NCLB) and High-Stakes • Assessment Crisis. Watch the video “Linda Darling-Hammond on Competing Internationally.” Then, explain the current crisis in America with regards to education and assessment. What do you think the cause(s) of this crisis might be? What are the possible implications? • 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. In this discussion you will briefly debate the efficacy of NCLB. Find your assigned

  4. EDU 645 Course Real Knowledge / edu645dotcom EDU 645 Week 1 Journal Formative and Summative Assessment (Ash) EDU 645 Week 2 Assignment Learning Outcomes (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. This will act as a portfolio for your work in this course, so it is important to make it presentable and polished by using a professional URL and a consistent theme and format throughout the blog. Then, using the information in Chapter 6 of your textbook and the article

  5. EDU 645 Course Real Knowledge / edu645dotcom EDU 645 Week 2 DQ 1 Two Classroom Measurement Problems (Ash) EDU 645 Week 2 DQ 2 Three-Stage Model • 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? Explain why it is important to surmount these challenges, and brainstorm strategies for overcoming them. • Three-Stage Model of Classroom Measurement. What do the authors mean in saying “any good classroom test begins with your objectives” (Kubiszyn&Borich, 2010)? Doyouagreeordisagreewith this statement? Why or why not? Respond to at least two of your classmates,

  6. EDU 645 Course Real Knowledge / edu645dotcom EDU 645 Week 2 Journal Norm-Referenced EDU 645 Week 3 Assignment Test and Essay Items (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. Do you think either test supported your learning? Why or why not? If not, explain what you think could have helped it support your learning • 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. These should be included in the same post as your outcomes. Then, start a new post in your blog that explains your thought process and rationale behind the test items and essay item(s).

  7. EDU 645 Course Real Knowledge / edu645dotcom EDU 645 Week 3 DQ 1 Portfolio Assessment (Ash) EDU 645 Week 3 DQ 2 Performance Authentic Assessments (Ash) • Portfolio Assessment. Explain the three challenges to validity when using portfolios as assessments, and evaluate the benefits they offer to the learning experience. Respond to at least two of your classmates, offering substantive feedback on their evaluation of portfolios as learning tools. Do you agree with your classmates’ evaluations? Why or why not? • 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” (Kubiszyn&Borich, 2010). What do they mean by this? Explain the benefits and challenges of incorporating performance assessments,

  8. EDU 645 Course Real Knowledge / edu645dotcom EDU 645 Week 4 Assignment Analyzing and Improving EDU 645 Week 4 DQ 1 Item Analysis (Ash) • Analyzing and Improving a Test Using Statistics. In the online course, view the results for a hypothetical psychology test. Then, create a report with the following: • a. The mean score for each question. • b. The mean score for the entire test. • c. A graph that represents the scores for each question. • Item Analysis. Explain quantitative item analysis and qualitative item analysis. What are their benefits to learning and assessment? What are the risks to learning and assessment if these types of analyses are not administered? Finally, provide two examples of imperfect test items for your peers to qualitatively analyze.

  9. EDU 645 Course Real Knowledge / edu645dotcom EDU 645 Week 4 DQ 2 Marking (Ash) EDU 645 Week 4 Journal Marks • Marking. Why do the authors propose that marks only reflect academic achievement, and not other factors like effort or attitude? Could including factors like these in the marking data affect instructional decisions that need to be made? Explain. Respond to at least two of your peers, providing feedback on their support for or against including other factors in marks/grades • Marks and Marking Systems Reflection. Select one of the following prompts pertaining to marks and marking systems, for critical reflection: • § What do the authors mean when they say that “it’s all too tempting to use marks as vehicles to reach, or try to reach

  10. EDU 645 Course Real Knowledge / edu645dotcom EDU 645 Week 5 Assignment Validity, EDU 645 Week 5 DQ 1 Correlation and Causality (Ash) • Validity, Reliability, and Accuracy. Select one of the learning outcomes below and draft a hypothetical assessment that supports the outcome (e.g., multiple choice items, essay items, authentic assessment, etc.). Explain how you plan to promote validity and reliability in your assessment, and how your assessment addresses the four categories of sources of error identified in the text, thereby promoting accuracy. • Correlation and Causality. According to the authors of the textbook, “one of the most frequent misinterpretations in statistics (and in education) is to infer that because two variables are correlated with one another, one variable causes the other” (Kubiszyn&Borich, 2010).

  11. EDU 645 Course Real Knowledge / edu645dotcom EDU 645 Week 5 DQ 2 Validity and Reliability (Ash) EDU 645 Week 5 Journal Accuracy and Error (Ash) • Validity and Reliability. Using Mindmeister or Microsoft Word, create a mind map that represents the various types of validity and reliability, and explains why they are important in learning and assessment. Then, post your mind map to the discussion forum, either as an attachment (for Word documents) or pasted • 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? Why is it important to recognize that there is no “perfect test”? Knowing this, what can you do to ensure that you obtain the most accurate assessment results as possible?

  12. EDU 645 Course Real Knowledge / edu645dotcom EDU 645 Week 6 DQ 1 Standardized Testing (Ash) EDU 645 Week 6 Final paper (Ash) • Standardized Testing. Watch the video “Comprehensive Assessment: An Overview.” Then, using the Ashford library, locate one journal article related to standardized testing. In the discussion forum, summarize the article, and identify at least two advantages and two disadvantages • Final Paper Assessment Plans • Demonstrate your understanding of the concepts covered in this course by developing a plan to assess learner performance. This plan should be constructed in your portfolio blog, and should include the following elements:

  13. EDU 645 Course Real Knowledge / edu645dotcom EDU 645 Week 6 Summary (Ash) • 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. Identify at least one concept that you had a hard time understanding at first, or still do not fully understand. Review your classmates’ posts, and respond to at least two of them. In each response, try to explain the concept that your classmate did not or does not understand.

  14. EDU 645 Course Real Knowledge / edu645dotcom For More Tutorials www.edu645.com

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