19 Aug nce a unit of instruction has been taught, an ed
nce a unit of instruction has been taught, an educator may use a summative assessment to determine if learners have mastered the standards and learning objectives. Remember, the formative assessments determine how learning is occurring during instruction so that educators can make any necessary changes to support learning, whereas the summative assessment determines actual achievement of the standards and objectives reflected in a grade. For this assignment, you will be creating your own summative assessment based on the standard you selected and objectives you created.
Prepare
Prior to beginning work on this assignment,
· Read Chapter 6: Summative Assessment
· Read Chapter 7: Performance-Based Assessment
· Read Chapter 8: Teacher-Made Assessments
· Review Creating and Using Rubrics (Links to an external site.)and complete the interactive tool at the end of Chapter 7.6 that will walk you through the process of developing a rubric for a performance based assessment.
· Download the Week 3 Test Blueprint template to use for your assignment.
· Review the Week 3 Weekly Lesson
· Research a scholarly article in the Ashford University Library regarding the benefits and challenges of performance-based assessments.
· Choose one of the links to help you create a rubric:
o Quick Rubric (Links to an external site.)
o Rubistar (Links to an external site.)
o Teachnology General Rubric Generator (Links to an external site.)
Reflect
Begin thinking about the different ways that teachers assessed your knowledge. What were typical assessments that you experienced? Did they use multiple-choice tests, essays, projects, or presentations?
Content Instructions
Part 1
Complete the following using the Week 3 Test Blueprint template:
· Create a test blueprint comprised of 10 test items that include the following criteria:
o Six test items must be selected-responses (Must have at least one multiple-choice, one matching, and one true or false question. You can pick any other type of selected-response questions for your other 3 questions.)
§ Use the checklists found in Tables 8.6, 8.7, and 8.8 of your text (Chapter 8) to make sure your selected-responses meet the guidelines.
o Three test items must be short-answer constructed responses (see Chapter 8.8)
o One test item must be a performance-based assessment (see Chapter 7)
§ Examples: Presentation, Performances, Projects, Debates, Reports
· Create your test items reflected in your testing blueprint. Be sure to label each question with the aligned objective and level of Bloom’s Taxonomy. Questions must address at least three different levels of Bloom’s Taxonomy which are reflected in your learning objectives.
· Create an analytic rubric to assess the performance based assessment developed in the test blueprint. (see
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