Week 3 Assignment Learning and Innovation Skills and Student Assessment
See full work attached
This assignment requires you to make connections between high-quality assessment and learning and innovation skills. Additionally, using the Framework for 21st Century learning (Links to an external site.) as a resource, you will redesign or modify a prior activity from one of your courses in the masters program. There are several approaches you could take with this assignment. For example, you may redesign an instructional plan with assessment plans embedded throughout or a full assessment plan including a summative assessment you may have constructed. These are just two ideas out of numerous possibilities. If you do not have previous work to use for this assignment, please contact your instructor for guidelines on how to proceed. As needed, refer to your program learning outcomes (PLOs) list (MACI, MAECEL, MAED, MASE, or MATLT).
NOTE* Before you select the PLOs you will highlight in this assignment, be sure to read the final assignment for this course to ensure that you will cover each of your programs PLOs adequately.
Create your assignment to meet the content and written communication expectations below.
Content Expectations
The Redesign expectations explain what you are required to do with the prior coursework you choose to redesign. The Summary expectations are for the separate written portion of this assignment.
Redesign – Alignment and Mastery (1 Point): Redesign an instructional plan with assessment plans embedded throughout, or a full assessment plan as noted above including a summative assessment that could be selected to include alignment between specific skills, CCSS, and objectives and includes criteria for mastery.
Redesign – Learning and Innovation Skills (1 Point): Redesign an instructional plan with assessment plans embedded throughout, or a full assessment plan as noted above including a summative assessment that could be selected to include specific learning and innovation skills (Links to an external site.) from either/each of; creativity and innovation (Links to an external site.), critical thinking and problem solving (Links to an external site.), and/or communication and collaboration (Links to an external site.).
Summary Introduction/Conclusion (1 Point): A one paragraph introduction to a summary that concisely presents the scope and organization of the summary writing, as well as a one paragraph conclusion that recaps your summarys key points.
Summary Modification (2 Points): In one paragraph summarize the changes you made to your activity to meet the redesign expectations for this assignment. Explicitly state how your redesign assignment provides evidence of mastery of at least two PLOs from your masters program.
Week 3 Assignment Learning and Innovation Skills and Student Assessment
This assignment requires you to make connections between high-quality assessment and learning and innovation skills. Additionally, using the Framework for 21st Century learning(Links to an external site.) as a resource, you will redesign or modify a prior activity from one of your courses in the masters program. There are several approaches you could take with this assignment. For example, you may redesign an instructional plan with assessment plans embedded throughout or a full assessment plan including a summative assessment you may have constructed. These are just two ideas out of numerous possibilities. If you do not have previous work to use for this assignment, please contact your instructor for guidelines on how to proceed. As needed, refer to your program learning outcomes (PLOs) list (MACI, MAECEL, MAED, MASE, or MATLT).
NOTE* Before you select the PLOs you will highlight in this assignment, be sure to read the final assignment for this course to ensure that you will cover each of your programs PLOs adequately.
Create your assignment to meet the content and written communication expectations below.
Content Expectations
The Redesign expectations explain what you are required to do with the prior coursework you choose to redesign. The Summary expectations are for the separate written portion of this assignment.
Redesign – Alignment and Mastery (1 Point): Redesign an instructional plan with assessment plans embedded throughout, or a full assessment plan as noted above including a summative assessment that could be selected to include alignment between specific skills, CCSS, and objectives and includes criteria for mastery.
Redesign – Learning and Innovation Skills (1 Point): Redesign an instructional plan with assessment plans embedded throughout, or a full assessment plan as noted above including a summative assessment that could be selected to include specific learning and innovation skills(Links to an external site.) from either/each of; creativity and innovation(Links to an external site.), critical thinking and problem solving(Links to an external site.), and/or communication and collaboration(Links to an external site.).
Summary Introduction/Conclusion (1 Point): A one paragraph introduction to a summary that concisely presents the scope and organization of the summary writing, as well as a one paragraph conclusion that recaps your summarys key points.
Summary Modification (2 Points): In one paragraph summarize the changes you made to your activity to meet the redesign expectations for this assignment. Explicitly state how your redesign assignment provides evidence of mastery of at least two PLOs from your masters program.
Summary Evaluation (2 Points): In one paragraph, evaluate how your assessment promotes Learning
& Innovation Skills, assess how it could be used as a tool for ongoing evaluation of student progress, and evaluate how it could be used as a guide for teacher and student decision making.
Summary Reflection (1 Point): Summarize, in one paragraph, your experience with the redesign in terms of challenges you encountered and how you overcame those challenges.
Written Communication Expectations
Page Requirement (.5 points): Two to four pages, not including title and references pages.
APA Formatting (.5 points): Use APA formatting consistently throughout the assignment.
Syntax and Mechanics (.5 points): Display meticulous comprehension and organization of syntax and mechanics such as spelling and grammar.
Source Requirement (.5 points): References three scholarly sources in addition to the course textbook.
All sources on the references page need to be used and cited correctly within the body of the assignment.
For information related to APA style, including samples and tutorials, please visit the Ashford Writing Center(Links to an external site.).
Next Steps: Review and Submit the Assignment
Review your assignment with the Grading Rubric to be sure you have achieved the distinguished levels of performance for each criterion. Next, submit the assignment for evaluation no later than Day 7.
Carefully review the Grading Rubric(Links to an external site.) for the criteria that will be used to evaluate your assignment.
Top of Form
Technology and Communication
Learning Outcomes
This week students will:
1. Evaluate the importance of and value in sharing assessment items, rubrics, and 21st century practices with colleagues.
2. Reflect on the impact digital technology tools has had on your ability to research, organize, evaluate, and communicate information while considering the ethical and legal issues and challenges associated with using these technologies.
Introduction
In Week Two, you participated in a discussion about diversity in the classroom and the use of CCSS in relation to technology. During Week Three, you will think about and debate the role critical thinking and problem solving has in the classroom. Furthermore, this week you will reflect on how technology plays a large role in todays classrooms in the United States. In this weeks redesign assignment, you will make the connection between high-quality assessment and learning and innovation skills. Additionally, you will continue to work on your Folio and share a section of your Week Two Assignment
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Read the standards(Links to an external site.). (n.d.). Retrieved from http://www.corestandards.org/the-standards
This web page provides information on how the standards communicate what is expected of students at each grade level. The focus of CCSS is on core conceptual understandings and procedures starting in the early grades, providing teachers a timeline needed to teach core concepts and allowing each student the time needed to master the concepts. This resource will support student completion of the discussions and assignment for this week.
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Website
Folio. (https://ashford.instructure.com/users/893/external_tools/2653)
This website provides a Folio resource. This resource will support student completion of the final project, as well as discussions and assignments throughout the course.
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Supplemental Material
Brame, C., (2013). Flipping the classroom(Links to an external site.). Vanderbilt University Center for Teaching. Retrieved from http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/
This resource provides information related to the use of technology in the classroom as well as how the flipped classroom approach takes learning outside of the classroom for students to experience independently, moving homework help back into the classroom. This resource will support student completion of the discussions and assignment for this week.
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Recommended Resources
Text
Bergmann, J., & Sams, A. (2012).
Flip your classroom: Reach every student in every class every day
. International Society for Technology in Education. Retrieved from http://proquest.libguides.com/ebrary
Bergmann and Sams discuss how students need their teachers present to answer questions or to provide help if they get stuck on an assignment; they dont need their teachers present to listen to a lecture or review content. This resource will support student completion of the discussions and assignment for this week.
Articles
Gray, A. (2013). Week four, discussion 1: Data analysis practice scenario
. College of Education, Ashford University, San Diego, CA.
This document was used to inform your Week Four Discussion response for those that have completed EDU 671 when practicing data analysis and serves as a reminder to help inform your response to Discussion Two in Week Three of this course.
Nelson, M. E., (2012). Review of deconstructing digital natives(Links to an external site.) [Review of the book, Deconstructing digital natives: Young people, technology, and the new literacies by M. Thomas (Ed.)]. Language, Learning, & Technology, 16(3), 35-39. Retrieved from http://llt.msu.edu/issues/october2012/review1.pdf
Nelson discusses the ideas behind Prensky (2001) and the flipped classroom. The review discusses the myth, perspectives and beyond digital natives examining the varied interpretations and significance of Prenskys ideas. Nelson reports research that grounds and tests the digital natives/digital immigrants formulation. This resource will support student completion of the discussions and assignment for this week.
Web Page
Defining critical thinking(Links to an external site.). (n.d.). Retrieved from http://www.criticalthinking.org/aboutCT/define_critical_thinking.cfm
On this web page, critical thinking is defined with specific examples. This resource will support student completion of the discussions and assignment for this week.
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EDU696
Week Three Instructor Guidance
As you were reminded in Week Two, it is a good idea to look ahead to Week Five to prepare for the group activity ask questions now with a quick email to your instructor if you are unclearabout any of the requirements for the group activity. In Week Two, the Common Core State Standards (CCSS) were discussed as well as a summary of your understanding of the foundation of the CCSS in Math and English Language Arts. This week, one discussions and an assignment are required.
Week Three Intellectual Elaboration
The intellectual elaboration for Week Three explores 21st Century Learning Skills, the cognitive taxonomy, often referred to as Blooms Taxonomy, or the revised Blooms Taxonomy, and the process for creating high quality assessments.
21st Century Learning Skills
The concept of 21st Century Learning Skills recognizes the need for students to think critically, analyze information, comprehend new ideas, communicate, collaborate, solve problems, and make decisions. In 1956, a group of educational psychologists, headed by Benjamin Bloom, created a system that categorized the level of intellection in assessment questions commonly used in educational settings (Krathwohl 2002; Clark, 1999). Figure 1, below, shows the original taxonomy.
Figure 1. Cognitive Taxonomy (Bloom, 1994)
Evaluate is the ability to make judgments about information, provide for validity on ideas or quality of work based on a set of criteria. It is the ability to debate a subject and provide evidence for your answer
Synthesis is the ability to compile information together to form new patterns or proposals to alternative solutions (Krathwohl, 2002, p. 212).
Analysis is process of examining and breaking down information into parts to identify motives or causes. To make inferences on and find supporting evidence to support the information.
Application is using new knowledge. Solving problems in a new situation by applying acquired knowledge, facts, techniques and rules in a different way (Krathwohl, 2002, p. 212).
Comprehension is the basic demonstration of understanding of facts and ideas by organizing, comparing and translating the information into the main ideas.
Knowledge, the lowest on Blooms Taxonomy is the recalling of facts, terms, and basic concepts to answer questions.
Revised Blooms Taxonomy of Learning
The cognitive taxonomy has been used by educators to guide curriculum assessment and development for decades. However, while the levels of thought are still recognized as valid, 21st Century Skills required a revision of Bloom’s terms and considerations of how technology influences the assessment of the levels. Essentially, the revisions require technology skills to be of use in todays classrooms (Krathwohl, 2002; Clark, 1999).
Table 1, below, lists the cognitive level and some verbs commonly associated with assessment at each level in the traditional and digital realms. For additional inspiration about designing with the revised taxonomy, see Johnson (2008) or search online where you can find multiple resources for designing and assessing learning in the digital age with the cognitive taxonomy.
Cognitive Level
Traditional Assessment Strategies
Creating
designing, constructing, planning, producing, inventing, devising, making
programming, filming, animating, blogging, mixing, wikiing, publishing, podcasting
Evaluating
checking, hypothesizing, critiquing, experimenting, judging, testing, detecting, monitoring
reviewing, posting, moderating, collaborating, and networking
Analyzing
comparing, organizing, deconstructing, attributing, outlining, finding, structuring, integrating
mashing, linking, tagging, validating, cracking
Applying
implementing, carrying out, using, executing
running, loading, operating, uploading, sharing, editing
Understanding
interpreting, summarizing, inferring, paraphrasing, classifying, comparing, explaining, exemplifying
advanced searches, Boolean searches, blog journaling, twittering, commenting, annotating, subscribing
Remembering
Recognizing, listing, describing, identifying, retrieving, naming, locating, finding
Bulleting, highlighting, bookmarking, searching, Googling
Table 1. Comparison of Traditional and Digital Assessment Strategies for Cognitive Taxonomy; adapted from Krathwohl (2002) and Clark (1999).
Creating High Quality Assessments
Keeping the Blooms Cognitive Taxonomy restructuring in mind, in regards to 21st Century Skills, one can debate the issue of creating high quality assessments for todays students. Many states and school districts across the nation are discussing student assessments as they move to implement the Common Core State Standards (CCSS). The Standards focus on an increased need for deeper learning and the students ability to analyze, synthesize, compare, connect critique, hypothesize, prove, and explain their ideas. Therefore, the question becomes: are assessments still valid measures of student learning when the CCSS promotes a deeper learning of 21st Century skills?
Chapter 5 of Brown and Burnaford (2014) includes several articles on the topic of dynamic curriculum and instruction in the 21st Century. For example in the article by Boss and Krauss (2007) they discuss the need to include project based learning into the classroom to support 21st century learning using real world assessments. Additionally, the Noddings (2013) article discusses the need to create in classrooms the concept for guiding a dynamic approach in the 21st century suggests the critical role of creating and making in an environment that fosters problem solving and critical thinking (p.19).
Week Three Assessments Overview
Remember to review the full instructions for each assessment on the Week Three homepage in addition to the guidance provided here.
Discussion 1 – Creativity and Innovation
Discussion one ask you to think about the concept of the Flipped Classroom; an instructional approach that brings creativity and innovation to the classroom. A direct connection will be made between the flipped classroom concept, the Common Core State Standards, and teacher decision-making based on student assessments. You also attach a link to your Folio and reflect on your redesign activity from your Week Two assignment. In this discussion reflect back on the discussion of Common Core State Standards from week two, discussion one and how the incorporation of technology was used to enhance instruction. Think about how the concept of the Flipped Classroom in relationship to the incorporation of technology, assessment and student learning all intertwine to create a learning experience for diverse learners.
Assignment – Learning and Innovation Skills and Student Assessment
This assignment requires you to make connections between high quality assessment with 21st Century Learning and Innovation Skills. Using the Framework for 21st Century Learning as a resource, you will redesign or modify a prior activity from one of your courses in your Masters program. For this assignment; consider all the discussions you have had to date about differentiated instruction, diversity, assessment/report cards and technology. Consider as well the information presented this week in the instructor guidance about the Revised Blooms Taxonomy of Learning list. You may want to include in your discussion how this revision of Blooms affects students assessments and learning in the classroom.
References
Bloom, B. S. (1994). Reflections on the development and use of the taxonomy. In Rehage, Kenneth J.; Anderson, Lorin W.; Sosniak, Lauren A. “Bloom’s taxonomy: A forty-year retrospective”. Yearbook of the National Society for the Study of Education. Chicago: National Society for the Study of Education, 93(2).
Boss, S. & Krauss, J. (2007). Mapping the journey: Seeing the big picture. In Reinventing project based learning: Your field guide to real-world projects in the digital age. Washington, DC: ISTE.
Brown, T. & Burnaford, G. (2014). Masters in education capstone reader. San Diego, CA: Bridgepoint Education, Inc.
Clark, D. R. (1999).
Bloom’s taxonomy of learning domains(Links to an external site.)
. Retrieved from http://www.nwlink.com/~donclark/hrd/bloom.html
Gerwetz, C. (June, 2013).
Experts urge states to stay course on high-quality assessments(Links to an external site.)
. Retrieved from http://blogs.edweek.org/edweek/curriculum/2013/06/experts_issue_assessment_crite.html
Johnson, L. (2008).
Blooms taxonomy: Designing activities tutorial(Links to an external site.)
(Flash File). Retrieved from http://media.ccconline.org/ccco/FacWiki/TeachingResources/Blooms_Taxonomy_Tutorials/BloomsTaxonomy_Activities_Tabs/BloomsTaxonomyActivitiesTabs.swf
Krathwohl, D. R. (2002). A revision of Bloom’s taxonomy: An overview. Routledge 41 (4). 212218.
Noddings, N. (2013). Standardized curriculum and loss of creativity. Theory into Practice, 52(210), 215.
