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EDU 645 Course Extraordinary Success
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• ASHFORD EDU 645 Entire Course

• EDU 645 Entire Course

• 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. 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.

• This Tutorial contains 2 Papers for each
  Assignment (not for DQs)
• EDU 645 Week 1 Discussion 1 Formative Assessments
• EDU 645 Week 1 Discussion 2 Standards and
  Objectives
• EDU 645 Week 2 Discussion 1 Gradual Release of
  Responsibility
• EDU 645 Week 2 Discussion 2 Embedded Formative
  Assessment

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• EDU 645 Week 1 Assignment Response to Intervention

• EDU 645 Week 1 Discussion 1 Formative Assessments

• EDU 645 Week 1 Assignment Response to
  Intervention
• Business - General Business
• 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 students learning
  experience? Your paper should be 4-6 pages
  (excluding title and reference pages), and
  formatted to APA standards

• EDU 645 Week 1 Discussion 1 Formative Assessments
• Formative Assessments
• According to Chapter 1 of the required text,
  Formative assessment is assessment FOR learning.
  Summative assessment is assessment OF learning.
  Formative assessments occur during the lesson as
  opposed to the end of a unit of instruction and
  should be the primary focus of assessment in
  schools.

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• EDU 645 Week 1 Discussion 2 Standards and
  Objectives

• EDU 645 Week 1 DQ 1 Assessment Crisis

• EDU 645 Week 1 Discussion 2 Standards and
  Objectives
• Standards and Objectives.
• a. Describe the purpose of a learning standard
  (referred to as a goal in Chapter 1) and the
  critical components of a learning objective.
• How would you differentiate between the two if
  attempting to explain it to somebody else?

• 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. 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.

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• EDU 645 Week 1 DQ 2 No Child Left Behind

• EDU 645 Week 1 Journal Formative and Summative
  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. In this discussion you will briefly
  debate the efficacy of NCLB. Find your assigned
  Debate Group below Debate Grouping (by first
  letter of last name)

• EDU 645 Week 1 Journal Formative and Summative
  Assessment
• Business - General Business
• 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?

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• EDU 645 Week 2 Assignment Instructional Plan
  Design Analysis (2 Papers)

• EDU 645 Week 2 Assignment Learning Outcomes

• This Tutorial contains 2 Papers
• Instructional Plan Design Analysis
• Three instructional plan templates constructed by
  a variety of leaders in education provide solid
  examples of what quality instructional plans
  should include. The work of Madeline Hunter dates
  the furthest back and is still used today,
  primarily in the elementary setting. Grant
  Wiggins and Jay McTighe provide a more modern
  approach to curriculum and lesson design with
  their model of Understanding by Design (UbD).

• EDU 645 Week 2 Assignment Learning Outcomes
• Business - General Business
• 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.

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• EDU 645 Week 2 Discussion 1 Gradual Release of
  Responsibility

• EDU 645 Week 2 Discussion 2 Embedded Formative
  Assessment

• EDU 645 Week 2 Discussion 1 Gradual Release of
  Responsibility
• Gradual Release of Responsibility
• After viewing the videos Improving Practice with
  Sarah Brown Wessling and Embedded Formative
  Assessments, and after reading Releasing
  Responsibility by Fisher and Frey, discuss the
  following
• Part 1

• Embedded Formative Assessment. Discuss the
  following
• What evidence did you see in the
  video New Teacher Survival Guide Planning
  linking the concept of beginning with the end in
  mind and formative assessment?
• What did the instructional
  coach/department chair say is the question you
  ask yourself to assess learning?

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• EDU 645 Week 2 DQ 1Two Classroom Measurement
  Problems

• EDU 645 Week 2 DQ 2 Three

• 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? 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
  (KubiszynBorich, 2010)? Doyouagreeordisagreewith
  this statement? Why or why not? Respond to at
  least two of your classmates, offering
  substantive feedback on their interpretation of
  this quote, and providing your thoughts on why
  some teachers (intentionally or unintentionally)
  choose not to use objectives or outcomes.

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• EDU 645 Week 2 Journal Norm

• EDU 645 Week 3 Assignment 21st Century
  Instructional Plan Design Description (2 Papers)

• EDU 645 Week 2 Journal Norm-Referenced and
  Criterion-Referenced Tests
• Business - General Business
• 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

• This Tutorial contains 2 Papers
• 21st Century Instructional Plan Plan Design
  Description
• Part 1 Instructional Plan Design
• Synthesize what you have learned thus far by
  developing an instructional plan utilizing one of
  the templates provided in Week Two. Be sure to
  consult the Instructor Guidance for added support
  in creating a high quality instructional plan.

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• EDU 645 Week 3 Assignment Test and Essay Items

• EDU 645 Week 3 Discussion 1 Integrating Technology

• EDU 645 Week 3 Assignment Test and Essay Items
• Business - General Business
• 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).

• EDU 645 Week 3 Discussion 1 Integrating
  Technology
• Integrating Technology
• Discuss the following
• What evidence did you see and hear by watching
  Mr. Pronovost Differentiating Instruction Through
  Interactive Games that supports what has been
  learned thus far regarding setting
  communicating learning objectives, using the
  gradual release model, giving feedback, and
  assessment?

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• EDU 645 Week 3 Discussion 2 Rigor, Thinking, and
  Technology

• EDU 645 Week 3 DQ 1Portfolio Assessment

• Rigor, Thinking, and Technology. According to the
  vision statement of the Partnership for 21st
  Century Skills, education systems should pursue
  measurement of student outcomes that are
• Performance-based
• Embedded in curriculum
• Based on a common evidentiary model of cognition
  and learning

• 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. 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?

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• EDU 645 Week 3 DQ 2 Performance

• EDU 645 Week 4 Assignment 21st Century
  Instructional Plan Student Population (2 Papers)

• 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 (KubiszynBorich, 2010). What do
  they mean by this? Explain the benefits and
  challenges of incorporating performance
  assessments, and evaluate their overall
  effectiveness in the classroom. Respond to at
  least two of your classmates with substantive
  feedback on their evaluation of this quote.
  Explain how your interpretation of this quote is
  similar and/or different

• This Tutorial contains 2 Papers
• EDU 645 Week 4 Assignment
• 21st Century Instructional Plan Student
  Population
• Part 1 Instructional Plan Design
• This week you will construct a new instructional
  plan by considering your student population.
  Regardless of grade level, your class consists of
  27 students. Of those, two are diagnosed with
  specific learning disabilities (SLD) in reading
  and math. One student has Attention Deficit
  Hyperactivity Disorder (ADHD). Moreover, you just
  received a student last week who is not fluent in
  English (ELL).

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• EDU 645 Week 4 Assignment Analyzing and Improving
  a Test Using Statistics

• EDU 645 Week 4 Discussion 1 Special Populations

• EDU 645 Week 4 Assignment Analyzing and Improving
  a Test Using Statistics
• Business - General Business
• 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.

• EDU 645 Week 4 Discussion 1 Special Populations
• Special Populations
• As we discuss special populations this week, we
  are going to approach it through the lens of
  being a Student Teacher in a Special education
  classroom. Also, we will explore other resources
  to assist in better understanding Special
  populations when developing curriculum
  assessments.

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• EDU 645 Week 4 DQ 1Item Analysis

• EDU 645 Week 4 DQ 2 Marking

• EDU 645 Week4
• 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. Explain why
  you think it is necessary for teachers to use a
  combination of both qualitative and quantitative
  item analysis. Respond to at least two of your
  peers, identifying the errors in their listed
  test.

• 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.

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• EDU 645 Week 4 Journal Marks and Marking Systems

• EDU 645 Week 4 Journal Rubric Analysis (2 Papers)

• Reflection
• EDU 645 Week 4 Journal Marks and Marking Systems
  Reflection
• Business - General Business
• Marks and Marking Systems Reflection. Select one
  of the following prompts pertaining to marks and
  marking systems, for critical reflection

• This Tutorial contains 2 Papers
• EDU 645 Week 4 Journal
• Rubric Analysis
• Using two different sources, respond in writing
  (APA format) using the prompts below to guide
  your written analysis.
• Part 1
• Explore the Exemplars website, specifically the
  Resources tab for Rubrics. Review the Exemplars
  Math Rubric and Exemplars Reading Rubric.

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• EDU 645 Week 5 Assignment Performance Task
  Analysis- Summative Assessment Preparation(2
  Papers)

• EDU 645 Week 5 Assignment Validity

• This Tutorial contains 2 Papers
• Performance Task Analysis- Summative Assessment
  Preparation. This weeks assignment is to bring
  us back to your own summative assignment for the
  course the design of a summative assessment. You
  will spend some time analyzing the Smarter
  Balanced Assessment Consortium website to inform
  your response. The following must be done before
  constructing your assignment

• EDU 645 Week 5 Assignment Validity, Reliability,
  and Accuracy
• Business - General Business
• 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. Learning
  Outcomes

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• EDU 645 Week 5 Discussion 1 Getting students to
  think about their thinking

• EDU 645 Week 5 DQ 1Correlation and Causality

• EDU 645 Week 5 Discussion 1 Getting students to
  think about their thinking
• Getting students to think about their thinking.
• Part 1. Access TEDEd. Take some time to peruse
  through the menu of lessons and provide us with
  your impressions. The following serves to prompt
  your response as opposed to a required list
• o How do the lessons in TEDEd promote student
  engagement?

• EDU 645 Week5
• 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 (KubiszynBorich, 2010). What
  does this mean? What are the potential dangers to
  assessment and learning when one mistakenly
  implies causality where only a correlation
  between two variables exists? Respond to at least
  two of your peers, providing feedback on their
  listed

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• EDU 645 Week 5 DQ 2 Validity and Reliability

• EDU 645 Week 6 Discussion 1 Using Student Data
  for Instructional Improvement

• Validity and Reliability. Using Mind meister 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 link (for Mind
  meister). View your classmates mind maps, and
  respond to at least two of them with constructive
  feedback. Select at least two pieces of
  information from their mind maps, and explain how
  they can be used to create better assessments.
  Each peer response should be between 100-150
  words.

• EDU 645 Week 6 Discussion 1 Using Student Data
  for Instructional Improvement
• Using Student Data for Instructional
  Improvement.
• Following your last lesson, you discover only 60
  of your students met the learning outcome. Not
  only did they demonstrate a lack of understanding
  through non-written, observable formative
  assessments, but the data from their assignment
  as scored through use of a rubric revealed the
  majority of the class did not meet the objective.

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• EDU 645 Week 6 DQ 1Standardized Testing

• EDU 645 Week 6 Final Paper Curriculum Based
  Summative Assessment Design (2 Papers)

• 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. In the
  discussion forum, summarize the article, and
  identify at least two advantages and two
  disadvantages to standardized testing, utilizing
  both the article and video in your post. Make
  sure to cite the article and explain where it can
  be located in the Ashford library.

• This Tutorial contains 2 Papers
• Curriculum based summative assessment design
• Part 1
• Pre- assessment description
• Before summative assessing of the learning on
  which the objective is to evaluate, what the
  students have learnt at the end of a unit is
  important to have a comprehensive description of
  pre assessment. Pre- assessment or formative
  assessment is part of institutionalprocess.

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• EDU 645 Week 6 Final paper

• EDU 645 Week 6Summary

• EDU 645 Week 6 Final paper
• Business - General Business
• 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
• Purpose and Learning Outcome Describe the
  purpose of your assessment plan. Then, write a
  learning outcome that supports the purpose you
  have described.
• Tip This purpose must involve the learning of
  some knowledge or skill.

• 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.

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• EDU 645 Week 5 Journal Accuracy and Error

• EDU 645 Week 5 Journal Accuracy and Error
• Business - General Business
• Accuracy and Error. The authors of your textbook
  state that all tests and scores are imperfect
  and are subject to error (KubiszynBorich,
  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?

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