See Full Work Attached This Assignment Requires You To Make

See Full Work Attachedthis Assignment Requires You To Make Connections

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 master’s 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.

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 summary’s 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 PLO’s from your master’s program.

Paper For Above instruction

This paper presents a comprehensive approach to redesigning an instructional activity to align with high-quality assessment standards and the development of learning and innovation skills. The primary goal is to integrate these elements effectively, leveraging the Framework for 21st Century Learning as a guiding resource. The process involves a detailed analysis of an existing activity, followed by thoughtful modifications aimed at fostering mastery of specific Program Learning Outcomes (PLOs) and enhancing students’ abilities in creativity, critical thinking, communication, and collaboration.

The initial phase involves selecting a prior activity from a graduate course within the master’s program—such as curriculum development, instructional strategies, or assessment methods. The chosen activity must be examined critically for its alignment with learning objectives and assessment criteria. The redesign process focuses on embedding formative assessments throughout the activity to support continuous learning and provide timely feedback. Furthermore, a summative assessment is incorporated, explicitly aligned with both the Common Core State Standards (CCSS) and specific instructional objectives, with clear mastery criteria established.

In terms of learning and innovation skills, the redesign emphasizes integrating opportunities within the activity to cultivate creativity and innovation, promote critical thinking and problem-solving, and facilitate effective communication and collaboration among learners. For example, the activity may be adapted to include collaborative projects that require students to synthesize ideas creatively, analyze complex problems critically, and communicate findings effectively, either through oral presentations, written reports, or digital media.

The introduction of the summary delineates the scope, which involves analyzing the original activity, explaining the redesign process, and demonstrating how the modifications enhance mastery and skills development. The conclusion succinctly recaps the key points, emphasizing the alignment with standards, the emphasis on skills development, and the demonstration of mastery of selected PLOs.

Module modifications include detailed descriptions of changes such as incorporating rubrics that measure creativity, critical thinking, and collaboration; redesigning activities to be more student-centered; and embedding continuous assessment checkpoints. These adjustments serve not only to meet the assignment criteria but also to exemplify mastery of at least two PLOs, such as instructional design theory and assessment strategies or educational technology integration, thereby aligning practical application with program expectations.

References

• Partnership for 21st Century Learning. (2019). Framework for 21st Century Learning. Retrieved from https://www.battelle.org/docs/default-source/21st-century-learning/framework-for-21st-century-learning.pdf
• Darling-Hammond, L., & Bransford, J. (2005). Preparing Teachers for a Changing World: What Teachers Should Learn and Be Able to Do. Jossey-Bass.
• Chashy, M., & Padmanabhan, P. (2020). Designing assessments that promote creativity and critical thinking. Educational Research Review, 29, 100316.
• Resnick, M. (2017). Lifelong kindergarten: Cultivating creativity through projects, Passion, Peers, and Play. MIT Press.
• Black, P., & Wiliam, D. (2009). Developing formative assessment practices. Educational Assessment, Evaluation and Accountability, 21(1), 5-31.
• Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
• Anderson, L. W., & Krathwohl, D. R. (2001). A Taxonomy for Learning, Teaching, and Assessing. Longman.
• Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
• Vygotsky, L. S. (1986). Thought and Language. MIT Press.
• Wiggins, G., & McTighe, J. (2005). Understanding by Design. ASCD.