Some Will Demonstrate Mastery Of Written Assessments ✓ Solved
Some Will Demonstrate Mastery Of Written Assessments While Others Will
Some will demonstrate mastery of written assessments while others will shine during projects, presentations, or artistic expression. How can students prove their mastery of your chosen standard in an alternative form? Create a performance assessment for your students. This will consist of four (4) parts: teacher GRASPS document, teacher planning documents, interesting student copy (should grab students’ attention and make them excited to complete the assignment), and include ALL information students need to complete the assignment a rubric (used for scoring and explaining various levels of completion).
Sample Paper For Above instruction
Introduction
In contemporary education, recognizing diverse student strengths is essential for fostering an inclusive and effective learning environment. While traditional assessments like essays and tests primarily evaluate written skills, alternative assessments allow students to demonstrate mastery through various modalities such as projects, presentations, and artistic expressions. This paper explores the development of a comprehensive performance assessment designed to evaluate students' mastery of a specific academic standard in a manner that caters to varied learning styles and intelligences. The assessment incorporates the four required components: a teacher-created GRASPS document, planning documents, an engaging student copy, and a detailed rubric. This model aims to promote authenticity, engagement, and equitable evaluation.
Developing the Performance Assessment
The core of the performance assessment process is rooted in authentic and student-centered evaluation. The project is tailored to a specific learning standard— for instance, understanding the causes and effects of the American Revolution. The goal is to enable students to demonstrate their comprehension through a chosen medium that aligns with their strengths and interests.
1. Teacher GRASPS Document
The teacher’s GRASPS (Goals, Role, Audience, Situation, Product, Standards) document clearly defines the task parameters. For example, students are tasked with creating a multimedia presentation that explains the causes of the American Revolution, acting as historical educators presenting to a community audience. The document emphasizes clear objectives, success criteria, and alignment with standards, ensuring transparency and purpose.
2. Teacher Planning Documents
Planning documents involve detailed lesson plans, scaffolding strategies, and formative assessments. These plans include guiding questions, resource lists, and checkpoints to monitor student progress. Teachers should prepare materials such as primary sources, technology tools, and example projects, facilitating differentiated instruction to accommodate various learning needs.
3. Interesting Student Copy
The student-facing document should be visually appealing, engaging, and comprehensible. It introduces the project with a compelling hook—perhaps a thought-provoking question or a relevant scenario—and clearly outlines expectations, timeline, and assessment criteria. The language should motivate students and clarify that their creativity and critical thinking are valued.
4. Rubric
The rubric provides transparent criteria for assessment across multiple levels of mastery. It covers aspects such as accuracy of content, creativity, presentation skills, use of resources, and collaboration (if applicable). Descriptors range from "Exceeds Expectations" to "Beginning," guiding students on what excellence looks like and where improvement is needed.
Implementation and Impact
Once developed, the performance assessment can be implemented in stages, with ongoing feedback to enhance student learning. It encourages multiple intelligences and allows students to showcase their understanding innovatively. Such assessments not only measure mastery but also foster skills like research, communication, and artistic expression.
Conclusion
Creating a diversified performance assessment rooted in the GRASPS framework ensures that all students have equitable opportunities to demonstrate mastery. By integrating engaging materials, clear criteria, and thoughtful planning, educators can cultivate an environment where every student's strengths are recognized and valued, ultimately leading to deeper understanding and improved learning outcomes.
References
Allen, K. (2019). Assessment for Learning: Strategies to Improve Student Learning. New York: Routledge.
Biggs, J., & Tang, C. (2011). Teaching for Quality Learning at University. McGraw-Hill Education.
Marzano, R. J. (2006). Classroom Management that Works: Research-Based Strategies for Every Teacher. ASCD.
Popham, W. J. (2014). Classroom Assessment: What Teachers Need to Know. Pearson Education.
Wiggins, G., & McTighe, J. (2005). Understanding by Design. ASCD.
Stiggins, R. (2005). From Formative Assessment to Assessment for Learning. Phi Delta Kappan.
Black, P., & Wiliam, D. (1998). Inside the Black Box: Raising Standards Through Classroom Assessment. Phi Delta Kappan, 80(2), 139-148.
Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners. ASCD.
Harlen, W., & James, M. (1997). Assessment and Learning: Differences and Relationships between Formative and Summative Assessment. Assessment in Education: Principles, Policy & Practice, 4(3), 365-379.