Total Possible Score: 800 Redesign, Alignment, And Mastery
total Possible Score 800redesign Alignment And Mastery
Redesign - Alignment and Mastery Total: 1.00
Effectively redesigns an instructional plan with assessment plans embedded throughout, or a full assessment plan with a summative assessment that includes alignment between specific skills, CCSS, and objectives, and meets criteria for mastery.
Adequately redesigns an instructional plan with assessment plans embedded throughout, or a full assessment plan with a summative assessment that includes alignment between specific skills, CCSS, and objectives, and meets criteria for mastery. Minor details are missing.
Minimally redesigns an instructional plan with assessment plans embedded throughout, or a full assessment plan with a summative assessment that includes alignment between specific skills, CCSS, and objectives, and meets criteria for mastery. Relevant details are missing.
Ineffectively redesigns an instructional plan with assessment plans embedded throughout, or a full assessment plan with a summative assessment that includes alignment between specific skills, CCSS, and objectives, and meets criteria for mastery. Significant details are missing.
The redesign of the instructional plan is either nonexistent or lacks the components described in the assignment instructions.
Redesign - Learning and Innovation Skills Total: 1.00
Effectively redesigns an instructional plan with assessment plans embedded throughout, or a full assessment plan with a summative assessment that includes specific Learning and Innovation skills from either/each of the following: Creativity and Innovation, Critical Thinking and Problem Solving, and/or Communication and Collaboration.
Adequately redesigns an instructional plan with assessment plans embedded throughout, or a full assessment plan with a summative assessment that includes specific Learning and Innovation skills from either/each of the following: Creativity and Innovation, Critical Thinking and Problem Solving, and/or Communication and Collaboration. Minor details are missing.
Minimally redesigns an instructional plan with assessment plans embedded throughout, or a full assessment plan with a summative assessment that includes specific Learning and Innovation skills from either/each of the following: Creativity and Innovation, Critical Thinking and Problem Solving, and/or Communication and Collaboration. Relevant details are missing.
Ineffectively redesigns an instructional plan with assessment plans embedded throughout, or a full assessment plan with a summative assessment that includes specific Learning and Innovation skills from either/each of the following: Creativity and Innovation, Critical Thinking and Problem Solving, and/or Communication and Collaboration. Significant details are missing.
The redesign of the instructional plan is either nonexistent or lacks the components described in the assignment instructions.
Summary - Introduction/Conclusion Total: 1.00
Effectively writes an introductory paragraph to the summary that concisely presents the scope and organization of the summary writing, as well as a concluding paragraph that fully recaps the summary's key points.
Writes an introductory paragraph to the summary that presents the scope and organization of the summary writing, as well as a concluding paragraph that recaps the summary's key points. Minor details are missing.
Writes an introductory paragraph to the summary that vaguely presents the scope and organization of the summary writing, as well as a concluding paragraph that somewhat recaps the summary's key points. Relevant details are missing.
Ineffectively writes an introductory paragraph to the summary that does not present the scope and organization of the summary writing, as well as a concluding paragraph that does not summarize the summary's key points.
The introduction and conclusion are either nonexistent or lack the components described in the assignment instructions.
Summary - Modification Total: 1.00
Effectively summarizes, in one paragraph, the changes made to the activity to meet the redesign expectations for this assignment. Includes a statement of how the redesign provides evidence of mastery of Program Learning Outcomes 3, 5, and 7.
Adequately summarizes, in one paragraph, the changes made to the activity to meet the redesign expectations for this assignment. Includes a statement of how the redesign provides evidence of mastery of Program Learning Outcomes 3, 5, and 7. Minor details are missing.
Minimally summarizes, in one paragraph, the changes made to the activity to meet the redesign expectations for this assignment. Includes a statement of how the redesign provides evidence of mastery of Program Learning Outcomes 3, 5, and 7. Relevant details are missing.
Either ineffectively summarizes, in one paragraph, the changes made to the activity to meet the redesign expectations for this assignment, or does not include a statement of how the redesign provides evidence of mastery of Program Learning Outcomes 3, 5, and 7. Significant details are missing.
The summary is either nonexistent or lacks the components described in the assignment instructions.
Summary - Evaluation Total: 1.00
Effectively evaluates, in one paragraph, how the assessment promotes Learning and Innovation Skills, assesses how it could be used as a tool for ongoing evaluation of student progress, and evaluates how it could be used as a guide for teacher and student decision making. Includes substantial detail.
Adequately evaluates, in one paragraph, how the assessment promotes Learning and Innovation Skills, assesses how it could be used as a tool for ongoing evaluation of student progress, and evaluates how it could be used as a guide for teacher and student decision making. Minor details are missing.
Minimally evaluates, in one paragraph, how the assessment promotes Learning and Innovation Skills, assesses how it could be used as a tool for ongoing evaluation of student progress, and evaluates how it could be used as a guide for teacher and student decision making. Relevant details are missing.
Ineffectively evaluates, in one paragraph, how the assessment promotes Learning and Innovation Skills, assesses how it could be used as a tool for ongoing evaluation of student progress, and evaluates how it could be used as a guide for teacher and student decision making. Significant details are missing.
The evaluation is either nonexistent or lacks the components described in the assignment instructions.
Summary - Reflection Total: 1.00
Effectively summarizes, in one paragraph, the experience with the redesign in terms of challenges one encountered and how one overcame those challenges. Includes substantial detail.
Adequately summarizes, in one paragraph, the experience with the redesign in terms of challenges one encountered and how one overcame those challenges. Minor details are missing.
Minimally summarizes, in one paragraph, the experience with the redesign in terms of challenges one encountered and how one overcame those challenges. Relevant details are missing.
Ineffectively summarizes, in one paragraph, the experience with the redesign in terms of challenges one encountered and how one overcame those challenges. Significant details are missing.
The summary is either nonexistent or lacks the components described in the assignment instructions.
Written Communication: Control of Syntax and Mechanics Total: 0.50
Displays meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors and is very easy to understand.
Displays comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains only a few minor errors and is mostly easy to understand.
Displays basic comprehension of syntax and mechanics, such as spelling and grammar. Written work contains a few errors which may slightly distract the reader.
Fails to display basic comprehension of syntax or mechanics, such as spelling and grammar. Written work contains major errors which distract the reader.
The assignment is either nonexistent or lacks the components described in the instructions.
Written Communication: APA Formatting Total: 0.50
Accurately uses APA formatting consistently throughout the paper, title page, and reference page.
Exhibits APA formatting throughout the paper. However, layout contains a few minor errors.
Exhibits limited knowledge of APA formatting throughout the paper. However, layout does not meet all APA requirements.
Fails to exhibit basic knowledge of APA formatting. There are frequent errors, making the layout difficult to distinguish as APA.
The assignment is either nonexistent or lacks the components described in the instructions.
Written Communication: Page Requirement Total: 0.50
The length of the paper is equivalent to the required number of correctly formatted pages.
The length of the paper is nearly equivalent to the required number of correctly formatted pages.
The length of the paper is equivalent to at least three quarters of the required number of correctly formatted pages.
The length of the paper is equivalent to at least one half of the required number of correctly formatted pages.
The assignment is either nonexistent or lacks the components described in the instructions.
Written Communication: Resource Requirement Total: 0.50
Uses more than the required number of scholarly sources, providing compelling evidence to support ideas.
All sources on the reference page are used and cited correctly within the body of the assignment.
Uses the required number of scholarly sources to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.
Uses less than the required number of sources to support ideas. Some sources may not be scholarly.
Most sources on the reference page are not used within the body of the assignment. Citations may not be formatted correctly.
The assignment is either nonexistent or lacks the components described in the instructions.
Paper For Above instruction
The task involves a comprehensive redesign of an instructional plan with an emphasis on alignment, mastery, integration of learning and innovation skills, and reflective evaluation. This process includes embedding assessment plans throughout the instructional design, ensuring alignment with specific skills, Common Core State Standards (CCSS), and clear objectives to meet mastery criteria. The redesign requires incorporating Learning and Innovation Skills such as Creativity and Innovation, Critical Thinking and Problem Solving, and Communication and Collaboration, emphasizing their integration into instructional strategies. Additionally, the project involves crafting a well-structured summary with appropriate introduction and conclusion, detailed reflection on the redesign process and challenges encountered, and evaluation of the assessment's role in promoting ongoing learning.
The instructional plan must align assessments with specific skills and standards, demonstrate mastery through careful integration of these elements, and incorporate Learning and Innovation Skills. The rewritten plan should include embedded assessments that support formative and summative evaluation, fostering continuous improvement and student engagement. The inclusion of strategic reflection on challenges faced during redesign, and how those challenges were addressed, is necessary to demonstrate growth and problem-solving abilities. Moreover, the evaluation of the assessment's effectiveness in promoting Learning and Innovation Skills, as well as guiding instructional decision-making, is essential.
The final deliverable should be a well-organized, thorough paper of approximately 1000 words, with proper APA formatting, appropriate scholarly and credible sources, and adherence to page length requirements. The paper must demonstrate control of syntax and mechanics for clarity and professionalism. The work should clearly articulate the process, components, and reflections of the instructional redesign, providing evidence of mastery of relevant Program Learning Outcomes and educational standards.
References
- Darling-Hammond, L. (2010). The flat world and education: How America's commitment to equity will determines our future. Teachers College Press.
- Guskey, T. R. (2000). How classroom assessments align with standards. Phi Delta Kappan, 81(3), 198-201.
- Marzano, R. J. (2007). The art and science of classroom assessment: The best of Marzano, Marzano & Pickering. ASCD.
- Popham, W. J. (2010). Classroom assessment: What teachers need to know. Pearson Education.
- Wiggins, G., & McTighe, J. (2005). Understanding by Design. Ascd.
- Black, P., & Wiliam, D. (1998). Inside the Black Box: Raising Standards Through Classroom Assessment. Phi Delta Kappan, 80(2), 139-148.
- McTighe, J., & Wiggins, G. (2012). Understanding by Design Framework. ASCD.
- Heritage, M. (2010). Formative Assessment: Making It Happen in the Classroom. Corwin Press.
- Shepard, L. A. (2000). The role of assessment in a learning culture. Educational Researcher, 29(7), 4-14.
- Stiggins, R. (2005). From formative assessment to assessment FOR learning: A path to success in Standards-Based Schools. Phi Delta Kappan, 87(4), 324-328.