Posted: September 18th, 2022

Week 47

Please need asap 

Reading Resurces:

Brookhart, S., & Nitko, A. (2019).
Educational assessment of students (8th ed.).

· Chapter 9: Fill-in-the-Blank and True-False Items (167-179 pages only)

· Chapter 10: Multiple Choice and Matching Exercises (182-210 pages only)

· Chapter 11: Higher-Order Thinking, Problem Solving, and Critical Thinking (optional)

· Chapter 12: Essay Assessment Tasks (243-258 pages only)

· Chapter 13: Performance and Portfolio Assessments (261-298 pages only)

Part A: After reading this week’s readings & resources, respond to the following prompt. How do grades relate to student success? Think about the following questions: why do we have grades, are grades necessary, personal grade experiences about learning, and who benefits from the grading process?

Part B-

Using your

assessment plan


grading model

, craft assessment items for each type listed below. For each item, indicate the objective being assessed.

· Fill-in-the-blank – write a minimum of three items

· True-False – write a minimum of three items

· Multiple Choice – write a minimum of three items

· Matching – write one matching set that has at least five premises and responses

· Essay – write one essay prompt and include a rubric to assess student responses

· Performance Assessment – use the description from your assessment plan and include a rubric to assess student performance

Part C:

Write a Gist statement that addresses the prompt. Your Gist statement needs to be 75 words or less. A typical Gist statement is usually 20 words or less, but due to the complexity of the prompt, the word length has been increased.

Unit Title: Assessment Plan week of August 29-September 2
Standard 2:1.2.PC.1
Students will correctly form letters and use appropriate spacing for letters, words, and
sentences using left-to-right and top-to-bottom progression.
With comprehension progress, students will be able to write a complete sentence with
punctuation and capital letters from left to right.
The students will use decoding and word recognition skills to form letters correctly and
understand the development of the concept between spacing and using proper hand position.
Student-centered objective
Students will be able to identify the basics of the story. Students will share ideas about what
they have read, heard, or viewed. They use comprehension strategies.
Performance-centered objective-
The students will demonstrate their understanding of Organization and basic print features by
studying five samples presented and identifying at least two.
Content-oriented objective
Students will develop foundational skills for reading and writing proficiency by working with
sounds, letters, and text. The students will identify the parts of spoken words in ten different
Diagnostic Assessment
Students will demonstrate what they know by using lined sheets of paper to make sentences
and forming words together correctly in spacing in small groups.
Lesson 1:
Students will decode and read words in context and isolation by applying phonics and word
analysis skills, starting with how to write the words.

Lesson 2:
Students will extend the academics of the lesson and start writing their vocabulary words and
making sentences from the story.

Lesson 3:
Students will practice handwritting from left to right in their journal.
Formative assessments
We will Visualize pictures from the story to understand what was read during reading. Pair
students up on the rug and pass one book to each pair. Have the teams do a picture walk and
discuss the book together.Ask each pair to share one thing they liked about their books.
Assess if students can choose one of the ways to read a book during the independent work
portion of the lesson. As well as I will Walk around and informally assess which students are
reading the words and which are reading using pictures.

1.Check the class average to see how everyone understands the concept.
2. The students will take a pre-test on units 1,2, and 3.
3. Curriculum-based monitoring tests of the students. I will observe the students- The individual
interaction between the students and provide anopportunity to evaluate the student’s progress.
4.Halfway through the objectives we will take a 20 min quiz to see how the concept is being
Independent investigation (Performance assessment)
The students will apply different communication skills by passing around the “share cube” and
sharing their ideas with classmates about what they just read. Then students will break off into
slight group rotations and divide into groups of 4 to use stem activities to help form letter spaces
by hands-on stem.
Summative assessment (end of unit exam)
Pull each individual Student to see if they can fluently read and comprehend text at their reading
level and Assess phonemic awareness, phonics, fluency, and comprehension.
Unit Test over our story.
Pass out lined paper to see if students can write full sentences from left-to-right and understand
from top-to-bottom progression.

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