Curriculum Based Summative Assessment Design 1

1438 words 6 pages
CURRICULUM BASED SUMMATIVE ASSESSMENT DESIGN

Curriculum Based Summative Assessment Design
Rosalind Rogers
EDU645: Learning & Assessment for the 21st Century
Dr. Amy Gray
December 22, 2014

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CURRICULUM BASED SUMMATIVE ASSESSMENT DESIGN

Part 1

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The Summative Assessment Design is to develop the students with addition and subtraction by having multiple strategies to addition by placing together and understanding, and also to understand the subtraction in taking from and taking apart. Each student will be able to demonstrate the understanding of joined addition and/or separated subtraction of its objections by demonstrating addition and also subtraction in different
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Student shows little understanding of the problem.

1

Student demonstrates no understanding of the problem.

0

Student does not respond to the problem.

DOK LEVELS


Level 1: Demonstrates minimal success (0-1 points)



Level 2: Demonstrates performance potential standard (2 points)



Level 3: Demonstrates performance at standard (3-4 points)



Level 4: Achieves high level of standards (5 points)

CURRICULUM BASED SUMMATIVE ASSESSMENT DESIGN

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Part 3

The assessment is to support the specific purpose in grading and giving feedback to the student’s mastery of what they learned and discovery as individual students. “Formative assessments are usually less formal then summative assessments and, although the instructor may keep a record of the results, they are not used to report official achievement progress, such as a letter grade” (Nitko, 2001). Therefore I will be using a formative assessment so I may monitor my students learning progress. When the assessment is affected it is by developed of teachers that can support the instruction of accountability and; for teachers would have enough time to get the data collection to meet the teacher classroom needs. Teachers will make the time to see what they learned from the data regarding their students, and added it to their instructions.
With a good program of a individual assessment will have three context to it: first the personal characteristics, can be relative

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