Krysta Hucke

EDU 645

Wallis Stemm

March 22, 2013

ASSESSMENT PLAN

Grade Level: 7

Achievement Time Frame: 1 month

Completion Of Individual Outcomes Time Frame:

Outcome 1: 4 hours

Outcome 2: 90 minutes

Purpose: This assessment plan is designed to give learners the opportunity to apply their knowledge of anthropocentric environmental degradation.

Learning Outcome 1: Learners will demonstrate an understanding of the process of anthropocentric environmental degradation.

Assessment Context 1: Learners will demonstrate an understanding of the process of anthropocentric environmental degradation by creating a diagram that depicts the process of anthropocentric environmental degradation. To complete the diagram, learners will choose one human activity that leads to some form of environmental degradation. Learners will then create a diagram that illustrates how the human activity leads to a form environmental degradation. The diagram should identify what human activity has been chosen, what environmental element or process the activity is affecting, and what form(s) of environmental degradation can result.   

Holistic Scoring Rubric: Learning Outcome 1

A-Excellent

·         Demonstrates superior understanding of the process of anthropocentric environmental degradation

·         The illustrated process of degradation is clear, orderly, and flawlessly applied

·         All necessary components of the process are included (human activity, affected element/process, form of degradation) and go beyond what was required 

B-Superior

·         Demonstrates a thorough understanding of the process of anthropocentric environmental degradation

·         The illustrated process of degradation is clear and appropriately applied

·         All necessary components of the process are included (human activity, affected element/process, form of degradation)    

C-Satisfactory

·         Demonstrates an acceptable understanding of the process of anthropocentric environmental degradation

·         The illustrated process of degradation is satisfactory and applied in a basic manner

·         Most of the necessary components of the process are included (human activity, affected element/process, form of degradation)

D-Poor

·         Incomplete understanding of the process of anthropocentric environmental degradation

·         The illustrated process of degradation is unclear or incomplete

·         Most of the necessary components of the process are missing or incomplete (human activity, affected element/process, form of degradation)

F-Failing

·         No understanding of the process of anthropocentric environmental degradation

·         The illustrated process of degradation is absent

·         None of the necessary components of the process are included (human activity, affected element/process, form of degradation)

Testing Constraints 1:

Time: Learners will have three full classroom sessions to complete the assessment. Time total: 4 hours.

Reference material: Learners are encouraged to use textbooks and library resources to complete the assessment.

Art materials: Learners are encouraged to use materials from home and from the classroom to complete the assessment.

Other learners: Learners are encouraged to ask other peers for guidance.

Scoring criteria: Learners will be given a scoring card that reflects the holistic scoring rubric used to score the assessment.

Learning Outcome 2: Learners will explain causes of anthropocentric environmental degradation.

Assessment Context 2: Learners will explain causes of anthropocentric environmental degradation in an essay assessment. The essay should include the definition of anthropocentric environmental degradation and include at least three causes of this form of degradation. The essay should also include at least one possible solution for each cause.

Testing Constraints 2:

Time: Learners will be given one full classroom session to complete the essay assessment. Time total: 90 minutes.

Reference materials: Learners will not have access to any reference materials.

Other learners: Learners will not be permitted to discuss the essay assessment or content with peers.

Scoring criteria: learners will be given a scoring card that reflects the holistic scoring rubric used to score the essay assessment.    

EDU 645 Week 3 Assignment (2nd Part)

Krysta Hucke

Start a new post in your blog that explains your thought process and rationale behind the test items and essay items. Use the textbook to support your decisions.

Essay questions and test items have been developed to reliably measure learning.  Reliability of test items and essay questions is important because results can be used to determine if students need additional instruction or if students are ready to move on to new objectives.

Essay Questions: Essay questions have been designed to give students a clear idea of what is expected of them. In giving students a clear idea of what is expected of them, I can better measure students’ learning (Kubiszyn & Borich, 2010). The essay questions are designed to test cognition in a way that integrates knowledge, learning, and imagination. In addition, essay questions have been designed to allow students to establish connections and form knowledge organization, which are important components of essay writing (Kubiszyn & Borich, 2010).  

Test Items: Test items have been designed to allow students to apply learning in a structured manner. To give added structure to the test questions, questions have only one correct answer (Kubiszyn & Borich, 2010). In designing test questions in this manner, I will be able to directly assess whether or not students are accomplishing the objectives. Test questions have been designed to be clear and focused on important concepts. In addition, test question have been designed to directly measure learning outcomes.   

References:

Kubiszyn, T. & Borich, G. (2010). Educational testing & measurement: Classroom application and practice (9th ed.). John Wiley & Sons, Inc., Hoboken, NJ.