Once a unit of instruction has been taught, an educator may use a summative assessment to determine if learners have mastered the standards and learning objectives. Remember, the formative assessments determine how learning is occurring during instruction so that educators can make any necessary changes to support learning, whereas the summative assessment determines actual achievement of the standards and objectives reflected in a grade. For this assignment, you will be creating your own summative assessment based on the standard you selected and objectives you created. Prepare Prior to beginning work on this assignment, · Read Chapter 6: Summative Assessment · Read Chapter 7: Performance-Based Assessment · Read Chapter 8: Teacher-Made Assessments · Review Creating and Using Rubrics (Links to an external site.) and complete the interactive tool at the end of Chapter 7.6 that will walk you through the process of developing a rubric for a performance based assessment. · Download the Week 3 Test Blueprint template to use for your assignment. · Review the Week 3 Weekly Lesson · Research a scholarly article in the Ashford University Library regarding the benefits and challenges of performance-based assessments. · Choose one of the links to help you create a rubric: o Quick Rubric (Links to an external site.) o Rubistar (Links to an external site.) o Teachnology General Rubric Generator (Links to an external site.) Reflect Begin thinking about the different ways that teachers assessed your knowledge. What were typical assessments that you experienced? Did they use multiple-choice tests, essays, projects, or presentations? Content Instructions Part 1 Complete the following using the Week 3 Test Blueprint template: · Create a test blueprint comprised of 10 test items that include the following criteria: o Six test items must be selected-responses (Must have at least one multiple-choice, one matching, and one true or false question. You can pick any other type of selected-response questions for your other 3 questions.) § Use the checklists found in Tables 8.6, 8.7, and 8.8 of your text (Chapter 8) to make sure your selected-responses meet the guidelines. o Three test items must be short-answer constructed responses (see Chapter 8.8) o One test item must be a performance-based assessment (see Chapter 7) § Examples: Presentation, Performances, Projects, Debates, Reports · Create your test items reflected in your testing blueprint. Be sure to label each question with the aligned objective and level of Blooms Taxonomy. Questions must address at least three different levels of Blooms Taxonomy which are reflected in your learning objectives. · Create an analytic rubric to assess the performance based assessment developed in the test blueprint. (see Chapter 7.6 and Creating and Using Rubrics (Links to an external site.) ). It must include the following: o At least four levels of performance for rating scale (example: Novice, Apprentice, Practitioner, Expert or Exemplary, Proficient, Developing, Inadequate) o At least four different criteria that are aligned to the learning objectives and assignment (For example, your performance-based assessment might require criteria such as critical thinking, using research to support analysis, and grammar and mechanics) o Clear performance level descriptions for each criterion based on the rating scale. Part 2 After you have completed your test blueprint and test questions, on a new page using the heading Reflection (center it), discuss the following questions: · Describe the advantages and limitations of using selected-response and constructed-response assessments. o Use evidence from your readings to support your analysis. · Discuss the main requirements of a good performance-based assessment and relate those requirements to the one you created. (see Chapter 7.4). o What are the benefits and challenges with using performance-based assessments? Consider the challenge of using rubrics to a…
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