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Title: EDU 645 Course Extraordinary Success/ tutorialrank.com


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EDU 645 Course Extraordinary Success
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EDU 645 Course Extraordinary Success
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  • ASHFORD EDU 645 Entire Course
  • EDU 645 Entire Course
  • EDU 645 Week 1
  • Assessment Crisis. Watch the video Linda
    Darling-Hammond on Competing Internationally.
    Then, explain the current crisis in America with
    regards to education and assessment. What do you
    think the cause(s) of this crisis might be? What
    are the possible implications? Explain your
    reasoning. Respond substantively to at least two
    of your peers. Analyze their responses and
    compare and contrast their reasoning with yours.
  • This Tutorial contains 2 Papers for each
    Assignment (not for DQs)
  • EDU 645 Week 1 Discussion 1 Formative Assessments
  • EDU 645 Week 1 Discussion 2 Standards and
    Objectives
  • EDU 645 Week 2 Discussion 1 Gradual Release of
    Responsibility
  • EDU 645 Week 2 Discussion 2 Embedded Formative
    Assessment

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  • EDU 645 Week 1 Assignment Response to Intervention
  • EDU 645 Week 1 Discussion 1 Formative Assessments
  • EDU 645 Week 1 Assignment Response to
    Intervention
  • Business - General Business
  • Response to Intervention. What is the purpose of
    the response-to-intervention (RTI) approach? What
    are the benefits of this approach? What are the
    challenges? Can you think of any way to overcome
    these challenges? Why is it important to
    intervene early in a students learning
    experience? Your paper should be 4-6 pages
    (excluding title and reference pages), and
    formatted to APA standards
  • EDU 645 Week 1 Discussion 1 Formative Assessments
  • Formative Assessments
  • According to Chapter 1 of the required text,
    Formative assessment is assessment FOR learning.
    Summative assessment is assessment OF learning.
    Formative assessments occur during the lesson as
    opposed to the end of a unit of instruction and
    should be the primary focus of assessment in
    schools.

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  • EDU 645 Week 1 Discussion 2 Standards and
    Objectives
  • EDU 645 Week 1 DQ 1 Assessment Crisis
  • EDU 645 Week 1 Discussion 2 Standards and
    Objectives
  • Standards and Objectives.
  • a. Describe the purpose of a learning standard
    (referred to as a goal in Chapter 1) and the
    critical components of a learning objective.
  • How would you differentiate between the two if
    attempting to explain it to somebody else?
  • EDU 645 Week 1
  • Assessment Crisis. Watch the video Linda
    Darling-Hammond on Competing Internationally.
    Then, explain the current crisis in America with
    regards to education and assessment. What do you
    think the cause(s) of this crisis might be? What
    are the possible implications? Explain your
    reasoning. Respond substantively to at least two
    of your peers. Analyze their responses and
    compare and contrast their reasoning with yours.

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  • EDU 645 Week 1 DQ 2 No Child Left Behind
  • EDU 645 Week 1 Journal Formative and Summative
    Assessment
  • No Child Left Behind (NCLB) and High-Stakes
    Testing (HST) Debate. The effects of the No Child
    Left Behind (NCLB) Act on high-stakes testing
    (HST) has generated controversy amongst
    educators. In this discussion you will briefly
    debate the efficacy of NCLB. Find your assigned
    Debate Group below Debate Grouping (by first
    letter of last name)
  • EDU 645 Week 1 Journal Formative and Summative
    Assessment
  • Business - General Business
  • Formative and Summative Assessment. Compare and
    contrast formative and summative assessment. What
    is the purpose of each, as it relates to
    learning? How might an educator use each to
    reflect on his or her teaching strategies?

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  • EDU 645 Week 2 Assignment Instructional Plan
    Design Analysis (2 Papers)
  • EDU 645 Week 2 Assignment Learning Outcomes
  • This Tutorial contains 2 Papers
  • Instructional Plan Design Analysis
  • Three instructional plan templates constructed by
    a variety of leaders in education provide solid
    examples of what quality instructional plans
    should include. The work of Madeline Hunter dates
    the furthest back and is still used today,
    primarily in the elementary setting. Grant
    Wiggins and Jay McTighe provide a more modern
    approach to curriculum and lesson design with
    their model of Understanding by Design (UbD).
  • EDU 645 Week 2 Assignment Learning Outcomes
  • Business - General Business
  • Learning Outcomes. Create a blog using WordPress
    or Blogger. This will act as a portfolio for your
    work in this course, so it is important to make
    it presentable and polished by using a
    professional URL and a consistent theme and
    format throughout the blog.

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  • EDU 645 Week 2 Discussion 1 Gradual Release of
    Responsibility
  • EDU 645 Week 2 Discussion 2 Embedded Formative
    Assessment
  • EDU 645 Week 2 Discussion 1 Gradual Release of
    Responsibility
  • Gradual Release of Responsibility
  • After viewing the videos Improving Practice with
    Sarah Brown Wessling and Embedded Formative
    Assessments, and after reading Releasing
    Responsibility by Fisher and Frey, discuss the
    following
  • Part 1
  • Embedded Formative Assessment. Discuss the
    following
  • What evidence did you see in the
    video New Teacher Survival Guide Planning
    linking the concept of beginning with the end in
    mind and formative assessment?
  • What did the instructional
    coach/department chair say is the question you
    ask yourself to assess learning?

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  • EDU 645 Week 2 DQ 1Two Classroom Measurement
    Problems
  • EDU 645 Week 2 DQ 2 Three
  • EDU 645 Week2
  • Two Classroom Measurement Problems. What do the
    authors say are the two general problems
    encountered in classroom measurement? How are
    these two problems similar to each other? Explain
    why it is important to surmount these challenges,
    and brainstorm strategies for overcoming them.
  • Three-Stage Model of Classroom Measurement. What
    do the authors mean in saying any good classroom
    test begins with your objectives
    (KubiszynBorich, 2010)? Doyouagreeordisagreewith
    this statement? Why or why not? Respond to at
    least two of your classmates, offering
    substantive feedback on their interpretation of
    this quote, and providing your thoughts on why
    some teachers (intentionally or unintentionally)
    choose not to use objectives or outcomes.

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  • EDU 645 Week 2 Journal Norm
  • EDU 645 Week 3 Assignment 21st Century
    Instructional Plan Design Description (2 Papers)
  • EDU 645 Week 2 Journal Norm-Referenced and
    Criterion-Referenced Tests
  • Business - General Business
  • Norm-Referenced and Criterion-Referenced Tests.
    Explain the difference between norm-referenced
    and criterion-referenced tests, and recall a time
    when you were asked to take one of each. Do you
    think either test supported your learning? Why or
    why not? If not, explain what you think could
    have helped it support your learning
  • This Tutorial contains 2 Papers
  • 21st Century Instructional Plan Plan Design
    Description
  • Part 1 Instructional Plan Design
  • Synthesize what you have learned thus far by
    developing an instructional plan utilizing one of
    the templates provided in Week Two. Be sure to
    consult the Instructor Guidance for added support
    in creating a high quality instructional plan.

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  • EDU 645 Week 3 Assignment Test and Essay Items
  • EDU 645 Week 3 Discussion 1 Integrating Technology
  • EDU 645 Week 3 Assignment Test and Essay Items
  • Business - General Business
  • Test and Essay Items. In the portfolio blog you
    created last week, develop at least three test
    items that support your outcomes, and write at
    least one essay item that supports your outcomes.
    These should be included in the same post as your
    outcomes. Then, start a new post in your blog
    that explains your thought process and rationale
    behind the test items and essay item(s).
  • EDU 645 Week 3 Discussion 1 Integrating
    Technology
  • Integrating Technology
  • Discuss the following
  • What evidence did you see and hear by watching
    Mr. Pronovost Differentiating Instruction Through
    Interactive Games that supports what has been
    learned thus far regarding setting
    communicating learning objectives, using the
    gradual release model, giving feedback, and
    assessment?

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  • EDU 645 Week 3 Discussion 2 Rigor, Thinking, and
    Technology
  • EDU 645 Week 3 DQ 1Portfolio Assessment
  • Rigor, Thinking, and Technology. According to the
    vision statement of the Partnership for 21st
    Century Skills, education systems should pursue
    measurement of student outcomes that are
  • Performance-based
  • Embedded in curriculum
  • Based on a common evidentiary model of cognition
    and learning
  • EDU 645 Week3
  • Portfolio Assessment. Explain the three
    challenges to validity when using portfolios as
    assessments, and evaluate the benefits they offer
    to the learning experience. Respond to at least
    two of your classmates, offering substantive
    feedback on their evaluation of portfolios as
    learning tools. Do you agree with your
    classmates evaluations? Why or why not?

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  • EDU 645 Week 3 DQ 2 Performance
  • EDU 645 Week 4 Assignment 21st Century
    Instructional Plan Student Population (2 Papers)
  • Performance/Authentic Assessments. The authors
    state that there is a temptation to limit the
    scoring criteria to those qualities of
    performance that are easiest to rate rather than
    the most important required for doing an
    effective job (KubiszynBorich, 2010). What do
    they mean by this? Explain the benefits and
    challenges of incorporating performance
    assessments, and evaluate their overall
    effectiveness in the classroom. Respond to at
    least two of your classmates with substantive
    feedback on their evaluation of this quote.
    Explain how your interpretation of this quote is
    similar and/or different
  • This Tutorial contains 2 Papers
  • EDU 645 Week 4 Assignment
  • 21st Century Instructional Plan Student
    Population
  • Part 1 Instructional Plan Design
  • This week you will construct a new instructional
    plan by considering your student population.
    Regardless of grade level, your class consists of
    27 students. Of those, two are diagnosed with
    specific learning disabilities (SLD) in reading
    and math. One student has Attention Deficit
    Hyperactivity Disorder (ADHD). Moreover, you just
    received a student last week who is not fluent in
    English (ELL).

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  • EDU 645 Week 4 Assignment Analyzing and Improving
    a Test Using Statistics
  • EDU 645 Week 4 Discussion 1 Special Populations
  • EDU 645 Week 4 Assignment Analyzing and Improving
    a Test Using Statistics
  • Business - General Business
  • Analyzing and Improving a Test Using Statistics.
    In the online course, view the results for a
    hypothetical psychology test. Then, create a
    report with the following
  • a. The mean score for each question.
  • b. The mean score for the entire test.
  • c. A graph that represents the scores for each
    question.
  • EDU 645 Week 4 Discussion 1 Special Populations
  • Special Populations
  • As we discuss special populations this week, we
    are going to approach it through the lens of
    being a Student Teacher in a Special education
    classroom. Also, we will explore other resources
    to assist in better understanding Special
    populations when developing curriculum
    assessments.

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  • EDU 645 Week 4 DQ 1Item Analysis
  • EDU 645 Week 4 DQ 2 Marking
  • EDU 645 Week4
  • Item Analysis. Explain quantitative item analysis
    and qualitative item analysis. What are their
    benefits to learning and assessment? What are the
    risks to learning and assessment if these types
    of analyses are not administered? Finally,
    provide two examples of imperfect test items for
    your peers to qualitatively analyze. Explain why
    you think it is necessary for teachers to use a
    combination of both qualitative and quantitative
    item analysis. Respond to at least two of your
    peers, identifying the errors in their listed
    test.
  • Marking. Why do the authors propose that marks
    only reflect academic achievement, and not other
    factors like effort or attitude? Could including
    factors like these in the marking data affect
    instructional decisions that need to be made?
    Explain. Respond to at least two of your peers,
    providing feedback on their support for or
    against including other factors in marks/grades.

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  • EDU 645 Week 4 Journal Marks and Marking Systems
  • EDU 645 Week 4 Journal Rubric Analysis (2 Papers)
  • Reflection
  • EDU 645 Week 4 Journal Marks and Marking Systems
    Reflection
  • Business - General Business
  • Marks and Marking Systems Reflection. Select one
    of the following prompts pertaining to marks and
    marking systems, for critical reflection
  • This Tutorial contains 2 Papers
  • EDU 645 Week 4 Journal
  • Rubric Analysis
  • Using two different sources, respond in writing
    (APA format) using the prompts below to guide
    your written analysis.
  • Part 1
  • Explore the Exemplars website, specifically the
    Resources tab for Rubrics. Review the Exemplars
    Math Rubric and Exemplars Reading Rubric.

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  • EDU 645 Week 5 Assignment Performance Task
    Analysis- Summative Assessment Preparation(2
    Papers)
  • EDU 645 Week 5 Assignment Validity
  • This Tutorial contains 2 Papers
  • Performance Task Analysis- Summative Assessment
    Preparation. This weeks assignment is to bring
    us back to your own summative assignment for the
    course the design of a summative assessment. You
    will spend some time analyzing the Smarter
    Balanced Assessment Consortium website to inform
    your response. The following must be done before
    constructing your assignment
  • EDU 645 Week 5 Assignment Validity, Reliability,
    and Accuracy
  • Business - General Business
  • Validity, Reliability, and Accuracy. Select one
    of the learning outcomes below and draft a
    hypothetical assessment that supports the outcome
    (e.g., multiple choice items, essay items,
    authentic assessment, etc.). Explain how you plan
    to promote validity and reliability in your
    assessment, and how your assessment addresses the
    four categories of sources of error identified in
    the text, thereby promoting accuracy. Learning
    Outcomes

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  • EDU 645 Week 5 Discussion 1 Getting students to
    think about their thinking
  • EDU 645 Week 5 DQ 1Correlation and Causality
  • EDU 645 Week 5 Discussion 1 Getting students to
    think about their thinking
  • Getting students to think about their thinking.
  • Part 1. Access TEDEd. Take some time to peruse
    through the menu of lessons and provide us with
    your impressions. The following serves to prompt
    your response as opposed to a required list
  • o How do the lessons in TEDEd promote student
    engagement?
  • EDU 645 Week5
  • Correlation and Causality.According to the
    authors of the textbook, one of the most
    frequent misinterpretations in statistics (and in
    education) is to infer that because two variables
    are correlated with one another, one variable
    causes the other (KubiszynBorich, 2010). What
    does this mean? What are the potential dangers to
    assessment and learning when one mistakenly
    implies causality where only a correlation
    between two variables exists? Respond to at least
    two of your peers, providing feedback on their
    listed

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  • EDU 645 Week 5 DQ 2 Validity and Reliability
  • EDU 645 Week 6 Discussion 1 Using Student Data
    for Instructional Improvement
  • Validity and Reliability. Using Mind meister or
    Microsoft Word, create a mind map that represents
    the various types of validity and reliability,
    and explains why they are important in learning
    and assessment. Then, post your mind map to the
    discussion forum, either as an attachment (for
    Word documents) or pasted link (for Mind
    meister). View your classmates mind maps, and
    respond to at least two of them with constructive
    feedback. Select at least two pieces of
    information from their mind maps, and explain how
    they can be used to create better assessments.
    Each peer response should be between 100-150
    words.
  • EDU 645 Week 6 Discussion 1 Using Student Data
    for Instructional Improvement
  • Using Student Data for Instructional
    Improvement.
  • Following your last lesson, you discover only 60
    of your students met the learning outcome. Not
    only did they demonstrate a lack of understanding
    through non-written, observable formative
    assessments, but the data from their assignment
    as scored through use of a rubric revealed the
    majority of the class did not meet the objective.

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  • EDU 645 Week 6 DQ 1Standardized Testing
  • EDU 645 Week 6 Final Paper Curriculum Based
    Summative Assessment Design (2 Papers)
  • EDU 645 Week6
  • Standardized Testing. Watch the video
    Comprehensive Assessment An Overview. Then,
    using the Ashford library, locate one journal
    article related to standardized testing. In the
    discussion forum, summarize the article, and
    identify at least two advantages and two
    disadvantages to standardized testing, utilizing
    both the article and video in your post. Make
    sure to cite the article and explain where it can
    be located in the Ashford library.
  • This Tutorial contains 2 Papers
  • Curriculum based summative assessment design
  • Part 1
  • Pre- assessment description
  • Before summative assessing of the learning on
    which the objective is to evaluate, what the
    students have learnt at the end of a unit is
    important to have a comprehensive description of
    pre assessment. Pre- assessment or formative
    assessment is part of institutionalprocess.

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  • EDU 645 Week 6 Final paper
  • EDU 645 Week 6Summary
  • EDU 645 Week 6 Final paper
  • Business - General Business
  • Final Paper Assessment Plans
  • Demonstrate your understanding of the concepts
    covered in this course by developing a plan to
    assess learner performance. This plan should be
    constructed in your portfolio blog, and should
    include the following elements
  • Purpose and Learning Outcome Describe the
    purpose of your assessment plan. Then, write a
    learning outcome that supports the purpose you
    have described.
  • Tip This purpose must involve the learning of
    some knowledge or skill.
  • EDU 645 Summary. Review the content in the past
    five weeks of this course and list at least five
    take-away items that you have learned. Identify
    at least one concept that you had a hard time
    understanding at first, or still do not fully
    understand. Review your classmates posts, and
    respond to at least two of them. In each
    response, try to explain the concept that your
    classmate did not or does not understand.

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  • EDU 645 Week 5 Journal Accuracy and Error
  • EDU 645 Week 5 Journal Accuracy and Error
  • Business - General Business
  • Accuracy and Error. The authors of your textbook
    state that all tests and scores are imperfect
    and are subject to error (KubiszynBorich,
    2010). What do they mean by this? Why is it
    important to recognize that there is no perfect
    test? Knowing this, what can you do to ensure
    that you obtain the most accurate assessment
    results as possible?

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