Assessment and Feedback

May 16th, 2014
Sigchi4life
Category:
Other
Price: $35 USD

Question description

Using ProQuest or other online sources, compile at least five references related to assessment and feedback strategies for differentiated instruction in a gifted classroom.  Assume that you are a teacher in a gifted classroom with students who exhibit multiple intelligences.  In a three- to four- page paper, select and discuss a pre-assessment and post-assessment that would differentiate instruction to support your students' multiple intelligences.  How would you use feedback from these assessments to reflect upon and modify instruction within a gifted class?  Make recommendations to colleagues about how differentiated instruction would help them in their roles as teachers, as well as how it might improve outcomes for their students.

Your paper should be written in APA format and include references that are appropriately cited.

Rubric:

Pre-and Post-Assessments

Distinguished -Provides a well-developed and highly structured discussion of two entirely appropriate pre- and post- assessments that clearly differentiate instruction to support multiple intelligences in a gifted class of students.

Proficient -Provides a mostly developed discussion of two appropriate pre- and post- assessments that clearly differentiate instruction to support multiple intelligences in a gifted class of students. The discussion is lacking some minor details.

Basic - Provides a brief discussion of two pre- and post- assessments that differentiate instruction to support multiple intelligences in a gifted class of students; however, more rationale and details are needed to support how these assessments correlate to the multiple intelligences.

Below Expectations - Attempts to discuss two pre- and post- assessments that differentiate instruction to support multiple intelligences in a gifted class of students, but the discussion lacks sufficient rationale and detail to ascertain how these assessments correlate to the multiple intelligences.

Non-Performance -The discussion of pre- and post-assessments that differentiate instruction is either nonexistent or lacks the components described in the assignment instructions.


Feedback from Assessments

Distinguished - Comprehensively analyzes how feedback from both assessments can be used to reflect upon and modify instruction. Uses scholarly literature that fully supports analysis.

Proficient -Analyzes how feedback from both assessments can be used to reflect upon and modify instruction. Uses scholarly literature for support of the analysis. Some minor details are missing.

Basic -Somewhat analyzes how feedback from both assessments can be used to reflect upon and modify instruction; however, relevant details are missing and/or scholarly literature may not be used to support the analysis.

Below Expectations - Attempts to analyze how feedback from both assessments can be used to reflect upon and modify instruction; however, ideas are not totally developed, significant details are missing and/or scholarly literature is not used to support the analysis.

Non-Performance -The analysis of feedback from assessments is either nonexistent or lacks the components described in the assignment instructions.


Recommendations

Distinguished - Skillfully and meticulously explains and provides recommendations to colleagues about how differentiated instruction would help in the teacher role and how it might improve outcomes for students.

Proficient - Explains and/or provides recommendations to colleagues about how differentiated instruction would help in the teacher role and how it might improve outcomes for students; however some minor details are missing.

Basic -Explains or provides recommendations to colleagues about how differentiated instruction would help in the teacher role and how it might improve outcomes for students. Explanation may lack details and/or may not provide entirely appropriate recommendations.

Below Expectations - Attempts to provide measures to recommendations to colleagues about how differentiated instruction would help in the teacher role and how it might improve outcomes for students; however the appropriateness of the recommendations is not entirely clear.

Non-Performance - The recommendations are either nonexistent or lack the components described in the assignment instructions.


Critical Thinking: Evidence

Distinguished -Employs persuasive information from credible sources to develop an ample analysis or synthesis of the topic. Viewpoints of experts are scrutinized thoroughly.

Proficient -Employs applicable information from credible sources to develop an analysis of the topic.

Basic -Identifies applicable information from credible sources, but may neglect the application of such information toward the analysis of the topic.

Below Expectations - Displays information from external sources, but such information may lack credibility and/or relevance. Neglects the application of such information toward the analysis of the topic.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.


Written Communication: Control of Syntax and Mechanics

Distinguished -Displays meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors, and is very easy to understand.

Proficient - Displays comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains only a few minor errors, and is mostly easy to understand.

Basic -Displays basic comprehension of syntax and mechanics, such as spelling and grammar. Written work contains a few errors, which may slightly distract the reader.

Below Expectations - Fails to display basic comprehension of syntax or mechanics, such as spelling and grammar. Written work contains major errors, which distract the reader.

Non-Performance -The assignment is either nonexistent or lacks the components described in the instructions.


APA Formatting

Distinguished -Accurately uses APA formatting consistently throughout the paper, title page, and reference page.

Proficient - Exhibits APA formatting throughout the paper. However, layout contains a few minor errors.

Basic -Exhibits basic knowledge of APA formatting throughout the paper. However, layout does not meet all APA requirements.

Below Expectations -Fails to exhibit basic knowledge of APA formatting. There are frequent errors, making the layout difficult to distinguish as APA.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.


Page Requirement

Distinguished - The paper meets the specific page requirement stipulated in the assignment description.

Proficient -The paper closely meets the page requirement stipulated in the assignment description.

Basic - The paper meets over half of the page requirement stipulated in the assignment description.

Below Expectations - A fraction of the page requirement is completed.

Non-Performance -The assignment is either nonexistent or lacks the components described in the instructions.


Resource Requirement

Distinguished -Provides ample resources and uses the correct number of sources from the specified search agents.

Proficient - Provides the approximate number of sources while using some of the correct search agents specified in the assignment instructions.

Basic - Provides over half of the sources required in the assignment instructions.

Below Expectations -Provides inadequate number of resources and does not include sources from specified search agents.

Non-Performance -The assignment is either nonexistent or lacks the components described in the instructions


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