Description
As you learned in the Iris Center module titled Universal Design for Learning: Creating a Learning Environment that Challenges and Engages All Students, assessment is one of the four key curricular components. Just like how we need to make the environments we design and the strategies we use to support children and adults with diverse needs inclusive and differentiated, we must also do so with the assessments we use. For your assignment this week, you will have the opportunity to learn more about inclusive and differentiate assessments and learning. This assignment will be differentiated based on your degree program. Please select the link below for your program to review your assignment directions.
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Bachelor of Arts in Early Childhood Education Assignment Directions Bachelor of Arts in Early Childhood Education Assignment Template |
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Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your assignment.
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Explanation & Answer
Attached.
INCLUSIVE AND DIFFERENTIATED
LEARNING AND ASSESSMENTS
Your Name
ECD 310: Exceptional Learning and Inclusion
Instructor
Date
Introduction
• Standardized assessments are a lens into the classroom.
• Standardized assessments are a form assessments that require learners
to answer the same questions in a same way.
• It sheds light on why learners might be accelerating, succeeding, and
struggling on specific learning elements.
• Results obtained from standardized assessments assist to inform the
next step in student’s learning.
• Standardized assessments are set based on federal law under No Child
Left Behind (NCLB).
Including All Students
• To include all students in assessments, the assessments are tailored on specific needs of
each student.
• The assessments are set depending on the nature of the students that are participating in
the assessments (Villa & Thousand, 2016).
• Offering both peer assessment and self-assessment is imperative.
• When making decisions on how children participate in assessments, the major factors that
are considered include expected outcomes, student’s capabilities, resources available, and
future needs.
Accessibility for All
• To ensure that the assessments are accessible for ...