Assessment Description
Assessing student learning is a vital part of the instructional process. The learning from each lesson must be assessed, and the data used to inform future instruction.
Based on the lesson plan you developed in Topic 4, create a STEM Comprehensive Assessment Plan using the “STEM Comprehensive Assessment Plan Template.” The plan must include a formative assessment and a summative assessment, as well as remediation and reassessment procedures.
Formative Assessment
Create a formative assessment of 3-5 questions that could appear in this lesson. The formative assessment must:
- Provide opportunities for students to demonstrate their learning in different ways
- Align with the content standard selected and the learning objective
- Describe potential bias and how you could minimize it
- Describe how feedback will be provided to students
Summative Assessment
Create an 8-12 item summative assessment that could follow the lesson. Assessment must:
- Provide opportunities for students to demonstrate their learning in different ways
- Align with the content standard selected and the learning objective
- Describe a potential bias and how you could minimize it
- Describe how feedback will be provided to students
Remediation and Reassessment
For students who do not meet the minimum standards, remediation, and reassessment is necessary. While this may not have any effect on the student’s grade, it is best practice for teachers to provide intervention and reassessment for students to have the opportunity to meet the standards.
Describe a remediation activity that would assist a student in meeting the standards. Explain how you would reassess to check for mastery of content.This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
Benchmark Information
This benchmark assignment assesses the following programmatic competencies and professional standards:
MEd in Secondary Education-STEM ITL/NITL
1.2: Design instruction to address each student’s diverse learning strengths and needs, and create opportunities for students to demonstrate their learning in different ways. [InTASC 2(a), 2(b), 2(g), 2(h), 2(l), 2(m); ISTE-T 2c, 4b; MC2; COE 1.2]3.1: Use formative and summative assessments that minimize sources of bias to support, verify, and document learning. [InTASC 6(a), 6(b), 6(j), 6(k), 6(t); ISTE-T 2d; MC2; COE 3.1]3.2: Plan for instruction based on formative and summative assessment data, prior student knowledge, and student interest. [InTASC 2(c), 6(u), 6(v), 7(d), 7(l), 7(q), 8(b), 8(c), 8(s), 9(h); COE 3.2]3.3: Effectively use assessment data to give feedback. [InTASC 6(d), 6(g), 6(l), 6(n), 6(s); MC1; COE 3.3]
MEd in Secondary Education-STEM (Nevada)
1.2: Design instruction to address each student’s diverse learning strengths and needs, and create opportunities for students to demonstrate their learning in different ways. [InTASC 2(a), 2(b), 2(g), 2(h), 2(l), 2(m); ISTE-T 2c, 4b; MC2; COE 1.2]3.1: Use formative and summative assessments that minimize sources of bias to support, verify, and document learning. [InTASC 6(a), 6(b), 6(j), 6(k), 6(t); ISTE-T 2d; MC2; COE 3.1]3.2: Plan for instruction based on formative and summative assessment data, prior student knowledge, and student interest. [InTASC 2(c), 6(u), 6(v), 7(d), 7(l), 7(q), 8(b), 8(c), 8(s), 9(h); COE 3.2]3.3: Effectively use assessment data to give feedback. [InTASC 6(d), 6(g), 6(l), 6(n), 6(s); MC1; COE 3.3]
