Executive Solution Overview
refer to attached document – 2 years ago **files (2)** – ## edu510week10asignment.docx – ## annotated-week20620assessment20plan202.docx.pdf **## edu510week10asignment.docx** **Overview** For this assignment, you will improve the content of the Part 2 assessment **(part 2 assessment attached)** plan …
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refer to attached document
– 2 years ago
**files (2)**
– ## edu510week10asignment.docx
– ## annotated-week20620assessment20plan202.docx.pdf
**## edu510week10asignment.docx**
**Overview**
For this assignment, you will improve the content of the Part 2 assessment
**(part 2 assessment attached)** plan by adding details to the formative and summative assessments: adding two more assessment techniques that can be applied to the unit or module: and adding 10 assessment questions that incorporate five techniques selected for the student population, grade level, and the subject area.
**Instructions**
Write a
**4 page** assessment in which you:
1. Revise the content of the selected assessment plan by adding at least six (6) details to the existing formative and summative assessments.
· Additional details include things such as adding more instruction, providing examples, elaborating on the ideas, etc.
2. Integrate two more assessment techniques.
· The information for the two (2) additional assessment techniques should follow the same format as what was used in the Week 6 assignment:
· Assessment description.
· Explanation of the purpose of the assessment.
· Explanation of the activities that students will be doing.
· Action Plan – Rationale for using this assessment technique. Include an in-text citation that supports the use of this assessment.
· Strategies for Inclusion.
· Explain how the Assessment Plan promotes an inclusive environment.
3. Create 10 assessment questions that align with the learning goals, skills, abilities, and knowledge of your students. Note: You can incorporate the six assessment questions developed in the Week 9 discussion.
· Create two questions for each of the five assessment techniques.
· Questions must relate to one subject area.
· Explain how the question aligns with the learning goals of the students.'
4. Use three to four (3-4) sources to support your writing. Choose sources that are credible, relevant, and appropriate. Cite each source listed on your source page at least one time within your assignment. For help with research, writing, and citation, access the library or review library guides.
**Submission Requirements**
This course requires the use of Strayer Writing Standards (SWS). The library is your home for SWS assistance, including citations and formatting. Please refer to the Library site for all support. Check with your professor for any additional instructions.
· The specific course learning outcome associated with this assignment is:
· Assess existing assessments for the purpose of determining if adjustments are needed.
**REMEMBER** We do not use APA format, we do not use the word "References" instead use "Sources" for the title. Also, we use the Strayer Writing Standards when listing the articles under the sources page, list them in numerical order to match the order in which you introduced the in-text citations. Then list the full article using the following four items as follows: Source 1. The Author's First and Last Name. Year of Publication (No parenthesis). Title of the Article (No Italics).
**## annotated-week20620assessment20plan202.docx.pdf**
1
Courtney Hopkins
Professor Vance
Strayer University EDU 510 Week 6 Assessment Plan Part 2
February 13, 2025
2
Designing an Inclusive and Effective Assessment Plan for a Diverse Middle School
Mathematics Class
School and Student Population Description
This assessment plan is relevant to a suburban-based middle school with a total student
enrollment of 1200 students. The students are also diverse in terms of their socioeconomic and
cultural backgrounds; 45% are Hispanic, 35% are white, 15% are Black, and less than 5% are
Asian or belong to any other race. 12% of the students require special education services, and
20% of them are enrolled with ELL (English as a second language) status (Appiah-Odame, 2).
Some of the ways through which it ensures that it supports equality are by offering several
resources and opportunities that will cater to both the academic and social aspects.
Thus, using diagnostic assessments, it was revealed that the students are deficient. in their
abilities to apply the formal knowledge and skills to solve complex analytical as well as practical
tasks. Also, the students are able to perform well in practical activities as well as teamwork.
These strengths and challenges are incorporated into this assessment plan of equitably applying
the skills in practical group activities with feedback systems (Dixson and Worrell, 3).
Promoting Learning and an Inclusive Environment
This assessment plan helps to create the inclusive learning environment in which all the
students will be able to reach their potential through the variety of the assessment submission
and getting through options provided in accordance with their learning styles. Through the
incorporation of formative quizzes and project assignments, as well as peer and self-assessments,
it is considered that all students have an equal chance to show mastery in different manners.
3
Different students, especially the visual, auditory, and movers, require certain activities to learn
most of what is taught in class.
In an assessment for learning context, students are grouped to be taught in different
groups based on the results of formative assessment. Peer and self-assessment is beneficial to the
social-emotional learning process since it brings out the issues of self-awareness, self-reflection,
and responsibilities held by the classmates. Besides, this plan also stresses practicality, which
enhances the understanding of concepts as well as the performance of those students who may
experience difficulties with the theoretical part. These include the state’s pupil improvement
plans and any long-term state plans that may impact education in order to increase effectiveness
for ELL and special ed students (Angelo and Zakrajsek, 1).
Assessment Plan Overview
The system of seven-week grading periods is designed considering the important learning
objectives; each week is dedicated to the growth of both the academic and the practical
experience. The area of specialization is mathematics, and the plan complies with the CCSS and
local learning objectives. The imposed Objectives therein include place value, pattern, and
solving real-life problems.
General Learning Target
The main concept here is to achieve the improvement of students’ mathematical skills,
their ability to reason and think critically, and to solve problems in teams. They are mastering
place value, pattern usage, and generalization. These are the involvements of these concepts in
handling budgets and other quantifiable data.
Timeframe and Objectives
Here below is the timetable set for the various objectives to be achieved in each. week.
4
Week 1-2: Understanding place value (CCSS.MATH.CONTENT.5.NBT.A.1)
Week 3-4: Recognizing and generating patterns (CCSS.MATH.CONTENT.5.OA.B.3)
Week 5-7: Integration—using the materials of the course and demonstrating
mathematical concepts in the context of group tasks and projects on keeping and managing
budgets.
Assessment Techniques
It consists of three major approaches to assessment that aim at evaluating as well as
enhancing students’ learning. These motivate different intelligences. and come with provisions
for practice and learning from one’s strengths and areas that require improvements.
1. Formative Quizzes
Description: Quizzes are short and not high-stakes quizzes, as they are meant to check
the understanding of number kingdom concepts such as place value and pattern recognition.
Purpose: The primary intent of formative assessment is used to give an instant response
that will help the teacher and students to determine strong points and the ones that a learner is
lacking.
Student Activities: Students will be tested weekly and choose the type of questions, like
multiple-choice or short answer, for the week’s lesson objectives.
Follow-Up: Teachers shall analyze the quiz. performance and conclude from it the areas
of misunderstanding, specifically in JK, which needs to be redressed in the subsequent lessons.
Rationale: Evidence proves that such quizzes enhance recall and detection of knowledge
gaps in a relaxed, non-high-stakes environment (Dixson and Worrell, 3).
Inclusion Strategies: Quizzes will come in different categories, where some will involve
the use of diagrams and some will involve the use of number problems.
5
2. Project-Based Assessment
Description: As a part of team endeavors, students have to incorporate the concepts of
mathematics to solve problems. For instance, the students will be expected to prepare a budget
for a school program.
Purpose: To be able to demonstrate academic concepts and apply them to practice by
solving problems, putting into consideration the elements of thinking critically, innovatively, and
in groups.
Student Activities: Students will be placed in groups so they can design a project,
estimate costs, and present the solutions to the class.
Follow-Up: Teachers will give the kind of feedback where they assign the rubric for
creativity, accuracy, and especially for the problem-solving part. In this case, it will be the duty
of the students. to use the feedback given to them by their instructors to make the necessary
corrections to their work.
Rationale: This strategy will help to involve students because they can relate what they
are taught in class to real-life issues. Contribution is also made to transferable skills like
teamwork and finance skills (Appiah-Odame, 2).
Inclusion Strategies: Every student will be free to disseminate the knowledge by
reporting in the chosen formats based on students’ advantages and preferences.
3. Peer and Self-Assessment
Description: In this learning activity, students are given a set of guidelines to assess their
own and their group's members’ performances in the completion of an assigned group project.
Purpose: To monitor and encourage others as a means of following up on one’s/their
actions and to learn how to provide constructive feedback.
6
Student Activities: Under teamwork, after several group assignments have been
accomplished, the students will fill in a self-evaluation form and evaluate their colleagues as
well.
Follow-Up: For instance, teachers will also organize discussion meetings aimed at
reviewing the students’ assessments and establishing personal performance enhancements.
Rationale: Peer and self-assessment motivate learners to have ownership of the learning,
and it also offers multiple viewpoints on performance.
Inclusion Strategies: The teachers will facilitate the tests and offer guidance that will
help all student who may be having challenges with communication to be able to record good
results.
Grade Weights
There is also the following division in terms of the plan of grading: formative and
summative assessments help one get the overall picture of the student progress.
Formative Quizzes: 20% of the final grade
Project-Based Assessments: 50% of the final grade
Peer and Self-Assessments: 30% of the final grade
This distribution of workload ensures that every person is working and everyone is held
responsible for their work as well as encouraging teamwork and professionalism.
Assessment Plan for One Unit (Weeks 5-7)
The unit under discussion is the one that uses place value and different forms of patterns
while solving real-life problems, such as budgeting. This unit has been designed in such a way
that students will have to come up with a group project that will reflect their understanding of
some of the lessons learned in mathematics.
7
Assessment Technique 1: Quizzes on place value and pattern recognition
Assessment Technique 2: Collaborative project on budgeting
Assessment Technique 3: Peer and self-assessments of group work
These forms of assessments have many purposes, showing that students can be assessed.
at various phases of the project academically.
Strategies for Inclusion
The assessment plan to be employed addresses the needs of a diverse population so that
all the students may be facilitated to study. The facets of differentiation instruction and multiple-
choice formats for the assessment, as well as culturally relevant approaches, assist in meeting the
diverse students’ needs. Other students that get help include ELL students who get help through
the use of visual instruction and scaffolding, and special education students get help since they
have individual needs.
Conclusion
This assessment plan is rather balanced to gauge the learning achievement of the
students, eliciting students’ involvement as well as accommodating students with disabilities.
Through the adoption of multiple assessment approaches, it becomes easier for teachers to
identify the learning inputs and requirements as well as the learning outcomes of the learners that
they teach. Other teachers can hence adopt this plan by only changing the content and the
assessment strategies to their area of teaching and the specific objectives of the course. Student
interaction as part of their learning and the emphasis on practical application make it possible for
students to prepare for classroom work as well as real-life situations.
8
References
1.Angelo, T. A., & Zakrajsek, T. D. (2024). Classroom Assessment Techniques: Formative
Feedback Tools for College and University Teachers. John Wiley & Sons.
https://books.google.com/books?hl=en&lr=&id=YZkGEQAAQBAJ&oi=fnd&pg=PR1&
dq=Angelo,+T.+A.,+%26+Zakrajsek,+T.+D.+(2024).+Classroom+Assessment+Techniq
ues:+Formative+Feedback+Tools+for+College+and+University+Teachers.+John+Wiley
+%26+Sons.&ots=7sF-TvcSA5&sig=PZGb1qnbgmmJPKFJHoeoT6KlRI4
2.Appiah-Odame, E. K. (2024). European Journal of Mathematics and Science
Education. Science Education, 5(2), 93-104. https://pdf.ejmse.com/EJMSE_5_2_93.pdf
3.Dixson, D. D., & Worrell, F. C. (2016). Formative and summative assessment in the
classroom. Theory into practice, 55(2), 153-159.
https://www.tandfonline.com/doi/abs/10.1080/00405841.2016.1148989
[https://books.google.com/books?hl=en&lr=&id=YZkGEQAAQBAJ&oi=fnd&pg=PR1&dq=Angelo,+T.+A.,+%26+Zakrajsek,+T.+D.+(2024).+Classroom+Assessment+Techniques:+Formative+Feedback+Tools+for+College+and+University+Teachers.+John+Wiley+%26+Sons.&ots=7sF-TvcSA5&sig=PZGb1qnbgmmJPKFJHoeoT6KlRI4](https://books.google.com/books?hl=en&lr=&id=YZkGEQAAQBAJ&oi=fnd&pg=PR1&dq=Angelo,+T.+A.,+%26+Zakrajsek,+T.+D.+(2024).+Classroom+Assessment+Techniques:+Formative+Feedback+Tools+for+College+and+University+Teachers.+John+Wiley+%26+Sons.&ots=7sF-TvcSA5&sig=PZGb1qnbgmmJPKFJHoeoT6KlRI4)
[https://books.google.com/books?hl=en&lr=&id=YZkGEQAAQBAJ&oi=fnd&pg=PR1&dq=Angelo,+T.+A.,+%26+Zakrajsek,+T.+D.+(2024).+Classroom+Assessment+Techniques:+Formative+Feedback+Tools+for+College+and+University+Teachers.+John+Wiley+%26+Sons.&ots=7sF-TvcSA5&sig=PZGb1qnbgmmJPKFJHoeoT6KlRI4](https://books.google.com/books?hl=en&lr=&id=YZkGEQAAQBAJ&oi=fnd&pg=PR1&dq=Angelo,+T.+A.,+%26+Zakrajsek,+T.+D.+(2024).+Classroom+Assessment+Techniques:+Formative+Feedback+Tools+for+College+and+University+Teachers.+John+Wiley+%26+Sons.&ots=7sF-TvcSA5&sig=PZGb1qnbgmmJPKFJHoeoT6KlRI4)
[https://books.google.com/books?hl=en&lr=&id=YZkGEQAAQBAJ&oi=fnd&pg=PR1&dq=Angelo,+T.+A.,+%26+Zakrajsek,+T.+D.+(2024).+Classroom+Assessment+Techniques:+Formative+Feedback+Tools+for+College+and+University+Teachers.+John+Wiley+%26+Sons.&ots=7sF-TvcSA5&sig=PZGb1qnbgmmJPKFJHoeoT6KlRI4](https://books.google.com/books?hl=en&lr=&id=YZkGEQAAQBAJ&oi=fnd&pg=PR1&dq=Angelo,+T.+A.,+%26+Zakrajsek,+T.+D.+(2024).+Classroom+Assessment+Techniques:+Formative+Feedback+Tools+for+College+and+University+Teachers.+John+Wiley+%26+Sons.&ots=7sF-TvcSA5&sig=PZGb1qnbgmmJPKFJHoeoT6KlRI4)
[https://books.google.com/books?hl=en&lr=&id=YZkGEQAAQBAJ&oi=fnd&pg=PR1&dq=Angelo,+T.+A.,+%26+Zakrajsek,+T.+D.+(2024).+Classroom+Assessment+Techniques:+Formative+Feedback+Tools+for+College+and+University+Teachers.+John+Wiley+%26+Sons.&ots=7sF-TvcSA5&sig=PZGb1qnbgmmJPKFJHoeoT6KlRI4](https://books.google.com/books?hl=en&lr=&id=YZkGEQAAQBAJ&oi=fnd&pg=PR1&dq=Angelo,+T.+A.,+%26+Zakrajsek,+T.+D.+(2024).+Classroom+Assessment+Techniques:+Formative+Feedback+Tools+for+College+and+University+Teachers.+John+Wiley+%26+Sons.&ots=7sF-TvcSA5&sig=PZGb1qnbgmmJPKFJHoeoT6KlRI4)
[https://pdf.ejmse.com/EJMSE_5_2_93.pdf](https://pdf.ejmse.com/EJMSE_5_2_93.pdf)
[https://www.tandfonline.com/doi/abs/10.1080/00405841.2016.1148989](https://www.tandfonline.com/doi/abs/10.1080/00405841.2016.1148989)
**## annotated-week20620assessment20plan202.docx.pdf**
1
Courtney Hopkins
Professor Vance
Strayer University EDU 510 Week 6 Assessment Plan Part 2
February 13, 2025
2
Designing an Inclusive and Effective Assessment Plan for a Diverse Middle School
Mathematics Class
School and Student Population Description
This assessment plan is relevant to a suburban-based middle school with a total student
enrollment of 1200 students. The students are also diverse in terms of their socioeconomic and
cultural backgrounds; 45% are Hispanic, 35% are white, 15% are Black, and less than 5% are
Asian or belong to any other race. 12% of the students require special education services, and
20% of them are enrolled with ELL (English as a second language) status (Appiah-Odame, 2).
Some of the ways through which it ensures that it supports equality are by offering several
resources and opportunities that will cater to both the academic and social aspects.
Thus, using diagnostic assessments, it was revealed that the students are deficient. in their
abilities to apply the formal knowledge and skills to solve complex analytical as well as practical
tasks. Also, the students are able to perform well in practical activities as well as teamwork.
These strengths and challenges are incorporated into this assessment plan of equitably applying
the skills in practical group activities with feedback systems (Dixson and Worrell, 3).
Promoting Learning and an Inclusive Environment
This assessment plan helps to create the inclusive learning environment in which all the
students will be able to reach their potential through the variety of the assessment submission
and getting through options provided in accordance with their learning styles. Through the
incorporation of formative quizzes and project assignments, as well as peer and self-assessments,
it is considered that all students have an equal chance to show mastery in different manners.
3
Different students, especially the visual, auditory, and movers, require certain activities to learn
most of what is taught in class.
In an assessment for learning context, students are grouped to be taught in different
groups based on the results of formative assessment. Peer and self-assessment is beneficial to the
social-emotional learning process since it brings out the issues of self-awareness, self-reflection,
and responsibilities held by the classmates. Besides, this plan also stresses practicality, which
enhances the understanding of concepts as well as the performance of those students who may
experience difficulties with the theoretical part. These include the state’s pupil improvement
plans and any long-term state plans that may impact education in order to increase effectiveness
for ELL and special ed students (Angelo and Zakrajsek, 1).
Assessment Plan Overview
The system of seven-week grading periods is designed considering the important learning
objectives; each week is dedicated to the growth of both the academic and the practical
experience. The area of specialization is mathematics, and the plan complies with the CCSS and
local learning objectives. The imposed Objectives therein include place value, pattern, and
solving real-life problems.
General Learning Target
The main concept here is to achieve the improvement of students’ mathematical skills,
their ability to reason and think critically, and to solve problems in teams. They are mastering
place value, pattern usage, and generalization. These are the involvements of these concepts in
handling budgets and other quantifiable data.
Timeframe and Objectives
Here below is the timetable set for the various objectives to be achieved in each. week.
4
Week 1-2: Understanding place value (CCSS.MATH.CONTENT.5.NBT.A.1)
Week 3-4: Recognizing and generating patterns (CCSS.MATH.CONTENT.5.OA.B.3)
Week 5-7: Integration—using the materials of the course and demonstrating
mathematical concepts in the context of group tasks and projects on keeping and managing
budgets.
Assessment Techniques
It consists of three major approaches to assessment that aim at evaluating as well as
enhancing students’ learning. These motivate different intelligences. and come with provisions
for practice and learning from one’s strengths and areas that require improvements.
1. Formative Quizzes
Description: Quizzes are short and not high-stakes quizzes, as they are meant to check
the understanding of number kingdom concepts such as place value and pattern recognition.
Purpose: The primary intent of formative assessment is used to give an instant response
that will help the teacher and students to determine strong points and the ones that a learner is
lacking.
Student Activities: Students will be tested weekly and choose the type of questions, like
multiple-choice or short answer, for the week’s lesson objectives.
Follow-Up: Teachers shall analyze the quiz. performance and conclude from it the areas
of misunderstanding, specifically in JK, which needs to be redressed in the subsequent lessons.
Rationale: Evidence proves that such quizzes enhance recall and detection of knowledge
gaps in a relaxed, non-high-stakes environment (Dixson and Worrell, 3).
Inclusion Strategies: Quizzes will come in different categories, where some will involve
the use of diagrams and some will involve the use of number problems.
5
2. Project-Based Assessment
Description: As a part of team endeavors, students have to incorporate the concepts of
mathematics to solve problems. For instance, the students will be expected to prepare a budget
for a school program.
Purpose: To be able to demonstrate academic concepts and apply them to practice by
solving problems, putting into consideration the elements of thinking critically, innovatively, and
in groups.
Student Activities: Students will be placed in groups so they can design a project,
estimate costs, and present the solutions to the class.
Follow-Up: Teachers will give the kind of feedback where they assign the rubric for
creativity, accuracy, and especially for the problem-solving part. In this case, it will be the duty
of the students. to use the feedback given to them by their instructors to make the necessary
corrections to their work.
Rationale: This strategy will help to involve students because they can relate what they
are taught in class to real-life issues. Contribution is also made to transferable skills like
teamwork and finance skills (Appiah-Odame, 2).
Inclusion Strategies: Every student will be free to disseminate the knowledge by
reporting in the chosen formats based on students’ advantages and preferences.
3. Peer and Self-Assessment
Description: In this learning activity, students are given a set of guidelines to assess their
own and their group's members’ performances in the completion of an assigned group project.
Purpose: To monitor and encourage others as a means of following up on one’s/their
actions and to learn how to provide constructive feedback.
6
Student Activities: Under teamwork, after several group assignments have been
accomplished, the students will fill in a self-evaluation form and evaluate their colleagues as
well.
Follow-Up: For instance, teachers will also organize discussion meetings aimed at
reviewing the students’ assessments and establishing personal performance enhancements.
Rationale: Peer and self-assessment motivate learners to have ownership of the learning,
and it also offers multiple viewpoints on performance.
Inclusion Strategies: The teachers will facilitate the tests and offer guidance that will
help all student who may be having challenges with communication to be able to record good
results.
Grade Weights
There is also the following division in terms of the plan of grading: formative and
summative assessments help one get the overall picture of the student progress.
Formative Quizzes: 20% of the final grade
Project-Based Assessments: 50% of the final grade
Peer and Self-Assessments: 30% of the final grade
This distribution of workload ensures that every person is working and everyone is held
responsible for their work as well as encouraging teamwork and professionalism.
Assessment Plan for One Unit (Weeks 5-7)
The unit under discussion is the one that uses place value and different forms of patterns
while solving real-life problems, such as budgeting. This unit has been designed in such a way
that students will have to come up with a group project that will reflect their understanding of
some of the lessons learned in mathematics.
7
Assessment Technique 1: Quizzes on place value and pattern recognition
Assessment Technique 2: Collaborative project on budgeting
Assessment Technique 3: Peer and self-assessments of group work
These forms of assessments have many purposes, showing that students can be assessed.
at various phases of the project academically.
Strategies for Inclusion
The assessment plan to be employed addresses the needs of a diverse population so that
all the students may be facilitated to study. The facets of differentiation instruction and multiple-
choice formats for the assessment, as well as culturally relevant approaches, assist in meeting the
diverse students’ needs. Other students that get help include ELL students who get help through
the use of visual instruction and scaffolding, and special education students get help since they
have individual needs.
Conclusion
This assessment plan is rather balanced to gauge the learning achievement of the
students, eliciting students’ involvement as well as accommodating students with disabilities.
Through the adoption of multiple assessment approaches, it becomes easier for teachers to
identify the learning inputs and requirements as well as the learning outcomes of the learners that
they teach. Other teachers can hence adopt this plan by only changing the content and the
assessment strategies to their area of teaching and the specific objectives of the course. Student
interaction as part of their learning and the emphasis on practical application make it possible for
students to prepare for classroom work as well as real-life situations.
8
References
1.Angelo, T. A., & Zakrajsek, T. D. (2024). Classroom Assessment Techniques: Formative
Feedback Tools for College and University Teachers. John Wiley & Sons.
https://books.google.com/books?hl=en&lr=&id=YZkGEQAAQBAJ&oi=fnd&pg=PR1&
dq=Angelo,+T.+A.,+%26+Zakrajsek,+T.+D.+(2024).+Classroom+Assessment+Techniq
ues:+Formative+Feedback+Tools+for+College+and+University+Teachers.+John+Wiley
+%26+Sons.&ots=7sF-TvcSA5&sig=PZGb1qnbgmmJPKFJHoeoT6KlRI4
2.Appiah-Odame, E. K. (2024). European Journal of Mathematics and Science
Education. Science Education, 5(2), 93-104. https://pdf.ejmse.com/EJMSE_5_2_93.pdf
3.Dixson, D. D., & Worrell, F. C. (2016). Formative and summative assessment in the
classroom. Theory into practice, 55(2), 153-159.
https://www.tandfonline.com/doi/abs/10.1080/00405841.2016.1148989
[https://books.google.com/books?hl=en&lr=&id=YZkGEQAAQBAJ&oi=fnd&pg=PR1&dq=Angelo,+T.+A.,+%26+Zakrajsek,+T.+D.+(2024).+Classroom+Assessment+Techniques:+Formative+Feedback+Tools+for+College+and+University+Teachers.+John+Wiley+%26+Sons.&ots=7sF-TvcSA5&sig=PZGb1qnbgmmJPKFJHoeoT6KlRI4](https://books.google.com/books?hl=en&lr=&id=YZkGEQAAQBAJ&oi=fnd&pg=PR1&dq=Angelo,+T.+A.,+%26+Zakrajsek,+T.+D.+(2024).+Classroom+Assessment+Techniques:+Formative+Feedback+Tools+for+College+and+University+Teachers.+John+Wiley+%26+Sons.&ots=7sF-TvcSA5&sig=PZGb1qnbgmmJPKFJHoeoT6KlRI4)
[https://books.google.com/books?hl=en&lr=&id=YZkGEQAAQBAJ&oi=fnd&pg=PR1&dq=Angelo,+T.+A.,+%26+Zakrajsek,+T.+D.+(2024).+Classroom+Assessment+Techniques:+Formative+Feedback+Tools+for+College+and+University+Teachers.+John+Wiley+%26+Sons.&ots=7sF-TvcSA5&sig=PZGb1qnbgmmJPKFJHoeoT6KlRI4](https://books.google.com/books?hl=en&lr=&id=YZkGEQAAQBAJ&oi=fnd&pg=PR1&dq=Angelo,+T.+A.,+%26+Zakrajsek,+T.+D.+(2024).+Classroom+Assessment+Techniques:+Formative+Feedback+Tools+for+College+and+University+Teachers.+John+Wiley+%26+Sons.&ots=7sF-TvcSA5&sig=PZGb1qnbgmmJPKFJHoeoT6KlRI4)
[https://books.google.com/books?hl=en&lr=&id=YZkGEQAAQBAJ&oi=fnd&pg=PR1&dq=Angelo,+T.+A.,+%26+Zakrajsek,+T.+D.+(2024).+Classroom+Assessment+Techniques:+Formative+Feedback+Tools+for+College+and+University+Teachers.+John+Wiley+%26+Sons.&ots=7sF-TvcSA5&sig=PZGb1qnbgmmJPKFJHoeoT6KlRI4](https://books.google.com/books?hl=en&lr=&id=YZkGEQAAQBAJ&oi=fnd&pg=PR1&dq=Angelo,+T.+A.,+%26+Zakrajsek,+T.+D.+(2024).+Classroom+Assessment+Techniques:+Formative+Feedback+Tools+for+College+and+University+Teachers.+John+Wiley+%26+Sons.&ots=7sF-TvcSA5&sig=PZGb1qnbgmmJPKFJHoeoT6KlRI4)
[https://books.google.com/books?hl=en&lr=&id=YZkGEQAAQBAJ&oi=fnd&pg=PR1&dq=Angelo,+T.+A.,+%26+Zakrajsek,+T.+D.+(2024).+Classroom+Assessment+Techniques:+Formative+Feedback+Tools+for+College+and+University+Teachers.+John+Wiley+%26+Sons.&ots=7sF-TvcSA5&sig=PZGb1qnbgmmJPKFJHoeoT6KlRI4](https://books.google.com/books?hl=en&lr=&id=YZkGEQAAQBAJ&oi=fnd&pg=PR1&dq=Angelo,+T.+A.,+%26+Zakrajsek,+T.+D.+(2024).+Classroom+Assessment+Techniques:+Formative+Feedback+Tools+for+College+and+University+Teachers.+John+Wiley+%26+Sons.&ots=7sF-TvcSA5&sig=PZGb1qnbgmmJPKFJHoeoT6KlRI4)
[https://pdf.ejmse.com/EJMSE_5_2_93.pdf](https://pdf.ejmse.com/EJMSE_5_2_93.pdf)
[https://www.tandfonline.com/doi/abs/10.1080/00405841.2016.1148989](https://www.tandfonline.com/doi/abs/10.1080/00405841.2016.1148989)
**## edu510week10asignment.docx**
**Overview**
For this assignment, you will improve the content of the Part 2 assessment
**(part 2 assessment attached)** plan by adding details to the formative and summative assessments: adding two more assessment techniques that can be applied to the unit or module: and adding 10 assessment questions that incorporate five techniques selected for the student population, grade level, and the subject area.
**Instructions**
Write a
**4 page** assessment in which you:
1. Revise the content of the selected assessment plan by adding at least six (6) details to the existing formative and summative assessments.
· Additional details include things such as adding more instruction, providing examples, elaborating on the ideas, etc.
2. Integrate two more assessment techniques.
· The information for the two (2) additional assessment techniques should follow the same format as what was used in the Week 6 assignment:
· Assessment description.
· Explanation of the purpose of the assessment.
· Explanation of the activities that students will be doing.
· Action Plan – Rationale for using this assessment technique. Include an in-text citation that supports the use of this assessment.
· Strategies for Inclusion.
· Explain how the Assessment Plan promotes an inclusive environment.
3. Create 10 assessment questions that align with the learning goals, skills, abilities, and knowledge of your students. Note: You can incorporate the six assessment questions developed in the Week 9 discussion.
· Create two questions for each of the five assessment techniques.
· Questions must relate to one subject area.
· Explain how the question aligns with the learning goals of the students.'
4. Use three to four (3-4) sources to support your writing. Choose sources that are credible, relevant, and appropriate. Cite each source listed on your source page at least one time within your assignment. For help with research, writing, and citation, access the library or review library guides.
**Submission Requirements**
This course requires the use of Strayer Writing Standards (SWS). The library is your home for SWS assistance, including citations and formatting. Please refer to the Library site for all support. Check with your professor for any additional instructions.
· The specific course learning outcome associated with this assignment is:
· Assess existing assessments for the purpose of determining if adjustments are needed.
**REMEMBER** We do not use APA format, we do not use the word "References" instead use "Sources" for the title. Also, we use the Strayer Writing Standards when listing the articles under the sources page, list them in numerical order to match the order in which you introduced the in-text citations. Then list the full article using the following four items as follows: Source 1. The Author's First and Last Name. Year of Publication (No parenthesis). Title of the Article (No Italics).
**## annotated-week20620assessment20plan202.docx.pdf**
1
Courtney Hopkins
Professor Vance
Strayer University EDU 510 Week 6 Assessment Plan Part 2
February 13, 2025
2
Designing an Inclusive and Effective Assessment Plan for a Diverse Middle School
Mathematics Class
School and Student Population Description
This assessment plan is relevant to a suburban-based middle school with a total student
enrollment of 1200 students. The students are also diverse in terms of their socioeconomic and
cultural backgrounds; 45% are Hispanic, 35% are white, 15% are Black, and less than 5% are
Asian or belong to any other race. 12% of the students require special education services, and
20% of them are enrolled with ELL (English as a second language) status (Appiah-Odame, 2).
Some of the ways through which it ensures that it supports equality are by offering several
resources and opportunities that will cater to both the academic and social aspects.
Thus, using diagnostic assessments, it was revealed that the students are deficient. in their
abilities to apply the formal knowledge and skills to solve complex analytical as well as practical
tasks. Also, the students are able to perform well in practical activities as well as teamwork.
These strengths and challenges are incorporated into this assessment plan of equitably applying
the skills in practical group activities with feedback systems (Dixson and Worrell, 3).
Promoting Learning and an Inclusive Environment
This assessment plan helps to create the inclusive learning environment in which all the
students will be able to reach their potential through the variety of the assessment submission
and getting through options provided in accordance with their learning styles. Through the
incorporation of formative quizzes and project assignments, as well as peer and self-assessments,
it is considered that all students have an equal chance to show mastery in different manners.
3
Different students, especially the visual, auditory, and movers, require certain activities to learn
most of what is taught in class.
In an assessment for learning context, students are grouped to be taught in different
groups based on the results of formative assessment. Peer and self-assessment is beneficial to the
social-emotional learning process since it brings out the issues of self-awareness, self-reflection,
and responsibilities held by the classmates. Besides, this plan also stresses practicality, which
enhances the understanding of concepts as well as the performance of those students who may
experience difficulties with the theoretical part. These include the state’s pupil improvement
plans and any long-term state plans that may impact education in order to increase effectiveness
for ELL and special ed students (Angelo and Zakrajsek, 1).
Assessment Plan Overview
The system of seven-week grading periods is designed considering the important learning
objectives; each week is dedicated to the growth of both the academic and the practical
experience. The area of specialization is mathematics, and the plan complies with the CCSS and
local learning objectives. The imposed Objectives therein include place value, pattern, and
solving real-life problems.
General Learning Target
The main concept here is to achieve the improvement of students’ mathematical skills,
their ability to reason and think critically, and to solve problems in teams. They are mastering
place value, pattern usage, and generalization. These are the involvements of these concepts in
handling budgets and other quantifiable data.
Timeframe and Objectives
Here below is the timetable set for the various objectives to be achieved in each. week.
4
Week 1-2: Understanding place value (CCSS.MATH.CONTENT.5.NBT.A.1)
Week 3-4: Recognizing and generating patterns (CCSS.MATH.CONTENT.5.OA.B.3)
Week 5-7: Integration—using the materials of the course and demonstrating
mathematical concepts in the context of group tasks and projects on keeping and managing
budgets.
Assessment Techniques
It consists of three major approaches to assessment that aim at evaluating as well as
enhancing students’ learning. These motivate different intelligences. and come with provisions
for practice and learning from one’s strengths and areas that require improvements.
1. Formative Quizzes
Description: Quizzes are short and not high-stakes quizzes, as they are meant to check
the understanding of number kingdom concepts such as place value and pattern recognition.
Purpose: The primary intent of formative assessment is used to give an instant response
that will help the teacher and students to determine strong points and the ones that a learner is
lacking.
Student Activities: Students will be tested weekly and choose the type of questions, like
multiple-choice or short answer, for the week’s lesson objectives.
Follow-Up: Teachers shall analyze the quiz. performance and conclude from it the areas
of misunderstanding, specifically in JK, which needs to be redressed in the subsequent lessons.
Rationale: Evidence proves that such quizzes enhance recall and detection of knowledge
gaps in a relaxed, non-high-stakes environment (Dixson and Worrell, 3).
Inclusion Strategies: Quizzes will come in different categories, where some will involve
the use of diagrams and some will involve the use of number problems.
5
2. Project-Based Assessment
Description: As a part of team endeavors, students have to incorporate the concepts of
mathematics to solve problems. For instance, the students will be expected to prepare a budget
for a school program.
Purpose: To be able to demonstrate academic concepts and apply them to practice by
solving problems, putting into consideration the elements of thinking critically, innovatively, and
in groups.
Student Activities: Students will be placed in groups so they can design a project,
estimate costs, and present the solutions to the class.
Follow-Up: Teachers will give the kind of feedback where they assign the rubric for
creativity, accuracy, and especially for the problem-solving part. In this case, it will be the duty
of the students. to use the feedback given to them by their instructors to make the necessary
corrections to their work.
Rationale: This strategy will help to involve students because they can relate what they
are taught in class to real-life issues. Contribution is also made to transferable skills like
teamwork and finance skills (Appiah-Odame, 2).
Inclusion Strategies: Every student will be free to disseminate the knowledge by
reporting in the chosen formats based on students’ advantages and preferences.
3. Peer and Self-Assessment
Description: In this learning activity, students are given a set of guidelines to assess their
own and their group's members’ performances in the completion of an assigned group project.
Purpose: To monitor and encourage others as a means of following up on one’s/their
actions and to learn how to provide constructive feedback.
6
Student Activities: Under teamwork, after several group assignments have been
accomplished, the students will fill in a self-evaluation form and evaluate their colleagues as
well.
Follow-Up: For instance, teachers will also organize discussion meetings aimed at
reviewing the students’ assessments and establishing personal performance enhancements.
Rationale: Peer and self-assessment motivate learners to have ownership of the learning,
and it also offers multiple viewpoints on performance.
Inclusion Strategies: The teachers will facilitate the tests and offer guidance that will
help all student who may be having challenges with communication to be able to record good
results.
Grade Weights
There is also the following division in terms of the plan of grading: formative and
summative assessments help one get the overall picture of the student progress.
Formative Quizzes: 20% of the final grade
Project-Based Assessments: 50% of the final grade
Peer and Self-Assessments: 30% of the final grade
This distribution of workload ensures that every person is working and everyone is held
responsible for their work as well as encouraging teamwork and professionalism.
Assessment Plan for One Unit (Weeks 5-7)
The unit under discussion is the one that uses place value and different forms of patterns
while solving real-life problems, such as budgeting. This unit has been designed in such a way
that students will have to come up with a group project that will reflect their understanding of
some of the lessons learned in mathematics.
7
Assessment Technique 1: Quizzes on place value and pattern recognition
Assessment Technique 2: Collaborative project on budgeting
Assessment Technique 3: Peer and self-assessments of group work
These forms of assessments have many purposes, showing that students can be assessed.
at various phases of the project academically.
Strategies for Inclusion
The assessment plan to be employed addresses the needs of a diverse population so that
all the students may be facilitated to study. The facets of differentiation instruction and multiple-
choice formats for the assessment, as well as culturally relevant approaches, assist in meeting the
diverse students’ needs. Other students that get help include ELL students who get help through
the use of visual instruction and scaffolding, and special education students get help since they
have individual needs.
Conclusion
This assessment plan is rather balanced to gauge the learning achievement of the
students, eliciting students’ involvement as well as accommodating students with disabilities.
Through the adoption of multiple assessment approaches, it becomes easier for teachers to
identify the learning inputs and requirements as well as the learning outcomes of the learners that
they teach. Other teachers can hence adopt this plan by only changing the content and the
assessment strategies to their area of teaching and the specific objectives of the course. Student
interaction as part of their learning and the emphasis on practical application make it possible for
students to prepare for classroom work as well as real-life situations.
8
References
1.Angelo, T. A., & Zakrajsek, T. D. (2024). Classroom Assessment Techniques: Formative
Feedback Tools for College and University Teachers. John Wiley & Sons.
https://books.google.com/books?hl=en&lr=&id=YZkGEQAAQBAJ&oi=fnd&pg=PR1&
dq=Angelo,+T.+A.,+%26+Zakrajsek,+T.+D.+(2024).+Classroom+Assessment+Techniq
ues:+Formative+Feedback+Tools+for+College+and+University+Teachers.+John+Wiley
+%26+Sons.&ots=7sF-TvcSA5&sig=PZGb1qnbgmmJPKFJHoeoT6KlRI4
2.Appiah-Odame, E. K. (2024). European Journal of Mathematics and Science
Education. Science Education, 5(2), 93-104. https://pdf.ejmse.com/EJMSE_5_2_93.pdf
3.Dixson, D. D., & Worrell, F. C. (2016). Formative and summative assessment in the
classroom. Theory into practice, 55(2), 153-159.
https://www.tandfonline.com/doi/abs/10.1080/00405841.2016.1148989
[https://books.google.com/books?hl=en&lr=&id=YZkGEQAAQBAJ&oi=fnd&pg=PR1&dq=Angelo,+T.+A.,+%26+Zakrajsek,+T.+D.+(2024).+Classroom+Assessment+Techniques:+Formative+Feedback+Tools+for+College+and+University+Teachers.+John+Wiley+%26+Sons.&ots=7sF-TvcSA5&sig=PZGb1qnbgmmJPKFJHoeoT6KlRI4](https://books.google.com/books?hl=en&lr=&id=YZkGEQAAQBAJ&oi=fnd&pg=PR1&dq=Angelo,+T.+A.,+%26+Zakrajsek,+T.+D.+(2024).+Classroom+Assessment+Techniques:+Formative+Feedback+Tools+for+College+and+University+Teachers.+John+Wiley+%26+Sons.&ots=7sF-TvcSA5&sig=PZGb1qnbgmmJPKFJHoeoT6KlRI4)
[https://books.google.com/books?hl=en&lr=&id=YZkGEQAAQBAJ&oi=fnd&pg=PR1&dq=Angelo,+T.+A.,+%26+Zakrajsek,+T.+D.+(2024).+Classroom+Assessment+Techniques:+Formative+Feedback+Tools+for+College+and+University+Teachers.+John+Wiley+%26+Sons.&ots=7sF-TvcSA5&sig=PZGb1qnbgmmJPKFJHoeoT6KlRI4](https://books.google.com/books?hl=en&lr=&id=YZkGEQAAQBAJ&oi=fnd&pg=PR1&dq=Angelo,+T.+A.,+%26+Zakrajsek,+T.+D.+(2024).+Classroom+Assessment+Techniques:+Formative+Feedback+Tools+for+College+and+University+Teachers.+John+Wiley+%26+Sons.&ots=7sF-TvcSA5&sig=PZGb1qnbgmmJPKFJHoeoT6KlRI4)
[https://books.google.com/books?hl=en&lr=&id=YZkGEQAAQBAJ&oi=fnd&pg=PR1&dq=Angelo,+T.+A.,+%26+Zakrajsek,+T.+D.+(2024).+Classroom+Assessment+Techniques:+Formative+Feedback+Tools+for+College+and+University+Teachers.+John+Wiley+%26+Sons.&ots=7sF-TvcSA5&sig=PZGb1qnbgmmJPKFJHoeoT6KlRI4](https://books.google.com/books?hl=en&lr=&id=YZkGEQAAQBAJ&oi=fnd&pg=PR1&dq=Angelo,+T.+A.,+%26+Zakrajsek,+T.+D.+(2024).+Classroom+Assessment+Techniques:+Formative+Feedback+Tools+for+College+and+University+Teachers.+John+Wiley+%26+Sons.&ots=7sF-TvcSA5&sig=PZGb1qnbgmmJPKFJHoeoT6KlRI4)
[https://books.google.com/books?hl=en&lr=&id=YZkGEQAAQBAJ&oi=fnd&pg=PR1&dq=Angelo,+T.+A.,+%26+Zakrajsek,+T.+D.+(2024).+Classroom+Assessment+Techniques:+Formative+Feedback+Tools+for+College+and+University+Teachers.+John+Wiley+%26+Sons.&ots=7sF-TvcSA5&sig=PZGb1qnbgmmJPKFJHoeoT6KlRI4](https://books.google.com/books?hl=en&lr=&id=YZkGEQAAQBAJ&oi=fnd&pg=PR1&dq=Angelo,+T.+A.,+%26+Zakrajsek,+T.+D.+(2024).+Classroom+Assessment+Techniques:+Formative+Feedback+Tools+for+College+and+University+Teachers.+John+Wiley+%26+Sons.&ots=7sF-TvcSA5&sig=PZGb1qnbgmmJPKFJHoeoT6KlRI4)
[https://pdf.ejmse.com/EJMSE_5_2_93.pdf](https://pdf.ejmse.com/EJMSE_5_2_93.pdf)
[https://www.tandfonline.com/doi/abs/10.1080/00405841.2016.1148989](https://www.tandfonline.com/doi/abs/10.1080/00405841.2016.1148989)
**## edu510week10asignment.docx**
**Overview**
For this assignment, you will improve the content of the Part 2 assessment
**(part 2 assessment attached)** plan by adding details to the formative and summative assessments: adding two more assessment techniques that can be applied to the unit or module: and adding 10 assessment questions that incorporate five techniques selected for the student population, grade level, and the subject area.
**Instructions**
Write a
**4 page** assessment in which you:
1. Revise the content of the selected assessment plan by adding at least six (6) details to the existing formative and summative assessments.
· Additional details include things such as adding more instruction, providing examples, elaborating on the ideas, etc.
2. Integrate two more assessment techniques.
· The information for the two (2) additional assessment techniques should follow the same format as what was used in the Week 6 assignment:
· Assessment description.
· Explanation of the purpose of the assessment.
· Explanation of the activities that students will be doing.
· Action Plan – Rationale for using this assessment technique. Include an in-text citation that supports the use of this assessment.
· Strategies for Inclusion.
· Explain how the Assessment Plan promotes an inclusive environment.
3. Create 10 assessment questions that align with the learning goals, skills, abilities, and knowledge of your students. Note: You can incorporate the six assessment questions developed in the Week 9 discussion.
· Create two questions for each of the five assessment techniques.
· Questions must relate to one subject area.
· Explain how the question aligns with the learning goals of the students.'
4. Use three to four (3-4) sources to support your writing. Choose sources that are credible, relevant, and appropriate. Cite each source listed on your source page at least one time within your assignment. For help with research, writing, and citation, access the library or review library guides.
**Submission Requirements**
This course requires the use of Strayer Writing Standards (SWS). The library is your home for SWS assistance, including citations and formatting. Please refer to the Library site for all support. Check with your professor for any additional instructions.
· The specific course learning outcome associated with this assignment is:
· Assess existing assessments for the purpose of determining if adjustments are needed.
**REMEMBER** We do not use APA format, we do not use the word "References" instead use "Sources" for the title. Also, we use the Strayer Writing Standards when listing the articles under the sources page, list them in numerical order to match the order in which you introduced the in-text citations. Then list the full article using the following four items as follows: Source 1. The Author's First and Last Name. Year of Publication (No parenthesis). Title of the Article (No Italics).
**## annotated-week20620assessment20plan202.docx.pdf**
1
Courtney Hopkins
Professor Vance
Strayer University EDU 510 Week 6 Assessment Plan Part 2
February 13, 2025
2
Designing an Inclusive and Effective Assessment Plan for a Diverse Middle School
Mathematics Class
School and Student Population Description
This assessment plan is relevant to a suburban-based middle school with a total student
enrollment of 1200 students. The students are also diverse in terms of their socioeconomic and
cultural backgrounds; 45% are Hispanic, 35% are white, 15% are Black, and less than 5% are
Asian or belong to any other race. 12% of the students require special education services, and
20% of them are enrolled with ELL (English as a second language) status (Appiah-Odame, 2).
Some of the ways through which it ensures that it supports equality are by offering several
resources and opportunities that will cater to both the academic and social aspects.
Thus, using diagnostic assessments, it was revealed that the students are deficient. in their
abilities to apply the formal knowledge and skills to solve complex analytical as well as practical
tasks. Also, the students are able to perform well in practical activities as well as teamwork.
These strengths and challenges are incorporated into this assessment plan of equitably applying
the skills in practical group activities with feedback systems (Dixson and Worrell, 3).
Promoting Learning and an Inclusive Environment
This assessment plan helps to create the inclusive learning environment in which all the
students will be able to reach their potential through the variety of the assessment submission
and getting through options provided in accordance with their learning styles. Through the
incorporation of formative quizzes and project assignments, as well as peer and self-assessments,
it is considered that all students have an equal chance to show mastery in different manners.
3
Different students, especially the visual, auditory, and movers, require certain activities to learn
most of what is taught in class.
In an assessment for learning context, students are grouped to be taught in different
groups based on the results of formative assessment. Peer and self-assessment is beneficial to the
social-emotional learning process since it brings out the issues of self-awareness, self-reflection,
and responsibilities held by the classmates. Besides, this plan also stresses practicality, which
enhances the understanding of concepts as well as the performance of those students who may
experience difficulties with the theoretical part. These include the state’s pupil improvement
plans and any long-term state plans that may impact education in order to increase effectiveness
for ELL and special ed students (Angelo and Zakrajsek, 1).
Assessment Plan Overview
The system of seven-week grading periods is designed considering the important learning
objectives; each week is dedicated to the growth of both the academic and the practical
experience. The area of specialization is mathematics, and the plan complies with the CCSS and
local learning objectives. The imposed Objectives therein include place value, pattern, and
solving real-life problems.
General Learning Target
The main concept here is to achieve the improvement of students’ mathematical skills,
their ability to reason and think critically, and to solve problems in teams. They are mastering
place value, pattern usage, and generalization. These are the involvements of these concepts in
handling budgets and other quantifiable data.
Timeframe and Objectives
Here below is the timetable set for the various objectives to be achieved in each. week.
4
Week 1-2: Understanding place value (CCSS.MATH.CONTENT.5.NBT.A.1)
Week 3-4: Recognizing and generating patterns (CCSS.MATH.CONTENT.5.OA.B.3)
Week 5-7: Integration—using the materials of the course and demonstrating
mathematical concepts in the context of group tasks and projects on keeping and managing
budgets.
Assessment Techniques
It consists of three major approaches to assessment that aim at evaluating as well as
enhancing students’ learning. These motivate different intelligences. and come with provisions
for practice and learning from one’s strengths and areas that require improvements.
1. Formative Quizzes
Description: Quizzes are short and not high-stakes quizzes, as they are meant to check
the understanding of number kingdom concepts such as place value and pattern recognition.
Purpose: The primary intent of formative assessment is used to give an instant response
that will help the teacher and students to determine strong points and the ones that a learner is
lacking.
Student Activities: Students will be tested weekly and choose the type of questions, like
multiple-choice or short answer, for the week’s lesson objectives.
Follow-Up: Teachers shall analyze the quiz. performance and conclude from it the areas
of misunderstanding, specifically in JK, which needs to be redressed in the subsequent lessons.
Rationale: Evidence proves that such quizzes enhance recall and detection of knowledge
gaps in a relaxed, non-high-stakes environment (Dixson and Worrell, 3).
Inclusion Strategies: Quizzes will come in different categories, where some will involve
the use of diagrams and some will involve the use of number problems.
5
2. Project-Based Assessment
Description: As a part of team endeavors, students have to incorporate the concepts of
mathematics to solve problems. For instance, the students will be expected to prepare a budget
for a school program.
Purpose: To be able to demonstrate academic concepts and apply them to practice by
solving problems, putting into consideration the elements of thinking critically, innovatively, and
in groups.
Student Activities: Students will be placed in groups so they can design a project,
estimate costs, and present the solutions to the class.
Follow-Up: Teachers will give the kind of feedback where they assign the rubric for
creativity, accuracy, and especially for the problem-solving part. In this case, it will be the duty
of the students. to use the feedback given to them by their instructors to make the necessary
corrections to their work.
Rationale: This strategy will help to involve students because they can relate what they
are taught in class to real-life issues. Contribution is also made to transferable skills like
teamwork and finance skills (Appiah-Odame, 2).
Inclusion Strategies: Every student will be free to disseminate the knowledge by
reporting in the chosen formats based on students’ advantages and preferences.
3. Peer and Self-Assessment
Description: In this learning activity, students are given a set of guidelines to assess their
own and their group's members’ performances in the completion of an assigned group project.
Purpose: To monitor and encourage others as a means of following up on one’s/their
actions and to learn how to provide constructive feedback.
6
Student Activities: Under teamwork, after several group assignments have been
accomplished, the students will fill in a self-evaluation form and evaluate their colleagues as
well.
Follow-Up: For instance, teachers will also organize discussion meetings aimed at
reviewing the students’ assessments and establishing personal performance enhancements.
Rationale: Peer and self-assessment motivate learners to have ownership of the learning,
and it also offers multiple viewpoints on performance.
Inclusion Strategies: The teachers will facilitate the tests and offer guidance that will
help all student who may be having challenges with communication to be able to record good
results.
Grade Weights
There is also the following division in terms of the plan of grading: formative and
summative assessments help one get the overall picture of the student progress.
Formative Quizzes: 20% of the final grade
Project-Based Assessments: 50% of the final grade
Peer and Self-Assessments: 30% of the final grade
This distribution of workload ensures that every person is working and everyone is held
responsible for their work as well as encouraging teamwork and professionalism.
Assessment Plan for One Unit (Weeks 5-7)
The unit under discussion is the one that uses place value and different forms of patterns
while solving real-life problems, such as budgeting. This unit has been designed in such a way
that students will have to come up with a group project that will reflect their understanding of
some of the lessons learned in mathematics.
7
Assessment Technique 1: Quizzes on place value and pattern recognition
Assessment Technique 2: Collaborative project on budgeting
Assessment Technique 3: Peer and self-assessments of group work
These forms of assessments have many purposes, showing that students can be assessed.
at various phases of the project academically.
Strategies for Inclusion
The assessment plan to be employed addresses the needs of a diverse population so that
all the students may be facilitated to study. The facets of differentiation instruction and multiple-
choice formats for the assessment, as well as culturally relevant approaches, assist in meeting the
diverse students’ needs. Other students that get help include ELL students who get help through
the use of visual instruction and scaffolding, and special education students get help since they
have individual needs.
Conclusion
This assessment plan is rather balanced to gauge the learning achievement of the
students, eliciting students’ involvement as well as accommodating students with disabilities.
Through the adoption of multiple assessment approaches, it becomes easier for teachers to
identify the learning inputs and requirements as well as the learning outcomes of the learners that
they teach. Other teachers can hence adopt this plan by only changing the content and the
assessment strategies to their area of teaching and the specific objectives of the course. Student
interaction as part of their learning and the emphasis on practical application make it possible for
students to prepare for classroom work as well as real-life situations.
8
References
1.Angelo, T. A., & Zakrajsek, T. D. (2024). Classroom Assessment Techniques: Formative
Feedback Tools for College and University Teachers. John Wiley & Sons.
https://books.google.com/books?hl=en&lr=&id=YZkGEQAAQBAJ&oi=fnd&pg=PR1&
dq=Angelo,+T.+A.,+%26+Zakrajsek,+T.+D.+(2024).+Classroom+Assessment+Techniq
ues:+Formative+Feedback+Tools+for+College+and+University+Teachers.+John+Wiley
+%26+Sons.&ots=7sF-TvcSA5&sig=PZGb1qnbgmmJPKFJHoeoT6KlRI4
2.Appiah-Odame, E. K. (2024). European Journal of Mathematics and Science
Education. Science Education, 5(2), 93-104. https://pdf.ejmse.com/EJMSE_5_2_93.pdf
3.Dixson, D. D., & Worrell, F. C. (2016). Formative and summative assessment in the
classroom. Theory into practice, 55(2), 153-159.
https://www.tandfonline.com/doi/abs/10.1080/00405841.2016.1148989
[https://books.google.com/books?hl=en&lr=&id=YZkGEQAAQBAJ&oi=fnd&pg=PR1&dq=Angelo,+T.+A.,+%26+Zakrajsek,+T.+D.+(2024).+Classroom+Assessment+Techniques:+Formative+Feedback+Tools+for+College+and+University+Teachers.+John+Wiley+%26+Sons.&ots=7sF-TvcSA5&sig=PZGb1qnbgmmJPKFJHoeoT6KlRI4](https://books.google.com/books?hl=en&lr=&id=YZkGEQAAQBAJ&oi=fnd&pg=PR1&dq=Angelo,+T.+A.,+%26+Zakrajsek,+T.+D.+(2024).+Classroom+Assessment+Techniques:+Formative+Feedback+Tools+for+College+and+University+Teachers.+John+Wiley+%26+Sons.&ots=7sF-TvcSA5&sig=PZGb1qnbgmmJPKFJHoeoT6KlRI4)
[https://books.google.com/books?hl=en&lr=&id=YZkGEQAAQBAJ&oi=fnd&pg=PR1&dq=Angelo,+T.+A.,+%26+Zakrajsek,+T.+D.+(2024).+Classroom+Assessment+Techniques:+Formative+Feedback+Tools+for+College+and+University+Teachers.+John+Wiley+%26+Sons.&ots=7sF-TvcSA5&sig=PZGb1qnbgmmJPKFJHoeoT6KlRI4](https://books.google.com/books?hl=en&lr=&id=YZkGEQAAQBAJ&oi=fnd&pg=PR1&dq=Angelo,+T.+A.,+%26+Zakrajsek,+T.+D.+(2024).+Classroom+Assessment+Techniques:+Formative+Feedback+Tools+for+College+and+University+Teachers.+John+Wiley+%26+Sons.&ots=7sF-TvcSA5&sig=PZGb1qnbgmmJPKFJHoeoT6KlRI4)
[https://books.google.com/books?hl=en&lr=&id=YZkGEQAAQBAJ&oi=fnd&pg=PR1&dq=Angelo,+T.+A.,+%26+Zakrajsek,+T.+D.+(2024).+Classroom+Assessment+Techniques:+Formative+Feedback+Tools+for+College+and+University+Teachers.+John+Wiley+%26+Sons.&ots=7sF-TvcSA5&sig=PZGb1qnbgmmJPKFJHoeoT6KlRI4](https://books.google.com/books?hl=en&lr=&id=YZkGEQAAQBAJ&oi=fnd&pg=PR1&dq=Angelo,+T.+A.,+%26+Zakrajsek,+T.+D.+(2024).+Classroom+Assessment+Techniques:+Formative+Feedback+Tools+for+College+and+University+Teachers.+John+Wiley+%26+Sons.&ots=7sF-TvcSA5&sig=PZGb1qnbgmmJPKFJHoeoT6KlRI4)
[https://books.google.com/books?hl=en&lr=&id=YZkGEQAAQBAJ&oi=fnd&pg=PR1&dq=Angelo,+T.+A.,+%26+Zakrajsek,+T.+D.+(2024).+Classroom+Assessment+Techniques:+Formative+Feedback+Tools+for+College+and+University+Teachers.+John+Wiley+%26+Sons.&ots=7sF-TvcSA5&sig=PZGb1qnbgmmJPKFJHoeoT6KlRI4](https://books.google.com/books?hl=en&lr=&id=YZkGEQAAQBAJ&oi=fnd&pg=PR1&dq=Angelo,+T.+A.,+%26+Zakrajsek,+T.+D.+(2024).+Classroom+Assessment+Techniques:+Formative+Feedback+Tools+for+College+and+University+Teachers.+John+Wiley+%26+Sons.&ots=7sF-TvcSA5&sig=PZGb1qnbgmmJPKFJHoeoT6KlRI4)
[https://pdf.ejmse.com/EJMSE_5_2_93.pdf](https://pdf.ejmse.com/EJMSE_5_2_93.pdf)
[https://www.tandfonline.com/doi/abs/10.1080/00405841.2016.1148989](https://www.tandfonline.com/doi/abs/10.1080/00405841.2016.1148989)