ED 5023 ACE Standards Map Assessment Development Table of Standard Tests Essay

ED 5023 ACE Standards Map Assessment Development Table of Standard Tests Essay

 

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ED 5023 ACE Standards Map Assessment Development Table of Standard Tests Essay

 

ED 5023 Module 2 Application Standards & Assessment Development

Standards must serve as the foundation for a productive, balanced assessment system.

In this module’s Discussion, you unpacked a standard and selected a topic for a one-week unit of study that best represents the standard, its big ideas, enduring understandings, essential questions, and learning objectives. In this module’s Application assignment, you will continue this work by developing a table of test specifications and creating a curriculum map for a unit of study.

  • Create a Word document for your response.
  • Use APA format for the title page, references page, and in-text citations.
  • Write an introduction and a conclusion for your paper.
  • Part 1: Create the table in the Word or text document, and follow the “Develop a Table of Test Specifications” directions/example to complete the activity.
  • Part 2: Create the table in the Word document, and follow the “Create a Curriculum Map” directions/example to complete the activity.

Part 1: Develop a Table of Test Specifications

In this part of the Application, you will apply Bloom’s Revised Taxonomy to create a table of test specifications for a 10-item, summative, multiple-choice exam that measures student performance at the end of your one-week unit of study.

Directions:

  • Create the table in the Word document. (See example).
  • Complete:
    • the standard
    • the title of the unit of study
    • the grade level and content area
    • total points for the exam (already noted)
    • objectives (from your work in the Module 2 Discussion)
  • Record the three levels of Bloom’s Revised Taxonomy at which you are assessing students. To decide the levels, look at the verbs in your three objectives. What verb represents the lowest cognitive level? Record that level in your chart. What is the highest cognitive level? Record that level in your chart. What is the middle level? Record that level. Remember to think: Does at least one of the objectives represent the cognitive level specified in the standard?
  • For the 10 multiple-choice items, determine the number of items and the percent of items per objective. To find the percent, divide the number of items by 10, the total number of items on the test.

 

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