Selected a teaching unit designed for your classroom. You may also conduct an Internet search for an appropriate teaching unit created for another classroom. Designed assessment tools that measure the unit’s learning outcomes. Your instructor must approve the length of the unit. Included all of the requirements. You: Identified the content standards, specific benchmarks, and checkpoints on which you will focus. You may have used national content standards or state standards. Listed clear objectives, results, or learning outcomes on which you will focus your instruction and assessments, making sure that they are aligned to the national or state content standards targeted for your classroom’s grade level. Designed a preassessment for the unit, based on the student’s needs identified from baseline data for your classroom. Developed multiple assessments for the unit. The assessments included all of the following: Formative assessments Summative assessments Self-assessments Standardized assessments, or a demonstration of how the unit will effectively prepare students for a specific segment of a standardized assessment in the content area Demonstrated how different assessments may be used for various purposes to meet the goals of formative, summative, standardized, or self-assessments. Illustrated how assessment strategies are linked to specific instructional approaches to meet diverse learners’ needs. Explained the purpose of utilizing assessment evaluation in a teaching unit. Described how you would approach a summative assessment for the teaching unit that shows attention to formative assessments and provided an example of a formative and a summative assessment. Ensured that the assessments are ready for implementation. Peer Response – Included a 250 word response about a peer’s assessment. (Learning Team Activity – 1 point)
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