EDCI 5500 Classroom Assessment
Common Assessment
Final Project: MCAPA (My Classroom Assessment Plan/Action. 40%:
10% for powerpoint presentation and 30% for written paper, due
on Friday May 15 by 5 pm (This description consists of 5 Parts (A through
E); [Note: In case you are not a classroom teacher, then you can conduct
your own research project].
Part A. Identify 3-4 assessment goals and describe reasons why/how to improve for next year and
(within a one page, single-spaced, document)
Part B. Summarize (a) Brookhart's Chapter 1-3 and reflect on (b) a concept of TransFormative
Assessment (TFA)/(c) Dedge and Tobey/Fagan's formative assessments for a differentiated classroom
covered in class (within a one page, single-spaced)
Part C: Analyze your own assessment practices in terms of “HOT” and Greenstein's CPCM (within a
one page, single-spaced)
Part D: [at least 3 pages, double-spaced] Application of theory to your practice: Transform HOT and
CPCM into your future three major assessment options such as (a) selected-responses test questions, (b)
open-ended questions, and (c) performance tasks. Select a unit of study and try to improve assessment
practices. The suggested format for this Part C-D is as follows:
A. Unit study
1) Select Standards and benchmarks
2) A very brief description of the unit
3) A description of ‘major reasoning targets’ in this unit
4) Mark X in a chart
Bloom's New
Taxonomy
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
Selected
Response
Essay
Performance
Assessment
5) Explain each X mark specifically with “some representative sample items” in the context of your
teaching and learning process. Do not simply repeat what you had done previously. Please do something
new or different in an effort to make an improvement in your classroom. At this point, the instructor wants
you to learn specific rules or principles of how to construct assessment methods based on materials in
our textbook. Consider the following three questions:
(a) How might you incorporate reasoning targets into your teaching?
(b) What are some representative sample items? * The most important part! (you can focus on
one of four assessment options in detail or you can go over all of four options in terms of the optimal
effect)
(c) What considerations should be made in terms of various
needs of students?
(d) Are there any validity, reliability, and practicality
considerations?
Part E: Develop your own rubric, rating scale, or check-list used for self-assessing your own MCAPA: the
clarity of goals, the proper identification of learning targets and reasoning targets; valid and reliable
assessment methods/tools; effective presentation.
EDCI 5500 Final MCAPA Rubric
Advanced
Goals
(Part A)
Proficient
Basic
Below Basic
* 3-4 assessment goals are * 3-4 assessment goals are * 2-3 assessment
* Assessment goals
clearly stated.
and rationales are very
generally stated.
* The rationale of each goal is * The rationale of each goal
explicitly discussed.
is briefly discussed.
goals are not only
generally stated but also broad and irrelevant.
vague.
* Some rationales for
goals are superficial.
Synthesis of * Refers to all 3
Required
texts substantially.
Texts
(Part B)
Reasoning
Targets
(Part C)
* Demonstrates deep and
thorough understandings of
ideas, concepts, and skills.
* Demonstrates a thorough
* Refers to all 3 texts
* Refers to 2-3
* Refers to 1-2 texts with
generally.
texts synoptically or
very weak
* Demonstrates some deep superficially.
understandings of ideas,
* Shows shallow
concepts, and skills.
understandings of texts.
* Demonstrates a general
* Shows a brief analysis * No analysis of
analysis of reasoning targets analysis of reasoning targets of reasoning targets.
in reference with the text.
in reference with the text.
* All explanations of
* A couple of reasoning
Assessment
Methods
(Part D)
reasoning targets.
* Many reasoning
targets are superficially
reasoning targets are clearly targets is somewhat unclearly explained.
Application
summary/synthesis.
* Reasoning targets are
not explained.
made.
explained.
* Illustrates a thorough
* Illustrates a broad analysis * Shows a weak
* No analysis of
analysis of
of standards/benchmarks.
standards.
standards/benchmarks.
* Provides generally aligned
* Provides
ideas for each
greatly articulated/aligned
learning/reasoning target
ideas for each
learning and reasoning
targets.
* Uses a variety of
assessment strategies and
methods.
analysis of standards.
* Provides poorly
aligned ideas
* Uses a variety of
for learning/reasoning
assessment strategies and
target
methods.
* Uses very limited
assessment methods,
and reliable assessment
and methods, including items.
methods, including sample
unclear sample items
items for measuring general with less emphasis
reasoning targets.
clear reasoning targets.
* Shows no meaningful
assessment strategies e.g.,
reliable assessment
sample items for measuring
learning targets.
* Develops moderately valid
* Develops highly valid and
methods, including clear
* No planned ideas of
on reasoning skills.
invalid sample
Self-
* Follows suggested format * Follows suggested format * Develops a set of
Assessment
in syllabus.
Scoring Guide
in syllabus.
* Develops a set of highly
* Develops a set of
(Part E)
accurate, meaningful
accurate evaluative criteria
evaluative criteria in the
in the scoring guide.
scoring guide.
* The scoring guide is
mostly inaccurate
completely disorganized,
evaluative criteria in
invalid, and unreliable.
the scoring guide.