The graduate advances the quality and effectiveness of academic and non-academic instructional practices, resources, technologies, and services to support equitable access to learning for each student.
2045.4.4 : Advancing Assessment Practices
The graduate uses data from culturally responsive and accessible formative and summative assessments to improve instruction and student learning and well-being.
You must complete and pass Tasks 1 and 2 prior to beginning this task.
Part of being an effective school leader is ensuring the programs of study are coherent and prepare students for success. You will lead the school’s efforts in developing, implementing, and evaluating curricula, instructional practices, and assessments.
Over the three tasks for this assessment, you will use eight of the nine steps of curricular evaluation. For this task, Task 3, you will complete steps seven through nine of the curricular evaluation process for programs of study: select and develop tests, select instructional materials, and provide for professional learning. Task 1 covers steps one and two, and Task 2 covers steps four through six.
The documents in the attachments section compose a rich case study similar to the type of information you would have access to as a principal when conducting a curriculum evaluation. You may not need to use each of these attachments in every task, although some attachments are required for this task. However, collectively, the attachments will give you a broad scenario to analyze, and individually, the attachments will help inform thoughtful responses to real-world situations.
As principal of West Oak Cove Elementary School, you have successfully led the curriculum evaluation team through the first five of the nine steps of the curriculum evaluation process for the fourth-grade math curriculum based on the Illinois Common Core State Standards. You have defined the scope of the evaluation, engaged stakeholders, and evaluated and adjusted the curriculum map and curriculum guide excerpt to improve learning. You are now ready to finalize the curriculum evaluation.
Your submission must be your original work. No more than a combined total of 30% of a submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. An originality report is provided when you submit your task that can be used as a guide.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).
A. Evaluate the attached “Summative Assessment” by doing the following:
1. Identify the strengths and weaknesses of the attached “Summative Assessment” in relation to cultural responsiveness, and justify why you classified each as a strength or weakness.
2. Identify the strengths and weaknesses of the attached “Summative Assessment” in relation to accessibility, and justify why you classified each as a strength or weakness.
3. Analyze how well the attached “Summative Assessment” aligns to the attached “Curriculum Map.”
4. Recommend specific steps you would take to help teachers who are using the attached “Summative Assessment” address each of the weaknesses you identified in parts A1–A3.
a. Justify how the steps in part A4 would be effective in addressing the identified weaknesses.
B. Evaluate the strengths and weaknesses of the attached “Unit of Instruction: Division” by doing the following:
1. Identify the strengths and weaknesses of the attached “Unit of Instruction: Division” in relation to equity, and justify why you classified each as a strength or weakness.
2. Identify the strengths and weaknesses of the attached “Unit of Instruction: Division” in relation to engagement, and justify why you classified each as a strength or weakness.
3. Identify the strengths and weaknesses of the attached “Unit of Instruction: Division” in relation to digital literacy, and justify why you classified each as a strength or weakness.
4. Recommend specific steps you would take to help teachers who are using the attached “Unit of Instruction: Division” address each of the weaknesses you identified in parts B1–B3.
a. Justify how the steps in part B4 would be effective in addressing the identified weaknesses.
C. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
D. Demonstrate professional communication in the content and presentation of your submission.