Module Five | Assignment One Do you have a general idea of how classroom teacher

Module Five | Assignment One
Do you have a general idea of how classroom teachers can improve their tests? This task requires that you have a sufficient understanding of two common test-improvement strategies long —one judgmental and one empirical —and can identify flawed applications of those strategies. After you’ve submitted your response, I will post an illustrative response, which is intended to represent an appropriate response that will also help you judge the appropriateness of your own response. Consider the following:
Imagine that you are a member of a small professional learning community (PLC) at your middle school —a PLC whose focus is on improving the instructional skills of its 11 members. The group meets every other week for 90 minutes. Each PLC member has agreed to do some research on a PLC-designated topic, then provide a summary of that research to the whole group —orally or in writing.Two weeks ago, you were asked to do some reading about how to improve teachers’ classroom tests. You have decided to develop a brief explanation of what is involved in (1) judgmentally based test improvement and (2) empirically based test improvement. You intend to circulate a written description of these two test-improvement strategies to all TLC members at least three days before your next meeting.
Using no more than 400 words, describe the essence of each strategy (i.e., no more than 200 words per strategy).
Module Five Contents
Rubric
EDS 8846 Illustrative Response
EDS 8846 Illustrative Response
CriteriaRatingsPts
This criterion is linked to a Learning OutcomeContent
5 ptsExemplary
All aspects of the writing prompt are fully addressed. • Writing effectively communicates educational content to the intended audience. • The response is properly formatted for the intended audience (letter, email, notes, etc…)
4 ptsProfessional
An aspect of the writing prompt is not fully addressed. -or- • Writing communicates educational content to the intended audience. -or- • The response is not properly formatted for the intended audience (letter, email, notes, etc…)
3 ptsNeeds Improvment
An aspect of the writing prompt is not fully addressed. -&- • Writing communicates educational content to the intended audience. -&- • The response is not properly formatted for the intended audience (letter, email, notes, etc…)
0 ptsNo Marks
The writing prompt is not fully addressed. • Writing does not communicate educational content to the intended audience and is not formatted for the intended audience.
5 pts
This criterion is linked to a Learning OutcomeOrganization – Conventions
5 ptsExemplary
Ideas are sequenced in a logical way that strongly supports the reader’s understanding and the writer’s intent. • Use of headings, paragraphs, and transitions help clarify main points. • Organization reflects strong grasp of intended text structure (e.g., persuasive, reflective, expository, etc.) • Demonstrates excellent use of standard writing conventions: spelling, punctuation, capitalization, sentence construction, paragraphing, grammar and usage with virtually no errors. • Sentences are structured effectively, employ rich vocabulary, and vary in length and style. • Thoroughly edited and prepared
4 ptsProfessional
Ideas are sequenced in a logical way with only occasional digression or ambiguity. • Headings, paragraphs, and transitions are correctly used but basic. • Organization is appropriate for the text structure but unsophisticated. • Demonstrates competent use of standard writing conventions with few minor errors • Sentences are structured well, convey intended meaning, but may lack variety or richness. • Well edited and prepared considering time limits.
3 ptsNeeds Improvement
Though readable, Ideas are sequenced inconsistently or illogically; content may be confusing or lack cohesion. • Headings, paragraphs, and transitions are used inconsistently or ineffectively • Organization reflects very basic understanding of text structure or purpose Demonstrates inconsistent use of standard writing conventions though effort is evident. • Sentence structure varies, but attempts to use complex sentences may be ineffective. • Effort has been made to edit and prepare final draft, but may lack thoroughness or quality.
0 ptsUnacceptable
No apparent organization of ideas: Writing is difficult to follow. • Headings, paragraphs, and transitions are not used or are used incorrectly. • Organization reflects little understanding of the text structure or purpose. • Demonstrates poor use of standard writing conventions: Numerous errors or a pattern of errors indicate lack of understanding or care. • Sentence structures are simplistic or misused. • Poorly edited or formatted for the intended purpose. Preparation reflects a lack of effort or attention.
5 pts
Total Points: 10