Identifying what to assess

In this task, you will create a foundation for standards-based assessment by unpacking content area standards to determine what should be assessed. These efforts will result in a list of focus statements and measurement topics that you may use in Task 2 to create a proficiency scale, design an assessment, and create items for that assessment. REQUIREMENTS Your submission must be your original work. No more than a combined total of 30% of the 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. The originality report that is provided when you submit your task 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. Identify 3–6 complete standards from a specific academic content area strand (e.g., ELA Speaking and Listening, Math Numbers and Operations) and include the following contextual information: • origin of standards (e.g., Common Core, specific state standards) • the subject area for which the standards were written • the grade level for which the standards were written B. Rewrite the standards from part A as focus statements. Note: Each standard should have a minimum of one focus statement, but more complex standards may need more than one. 1. Identify whether each focus statement from part B represents either declarative or procedural knowledge. C. Write measurement topics based on the focus statements from part B. Note: The quantity of measurement topics will vary depending on how many standards were selected in part A. Generally, there should be fewer measurement topics than focus statements, and the quantity of measurement topics is often similar to the number of standards. D. Acknowledge sources, using APA-formatted in-text citations and references, for content that is quoted, paraphrased, or summarized. E. Demonstrate professional communication in the content and presentation of your submission. File Restrictions File name may contain only letters, numbers, spaces, and these symbols: ! - _ . * ' ( ) File size limit: 200 MB File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z RUBRIC SOE PROFESSIONAL DISPOSITIONS AND ETHICS: NOT EVIDENT The submission demonstrates both behavior and disposition that conflict with the professional and ethical standards outlined in the SOE Professional Dispositions and Ethics. APPROACHING COMPETENCE The submission demonstrates behavior or disposition that conflicts with the professional and ethical standards outlined in the SOE Professional Dispositions and Ethics. COMPETENT The submission demonstrates behavior and disposition that align with the professional and ethical standards outlined in the SOE Professional Dispositions and Ethics. A:STANDARDS AND CONTEXT NOT EVIDENT Neither the standards nor the contextual information is provided. APPROACHING COMPETENCE The 3–6 academic standards from a specific content area strand are incomplete. Or any of the following contextual information is missing: origin of the standards, subject area, or grade level. Or the academic standards provided do not align with the identified contextual information. COMPETENT The 3–6 academic standards from a specific content area strand are complete, and the origin of the standards, subject area, and grade level are identified. The academic standards provided align with the identified contextual information. B:FOCUS STATEMENTS NOT EVIDENT The standard statements are not rewritten as focus statements. APPROACHING COMPETENCE The focus statements do not provide a clear and unequivocal focus for classroom assessments, or the focus statements do not contain the essence of the content from the full standards from part A with enough detail to provide guidance for assessment. Or the focus statements add unnecessary complexity through too much detail. COMPETENT The focus statements provide a clear and unequivocal focus for classroom assessments and contain the essence of the content from the full standards from part A. The focus statements include enough detail to provide guidance for assessment but not so much as to add unnecessary complexity. B1:TYPE OF KNOWLEDGE NOT EVIDENT The focus statements are not identified as representing either declarative or procedural knowledge. APPROACHING COMPETENCE 1 or more of the focus statements are inaccurately identified according to the type of knowledge they represent. COMPETENT Each focus statement is accurately identified as either declarative or procedural knowledge. C:MEASUREMENT TOPICS NOT EVIDENT Measurement topics are not provided. APPROACHING COMPETENCE The measurement topics do not align to their respective focus statements in part B or to the standards in part A, or the measurement topics are not important enough to assess multiple times at a school or district level. COMPETENT The measurement topics align to their respective focus statements in part B and to the standards in part A. The measurement topics are important enough to assess multiple times at a school or district level. D:APA SOURCES NOT EVIDENT The submission does not include in-text citations and references according to APA style for content that is quoted, paraphrased, or summarized. APPROACHING COMPETENCE The submission includes in-text citations and references for content that is quoted, paraphrased, or summarized but does not demonstrate a consistent application of APA style. COMPETENT The submission includes in-text citations and references for content that is quoted, paraphrased, or summarized and demonstrates a consistent application of APA style. E:PROFESSIONAL COMMUNICATION NOT EVIDENT Content is unstructured, is disjointed, or contains pervasive errors in mechanics, usage, or grammar. Vocabulary or tone is unprofessional or distracts from the topic. APPROACHING COMPETENCE Content is poorly organized, is difficult to follow, or contains errors in mechanics, usage, or grammar that cause confusion. Terminology is misused or ineffective. COMPETENT Content reflects attention to detail, is organized, and focuses on the main ideas as prescribed in the task or chosen by the candidate. Terminology is pertinent, is used correctly, and effectively conveys the intended meaning. Mechanics, usage, and grammar promote accurate interpretation and understanding.