Marking Sheet for ECUR 325 Assignment 1

Assignment 1: Assessment Piece (10% of final grade)

Student name: Shayla Alexander

Create an assessment OF learning resource for your chosen unit (which you will build for Assignment 3) that reflects both the unit
outcomes and an appropriate method of assessment given those outcomes. This could take the form of a project explanation or outline,
a scaffolding document or visual element describing the assessment task(s), a rubric with a description, a unit test/exam, or some
combination of these things.

Include a written reflection or justification (2-3 pages for this part) for the major choices you made in the design of this assessment
piece, making sure to discuss the criteria outlined in the rubric items that pertain to Assignment 1. For each item discuss which
specific criteria you feel you achieved and justify your stance.

Also within this write-up briefly outline the prior knowledge and specific lessons that will be necessary for students to complete the
assessment task this will help with your later unit planning. Finally, discuss some of your goals for Professional Learning and
Growth (see rubric items #7, 8, 9) as they relate to this assignment and the upcoming Assignments 2 and 3, which will build upon
Assignment 1. While you will not receive a mark on this portion yet, these will be important additions as your portfolio develops.

Rubric items to address for Assignment 1: # 1, 6, 14, 15, 16, 18

Outcome 1 2 3 4 5
(Ready to Intern)
Lesson Planning & Assessment
1. I plan lessons I plan activities for I connect my Students would My plans effectively My plans for
and assessment students to do, or activities to demonstrate integrate outcomes instruction and
based on what I will cover outcomes and outcomes and and indicators with assessment are
provincial indicators indicators doing instructional designed to respond
curriculum what I have planned strategies and to my formative
assessment assessment of
students
6. I create I have a plan to Some of my My assessments My assessments are My students help

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summative generate a mark assessments are check if students easy for students to shape the
assessment focused on the achieved the understand and assessment and will
outcomes and outcome check if students understand the
indicators achieved outcomes assessment easily
Depth and Breadth of Planning Skills
14. I understand My plans teach the I understand the My plans allow My plans reflect My plans make it
how to plan for same things to all difference between students to make preparation to meet likely that students
differentiation students and adaptation and choices, and I have common learning with different needs
and adaptation measure all differentiation basic adaptations needs (disability, would experience
students learning (like more time) EAL, gifted etc.) success
in the same way
15. I create My planned There are portions The planned My planned My entire unit is
engaging activities and tasks of my planned instruction and instruction and composed to
learning would be activities, like a activities relate the activities would increase connection
activities and interesting for motivational set, learning to student create interest and between students
tasks students who love that would be interests interaction between and student
the content interesting for students ownership of
students learning
16. My planned Student literacies I know key literacies I know key I am describing key My students will
activities would could be improved for my subject, but literacies for my subject literacies have the
improve the by the planned am not sharing them subject, and have with my students and opportunity to self-
discipline activities explicitly with shared them the learning assess and improve
specific literacy students explicitly with activities would help literacy strategies
skills of my students develop those in
students students
Unit Planning
18. The final task My final My final assessment My final My final assessment My final assessment
in my unit elicits assessment is checks how well assessment has all will provide clear will make the
evidence of related to the students understand the elements of evidence of my application of
application in a content of the unit and remember the GRASPS but needs students applying student learning

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new situation main points of what refining to be clear their learning in a relevant and useful
I taught and focused on the performance task
essential
understandings

Instructor comments:
Youve done a good job of describing key literacies (dialectic reasoning, moral testing, etc.) but should be more explicit about tying
these to the evaluations; particularly, the self-evaluation could be more detailed and explicit. How can students recognize these
things in themselves and work to develop them more purposefully?
You mentioned some interactive components in your planned activities, but how can the assessment be made more interactive? Can
students be asked to share with each other? Do a peer-evaluation or provide each other with formative assessment or feedback?
Should they present their projects to others?
Think more about the students on the struggling end of the spectrum. How will they know what to do? If they are stuck, how can
you provide them with additional scaffolding (beyond examples of topics)? Can you structure the assessment task into chunks or
stages that would make it easier to guide all students through, and allow you to respond to formative assessment with any necessary
interventions? An explanation of the assessment task needs to be clear enough for all students to understand it, so a list of essential
pieces/components or an outline of expectations would go a long way towards making it clear to learners.

Assignment grade:
22/30 = 73%