APA style, numbers and cover page, 2 References must be from my school-Walden University and 1 outside source, Time New Romans, Due Date 11/08/20 3pmAssignment: Matching Learning Goals to Appropriate AssessmentsNote: Please be sure that you have read the Course Project Overview prior to completing this assignment.As a designer of curriculum, you know that designing backward means identifying desired results first and then determining acceptable evidence of progress toward or achievement of those results. Only then are you ready to design instruction and specific learning experiences. This way of planning ensures that everything that happens in a classroom (the curriculum, instruction, and assessment) is in the interest of all students achieving high levels of learning.This week’s Learning Resources guided you in thinking about the different areas you can assess (i.e., knowledge, reasoning, skills, performance). They also gave examples of types of assessments that could match these learning areas. In this assignment, you will review and revise the assessments in your unit to ensure that there is a good match between the learning goals of the unit and the assessments. If you find that you already have a good match between your learning goals and assessment methods, you will explain why; if you find one or more mismatches, you will revise your assessments and provide a rationale for doing soUse the Matching Learning Goals With Assessment Methods worksheet (it can also be found in this Week’s Learning Resources) to help you determine the appropriate assessment method(s) for each of the learning goals in the unit. Be sure to look at your learning goals and where there may be a mismatch between the learning goal and the assessment.Matching Learning Goals With Assessment MethodsFinally, consider contemporary and historical perspectives on assessment and formulate a rationale for how your assessment plan reflects the ideas presented in the course text reading for this week.Summarize your activity by providing the following:• Learning goals of your unit• Category for each learning goal (i.e., Knowledge, Reasoning, Skills, Product/Performance)• Brief description of what the assessment might consist of or look like for each learning goal• Explanation of why this option would be a good match with the learning goal and for the students you teach• Then, reflect on how your assessment plan promotes learning and achievement for all students. Consider how your plan aligns with contemporary perspectives on assessment described by Reeves in this week’s required reading. How does this vision compare to historical perspectives regarding the purpose of assessment?Resources to Help the writer.https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=45003389&site=ehost-live&scope=sitehttps://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspxdirect=true&db=a9h&AN=18772684&site=ehost-live&scope=site Reeves, D. B. (ed). (2007). Ahead of the curve: The power of assessment to transform teaching and learning. Bloomington, IN Solution Tree Press.Introduction, “From the Bell Curve to the Mountain: A New Vision for Achievement, Assessment, and Equity” (pp. 1 – 14)McTighe, J., & Wiggins, G. (2004). Understanding by design: Professional development workbook. Alexandria, VA: ASCD.Understanding by design: Professional development workbook by McTighe, J., & Wiggins, G. Copyright 2004 by Association for Supervision & Curriculum Development. Reprinted by permission of Association for Supervision & Curriculum Development via the Copyright Clearance Center.https://class.content.laureate.net/e6c0e67346f1dd5b2075b43eecc89c1c.pdfhttps://class.content.laureate.net/6185b615e0ee638cc0ac2895fa3ba1b4.doc Laureate Education. (Producer). (2010a). Assessment for student learning: Assessment principles and [Video file]. Baltimore, MD: Author.
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