1. Identify, define, and apply traditional and nontraditional models of assessment for use in diverse classroom settings.

1a. Define key vocabulary terms associated with traditional and non-traditional assessment models.

1b. Evaluate which assessment models are best suited for use in varied classroom situations.

* Authentic, alternative, and performance-based assessments are similar yet each possess unique qualities.

* Blending standard (traditional) assessment models with authentic (non-traditional) assessment models is more effective in the classroom than the unilateral use of only one assessment model.

Stage 3 of the UAP

(assignments shown in bold type are required elements of Stage 3 of the UAP)

Textbook Readings

Assessment Survey

Assessment Article

UAP Assessment Tools

Embedded Workshop Activities

Tables of Specifications

2. Integrate knowledge of technology and current research on teaching and learning styles into classroom assessment tools, with particular emphasis on understanding the diversity concerns of individual students.

2a. Apply current research on teaching and learning styles and the 6  facets of understanding to classroom assessment tools.

2b. Utilize technology as a means for reaching the diverse needs of individual students.

* Teaching styles and learning styles differ among individuals.

* Using a variety of assessment tools is more effective at reaching all learners than is repeatedly using only one type of assessment tool.

* Ethnic and cultural background experiences, as well as special learning needs, add depth to any assessment framework.

Stage 3 of the UAP

(assignments shown in bold type are required elements of Stage 3 of the UAP)

Textbook Readings

Embedded Workshop Activities

Culminating Activity Presentation

UAP Assessment Tools

Review of Literature & Research

3. Analyze, interpret, and communicate assessment data on student learning with both quantitative and qualitative measures.

3a. Define qualitative and quantitative measurement.

3b. Develop an instructional action strategy based on the interpretation of standardized test scores and other classroom records of student data.

3c. Design a communication plan to share student learning data with parents, teachers, and administrators.

* Blending qualitative and quantitative measurements results in a more balanced picture of student learning.

* Student learning data are helpful for creating a plan to improve future learning for individual students, and for groups of students.

* Teachers must share clear expectations and assessment results with interested peers and parents.

Stage 3 of the UAP

(assignments shown in bold type are required elements of Stage 3 of the UAP)

Textbook Readings

UAP Action Research Methodology Plan (Phase III of the Action Research Plan)

Communication Plan

Embedded Workshop Activities

4. Finalize a workable action research methodology plan to be used when evaluating the effectiveness of their Unifying Assessment Project.

4a. Select an appropriate method to use when conducting UAP research.

4b. Complete a research framework that lists all components of the selected methodology.

* Even though research methods might vary, a clearly defined purpose and method for conducting the research will maintain the credibility of the plan.

* The method used for action research has an extremely important bearing on the final conclusions drawn from that research.

Stage 3 of the UAP

(assignments shown in bold type are required elements of Stage 3 of the UAP)

Textbook Readings

Embedded Workshop Activities

UAP Action Research Methodology Plan (Phase III of the Action Research Plan)

5. Construct multiple classroom assessment tools that meet the needs of a diverse student population as a means of evaluating both the instructional activities and the curricular goals of their Unifying Assessment Project.

5a. Describe the influence of diversity in the design, administration, and scoring of traditional and non-traditional assessment tools used in the classroom.

5b. Determine which assessment models and tools will best meet the curricular goals and instructional objectives of their UAP.

* Accommodating various student learning needs and background experiences will impact the use of any assessment tool.

* Sound principles and guidelines exist for creating any type of assessment tool; the more closely these guidelines are followed, the more valid and reliable will be the assessment results.

Stage 3 of the UAP

(assignments shown in bold type are required elements of Stage 3 of the UAP)

Textbook Readings

UAP Assessment Tools

Embedded Workshop Activities