Assessment

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The following Differentiated Unit Plan contains all the elements of my assessment strategy from design to following implementation: Using Technology to Differentiate Instruction Final Assessment Description and Rubric // Differentiated Instruction Unit Plan //
 * Your final assessment is a project that you will use each module’s assignments to help you complete. The modules in the PLU course were presented using the scaffolding technique that as teachers of special needs students you must become accustomed to using. The entire PLU course uses differentiated learning strategies with the integration of technology to teach a varied target audience technological and differentiation skills. You may use the course as an example of how your overall unit should be presented. One technique that was used was the use of smaller assignments and a practice assessment before the completion of this final assessment. I broke down the complex task of modifying the unit into easier, more "doable" steps to facilitate every participant completing the PLU course with ease. Now you are going to take what you have learned in completing the modules to publish a finalize unit plan that has the following components:**


 * **Original unit that you will be using for instruction during the next nine weeks.**
 * **Make sure unit has several differentiation strategies that support diverse learners of your co-taught class (multiple intelligences, abilities, and interests),**
 * **Redesign lessons in the unit with activities that consist of**
 * **using Edmodo as the online learning platform**
 * **using Voki in the instructional process**
 * **developing a wiki as a collaboration, communication, and instruction tool**
 * **choosing a standard-based game or simulation as part of the lesson**
 * **redesigning or constructing a project-based learning experience that requires the use of a Web 2.0 tool**
 * **developing a rubric for self-assessment, peer assessment, and instructor assessment of the project-based learning experience**
 * **using an online assessment to score at least one lesson in your unit**
 * **Publish the modified unit by using the digital tool of your choice.**
 * Post the unit to the appropriate assignment area in Edmodo.
 * **Post a reflective essay on Edmodo after completing the PLU course. You will have to do a follow up activity and an additional essay after you deliver your unit to your students. Your first essay should have the following components:**
 * **what you have learned from the course**
 * **what’s your favorite technological tool for differentiating instruction**
 * **how you will continue to utilize the skills gained in your future lesson plans and unit plans**
 * Ø **Email me or post a reflective essay on Edmodo after implementing the unit. You will have to administer a survey to your classes through the use of Activ-Expressions clickers. You will discuss the results of the survey which will basically consists of pros and cons of the unit and pros and cons of the Web 2.0 tools used to differentiate instruction. Then you will import the results as grades to submit with your second essay that should also have the following components:**
 * **while teaching and facilitating instruction, which Web 2.0 tool was your favorite**
 * **what could you have done to make the instructional process better**
 * **how did you handle technology road-blocks**
 * **how has implementing the unit from the PLU course allowed you to teach better**
 * **will you continue to implement the integration of technology into DI lesson plans**
 * **how will you incorporate the discussion of the students' survey results to improve your unit plan before posting it to Staff Share folder and later uploading it to the Internet**

Assessment of your project will be based on the following rubric: ** Rubric for Differentiated Unit Plan **

** Minimal ** || ** Target ** || ** Scoring ** || 0 – 2.5 || Accommodations and modifications to teach multiple intelligences are sufficient to meet the needs of diverse learners
 * || ** Unacceptable ** || ** Acceptable to **
 * **Accommodations and Modifications to Teach Multiple Intelligences** || Accommodations and modifications to teach multiple intelligences are inappropriate or incomplete; does not meet the needs of diverse learners
 * Assignment Points **

2.6 - 3.9 || Accommodations and modifications to teach multiple intelligences are thoughtful, complete strategies to address diverse learners’ needs are meaningful and creative.
 * Assignment Points **
 * Assignment Points** 4 - 5 ||  ||
 * **Lesson Plans**
 * In Unit** || Some lesson plans are insufficient, inappropriate, or missing; content is inappropriate and does not align with standards, goals, essential questions, key knowledge and skills, assessments, or learning plan experiences; use of technology and differentiation are insufficient or missing; strategies for addressing diverse learners are insufficient or missing.
 * Assignment Points ** 0 - 6.99 || At least 5 lesson plans are included (4 days of instruction, 1 day of assessment) lesson plans demonstrate adequate understanding of lessons have adequate potential for differentiation with technology building strong content which aligns with most areas-standards, goals, essential questions, key knowledge and skills, assessments, or learning plan experiences; use of technology and differentiation are sufficient.


 * Assignment Points** 7.0 - 8.99 || 5 or more lesson plans are included (4 days of instruction, 1 day of assessment); lesson plans demonstrate a superior understanding of grade appropriate differentiation with technology; great potential for building strong content which aligns with standards, goals, essential questions, key knowledge and skills, assessments, or learning plan experiences; use of technology and integration are exemplary; appropriate review for formative assessment.


 * Assignment Points** 9 – 10 ||  ||
 * **Reflection** || Reflection is done poorly missing several required elements.

0 – 2.5 || Reflection sufficiently addresses the required elements.
 * Assignment Points **

2.6 - 3.9 || Reflection is meaningful and full of examples that address all of the required elements
 * Assignment Points **
 * Assignment Points** 4 - 5 ||  ||
 * **Assessments** || Assessments of the module are based on traditional assessments.

0 – 2.5 || Assessments model formative assessments that are project-based in design and are not limited to multiple choice tests.
 * Assignment Points **

2.6- 3.9 || Assessment model formative assessments and use a variety of online assessment tools not limited to Edmodo and many assessments are project-based.
 * Assignment Points**
 * Assignment Points ** 4 - 5 ||  ||
 * **Mechanics/**
 * Professional Presentation** || Many mistakes in mechanics and conventions of print (spelling, grammar, punctuation, etc.) are made; unit is not professionally presented; doesn’t merit PLU.
 * Assignment Points** 0 – 2.5 || Mechanically sound and professionally presented; a few mistakes in conventions of print (spelling, grammar, punctuation, etc.) are made; followed instructions, with few errors.


 * Assignment Points** 2.6 - 3.9 || Mechanically sound and professionally presented; mistakes in conventions of print (spelling, grammar, punctuation, etc.) are rare; clearly followed instructions.

**Assessment Points Scoring Guide:**
 * Assignment Points** 4 - 5 ||  ||
 * **Assignment Points:** ||  ||
 * 25 or more = Target**
 * 18- 24 = Acceptable**
 * 0-17 = Unacceptable**
 * Grades based on a scale of 30 points**
 * For example: 30 out 30 equals 100%, 24 out of 30 equals 80%, and 17 out of 30 equals 57%**

Your production work will be evaluated based on these criteria:
 * Grading Policy **
 * Completion of PLU (85-100%) with honor certification || Consistently superior quality. Work completed exceeds expectations. Active interest and engagement in posts to class and assignments insightful and respectful input. ||
 * Completion of PLU (79-60 %) minus honor certification || Average work. Completion of assignments as outlined. Minimal participation in class. ||
 * ( 59% and below) Will receive no credit hours for completion of PLU course || Not all assignments completed properly. No effort. Final product not beneficial for classroom instruction. Lack of participation. ||