EDU 313N Educational Psychology
Benchmark Assessment and Rubric
EDU 313N Educational Psychology Benchmark Assessment...
EDU 313N Educational PsychologySubmitted: 8 years ago.Category: Long Paper (3+ pages)
Benchmark Assessment and Rubric
Due June 16
Targeted Essential Learning
An effective teacher is able to task analyze a specific skill into its individual parts in order to design and plan instruction based on psychological and cognitive principles that develop students’ abilities to meet standards. (APTS 1, 7; INTASC 1, 2, 4)
Assessment Tool Selected
1) Lesson Plan: Task Analysis
Demonstrate understanding of varied effective instructional design practice. (APTS 1.1-2)
Create learning experiences that connect subject area knowledge to real life situations. (7.5)
Relevancy of Task to Teacher Candidate
By breaking complex tasks into their constituent parts, teachers are able to more effectively design instruction that is logical and comprehensive for students. Understanding the psychological/cognitive principles informing the instructional design process allows teacher to differentiate their instruction to meet student needs.
Assessment: Student Prompts/Teacher Directions
1) Psychological Underpinnings: A Task at Hand (Benchmark Assignment)
a) Review the psychological and cognitive theories presented throughout the course. Conduct a task analysis for two of the following tasks. Choose one of the following from the Physical Tasks list and one from the Academic Tasks list. In order to correctly task-analyze the procedures below, the student should perform the task and document each individual step using specific details.
i) Physical Tasks
(1) Tying a shoe.
(2) Jumping rope.
ii) Academic Tasks
(1) Solving a two-digit addition math problem.
(2) Decoding the word dog.
b) Using the task analysis breakdown from the above categories, create lesson plans that clearly outline the step-by-step procedures for each task selected. The lesson plans should each contain the following components at a minimum:
i) Objective (the academic objective needs to be directly connected to state academic standards, but the physical objective does not).
ii) Materials needed to teach the lesson.
iii) Clear step-by-step directions/procedures.
iv) An assessment of learning that is clearly described.
c) Using the lesson plan created, teach the above two tasks to a younger family member or child of a friend and compare which was easier for the child to learn. Create a table that compares the two lessons.
d) Write a 1250-1500-word essay explaining the following:
i) The psychological/cognitive theorists relating to the task analysis (support all of your claims and observations with solid references and details).
ii) The task analysis process, its pros/cons, and how you used it for each step of this activity,
iii) Your observations of the effectiveness of your lesson plan as it relates to the success (or failure) of the lesson with the learner(s).
iv) Three self-suggestions for improving the process.
e) Use standard essay format in APA style, including an introduction, conclusion, and title page. An abstract is not required. Cite in-text and in the References section.
f) Include copies of your two lesson plans. The lesson plans do not count towards the total minimum word count for the paper and should be placed in the appendix of your paper.
g) Submit the assignment to the instructor in ANGEL by the end of Module 6
Scoring Tool/Guide (Rubric)
Psychological Underpinnings: A Task at Hand
Criteria 1: Unsatisfactory 2: Less Than Satisfactory 3: Satisfactory 4: Good 5: Excellent
Lesson Plans (2)
ACEI 1.0, 3.1, 3.2, 3.3, 3.4, 4.0
NMSA 1, 3, 5
No standards are mentioned in lesson. Lesson is not aligned to standards. Activities are absent or unrelated to objectives. Materials and resources, Step-by-step directions, and an assessment are not included in plan. Lesson is minimally aligned to standards. Many activities are extraneous and irrelevant. Materials needed and step-by-step directions
are included, but seem limited or incomplete. The assessment does not relate to the objective. Lesson is mostly influenced by standards. Activities relate to objectives, though some are extraneous. A list
of materials and resources needed
for this lesson are included. Step-by-step directions are supplied as a list.
The assessment is minimally described and relevant to the objective. Lesson is clearly aligned to standards. Activities provide a logical path to meeting objectives.
A detailed list of materials and resources needed for this lesson are included in the plan. Step-by-step directions are annotated. The assessment is clearly and thoroughly described. Key applicable standards are thoroughly referenced. Lesson is guided by standards. Students of many learning styles and strengths can benefit from activities.
The assessment has been approached creatively.
Task Analysis Process
NMSA 5 The essay contains a mere outline of the task analysis process. The task analysis process is addressed, but at a minimum. It identifies either pros or cons, but not both. How the process
was used in the assignment is
the essay. The essay includes a depiction of the task analysis process, its pros and cons, and how it was used for the steps in the assignment. The student details the task analysis process and clearly defends its pros
and cons. The student’s description of the task analysis process places the reader
into the learning experience.
Lesson Plan Effectiveness
The essay does not mention the lesson plan’s effectiveness. The student reflects on the effectiveness of the lesson for the learner(s), but the reflection is sketchy and incomplete. The lesson plan’s effectiveness for the learner(s) is reflected upon in the essay. The successfulness (or failure) of the lesson with the learner(s) is marginally addressed. The student connects the ability of the learner to learn with the quality of the lesson and clearly reflects on why the learner(s) succeeded or failed. The student clearly understands the relationship between the design of the lesson and the ability of the learner(s) to learn.
Self-Suggestions for Improvement
NMSA 7 No suggestions for improvement are included. Suggestions for improvement are noted, but are superfluous to
the lesson. Suggestions for improvement are listed and described. Clearly described suggestions for improvement are tied to specific points related to the effectiveness of
the lesson. The student includes suggestions that may or may not work and analyzes why it might be so in each case.
NMSA 1, 3, 5 No connections are made to the theories and material learned in the course. Theoretical connections are made, but make
no sense. A connection to theory and course material is made, though at a minimum. The student clearly and cohesively connects theory
to practice. Theoretical connections indicate a full and complete understanding of those theories.
Mechanics of Writing
(includes spelling, punctuation, and grammar)
Surface errors are pervasive enough
that they impede communication of meaning.
Frequent and repetitive mechanical errors distract the reader.
Some mechanical and/or typographical errors are present, but are not overly distracting to
writing are reflective of APA style.
Prose is largely free of mechanical errors, although a few
may be present.
Writer is clearly in control of standard, written American English.
and Style Requirements
APA format and style are not evident. Title page is present, though missing APA elements; in-text citations, where necessary, are used but formatted inaccurately and/or not referenced. All key elements of an APA title page are present; an abstract is present and formatted correctly; in-text citations and a References section are present with few format errors. Essay elements are theoretically supported with accurate citations
and references. A broad understanding of APA format and style is evident in use of level headings and lists, for example.