3-5 pg. evaluation essay of a previous assignment. 

$30 total: $15 NOW & $15 WHEN COMPLETE

Need by: Friday, 2/12/21

PLEASE FOLLOW ATTACHED GUIDELINES!!!! 

AssessmentProject Evaluation

Overview
Now you will complete this section of the white paper. You will justify your topic selection and its
relevance to the school district’s goal of improving its assessment results.

Instructions
Write a 3–5 page paper in which you:

● Revise the Assessment Project, ​printed below ​(The revision of the previous assignment
is not included in the page count for this assignment).

● Evaluate your district’s assessment strategy for the area(s) that are relevant to your
research and make any recommendations. Consider the following points:

○ Does your district’s current assessment strategy meet the needs of certain
populations of students?

○ What can be done to improve assessment results, especially within specific
populations?

○ Are there any concerns about your district’s assessment strategy that you have
based on your research?

○ How do your research and recommendations fit into the border picture of
improvement?

● Ascertain three new advances in computer and web technologies that would benefit K–12
assessment that are related to your topic. Highlight one of these new innovations that
might be practical for the district to implement in the near future. Provide a rationale for
your response.

● Propose the strategic manner in which you would conduct a training needs analysis for
teachers related to your topic.

● Provide at least three additional reliable, relevant, peer-reviewed references published
within the last two years.

2. This course requires the use of Strayer Writing Standards. For assistance and information, please
refer to the Strayer Writing Standards link in the left-hand menu of your course.
The specific course learning outcome associated with this assignment is:

● Create recommendations for an assessment strategy, new technologies, and a training
needs analysis.

MUST FOLLOW RUBRIC:

Evaluate your
district’s

assessment
strategy for the
area(s) that are
relevant to your

research and
make any

recommendations
.

Points:

0 ​(0.00%)
Did not submit or
incompletely

evaluated your
district’s assessment
strategy for the
area(s) that are
relevant to your
research and/or did
not make any
recommendations, or
made incomplete
recommendations.

Points:

40.5 ​(15.00%)
Partially
evaluated your
district’s
assessment
strategy for the
area(s) that are
relevant to your
research and/or
made partial
recommendations
.

Points:

45.9 ​(17.00%)
Satisfactorily
evaluated your
district’s
assessment
strategy for the
area(s) that are
relevant to your
research and
made
recommendations.

Points:

54 ​(20.00%)
Thoroughly
evaluated your
district’s
assessment
strategy for the
area(s) that are
relevant to your
research and
made
recommendations.

Ascertain three
new advances in

computer and
web technologies
that would benefit
K–12 assessment
that are related to

your topic.
Highlight one of

these new
innovations that

might be practical
for the district to
implement in the

near future.
Provide a

rationale for your
response.

Points:

0 ​(0.00%)
Did not submit or
incompletely
ascertained three new
advances in computer
and web technologies
that would benefit
K–12 assessment that
are related to your
topic. Did not submit
or incompletely
highlighted one of
these new innovations
that might be practical
for the district to
implement in the near
future. Did not submit
or incompletely
provided a rationale
for your response.

Points:

50.625
(18.75%)

Partially
ascertained three
new advances in
computer and
web technologies
that would benefit
K–12 assessment
that are related to
your topic.
Partially
highlighted one of
these new
innovations that
might be practical
for the district to
implement in the
near future.
Partially provided
a rationale for
your response.

Points:

57.375
(21.25%)

Satisfactorily
ascertained three
new advances in
computer and web
technologies that
would benefit
K–12 assessment
that are related to
your topic.
Satisfactorily
highlighted one of
these new
innovations that
might be practical
for the district to
implement in the
near future.
Satisfactorily
provided a
rationale for your
response.

Points:

67.5 ​(25.00%)
Thoroughly
ascertained three
new advances in
computer and web
technologies that
would benefit
K–12 assessment
that are related to
your topic.
Thoroughly
highlighted one of
these new
innovations that
might be practical
for the district to
implement in the
near future.
Thoroughly
provided a
rationale for your
response.

Propose the
strategic manner

in which you
would conduct a
training needs

Points:
0 ​(0.00%)
Did not submit or
incompletely
Points:
50.625
(18.75%)
Points:
57.375
(21.25%)
Points:

67.5 ​(25.00%)
Thoroughly
proposed the

analysis for
teachers related

to your topic.

proposed the strategic
manner in which you
would conduct a
training needs
analysis for teachers
related to your topic.

Partially proposed
the strategic
manner in which
you would
conduct a training
needs analysis
for teachers
related to your
topic.

Satisfactorily
proposed the
strategic manner
in which you would
conduct a training
needs analysis for
teachers related to
your topic.

strategic manner
in which you
would conduct a
training needs
analysis for
teachers related to
your topic.

Three references. Points:

0 ​(0.00%)
No references
provided.

Points:

20.25 ​(7.50%)
Does not meet
the required
number of
references; some
or all references
were poor-quality
choices.

Points:

22.95 ​(8.50%)
Meets number of
required
references; all
references were
high-quality
choices.

Points:

27 ​(10.00%)
Exceeds number
of required
references; all
references were
high-quality
choices.

Writing
mechanics,

grammar, and
formatting.

Points:

0 ​(0.00%)
Serious and persistent
errors in grammar,
spelling, punctuation,
or formatting.

Points:

10.125
(3.75%)

Partially free of
errors in
grammar,
spelling,
punctuation, or
formatting.

Points:

11.475 ​(4.25%)
Mostly free of
errors in grammar,
spelling,
punctuation, or
formatting.

Points:

13.5 ​(5.00%)
Error free or
almost error free
grammar, spelling,
punctuation, or
formatting.

Clarity and
coherence of

writing.

Points:

0 ​(0.00%)
Information is
confusing to the
reader and fails to
include reasons and
evidence that logically
support ideas.

Points:

20.25 ​(7.50%)
Information is
partially clear,
with minimal
reasons and
evidence that
logically support
ideas.

Points:

22.95 ​(8.50%)
Information is
mostly clear and
generally
supported with
reasons and
evidence that
logically support
ideas.

Points:

27 ​(10.00%)
Information is
provided in a
clear, coherent,
and consistent
manner with
reasons and
evidence that
logically support
ideas.

Assessment Project:

Introduction

Standardized and aptitude tests intend to measure the general knowledge and intelligence of

students. Standardized assessments and aptitude tests have played a primary role in providing

opportunities for students. The opportunities result in success in vital economic sectors and

competitive job markets. Despite that, culture and gender could result in assessment inaccuracy.

The tests are formed based on the majority group’s values and knowledge, forming bias against

minority groups. Also, for female students, the tests have often barred their access to progress.

This paper will assess cultural and gender bias in standardized and aptitude tests in 12th grade

students of North Carolina school of science and mathematics, and present recommendations.

Aptitude and standardized tests are presumed impartial and fair academic performance measures.

BAZEMORE-JAMES, Shinaprayoon & Martin (2016) postulate that the tests have become the

most substantial educational program quality measures. However, performance gaps are evident

between non-minority groups and ethnic minority groups when standardized tests are performed,

despite efforts to minimize. Most grade 12 aptitude and standardized tests are normed from

majority group scores and male gender in a general perspective (BAZEMORE-JAMES,

Shinaprayoon & Martin, 2016). Therefore, it is inappropriate for individuals from other minority

cultures to be given the same assessments since they do not reflect those groups. When the

gender or cultural background of students being tested is inadequately represented, the

assessment’s reliability and validity are questionable, mostly when used on the said persons.

Such groups are being denied access to career and advanced education opportunities because the

test does not reflect their ability and knowledge (Morgan, 2016). This necessitates the expansion

of current test practices to be inclusive and more uniform. For instance, creativity assessments

are normed for specific groups and produce uniform scores.

Kruse (2016) established a bias in the interpretation and meaning of words included in

assessments and tests. Gender and culture affect how students interpret and understand the

wording of test questions. The comprehension of questions can be impacted by communication

patterns, values, epistemologies, beliefs, learning and teaching styles, and students’ societies and

cultures’ experiences (Morgan, 2016). More so, the test question can influence the item’s

interpretation, primarily when written in a language different from the test-takers (Kruse, 2016).

Therefore, it is integral to regard non-native English speakers’ language proficiency before

assessing them in the native language or English.

Men and women have unequal grounds concerning higher education. Such includes the scores

received by male and female students in the North Carolina school of science and mathematics

on standardized tests for admission into universities and colleges. As noted by Saygin (2020),

male students are associated with significantly higher test scores than females in SATs. In

retrospect, this could develop a pool of unequal opportunities for both genders when seeking

scholarships and admission to higher learning institutions. Female students have consistently

scored below males in math and science tests (Saygin, 2020). The tests underpredict female

performance because while female students score lower on the standardized and aptitude tests,

they obtain higher grades than boys in all subjects for the same course in their first year in

university or college.

Key Related Political, Legal, and Current Issues

Proper standardized and aptitude tests are among the current concerns under debate to advance

education policies. Studies by Eble & Hu (2018) agree that policymakers and most elected

officials use standardized tests to influence local schools’ operations. The tests have been used to

promote policy goals, impose sanctions, and bestow rewards, broadening educational

opportunity gaps for students from different cultural backgrounds and female and male students,

narrowing the curriculum, deprofessionalize education instructors, and centralized education

decision making. In this sense, policymakers use standardized test prodigy as policy strategies

(Eble & Hu, 2018). For instance, policymakers and elected officials face pressure to improve

schools using existing tests for neither adequately validated nor intended objectives (Saygin,

2020). As a result, the tests designed to provide valid performance measures are used to make

decisions about students only at the aggregate level, leading to unfair consequences to individual

students.

Policymakers often depend on available tests as it is an action opportunity. Reilly, Neumann &

Andrews (2019) agree that though it is an impacted test, it yields better than harm results.

Therefore, due to the correlation of policy and testing, it is critical to provide standards for

proper tests. For reliability of the tests, all assessments must consistently measure student

performance across tasks. The test scores meaning should not differ across settings, individuals,

or groups as a fairness measure (Morgan, 2016). The scores must reflect and draw meaning in

the measured domains for validity measure (Reilly, Neumann & Andrews, 2019). With testing

being utilized as a political strategy, individuals running political seats call for more substantial

test-based accountability, support testing for given aims, and take stands on different students’

type of tests. The politicians’ focus on SAT has provided a strong support vein among citizens.

Standardized tests in schools have been used to enact legal proceedings. As part of public

schooling, standardized achievements have shaped several federal and state laws, regulations,

and policies to enhance school performance. In particular, (Scheiber, 2016) standardized test

scores are used as a practical measure, and educators and schools are held accountable for

student performance and educational results (Saygin, 2020)s. The scores are also used to

establish achievement gaps among several student groups such as students with learning or

physical disabilities, from low economic status households, not proficient in English, and color

(Eble & Hu, 2018). The achievement gaps highlight and exposure could be crucial for greater

public awareness in education programs and policies.

Teachers and schools append the curriculum to reflect the tests. In this context, teachers prepare

students for the test types and format with constructed responses (Scheiber, 2016). Taking a test

having an unfamiliar structure is difficult for students. Thus, teachers are inclined to help

students prepare for what will be in the test rather than the required comprehensive skill set

(BAZEMORE-JAMES, Shinaprayoon & Martin, 2016). Like in the North Carolina school of

science and mathematics, teachers spend more time on mathematics and less on other subjects.

As a result, instead of students being educated, they are prepared to do tests.

Specific Needs of Students in The School

Special needs and other students need instructional support and assistance to progress in their

assessments and classes (Scheiber, 2016). Education teachers help students understand presented

information and assignments, and modify work to support their needs. This could be provided in

a separate or general education classroom. Such students often join regular classes for select

subject areas (Reilly, Neumann & Andrews, 2019). Teachers collect information on students

requiring special needs and device strategies and initiatives to succeed in their education and

formal assessments (Eble & Hu, 2018). On the other hand, students need consultation services

from general education and special education teachers (Ok, Rao, Bryant & McDougall, 2017).

The instructors provide behavioral intervention and assessment adaptation, which facilitates

students with specific needs to benefit.

Students with a disability require appropriate modifications, adaptations, and accommodations to

the classroom activities for their success. According to Kruse (2016), such must be

individualized based on personal interests, needs, and learning styles (BAZEMORE-JAMES,

Shinaprayoon & Martin, 2016). This includes ensuring the student accesses the general

curriculum to meet education standards applying to all students. Hence, it requires adapting the

assessment to the content.

Applications to K-12 Assessment

Creativity assessment is a preferred creative accomplishment predictor for students. It leverages

intelligence and benefits minority groups and gender than standardized tests (Morgan, 2016).

This can facilitate student assessment based on their cognitive potential rather than the ability to

adopt the majority’s culture, especially when the assessments reduce verbal aspects. It may

increase fairness in other learning institutions such as colleges and universities (Reilly, Neumann

& Andrews, 2019). Besides, alternative assessment models place the minority groups on the

same ground as the majority in ways standardized tests are incapable of doing. As a result, it will

minimize the gender and cultural disparity and distortions emerging from the given

disadvantages.

Reforms on standardized tests must ensure skills and content learned is aligned in the assessment

(Saygin, 2020). Therefore, local policymakers should formulate assessments that present useful

questions and information that triggers students’ critical thinking capacity. This will enable

students to gain valuable experience (Eble & Hu, 2018). In this way, leaders can be decisive in

providing appropriate support and resources to local schools.

The local district can balance the need for high-quality assessment and instructional time. It will

ensure that student students exhaust the required time to undertake standardized assessments.

Worth noting, assessment of the tests would ensure each test serves a critical and distinct role in

facilitating students’ progressive learning (Reilly, Neumann & Andrews, 2019). Fairness should

be exercised when using assessment to measure student learning, mainly for minority groups and

students with disabilities. Uniform and equal assessments can help leaders and educational

instructors identify additional interventions and support for student success.