766 Alignment Template

Jennifer Fett
Fettj9163@my.uwstout.edu

Problem Identification
Mason House Publishing, a leading provider of K-12 educational content, needs to find a more effective and
efficient way to deliver next-generation digital assessment practice and preparation to its customers using
its go-forward toolset (MasonCMS>Learnosity>MyMHP). In order to accomplish that goal, training is
needed to both educate the MHP Learning Designers on current assessment standards and to enable them
to use the toolset to develop and deliver high-quality content.

Delivery Options
The training will consist of a blended strategy, combining on-site/web-based synchronous sessions with
asynchronous training modules delivered online via CDGA (Content Development Group Academy). The
synchronous sessions will consist of video, face-to-face instruction, group presentations, small group
activities, and discussions. The asynchronous sessions will consist of video, web-based tutorials and
corresponding activities and assessments.
Terminal Objective: Describe the potential value of the Common Core State Standards initiative to the U.S.
education system.
Enabling Objectives
Delineate the
reasons behind the
Common Core
State Standards
initiative.

Assessment Idea
Quiz
Quiz questions
include the
following:

1. Pick-multiple

Absorb Activity
Presentation
w/additional
reference readings
and videos

Do Activity
Pick-multiple
question asking for
selection of all valid
reasons behind the
creation of a new
set of national
standards;

Connect Activity
Discussion post:
learners will create
a short discussion
post to the CCSS
forum in CDGA in
which they describe
1) their views on

question asking for

selection of all valid
reasons behind the
creation of a new
set of national
standards;
scoring/feedback is
automatic
2. Pick-multiple
question in which
learners select from
a list of features all
that apply to the
CCSS for ELA;
scoring/feedback is
automatic
3. Composition
question in which
learners explain the
specific features of
Describe the key
CCSS that present
features of the
a need for nextCommon Core
State Standards for generation
assessments; to be
English Language
scored by evaluator
Arts.
with 4-point rubric

scoring/feedback is
automatic

the CCSS initiative

both prior to and
after the training 2)
how their
experiences
developing CCSS
assessment
products have
differed from their
experiences with
other assessment
products and 3)
what long-term
impact (if any) they
see the CCSS
having on the way
MHP develops
future assessment
products
Small group activity Job aid: table listing
in which each
key features of the
group participates
CCSS and how each
in brainstorming
impacts content
about how each
development in
unique feature of
general
the CCSS for ELA
might impact
content
development at
MHP; each group

will submit their

lists to the
moderator, who will
compile the results
and display for the
whole group; a
discussion will
follow in which the
moderator
addresses each of
the listed features
and describes any
that may be
missing
Pick-multiple
question in which
learners select from
a list of features all
that apply to the
CCSS for ELA;
scoring/feedback is
automatic
Explain how the
Common Core
State Standards
have created a
need for a next-

Composition question in which learners

explain the specific features of CCSS that
present a need for next-generation
assessments; to be scored by evaluator
with 4-point rubric

generation
assessment
system.
Terminal Objective: Elucidate the key differences between traditional assessments and next-generation
assessments.
Enabling Objectives Assessment Idea
Absorb Activity
Do Activity
Connect Activity
Articulate the
Group discussion
Presentation
Composition
Group discussion:
unique features of
(formative) and
w/additional
question asking for pros and cons of
the next-generation quiz (summative)
reference readings
two main ways in
next-generation
assessments
and videos
which nextassessments for
provided by the two Quiz questions
generation
content developers
consortia.
include the
assessments differ
following:
from traditional
assessments; to be
1. Composition
scored by evaluator
question asking for
with 4-point rubric
two
main
ways
in
Summarize the
Composition
Job aid: bulleted list
which nextmain text
question
of text complexity
generation
complexity
summarizing main
requirements per
assessments differ
demands for nexttext complexity
grade level
from
traditional
generation
requirements; to be
assessments; to be
assessments.
scored by evaluator
scored by evaluator
with 4-point rubric
with 4-point rubric
2. Composition
Explain how each of
Table completion in which learners fill in
the three main item question asking for
three items types, characteristics, and
one
pro
and
one
types unique to
how each helps to achieve the level of
con of nextnext-generation
rigor prescribed by the standards; to be

assessments helps
to achieve the level
of rigor prescribed
by the Common
Core State
3.
Standards for
English Language
Arts.

generation
assessments; to be
scored by evaluator
with 4-point rubric
Composition
question
summarizing main
text complexity
requirements; to be
scored by evaluator
with 4-point rubric
4. Table completion in
which learners fill in
three items types
and characteristics;
to be scored by
evaluators with 6point rubric

Terminal Objective: Apply the MHP criteria

Enabling Objectives Assessment Idea
Specify the MHP
Quiz (formative):
criteria for item
given an
writing.
incomplete list of
the MHP criteria,
learners will write
in and select from
drop-down menus
to fill in the blanks

scored by evaluators with 6-point rubric

for item writing to next-generation item types.

Absorb Activity
Do Activity
Connect Activity
Reading (MHP
Quiz in which
Group activity in
criteria for item
learners fill in
which participants
writing; to be
missing details
are asked to name
distributed
from the MHP
criteria they would
following the
criteria for item
expect to find in
connect activity)
writing
the MHP itemwriting criteria;

Select example
evidence-based
selected response
(EBSR) items that
meet the criteria.

with missing
pertinent
information;
scoring/feedback is
automatic
Quiz (formative):
learners will select
items they think
meet the criteria
and rate their level
of confidence;
scoring/feedback is
automatic
Quiz (summative):
learners will select
new items they
think meet the
criteria and rate
their level of
confidence;
scoring/feedback is
automatic
[Note: the data on
confidence levels
will be used as
evaluation for the
training as it
pertains to this

followed by display
of the MHP itemwriting criteria and
discussion
Presentation
AND
Software
demonstration*

Quizzes in which
learners select
sample EBSR items
they think meet the
criteria and rate
their level of
confidence

Job aid: bulleted list

of MHP item-writing
criteria tailored
specifically to EBSR
items (can be used
as a checklist for
evaluating EBSR
Small group activity items)
in which groups will
be asked to identify
3 items out of 10
samples that fully
meet the criteria;
for the remaining 7
items, they will be
asked to identify
the criterion that
has not been met

Revise three
example
technologyenhanced items
(TEI) so that they
meet the criteria.

Create a sample
performance task
scenario for each of
the three types
(narrative writing,
research

objective.]
Quiz (formative):
several pick-one
and pick-multiple
questions in which
learners select the
specific revisions
required for sample
items to meet the
criteria;
scoring/feedback is
automatic
Performance test
(summative):
learners will revise
three sample items
in the Learnosity
project sandbox
and submit for
evaluation; scoring
and feedback will
be provided by
evaluators
Group quiz
(formative):
learners will choose
from a selection of
example
performance tasks

Presentation
AND
Software
demonstration*

Quiz in which
learners answer
questions about the
specific revisions
required for the
sample items to
meet the criteria

Performance test in
which learners
revise three sample
items to meet the
criteria

Given a sample of 3
TEI items that do
not meet the MHP
criteria, learners
will work in small
groups to revise
each item so that it
meets the criteria

Presentation
w/readings
AND
Software

Group quiz in which

learners work
together to review
sample
performance task
scenarios and rate

Quiz in which
learners choose
sample
performance tasks
that fit the

simulation, literary
analysis).

those they feel

meet the provided
requirements;
scoring/feedback is
automatic

demonstration*

them against the

criteria using a
checklist

requirements
Performance test in
which learners
describe in writing
original sample
performance task
scenarios for each
of the three genres.

Performance test
(summative):
learners will
propose a
performance task
scenario for each of
the three given sets
of requirements
(one for each
genre);
scoring/feedback
will be provided by
evaluators
*Learners will need a brief demonstration of how to navigate the Learnosity training sandbox and how to
modify items within the sandbox. This will just be a basic overview of the main navigation and functions--the
platform is very intuitive and should not cause issues among this group of learners who are all familiar with
similar platforms.
Terminal Objective: Create a test blueprint for use in estimating budget needs.
Enabling Objectives Assessment Idea
Absorb Activity
Do Activity
Given an example
Quiz (formative):
Presentation
Quiz in which
project outline,
learners will use an
learners answer
locate online the
example project
questions about
specification
outline to select
how to find

Connect Activity
Game (in the style
of a scavenger
hunt) in which
learners must

documents needed
to create the
blueprint.

links/hotspots on
simulated Web
pages where they
would expect to
find the
corresponding
documentation;
scoring/feedback is
automatic

Design a blueprint
in Excel that
provides all of the
necessary
information needed
to estimate the
budget for the
example project.

Quiz (formative):
Learners will
answer pick-one,
pick-multiple, and
composition
questions about
whether or not
example blueprints
are complete and
provide all of the
information needed
to estimate the
budget
Performance test
(summative):
learners will create
a sample blueprint
for an example

Presentation

required test
specification
documents and
information

submit screen shots

of/links to the
specified
documents needed
to create a
blueprint for an
example project
outline

Quiz in which
learners will
evaluate several
example blueprints
and will answer
questions about
whether or not
each blueprint
provides all of the
required
information

Given an example
project outline and
the necessary
specification
documents,
learners will create
a blueprint that can
be used to estimate
a projects budget

project using the

project outline and
provided
specification
documents
For each piece of
information needed
to estimate the
budget, identify the
resource or group
to consult to obtain
the actual
estimate.

Quiz (summative):
Presentation
given a sample
blueprint and a list
of needed budget
estimates, learners
will answer pickone and pickmultiple questions
in which they
identify the group
or groups to consult
to obtain their
estimates;
scoring/feedback is
automatic

Quiz in which
learners identify
the group or groups
to consult to obtain
example estimates

Job aid: graphic

organizer showing
the different types
of information
needed to estimate
the budget
requirements and
the groups who
provide each type