This document is a student paper summarizing traditional pencil-and-paper assessments. It discusses how such assessments, when implemented carefully, can both assess student learning and promote further learning. The student provides examples of different assessment item types, such as true/false questions and essays, that align with the learning objectives. While acknowledging test biases, the student argues these assessments can effectively guide teaching and focus student learning if used as formative tools.

1. Running head: TRADITIONAL ASSESSMENT 1
Traditional Assessment: Pencil to paper assessment for trial and error
Danielle Kawcak
Walden University
Dr. Paul Trautman
EDUC 6731: Assessment for Student Learning
June 8, 2014

2. TRADITIONAL ASSESSMENT 2
Traditional Assessment: Pencil to paper assessment for trial and error
Dr. Stiggins highlights the value of traditional assessment methods by accentuating the
potential for such assessments to support learning by “saving teachers time, promoting high
levels of student achievement and enhancing student engagement” (Laureate Education, 2010).
These ideals have the potential to dramatically affect the nature of learning in the classroom if
implemented with caution regarding a variety of test biases that may become apparent with
assessment. With these characteristics in mind, it is essential that teachers develop traditional
assessments with a mindset of learning in mind. As Dr. Stiggins mentioned, this style of
assessment may be used more efficiently as a teaching/learning tool to essentially guide learning
(Laureate Education, 2010b). This leads to a practice of planned and goal-driven learning for
students. Not only does the teacher have a guide for teaching, but students also have a mindset
on the importance and essentials of their learning.
In the examples I have created, I have used my proposition to establish a variety of
traditional assessment questions that may be used for assessment of students as well as a guide
for me to maintain focus on the importance of student learning. Students having the knowledge
of these clear targets in the test items, students will be able to reflect on their learning and relate
each learning opportunity to the essential targets we are working toward. In The Understanding
by Design guide to creating high-quality units, Jay McTighe and Grant Wiggins explain that
assessment methods of this capacity will most likely be used as “Other Evidence” but it is highly
important that as we are creating units, we also have purpose behind those pieces of “Other
Evidence” (McTighe, J. & Wiggins, G., 2011). As long as there is rationale behind the
implementation and use of these types of assessment, teachers may be able to use them in
thoroughly productive, efficient manners.

3. TRADITIONAL ASSESSMENT 3
Area of Curriculum: Movement
Proposition:
If you wanted to create, plan and develop an efficient slide, you could research and
explore several means of trial and error relationships to establish a rationale based on
characteristics of movement.
True True/False Item: A true true/false item is the proposition itself or part of the
proposition.
One viable way to develop a slide is to create a plan based on the exploration of
movement through trial and error relationships.
False True/False Item: A false true/false item is the proposition or part of the
proposition, in which part of the proposition is false.
One realistic and meaningful way to develop an informed rationale for a slide is to use
irrational information and data.
Short Answer or Fill-in-the-Blank Item
If you wanted to create, plan and develop an efficient slide, you could
____________________________________________________________.
Multiple-Choice Item
Which of the following are ways to develop a slide with an informed rationale for
performance?
Explore and research through trial and error relationships of movement. (Correct answer)
Make up reasoning for the performance of first and only slide developed. (Distractor)
Use ten test objects to slide down one slide as sole exploration of movement. (Distractor)
Use products of one only one materials as sole exploration of movement. (Distractor)
(Tileston, D. W.,2004)
Essay Item
Discuss how you can plan, create and develop an efficient slide with a developed rationale
speaking to the characteristics of movement.
Explain two means of developing an informed rationale for the efficiency of a product.
The test items that I have established directly relate to the essentials of the proposition
created as a goal for learning. With this in mind, this may be a guiding document in my

4. TRADITIONAL ASSESSMENT 4
teaching. As the assessment questions directly reflect the essential learning I will be focused on,
students will be able to use this assessment tool as an avenue of focus in their learning. Student
reflection through this assessment tool will be an essential key to its use. Empowering students
to use their learning opportunities and make connections to their outstanding learning goal is
highly effective in encouraging the transfer of learning.
Dr. Stiggins brings forth the reality of test biases present in various assessment methods
(Laureate, 2010c). Of the many test biases brought into focus, one that seems to evident in
kindergarten is that of the lack of skills necessary to complete tasks on such traditional
assessments. As I have developed the unit, differentiation attending to the needs of students and
furthermore restricting these biases throughout learning opportunities has been a focus in the
attempt to meet the needs of all students. With these traditional assessment methods, there needs
to be much attention to the biases revealed by the consideration of developmental
appropriateness and student readiness. In accordance with NAEYC's indicators of effective
assessment practices, assessments should be “appropriate for ages and other characteristics of
children being assessed” (NAEYC, 2009). With this in mind, students may not be expected to
read and develop written responses for these test products but rather alternately show
understanding of the developed questions. Additionally, the power that these questions
regarding essential student learning have for young students in the process of making
connections and develop learning throughout content areas and settings is great in their
development of understanding.

5. TRADITIONAL ASSESSMENT 5
References
Laureate Education, Inc. (Executive Producer). (2010). Assessment for student learning: Paper-
and-pencil assessments. Baltimore: Author.
McTighe, J. & Wiggins, G. (2011). The Understanding by Design guide to creating high-quality
units. Alexandria, VA.
Tileston, D. W. (2004). What every teacher should know about student assessment. Thousand
Oaks, CA: Corwin Press.
National Association for the Education of Young Children. (2009). Where we stand on
curriculum, assessment and program evaluation. Retrieved from http://www.naeyc.org/
files/naeyc/file/positions/StandCurrAss.pdf

6. Running head: STUDENT OBSERVATION 6
Walden University M.S. in Education Program
Formative Evaluative Criteria for Applications and Reflective Essays
Quality of Work
Submitted
Work reflects
graduate-level
critical,
analytical
thinking.
A: Exemplary
Work
A = 4.00 (60)
A- = 3.75 (55)
All of the
previous, in
addition to the
following:
B: Graduate
Level Work
B+ = 3.50 (50)
B = 3.00 (45)
B- = 2.75 (40)
All of the
previous, in
addition to the
following:
C: Minimal Work
C+ = 2.50 (35)
C = 2.00 (30)
C- = 1.75 (25)
F: Work
Submitted but
Unacceptable
F = 1.00
Adherence to
Assignment
Expectations:
The extent to
which work
meets the
assigned
criteria.
All parts of the
assignment
exceed
expectations.
All parts of the
assignment are
completed.
Most parts of
assignment are
completed.
The assignment
does not fulfill the
expectations.
Integrates
additional
material and/or
information.
Topics are fully
developed.
Topics are not
fully developed.
Key components
are not included.
The work is
presented in a
thorough and
detailed manner.
The work is
presented in an
appropriate
manner.
The work is
presented with
minimal detail.
The work is
presented with no
detail.
Demonstrates
exceptional
breadth and
depth.
Demonstrates
appropriate
breadth and
depth.
Demonstrates
minimal depth
and breadth.
Work lacks
breadth and depth.
Assimilation
and Synthesis of
Ideas:
The extent to
which the work
reflects the
student’s ability
to understand
the assignment’s
purpose and
analyze material
in videos,
Demonstrates
the intellectual
ability to
explore and/or
implement key
instructional
concepts.
Demonstrates a
clear
understanding of
the assignment’s
purpose.
Shows some
degree of
understanding of
the assignment’s
purpose.
Shows a lack of
understanding of
the assignment’s
purpose.
Demonstrates
insightful
reflection and/or
critical thinking.
Demonstrates
careful
consideration of
key instructional
concepts.
Generally applies
theories,
concepts, and/or
strategies
correctly.
Does not apply
theories, concepts,
and/or strategies.

7. Running head: STUDENT OBSERVATION 7
readings,
discussions, and
apply presented
strategies.
Sources may
include, but are
not limited to,
scholarly
articles,
collegial
discussions, and
information
from
conferences, in
service, faculty
development,
and/or meetings.
To receive an A
paper, you must
use outside
sources.
Provides an in-
depth analysis
that is critical
and discusses
implications for
education.
Provides an
appropriate
analysis that
should be more
in-depth.
Ideas are unclear
and/or
underdeveloped.
Does not provide
an analysis.
Includes
information
from all the
required course
videos and/or
readings to
support major
points.
Includes specific
information from
course videos or
required readings
to support major
points. See
assignment below
for all required
resources.
Minimally
includes specific
information from
course videos or
required readings.
Does not include
specific
information from
course videos or
required readings.
Demonstrates
exceptional
inclusion of
major points,
using creditable
outside sources.
Does not use a
creditable outside
source to support
major points or
analysis
All ideas are not
supported by the
literature with
appropriate
citations and does
not use an outside
source
Does not use any
appropriate source
to support ideas or
analysis. Paper
lacks any citations
or references.
Written
Expression and
Formatting:
The extent to
which scholarly,
critical,
analytical
writing is
presented in
APA format,
that is written in
standard edited
English with
correct
grammar,
mechanics,
spelling,
organization,
etc.
The paper
represents
scholarly
writing.
The paper is well
organized and
represents good
writing.
The paper
somewhat
represents mature,
scholarly,
graduate-level
writing.
The quality of
writing is not
acceptable for
graduate level
work.
Correct APA
formatting and
style always
used throughout.
Correct APA
formatting is
mostly used.
APA formatting
is generally
followed.
The APA
formatting is not
acceptable for
graduate level
work.
The work is
unified around a
central purpose
with well-
developed ideas.
Ideas are clearly
and concisely
expressed.
Ideas are not
clearly and
concisely
expressed.
Major points do
not reflect
appropriate
elements of
communication.

8. Running head: STUDENT OBSERVATION 8
The work is
logically
organized in
paragraph
structure with
clear transitions.
Elements of
effective
communication,
such as an
introduction and
conclusion, are
included.
Elements of
effective
communication,
such as an
introduction and
conclusion, are
not included.
There is no effort
to express ideas
clearly and
concisely using
the elements of
effective
communication.
Work is written
in compelling
and effective
standard edited
English.
Work is written
in standard edited
English.
Work is poorly
written, much in
non-standard
English, and not
sufficiently
edited.
Work is not
written in
standard English
and not acceptable
for graduate level
work.
Sentences are
effective,
varied, clear,
and concise,
with powerful
expression
evident.
Few, if any,
grammatical or
mechanical
errors.
Work contains
more than a few
grammatical or
mechanical
errors.
Work contains
many
grammatical or
mechanical errors,
making it difficult
to understand.
Grade: A Comments:
There are
important APA
and Walden
University
requirements
that must be
followed for
every paper:
• Correctly formatted title page.
• Correctly formatted running head and pagination.
• The use of Times New Roman, 12-point font only, every line double-
spaced, and one-inch margins on all four sides.
• APA essay style writing (except where explicitly stated), including an
introductory paragraph that explains the purpose of the assignment with a
well-formulated thesis statement; a body of evidence and analysis; and a
concluding paragraph that summarizes your ideas and discusses the
educational implications.
• Citations/reference entries for every idea/concept presented – even your
own.
• Correctly written reference entries.
Use of at least half of the required resources & one outside source.
It is expected that all applications and reflective essays will be submitted according to the
assignment due dates indicated. Exceptions may be made at the discretion of the faculty member
if contacted by the student prior to the due date describing extenuating circumstances. Updated:
7-3-2012