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Benchmark – Literature Assessment Plan Elementary teachers frequently develop and implement unit plans designed to enhance students’ learning in English language arts. Successful unit plans consider a broad range of needs, including literacy skills, standards, text selections, students’ unique learning abilities and backgrounds, and sound instructional strategies and assessments.In this course, you have created three lesson plans that together comprise the basis for a unit on the literature you selected.For this assignment, create a 500-750 word assessment plan for your unit that includes formative and summative assessments, as well as technology and differentiation.Include the following in your plan: Describe formative assessment strategies that would be used in each of the lessons you created to gauge student understanding and inform instructional planning. Create a summative assessment activity for the unit that helps students apply their developing ELA skills of reading, writing, speaking, viewing, listening, and thinking to many different situations, materials, and ideas. Discuss the use of digital tools in assessments to promote effective communication, collaboration, and support interactions to meet diverse learning needs. Describe how the formative and summative assessments can be differentiated to meet the diverse learning needs. How effective assessment practices guide students toward their individual learning goals. In addition, write a 250-500 word reflection on the process of creating a literature unit and explaining how you plan to use research on teaching, professional ethics, and resources available for professional learning to improve student learning in your future professional practice. Cite the “COE Professional Dispositions of Learners,” and the “Model Code of Ethics for Educators” as appropriate.Support your findings with 2-3 scholarly resources. This assignment uses a rubric. elm_480_rubric_benchmark__literature_assessment_plan_.xlsx Unformatted Attachment Preview Course Code ELM-480 Class Code ELM-480-O500 Criteria Criteria Percentage 100.0\% Formative Assessment Strategies 15.0\% Summative Assessment Activity COE C2.1 [ACEI 2.1; InTASC 4(b), 4(d); MC1, MC2] 15.0\% Digital Tools 15.0\% Differentiation 15.0\% Reflection COE C5.1 [ACEI 5.1, 5.2; InTASC 6(j), 6(k), 6(p), 9(l), 9(o); MC2, MC4] 20.0\% Organization 10.0\% Mechanics (includes spelling, punctuation, grammar, language use) 10.0\% Total Weightage 100\% Assignment Title Benchmark – Literature Assessment Plan No Submission (0.00\%) Not addressed. Not addressed. Not addressed. Not addressed. Not addressed. Not addressed. Not addressed. Total Points 300.0 Insufficient (65.00\%) Formative assessments are not clearly aligned to the stated learning objectives and standards. Formative assessments do not provide adequate data on student performance for monitoring and adjusting instruction, nor do they provide students feedback so they can evaluate and adjust their own learning. Summative assessments are insufficiently aligned to the stated learning objectives and standards. They do not effectively help students apply their developing ELA skills of reading, writing, speaking, viewing, listening, and thinking to many different situations, materials, and ideas. Discussion of the use of digital tools in assessments does not promote effective communication, collaboration, or support interactions to meet diverse learning needs. Differentiation of the formative and summative assessments does not meet diverse students’ learning needs or guide students towards individual learning goals through assessment practices. Reflection on the process of creating a literature unit vaguely addresses how to use research on teaching, professional ethics, and resources available for professional learning to improve student learning. An attempt is made to organize the content, but the sequence is indiscernible. The ideas presented are compartmentalized and may not relate to each other. Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction are used. Approaching (75.00\%) Formative assessments are broadly aligned to the stated learning objectives and standards. Formative assessments are somewhat designed to provide data on student performance for monitoring and adjusting instruction. May or may not provide students feedback so they can evaluate and adjust their own learning. Summative assessments are sufficiently aligned to the stated learning objectives and standards. They adequately help students apply their developing ELA skills of reading, writing, speaking, viewing, listening, and thinking to many different situations, materials, and ideas. Discussion of the use of digital tools in assessments minimally promotes effective communication, collaboration, and support interactions to meet diverse learning needs. Differentiation of the formative and summative assessments meets diverse students’ learning needs and adequately guides students towards individual learning goals through effective assessment practices. Reflection on the process of creating a literature unit minimally addresses how to use research on teaching, professional ethics, and resources available for professional learning to improve student learning. The content is adequately organized, generally providing the audience with a sense of the main idea. Submission includes mechanical errors, but they do not hinder comprehension. Includes some appropriate practice and content-related language. Acceptable (85.00\%) Formative assessments are accurately aligned to the stated learning objectives and standards. Relevant formative assessments are designed to provide data on student performance for monitoring and adjusting instruction, and provide students feedback so they can evaluate and adjust their own learning. Summative assessments are appropriately aligned to the stated learning objectives and standards. They effectively help students apply their developing ELA skills of reading, writing, speaking, viewing, listening, and thinking to many different situations, materials, and ideas. Discussion of the use of digital tools in assessments logically promotes effective communication, collaboration, and support interactions to meet diverse learning needs. Differentiation of the formative and summative assessments credibly meets diverse students’ learning needs and competently guides students towards individual learning goals through effective assessment practices. Reflection on the process of creating a literature unit effectively addresses how to use research on teaching, professional ethics, and resources available for professional learning to improve student learning. The content is logically organized. The ideas presented relate to each other. The content provides the audience with a clear sense of the main idea. Submission is largely free of mechanical errors, although a few are present. Includes appropriate practice and contentrelated language. Target (100.00\%) Formative assessments are expertly aligned to the stated learning objectives and standards. Well-crafted formative assessments are designed to provide data on student performance for monitoring and adjusting instruction, and provide students feedback so they can evaluate and adjust their own learning. Summative assessments are proficiently aligned to the stated learning objectives and standards. They innovatively help students apply their developing ELA skills of reading, writing, speaking, viewing, listening, and thinking to many different situations, materials, and ideas. Discussion of the use of digital tools in assessments realistically promotes effective communication, collaboration, and support interactions to meet diverse learning needs. Differentiation of the formative and summative assessments comprehensively meets diverse students’ learning needs and proficiently guides students towards individual learning goals through effective assessment practices. Reflection on the process of creating a literature unit thoroughly addresses how to use research on teaching, professional ethics, and resources available for professional learning to improve student learning. The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea. Comments Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Points Earned ... Purchase answer to see full attachment