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Case Study for Education Assignment Questions
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Mr. Andrews generally was using traditional, multiple-choice tests in his sixth-grade class on ancient history, but the students seemed bored with studying for these tests and with his lectures. Therefore, for the unit on ancient Mesopotamia, he decided to allow the students to complete a project instead of taking a test. He gave these choices:
–Construct a test covering the chapter on Mesopotamia
–Create a game about Mesopotamia.
–Create a diorama about Mesopotamia.
–Write a play about life in Mesopotamia.
–Create artifacts from Mesopotamia that an archaeologist might find.
Mr. Andrews’ co-teacher, Ms. Benjamin, told the children that they could not use a computer to complete their projects.
Sally decided to write a test for her project. She carefully read the chapter and constructed questions as she went along. She used short-answer questions because she was worried about constructing good multiple-choice questions. It had been her experience that the distractors used in these questions were often confusing. She felt the same way about true/false questions. She wanted to make her questions as clear as possible because she didn’t want her classmates mad at her when they took her test.
Sally carefully printed each question because of the ban on using a computer. She then created a key, which she intended to use to grade her classmates’ tests. The final product consisted of 25 short-answer questions. She was very proud of her work the day she turned it in.
Mr. Andrews looked at her test and told her, “This isn’t acceptable. Why didn’t you type it?”
“Ms. Benjamin told us we couldn’t use computers.”
“That isn’t what she meant. She meant you couldn’t use the Internet,” responded Mr. Andrews. “Take it home and type it. Turn it in tomorrow.”
Sally left the room, very upset. She took her test home and carefully typed both the test and the key. She turned them in the next day. Three days later, Sally received these marks:
Did not include a question on religion (actually Sally did have a question regarding polytheism). Should have included a variety of question types, such as multiple-choice, matching, and T/F.
Nicely typed. Correct spelling used.
Overall Grade C
Sally was upset with her grade. “A C for effort?! I worked really hard on this! I even had to do it twice, ’cause of stupid Ms. Benjamin!” She took her grade sheet and test home and showed it to her mother. Sally’s mother was equally upset, particularly about the low grade for effort. She called Mr. Andrews, asking to see the guidelines for the project and the grading rubric. Mr. Andrews was unable to provide either. She asked him the difference between content and accuracy. He could not tell her. She also asked him how he had measured effort, to which he responded, “I consider what I expect from students and then what they give me.”
“So you’re telling me that you graded content three times. Once you gave her a B ,once a B, and once a C ,right?”
Mr. Andrews did not know how to respond to her question.
1.What are the issues involved in this situation?
- Read the case in detail and analyze to identify the involved issues.
- When identifying he issue in case try considering all dimensions to understand the problems that revolve around the case.
- Avoid elaborating and discussing the reasons of issue, rather pin point the issue itself
2.What did Mr. Andrews do wrong?
- If required reread to get all points of mistakes that could be identified to be done wrong by Mr. Andrews.
- Also interpret whether if mistake was only done by Mr. Andrews or Mr. Benjamin also.
3.How should he have gone about developing his alternative assessments?
- Mention some alternative assessment techniques. Use the following link to get some idea on Classroom Assessment techniques (CATs) available https://cft.vanderbilt.edu/guides-sub-pages/cats/.
- Not only mentioning or suggesting alternatives would suffice, you would also need to mention how to bring about change. Like in case, it would be good if the alternative technique chosen can be introduced in a smooth way so that change does not need sudden extra effort or needs unlearning.
4. How should he have developed his grading guide?
- Understand the details of marking and grading schemes.
- Look up for how marking criteria’s and grading schemes are created. Search out sites like https://app.griffith.edu.au/assessment-matters//docs/design-assessment/process/implement/marking
- Based on the links, mention few main criteria’s that should be considered based on the present case.
5.What do you think of the practice of including an effort grade on students’ projects? Why?
- Give a one liner that explains what is meant by effort grade.
- Mention what are the advantages and disadvantages of its inclusion.
- Mention what are the advantages and disadvantages of its exclusion.
- Give appropriate reasons to justify your points.