Learning and Innovation Skills and Student Assessment

This assignment requires you to make connections between high-quality assessment and learning and innovation skills. Additionally, using the Framework for 21st Century learning as a resource, you will redesign or modify a prior activity from one of your courses in the MAED program representing program learning outcome 3, 4, 5, and 7. There are several   approaches you could take with this assignment. For example, you may redesign an instructional plan with assessment plans embedded throughout or a full assessment plan including a summative assessment you may have constructed. These are just two ideas out of numerous possibilities. If you do not have previous assignments to use in this assignment, please contact your instructor for guidelines on how to proceed. Refer to the MAED Program Learning Outcomes (PLOs) list as needed. Upload your assignment to the course for evaluation and to your ePortfolio(Pathbrite).

Create your assignment to meet the content and written communication expectations below.

Content ExpectationsThe Redesign expectations explain what you are required to do with the prior coursework you choose to redesign. The Summary expectations are for the separate written portion of this assignment.

• Redesign – Alignment and Mastery (1 Point): Redesign an instructional plan with assessment plans embedded throughout, or a full assessment plan as noted above including a summative assessment that could be selected to include alignment between specific skills, CCSS, and objectives and includes criteria for mastery.
• Redesign – Learning and Innovation Skills (1 Point):Redesign an instructional plan with assessment plans embedded throughout, or a full assessment plan as noted above including a summative assessment that could be selected to include specific learning and innovation skills from either/each of; creativity and innovation, critical thinking and problem solving, and/or communication and collaboration.
• Summary – Introduction/Conclusion (1 Point):A one paragraph introduction to a summary that concisely presents the scope and organization of the summary writing, as well as a one paragraph conclusion that recaps your summary’s key points.
• Summary – Modification (1 Point): In one paragraph summarize the changes you made to your activity to meet the redesign expectations for this assignment. Explicitly state how your redesign assignment provides evidence of mastery of PLO’s 3, 5, and 7.
• Summary – Evaluation (1 Point): In one paragraph, evaluate how your assessment promotes Learning & Innovation Skills, assess how it could be used as a tool for ongoing evaluation of student progress, and evaluate how it could be used as a guide for teacher and student decision making.
• Summary – Reflection (1 Point): Summarize, in one paragraph, your experience with the redesign in terms of challenges you encountered and how you overcame those challenges.

Written Communication Expectations

• Page Requirement (.5 points): Two to four pages, not including title and references pages.
• APA Formatting (.5 points): Use APA formatting consistently throughout the assignment.
• Syntax and Mechanics (.5 points): Display meticulous comprehension and organization of syntax and mechanics such as spelling and grammar.
• Source Requirement (.5 points):References three scholarly sources in addition to the course textbook. All sources on the references page need to be used and cited correctly within the body of the assignment.

For information related to APA style, including samples and tutorials, please visit the Ashford Writing Center.

Next Steps: Review and Submit the Assignment

Review your assignment with the Grading Rubric to be sure you have achieved the distinguished levels of performance for each criterion. Next, submit the assignment for evaluation no later than Day 7.

Both environmental and genetic influences impact fetal development. Some substances (e.g., folic acid, hormones, etc.) have the biggest influence at sensitive periods during gestation. Early in gestation, when neurological development is at its peak, folic acid is most important. Hormones, such as androgen and estrogen, are necessary for external genital differentiation between 9 and 12 weeks of gestation. Prenatal alcohol exposure, however, can impact fetal growth at any time during gestation. On the other hand, environmental influences such as maternal genetics, nutrition, health, and immunization can have a positive impact on fetal development, mitigating the impact of substances and other negative influences. In addition to environmental influences, you must also consider the impact of genetic influences. Genes determine not only an individual’s physical features at birth—they also contribute to hormonal processes throughout the lifespan. The interaction of environmental influences and genetic influences impacts the development of a fetus.

For this Discussion, you will examine environmental and genetic influences on fetal development.

To prepare for this Discussion:

• Select one genetic influence and one environmental influence on fetal development and think about how these influences might impact each other.

By Day 4

Post a brief description of the genetic influence and the environmental influence you selected. Then, explain how the environmental influence might positively or negatively affect the development of a fetus with the genetic influence you selected. Be specific and provide examples. Use your Learning Resources to support your post. Use proper APA format and citations.

By Day 6

Respond to at least one of your colleagues’ posts and include an additional influence (genetic or environmental) that could interact with one of the influences identified by your colleague. Use your Learning Resources and other scholarly sources to support your post.

Return to this Discussion in a few days to read the responses to your initial posting and answer any questions. Note what you have learned and/or any insights that you have gained as a result of your colleagues’ comments.

Click on the Reply button below to reveal the textbox for entering your message. Then click on the Submit button to post your message.

Reply Quote

Write 3–4 pages in which you explain how secure and insecure attachment affect infant development in a specific area and examine how research on infant attachment has influenced social thinking and policies.

Suggested Resources

The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.

Capella Multimedia

Click the links provided below to view the following multimedia pieces:

• The Mind: Infant Cognitive Development | Transcript.
• The Mind: Social Development in Infancy | Transcript.
• The Mind: Infant Speech Sound Development | Transcript.

Assessment Instructions

Preparation

Use the Capella library and the Internet to find scholarly and professional research studies on the effects that secure and insecure attachment have on one specific area of infant development that you will choose. You should locate at least two research articles in the library on how the quality of attachment (secure, insecure) between infant and caregiver affects areas of development and at least one professional source.

Requirements

For this assessment, you will consider how attachment affects development. Choose only one of the following areas of development to use in this assessment:

• Neurological.
• Emotional.
• Social.
• Cognitive.

In your assessment, include the following:

• A brief overview of attachment theory that will provide the foundation for your work.
• Identify the area of development you have chosen to examine and your reasons for this choice.
• Explain how secure attachment impacts the area of development you identified.
• Explain how insecure attachment impacts the area of development you identified.
• Examine how research findings on infant attachment have influenced social thinking and social policy.
• Based on the research you located, is there a clear connection between quality of attachment and infant development in the identified area? Be sure you use the research to support your conclusion.

Additional Requirements

• Written communication: Your writing should be free of errors that detract from the overall message and consistent with expectations for members of the psychological professions.
• APA formatting: Format resources and citations according to APA style.
• Resources: Minimum of 3 scholarly or professional resources. Note: Popular resources such as Wikipedia or About.com are not considered to be appropriate.
• Length: 3–4 typed, double-spaced pages not including title page and reference page.
• Font and font size: Times New Roman, 12-point font.

Scoring Guide

CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED Explain attachment theory.Does not explain attachment theory. Explains attachment theory but omits key aspects. Explains attachment theory. Explains attachment theory and connects infant attachment to attachment at other stages of human lifespan development. Explain how secure attachment affects infant development.Does not explain how secure attachment affects infant development. Explains how secure attachment affects infant development but needs to expand key concepts. Explains how secure attachment affects infant development. Explains how secure attachment affects infant development using relevant real world examples. Explain how insecure attachment affects infant development.Does not explain how insecure attachment affects infant development. Explains how insecure attachment affects infant development but needs to expand key concepts. Explains how insecure attachment affects infant development. Explains how insecure attachment affects infant development using relevant real world examples. Examine how research findings in the area of infant attachment influence social thinking and social policy.Does not describe how research findings in the area of infant attachment influence social thinking and social policy. Describes how research findings in the area of infant attachment influence social thinking and social policy. Examines how research findings in the area of infant attachment influence social thinking and social policy. Examines how research findings in the area of infant attachment influence social thinking and social policy; provides specific, relevant examples. Analyze the research findings that examine the relationship between quality of attachment and infant development.Does not summarize the research findings that examine the relationship between quality of attachment and infant development. Summarizes the research findings that examine the relationship between quality of attachment and infant development. Analyzes the research findings that examine the relationship between quality of attachment and infant development. Evaluates the research findings that examine the relationship between quality of attachment and infant development. Write coherently to support a central idea with correct grammar, usage, and mechanics as expected of a psychology professional.Writing does not support a central idea. Does not use correct grammar, usage, and mechanics as expected of a psychology professional. Writing supports an idea but is inconsistent and contains major errors of grammar, usage, and mechanics. Writing coherently supports a central idea with few errors of grammar, usage, and mechanics. Writing is coherent, using evidence to support a central idea with correct grammar, usage, and mechanics as expected of a psychology professional. Use APA format and style.Does not use APA format and style. Uses APA format and style but inconsistently and with errors. Uses APA format and style consistently and with few errors. Uses correct APA format and style consistently and with no errors. 

Has to be an answer of 200 words with one reference 

Many theorists suggest that executive function allows us to self-regulate behavior. What specific behaviors do we self-regulate on a daily basis? Can you think of situations where individuals who you have come in contact with exhibit difficulty in self-regulating behavior? What specific tools would you likely use to make this assessment?

This is a graded discussion: 3 points possible

due Jul 13 at 10:58pm

Week 5 – Discussion 1

No unread replies. 4 4 replies.

Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Refer to the Discussion Forum Grading Rubric under the Settings icon above for guidance on how your discussion will be evaluated.

Big 5 Personality Test

Prior to beginning work on this discussion, read Chapter 7 from the Harré (2006) e-book as well as the required Maslow (1943), Freud (1910), Bandura (1999), and the United States Office of Personnel Management (n.d.) articles.

One approach to understanding personality is using trait theories. The most influential trait approach contends that five traits, or factors called the “Big 5,” lie at the core of personality. The five factors are Openness, Conscientiousness, Extroversion, Agreeableness, and Neuroticism (Emotional Stability).

This week, you will complete two different versions of the Big 5 Personality Test. First, go through the Qualtrics platform (Links to an external site.)Links to an external site. to take the complete test online . After you have completed the online test, you will see a link to download the Big Five Personality Short Form document version. Click the link and save the Big Five Personality Short Form document to your computer. Complete and score the short form version within the downloaded document. Once you have completed both the online and document versions attach the completed document short form to your initial post. In the discussion forum analyze and briefly explain the Big 5 Personality Test as a scientific tool. Detail your experience with both the online and document versions and give your opinion as to which of the two provided the better experience. Be sure to cite specific reasons for your statements.

Using the PSY600 Making Sense of the Big 5 Personality Short Form tool as a guide, analyze the results from your document version. (Note: This is for educational purposes. There is no right or wrong personality type.) Assess how accurate the results are based on your understanding of yourself and the results as analyzed. Refute any areas with which you disagree providing examples which may disprove the assessment results. Evaluate the contemporary applications of personality tests today using the information provided in the United States Office of Personnel Management (n.d.) article on assessment and selection. Assess how knowing one’s personality type can benefit them personally and professionally. Guided Response: Review several of your classmates’ posts and respond to at least two of your peers by 11:59 p.m. on Day 7 of the week. You are encouraged to post your required replies earlier in the week to promote more meaningful and interactive discourse in this discussion.

Compare and contrast your experience completing and analyzing your results of the Big 5 Personality Test with that of your peer. What insights did you gain from reviewing your peerâs experience with this personality assessment? Did these insights change your mind about your own results? Compare your assessment of the benefits of knowing oneâs personality type on personal and professional life to that of your peer. Comment on any differences between your classmateâs statements and your own. Provide suggestions as to how your classmate might view this type of assessment in a different light. Continue to monitor the discussion forum until 5:00 p.m. MST on Day 7 of the week and respond to anyone who replies to your initial post.

Big Five Personality Short Form

This is an example of an individual self-assessment of personal styles.The sample questions below allow you to indicate your personal style on each of five global trait dimensions.There is no ârightâ or âwrongâ or âgoodâ or âbadâ side to these dimensions; rather they help you identify your stylistic disposition and potential strengths.This is similar to finding out if you are left- or right-handed.Below each global trait is an example of personal style and three related questions with some on each of the poles.

Openness

Openness is the level of a personâs receptiveness to novel ideas, change, innovation, and new learning.On the continuum, this can be seen as preference for change on one end of the spectrum and preference for stability on the other.

Preference for Change

You value new learning, change, and innovation and find motivation in novelty, variety, and possibilities for improvement. New tasks and new learning are stimulating and attractive to you.

Answer each of the questions listed below by marking the selection that best describes your present agreement or disagreement with each statement.

Preference for Stability

You value familiarity, predictability, and precedent, and find comfort in stability, routine, and tradition. New tasks and new learning may be uninteresting or demanding for you.

1.The idea of lifelong learning appeals to me.

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

2.I find it fun to learn and develop new hobbies

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

Strongly Disagree

Disagree

Neutral

Agree

Strongly Agree

3.I have difficulty understanding abstract ideas.

Conscientiousness

Conscientiousness is the factor related to oneâs reliability, dependability, trustworthiness, and the inclination to follow norms and rules.

Structured

Orderly, organized, and predictable, you strive to work according to plan and obey the rules, and you expect others to do the same. Comfortable with established procedures and policies, you appreciate reliability and conscientiousness in those around you.

Answer each of the questions listed below by marking the selection that best describes your present agreement or disagreement with each statement.

Flexible

Spontaneous, flexible, and adaptable, you strive to get results, by unconventional means if necessary, and feel restricted by rules and regulations. Comfortable with ambiguity, you appreciate originality and nonconformity in those around you.

1.I am very dependable and reliable in everything I do

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

2.I like to keep everything I own in its proper place.

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

Strongly Disagree

Disagree

Neutral

Agree

Strongly Agree

3.It is hard for me to keep my bedroom neat and clean.

Extroversion

Extroversion is a tendency to be outgoing, social, expressive, and talkative.

Introverted

Inward-oriented and reserved, you prefer one-to-one or small group meetings to larger groups. You like to concentrate on one task at a time in a quiet setting with few distractions. Interacting with others takes energy; you re-energize by spending time alone.

Answer each of the questions listed below by marking the selection that best describes your present agreement or disagreement with each statement.

Extroverted

Outgoing, gregarious, and talkative, you enjoy meetings and gatherings of all kinds and conversations with many people. You like to work interactively on multiple tasks and donât mind interruptions. Being alone takes energy; you re-energize by spending time with people.

Strongly Disagree

Disagree

Neutral

Agree

Strongly Agree

1.I am very outgoing and talkative.

Strongly Disagree

Disagree

Neutral

Agree

Strongly Agree

2.I have a lot of energy when I am around other people.

3.I am a fairly quiet person in most group settings.

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

Agreeableness

Agreeableness is a propensity for working well with a team and functioning cooperatively on group tasks.

Empathetic

When appraising problems and drawing conclusions, you focus on the feelings and concerns of the people involved. Empathetic and considerate, you prefer to take account of emotions and personal sensitivities in your decisions.

Answer each of the questions listed below by marking the selection that best describes your present agreement or disagreement with each statement.

Tough-Minded

When appraising problems and drawing conclusions, you focus on the facts involved and an objective analysis of results and costs. Dispassionate and logical, you prefer to make decisions based on data and demonstrable impact on the bottom line.

1.I try to get along with other people, even if I don’t like them.

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

2.I try to be nice and polite in every situation.

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

Strongly Disagree

Disagree

Neutral

Agree

Strongly Agree

3.I donât let personal feelings get in the way when I have to make decisions involving money.

Neuroticism (Emotional Stability)

Emotional Stability has to do with a personâs overall level of adjustment and the tendency to remain emotionally stable when faced with stress and pressures.

Emotionally Resilient

Resilient to work pressure, you can handle high levels of job stress without becoming upset. Calm when faced with stressors and conflict, you donât internalize tensions, and you recover quickly from disappointments and setbacks.

Answer each of the questions listed below by marking the selection that best describes your present agreement or disagreement with each statement.

Emotionally Reactive

Reactive to work pressure, you are drained by stress and conflict in your work environment. You respond strongly to stressors, readily internalize tensions, develop symptoms of strain, and recover slowly from setbacks.

1.I smile a lot when I am around other people.

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

2.I feel good about myself most of the time.

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

Strongly Disagree

Disagree

Neutral

Agree

Strongly Agree

3.My mood goes up and down more than most people.

Making Sense of the Big Five Personality Short Form

Big Five Personality Short Form

This is an example of an individual self-assessment of personal styles.The sample questions below allow you to indicate your personal style on each of five global trait dimensions.There is no ârightâ or âwrongâ or âgoodâ or âbadâ side to these dimensions; rather, they help you identify your stylistic disposition and potential strengths.This is similar to finding out if you are left- or righthanded.Below each global trait is an example of personal style and three related questions with some on each of the poles.

Openness

Openness is the level of a personâs receptiveness to novel ideas, change, innovation, and new learning.On the continuum, this can be seen as preference for change on one end of the spectrum and preference for stability on the other.

Preference for Change

nnovation

y, and sks and newto you.

Answer each of the questions listed below by marking the selection that best describes your present agreement or disagreement with each statement.

demanding for you.

Preference for Stability

You value new learning, change, and i and find motivation in novelty, variet possibilities for improvement. New ta learning are stimulating and attractive

You value familiarity, predictability, and precedent,

and find comfort in stability, routine, and tradition.

New tasks and new learning may be uninteresting or

1.The idea of lifelong learning me.

appeals to

Strongly Agree

Agree

Neutral

Disagree

Strongly

Disagree

XX

2.I find it fun to learn and dev hobbies

elop new

Strongly Agree

Agree

Neutral

Disagree

Strongly

Disagree

XX

Strongly Disagree

Disagree

Neutral

XX

Agree

Strongly Agree

3.I have difficulty understanding abstract ideas.

What does this mean? Looking at the responses to each question in our example as indicated by the red “XX,” the test shows that this person may have a preference for stability. In this case, the definition notes he or she values familiarity, predictability, and precedent, and finds comfort in stability, routine, and tradition. New tasks and new learning may be uninteresting or demanding. Had the results tracked toward the other side of the grid, a preference for change might have been indicated. Repeat for each section that follows on the short form.