Need help with 3 assignments for an educational testing course. See attachment for the first task. The second task and third tasks are pasted below. There are additional attachments for the second assignment and will be uploaded as soon as this project is assigned. All work must meet all rubric requirements before payment will be released. SUBDOMAIN 601.1 - TESTING SUBDOMAIN 601.1 - TESTING Competency 601.1.4: Assessment Selection & Development - The graduate selects, designs, and develops assessments including tests, performance measures, observation schedules, and other formal or informal assessment procedures that are valid and reliable and provide appropriate information about students and instruction. Objective 601.1.4-04: Create a scoring rubric for an essay exam. Given: Before beginning the assignment, download and read the articles by Moskel, Mertler, and Tierney, et. al (See Web Links). Task: After reading the three articles, use the attached template to create an original rubric to score the following Social Sciences assignment: Write a four-page composition in which you compare and contrast at least five different points of view as to why the U.S. Civil War occurred. You must use and cite at least five sources (three primary and two secondary). Include a bibliography at the end of your paper. You will be graded on your ability to identify critical issues and compare and contrast them. You will also be graded on composition, spelling, punctuation, etc. Note: Your task is to create the scoring rubric for the U.S. Civil War assignment. You do not need to include a sample essay for this task. In constructing your rubric: A. Create at least four editorial and mechanical aspects (e.g., punctuation, subject-verb agreement). Note: To help you identify appropriate editorial and mechanical aspects, you might refer to the MLA and APA style guidelines Web Links below. Note: Do not copy the aspects in the WGU scoring rubrics. Do not use a minimum page requirement as a rubric aspect. B. Create at least four content-related aspects (e.g., five different points of view, comparing critical issues). Note: Notice that the simulated assignment paragraph outlines what is expected in the students' essays. One of the basic rules of rubric development is scoring what you ask students to do. If it is important enough to include in the assignment, it is important enough to score. C. Define the criteria for each of the eight aspects created in A and B by using four levels of performance. Write a sentence for each level which aligns to the prompt and defines each level in the continuum. D. Fill in the rubric template and save your rubric in rich text format (*.rtf) with the filename: [Your First and Last Name] 601.1.4-04 Essay Scoring Rubric (e.g., John Doe 601.1.4-04 Essay Scoring Rubric). E. If you choose to use outside sources, include all in-text citations and references in APA format. Note: Please save word-processing documents as *.rtf (Rich Text Format) or *.pdf (Portable Document Format) files. Note: For definitions of terms commonly used in the rubric, see the attached Rubric Terms. Note: When using outside sources to support ideas and elements in a paper or project, the submission MUST include APA formatted in-text citations with a corresponding reference list for any direct quotes or paraphrasing. It is not necessary to list sources that were consulted if they have not been quoted or paraphrased in the text of the paper or project. Note: No more than a combined total of 30% of a submission can be directly quoted or closely paraphrased from outside sources, even if cited correctly. For tips on using APA style, please refer to the APA Handout Web link below. Competency 601.1.3: Test Instrument Characteristics - The graduate identifies the characteristics, uses, advantages/disadvantages, and methods for using different types of assessment appropriate for evaluating how students learn. Objective 601.1.3-04: Compare and contrast formal and informal assessment techniques for evaluating student progress. Given: Assessments can be formal or informal. Formal assessments are used for evaluation purposes and include both standardized tests as well as teacher-produced exams. Informal assessments are used by classroom teachers to determine the level of student understanding. Note: Before starting the Task, read the articles by McKenna, et al., Cole, Ruiz-Primo et al., and by the International Reading Association listed in “References.” Task: After reading the four articles, write an essay (suggested length of 3 pages) that compares and contrasts formal and informal assessment techniques for measuring student progress. A. Define at least two formal (conventional) assessment types. 1. Describe at least two advantages of each formal (conventional) assessment type identified. 2. Describe at least two disadvantages of each formal (conventional) assessment type identified. B. Define at least four informal (alternative) assessment types. 1. Describe at least two advantages of each informal (alternative) assessment type identified. 2. Describe at least two disadvantages of each informal (alternative) assessment type identified. Note: As you refer to specific types of assessments do not use published names. For example, do not use names of specific exams (e.g., California High School Exit Exam [CAHSEE]). Rather, use types of exams (e.g., “standardized achievement exam”). C. If you choose to use outside sources, include all in-text citations and references in APA format. Note: Please save word-processing documents as *.rtf (Rich Text Format) or *.pdf (Portable Document Format) files. Note: For definitions of terms commonly used in the rubric, see the attached Rubric Terms. Note: When using outside sources to support ideas and elements in a paper or project, the submission MUST include APA formatted in-text citations with a corresponding reference list for any direct quotes or paraphrasing. It is not necessary to list sources that were consulted if they have not been quoted or paraphrased in the text of the paper or project. Note: No more than a combined total of 30% of a submission can be directly quoted or closely paraphrased from outside sources, even if cited correctly. For tips on using APA style, please refer to the APA Handout Web link below.

Need help with 3 assignments for an educational testing course.

See attachment for the first task. The second task and third tasks are pasted below. There are additional attachments for the second assignment and will be uploaded as soon as this project is assigned. All work must meet all rubric requirements before payment will be released.

SUBDOMAIN 601.1 - TESTING

SUBDOMAIN 601.1 - TESTING



Competency 601.1.4: Assessment Selection & Development - The graduate selects, designs, and develops assessments including tests, performance measures, observation schedules, and other formal or informal assessment procedures that are valid and reliable and provide appropriate information about students and instruction.



Objective 601.1.4-04: Create a scoring rubric for an essay exam.

Given:



Before beginning the assignment, download and read the articles by Moskel, Mertler, and Tierney, et. al (See Web Links).



Task:



After reading the three articles, use the attached template to create an original rubric to score the following Social Sciences assignment:



Write a four-page composition in which you compare and contrast at least five different points of view as to why the U.S. Civil War occurred. You must use and cite at least five sources (three primary and two secondary). Include a bibliography at the end of your paper. You will be graded on your ability to identify critical issues and compare and contrast them. You will also be graded on composition, spelling, punctuation, etc.



Note: Your task is to create the scoring rubric for the U.S. Civil War assignment. You do not need to include a sample essay for this task.



In constructing your rubric:



A. Create at least four editorial and mechanical aspects (e.g., punctuation, subject-verb agreement).



Note: To help you identify appropriate editorial and mechanical aspects, you might refer to the MLA and APA style guidelines Web Links below.



Note: Do not copy the aspects in the WGU scoring rubrics. Do not use a minimum page requirement as a rubric aspect.


B. Create at least four content-related aspects (e.g., five different points of view, comparing critical issues).

Note: Notice that the simulated assignment paragraph outlines what is expected in the students' essays. One of the basic rules of rubric development is scoring what you ask students to do. If it is important enough to include in the assignment, it is important enough to score.


C. Define the criteria for each of the eight aspects created in A and B by using four levels of performance. Write a sentence for each level which aligns to the prompt and defines each level in the continuum.



D. Fill in the rubric template and save your rubric in rich text format (*.rtf) with the filename: [Your First and Last Name] 601.1.4-04 Essay Scoring Rubric (e.g., John Doe 601.1.4-04 Essay Scoring Rubric).



E. If you choose to use outside sources, include all in-text citations and references in APA format.



Note: Please save word-processing documents as *.rtf (Rich Text Format) or *.pdf (Portable Document Format) files.


Note: For definitions of terms commonly used in the rubric, see the attached Rubric Terms.


Note: When using outside sources to support ideas and elements in a paper or project, the submission MUST include APA formatted in-text citations with a corresponding reference list for any direct quotes or paraphrasing. It is not necessary to list sources that were consulted if they have not been quoted or paraphrased in the text of the paper or project.



Note: No more than a combined total of 30% of a submission can be directly quoted or closely paraphrased from outside sources, even if cited correctly. For tips on using APA style, please refer to the APA Handout Web link below.



Competency 601.1.3: Test Instrument Characteristics - The graduate identifies the characteristics, uses, advantages/disadvantages, and methods for using different types of assessment appropriate for evaluating how students learn.



Objective 601.1.3-04: Compare and contrast formal and informal assessment techniques for evaluating student progress.

Given:



Assessments can be formal or informal. Formal assessments are used for evaluation purposes and include both standardized tests as well as teacher-produced exams. Informal assessments are used by classroom teachers to determine the level of student understanding.



Note: Before starting the Task, read the articles by McKenna, et al., Cole, Ruiz-Primo et al., and by the International Reading Association listed in “References.”


Task:



After reading the four articles, write an essay (suggested length of 3 pages) that compares and contrasts formal and informal assessment techniques for measuring student progress.



A. Define at least two formal (conventional) assessment types.

1. Describe at least two advantages of each formal (conventional) assessment type identified.

2. Describe at least two disadvantages of each formal (conventional) assessment type identified.



B. Define at least four informal (alternative) assessment types.

1. Describe at least two advantages of each informal (alternative) assessment type identified.

2. Describe at least two disadvantages of each informal (alternative) assessment type identified.



Note: As you refer to specific types of assessments do not use published names. For example, do not use names of specific exams (e.g., California High School Exit Exam [CAHSEE]). Rather, use types of exams (e.g., “standardized achievement exam”).


C. If you choose to use outside sources, include all in-text citations and references in APA format.



Note: Please save word-processing documents as *.rtf (Rich Text Format) or *.pdf (Portable Document Format) files.


Note: For definitions of terms commonly used in the rubric, see the attached Rubric Terms.


Note: When using outside sources to support ideas and elements in a paper or project, the submission MUST include APA formatted in-text citations with a corresponding reference list for any direct quotes or paraphrasing. It is not necessary to list sources that were consulted if they have not been quoted or paraphrased in the text of the paper or project.



Note: No more than a combined total of 30% of a submission can be directly quoted or closely paraphrased from outside sources, even if cited correctly. For tips on using APA style, please refer to the APA Handout Web link below.