Unit 3 Instructional Targets

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Identify three instructional targets that are being assessed and identify the category of each target (knowledge, reasoning, complex skill, product, or affective). Support your response with information in the task description. (3 points)

There are three instructional targets that are being assessed in this task. One instructional target is deep understanding. Students will be gaining knowledge from this task by learning about explorers and their voyages. They will learn how explorers took voyages and what their living was like. By completing this task students will be expanding their knowledge on explorers.The second instructional target complex skill which in this task would be writing and communication skills. Students will have to write
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Be sure to explain the clear and logical connection between the method, the teacher’s actions, and the effect on students. (2 points: 1 pt for each teacher action)
There are many different methods of assessment that teachers can use. One form of assessment is constructed response. This method requires students to answer a question in their own words. This allows students to display what they know and allows them to use writing skills. One thing a teacher can do while using this assessment method that will have a positive consequence for students is aligning it to content or knowledge.The teacher should choose a learning objective and create a question that will reflect what they want students to know. The constructive response question should be aligned with the learning objective. This allows students to communicate their knowledge in writing. Another teacher action that could help make this assessment positive is to provide students with detailed feedback on their constructive response. This means explaining to students what they did right and what could be worked on and explaining why they got the score they did. This allows students to know how they can improve and know exactly why they received a certain score. This can help students in future

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