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Cynthia WatsonEPSY 485

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objective addresses the analysis level of Blooms taxonomy. The second objective addresses the

knowledge level of Blooms taxonomy.

3a. 1. Siddharta Gautama is the founder of the Four Noble Truths. T or F

2. Hinduism is a religion in which followers only pray to one God. T of F

3. Create a Venn diagram with one circle for Hinduism in which you will write down aspects of

the religion that is different from Buddhism. In the other circle, you will write down aspects of

Buddhism that are different from Hinduism. Then in the middle of both circles, you will write

down the similarities that both religions share. Make sure you are specific as to why these are

similarities and differences of both religions. For example, you cant just write that both religions

believe in karma. You must explain how both religions believe in karma.

b. 1. The first item is linked to the learning objective in which students will be able to recall

information about the religion of Buddhism and the religion of Hinduism. This item asks

students to recall information about Buddhism and decide whether or not the information is true

or not.

The second item is also linked to the learning objective in which students will be able to recall

information about the religion of Buddhism and the religion of Hinduism. This item asks

students to recall information about Hinduism and decide whether or not the information is true

or not.

The third item is linked to the learning objective in which students will be able to compare and

contrast the religion of Buddhism and the religion of Hinduism. This item assesses students

ability to analyze the differences and similarities of the two religions of Buddhism and Hinduism.

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2. Below is the answer key for my assessment:

1. The answer to the first item is true because Siddharta Gautama is the founder of the FourNoble Truths.

2. The answer to the second item is false because Hindus dont only have one God. Thereare many Gods in the religion of Hinduism.

3. Below are answers that will be accepted for the Venn diagram of the two religions.Students must have at least three of these in their Venn diagram for each category:

Buddhism:

1. Buddhism was founded by Buddha.2. Buddhism does not believe in the existence of souls.3. Buddhist does not accept any Hindu God either as equivalent or superior to the Buddha.4. Buddhist believes the world to be full of suffering and they regard ending the suffering as

the main purpose in life.

5. Buddhists organize themselves into a monastic Order (Sangha) and the monks live ingroups.

Hinduism:

1. Hinduism was not founded by any particular prophet.2. Hinduism believes in the existence of Atman, that is the individual soul and Brahman, the

Supreme Creator.

3. Hinduism accepts the Buddha as an incarnation of Mahavishnu, one of the Gods of Hindutrinity.

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4. The Hindus believe there are four main purposes in life which every being should pursue,which are dharma(religious duty), artha(wealth or material possessions), kama(desires

and passions), and moksha(salvation).

5. Hinduism is a religion of the individual.Similarities:

1. Both religions originated and evolved in India.2. Both consider desire as the chief cause of suffering.3. Both believe in certain spiritual practices such as meditation, concentration, cultivation or

certain bhavas or states of mind.

4. Both religions emphasize compassion and non violence towards all living beings.5. Both religions believe in the concept of karma, transmigration of souls and the cycle of

births and deaths for each soul.

b. 3. In order to make sure my assessment is reliable, valid, and fair, I will do several things.

First I will have another teacher grade the Venn diagram part of the quiz after I grade them. If the

other teacher and I both agree in our evaluations, then this will indicate rater consistency, which

is a form of reliability. Secondly, I will make sure the quiz is representative of the information

being taught. For example, I will be giving a lesson about Hinduism and Buddhism. I will also

lecture about how these two religions are similar and how they are different. My quiz reflects

this information. Therefore, my assessment is valid because it is representative of the

information that I will be teaching my students. Lastly, I will ensure that my quiz doesnt include

any biases that may be unfair to some students. All the information on the quiz will be taught to

all the students. If a student misses the day that I lecture on the information, then I will not make

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them take the quiz because they have not had the opportunity to learn the information just as

everyone else did. Therefore, I will first find time to go over the lecture with any students that

missed the lecture. After I teach the students the information on the quiz, they will then be held

responsible for the information because they now have the opportunity to learn the information.

There should be no reason why the students shouldnt be able to do well on the quiz after the

information has been taught to them fairly. I will also make sure students are aware of the types

of answers that I will be looking for on the Venn diagram of similarities and differences of

Buddhism and Hinduism. I will also make sure that I accommodate all students with special

needs to the best of my ability so that they can have the same opportunity to learn as other

students. This will increase the fairness of my assessment.

4. a. Would you grade this activity? Why or why not? Yes, I would grade this activity because

students will be tested on this material later in the future anyway. Therefore, by grading them on

their progress now on a small quiz, this will show them what they need to study more of in order

to pass the unit test. If they dont do quite well on the Venn diagram of similarities and

differences between Hinduism and Buddhism, then students will know that they have to become

more familiar with that information in order to do well on the unit test.

b. How will you conduct this activity? That is- how much time will they have to complete it?

Will they work independently or can they work together? When will you announce it if its a pop

quiz? Will you go over it in class or collect and evaluate later on? Are there any assessment

accommodations for students with special needs? Explain why you would conduct this activity

the way you choose. I will conduct this activity the next day after I lecture on the information

that the students will be quizzed on. I will give them the quiz at the beginning of class to make

sure students actually understood what was taught in the lesson the day before. Students will

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have 10 minutes to complete the quiz. They will work independently on the quiz because we

would have discussed the information on the quiz in a group the day before. The quiz will not be

a pop quiz. Students will have already known that they would be given a quiz on the information

being lectured on. This will encourage students to take notes and pay attention to the lecture to

make sure they understand the information so that they can do well on the quiz. I will collect the

quiz and evaluate it later on. However, I will make sure I return the quizzes very soon so that

students can know what they got wrong for the unit test. There will be assessment

accommodations for students with special needs. For example, if a student has poor reading and

comprehension skills, I can read the questions on the quiz to the student and help them

comprehend the answer. I will not just give the student the answer. I will just help the student to

produce the answer. I will conduct this activity the way I choose because I feel as though popped

quizzes only make students nervous about taking the quiz. This may affect their performance on

the quiz. Therefore, I will make sure that students know that they have a quiz so that they can ask

any questions they need to in order to understand the information so that they can do well on the

quiz. The information on the quiz will be discussed in class the day before so there should be no

need for students to work in groups on the quiz. The students will only need 10 minutes to

complete the quiz because it is only 3 questions and two of them are true/false questions.

Therefore, the quiz shouldnt take very long to complete. However, I will allow extra time for

students who may have reading and comprehension disabilities.

c. What are your performance criteria for this activity? That is, what will be your evidence that a

student does or does not understand the material? This question should be answered in relation to

the learning objectives. If students dont do well on the quiz, I wont assume that they dont

understand the information. Also, if the students do well on the quiz, I wont assume that the

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students know the information. Students must answer both true/false questions correctly in order

to show evidence that they understand the material. If students only answer one true/false

question correctly, then that may mean that they can recall information about one religion, but

not the other. However, students must be able to recall information about both religions. As for

the Venn diagram, students must identify at least three similarities and differences for both

religions in order for there to be evidence that students can analyze the similarities and

differences between the two religions. During my lecture on Hinduism and Buddhism, I will

make sure that I give students examples of answers that would be acceptable for the Venn

diagram of similarities and differences between the two religions.

d. What are your performance criteria for the class? What will be the evidence that the students

as a whole are ready to move forward or something else needs to be done? My performance

criteria for the class is to see whether students can not only pass the quiz, but does all students

participate in discussion about the information. If all students cant produce answers to questions

during discussion, then that may mean that not all students understand what is going on. I wont

just use the quiz as evidence to see if the students understand the information. I will also observe

students during discussions and give out bell work to see if students are making progress and if

they understand the information. If students do well on quizzes, bell work, and discussions about

the information, then this will be evidence that my students as a whole are ready to move

forward. If there are a few students that seem to not be understanding the information, then I will

take time out to see why this may be the case and see why students arent doing well on the

quizzes or why they arent participating in the discussions. I will spend extra time working with

students that may need extra help to understand the information and I will make sure I

accommodate students with special needs so that they can understand the information as well.

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e. Based on their evidence of understanding, how will you proceed? That is, what will you do if

they get it or dont get it or just some them get it? If all students understand the

information, then I will just move on to the next lesson for the unit. If just some of the students

understand the information, then I will make sure I spend extra time with those students that

dont understand the material. I will still move on to the next lesson, but I may need to spend

lunch time, time before class, or time after school to help students that dont understand the

material. I will also make sure I accommodate students with special needs to the best of my

ability to make sure everything is being done to ensure that even students with special needs

understand the information. From there, I will continue with the next lesson and do whatever else

may be necessary in order to make sure all students understand the information whether they got

special needs or not.

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