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Learning and Innovation Skills and Student Assessment

Learning and Innovation Skills and Student Assessment


This work will redesign a previously done assignment, which exhibits critical thinking and problem-solving skills in 21st-century learning. The project was about assessment to support young children and families. It was a research-based intervention about observational systems that can be used to assess young learners and find the necessary information to assist them in meeting their potential. Therefore, I have redesigned the introduction, ethical issues, and conclusion from the previous assignment. Some changes were made by adding an introduction, conclusion, and information on the ethical issue to consider as per the NAEYC guidelines.

Summary of Changes

The first area that was added was the introduction. An introduction gives general information about what the assignment explored or covered. As such, the assignment missing an introduction made it look too void because it lacked proper direction on what the project was to cover or discuss. For example, in the introduction, I defined an observational system as a way of gathering information about a program (Schulz, 2015). Notably, PLO5 states, “Design discipline-specific action research based on relevant theory and research methodology.” This PLO requires that any research-based intervention be executed while considering the correct methodology and relevant theory. The appropriate methodology means the assignment should follow the introduction, methodology, finding, discussion, and conclusion criteria because this activity was research-based. The other part that was added was the conclusion. Vittersø (2016) affirms that a conclusion is vital to any academic or research paper. Essentially, a conclusion offers the reader something to take away from the work that will help the readers see things differently or appreciate the topic in an individually appropriate way. Therefore, this work missing a conclusion demonstrated that it did not follow the proper research methodology format.

Finally, some information was added under the informed consent section in the area of ethical issues. Informed consent is necessary for every research because it ensures the participants of the research are made aware of everything about the study and their role in it, so they freely and voluntarily agree to participate or not (Tauginienė et al., 2021). Therefore, there must be informed consent documents for parents or research participants to sign, showing evidence that participants voluntarily agreed to participate in the activity. This, then, is in line with PLO 6: Propose ethical solutions that promote educational transformation in the field of early childhood education.” This PLO expects early childhood educators or leaders to suggest ethical solutions that encourage educational change in the field of early childhood education. Therefore, avoiding explaining how informed consent will be achieved made the assignment miss a critical issue.


For this assignment, resigning proved challenging. This is because it took much work to identify the different areas that needed redesign. In fact, the entire assignment looked well framed, structured, and organized, and there was ideally nothing to add, change or remove. As such, it took me close to an hour to think about what might have been left out in the assignment that I needed to add. The other challenge was getting points and ideas to write on the added areas, such as the introduction and conclusion. Nonetheless, having an understanding of the structure of research, academic papers, and PowerPoint assignments helped me overcome these challenges. I realized that any academic paper requires an introduction and conclusion; therefore, I noted that these areas required a redesign. Generally, the redesign assignment was excellent, but there were a few areas that needed redesign, which was more challenging.


The assignment was about redesigning a previously done research-based task. It discussed observational documentation techniques for assessing early childhood students. I redesigned the introduction, conclusion, and ethical issue areas. While redesigning these two areas, they were aligned to two PLOs, PLO 5 and 6, and the creative and critical thing 21st-century learning. Ideally, the redesign process looked challenging this time because the presented assignment had no mistakes or areas that needed redesign.


Schulz, M. (2015). The documentation of children’s learning in early childhood education. Children & Society29(3), 209-218.

Tauginienė, L., Hummer, P., Albert, A., Cigarini, A., & Vohland, K. (2021). Ethical challenges and dynamic, informed consent. The Science of Citizen Science, 397.

Vittersø, J. (2016). The most important idea in the world: An introduction. Handbook of eudaimonic well-being, 1-24.


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This assignment requires you to make connections between high-quality assessment and learning and innovation skills. Additionally, using the Framework for 21st Century learning links to an external site. as a resource, you will redesign or modify a prior activity from one of your courses in the master’s program. 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 work to use for this assignment, please contact your instructor for guidelines on how to proceed. As needed, refer to your program learning outcomes (PLOs) list. Download program learning outcomes (PLOs) list(MACI, MAECEL, MAED, MASE, or MATLT).

Learning and Innovation Skills and Student Assessment

Learning and Innovation Skills and Student Assessment

NOTE* Before you select the PLOs you will highlight in this assignment, be sure to read the final assignment for this course to ensure that you will cover each of your program’s PLOs adequately.

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

Content Expectations

The 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 to an external site. From either/each of; creativity and innovationLinks to an external site., critical thinking and problem solvingLinks to an external site., and/or communication and collaborationLinks to an external site..
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 (2 Points): 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 at least two PLOs from your master’s program.
Summary – Evaluation (2 Points): 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.

These are my program learning outcomes (PLOs) that will need to be referred to for this assignment:
PLO 1: Evaluate evidence-based theories and strategies aligned with early development and learning needs to support high-quality learning environments.
PLO 2: Assess effective communication and collaboration strategies to positively influence partnerships with community agencies and families with young children.
PLO 3: Evaluate early childhood curricula designed to promote development and learning across all domains of development.
PLO 4: Evaluate effective assessment and evaluation strategies, tools, and procedures designed to improve outcomes for young children, families, and programs.
PLO 5: Design discipline-specific action research based on relevant theory and research methodology.
PLO 6: Propose ethical solutions that promote educational transformation in the field of early childhood education.
PLO 7: Construct a personal definition of leadership as an early childhood education professional.

These are the key pieces of the assignment enhancements that I am looking for:

1) Highlight modifications made to an assignment you completed earlier in the program.
2) Summarize the changes, including at least two of the program learning outcomes (PLOs) from your program that you are demonstrating in the revised assignment (program name, PLO number, and PLO word for word).
3) Reflect on the revision and the process/challenges of revision.

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