Learning Outcome: Educators will be able to implement test-design principles to create summative assessments that are reliable and valid. Utilizing the test-design principles that we learned in class, [created this summative assessment to determine if one of my students has mastered the rules of syllable division. This served a practical purpose, as the assessment tool that I typically use is quite long and this particular student is prone to test-related anxiety. When I first designed it, I was initially unhappy with the final result. Even though | had taken care to ensure that each section and word assessed a different skill or knowledge area T was not certain that it would be a sufficient alternative. After administering this assessment, I concluded that I had been too harsh on myself. decided to ask the student several questions from the assessment that I have traditionally used, and my student was successful on both. While not conclusive, this is suggestive that the assessment has criterion validity. It also met my primary goal of being short enough that it may be administered relatively painlessly, and at just 1 page (compared to 8) was far less daunting than the alternative. While it had some noticeable gaps, | still believe that it was a sufficient assessment tool when used in conjunction with the formative assessments that I have done as I taught this student. The student had difficulties on precisely the questions that I had anticipated, and breezed through the sections that I predicted would be straightforward,Learning Outcome: Educators will demonstrate an understanding of assessment theory and practices. Reflecting back upon my performance, I can say that while my grade was satisfactory I don't believe that my performance on this assessment piece is truly indicative of the extent of my knowledge. It was written while my brain was flooded with adrenaline from an incident that occurred immediately prior to the beginning of class, and I was unable to recall several pieces of information that I had leamed and studied, I also feel that my explanations were not as clear as the picture that I have in my mind, even where they were given marks. If I were given an opportunity to re-write it, [would take my time and provide better examples and articulate things more clearly. A number of my answers (such as the question about assessment versus evaluation) were described as being vague in nature, and I concur fully with this feedback. Ultimately, I have chosen to interpret these results as a microcosm of some of the issues that can arise from quizzes and tests. This was a valuable experience for me, as throughout all of my academic career I have always felt extremely confident taking formal and summative assessments. Experiencing the other side of this will make me a more effective assessor and has given me an increased (first-hand) appreciation of how test anxiety impacts student performance. This was a lesson in my weakest area as an educator (empathy and compassion), and if it were not for this experience, I do not know if T would have gone to the effort to create an alternative assessment tool [see my first reflection].Learning Outcome: Educators will be able to analyze specific situations and apply their knowledge of assessment practices to make recommendations. Overall, I am satisfied that this task demonstrated my ability to analyze and critically respond to teaching scenarios. While I believe that I accurately identified many of the key aspects of the scenario, I wish that I had taken the opportunity to suggest ways that Julianne could have applied the principle of differentiation to her assessment of her ELL students. This activity was also helpful in clarifying the difference between assessment as Jeaming and assessment for learning, 1 think that if my analysis has any significant flaw, it would be that it is overly concemed with the classroom environment and teaching, and does not address Julianne's assessment practices enough. This should have been the central focus of my analysis, and the document would have benefitted from increased cohesiveness had I remained on-message for the duration. tis my hope that I can be as frank and honest in my self-assessments of my own teaching as I have been in the two case studies,