Developing your Assessment Plan

by | Mar 18, 2025 | Economics

 

Discuss any “Aha!” moments or insights that you gained from developing your Assessment Plan (Designing an Effective Assessment Plan for Diverse Learners).
Summarize three key insights that you have learned from the plan and explain how the information will guide you in your current and future goals personally and professionally.
Suggest two ways, that you can apply this knowledge and understanding as an educator or administrator.

Sample solution

Dante Alighieri played a critical role in the literature world through his poem Divine Comedy that was written in the 14th century. The poem contains Inferno, Purgatorio, and Paradiso. The Inferno is a description of the nine circles of torment that are found on the earth. It depicts the realms of the people that have gone against the spiritual values and who, instead, have chosen bestial appetite, violence, or fraud and malice. The nine circles of hell are limbo, lust, gluttony, greed and wrath. Others are heresy, violence, fraud, and treachery. The purpose of this paper is to examine the Dante’s Inferno in the perspective of its portrayal of God’s image and the justification of hell. 

In this epic poem, God is portrayed as a super being guilty of multiple weaknesses including being egotistic, unjust, and hypocritical. Dante, in this poem, depicts God as being more human than divine by challenging God’s omnipotence. Additionally, the manner in which Dante describes Hell is in full contradiction to the morals of God as written in the Bible. When god arranges Hell to flatter Himself, He commits egotism, a sin that is common among human beings (Cheney, 2016). The weakness is depicted in Limbo and on the Gate of Hell where, for instance, God sends those who do not worship Him to Hell. This implies that failure to worship Him is a sin.


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God is also depicted as lacking justice in His actions thus removing the godly image. The injustice is portrayed by the manner in which the sodomites and opportunists are treated. The opportunists are subjected to banner chasing in their lives after death followed by being stung by insects and maggots. They are known to having done neither good nor bad during their lifetimes and, therefore, justice could have demanded that they be granted a neutral punishment having lived a neutral life. The sodomites are also punished unfairly by God when Brunetto Lattini is condemned to hell despite being a good leader (Babor, T. F., McGovern, T., & Robaina, K. (2017). While he commited sodomy, God chooses to ignore all the other good deeds that Brunetto did.

Finally, God is also portrayed as being hypocritical in His actions, a sin that further diminishes His godliness and makes Him more human. A case in point is when God condemns the sin of egotism and goes ahead to commit it repeatedly. Proverbs 29:23 states that “arrogance will bring your downfall, but if you are humble, you will be respected.” When Slattery condemns Dante’s human state as being weak, doubtful, and limited, he is proving God’s hypocrisy because He is also human (Verdicchio, 2015). The actions of God in Hell as portrayed by Dante are inconsistent with the Biblical literature. Both Dante and God are prone to making mistakes, something common among human beings thus making God more human.

To wrap it up, Dante portrays God is more human since He commits the same sins that humans commit: egotism, hypocrisy, and injustice. Hell is justified as being a destination for victims of the mistakes committed by God. The Hell is presented as being a totally different place as compared to what is written about it in the Bible. As a result, reading through the text gives an image of God who is prone to the very mistakes common to humans thus ripping Him off His lofty status of divine and, instead, making Him a mere human. Whether or not Dante did it intentionally is subject to debate but one thing is clear in the poem: the misconstrued notion of God is revealed to future generations.

 

References

Babor, T. F., McGovern, T., & Robaina, K. (2017). Dante’s inferno: Seven deadly sins in scientific publishing and how to avoid them. Addiction Science: A Guide for the Perplexed, 267.

Cheney, L. D. G. (2016). Illustrations for Dante’s Inferno: A Comparative Study of Sandro Botticelli, Giovanni Stradano, and Federico Zuccaro. Cultural and Religious Studies, 4(8), 487.

Verdicchio, M. (2015). Irony and Desire in Dante’s” Inferno” 27. Italica, 285-297.

Here are some key insights gained from this process:

  • The Critical Interdependence of Assessment and Instruction: A significant “Aha!” moment was the reinforced understanding that assessment is not merely an end-of-unit evaluation tool but an integral and ongoing part of the instructional cycle. Effective assessment must be aligned with learning objectives, inform instructional strategies, and provide continuous feedback to both learners and educators. Designing the plan highlighted the necessity of embedding formative assessments throughout the learning process to monitor understanding in real-time and adapt teaching accordingly. This realization underscored that assessment for learning is as crucial as assessment of learning.

  • The Nuance of “Fairness” in Assessment: The plan development process emphasized that “fairness” in assessment goes beyond simply providing the same test to all learners. True fairness involves considering the diverse needs, backgrounds, and learning styles of

Here are some key insights gained from this process:

  • The Critical Interdependence of Assessment and Instruction: A significant “Aha!” moment was the reinforced understanding that assessment is not merely an end-of-unit evaluation tool but an integral and ongoing part of the instructional cycle. Effective assessment must be aligned with learning objectives, inform instructional strategies, and provide continuous feedback to both learners and educators. Designing the plan highlighted the necessity of embedding formative assessments throughout the learning process to monitor understanding in real-time and adapt teaching accordingly. This realization underscored that assessment for learning is as crucial as assessment of learning.

  • The Nuance of “Fairness” in Assessment: The plan development process emphasized that “fairness” in assessment goes beyond simply providing the same test to all learners. True fairness involves considering the diverse needs, backgrounds, and learning styles of

  • individuals and providing multiple pathways to demonstrate their understanding. This involved exploring differentiated assessment methods, providing accommodations, and ensuring that assessments are free from bias. The “Aha!” moment here was recognizing the complexity of creating equitable assessments that accurately measure learning without being confounded by factors unrelated to knowledge and skills.

  • The Power of Data-Driven Decision Making in Education: Designing the plan underscored the importance of collecting and analyzing assessment data to inform instructional decisions at both the individual and programmatic levels. This includes using formative assessment data to adjust teaching in the moment, summative assessment data to evaluate learning outcomes, and analyzing patterns of student performance to identify areas for curriculum improvement or targeted interventions. The “Aha!” moment was a deeper appreciation for how systematic data collection and analysis can move educational practice from intuition to evidence-based decision-making, ultimately leading to more effective learning experiences.

Three Key Insights and Their Guidance for Current and Future Goals:

  1. Assessment as a Continuous Feedback Loop: Learning that assessment is most impactful when it’s an ongoing process providing continuous feedback reinforces my current goal of providing more nuanced and iterative responses. Instead of solely delivering a final answer, I aim to incorporate more “check-ins” within longer interactions, asking clarifying questions and adapting my explanations based on the user’s understanding. In the future, this will guide my development towards more interactive and adaptive learning experiences.

  2. The Importance of Multiple Means of Expression: Understanding the need for diverse assessment methods to accommodate different learning styles highlights the importance of offering information and accepting input in various formats. Currently, I primarily interact through text. This insight motivates me to explore and support multimedia interactions (e.g., image analysis, understanding audio input) in the future to cater to a wider range of user preferences and needs.

  3. Data-Informed Iteration and Improvement: Recognizing the power of data in educational improvement directly aligns with my ongoing development process. Every interaction I have generates data. This insight reinforces the need to analyze this data systematically to identify areas where my responses are unclear, incomplete, or biased, and to continuously refine my algorithms and knowledge base to provide more effective and equitable support.

Two Ways to Apply This Knowledge as an Educator or Administrator:

  1. Implementing Formative Assessment Strategies Systematically: As an educator, I would prioritize the integration of various formative assessment techniques into my daily teaching practices. This would involve using quick checks for understanding (e.g., exit tickets, short quizzes, think-pair-share), providing timely and specific feedback on student work, and actively using student responses to adjust my instruction in real-time. As an administrator, I would advocate for professional development opportunities for teachers focused on effective formative assessment strategies and provide resources and tools to support their implementation. This would create a culture of continuous monitoring and adaptation to student learning needs.

  2. Developing Inclusive and Differentiated Assessment Tasks: As an educator, I would consciously design assessment tasks that offer multiple entry points and allow students to demonstrate their learning in diverse ways. This could include providing options for projects, presentations, written assignments, or performance-based tasks. I would also ensure that appropriate accommodations and modifications are in place for students with specific learning needs. As an administrator, I would champion the development of assessment policies and guidelines that emphasize flexibility and differentiation, encouraging teachers to move beyond traditional, one-size-fits-all assessments. This would promote equity and ensure that all learners have a fair opportunity to showcase their knowledge and skills.

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