Share one of Georgia Science or Math learning objectives.
Below are five types of assessments you will utilize in your classroom during your teaching career. Choose two and discuss how these assessments align with and support the learning objective.
Diagnostic/Pre-assessment
Formative assessment
Summative assessment
Criterion-referenced assessment
Alternative assessment
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.
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.
Sample Answer
Sample Answer
Selected Learning Objective
For this exercise, I will select a learning objective from the Georgia Standards of Excellence (GSE) for Mathematics, specifically from Algebra I.
Learning Objective
GSE Algebra I: A.REI.3 – “Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.”
Selected Assessments
1. Formative Assessment
Description: Formative assessments are ongoing assessments used to monitor student learning and provide immediate feedback during the instructional process. They can take various forms, including quizzes, exit tickets, classroom discussions, and quick checks for understanding.
Alignment with Learning Objective:
– Monitoring Understanding: A formative assessment could consist of a short quiz where students solve a series of linear equations and inequalities. This allows the teacher to gather data on students’ comprehension of the concepts related to A.REI.3. This assessment would help identify which students are struggling with specific skills, such as isolating the variable or applying inverse operations.
– Immediate Feedback: After students complete the quiz, the teacher can review answers in real-time, addressing misconceptions immediately. For instance, if many students struggle with a particular type of equation (e.g., those involving fractions), the teacher can provide additional instruction or practice on that topic.
– Adjusting Instruction: Based on the formative assessment results, the teacher can adjust subsequent lessons to meet students’ needs, such as providing more examples or different problem types to enhance understanding.
2. Summative Assessment
Description: Summative assessments evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark. These assessments typically occur at the conclusion of a unit or course and can include tests, projects, or presentations.
Alignment with Learning Objective:
– Comprehensive Evaluation: A summative assessment for A.REI.3 could involve a unit test where students solve a variety of linear equations and inequalities, including word problems and multi-step equations. This comprehensive evaluation ensures that students demonstrate their understanding of not only the mechanics of solving equations but also the application of these skills in different contexts.
– Higher-Order Thinking: The summative assessment can also incorporate questions that require students to explain their reasoning or justify their solutions. For example, students could be asked to solve an equation and then explain how they arrived at their answer, thereby demonstrating their understanding of the underlying principles.
– Benchmark for Mastery: The results from this summative assessment provide a clear measure of whether students have met the learning objective. Teachers can analyze student performance to determine overall class mastery and identify any areas that may need revisiting in future lessons.
Conclusion
In conclusion, both formative and summative assessments play crucial roles in supporting the learning objective A.REI.3 from the Georgia Standards of Excellence for Algebra I. Formative assessments provide ongoing feedback that helps guide instructional decisions and address student needs in real-time. In contrast, summative assessments serve as a final evaluation to determine whether students have mastered the skills necessary to solve linear equations and inequalities. Together, these assessments create a comprehensive approach to student evaluation that fosters deeper understanding and application of mathematical concepts.
