Week 6 Discussion Mind Map

For your final discussion, you will reflect on all the learning you have done in this course by completing the “L” part of your KWL chart that you started in the Post Your Introduction in Week 1 and create a mind map. This map is another example of how you might formatively assess your learners in your classroom. Additionally, this visual provides a way of organizing your understanding of assessments.


Prior to beginning work on this discussion,

· Locate the KWL chart you completed for your introduction.

· Explore the concept of mind mapping to utilize for this task and as a strategy to use in your own classroom. Review the following mind mapping resources:

· Mind Mapping (Links to an external site.)

· How to Use Mind Maps to Unleash Your Brain’s Creativity and Potential (Links to an external site.)

· You may create this mind map using the following tools:

· Electronically using tools like Microsoft Word or PowerPoint

· Electronically using the following online tools:

· MindMeister (Links to an external site.)

· MindMup (Links to an external site.)

· Canva (Links to an external site.)

· GoConqr (Links to an external site.)

· Draw a mind map on paper with markers, take a photo or scan it, and upload it for your classmates to review.

7 Steps to Making a Mind Map

Follow these seven steps listed below from How to Use Mind Maps to Unleash Your Brain’s Creativity and Potential (Links to an external site.) as a guide as you create your mind map:

· Step 1: Start in the middle of a blank page.

· By starting in the middle of the page, you can branch out your ideas in multiple directions.

· Step 2: Select an image, picture or words representing the “central idea” of your map.

· Images can represent so many words and can contribute to your creativity as you develop your mind map. If an image just does not do the trick, certainly use words.

· Step 3: Utilize colors throughout your entire mind map.

· The brain is attracted to color and can enhance learning. Besides, who doesn’t like to add a little color to their life!

· Step 4: Create branches to the various levels within your mind map that all end up connecting to your “central idea.”

· The brain likes making patterns and the connection among the branches will help you to easily remember and retrieve the acquired knowledge.

· Step 5: Use curved lines instead of straight lines when connecting your branches

· Your brain responds better to curved lines. They are more interesting!

· Step 6: Each branch should have only one key word that represents your learning.

· This will keep your mind map clear and succinct.

· Step 7: Images should be integrated throughout your mind map.

· Images are just another way for your brain to make deeper connections to the acquired knowledge; therefore, making it more meaningful (Pinola, 2013, September).


Review the various resources, discussions, instructor feedback and videos throughout the entire course that will help support you as you create your mind map.

Write (Due Day 3, Thursday)

Complete the following:

· Complete the “L” part of KWL chart and upload to the discussion.

· Follow the seven steps for mind mapping and include the following components:

· Assessment center of your map

· The following key words branched out from the center of your mind map:

· Purpose of Assessments

· Formative Assessments

· Summative Assessments

· Grading

· High-Stakes Standardized Assessments

· Statistics in Education

· Within each of those branches, provide three to five key words in addition to images that exhibit what you have learned about these topics.

· Provide the link for your mind map or upload your scanned document.

· Then include at least one question that you are still seeking to get answered about assessments in your discussion response.

Guided Response (Due Monday, Day 7): Post replies to at least two peers by the close date of this discussion. Examine the mind maps of your peers and share additional thoughts. Review the question your peer still has and attempt to provide an answer.

Though two replies are the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you. Remember, continuing to engage with peers and the instructor will further the conversation and provide you with opportunities to demonstrate your content expertise, critical thinking, and real-world experiences with this topic.

Weekly Lesson

Week 6

Welcome to the final week of EDU645: Assessment for Learning. Please be sure to review the Week 6 homepage for this course to see:

· the specific learning outcomes for the week

· the schedule overview

· the required and recommended resources

· the introduction to the week

· a listing of the assessments

Next, be sure to read this entire Weekly Lesson including any videos or articles shared.


This final week of the course provides you a chance to reflect on everything you have learned in this course by creating a mind map which allows you to present what you have learned in a creative manner. Then, you will end with the final assignment which is primarily a compilation of your assignments from weeks 1 through 4 followed by a personal evaluation on your own performance using the rubric.

Week 6 Learning Activities

This section includes additional, specific assistance for exceling in the assessments (learning activities) for Week 6 as a supplement to the instructions and grading rubrics. If you have questions about what is expected on any assessment for Week Six, contact your instructor before the due date.

Discussion: Mind Map

Mind Map Art [Online image]. (n.d.) Retrieved from (Links to an external site.)

This final discussion is an opportunity for you to explore what you have learned in this course by using a mind map. The above image is a mind map about mind mapping. Be sure to review your assignment instructions as well that clearly outline the steps involved in creating a high-quality mind map. Mind maps are another great assessment tool that you could use in your instructional practice to determine what knowledge learners have acquired in a fun and engaging manner that will be meaningful for your learners. So, don’t be afraid to use color and get as creative as you want; have some fun with this task!

Also, don’t forget to complete the “L” portion of your KWL chart from Week 1 Introduction.  While this is another way to assess learner knowledge, it will also provide you with a great way to brainstorm as you develop your mind map.  Additionally, you are asked to provide at least one question about assessments that you are still looking to get answered and you guessed it…it is yet another way that you can assess learner knowledge.  Your classmates and instructors will hopefully provide some answers as you engage in your last opportunity for discussions.

Final Paper: Assessment Design

The Final Assignment is your chance to highlight the depth of understanding you have now acquired about assessments. Be sure to review all the feedback your instructor has given you on assignments for Weeks 1 through 4, making any necessary changes for improvement. Please note that there are slight variations of what you are asked to present for each section of the final paper.  It is not entirely a “copy and paste” from your Week 1 through 4 assignments. Use the Week 6 Assessment Design Final Paper Template found in the assignment instructions to guide your writing. The finale of your Final Assignment will require you to engage in your own self-assessment by evaluating your own work based on the rubric that is used by your instructor to assess your work and examine the benefits of such a practice.

Week 6 Lesson

Wrapping it Up!

Congratulations!  You completed five intense weeks learning about assessments. It is hoped that this course has provided you greater insights on assessments and its significance for the learning process. Without assessments, effective instruction cannot occur. Therefore, it is critical to plan your instruction using the backward design model so that you do not focus on what you want to instruct, but rather on what you want your learners to learn. Each week, you progressed through the steps of the backward design model that allowed you to focus on the learning of your students and you never actually created an instructional plan to teach the standard and learning objectives/outcomes/targets you developed, which is the final step of the backward design model. We will not complete that final stage of the backward design model in this course, but perhaps it is a lesson that you could develop one day.

For your final assignment, you are asked to evaluate your own performance using the rubric to determine your proficiency levels based on the rating scales. This strategy encourages learners to become self-regulated learners because it allows them to set goals and monitor their progress.  The outcome is that learners begin to realize what strategies are effective and ineffective for their learning process.  The hope is that this process will motivate learners to continually work on their performance.

Here is a video on one such strategy that promotes self-regulation through reflection called “Be Sure To”. Consider how this powerful reflection tool can support the success of your learners and even the success for your own educational journey here at Ashford University.

Teaching Channel. (n.d.). “Be sure to strategy”: A powerful reflection strategy (Links to an external site.) [Video file]. Retrieved from


Teaching Channel. (n.d.). “Be sure to strategy”: A powerful reflection strategy (Links to an external site.) [Video file]. Retrieved from (Links to an external site.)

Tips for Success

Do you know all the services that are available to you from the writing center? Studies have shown that students who use these services have a higher success rate in their courses.  Consider using some of these services to support your success on your final assignment!

· 24/7 Writing Tutoring Service (Links to an external site.)

· Paper Review (Links to an external site.)

· Write On! Series & Webinars (Links to an external site.)

· Video Tutorials

Required Resources


Pinola, M. (2013, September 9). How to use mind maps to unleash your brain’s creativity and potential (Links to an external site.). Retrieved from

· This article provides information about mind mapping and will assist you in your Mind Map discussion this week. Accessibility Statement does not exist. Privacy Policy (Links to an external site.)


Mindmapping (Links to an external site.). (

· This website provides information about mind mapping and will assist you in your Mind Map discussion this week. Accessibility Statement does not exist. Privacy Policy does not exist.

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