WGU D021 AMM TASK 3 | ENHANCING CULTURAL AWARENESS IN
SUMMATIVE ASSESSMENTS| LATEST UPDATE WITH COMPLETE
SOLUTIONS
AMM TASK 3: Assessment and Instruction
Dan McCormack
D021 Course
Dean Janitzki
, A1)
Cultural awareness is integral to curriculum development and design because it means awareness
of various cultures within a classroom and school. This ranges from understanding the culture of
ELL students, IEP students, Minority, low-income students, and many other subgroups. The
summative assessment shows both strengths and weaknesses regarding cultural awareness. To
start, the summative assessment's strength is its simplicity of design. The directions are easy to
read and follow. The small sections allow for specific standards to be addressed individually.
These sections also align well with the Illinois State Standards and the instruction provided
throughout the unit. All parts of the assessment were very clearly covered during the
instructional unit. The weaknesses, however, outweigh the strengths. The academic language is
not very student-friendly, especially concerning cultural awareness. The last few questions can
be confusing if students do not have proper background knowledge. The problem lies with the
aforementioned background knowledge; the needed information has nothing to do with math
concepts or anything math-related. Students must know basketball terminology, such as starting
lineup, bench players, and locker room. Students who do not know how many players are on the
starting lineup cannot answer the question.
Similarly, in question 23, students need to know farming terms like heifer and bulls to answer the
question correctly. The language in the questions could create a barrier that can influence
assessment data. Students will miss questions, not because they do not know the math concepts
but because they need the language knowledge to answer the questions correctly.
SUMMATIVE ASSESSMENTS| LATEST UPDATE WITH COMPLETE
SOLUTIONS
AMM TASK 3: Assessment and Instruction
Dan McCormack
D021 Course
Dean Janitzki
, A1)
Cultural awareness is integral to curriculum development and design because it means awareness
of various cultures within a classroom and school. This ranges from understanding the culture of
ELL students, IEP students, Minority, low-income students, and many other subgroups. The
summative assessment shows both strengths and weaknesses regarding cultural awareness. To
start, the summative assessment's strength is its simplicity of design. The directions are easy to
read and follow. The small sections allow for specific standards to be addressed individually.
These sections also align well with the Illinois State Standards and the instruction provided
throughout the unit. All parts of the assessment were very clearly covered during the
instructional unit. The weaknesses, however, outweigh the strengths. The academic language is
not very student-friendly, especially concerning cultural awareness. The last few questions can
be confusing if students do not have proper background knowledge. The problem lies with the
aforementioned background knowledge; the needed information has nothing to do with math
concepts or anything math-related. Students must know basketball terminology, such as starting
lineup, bench players, and locker room. Students who do not know how many players are on the
starting lineup cannot answer the question.
Similarly, in question 23, students need to know farming terms like heifer and bulls to answer the
question correctly. The language in the questions could create a barrier that can influence
assessment data. Students will miss questions, not because they do not know the math concepts
but because they need the language knowledge to answer the questions correctly.
