Due Sunday by 11:59pm
Points 25
Submitting an external tool
Available May 4 at 12am – Jun 16 at 11:59pm
An assessment cycle is an effective tool for improving instruction. It consists of assessing the students, collecting data, analyzing the data, making instructional decisions, delivering instruction, reassessment of the students, and sharing assessment outcomes. Develop an assessment cycle for a unit of study (FEAP a.4.).
Step 1: Assessment – Create and give a pre-test that has the majority of the questions at the comprehension, application, analysis, synthesis, and evaluation levels for a unit you are teaching to determine what your students know. Design and align a formative assessment that matches learning objectives and leads to mastery; (FEAP a.4.b/FPEC 4.2/InTASC 6b.p, 6o.k, 6t.d). Modify the assessment and testing conditions to accommodate the learning styles and varying levels of knowledge of the students. Use a learning style inventory to determine the learning styles of the students (FEAP a.4.d/FPEC 4.4, 7.5/InTASC 6h.p, 6p.k, 6u.d). List accommodations for ESE and ELL students as needed.
Step 2: Data collection – Use and apply technology to list and organize the scores of the pre-test and include a copy of students’ pre-tests in your assignment (FEAP a.4.f/FPEC 4.6/InTASC 6i.p, 6o.k).
Step 3: Aggregation and Display of Data – What are the results? Analyze each test item (item analysis, product analysis). Identify which test items were answered correctly and which were answered incorrectly for each student. Identify poorly written test items. These items can be corrected or eliminated from the post-assessment. Use a table or graph to display the test results (FEAP a.4.a/FPEC 4.1, 8.6/InTASC 1a.p, 8e.p).
Step 4: Instructional Decisions – What can be determined by analyzing the data? How will what you determine and see from the data affect what you will teach? Use the data to set goals and create standards-based (e.g., Common Core Standards) unit lessons for the students. Demonstrate the use of a variety of assessment tools to monitor student progress, achievement, and learning gains (FEAP a.4.c/FPEC 4.3/InTASC 6b).
Step 5: Instruction – What methods of instruction will you use to impact student learning? Create three lesson plans for the unit.
Step 6: Reassessment – Design and give a post-test to determine what the students learned from your instruction that matches learning objectives and leads to mastery (FEAP a.4.b/FPEC 4.2/InTASC 6b.p, 6o.k, 6t.d). Determine; what was learned, who learned it, and if it was not learned, determine why not? How will you remediate students who have not mastered the concept or skills? How will you provide enrichment activities for students who have achieved mastery? Include copies of post-tests in your assignment (FEAP a.4.f/FPEC 4.6/InTASC 6i.p, 6o.k).
Step 7: Assessment Outcomes – Share the assessment data with the students and the students’ parent/caregiver (FEAP a.4.e/FPEC 4.5, 7.3/InTASC 6f.p, 6v.d).
Step 8: Use technology to improve student study and test-taking skills – Identify review materials for students, such as Learn About FCAT (http://www.testtools.com/fcat/fcat.shtmLinks to an external site.) and Understanding FCAT Reports (http://www.firn.edu/doe/sas/fcat/fcrpdes.htmLinks to an external site.). How can these documents be used to improve test-taking skills? (NSU a.4.g/FPEC 4.2/InTASC 6b.p, 6o.k, 6t.d)
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