Teacher Work Sample: Assessment Plan

Transcription

1 Teacher Work Sample: Assessment Plan TWS Standard The teacher uses multiple assessment modes and approaches aligned with learning goals to assess student learning before, during, and after instruction. Overview You will design an assessment plan to monitor student progress toward learning goal(s). You should utilize multiple assessment modes and approaches that are aligned with your Learning Goals. You will develop measures to assess student learning before, during, and after instruction. Your assessments should authentically measure student learning and may include performance-based tasks, paper-and-pencil tasks, or personal communication.

2 Part 1: Make your assessments Pre/Post Assessments: You will create a Pre-assessment and a Post-Assessment for your 5 day unit and include the actual assessments and the answer keys/scoring guide/rubric in this section. Assessments that students completed will be placed in the appendices. In order to generate usable data, you MUST have the Pre- and Post-assessments aligned; therefore, the closer these two documents are to each other, and are scored using the same criteria, the more reliable and consistent your actual data will be. Your assessments will need to be carefully constructed to be sure your questions and activities will yield valid data and; thus, are actually measuring the intent of your learning goal. For each question on your pre- and post-assessments, you should indicate which learning goal you are measuring. Prompt Clearly explain how you will evaluate or score pre- and post-assessments, including criteria you will use to determine if the students performance meets the learning goals. Include copies of assessments, prompts, and/or student directions and criteria for judging student performance (e.g., scoring rubrics, observation checklist, rating scales, item weights, test blueprint, answer key). You will turn in your answer key/rubric etc. with your assessments. More about Pre-Assessment: This is the initial assessment tool that you employ to gather student data before you begin instruction. This is important because it provides you with an indication of the students prior knowledge and baseline data that you can use to modify your instruction. You will administer this assessment several days prior to actually teaching your unit to allow time for you to reflect and revise your instruction. More about Post-Assessment: This is your final assessment tool or summative assessment and should be directly linked to your pre-assessment instrument. The closer that these two instruments match and are scored using the same criteria, the easier it is to compare the data and demonstrate that your instruction has, in fact, impacted student learning. Each item should correspond directly to the same Learning Goals that were addressed on your pre-assessment instrument.

3 Formative Assessments: Create formative assessment measures that will provide information about student progress towards the learning goals. It is important for you to plan assessments that use multiple and varied methods or modes for assessing students such as performance assessments, projects, labs, etc. that tap into different Bloom levels of learning. You will likely make adjustments to your formative assessment plan as you design your instruction; however, you should develop some initial general formative assessments for this section. More about Formative Assessments: These consist of a range of assessments that you use on a regular basis during your daily lessons to make certain that you are gathering data on your students understanding of the material. These may be formal assessments like quizzes and tests or informal such as checklists, peer assessments, self-assessments, project rubrics and exit slips. Their purpose is to provide you with additional information so that you can modify instruction if necessary and to provide data that you can use in your Analysis of Student Learning section and your Reflection and Self Evaluation section as well. These can be especially helpful when you analyze the performance of your two individual student cases in your ASL. Also, be sure to keep copies of all assessments completed by your students. You will be asked to include these artifacts in the Appendices section. Prompt Part 2: Provide an overview of the assessment plan The purpose of this overview is to depict the alignment between learning goals and assessments and to show adaptations to meet the student needs previously discussed in your contextual factors. Make A Chart that illustrates how each learning goal is aligned with a part of your Pre- Assessment Instrument, Formative Assessments, and Post Assessment Instrument. Your overview should illustrate the direct link between your assessment questions/activities and your learning goals. Your chart should include a column that explains how you will differentiate or adapt your assessments for any students who need accommodations and should link back to your contextual factors (See sample format below). Your accommodations should vary depending on the assessment task. Learning Goal Assessment Format for Assessment 1.0 Define special A) Pre-Assessment A). Questions 1-4 in terms used in poetry. Pre-Assessment provide a definition and student must select the correct term. B). Formative Assessment C). Post Assessment B). Students will use an understanding of poetic terms to create a poem. C.) Questions 1-4 on Post-Assessment that provide key poetic terms and students must identify the appropriate definition. Accommodations IEP students will work with an aide to have test read aloud. Students Y and Z (who have written language problems discussed in the contextual factors section) will work together on the computer to compose a poem.

4 Part 3: Narrative This narrative consists of an explanation of how you constructed your Pre/Post assessments and how they correlate with each of your Learning Goals. For example, you should discuss why you chose the questions or activities you included. This will be followed by a discussion of your key formative assessments and a brief discussion of why you selected them and how you will use them during your sequence of lessons. You should specifically discuss the capacity of your assessments to provide data about your students progress towards the learning goals. It would also be appropriate for you to hypothesize regarding instructional changes you might anticipate making. Suggested Length: 3-5 pages (not including your assessment and scoring guides) Tips for Success Create an Assessment Plan that engages students in meaningful tasks. Make certain to have a variety of accommodations for students with IEPs or any other students who need assistance, adaptations, or differentiation. Create a pre-assessment and post-assessment that result in measurable scores or ratings. Make sure all items are aligned (on pre- and post-assessment) and link to a specific learning goal. Develop a scoring procedure or rubric and use the same key or rubric to assess both preand post-assessments. Include a range of multiple formative assessments. You will begin your unit with lower level Bloom tasks and increase the difficulty of tasks later in the unit. Incorporate a range of formative assessments: paper/ pencil quizzes, authentic assessments, performance assessments, etc.

5 TWS Rubric: Assessment Plan Student Name: Assessor Name: Date: Indicator Not Met Minimally Met Indicator Partially Met Indicator Met Score 0 pts 1pt 2 pts 3 pts 1. Inclusion of Required Elements No components are apparent. One or more components or more than three elements required by the prompt are missing. One or two elements are missing as required by the prompt. Each component includes the following elements, as outlined in the prompt: Part 1: Make your assessments Pre-assessment with learning goals indicated for each question or activity Scoring guide Post-Assessment with learning goals indicated for each question or activity Scoring guide Formative Assessment activities for each learning goal Part 2: Overview of the assessment plan Chart with: o Learning goal o Assessment (pre, post, formative) o Questions/Activities specified for assessment o Accommodations Part 3: Narrative Explanation of how Pre/Post assessments constructed and how they correlate on each Learning Goal. Discussion of key formative assessments including a brief rationale regarding selection, use in lessons, and alignment with learning goals. Description of anticipated insights gained from assessments and influence on instructional plan. 2. Validity: Assessments Aligned with Learning Goals Component is missing. Content and methods of assessment lack congruence with learning goals or lack cognitive complexity. Formative assessments are missing, minimal, do not align with learning goals and/or have the capacity to provide minimal data regarding student progress on learning goals. Some of the learning goals are assessed through the assessment plan, but many are not congruent with learning goals in content and cognitive complexity. Formative assessments are partially aligned with learning goals and have some capacity to provide data regarding student progress on learning goals. Each of the learning goals is assessed through the assessment plan; assessments are congruent with the learning goals in content and cognitive complexity. Formative assessments well aligned with learning goals and have excellent capacity to provide data regarding student progress on learning goals. 3. Clarity.Component is missing or not evident. Scoring procedures are absent or inaccurate; Some scoring procedures are explained; some items or prompts Scoring procedures are explained; items or prompts are clearly written; directions and procedures are clear to

6 items or prompts are poorly written; directions and procedures are confusing to students; the assessments contain no clear criteria for measuring student performance are clearly written; some directions and procedures are clear to students. students. 4. Multiple Modes and Approaches Component is missing or not evident. The assessment plan includes minimal assessment modes and does not assess students before, during, and after instruction. The assessment plan includes multiple modes but all are either pencil/paper based (i.e. they are not performance assessments) and/or do not require the integration of knowledge, skills, and reasoning ability. The assessment plan includes multiple assessment modes (including performance assessments, lab reports, research projects, etc.) and assesses student performance throughout the instructional sequence. Assessment plan requires the integration of knowledge, skills, and reasoning ability. 5. Accommodations Based on the Individual Needs of Students Component is missing. Little or no accommodations included or accommodations are inadequate or inappropriate. Accommodations are not linked to characteristics discussed in the contextual factors section. Accommodations to assessments are limited or redundant. Accommodations are partially linked to characteristics discussed in the contextual factors section. Accommodations made to assessments are appropriate to meet the individual needs of students. Accommodations described are consistent with characteristics discussed in the contextual factors section. 6. Writing Quality Organization: No organization in that no paragraph demarcation is apparent Style: No attention to style, contains on-going sentence errors that consistently obscure meaning, reoccurring issues with run-on sentences, comma splices and sentence fragments. Tone is informal and inappropriate, multiple errors in word choice and diction. Usage and Mechanics: Organization: Lack of coherent structure in narrative and/or paragraphs interferes with meaning. Headings and/or transitions between ideas are not present. Style: May lack sentence variety and/or contain serious problems with run-ons and sentence fragments. Inappropriate word choice and diction. Organization: Coherent narrative and paragraph structure; may lack appropriate headings and/or transitions between ideas. Style: Some varied sentence structure; run-ons and/or sentence fragments present; some attention has been paid to phrasing and word choice. Usage and Mechanics: Demonstrates reasonable use of grammar, punctuation and spelling; some mechanical errors are present. Appropriate verb tense used throughout. Organization: Coherent, clear narrative and paragraph structure; appropriate headings and transitions between ideas are present. Style: Varied sentence structure is appropriately used to enhance meaning; conscious attention to phrasing and word choice is evident. Usage and Mechanics: Demonstrates mastery of grammar, punctuation and spelling; few mechanical errors are present and do not impact meaning. Appropriate verb tense used throughout. Any in-text citations are properly formatted.

7 Demonstrates consistent substandard use of grammar, punctuation, and spelling; consistent errors that interfere with meaning. Verb tense inappropriate. In-text citations are improperly formatted. Usage and Mechanics: Demonstrates substandard use of grammar, punctuation and spelling; multiple mechanical errors interfere with meaning. Verb tense inconsistent and/or inappropriate. Any in-text citations are improperly formatted. Total Points Possible=18 pts Passing Score=14 pts Total