TWS Standard. The teacher uses multiple ass
TWS Standard.
The teacher uses multiple assessment modes and approaches aligned with learning goals to assess student learning before, during and after instruction.
Task
· Provide two examples of instructional decision-making based on students’ learning or responses.
Mississippi Valley State University
Teacher Work Sample
Teaching Process Three
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.
Task
· Provide two examples of instructional decision-making based on students’ learning or responses.
· Write a 2-page discussion on the items below and include info asked in each bullet. Also include intext citated information of the article provided below in the discussion related to the standard.
· plus include a (pre- and post-assessment instruments, scoring rubrics/keys, and assessment plan table –follow the kindergarten social studies attachment for this) An example is below!!!!!!
Directions
· Provide an overview of the assessment plan. For each learning goal include: assessments used to judge student performance, format of each assessment, and adaptations of the assessments for the individual needs of students based on pre-assessment and contextual factors. The purpose of this overview is to depict the alignment between learning goals and assessments and to show adaptations to meet the individual needs of students or contextual factors. You may use a visual organizer such as a table, outline or other means to make your plan clear.
· Describe the pre- and post-assessments that are aligned with your learning goals. 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).
· Discuss you plan for formative assessment that will help you determine student progress during the unit. Describe the assessments you plan to use to check on student progress and comment on the importance of collecting that particular evidence. Although formative assessment may change as you are teaching the unit, your task here is to predict at what points in your teaching it will be important to assess students’ progress toward learning goals.
·
Suggested Page Length: 2 page discussion including intext citated info from related article plus including pre- and post-assessment instruments, scoring rubrics/keys, and assessment plan table…… An example is below!!!!!!
Example of Assessment Plan Table: Kindergarten
|
Learning Goals |
Assessments |
Format of Assessment |
Adaptations |
|
Learning Goal 1 Example: The students will link wild animals with Their habitats. |
Pre-Assessment Formative Assessment Post- Assessment |
Checklist: game with Animal masks & centers Representing habitats (tree, lake, burrow, cave) Animal puppets and habitats (e.g., bird and nest) anecdotal records RE Q & A picture journals Checklist: game with Animal masks & centers Representing habitats |
*Repeat and modify instructions, as needed. Demonstrate and assist with cutting, gluing, etc. Provide model of mask and model how to move to habitat centers. Keep all activities high-interest and brief. *Provide concrete models and assistance with fine motor tasks, as needed. Provide multiple explanations and model performances. Process writing (i.e., dictations) when needed. Provide verbal cues and plenty of wait time for Q & A. |
Assessment Plan Rubric
TWS Standard
The teacher uses multiple assessment modes and approaches aligned with learning goals to assess student learning before, during and after instruction.
|
Rating Indicator |
1 Indicator Not Met |
2 Indicator Partially Met |
3 Indicator Met |
Score |
|
Alignment with Learning Goals and Instruction |
Content and methods of assessment lack congruence with learning goals or lack cognitive complexity. |
Some of the learning goals are assessed through the assessment plan, but many are not congruent with learning goals in content and cognitive complexity. |
Each of the learning goals is assessed through the assessment plan; assessments are congruent with the learning goals in content and cognitive complexity. |
|
|
Clarity of Criteria and Standards for Performance |
The assessments contain no clear criteria for measuring student performance relative to the learning goals. |
Assessment criteria have been developed, but they are not clear or are not explicitly linked to the learning goals. |
Assessment criteria are clear and are explicitly linked to the learning goals. |
|
|
Multiple Modes and Approaches |
The assessment plan includes only one assessment mode 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. |
|
|
Technical Soundness |
Assessments are not valid; scoring procedures are absent or inaccurate; items or prompts are poorly written; directions and procedures are confusing to students. |
Assessments appear to have some validity. Some scoring procedures are explained; some items or prompts are clearly written; some directions and procedures are clear to students. |
Assessments appear to be valid; scoring procedures are explained; most items or prompts are clearly written; directions and procedures are clear to students. |
|
|
Adaptations Based on the Individual Needs of Students |
Teacher does not adapt assessments to meet the individual needs of students or these assessments are inappropriate. |
Teacher makes adaptations to assessments that are appropriate to meet the individual needs of some students. |
Teacher makes adaptations to assessments that are appropriate to meet the individual needs of most students. |
,
WKU 9014
Teacher Work Sample
Submitted by:
Kelly Headrick
March 7, 2008
Grade : Kindergarten
Subject : Social Studies
Western Kentucky University
EDU 489
Student Teaching Seminar
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Table of Contents
Contextual Factors ……………………………………………………………3
Learning Goals …………………………………………………………………………………..6
Assessment Plan ……………………………………………………………..8
Design for Instruction ……………………………………………………… 13
Instructional Decision Making ……………………………………………..19
Analysis of Student Learning ………………………………………………21
Reflection and Self Evaluation …………………………………………….25
References ………………………………………………………………… 28
Appendices ……………………………………………………………….29
A. Unit Pretest/Posttest
B. Pr etes r oS teSt Ai-,s i%ve ► Key
C. Student Score Summary: Pretest
D. Student Score Summary: Posttest
E. Samples of Formative Assessment for Student N
F. Samples of Formative Assessni." , for Student S
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Contextual Factors
Knowledge of Community , District , and School Factors : This Title I elementary
school is located in the County School District. Although the town is growing,
with a population of around 14,000, the area still remains very rural. The school has the
largest enrollment in the district, with over 700 students. From preschool to sixth grade,
the school maintains a goal that all students can learn at high levels and that all students
can read at or about grade level. The school is predominantly Caucasian, with a few
students who are African American, Chinese, Japanese, Mexican, or biracial. There are a
variety of socioeconomic classes represented, with services such as free/reduced lunch
and an excellent family/resource center. There are structured procedures for everything
from behavior in the hallway, restrooms, and cafeteria, to a voice level rubric. The
school is lucky to have an iY:mrnense number of parent volunteers, as well as an active
Parent Teacher Organization and several community business partners.
A1J,._ ArEd A Jl' ^ i` Kii0wge oY Classroo 'K Z C i ris. f iieie ai'c niaily iactorrs that n akc 01is Yiindergar"teo
classroom student-friendly and a great place to learn. There are many resources and
materials available, including a vast library, 2 computers that students can access, a Smart
Board, overhead projector, posters with key vocabulary and concepts, and a wide variety
of manipulatives and center activities. There are reading and math blocks that are ability-
grouped before lunch, and the rest of the day is spent with students in their homeroom
conducting literature focus activities, social studies and science connections, and special
classes. Students are seated at tables of six, and schoolwide discipline procedures apply.
Parent/Teacher conferences are held regularly and a folder is sent home nightly to parents
e,u^with student ^iork and notes and Y epo rts c f behavv io .
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Knowledge of Student Characteristics . Based on Thoughtful Education, the students
have a variety of learning styles. The majority of students, 13, are Mastery learners,
which means they prefer structured and organized instruction and activities. 4 students
are Understanding, 4 students are Interpersonal, and 2 are Self-Expressive learners. The
students are all 5-6 years old, and there are 12 males and II females. They are
predominantly Caucasian, with one student who is Mexican-American and one who is
Biracial. The classroom has a predominantly American culture, with one migrant family,
and almost half of the students have parents who are divorced or remarried. All students
are proficient English speakers; I student speaks English as his second language but he is
very proficient. There are 2 students with IEP's who have been identified for special
education services. 4 students attend speech therapy, and 2 students attend Lit Lab
because of low reading skills. The students are very interested in sports, love to work on
the computers, and enjoy working in centers and hands-on activities. 75% of the
i assiooiii is considered aveiagelull glade level, while I5 /o ai'c above average. and 1 3%
are below. The students are considered developing readers. In regard to background
knowledge and prior learning, the students are limited on knowledge about the presidents.
They have discussed some historical figures briefly, but have not concentrated on
Lincoln, Washington, or other noted presidents. They have an idea who the president is,
but they do not understand the role the president plays or what the title really means.
They have discussed some of the presidents briefly, as they have learned about money,
but the majority of the information I teach will be new.
Instructional Implications : All of the before mentioned factors will play a vital role in
< ik^i ai^i^iiig lily iirau"i.iCtioii an d as3cssliic'ilt. nS':l_^.s^ i of a tut , 'Lux e pro ce dures and Sai rk,iuCt*wiC or the
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school , as well as this class , provide the framework for establishing a maintained
classroom environment while I am teaching. It will be important for me to be familiar
with and utilize the same rules that the students are accustomed to. The wide variety of
resources will prove to be helpful in facilitating student learning while i am teaching.
In a lot of ways , this class is typical of that of most Kindergarten classes. These
students are very energetic and social. As a result , it will be important for me to make
sure that all of my lessons are engaging and keep them actively involved . I will also need
to provide an abundance of hands -on learning experiences , which will provide additional
practice in still-developing fine motor skills, as well as many visual aids . Another factor
to consider is that most of the students are Mastery learners. This means that I must
make sure that instruction and processes are clear and structured, and that I provide step-
by-step directions.
Furthermore . I must also consider my students ' developmental levels. As a
w,vhole, the group is still developing as readers; thus, my assessments and activities must-
not involve long written activities as these skills are still progressing . Instead, I will
provide opportunities for students to show or explain what they have learned . I will also
need to make accommodations for my two students with IEP 's; I may need to provide
extra assistance for these students , including additional time, support , or readers /scribes.
Since the concept of presidents is relatively new to students, it will be my responsibility
to provide the foundation of this material . I will reinforce these concepts by connecting it
to information students have already covered , such as money , and the presidents that
appear on the currency they are so familiar with.
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Learning Goals
Learning Goal 1: The student will describe various leaders of our country and
interpret their historical significance.
Program of Studies- SS-P-HP-U-3: Students will understand that history has been
impacted by significant individuals and groups.
LGI aligns with this standard because the students will become knowledgeable about
important presidents of our country. These presidents were important leaders and
founders of our country, and thus have greatly impacted our nation's history.
Level of Bloom- Analysis: LG1 fits this level and is appropriate because it requires
students to analyze the accomplishments of our national leaders in order to interpret their
historical significance.
Appropriateness of Goal: This goal is appropriate for my students because it will provide
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7 Ei[ rtan ^ltit a i0iui7CY presidents i%J ivYYaJc^ YYiStdiic"t iiYYiitiYUxYY^.r;. Thisui
knowledge will serve as the basis for later concepts, such as their relation to major events
that shaped our country. This goal will provide opportunities for hands-on learning,
which is vital to this age group. It will also allow students to be appropriately challenged.
Learning Goal 2: The student will explain the historical significance of holidays
such as Presidents ' Day and evaluate why these celebrations are observed today.
Program of Studies- SS-P-HP-S-3: Students will investigate the significance of patriotic
symbols, patriotic songs, patriotic holidays and landmarks (e.g., the flag of the United
States, the song "My Country, "A' is of Thee," the Fourth of July, Veterans' Day, the
Statue of Liberty).
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LG2 aligns with this standard because the students will become knowledgeable about the
patriotic holiday of Presidents' Day. Through learning about this holiday, its history,
why it exists, and why it is still observed today, the students will have a grasp on the
different leaders who helped to found our country. Once they learn the background
behind the holiday, the will be able to evaluate why it is important.
Level of Bloom- Evaluating: LG2 fits this level and is appropriate because it requires
students to learn the background of the holiday of Presidents' Day and justify why it is
still important to our country today.
Appropriateness of Goal: This goal is appropriate for my students because it will provide
them with a foundation of important presidents and historical figures, as well as the
background of a holiday that we all observe. This goal will provide opportunities for
hands-on learning, which is vital to this age group. It will also allow students to be
appropriately challenged.
Leaiariag Goal J+: The studelli will ewal late like hisior-ieai signnifle" ice of fka doflati
symbols, monuments , and landmarks
Core Content- SS-EP-5.2.1: Students will identify significant patriotic and historical
songs, symbols, monuments/landmarks (e.g., The Star Spangled Banner, the
Underground Railroad, the Statue of Liberty) and patriotic holidays (e.g., Veterans' Day,
Martin Luther King's birthday, Fourth of July) and explain their historical significance.
LG3 aligns with this standard because the students must be able to identify important
national symbols and what they represent in order to evaluate their significance to our
nation's history.
WKU 9014
Level of Bloom – Evaluating: LG3 fits this level and is appropriate because it requires
students to not only be able to identify various national symbols, monuments, and
landmarks, but to also understand what they represent and the story they tell. This
understanding will be the basis for evaluating why these symbols have historical
significance.
Appropriateness of Goal: This goal is appropriate for my students because it will provide
fundamental knowledge concerning important and historically significant national
symbols . This goal too appropriately challenges students , and provides opportunities for
use of technology and hands-on activities.
Overview:
Learning Goal Assessments Format of Assessments
Adaptations
Learning Goal 1: Pre-Assessment Pretest: Individual Pretest: The student will oral assessment O Each test given describe various Questions: i, 2, 3, S, individually to leaders of our 9, 10, 14 students. country and 0 Test questions interpret their are read orally historical to students and a significance. scribe is
provided to accommodate developing reading and writing skills and the two students with IEP's.
Formative Tools: Writing Formative Assessment prompt with rubric, . Level of
handouts, checklist, Support: anecdotal notes Students with Criteria: Students IEP's may need write about what ^ additional
WKU 9014
they would do if personal they were president, assistance on complete a Lincoln activities, such handout where they as readers or circle the picture scribes. that represents a fact • Time: Students about him, put with IEP's may events of his life in need additional order, construct time to complete Lincoln's log cabin, assignments. Washington handout • Input: Many (put an X on facts visual, engaging about him), activities, as construct well as hands-on Washington's hat, learning Comparison (hold opportunites. up puppet of president that corresponds with fact read); (anecdotal notes/checklist).
Post Assessnieiit Post Test: Post Test: (See (Summative) Individual oral above adaptations
assessment for pretest) Questions: 1, 2, 3, 8, 9, 10, i4
Learning Goal Assessments Format of Adaptations Assessments
Learning Goal 2: Pre-Assessment Pretest: Individual Pretest: The student will i oral assessment • Each test given explain the Questions: 5, 6, 7 individually to historical students. significance of • Test questions holidays such as are read orally Presidents' Day and to students and a evaluate why these scribe -is celebrations are provided t:, observed today. accommodate
developing reading and writing skills and the two
I I I students with IEP's.
WKU 9014
Formative Tools: Writing Formative: Assessment Prompt and scoring • Level of
rubric Support: Criteria: The student Students with describes when IEP's may need Presidents' Day is additional and why it is personal celebrated. assistance on
activities, such as readers or scribes.
• Time: Students with IEP's may need additional time to complete assignments.
® Input: Clear instructions and processes given to accommodate Mastery learners.
Post Assessment Post Test: Post Test: (See (Summative) Individual oral above adaptations
assessment for pretest) Questions: 5, 6, 7
Learning Goal Assessments Format of Adaptations Assessments
Learning Goal 3: Pre-Assessment Pretest: Individual Pretest: The student will oral assessment • Each test given evaluate the Questions: 4, 1 1, 12, individually to historical 13 students. significance of o Test questions national symbols, are read orally monuments, and to students and a landmarks. scribe is
provided to accommodate developing reading and writing skills and the two students with IEP's.
4 V ximL1 W / l Vrli. . lvi L. 1 Oflila^J VC.
Assessment l Rushmore 1 e Level of
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Post Assessment (Sulmmati v c)
presidents handout, presidential coins handout, Puzzle Pieces handout (identification of national landmarks and symbols). Criteria: The students recognize the four presidents on Mt. Rushmore and key information about each, as well as the presidents who are on major currency, and national symbols and landmarks of our country.
Post Test: ii,uivluual via,
assessment Questions: 4, 11, 12, 13
Support: Students with IEP's may need additional personal assistance on activities, such as readers or scribes.
e Time: Students with IEP's may need additional time to complete assignments.
® Input: Clear instructions and processes given to accommodate Mastery learners. Many visual, engaging activities, as well as hands-on learning opportunites.
Post Test: (See above adaptations for pretest)
(See Appendix A for Pre/Posttest Assessment) (See Appendix B for Answer Key)
In order to measure student growth and progress, the pretest and posttest were
exactly the same. The tests were given orally to students individually, with the teacher
recording student responses. Questions 1, 2, 3, 8, 9, 10, and 14 align with learning goal
1; there are more questions that represented this goal as a result of its broadness.
Questions 5, 6, and 7 aligned with learning goal 2, and questions 4, 11, 12, and 14
correspond with learning goal 3. There were a variety of types of questions on both the
pretest and posttest. Questions 2 and 3 were selected response, in the form of multiple
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WKU 9014
choice, asking students how a president is chosen and who can become a president.
Questions 8-10 and question 13 were selected response, in the form of matching, asking
students to match the presidents' names with the coins they are on, and to match the Mt.
Rushmore presidents' names with their pictures. There were also 7 constructed response
questions. Number I asks students to describe what a presidents is and what they do,
while number 4 asks students how many stars and stripes are on the flag. Questions 5, 6,
and 7 ask students to describe when Presidents' Day is, why it is celebrated, and whose
February birthdays the holiday is based on. Questions 11 and 12 relate to identifying the
White House and the Statue of Liberty, as well as their locations. Question 14 is a
Performance Question, which requires students to compare and contrast Washington and
Lincoln. A 3×4 rubric was utilized for scoring the performance question.
There are a total of 14 points on the pre- and post-assessments. Each question has
the value of one point, regardless of its structure or number of parts. There were 7 points
ref fecling LG i, 3 points for LG2, and 4 points for LG3. In order for the students to nmeei
mastery for the overall test, they must score 11 points out of the possible 14, or 78.57%.
Mastery criteria for LG 1 is 6 out of 7 (85.7%); mastery for LG2 is 2 out of 3 (66.7%);
and mastery for LG3 is 3 out of 4 (75.0%).
A variety of assessment modes and methods will be incorporated into formative
assessments. Each day of the eight-day unit will consist of a new topic or concept; even
though concepts will build upon one another, it will be important to frequently
formatively assess student progress before moving on to new material. I plan on using
handouts that require students to recognize examples from nonexamples. As this is a
Kindei:gar ten class, a lot of assessment will be conducted on are individual basis, and
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there will be many opportunities to assess by observations , checklists , or anecdotal notes.
There will be independent and whole class activities that will be assessed , and additional
assistance and reinforcement may need to be provided before moving on . A review will
be given prior to the posttest and any misconceptions will be clarified.
Design for Instruction
There were 21 students that took the pre-assessment. None of these students met
the criteria for mastery . The highest grade on the pretest was 8 out of 14. The overall
class average was 2 . 9 out of the possible 14 points, or 21%. 6 students scored I out of
14, which was the lowest score . There were several students who scored 2's, 3's , or 4's,
and one student who scored a 7. Only one student achieved mastery for LG 1, and the
average score for this goal was 2.4 out of 7 points, or 34 %. None of the students reached
mastery for LG2 or LG3 . The average score for LG2 was 0.24 out of 3 possible points,
or 8%, and the average score for LG3 was 0 . 38 out of 4 possible points , or 9.5%.
The results of Elie pretesi led to several conclusions. The students clearly do not
have a deep understanding of the concepts on the pretest , thus in-depth instruction will be
needed concerning all three learning goals. The unit will cover eight days, with a new
concept being introduced each day, while building on previously learned material. The
students collectively scored best on LG I questions ; however 34% is far from mastery.
They majority of the instruction , as reflected on the pre-assessment , will focus on LG1
because it is more broad than the other two goals . One child did reach mastery for this
goal, so concepts will be enhanced and new material will be covered to accommodate this
student.
(See Appendix C foi l detailed spveadsheet of student results on pretest.)
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WKU 9014
Overview:
Day Lesson Title Instructional Addressed Assessments Strategies/Activities Learning
Goal Day 1 What is *Presidents' Day Learning Writing Prompt (with
Presidents' introductory video Goal 2 scoring rubric): When Day? from United is Presidents' Day?
Streaming Why do we celebrate * Whole-group it? discussion: why and when is it celebrated?
Day 2 What is a *Introduction: Read- Learning Classroom President? aloud Teacher for Goal 1 observations (during
President discussion and *Complete "What is completion of concept a President?" map). concept map as Writing Prompt (with whole group, scoring rubric): If I including roles and Were President I responsibilities. Would… * Whole-group discussion of how a president is elected. *Ice cream election: the class votes for their favorite kind of ice cream to demonstrate the election process.
Day 3 Abraham *Introduction: Read- Learning *"Young Abraham" Lincoln aloud Just Like Goal 1 handout (students are
Abraham Lincoln read various facts and and A Picture Book must circle ones that ofAbraham Lincoln. apply to Lincoln). *Whole-group *-Sequencing handout discussion about key (students cut out points in his life maior events in his history and life and must put them accomplishments. in order). *"Do You Know *Construct a model of Who's On the Lincoln's log cabin Penny?" song. (using popsicle sticks *Guest Speaker I on construction paper) (dressed as Lincoln. j .,. ^`d _ ;acts thai
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presented his story they have learned. to entire Kindergarten).
Day 4 George *Introduction : Read – Learning *Construct a mini- Washington aloud A Picture Goal I book of George
Book of George Washington (with key Washington . facts about him). *Whole-group * Handout (students discussion of life place an X on pictures history and that show things that accomplishments . pertained to him).
*"Do You Know *Construct his "3- Who's on the corner hat" (when hat Quarter?" song . is complete , they must
tell something they learned about Washington in order to wear it).
Day 5 Comparing * Review of facts Learning * Han
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