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Key Assessment

Amanda Sikes
Part 1: Identification of Learning Problem
General Audience
The audience consists of 6th grade students in Business Computer Science class at Long County
Middle School. These students are from a wide variety of backgrounds and locations. There are
19 students in the class. They attend BCS each day for a period of 50 minutes. The class lasts for
9 weeks.
Problem Identification
The problem is that incoming 6th graders do not have the skills necessary to produce business
documents successfully. In fact, they do not even have the basic skills needed to pick the correct
program to use for creating a business document.
This problem was identified after the pre-test was given on the second day of class. The pre-test
asked the students to choose a program to create a flyer on Internet Safety. Of the 19 students,
only 2-3 students knew how to access Microsoft Word from the desktop. The rest of the students
were trying all sorts of programs. One student used Paint to make the flyer. The others did not
attempt to do the pre-test because they did not know how to use Microsoft Word or even get it
open on the screen.
There is a huge need for instruction in this area. By 6th grade, students should be able to create
and produce a number of business documents using Microsoft Word. They should be able to use
design principles and create flyers, memos, business letters and other important documents. This
skill is essential to be successful in the business world.
Instructional Goals


Sixth grade BCS students will be able to use Microsoft Word efficiently.
Sixth grade BCS students will be able to create and produce business documents.
Sixth grade BCS students will be able to incorporate design principles and make their
business documents visually appealing and professional.

Part II: Learner Analysis
Introduction
The targeted group of learners are 6th graders at Long County Middle School in Ludowici,
Georgia. The students range in from 11-12 and most students are 11 years old. There are 10 girls
and 7 boys in the class. The class is comprised of 10 Caucasians, 5 African Americans, 1
Hispanic and 1 Multi-Ethnic. Of these students, 2 students are served by special education

teachers. There are 2 students in this group that are a part of the STAR program for students with
extremely disruptive behavior problems or multiple office referrals. 53% of the 17 students have
attended Long County schools since Pre-k. 41% of the 17 students come from single parent
homes and 1 student lives with his Grandmother. To get this information about the learners,
several methods were used. The information about free and reduced lunch, special education
services, and retentions came from school records. The other information was based on teacher
observations and a student questionnaire.
Entry Skills and Prior Knowledge
When entering the class, the students were able to log on to the computer. They were able to use
the Internet to find information. They were not able to answer simple questions about programs,
applications, saving, inserting pictures and numerous other basic concepts of Business Computer
Science. On the pretest, only 2 students knew how to access Microsoft Word to begin the flyer.
100% of the students failed the pretest given on the second day of the 9 week segment. The
average score was 29%. The range of scores was 6-44.
Attitudes toward Content & Academic Motivation
Most of the students felt that learning how to use a computer to produce business documents was
important. The students were asked to rate their understanding of computers on a scale of 1-100
with 100 being the highest understanding possible. The average understanding rating was 37.
The learners were also asked to rate their motivation to learn computers on a scale of 1-100. The
average rating was 75. Several students rated their motivation to learn at 100% motivated to
learn more while others rated their motivation slightly lower. This information was gathered
from a student survey.
Educational Ability Levels
There are students from all different educational ability levels in this class. I have gifted students
that I can partner with other students to help when needed. I also have some of the projects that
are group projects where they can work together to complete a task.
General Learning Preferences
Most learners said they prefer group projects as opposed to individual projects. However, they
did not want to be assigned with a group. They wanted to pick their own group. They also like
learning games and making things that are relevant to their lives. When asked, most students said

their favorite project was the business letter that they could type to their friend or favorite
teacher. This information was also gathered from a student survey.
Attitude toward Teachers & School
The majority of the students said they respect the teacher and the teacher has helped them learn.
They were asked to rate the respect they have for their teacher on a scale of 1-100. When
surveyed, 98% of the students said their level of respect for the teacher was at 100%. A few of
the students rated the level of respect at 99% and one student rated the teacher at 81%. The
students were also asked to rate the overall school on a scale of 1-100. The school rating was
78%. There were 4 students who said they feel the school is 100% wonderful. There was one
student that rated the school being only 1% and a few others that were in the middle with their
overall school rating. When asked if they liked coming to school, most students said they did.
Reasons given were: to learn, to hang out with friends and to get a good education. Only one
student said he came to school because his parents make him and he does not enjoy it.
Group Characteristics
The school is located in Ludowici, Georgia. The median income is $29,263 for this city. During
this school year, 72% of the total students at Long County Middle qualified for free or reduced
lunch. This school is considered a Title 1 school.
Part III: Task Analysis
I conducted the task analysis using a procedural analysis to make sure I listed as much
information as possible to guide the process of creating a flyer. I started my running through the
process myself since this was the easiest way to make sure I didn’t miss any steps.
I listed each step beginning with logging on to the computer and ending with logging off from
the computer. My outline should be easy to follow and students should have no trouble creating
their flyer using these steps.
Task Analysis Description
1. What is a Microsoft Word used for?
1.1. One use of Microsoft Word is to type business documents.
1.2. Important example: Flyer
2. Benefits of a using Microsoft Word
2.1. Built in spell check/grammar check
2.2. Ability to change font

2.3. Ability to add graphics
2.4. User friendly
3. Log in to Computer
3.1.
3.2.

User Name Lastnamefirstname 2 year grad date
Password LongStudentID

4. Open Microsoft Word
4.1. Click the start button on the task bar
4.2. Click All Programs
4.3. Click Microsoft Office
4.4. Click Microsoft Office Word 2010
5. Open a New File
5.1. Click File
5.2. Click New
6. Insert a Header with your name
6.1. Click Insert
6.2. Click Header
6.3. Click Edit Header
6.4. Type your First Name and Last Name
6.5. Click Close Header
7. Insert a Word Art Title
7.1. Click Insert
7.2. Click Word Art
7.3. Choose a style
7.4. Enter your Title
7.5. Click OK
8. Insert a Page Border
8.1. Click Page Layout
8.2. Click Page Border
8.3. Choose a line or art style border
8.4. Click OK
9. Add a 1 column table with 5 rows that includes a title and information

9.1. Click Insert
9.2. Click Table
9.3. Click Insert Table
9.4. Enter the number of rows and columns needed
9.5. Click OK
9.6. Add your information
10. Insert Graphics saved from computer
10.1. Click Insert
10.2. Click Picture
10.3. Click From File
10.4. Move the picture to desired location
11. Insert Graphics from Clip Art
11.1. Click Insert
11.2. Click Clip Art
11.3. Enter your clip art category
11.4. Click GO
11.5. Find the picture
11.6. Click the picture
11.7 Move the picture to desired location
12. Save the file
12.1. Click File
12.2. Click Save As
12.3. Click Computer
12.4. Click your name
12.5. Name the file in the file name box
12.6. Click Save
13. Upload to Edmodo
13.1. Click on Internet Explorer
13.2. Go to www.edmodo.com
13.3. Log in using your log in from above
13.4. Find the Flyer assignment

13.5. Click Turn In
13.6. Click the file button
13.7. Find the file saved in your computer
13.8. Click OK
13.9. Choose an emoticon for the assignment
13.10. Click submit assignment
13.11. Click Log Out
14. Exit from Microsoft Word
14.1. Click the red X in the top right corner
15. Log off from the computer
15.1. Click the windows button on the taskbar
15.2. Click the arrow beside shutdown
15.3. Click log off
Subject Matter Expert
I am the SME for this plan. I have my Bachelor’s and Master’s degrees in Business Education
from Georgia Southern University. I also have a specialist degree in Teaching & Learning from
Georgia Southern University. I have been teaching in the computer environment for 12 years,
including one semester at a local technical college. I am currently working on the add-on
certification for media specialist and instructional technology. I am qualified to be the SME for
this plan because I have 12 years of experience in teaching computer courses. I have the skills
needed to successfully plan a program of study to teach the students to use Microsoft Word to
make a business document.
Part IV: Instructional Objectives
Terminal Objective 1
To use Microsoft Word to create an effective flyer
Enabling Objectives
1A: Describe what a clear message for a flyer would include.
1B: Describe what makes a flyer visually appealing. (color, balance, symmetry, contrast)
Terminal Objective 2
To insert images into a Microsoft Office program
Enabling Objectives

2A: Identify the 3 main ways to insert images (clipart, from file, from Internet)
2B: Describe the differences and benefits of using these methods
Terminal Objective 3
To determine if the flyer completed is visually appealing and communicates a clear message.
3A: Identify the ways that your partner has made the document appealing. (text, graphics,
borders, word art, color)
3B: Describe the message your partner is trying to communicate to make sure it is clear.
Georgia Performance Standards
MSBCS-BCSI-11: Students will develop and apply basic desktop publishing skills.
a) Identify the purpose and type of documents produced utilizing desktop publishing software.
b) Understand when desktop publishing software is an appropriate tool.
c) Demonstrate knowledge of desktop publishing terminology.
d) Complete basic desktop publishing assignments.
MSBCS-BCSI-6: Students will utilize the Internet as a resource.
a) Model ethical use of Internet resources (Piracy, Plagiarism, Copyright, etc.).
b) Access and examine available Web sites on the Internet, using different search engines to find
information.
c) Copy/Save text and images from the Internet, citing references according to copyright laws
MSBCS-BCSI-8: Students will utilize word processing software.
a) Identify and explain basic word processing terminology (file, open, save, print, copy, paste,
toolbar, highlight, font, etc.).
b) Create and save a basic word processing document.
d) Retrieve, edit, manipulate, and print a document.
e) Format various business and personal document
Classification of Instructional Objectives
Performance
Content
Fact
Concept
Principles
Procedures
Interpersonal
Attitude

Recall

Application

1A, 2A, 3A
1B, 2B, 3B

Relationship between Instructional Objectives and Standards
Instructional Objectives
Standards
1A, 1B
MSBCS-BCS1-6, MSBCS-BCS1-11, MSBCSBCS1-8
2A, 2B
MSBCS-BCS1-6, MSBCS-BCS1-11, MSBCSBCS1-8

3A, 3B

MSBCS-BCS1-6, MSBCS-BCS1-11, MSBCSBCS1-8

Part V: Development of Assessments
Lesson 1: Introduction
Objective 1: To use Microsoft Word to create an effective flyer.
1A: Describe what a clear message would include
1B: Describe what makes a flyer visually appealing (color, balance, symmetry, contrast)
Assessment: To meet the objectives, each student will complete a pre-test and post-test on
creating a flyer. They will also have a quiz with two discussion questions about creating a flyer.
Lesson 2: Beginning the Creation of Flyer
Objective 1: To use Microsoft Word to create an effective flyer using a clear message and making
it visually appealing.
Objective 2: To insert images into Microsoft Office
Assessment: Each student will define copyright and plagiarism. Each student will also explain
the three different ways to insert images into their file.
Lesson 3: Finalizing and Editing the Flyer
Objective 1: To use Microsoft Word to create an effective flyer using a clear message and making
it visually appealing.
Objective 2: To insert images into Microsoft Office using the Internet, clip art, or files.
Objective 3: To determine if the flyer is visually appealing and communicates a clear message.
Assessment: Students will get with a partner and describe the message they feel their partner is
trying to communicate. They will also use the rubric to determine if the document is visually
appealing using all of the aspects discussed in lesson 1.
Assessments:
Before Lesson 1: Pretest: Create a flyer on your favorite food. Include a border and word art for
the title. Also include a table with 5 reasons why the food is your favorite. In addition, add 3
images/graphics that relate to your overall theme. Make sure the document is visually appealing
with color, balance, symmetry and contrast. When you are finished, save and print your
document.
After Lesson 3: Postest: Create a flyer on your favorite food. Include a border and word art for
the title. Also include a table with 5 reasons why the food is your favorite. In addition, add 3
images/graphics that relate to your overall theme. Make sure the document is visually appealing
with color, balance, symmetry and contrast. When you are finished, save and print your
document.
After Lesson 1: Quiz:
1. Describe what “clear message” means in relation to creating a flyer.

2. Explain how you plan to make your document visually appealing.
After Lesson 2: Quiz:
1. How can you avoid plagiarism when using the Internet for images?
2. What is copyright and how can you make sure you do not use copyrighted images in
your document?
3. List the three ways to insert a graphic/image into your document.
After Lesson 3: Evaluation and Edit: Students will be paired with a partner to use a rubric to
decide if the flyer is ready to be saved and printed. Students will determine the message their
partner is trying to communicate and also give them advice about the visual presentation of the
flyer. Once the partner feedback is given, each student will have a chance to edit the flyer before
submitting for grading.
CATEGORY
Required
Elements

4
3
The flyer
All required
includes all
elements are
required
included on the
elements as well poster.
as additional
information.
Graphics All graphics are All graphics are
Relevance
related to the
related to the
topic and make it topic and most
easier to
make it easier to
understand.
understand.
Content At least 5
3 accurate facts
Accuracy
accurate facts
are displayed on
are displayed on the flyer
the flyer.
Attractiveness
The flyer is
The flyer is
exceptionally
attractive in
attractive in
terms of design,
terms of design, layout and
layout, and
neatness.
neatness.
Copyright/Plagiar All copyright
Some copyright
ism
laws were
laws were
followed. No
followed. No
plagiarism is
plagiarism is
found. Sources found. Some
are cited.
sources are
cited.
Mechanics
Capitalization
There is 1 error
and punctuation in capitalization
are correct
or punctuation.
throughout the
flyer.

2
All but 1 of the
required
elements are
included on the
poster.

1
Several required
elements were
missing.

All graphics
relate to the
topic.

Graphics do not
relate to the
topic

2 accurate facts 1accurate fact is
are displayed on displayed on the
the flyer.
flyer
The flyer is
The flyer is
acceptably
distractingly
attractive though cluttered or very
it may be a bit
poorly designed.
cluttered.
It is not
attractive.
Very few
Copyright laws
copyright laws
were not
were followed.
followed.
Some plagiarism Student
is found. No
plagiarized. No
sources were
sources were
cited.
cited.
There are 2
There are more
errors in
than 2 errors in
capitalization or capitalization or
punctuation.
punctuation.

Proofreading

Use of Class
Time

There are no
proofreading
mistakes on the
flyer.

There is 1
proofreading
mistake on the
flyer.

There are 2
proofreading
mistakes on the
flyer.

There are more
than 2
proofreading
mistakes on the
flyer.
Used time well. Used time well. Used some of
Did not use class
Focused on
Usually focused the time well
time to focus on
getting the
on getting the
during class.
the project OR
project done.
project done and There was some often distracted
Never distracted never distracted focus on getting others.
others.
others.
the project done
but occasionally
distracted
others.

Part VI: Content Sequencing and Instructional Strategies
Sequence
1
2
3

Description
Describe what makes a flyer visually appealing.
Inserting Images into a flyer.
Defining copyright/plagiarism.
Feedback from Partner

Objective
1A, 1B
2A, 2B
3A, 3B

On Day 1, the pretest is given. Students have the entire period to complete the pretest.
On day 2, The lesson begins with an introduction to using Microsoft Word including the basics
of how to open, edit, save, and print a document using Microsoft Word. Examples of effective
flyers are provided to demonstrate how a visually appealing document should look. Examples of
flyers are also provided that demonstrate clear messages and meanings. Students will also watch
a video that details a great example of a flyer and step by step directions for creating the flyer.
The video is found at https://www.youtube.com/watch?v=Yc6XehtnMRo
On day 3, more instructions are provided for how to create an effective flyer. Students are shown
how to insert images through clip art, by using the Internet, or inserting images from a file saved
on their computer. They are also given examples of copyright laws and plagiarism fact to help
make sure they are using appropriate images. They will watch a short video that explains how to
format a picture after inserting it. The video can be found at https://www.youtube.com/watch?
v=uvrWRixEZEO
Finally, on day 4, the students will get in partners and discuss their flyers and how to revise/edit
the flyer to make it more visually appealing. A rubric is provided and partners are chosen based
on ability level data from pretest.
On the final day of the unit, the students will complete the post test.

Differentiation is used throughout the lesson because students that are having trouble are able to
refer back to the video with the step by step directions for creating a flyer. A rubric is also
provided to allow students to choose how many points they want to get on the flyer. Partners will
be determined by pre-test data so that lower scoring partners are placed with higher scoring
partners.
Part VII: Design of Instruction
Instructional
Goals
Strategies
Lesson 1:
Students will be
The student will able to use
describe what it
Microsoft Word
means to have a
to create and
clear message in produce a
a flyer.
visually
appealing
The student will document.
be able to define
the principles
that make a
document
visually
appealing.
Lesson 2:
Students will be
The student will able to use
define copyright Microsoft Word
and describe how to create and
to avoid it.
produce a
visually
The student will appealing
explain how to
document.
avoid plagiarism.

Objectives

UDL

Assessment

To use MS Word
to create a flyer.
-flyer includes a
clear message.
-flyer includes
visually
appealing
graphics and
designs.

Show videos to
help students
understand how
to make a flyer.

Pretest and Quiz

Assessment is
not timed.
To use MS Word
to design a flyer
by using
appropriate
images and
designs.
-images are not
copyrighted.
-text is not
plagiarized.

The student will
list the three
main ways to
insert an image
into a document.

Lesson 3:
Using a rubric
the student will

Provide
examples of
appropriately
designed flyers

Show video for
how to insert and
format a picture
into a flyer.

Definitions &
Quiz

Provide
examples of
appropriate
images
Assessments are
not timed.

Students will be
able to use
Microsoft Word

To use a rubric to
determine if peer
flyer is visually

Differentiation
on the quiz by
allowing some
students to use
multiple choice
instead of short
answer
Partners are
assigned based
on data collected

Peer Review
Rubric and Post
Test

determine the
message from
their peer flyer.
Using a rubric,
the student will
determine if their
peers document
is visually
appealing.

to create and
produce a
visually
appealing
document.

appealing and
clear.
-identify how
-identify
message

from the pre-test
score. One low
partner and one
high partner.
Feedback is
given and
students are able
to revise.

Part VIII: Formative Evaluation Plan
It is always good to develop a formative evaluation plan to receive feedback from your learners
and subject matter expert. I will analyze the data and use it to revise my instruction.
Student Survey
Strongly Agree
Please choose one response for each
Agree
4
question based on your opinions about the
5
course.
1. Course was clearly organized.
2. Teacher was available for help.
3. Assessments were graded timely.
4. Feedback was appropriate and
helpful.
5. Teacher was respectful and
concerned.
6. Examples and materials provided
were beneficial to students.
7. This lesson has provided a clear
understanding of objectives.
8. Expectations were given upfront.
9. Technology was used to enhance
learning.
10. End of course evaluation was
provided to give feedback.
Please answer the following questions:
1. What did you like best about this course/instructor?
2. What did you like least about this course/instructor?

Neutra
l
3

Disagre
e
2

Strongly
Disagree
1

Subject Matter Expert Survey
Please choose one response for each
question based on your opinions about the
course.
1. Instructional Plans are designed
appropriately.

Neutra
l
3

Disagre
e
2

Strongly
Disagree
1

Strongly
Agree
5

Agree
4

2. Assessments are aligned with
objectives.
3. Instructional plans include
differentiation.
4. Assessments include
differentiation.
5. Multiple means of assessment
were used.
6. Data collected was used to revise
instruction.
7. Course designer used feedback
from SME to revise
instruction/assessment.
8. Designer was respectful and easy
to work with.
9. Evaluation was appropriate and
helpful.
Please answer the following questions:
1. How do you feel about the subject matter knowledge of the instructor?
2. Do you feel the course was designed appropriately? Explain.
3. What should be changed about the course?