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Step 1: Assessment Selection and Planning for the Whole Class Directions

To plan classroom assessment, a teacher determines his or her current point within the
instructional sequence of a unit of study and identifies the student academic learning goals
to measure.
"Ideally, assessment and instruction are linked inextricably within any curriculum. The key
to using assessment effectively and efficiently in a program of instruction is to recognize
above all that different types of assessment tools must be used for different purposes.
(Reading/Language Arts Framework for California Public Schools, 1999, page 215)
Select one class, a content area, and a unit of study to work with as you complete this
performance task. Respond to the prompts below about the unit of study and its
assessment.

A. Academic Content Selection


Grade Level
10

Content area
World History

Subject matter
Using the French Revolution to illustrate the different stages of a successful revolution

1. List the state-adopted academic content standards or state-adopted framework


you will cover in this unit.
10.2.1: Compare the major ideas of philosophers and their effects on the democratic revolutions in England, the
United States, France, and Latin America.

10.2.4: Explain how the ideology of the French Revolution led France to develop from constitutional monarchy to
democratic despotism to the Napoleonic Empire.

2. Describe the unit of study that addresses those standards.

The unit on the age of revolution will be 10 days long.

The unit of study is broken into 3 sections:


o

The first section is learning the events of the French Revolution.

Describe the factors that led to the French Revolution.

Summarize the political reforms in France and describe the Reign of


Terror.

Trace Napoleons rise to power.

The second section will be about learning the six stages of revolution

These stages differentiate what a revolution and civil wars are, and why the French
Revolution was not just a civil war.

The third section is learning about the impacts that the French Revolution had on Europe.

Explain the collapse of Napoleons empire

Describe the influence of the Congress of Vienna.

The unit of study will utilized a variety of instructional resources such as maps,
diagrams, graphs, and charts of diverse regions of Europe, Chromebooks, visual
aids (i.e. videos), and World History textbook and supplemental books of the
history of the French Revolution.
During the unit of study I will model the student activities as an instructional
strategy.
The unit will consist of teacher led group discussions.
The unit of study will allow for collaboration by engaging students in small group
activities.
The unit of study will provide students with the opportunity to read, think
critically, and discuss the ideology of the French Revolution led France to develop from
constitutional monarchy to democratic despotism to the Napoleonic Empire.
The unit will of study will allow for a formative assessments.
The unit will utilize technology by incorporating multi-media presentations as a
form of assessment.

3. What is (are) the academic learning goal(s) for this unit of study?

The academic learning goals for this unit of study are:


o

Demonstrate an understanding of the factors that led to the French


Revolution.

Demonstrate an understanding of the political reforms in France and describe


the Reign of Terror.

Demonstrate an understanding of Napoleons rise to power.

Demonstrate an understanding of the collapse of Napoleons empire

Demonstrate an understanding of the stages of revolution by using the French


Revolution as a model of success.

Demonstrate an understanding of the influence of the Congress of Vienna

4. At what point in the sequence of the unit are you teaching? Check one:

Between the beginning and the end of the unit of study

B. Assessment Planning

If you are at the beginning of your unit, you will give your students an entry-level
assessment. If you are moving through the unit of study, you will use progressmonitoring assessments. If you are at the end of the unit of study, you will use a
summative assessment. (For more information about these three kinds of assessment, see
Frameworks for California Public Schools, published by the California Department of
Education.)

5. For what purpose will your assessment be used within this unit of study?
Chose one:

Progress-monitoring

6. Identify and describe the type of assessment. (Verbal response, multiple


choices, short essay, oral presentation, performance task, and the like)

The assessment will take place in the middle of the unit to evaluate the
level of understanding of the content and if the class is ready to move
on to the next section of instruction.

Students will create a multimedia presentation that uses the French


Revolution to demonstrate their knowledge of the stages of a
successful revolution.

The assessment will be a multi-media presentation.

The presentation will consist of the student using a combination of


different content forms such as verbal, text, audio, images, animation,
video and interactive content.

This progress monitoring assessment will be used to assess students


academic performance, to quantify a student rate of improvement or
responsiveness to instruction, and to evaluate the effectiveness of
instruction.

7. What will your students need to know and/or be able to do to complete the
assessment?
Students will need to know or be able to:

Describe the factors that led to the French Revolution.

Summarize the political reforms in France and describe the Reign of Terror.

Trace Napoleons rise to power.

Explain the collapse of Napoleons empire.

The six stages of revolution that makes a revolution successful and not just a civil war.

A have working knowledge of Google Slides

How to cooperated in a small group setting

How to organize the material to be presented effectively

How to prepare for and deliver a multi-media presentation

8. What evidence of student learning will you collect?

The majority of the evidence of student learning throughout the unit


will be collected in their World History notebooks and in their formal
writing of daily activities and assignments.
o

Notebooks will consist of lecture notes and daily student


activities.

Although, formal writing will be turned in separately, notebooks are


evidence of student learning.
o

I will conduct one-on-one authentic assessments (determine


whether the student can craft polished, thorough and justifiable
answers) with each student to provide feedback on their
submitted notebooks.

This also allows the students to keep possession of their


notebooks for use during the creation of their presentations

Other informal assessments (verbal check for understanding) from


daily activities will provide extra evidence of learning.

For this assessment, the only evidence of learning that will be collected
is the multimedia presentation that the students will be assigned.
o

I have chosen this direct method of collecting evidence because


it provides concrete evidence of whether a student has command
of a specific subject or content area, can perform a certain task,
exhibits a particular skill, and demonstrates a certain quality in
his or her work.

This method also produces original work from the students which
is an effective way to evaluate their understanding of the content
and their retention of the intended learning goals.

9. In what ways will the evidence document student achievement of the academic
learning goal(s)?
Evidence will show how students demonstrate an essential understanding of the academic learning
goals by:

Showing content command of the French Revolution and the different stages that the
revolution exhibited.

Perform the task of a multimedia presentation that will consist of the student using a

combination of different content forms such as verbal, text, audio, images,


animation, video and interactive content.

Exhibit the skill of placing the events the French Revolution in the context of the six revolution
stages.

Demonstrates a quality of work by organizing an engaging presentation where the events


follow the correct sequence.

10. How will the student assessment evidence be measured or scored?

The assessment will be scored by a rubric that uses the evidence gained during an
authentic assessment, via a multimedia presentation, to accurately gauge the
understanding of the academic learning goals for the unit.

The assessment will utilized a rubric that consist of 5 categories.

Each category will be worth a max of 4 points.

The assessment will be worth 20 points total

11. Think about how you will sequence your implementation of the assessment. Describe your
plan for implementing the assessment in the order in which it will occur.
Address each of the following and provide a rationale for each of your decisions:

Teaching strategies including communicating the purpose of the assessment, the


scoring criteria, and the procedures for completing the assessment

Student activities

Student grouping

Materials, technology, and/or resources, including the use of instructional aides,


parents, or other adults in the room

Assessment Implementation Plan


Please note the sequence of your Assessment Plan, by indicating a letter (a., b., c,
and so on) before each part.

Teaching strategies
A.

I will model a multimedia presentation that consist of the using a


combination of different content forms such as verbal, text,
audio, images, animation, video and interactive content to
communicate the purpose of the assessment.

B.

The scoring criteria for the assessment will be done by a rubric.

C.

The procedure for completing the assessment will be to conduct


a rubric based observation of the students when they present
their multimedia presentations.

Student activities
D.

Throughout the unit there will be multiple multimedia


presentations given that provide for class discussions. These
discussions will allow for verbal checks of understanding.

E.

Students will have taken notes in their class-specific notebook


during the presentations I delivered that they can use as a
reference during the creation of their presentations that will be
assessed.

F.

Students will review the presentation that I modeled as an


example of what their presentation should look like. This slides

that accompany this presentation will be available to the


students through the class website.
G.

Students will create a multimedia presentation that


demonstrates their knowledge of the French Revolution and the
different stages of revolution that signifies a successful
revolution and differentiates it from a civil war.

Student grouping
H.

Students will be seated in groups of four throughout the unit.

I.

For the multimedia presentation, students will be placed in


heterogeneous (students of varied levels) groups of 6.

Materials/technology/resources
J.

Chromebooks, projector, textbook, access to previous class


assignments/notes, previous class presentations (available
online for students).

Rationale
Please use the identical letter from the plan you wrote to match the rationale for that
portion of the plan.

Teaching Strategies
K.

I will use modeling because it is an effective instructional


strategy that allows students to observe the teachers thought
processes. Using this type of instruction, I engage students in
imitation of particular behaviors that encourage learning.

L.

A rubric give structure to observations. Matching your


observations of a student's work to the descriptions in the rubric
averts the rush to judgment that can occur in classroom
evaluation situations. Instead of judging the performance, the
rubric describes the performance. The resulting judgment of
quality based on a rubric therefore also contains within it a
description of performance that can be used for feedback and
teaching.

M.

Observing the student allows for the recording of everything that students
do during a given time interval. These rubric based observations are very
objective and typically do not require the observer to make any high

inferences or judgments about the behaviors they observe in the


classroom.
Student activities
N.

Students must be able to excel in informal assessments before


they continue to formal assessments.

O.

Having access to these notes provides an additional resource for


the students to reference while creating their presentation for
the assessment and for future activities during the unit.

P.

Providing the students with a vision of what their presentations


should look like provides them with an additional reference to
access while preparing their presentation. The slides being
available will also allow them to reference back as needed to the
slides that I modeled.

Q.

Multimedia presentations enable students to participate fully in


their learning, demonstrate their ability to communicate, and
help them develop competencies in an area for future
applications.

Student grouping
R.

Students are seated in groups for peer tutoring. Students are


allowed to help their neighbors throughout informal
assessments.

S.

Higher-level learning such as synthesizing information from


several documents or analyzing data, can hit much deeper when
done collaboratively. This also provides peer accountability with
the group dynamic.

Materials/technology/resources
T.

The textbook is the base of the unit of study. When technology


is integrated into school lessons, learners are more likely to be
interested in, focused on, and excited about the subjects they
are studying

12. In what ways will you use the assessment results?


o

Having a standardized rubric will provide students with the ability


to demonstrate high understanding.

Assessment results will also provide the individual student with


feedback to help improve on the following assessment.

Results may also bring about intervention such as one on


one tutoring, extra assistance, re-teaching, or modification
of assessment.

The assessment will also provide evidence of what areas


students are strong in, as well as what areas they are weak in.

This evidence will provide information that will be used when


creating and reviewing for the summative (final) assessment of
the unit.

The evidence will also provide information needed to determine if


the class is ready to move on to the next part of the unit.

13. In what ways will you share the assessment results with students,
families, and other colleagues and support personnel, when appropriate?
o

I will share the assessment results with students by posting the


students score to the myconnect website. The myconnect
website gives students access to their grades from any internet
device.

This allows for immediate review and ownership of the


grade.

I will share the assessment results with parents via the


myconnect website. The myconnect website gives parents
access to their grades from any internet device.

This allows parents to receive immediate feedback of their


students grade.

I will provide students with the paper copy of their rubric that
shows how they scored on each part of the assessment.

I will also make the assessment results available to other


colleagues and support personnel if they would like any
additional evidence of learning for any of my students for their
own planning of instructional strategies, student activities, and
any other accommodations that may be made for the students.

14. Is your assessment one that you developed, you adopted, or you
adapted from another source such as a district, publisher, Internet, or
another teacher?
o

Developed by you

15. Submit a copy of the assessment and, if available, submit the assessment directions,
answer key, rubric, scoring guide, and the like.
Step 2: Learning about Students: Whole Class and Two Focus Students
Class Information
An important step in planning assessment is to learn about your students. Provide
information about the whole class in the boxes below.

Age range of students


16-17

Number of male students


17

Number of female students


20

Total number of students


37

Directions:
Select two students from the class you described above. Select one student who is
an English learner and one student who has an identified special need. Consider your
selected content area when describing what you learned about the two focus
students. In each of the boxed areas below, provide:
o

a description of what you learned for each of the students

an explanation of how the information will influence your academic


instructional planning, including assessment

Note: Single subject candidates for a credential in Languages Other Than English
who are delivering instruction entirely in the target language may choose another
student with a different instructional challenge rather than an English learner.

A. Student 1: An English Learner

Gender
o

Female

Age
16

1. Why did you select this student?


I selected this student because she is representative of many of the students to I will
encounter as a teacher. As a high school teacher in California I will work with many
students who are English language Learners. This student faces many of the typical
challenges and experiences that are faced by English language Learners in California.
As such, classroom accommodations are similar, and her needs and challenges are
similar. I feel that she represents many students who have and will face similar life
experiences and educational journeys.

2. What did you learn about this student's linguistic background?


This student has scored in the early intermediate range of the CELDT test. She has
yet to pass the language section of the California high school exit exam and is
planning to try again soon. She is very pleased to have passed the math section on
the first try. This student and her family are recent immigrants to California. They
immigrated here when she was in early 8th grade. While they have been here for
several years now the language barrier remains. As a parent speak very little English
her family communicates almost entirely in Spanish while at home. She has told me
that her parents are insecure about not speaking much English and that they both
want to improve. However they have not been able to take classes due to their work
schedules.
This student's English fluency is higher than her parents but it has been quite a
struggle for her. She works very hard to improve and it's him that uses English as
much as possible at school. However she becomes easily frustrated when she is not
further along in her development. Her conversational fluency is actually impressive
for someone who is only been learning English for a little over 3 years. However she
still struggles with comprehension during lessons that are predominantly auditory.
On the other hand she thrives with visual work or Visual and written work. For
example she seems to enjoy political cartoons and many of the illustrations and her
text books as they convey information and more than one way.
Her parents are very supportive of her efforts to become fluent and to succeed in
school. However she says they wish they could be more help to her with her studies.

3. What did you learn about this student's academic language abilities in
relation to this academic content area?
This student is clearly very bright. She works extremely hard and practices her
English as much as she can. I have seen that she is able to pick up new words and
her vocabulary is building. This is especially true with her conversational English. She

will hear a word or expression, and if she doesn't understand it, she will ask and
quickly will attempt to begin using the new words and phrases. She really does work
hard at this.
On the other hand she is definitely struggling far more with academic language
overall and is especially much of the academic language used in history. This shows
in a couple of ways. Some of the language used in Direction and instruction confuses
her as she is not familiar with the English words frequently used in these situations.
She is also struggling to comprehend some of the terms that are part of the lesson
content. For example a word like notification is not familiar to her in a recent lesson.
This type of word is hard to develop for many students because they don't usually
come up and daily life for a high school student. And like many newly learned pieces
of content new academic vocabulary can take several repeated exposure to truly
learn and understand. She is certainly not the only student who has difficulty with
the area of academic language. As such we cover vocabulary throughout units and I
tried to check for understanding when discussing directions and ideas.

4. What did you learn about this student's content knowledge and skills in
this subject matter?
The class I am discussing for this TPA is World History. This student has similar
content knowledge than most of her classmates. This is only logical considering that
she did not grow up in this country, but has a basic World History background from
previous studies. She and many of her classmates have had social studies and world
history lessons throughout their school careers and thus have a fair base of
knowledge upon which to build. This student grew up in Guatemala and while she is
certainly heard stories of American History she is not familiar with many of the actual
facts and details, does have a different perspective on world affairs. When she was
still in Guatemala, she studied her native country is history and past. Since arriving
in the United States she has taken history classes. However the language barrier
seems to have reduced her level of comprehension and retention of that material
especially from before high school.
So yes she has some content knowledge about world history. She covered some of
the content in previous years. She knew some of the main historical figures at the
beginning of the year, and seems to be just as well versed in the material as her
peers. This year, she seems to be really enjoying the content. It may be because her
level of English comprehension is at a point where a lot more of it is making sense.
She does not hesitate to ask questions when they arise, and does retain the material
well.
As for skills, she is a driven student and has good study skills. She listens, take notes
works well in groups, enjoys asking questions, and is not afraid to admit that she is
confused about something. She knows how to use reference material and is very
curious and thirsty for knowledge. She works extremely hard and wants to excel in
school. She also seems very driven to learn about her new home. I believe she has
developed excellent study skills and is largely capable of self-directed learning and
investigation. She is active in pursuing knowledge and this makes her a wonderful
student to work with.

5. What did you learn about this student's physical, social, and emotional
development relevant to this academic content area?
And learning about this student I have not discovered any information about her
physical health or development that I would consider relevant to the academic
content area. That is to say she seems healthy in every way and appears to be
normal and her physical development. Nothing is present or a parent that is relevant
to the teaching of the content in my subject or class.
Socially she is doing well and her Social Development seems to be normal. When I
first met her she seemed to be rather shy but that image quickly fading. She is
outgoing and very friendly. She has a group of students that she enjoys and has
worked well with everyone I have seen her group with. She seems to be a student
who is fairly comfortable in many different types of groups and working with all types
of people. She appears to feel comfortable around her classmates and seems
confident working in class.
Demotion development of the student also seems to be well. She is fairly selfassured and appears to be comfortable in her own skin. She is 16 years old and with
that comes the requisite insecurities and social drama that we all remember from
high school. However I have not observed that she is more self-conscious than
anyone else I work with. If anything she may be a little more confident and
comfortable with herself. She is a pleasure to have in class. She has a nice sense of
humor and seems to enjoy life. The only area trouble that I've ever really seen is
that she can get very frustrated with herself because she feels she should be making
faster progress. And these moments she can sometimes become overly hard on
herself and a bit down. The times that I've seen this happen; she does not stay in
her own for long. She either comes out of it on her own or quickly takes comfort
from friends or from stack reassuring her that her progress is fantastic and she is
doing a wonderful job.
I have not seen anything in her emotional development or her Social Development
that is worrisome regarding her ability to participate in class and engage successfully
with the academic content. Like any student she has ups and downs but nothing that
I have seen as a problem that interferes with her academic progress or success.

6. What did you learn about this student's cultural background, including
family and home, relevant to this academic content area?
As I mentioned before the student is a recent immigrant. She and her family came to
California a little over 3 years ago. The student was an early eighth grade at the
time. She grew up in Guatemala and her family decided to come to California
because they had relatives who came here before and met with success. Speaking
to her about her family's experience I learned that her grandfather has been killed
during the brutal Civil War in her native country. He had been a police officer.
However this was before she was born and was never able to meet him. Her parents
wanted to come to United States then but had not been able to at the time. Her
parents did not give up on the dream of coming to United States even though the
war was over by the time she was born. They spoke about their plans are her and
finally they were able to make the move when she was in 8th grade. She is proud of
her family for making it to California and her parents are very clearly proud of her.

I find her story to be inspiring and it also relates to world history very well. Our
nation is a nation of immigrants from all around the globe. People come here seeking
better lives and better futures for themselves and their children. Her life experience
is an illustration of the American dream and the Immigrant experience. Teaching in
California many students have had life experiences that are and analogous to the
American dream and the American immigrant experience that share many similarities
over our history. Knowing all my student's backgrounds in their family histories is a
wonderful way to help me select the most effective ways to make the content come
alive for my students.
While we may all have our own family and cultural backgrounds and each of those
stories maybe a little bit different from everyone else there is a commonality of
experience that is present across many if not most of these stories. And by tapping
into that universality of experience this week and help students see their similarities
and to see how their stories relate to the history of the world. I have had many
students be shocked that my mother's grandfather was an Irish immigrant and when
he arrived he faced many the same difficulties that they found here. That come from
entirely different parts of the globe yet who shared a common experience in many
ways. Finding ways to connect the historical content to the life experiences of my
students is crucial to making the content relevant and accessible to my students.
Students like this one how often drive that point home to the class when they
volunteered to share their experiences and how they are similar to what we are
studying.
We are a country that has had wave after wave of immigrants. People from all over
the world come here for better life for themselves and their children. These people
may have almost nothing else in common but the fact that they share a journey and
some of the same life experiences that my students have experience to make their
lives more engaging to the current student.
By knowing about the life experiences of this student, and others, it is possible to
show them that their life experiences are the American experience and that they are
repeating the successful journeys of millions before them. Connecting their
experiences of historical figures has proven to be extremely powerful way to help
them understand the historical content on a much deeper level, but also makes that
content far more relevant and important to their lives.
For example this student could not have been more pleased to find out her story
connected to the stories of many of the great men and women we study and how her
story connected too many of her classmates. The similarity was both engaging and
reassuring for her. All of this seems to have only deepened her commitment to
learning the content and in the end can only help reassure her mastery of the state
standards.

7. What did you learn about this student's special considerations, including
health issues relevant to this academic content area?
This student is healthy by all accounts. She does not have any health conditions that
interfere with her ability to succeed in school or that are relevant to the academic
content. The only special condition that I am aware of is that of the economic
realities of her family's life. Because her father worked two jobs and her mother
works hours that can run very late, she is sometimes left taking care of her little

brother. He is 11 years old. However, since they do not have the money for other
arrangements, there have been several days where she was not able to complete all
of her work because she was watching her brother until late at night. They live in a
one-bedroom apartment so working on her school work proved difficult in these
situations. It is hard for her to keep an eye on her brother and at the same time
have the quiet needed for study. She is extremely conscientious about doing her
work. We spoke about this issue earlier in the year and she is very good about
finishing the work as soon as possible. It has not affected her ability to participate in
school, and so she is allowed to make up the material as soon as she is able.

(REQUIRED) 8. What did you learn about this student's interests and
aspirations relevant to this academic content area?
This student feels very strongly that she owes it to her parents and to
herself to succeed. Because of this she works extremely hard and is
consistently practicing her English. She says that she is honestly not
sure what she wants to do when she gets older. She very much enjoys
reading and likes to help people. So at the moment she is considering
studying law, because of this she takes a special interest when we
discussed Enlightenment ideas that influenced the constitution. She
seems very interested in the story world civilizations, how the modern
world developed, and how the history of Guatemala fits into all of this.
She has a very curious mind and likes to ask why things happen the
way they do. For immediate goals include going to a good college and
becoming truly bilingual.
The student does not enjoy writing assignments, which is great for
her in this assessment. Social Studies is one of her favorite subjects,
along with Science and Math. During a preview of the material to be
covered throughout the year, she was excited about learning about the
ancient civilizations. Although she has a low interest in writing, she has
a high interest in the overall Social Studies unit. I will try to use her
interest to help her with her writing.
9. Describe other information relevant to the academic content area that
you learned about the student (e.g., attendance, extracurricular activities,
and the like.).
The student is really a joy in class. She has great attendance and when she is
in the room she is engaged. She wants to learn, to think, to question, and to
ponder; she is driven to know. She is in choir and enjoys singing. She says
that she gets that from her mother. She wants to try out for the musical,
Annie". I told her she should plan on it. It would be a great experience. She
also plays in a soccer league. I have used soccer data in creating graphs and
also used soccer as part of a previous writing prompt. It seemed to really affect her
positively when those assignments. She is very busy but all of it seems to stay

in balance with her ability to engage in her studies.

B. Student 2: A Student with an Identified Special Need


(REQUIRED) Gender
o

Male

(REQUIRED) Age
17

(REQUIRED) 1. Why did you select this student?


I selected this student because he is dealing with a learning challenge that is
common, and appears to be on the rise. He has ADHD and that is a condition that is
quite prevalent in the world and in school today. As such I feel his experience is
useful.

(REQUIRED) 2. How is the instructional challenge that he or she presents


different from that of the other student?
This student is a native English speaker. His problem is behavioral. ADHD will
fall into the behavioral category as far as student disabilities or issues. He
does not struggle with language or with the experience of being a recent
immigrant. He struggles to maintain attention and to stay focused in class.

(REQUIRED) 3. What did you learn about this student's linguistic


background?
Student is a native English speaker. He is also from a family where English is
the only language spoken at home. He apparently has had some trouble in
various classes over his years in school but that appears to be more a
symptom of his ADHD. He communicates well and expresses himself
effectively. His parents are both college graduate professionals and are very
well spoken.

(REQUIRED) 4. What did you learn about this student's academic language
abilities in relation to this academic content area?
This unit is a little older than the average student in his grade. He
repeated kindergarten as a child. He says that he was not diagnosed as
having ADHD until he was in fifth grade. So he likely struggled early on
as students with various disabilities often do before diagnosis. His
extra year of age seems to have helped him with vocabulary. His
conversational vocabulary appears to be excellent, and ability with
academic language is largely on par with the class. Like almost all
students he does struggle with some academic terms that appear in
instructions and some of the terms in the content vocabulary. However
I have not seen any evidence that he is farther behind than the

average student. Unlike many students he's extremely comfortable


looking up terms that he is not familiar with. I have frequently seen
him find homes in the class dictionaries. He also has no problem asking
for clarification if he is still confused. As I mentioned before we do
cover key vocabulary in class and I make sure to clarify instructions for
the class.
In relation to academic language abilities in Social Studies and writing,
the student has strong content comprehension. I do not anticipate any
problems with the academic content. He is able to understand prompts
and the concepts written out in his textbook and other sources. I do
anticipate problems with his effort and lack of pride in his assessment.
He has a habit of doing his work too fast and lackluster that there are
too many errors to go along with his almost illegible writing.
(REQUIRED) 5. What did you learn about this student's content knowledge
and skills in this subject matter?
This student is very smart. He has good comprehension and retention once
he has absorbed material. He does struggle to stay focused and that does
mean that he sometimes needs to review material he missed or didn't catch
on the first presentation. However he is comfortable reviewing in a largely
self-directed way. He uses a digital recorder to tape lectures, or other more
verbal bass instruction where he struggles more with attention. This has
proven to be very effective for him because he can review areas he struggled
with. Once he has absorbed it understood content it stays with him. So as far
as content knowledge he is excellent in terms of remembering previous
related content. He seems to really retain previous lessons and can call upon
that information. In terms of pre-existing content knowledge concerning new
material or new units he is more on par with his classmates. He does not
have large amounts of previous knowledge concerning world history.
He certainly know some of the key people and events and remembers a good
amount of what he learned in earlier grades. But this student's existing
content knowledge on our new units is not extensive. He knows some of the
material but that really makes a place to build on. His pre-existing knowledge
in this respect is quite similar to the average student.

(REQUIRED) 6. What did you learn about this student's physical, social,
and emotional development relevant to this academic content area?
Because the student is a year older than his classmates he is more physically
developed than many. He is a tall, strong, and athletic young man. His parents say
he has always been athletic and has played many sports over the years. They seem
to be an outdoorsy and active family and he has shared some details of family trips
he enjoyed to National Parks. He definitely enjoys sports. And high school he has
focused on soccer and is hoping that he has a chance of going to college on a soccer
scholarship. He has played on the varsity team since last year and is quite talented.

This student's Social Development also seems to be good. From what I observe in
class he is well-liked and seems to get along with everyone. He is friendly and has a
good sense of humor and he seems to be relatively popular with everyone. He
seems to work well with everyone also. He does struggle with the tension but it does
not seem to interfere with his ability to interact with friends and classmates. He
seems to enjoy work and interacting in class. He seems fairly comfortable in his skin
and he participates in class and in class group discussions. He said that when he was
in elementary school he fell out of place because he had a hard time focusing.
However he has learned to handle his impulse better over the years. Now if he is
really restless he probably gets up and stands in the back of the room which he says
seems to help him focus. He does this in a very unobtrusive way and so he does not
seem overly self-conscious about it.
Emotionally I would say that this student is fairly healthy. Although he does seem to
struggle a little here. From what I can tell he has learned to deal with his ADHD
pretty well. However he still gets frustrated and down on himself from time to time.
He is hard on himself and he has expressed worries about his future. High school
students tend to struggle with self-esteem issues of all kinds. His seem to relate to
feeling different and feeling like he shouldn't still be struggling with his condition. We
can get quite frustrated with this. However he does not take it out on his classmates
and he does not tend to dwell there for very long. I would not say that his emotion
and help interferes with his studies any more than it does for most high school
students.

(REQUIRED) 7. What did you learn about this student's cultural


background, including family and home, relevant to this academic content
area?
I honestly do not know much about this to his cultural background partly because it
has not been directly related to his performance in school. When I spoke of being a
descendant of Irish immigrants he shared that he had Irish ancestry as well.
However he doesn't believe that the ancestry is recent and thus it seems to in no
way influence his day-to-day life. His family has lived in the area for a long time and
his parents grew up in the same general area.
His family is very supportive of him. They seem to help him stay on track while
letting him grow. He describes them as proud and loving almost to the point of being
embarrassing. They seem to come to everything he's involved in and he said his dad
had never missed a soccer game.

(REQUIRED) 8. What did you learn about this student's special


considerations, including health issues relevant to this academic content
area?
His biggest special consideration is his ADHD. He was apparently put on
medication when he was first diagnosed. He didn't like it and stop taking it for
a long time. He then agreed to try it again when he started high school. He
does still struggle with focus and attention but he is not disruptive about it.
He sits in front of classroom on the side. When he is stir crazy or really needs
to move because he gets up wanders to the back of the room and stands.
That seems to do the trick most of the time. He seems to have learned how

to deal with his condition fairly effectively over the years and I find that the
majority of the time he is a joy to have in class. I did not find his condition has
interfered with his ability to succeed in class. It may mean that he has to
work a little harder or review content that he missed during periods where he
struggled to focus. However he is willing to do the work, and eager to
succeed. He engages with the material and his classmates.

(REQUIRED) 9. What did you learn about this student's interests and
aspirations relevant to this academic content area?
This student is very interested in sports. I think that he'd love to play
professionally if that opportunity presented itself and soccer. However he is
very focused on attending a good University and has really stayed focused on
keeping up his grades. He checks and to monitor his progress regularly and
will ask for feedback to be sure he is on track. His interest in sports has also
sparked an interest in world history. He is very interested in European history
because of the professional sports opportunities that are there.

(REQUIRED) 10. Describe other information relevant to the academic


content area that you learned about the student (e.g., attendance,
extracurricular activities, and the like).
This student also has excellent attendance. He rarely misses a day. As I
mentioned above he is an excellent athlete and plays varsity soccer. He is
often very interested in images from class. It would not surprise me if he
explored Art of Photography in his junior year or in college. In class he has
mentioned that he has visited several museums in the area with his family.
He seems to have enjoyed it. He shared with me that he really enjoys then
goes, and he seemed pleased to learn that Van Gogh is one of my favorites
also. He spoke of just being fascinated with all the color and layers of paint
and how he was able to just be with the painting in a way that is difficult for
him in class. I don't have ADHD but I can certainly understand what he
means. This student is naturally inquisitive and seems to be interested in
many things.

Step 3: Assessment Adaptations for Two Focus Students


Directions:
Consider your plan for assessment in Step 1 and what you learned about the two
focus students, and the implications for instruction and assessment that you
identified in Step 2. Respond to the questions below about the two students.

(REQUIRED) 1. What will Student 1 need to know and be able to do to


complete this assessment?
The English Language Learner will need to be able to communicate her ideas effectively. I
anticipate that she will do well with this assessment. I believe she would have been more
comfortable with trying to describe with her writing, but utilizing the multimedia presentation
format will help improve on her language skills. Her strength is following the written format,
but I must make sure she understands the requirements properly before she begins his

assessment. I will physically check if she understands the requirements. I will explain the
requirements for her to ensure her clarity before she begins.
Student will need to know or be able to:

Describe the factors that led to the French Revolution.

Summarize the political reforms in France and describe the Reign of Terror.

Trace Napoleons rise to power.

Explain the collapse of Napoleons empire.

The six stages of revolution that makes a revolution successful and not just a civil war.

A working knowledge of Google Slides

How to corporate in a small group setting

How to organize the material to be presented effectively

Use good comprehension of contextualized information.

Have proficiency to communicate ideas.

(REQUIRED) 2. What will Student 2 need to know and be able to do to


complete this assessment?
This student is very qualified in being able to complete the assessment with no difficulty. The
student is capable in writing a strong paragraph and in understanding the Social Studies unit.
What the student needs to know is how to finalize his best product. The students capacity of
understanding the content is not the issue, it is whether he can complete the assessment to
the best of his ability. I will communicate with him what he needs to receive full credit.
Possible issues may be following directions.
Student will need to know or be able to:

Describe the factors that led to the French Revolution.

Summarize the political reforms in France and describe the Reign of Terror.

Trace Napoleons rise to power.

Explain the collapse of Napoleons empire.

The six stages of revolution that makes a revolution successful and not just a civil war.

A working knowledge of Google Slides

How to cooperated in a small group setting

How to organize the material to be presented effectively

Work with a group that he is comfortable with, that stay focused on the
assignment/assessment.

Utilized his strategies for staying focused to be able to contribute to the group
dynamic.

For the two students, determine what adaptations you will make to this assessment that
you have planned for the whole class.
Describe those adaptations for each of the two focus students. If you determine that
no adaptations are needed for a part of the plan for assessment, explain that
decision. Respond to the prompts below. For each include:
o

Your decisions about assessment adaptations

A rationale for those decisions

A. Adaptations for Student 1: An English Learner


1. Evidence of student learning you will collect
(REQUIRED) Decision
The focus student will be given the same assessment and evidence will be
collected the same way as the rest of the class.

(REQUIRED) Rationale
Collecting this evidence allows me to monitor the student's
learning and to check her progress. If re-teaching is necessary,
this evidence will let me know. This assessment will also allow
me to track progress that I can apply to a final grade for the
student.
Putting ELL (English language learners) students in groups gets
them speaking up and practicing the language that they are
trying to learn. Speaking is an important skill, and producing out
loud language can be intimidating for nonnative speakers at any
point in their journey. I can minimize the intimidation by
incorporating group work in my assessment.
When ELL students work in groups you will see that students help
each other learn. Students can answer language specific
questions or clarify confusing points of English in ways that ELL
students can understand and you may not be able to explain.
When they help each other, it benefits both of the students

involved. The student with the question will have it answered,


and the student with the answer will remember it better because
they have taught it to another.
By working together, my ELL student will also develop
relationships with other students. They will share personal
opinions and life goals. They will talk about what they have
experienced and what they want most out of life all in the name
of learning a language. When they do, they become friends.
These relationships are important for international students.
I do not have any concerns about the presentation requirements
for my ELL focus student based on the benefits of working in a
group dynamic.
2. How the student assessment evidence will be measured or scored?
(REQUIRED) Decision
The assessment scoring/measurement will not be altered for my ELL student.

(REQUIRED) Rationale
The assessment scoring/measurement will not be altered because:

The assessment being a multimedia presentation utilizes many visual cues


which allow my ELL student to demonstrate knowledge non-verbally.

A well-designed rubric will increase the assessment validity and reliability.

The rubric is reviewed and explained before the assessment so that the learner
has a complete understanding of my expectations.

It allows her to assume responsibility for her learning.

The rubric will prevent me from using subjective grading and allow me to
grade using a consistent criteria.

The rubric is not solely based of the verbal communication skills of the
student.

The student will have the advantages of both working and presenting in a
group dynamic.

The simplified direction/instruction of the assessment is an accommodation


that benefits all students.

3. The implementation of the assessment, including:

Teaching strategies for communicating the purpose of the assessment,


the scoring criteria, and the procedures for completing the assessment

Student activities

Student grouping

Materials, technology, and/or resources, including the use of


instructional aides, parents, or other adults in the room

(REQUIRED) Decision
Teacher strategies
After the assessment is assigned, I will review the rubric
with the class. I will also do a one on one review with my
ELL student and clarify:

The purpose of the assessment.

Any of the criteria of the rubric if necessary.

Address any concerns or questions that he


might have on an individual basis.

During clarification I can provide examples that


I have previously modeled for the class during
the assigning of the presentation.

What the procedures for completing the assessment


are.

I will do a detailed review the rubric.

Student Activities

The student will review the rubric and complete the


assessment with her group. After the class has
begun creating their presentations, the student is
allowed to ask for clarification on any of the rubric
criteria that she may have.

Student grouping

The student will be grouped with other students who


understand the language needs of my ELL student,

and the group will consist of students that my ELL


student feels at ease with. Peer tutoring will be
allowed during the preparation for this assessment.
Materials/technology

Chromebooks, projector, textbook, access to previous


class assignments/notes, previous class
presentations (available online for students).

(REQUIRED) Rationale
Teacher strategies
O The student will understand what is expected of her
and she will assume the responsibility for her
learning. Providing a one-on-one review with the
student will clarify any misunderstandings and allow
the student to completely comprehend the
assignment and what is expected of her.
Student Activities

The student will complete the whole class activities


so that she does not feel singled out. If the student
chooses for clarification, it will be so that she is clear
on the expectations of the assignment.

If the student chooses for clarification, it will be so


that she is clear on the expectations of the
assessment.

The activity being in a group setting provides the


opportunity for peer mentoring and assistance.

Student grouping

The student grouping is for her comfort level and the


classroom. The group that the student will be in will
be able to assist her in this group dynamic. The
student will also be able to complete the assessment
within this group dynamic. The group dynamic will
provide support and benefit the ELL student during
the assessment. By working together, my ELL
student will also develop relationships with other
students. They will share personal opinions and life

goals. When they do, they become friends. These


relationships are important for international students
Materials technology resources

The rubric will be constantly be available for the ELL


student and will be a reference for the student to
remind her of her expectations which provides
support materials that will be beneficial for this
student.

4. Ways you will use the assessment results.


(REQUIRED) Decision

The assessment will be an authentic assessment that


is creating and presenting a multimedia presentation
to demonstrate their knowledge of the unit.

Having a standardized rubric will provide students


with the ability to demonstrate high understanding.

Assessment results will also provide the individual


student with feedback to help improve on the
following assessment.

Results may also bring about intervention such


as one on one tutoring, extra assistance, reteaching, or modification of
future assessment.

The assessment will also provide evidence of what


areas students are strong in, as well as what areas
they are weak in.

This evidence will provide information that will be


used when creating and reviewing for the summative
(final) assessment of the unit.

The evidence will also provide me with the


information on whether this student is ready to
proceed to the next section of the unit.

(REQUIRED) Rationale

Using authentic assessment is an effective way to assess as it sets


ELL students up for success.

This will also assist with vocal and language development


for this learner and allows her to demonstrate her level of
knowledge in a manner may be more comfortable.

It gives meaning to assessment tasks.

This allows the student to use meaning-based


context which has been a proven method for ELL
students.

ELL students are learning skills in real life contexts which


are used in the real world.

Authentic assessment has many benefits, the main benefit being


that it ensures student success be revealing what areas that the
student may need additional resources in or re-teaching needs that
may arise for future lessons and assessments.

Using a rubric is good because it allows me to determine if the


student is ready to move on to the next section of the unit by:

Can share with students, explicitly linking assessment and


instruction.

Reuse same rubrics with several tasks or assignments.

Supports learning by helping students see "good work" as


bigger than one task.

Supports student self-evaluation.

Students can help construct general rubrics

5. Ways you will share the assessment results with students, families, and
other colleagues and support personnel, when appropriate.
(REQUIRED) Decision

I will share the assessment results with students by


posting the students score to the myconnect website.
The myconnect website gives students access to
their grades from any internet device.

I will share the assessment results with parents via


the myconnect website. The myconnect website
gives parents access to their grades from any
internet device.

I will also make the assessment results available to


other colleagues and support personnel if they would
like any additional evidence of learning for any of my
students for their own planning of instructional
strategies, Student Activities, and any
accommodations that may be made for the students.

The student will receive immediate feedback. I will


assess the student work in front of the student using
the rubric.

(REQUIRED) Rationale

Providing the student immediate feedback will allow


the student to view her strengths and where she
needs to improve.

Using the myconnect website allows an additional


method of reviewing the students grades.

Providing feedback to other colleagues and support


personal allows for the students to receive focused
and specific performance based adaptations for
future assignments and tasks.

Using the rubric in front of her allows her to see how


to properly use the rubric and connects the
assessment with her performance.

All parents are encouraged to view their children's


grades online in order to view progress or lack
thereof to promote a partnership between parent
and teacher to help the student excel in school.

B. Adaptations for Student 2: A Student with an Identified Special Need


1. Evidence of student learning you will collect.
(REQUIRED) Decision

The focus student will be given the same assessment and evidence will
be collected the same way as the rest of the class.

(REQUIRED) Rationale
This student will need to be able to communicate her ideas
effectively and clearly. I anticipate that he will do well with
this assessment. I believe he will be more comfortable with
trying to describe his understanding with a multimedia
presentation format rather than a written assessment. His
strength is communicating his ideas in an oral format, but I
must make sure he understands the requirements properly
before he begins his assessment. I will physically check if
he understands the requirements. I will explain the
requirements for him to ensure his clarity before he begins.
I have chosen to not make any accommodations in the way
I will collect evidence because:

Cooperative learning (working in small, structured


teams) is one of the most effective ways for ADHD
students to master the curriculum.

Students who learn cooperatively typically


make significant social and academic gains.

Cooperative learning can be challenging


for students with attention deficit disorder,
these students may veer off-topic repeatedly
and frustrate others in the group, I am
confident that this student will excel in the
group dynamic.

Other aspects of the student activities that benefit


this focus student are:

Give instructions one at a time and repeat as


necessary.

Let the student do as much work as possible on


computer.

Allowing the student with ADHD frequent


breaks.

Telling the student exactly what is required


from the assessment by making the rubric
readily available for the student.

Due to these reasons, I feel confident in providing this


assessment and collecting evidence from this student
without making any adaptations.
2. How the student assessment evidence will be measured or scored.
(REQUIRED) Decision
The focus student will be given the same assessment and evidence will
be collected the same way as the rest of the class.

(REQUIRED) Rationale
Rationale for not making any adaptations for this student is
due to:

A well-designed rubric will increase the assessment


validity and reliability.

The rubric is reviewed and explained before the


assessment so that the learner has a complete
understanding of my expectations.

It allows him to assume responsibility for his learning.

The rubric will prevent me from using subjective


grading and allow me to grade using a consistent
criteria.

Step-by-step instructions will be provided by using


examples, models, and outlines of clear
expectations.

The grading rubric will be available for the


student to refer to at any time, enabling the
student to control their own learning and know
exactly what is expected of him.

Brief breaks with an opportunity to move around will


be advantageous during the presentation creating
portion of the activity.

The student will benefit from the use of Chromebooks


to create the presentation.

This has proven to be advantageous in the


retention of knowledge for students will ADHD.

Peer tutoring, that is present within the group


dynamic, provides many of the instructional variables
known to be important in setting up students with
ADHD for success.

I will involve the student in the assessment and


evaluation process and be sure to be specific with
feedback.

Feedback should also be prompt in order for


the student to be able to set new goals and
celebrate successes.

Due to these reasons, I feel confident in providing


this collecting evidence from this student and scoring it
without making any adaptations.
3. The implementation of the assessment including:

Teaching strategies for communicating the purpose of the


assessment, the scoring criteria, and the procedures for
completing the assessment

Student activities

Student grouping

Materials, technology, and/or resources, including the use of


instructional aides, parents, or other adults in the room

(REQUIRED) Decisions
Teaching Strategies
After the assessment is assigned, I will review the
rubric with the class. I will also do a one on one
review with my ADHD student and clarify:

The purpose of the assessment.

Any of the criteria of the rubric if necessary.

Address any concerns or questions that


he might have on an individual basis.

During clarification I can provide


examples that I have previously modeled
for the class during the assigning of the
presentation.

What the procedures for completing the


assessment are.

I will do a detailed review the rubric and


review what I modeled for him.

Student Activities

The student will review the rubric and


complete the assessment along with the whole
class. After the class has reviewed the rubric,
the student is allowed to ask for clarification
about the rubric and what is required of him.

Student Grouping

The student is seated in a group of four


students, two girls and two boys. This
particular group is seated by my desk so that I
may monitor this student more closely and
assure he remains on task.

This group of students will be aware of the


needs of this student.

Materials/Technology/Resources:

Chromebooks will be available for the student.

The student is allowed to view the rubric throughout the


assessment with the use of chromebooks.

He will also be allowed to use his textbook


during the assessment.

(REQUIRED) Rationale
Teacher strategies

The student will understand what is expected


of her and she will assume the responsibility
for her learning.

Providing a one-on-one review with the


student will clarify any misunderstandings and
allow the student to completely comprehend
the assignment and what is expected of him.

Student Activities

The student will complete the whole class


activities so that he does not feel singled out.
If the student chooses for clarification, it will
be so that he is clear on the expectations of
the assignment.

If the student chooses for clarification, it will


be so that he is clear on the expectations of
the assessment.

The activity being in a group setting provides


the opportunity for peer mentoring and
assistance; this student will also benefit from
peer accountability.

Student grouping

The reason for this group proximity to my desk


is to assure that he is staying on task with his
work. He needs to be monitored to make sure
he does not depart from his assessment.

The activity being in a group setting provides


the opportunity for peer mentoring and
assistance; this student will also benefit from
peer accountability.

These members of the group will be able to


understand the needs of this student and
provide support when needed.

Materials technology resources

The rubric will be constantly be available for


the ELL student and will be a reference for the
student to remind him of his expectations.

The use of technology has proven to be an


effective strategy for students with his special
needs.

4. Ways you will use the assessment results.


(REQUIRED) Decisions

The assessment will be an authentic


assessment that is creating and presenting a
multimedia presentation to demonstrate their
knowledge of the unit.

Having a standardized rubric will provide


students with the ability to demonstrate high
understanding.

Assessment results will also provide the


individual student with feedback to help
improve on the following assessment.

Results may also bring about intervention


such as one on one tutoring, extra
assistance, re-teaching, or modification
of future assessment.

The assessment will also provide evidence of


what areas students are strong in, as well as
what areas they are weak in.

This evidence will provide information that will


be used when creating and reviewing for the
summative (final) assessment of the unit.

The assessment results will also provide


information needed to determine if the student
is ready to move on to the next part of the unit.

(REQUIRED) Rationale

Using authentic assessment is an effective way to assess as


it sets ADHD students up for success.

This will also assist with behavioral development


for this learner and allows him to demonstrate his
level of knowledge in a manner may be more
comfortable.

It gives meaning to assessment tasks.

This allows the student to use meaningbased context which has been a proven
method for ADHD students.

ADHD students are learning skills in real life


contexts which are used in the real world.

Authentic assessment has many benefits, the main benefit


being that it ensures student success be revealing what
areas that the student may need additional resources in or
re-teaching needs that may arise for future lessons and
assessments.

Using a rubric is good because it allows me to determine if


the student is ready to move on to the next section of the
unit by:

Can share with students, explicitly linking


assessment and instruction.

Reuse same rubrics with several tasks or


assignments.

Supports learning by helping students see "good


work" as bigger than one task.

Supports student self-evaluation.

Students can help construct general rubrics

5. Ways you will share the assessment results with students,


families, and other colleagues and support personnel, when
appropriate.
(REQUIRED) Decisions

I will share the assessment results with


students by posting the students score to the
myconnect website. The myconnect website
gives students access to their grades from any
internet device.

I will share the assessment results with


parents via the myconnect website. The
myconnect website gives parents access to
their grades from any internet device.

I will also make the assessment results


available to other colleagues and support
personnel if they would like any additional
evidence of learning for any of my students for
their own planning of instructional strategies,
Student Activities, and any accommodations
that may be made for the students.

The student will receive immediate feedback. I


will assess the student work in front of the
student using the rubric.

(REQUIRED) Rationale

Providing the student immediate feedback will


allow the student to view her strengths and
where she needs to improve.

Using the myconnect website allows an


additional method of reviewing the students
grades.

Providing feedback to other colleagues and


support personal allows for the students to
receive focused and specific performance
based adaptations for future assignments and
tasks.

Using the rubric in front of her allows her to


see how to properly use the rubric and
demonstrate how the rubric directly relates to
the students performance.

All parents are encouraged to view their


children's grades online in order to view
progress or lack thereof to promote a
partnership between parent and teacher to
help the student excel in school.

Step 4: Giving the Assessment to the Whole Class, Including Two


Focus Students
Directions:
Give the assessment to your class. Collect and score all the
evidence of student learning from the assessment. Consider all
the assessment responses and select three responses of
students other than your two focus students that represent the
range of achievement within the class. Label these responses as
Student 3, Student 4, and Student 5. Label the two focus
students assessment responses as Student 1 and Student 2.
Submit all five assessment responses. Review carefully the
evidence of student learning you are submitting.
Briefly, explain why you selected each of the following
responses to represent the range of responses in the class:
Note: If the assessment is oral or represents a student
performance, provide your description of the students
responses and your written assessment of those responses,
including the class as a whole, the three responses that
represent the range of achievement in the class, and the two
focus student responses.

(REQUIRED) Student 1 (EL focus student)


English Language Learner: I chose this specific
female student because she is new to the school and
has only been in the country for three years. She has
struggled in my class, but is beginning to make great
academic strides. I am constantly explaining content
for her and it appears to be working. She was a good
student in her native country, so the key is not
learning content, it is to decode vocabulary for her.

The assessment was conducted in a multimedia


presentation format. This student scored at standard
in the content category. Most of the content of the
presentation was accurate but there was one piece of
information that might have been inaccurate. The
student was at standard in cooperation. The group
delegated tasks and share responsibilities effectively
most of the time during the presentation. The
student scored at standard in organization. Most of
the information was organized in a clear and logical
way. The students scored above standards and use of
graphics. All the graphics where are attractive and
support the theme and content of the presentation.
This student scored at standard and preparedness.
The student seemed prepared but could have used a
few more rehearsals.

(REQUIRED) Student 2 (SN focus student)


I selected this student because he is dealing with a
learning challenge that is common is goals and
appears to be on the rise. He has ADHD and that is a
condition that is quite prevalent in the world and in
school today. As such I feel his experience is useful.
The assessment was conducted in a multimedia
presentation format. This student scored at standard in the
content category. Most of the content of the presentation was
accurate but there was one piece of information that might
have been inaccurate. The student was above standard in
cooperation. The group delegated tasks and share
responsibilities effectively all of the time during the
presentation. The student scored at standard in organization.
Most of the information was organized in a clear and logical
way. The students scored above standards and use of
graphics. All the graphics where are attractive and support
the theme and content of the presentation. This student
scored at standard and preparedness. The student
seemed prepared but could have used a few more
rehearsals.
(REQUIRED) Student 3

High achieving student: This female student is one of


the top academic achievers in the class. She is
extremely involved in all subjects and asks many
questions. Her main blemish is that she may talk too
much at times, but her personality meshes well with
mine. She is extremely creative and has mentioned
to me that her favorite subjects are Art and Social
Studies. Although a talker, her academic work is
always excellent.
The assessment was conducted in a multimedia
presentation format. This student scored above standard in
the content category. All of the content of the presentation
was accurate and there were no factual errors. The student
was above standard in cooperation. The group delegated
tasks and share responsibilities effectively all of the time
during the presentation. The student scored above standard
in organization. All of the information was organized in a
clear and logical way. The students scored above standards
and use of graphics. All the graphics where are
attractive and support the theme and content of the
presentation. This student scored above standard and
preparedness. The student was completely prepared
and has obviously rehearsed.
(REQUIRED) Student 4
Average achieving student: This male student is a
very good learner. He comprehends academic
content very well, but does not always perform well
on assessments. The main reason for his average
scores is not his learning, but rather his academic
effort. He always does well enough to pass but never
strives to achieve high marks.
The assessment was conducted in a multimedia
presentation format. This student scored above
standard in the content category. All of the content
of the presentation was accurate and there were no
factual errors. The student was at standard in
cooperation. The group delegated tasks and share
responsibilities effectively most of the time during
the presentation. The student scored above standard
in organization. All of the information was organized
in a clear and logical way. The students scored at

standards and use of graphics. Most the graphics


where are attractive and support the theme and
content of the presentation. This student scored
above standard and preparedness. The student was
completely and has obviously rehearsed.
(REQUIRED) Student 5
Low achieving student: This male student struggles a
good deal in class. According to his mother, he has
had a problematical childhood. There has been a
great deal of trouble at home, which has had an
obvious negative effect on his academic learning.
With his home life stabilizing, he is beginning to
become a better student. His classmates have been
impressed when he has answered verbal questions
correctly (according to classmates, he never did
before). He is beginning to blossom as a learner, but
is still behind the majority of the class academically.
The assessment was conducted in a multimedia
presentation format. This student scored at standard
in the content category. Most of the content of the
presentation was accurate but there was one piece of
information that might have been inaccurate. The
student was at standard in cooperation. The group
delegated tasks and share responsibilities effectively
most of the time during the presentation. The
student scored at standard in organization. Most of
the information was organized in a clear and logical
way. The students scored below standards on use of
graphics. All the graphics where are attractive but
few supported the theme and content of the
presentation. This student scored at standard and
preparedness. The student seemed prepared but
could have used a few more rehearsals.
Step 5: Analyzing Evidence of Student Academic Learning and the
Assessment
Directions:
Consider your responses in Steps 1 through 4. Think about the
evidence of student academic learning from the assessment.
Answer the questions below for the whole class and for the two
focus students. Remember to cite specific evidence from the

five responses that you have submitted. (This includes


responses from the two focus students and from the three
students you selected to represent the range of achievement
with the class).

A. For the Class as a Whole


(REQUIRED) 1. What did you learn overall about the
students' progress toward achievement of the academic
learning goal(s) for this part of the unit?

I learned that:

The majority of the students achieved the learning


goals.

The assessment proved that the students had a good


grasp of the content.

The assessment proved that the students had a good


grasp of how to work in a group.

The assessment proved that the students had a good


grasp of how to use graphics in their presentations.

The assessment proved that the students had a good


grasp of how to prepare for an assessment.

The choice of rubric based multimedia presentation


allowed the students to effectively demonstrate their
knowledge of:

The factors that led to the French


Revolution.

The political reforms in France and describe


the Reign of Terror.

Napoleons rise to power.

The collapse of Napoleons empire

The stages of revolution by using the French


Revolution as a model of success.

The influence of the Congress of Vienna

With the overall positive results of the presentation,


students were able to meet the learning objectives of the
lesson.

My students also shared with me that they enjoyed the


process of creating a multimedia presentation part of the
lesson.

Based on the results of the assessment I have learned that


the students are ready to proceed on to the next section of
the unit.

(REQUIRED) 2. Describe the extent to which the


assessment that you planned allowed students to
demonstrate achievement of the academic learning
goal(s) for this part of the unit.

I believe the assessment allowed students to


demonstrate academic learning because they
had to provide original work.

The multimedia presentation allowed students


to demonstrate individual learning
achievement while still working in a group
dynamic.

The students were given a choice in how to


present the content which allowed each to
express their creativity and sparked interest in
the activity.

The majority of the students showed that they


understood the academic learning goals of:

The factors that led to the French


Revolution.

The political reforms in France and


describe the Reign of Terror.

Napoleons rise to power.

The collapse of Napoleons empire

The stages of revolution by using the


French Revolution as a model of success.

The influence of the Congress of Vienna

The students were able to utilize many of the


different content forms such as verbal, text,
audio, images, animation, video, and
interactive content to demonstrate their
knowledge of the learning goals.

I also saw evidence of the effectiveness of my


assessment implementation plan by observing
aspect of what I modeled for the class
(multimedia presentation that consist of the
using a combination of different content
forms such as verbal, text, audio, images,
animation, video and interactive content to
communicate the purpose of the assessment)
in their assessments.

(REQUIRED) 3. Would you make any changes to the


directions or to the format of the assessment? Why?
I would not make changes to this particular
assessment. I believe the directions are clear and the
assessment provides evidence of the learning goals
for this unit. Allowing the students to choose the way
that they demonstrate their knowledge was very
beneficial to the assessment. It allows for a comfort
level that lets the students produce original work,
which verifies content understanding. The rubric also
allows for the students to take responsibility for their
learning and permits for straightforward grading
without too much time consumption or subjectivity. I
feel that this assessment worked well for this groups
of students by meeting the needs of the class as a
whole, while also meeting the needs of my two focus
students. I believe that the methods I used were
impactful for both my special needs students, as well as,
the class as a whole. For these reason I would not make
any changes to the directions or to the format.

(REQUIRED) 4. Would you collect different or more


evidence if you were to do this assessment again?
Why?

I plan to give this assessment in the future. Next time I am


going to provide the class with a mini-lesson on utilizing
visual aids and technology. I would like future students to be
more elaborate and creative with their multimedia
presentations. Providing students with different ways to
collect evidence and to utilizing visual aids will produce
superior work. I feel the students this year were successful
in achieving the learning goals, but I would like future
students to create more engaging presentations. Many
groups used very similar visual aids. I believe that providing
students with these tools would enhance the student
retention by providing more ways to express their creativity
while demonstrating their knowledge. I feel that this
assessment provides the opportunity to produce original work
which allows me to provide an authentic assessment of each
student. For this reason I would not change how I collected
evidence for this assessment.

(REQUIRED) 5. Was the implementation and timing of


this assessment appropriate for this class? Why?
The implementation and timing of this assessment was
appropriate for the class. Before this assessment, in a
previous lesson, the class had created a similar type of
presentation and has become proficient in creating
presentations, but I would like future students to create more
engaging presentations. The class had also spent appropriate
time covering the content in the unit. I feel that my
implementation plan was successful for this assessment. I
utilized some effective teaching strategies and benefited the
entire class, and not just my special need students (model as a
teaching strategy) the students were prepared for the
assessment and the overall success of the class is evidence.
For these reasons I feel the implementation and timing was
appropriate for the class.

(REQUIRED) 6. In what ways would a different type of


assessment (e.g., verbal response, multiple choice,
short essay, oral presentation, performance task) than
what you used allow students to demonstrate their
achievement of the academic learning goal(s) for this
unit?
Different types of assessment would have also allowed
students to demonstrate their achievement of the learning
goals. Written responses and oral presentations would have
also provided original work from each student. Multiple
choice, short answers, and true/false questions would have
demonstrated achievement of learning the academic goals,
but they do not allow for original work. In truth, all

assessment types can demonstrate academic learning when


properly used. For these particular learning goals, I wanted
my students to produce original work and to have a choice in
how to present it. That is the main reason I chose a
multimedia presentation format. An on-demand written task
would have also achieved those objectives, but it is too time
consuming for this particular time of the year and subject
matter. I use document-based tasks in my class; I just
preferred a multimedia presentation for this unit.

B. For Student 1: An English Learner


(REQUIRED) 1. To what extent were the assessment
directions and format clear and easy to follow for the
student? How do you know?
The assessment directions and format were not that easy to follow
for this student. I know from talking to the student. After the class
began the creation of the presentations, I went to the student to
ask if she understood. She said that she understood, but then I
asked her to explain the directions back to me, she said that she
needed further explanation of what was expected of her. She also
did not understand the rubric completely. She did not ask for help
or clarification, so I am glad that part of my teaching strategies
was a one-on-one check for understanding. After providing
examples of what is expected of her, explaining the directions, and
referred to the methods that I previously modeled, she completed the
assessment following the directions.

(REQUIRED) 2. To what extent did the student achieve


the academic learning goals for this part of the unit?
This student received 16 out of a possible 20 points.
I believe that she was able to achieve the intended
academic learning goals for the assessment of:

Demonstrate an understanding of the factors


that led to the French Revolution.

Demonstrate an understanding of the


political reforms in France and describe
the Reign of Terror.

Demonstrate an understanding of Napoleons


rise to power.

Demonstrate an understanding of the


collapse of Napoleons empire

Demonstrate an understanding of the stages of


revolution by using the French Revolution as a
model of success.

Demonstrate an understanding of the


influence of the Congress of Vienna

The assessment was conducted in a multimedia


presentation format. This student scored at standard
in the content category. Most of the content of the
presentation was accurate but there was one piece of
information that might have been inaccurate. The
student was at standard in cooperation. The group
delegated tasks and share responsibilities effectively
most of the time during the presentation. The
student scored at standard in organization. Most of
the information was organized in a clear and logical
way. The students scored above standards and use of
graphics. All the graphics where are attractive and
support the theme and content of the presentation.
This student scored at standard and preparedness.
The student seemed prepared but could have used a
few more rehearsals.
The student utilized specific images of the events to
illustrate her understanding of the subject content.
The student also placed each event into the proper
stage of revolution. This proves that she understands
the events of the French Revolution and also
understands the different stages of a successful
revolution, which is what the goals of the
assessment were.
(REQUIRED) 3. How well did the student's assessment
response correspond to the work the student does on a
daily basis?
(Was the response that you expected from the student?)

The student's response is about what I expected.


She presented her multimedia presentation with the
same detail that she demonstrates in other
assignments. I did not expect her to excel in the
speaking part of the assignment, but she did use her
visual aids well. This is where I expected her to do

well being that she was able to communicate her


ideas using the visuals of the multimedia
presentation. She was satisfied with her grade. This
work was better than her average daily work. I
believe the reasons were that she has improved her
language skills and content comprehension because
of constant practice and that we spent substantial
time on the content instead of just providing
assigning the presentation requirements.
(REQUIRED) 4. What different or additional type of
evidence might you need to collect for the student?
The only additional evidence I will collect from the
student is written responses about the content. I can
get a better understanding if she understands the
content if I ask her to place her ideas on paper. I am
satisfied with her grade, but if I wasnt, that could be
a strategy to provide extra points to her assessment.
I would not ask for a particular structure to this
writing, but rather just provided what she planned to
say in her presentation in a written format. That
way if she was not able to convey anything about the
content in her presentation, I would still be able to
evaluate her content knowledge from the written
response.
(REQUIRED) 5. What does the student's response tell
you about his or her academic strengths and/or needs?
The student's response tells me that she is able to
demonstrate the intended learning goals of the unit,
and able to provide substantial support. Although
she did not use substantial vocabulary from the unit,
she was able to demonstrate her understanding of
the French Revolution and the different stages of a
successful revolution which was the intended
learning goal. Her strength was in her ability to
place the different event in the context of a
successful revolution. This supports her above
average academic performance that she had in her
native land, and suggests that her main hurdle with
future assessments will be primarily the language
barrier. I will continue to support the language

needs of this student and provide more activities


that will assist with her language development.
(REQUIRED) 6. Based on the student's response,
describe next steps you would take with the student to
further his or her academic achievement in the content
area?

To further this student's academic achievement, I will


need to make sure she has a better grasp on Social
Studies vocabulary. I allowed the student to write
three key terms on his assessment to help her out,
but she did not use them in her presentation. To
focus on vocabulary, I will allow the whole class to
make flashcards of key terms with the definition and
a drawing. I have used that strategy for an English
class, but I will adapt it for Social Studies. For this
student, I will allow her to use those cards when
appropriate, like another multimedia presentation or
a short essay assessment. In my instruction, I will:

Increase the amount of comprehensible input

Continue to develop and extend recognition


vocabulary

Ask questions requiring simple comparisons,


descriptions, and sequencing of events

Provide related lists of words

These are all proven instructional strategies to assist


with CELDT level of early intermediate fluency.
(REQUIRED) 7. Describe the ways in which specific
adaptations you made to your assessment plan did or
did not work.
My clarifying and explaining the directions of did
work because she was unsure of what was expected
of her. If I did not clarify the directions, she would
have would have not been able to create the
presentation for the assessment properly. My

strategy of providing a group setting that would help


this student excel did not work only because I would
have hoped the student would have asked questions
to her group if she did not understand something.
Once the directions were clarified, she was very
engaged with her group and contributed well to the
dynamic. This was evident by her overall
performance of the assessment. The assessment
was conducted in a multimedia presentation format.
This student scored at standard in the content
category. Most of the content of the presentation was
accurate but there was one piece of information that
might have been inaccurate. The student was at
standard in cooperation. The group delegated tasks
and share responsibilities effectively most of the time
during the presentation. The student scored at
standard in organization. Most of the information was
organized in a clear and logical way. The students
scored above standards and use of graphics. All the
graphics where are attractive and support the theme
and content of the presentation. This student scored
at standard and preparedness. The student seemed
prepared but could have used a few more rehearsals.
(REQUIRED) 8. In what ways did the assessment
support this student's language abilities?
This assessment supported her language abilities
because she had to provide original work. She had to
demonstrate her understanding of the intended
learning goals via a multimedia presentation. The
assessment was not solely based on the students
language skills and allowed her to excel with the
activity. An authentic assessment of a multimedia
presentation supports language abilities better than
a short answer or multiple choice assessments
because it forces the student to use his/her own
words to convey their understanding of the content
and to achieve the intended learning goals. This
assessment is evidence that language abilities are
improving.
(REQUIRED) 9. If you were to give the assessment to the
student again, what changes, if any, would you make?
Why?

The only changes I would make are to allow her to


use vocabulary flashcards or a list to reinforce the
need for use of content based vocabulary. This would
help the student incorporate the key terms from the
unit. Though this was available to the student, it was
not reinforced by me to the student that she should
be using it. Memorization of vocabulary is not a
learning goal for the unit, so allowing the student to
see vocabulary during the creation of the assessment
will help her. It is difficult enough for her to learn
basic vocabulary, let alone vocabulary from
19th century France. I believe this strategy will assist
her better demonstrate her understanding of the
topic and the intended learning goals of the unit.
(REQUIRED) 10. What would be your next steps in
planning to facilitate this student's English Language
Development?
Because the student is showing improvement, I will
continue to use the strategies I am currently using:
translation, decoding, seating arrangement, and
constant parent communication. I will start allowing
her vocabulary lists or flashcards for certain
assessments. That will help her support his answers.
I will need to be patient with her and continue to
check her understanding before she begins
assessments. I can also utilized resources such as
providing background knowledge of the content.
This has proven to be effective because it allows ELL
students to tie new information to something
familiar. This helps students as they decode
information; first trying to understand in their native
language, and then transferring that understanding
into English.
C. Student 2: A Student with an Identified Special Need
(REQUIRED) 1. To what extent were the assessment
directions and format clear and easy to follow for the
student? How do you know?
The assessment directions and format were clear and
easy for the student to follow. He was the second

student I checked after the class began the creation


of their presentations for the assessment to check if
he understood the directions. By the time I got to
him, he was working with his group. I was very
pleased with his work within the group dynamic. He
seemed to enjoy the student grouping that I had
chosen, and he also benefited from the placement of
the group in the classroom which allowed him to ask
questions from me if needed.
(REQUIRED) 2. To what extent did the student achieve
the academic learning goals for this part of the unit?
This student received 17 out of a possible 20 points.
I believe that he was able to achieve the intended
academic learning goals for the assessment of:

Demonstrate an understanding of the factors


that led to the French Revolution.

Demonstrate an understanding of the


political reforms in France and describe
the Reign of Terror.

Demonstrate an understanding of Napoleons


rise to power.

Demonstrate an understanding of the


collapse of Napoleons empire

Demonstrate an understanding of the stages of


revolution by using the French Revolution as a
model of success.

Demonstrate an understanding of the


influence of the Congress of Vienna

The assessment was conducted in a multimedia


presentation format. This student scored at standard in the
content category. Most of the content of the presentation was
accurate but there was one piece of information that might
have been inaccurate. The student was above standard in
cooperation. The group delegated tasks and share
responsibilities effectively all of the time during the
presentation. The student scored at standard in organization.

Most of the information was organized in a clear and logical


way. The students scored above standards and use of
graphics. All the graphics where are attractive and support
the theme and content of the presentation. This student
scored at standard and preparedness. The student
seemed prepared but could have used a few more
rehearsals.
The student utilized specific images of the events to
illustrate his understanding of the subject content.
The student also placed each event into the proper
stage of revolution. This proves that he understands
the events of the French Revolution and also
understands the different stages of a successful
revolution, which is what the goals of the
assessment were.
(REQUIRED) 3. How well did the student's assessment
response correspond to the work the student does on a
daily basis?
(Was the response that you expected from the student?)

This assessment exceeded his daily work. He shows


that he understands the content, yet his usual work
is only "good enough" to pass but not to exceed. He
is consistent in his learning. He understands content
quickly and his reading comprehension is
remarkable, but he provides little effort in his
assessments. In this assessment, he seemed to be
more engaged with the activity. I believe this was
due to the authentic nature of the assessment and
that it also incorporated the use of technology in the
assessment process. I anticipated that the student
would do well with the demonstration of the intended
learning goals, but he exceeded my expectations
with his level of work within the group dynamic.

(REQUIRED) 4. What different or additional type of


evidence might you need to collect for the student?

I will not need any additional evidence from this


student. His effort is exceeded what I expected, and
it is evident that he understands the content. He
uses vocabulary from the unit and provided great
visual aids to support his understanding. His usual
minimal effort is more frustrating to me, but in this
assessment he has shown that this method of
assessing really connected with him. The evidence
provided from the rubric allowed me to properly
assess his performance.
(REQUIRED) 5. What does the student's response tell
you about his or her academic strengths and/or needs?
His response tells me that his academic strength is reading
comprehension and being able to understand content. This
assessment has shown me that this student really excels with
using technology to demonstrate his understanding of the
content. I need to incorporate the use of technology more into
my day to day activities and assessments to better meet the
needs of this student and allow him to excel. This
demonstrates a student need of engaging content, instructional
strategies, and student activities that incorporate technology.
By meeting this need, I can enable this student to continue to
excel in my class. I can also provide some incentives that will
hopefully help him provide the same level of work that he
demonstrated without the use of technology. This has shown
me that the ability to understand the content, while staying on
task and contributing to a group dynamic, is possible if I
provide the student with the correct resources and
environment.

(REQUIRED) 6. Based on the student's response,


describe next steps you would take with the student to
further his or her academic achievement in the content
area?
In this content area, I will provide him a more
challenging assessment because he has a strong
understanding of the content. I will provide him with
performance tasks that will challenge him more than
a multimedia presentation. The student will be
challenged more and will hopefully not be as bored if
he was given a task where he has to provide his own
research. Utilizing different types of performance
based task will challenge him to do his own research,
provide a chance to provide better work, and will

hopefully spark a deeper interest about future topics.


He is always asking questions during Social Studies.
I believe these performance based tasks will be fun
for him and a challenge that will keep him engaged
and allow him to overcome some of his behavioral
concerns.
(REQUIRED) 7. Describe the ways in which specific
adaptations you made to your assessment plan did or
did not work.
My clarifying and explaining the directions of did
work because he was unsure of what was expected
of him. If I did not clarify the directions, he would
have would have not been able to create the
presentation for the assessment properly. My
strategy of providing a group setting that would help
this student excel did not work only because I would
have hoped the student would have asked questions
to her group if she did not understand something.
Once the directions were clarified, he was very
engaged with his group and contributed well to the
dynamic. The placement of the group worked well
also. I was readily available for this student to ask
questions, clarify details, and provide support when
needed. I feel that this student was able to succeed
in this assignment due to the adaptations that I
provided. The use of technology also assisted the
student in achieving the intended learning goals and
excel in his assessment.
The assessment was conducted in a multimedia
presentation format. This student scored at standard
in the content category. Most of the content of the
presentation was accurate but there was one piece of
information that might have been inaccurate. The
student was above standard in cooperation. The
group delegated tasks and share responsibilities
effectively all of the time during the presentation.
The student scored at standard in organization. Most
of the information was organized in a clear and
logical way. The students scored above standards
and use of graphics. All the graphics where
are attractive and support the theme and content of

the presentation. This student scored at standard


and preparedness. The student seemed prepared
but could have used a few more rehearsals

(REQUIRED) 8. In what ways did the assessment


support this student's language abilities?
The student is proficient in English and reads
constantly. This assessment did not really support his
language abilities except for the use of newly learned
key terms. The focus of this students learning was
to address the concerns that are raised due to his
ADHD behavioral needs.
(REQUIRED) 9. If you were to give the assessment to the
student again, what changes, if any, would you make?
Why?
If I were to give the assessment to this student again I would
not make any changes. I feel like the assessment, and the
adaptations that came along with it, really allowed the
student to excel with this assessment. I feel the use of
technology in the assessment was a big help in meeting the
needs of this student. I feel the group dynamic also help
meet the needs of the students and facilitated him in meeting
the intended learning goals of the unit. The assessment
was conducted in a multimedia presentation format.
This student scored at standard in the content
category. Most of the content of the presentation was
accurate but there was one piece of information that
might have been inaccurate. The student was above
standard in cooperation. The group delegated tasks
and share responsibilities effectively all of the time
during the presentation. The student scored at
standard in organization. Most of the information was
organized in a clear and logical way. The students
scored above standards and use of graphics. All the
graphics where are attractive and support the theme
and content of the presentation. This student scored
at standard and preparedness. The student seemed
prepared but could have used a few more rehearsals

Step 6: Reflection on Assessment Implementation and Student


Learning
Directions:
Read your response for Steps 1 to 5. Consider what you have
learned through the Assessing Learning task about your
students, what you wanted them to learn, their responses to
the assessment, and your analysis of the evidence of student
learning. Respond to the prompts below.

(REQUIRED) 1. If you were given an opportunity to use


the assessment again, what part(s) would you keep and
what part(s) might you change? Why?
When I give the assessment again I will not change
anything. The change I will make is on the rubric. I
believe my rubric focused did not focus enough on
the concrete details of the content from the learning
enough. The communication is a crucial part of the
assessment, but the rubric I used does not focus
enough on the learning of the unit. I think the
assessment provided the students to prove their
learning from the unit, but I feel I graded more on
the way that they presented the information and not
enough on the information itself. I would not change
the rubric; rather I would add more categories to it.
I would also consider weighting the rubric differently
so that it places more emphasis on the content and
not on the presentation. I do like the authentic
assessment aspect of this assessment, and I will
continue to use this method being that it provides
the students with a chance to demonstrate original
work.
(REQUIRED) 2. If you were given an opportunity to
implement the assessment again, what would you do
the same and what would you do differently? Why?
I would implement the same assessment, but change
my expectations. I believe my rubric focused did not
focus enough on the concrete details of the content
from the learning enough. The communication is a
crucial part of the assessment, but the rubric I used
does not focus enough on the learning of the unit. I
think the assessment provided the students to prove
their learning from the unit, but I feel I graded more

on the way that they presented the information and


not enough on the information itself. I would not
change the rubric; rather I would add more
categories to it. I would also consider weighting the
rubric differently so that it places more emphasis on
the content and not on the presentation. I do like
the authentic assessment aspect of this assessment,
and I will continue to use this method being that it
provides the students with a chance to demonstrate
original work. My expectations were met by the
students, yet I feel my expectations were too
limited. Next time I implement this assessment, I
will fully incorporate the multimedia presentation
process. I also want to revamp my rubric to cover
more standards from the unit of study.
(REQUIRED) 3. What additional information about your
students did you learn as a result of this assessment
experience?
I learned that my students enjoyed this assessment
compared to previous Social Studies assessments.
The previous two summative assessments were
multiple choice, short answer, and an essay. The
students responded well to the choice of a
multimedia presentation. The students actually
compared each others' choice of presentations and
were eager to share their work. My students'
previous teacher taught the "everything out of the
book" style, including all the assessments (textbook
published). They enjoyed the change of pace. Many
of them thought it was easy, but little do they know
how much academic information it required to
complete their presentation.
(REQUIRED) 4. How will you use what you have learned
from this assessment experience when you plan
instruction and assessment in the future?
I believe that this assessment was an overall success
and is manageable for all the learning styles in my
class. I believe that Social Studies should be taught
in a way which allows students to be part of these
great historical events. I will plan more similar

assessments for Social Studies because the students


enjoyed it and did relatively well. The students
expressed content knowledge and most enjoyed the
process. My biggest concern is revamping the rubric.
This assessment will be stronger with a stronger
rubric which emphasizes more of the Social Studies
objectives, but I will continue to utilize assessments
that promote original work and stretch the thinking
of my students. I will continue to incorporate
technology into my assessments. I have found that
this method is beneficial for all of my students and
not just for those with special needs.
(REQUIRED) 5. What are your goals for increasing your
knowledge and skill in assessment? How will achieving
these goals help you become a more effective teacher?
My main goal is being able create and implement
more relevant rubrics. I feel that if my rubric was
more compelling, the students work would have
greatly improved. My colleagues have used rubrics
for many years and have offered to assist me in
creating and implementing rubrics properly. We have
had only informal conversations, but now I see that I
need to be more willing on my part to learn from this
great resource. If I achieve this goal of creating and
implementing stronger rubrics, I will become a more
effective teacher because my expectations for my
students and their work will be communicated more
effectively, and will demand a greater level of work.
I will utilize the knowledge of my peers to gain
different perspectives and insight to become a more
effective teacher and better in providing
assessments.