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Client Information

Client Name: Stella Nthale

Client Place of Employment: (Garrett Middle School) Cobb County Schools

Client Email Address:

Client's Certification ID Number: 788480

2. Assessment Implementation Guidelines

Students are required to go over three different modules by clicking on the links to watch the


After watching the presentation and reviewing the materials provided to him, the student is

required to click on the assessment link and take the quiz after completing each module. Some of

the assessments are not timed.

The students will receive grades and feedback immediately after completing each assessment.

The students have a rubric that will indicate how he will be graded for the map skill assessment

At the end of each assessment, the students were able to see his scores and had a chance to retake

the quiz.

At the end of the assessment, students were given a certificate of achievement.

Course Objectives

The project is designed to give students an understanding of the geographical location of Africa.

Module One: By the end of module one, students will understand what a continent is and why

Africa is the second largest contingent on earth.

What is a continent?
Where is Africa located on the globe?

You have reached the end of Module 2. Click the Assessment button below to take the quiz.
Quiz Link:

Module Two: By the end of this module, you will be able to identify the various things found on

the African Continent.

What kind of landmarks and attractions are found in Africa?

What kind of Rivers and Oceans are found on the African continent?

What kind of animals are found on the African continent

You have reached the end of Module 2. Click the Assessment button below to take the quiz.
Quiz Link:

Map skills assessments:

Module Three: By the end of module two, students will be able to locate the different parts of

Africa on the world map and how it looks.

How is Africa shaped?

Approximately how many countries are on the African continent?

You have reached the end of Module 3. Click the Assessment button below to take the quiz. The
Room ID to take the quiz is WK5ZFQLZ5
Quiz Link:

3. The Measurement Tool

I used a grading rubric for grading map skills and an answer key for the end of module


Political and physical features in Africa

Map Grading Rubric

CATEGORY 4 Exemplary 3 Accomplished 2 Developing 1 Beginning Score

Time- Routinely uses time Usually, uses time Tends to Rarely gets things
management well throughout the well throughout the procrastinate, but done by the
project to ensure project, but may have always gets things deadlines
things get done on procrastinated on one done by the management.
time. thing. deadlines.

Accurate Accurate Labeling At 80-89% of items are 70-79% of items are Less than 70%
Labeling least 90% of items identified. identified. of items are
are identified. identified.

Knowledgeabl The student can The student The student The student
e accurately locate accurately locates at accurately locates at accurately located
places identified on least three places on least two places on one place on the
the map. the map. the map. map.
2 Points =25%

Accurate The student can The student can The student can The student cannot
Descriptions accurately describe sufficiently describe sufficiently describe describe locations.
of Location locations (e.g. locations. locations.
Mountains, Kalahari
Desert, Egypt,
Kenya, Nigeria etc).

Students Work sample with feedback attached.

Report of Your Findings

The students were uprising 7th grader. They were presently attending summer school

with the Cobb County School System. The entire experience was great although we had some

very interesting day. Some of the students were not regular attendees but once they showed up,

we did our best to make sure they completed the work. We made sure they were comfortable and

ready to study.

What I discovered during the entire process was that they were very interested in using

the laptop because they wanted to play games. These students wanted us to use technology as a

form of reward. When we sometimes pretended not to watch them, they quickly swapped

websites to play games. According to the directions we gave them, they were required to take a

quiz after completing each module. What we realized was that some of them rushed through the

questions and did not pay attention to details. Some students performed well on some modules

than others. They liked the Map skill assessment better because it gave them the opportunity to

retake the test and play around with the tools. Although they didnt wow us with their

performance, they performed better and paid more attention while learning on the computer.

What worked well

1. My students were excited about the idea of using technology.

2. The assessment links were working properly.

3. The internet connection was good.

4. The assessments were easy and aligned with the standards.

5. The students had access to the study guides and review.

6. The students had immediate feedback and grade after completing each module.

7. The students also had a certificate of completion at the end of the module.

What did not work?

1. The students rushed over the questions. From their responses, one could say the answers were


2. The students had immediate feedback and grade after completing each module.

3. The students did not put in enough time to review material before taking the assessment.

4. My students were more interested in playing video games on the laptop than completing the


Were the students/participants able to complete the work as directed or did they need

clarification on anything?

Some of the students did better than others three students wanted the questions to be read aloud

and interpreted to them.

They rushed over the questions and sometimes closed the quiz site without completing the


The students were expecting teachers to confirm that the answers to some of the answers were

true or false.

Did you get the types of responses or performances you expected?

I was a little disappointed because the questions were very short and simple. I was expected then

to do better because we had reviewed all the questions before it was formally given to them as an

What should be done to improve the assessment the next time it is implemented?

One of the things I discovered with the students was that they didnt really have computer skills.

We had to teach them basic computer skills. They seem not to have a computer at home so it was

very difficult to get them to use the laptop to complete school work instead of using it to play a


I think the next thing I would do next time is to help my students understand the importance

of technology in learning and to set rules and goals. I will embed more game-based learning into

the lesson in other to make it more exciting and engaging. I believe that if these components are

added, instead of them demanding to play a game, they would be interested in playing games that

are connected to the lessons and encourage critical thinking.

8. Report of Impact on Student Learning

From my observation, I noticed that technology had a great impact on the way students learn.

The 21st-century learning environment is very different from the traditional method of learning a

decade ago where teachers delivered lectures and students were the recipients. In this century,

students are required to take charge of their learning. Most schools are going 1:1. Learning is

student center and the teacher is the coach and provides support to students as needed.

This experience impacted my students in that it made them aware of the importance of

technology and its effectiveness in his education. They learned a few computer basic skills and

found it to be very interactive although it was meant for academic activities. The use of

technology helped them learn better organizational and problem-solving skills. It also impacted

them by providing them with scaffolds and tools to enhance learning.

Students performance Analysis

Exceed Expectations
Meet Expectations
Beginning Learners

An Analysis for the Whole group of


40% BOYS

An analysis for subgroups of Students

African American
20% 60% Hispanic

The information on the data above shows that I had a total number of five students in my

classroom during the implementation process. These students were rising 7th graders from a title

one school located in South-West Atlanta. These group of students was made up of three boys

making 60% of the population and two girls making 40%. Three (60%) students were African

Americans; one male and two female, one (20%) student was Hispanic (male) and one (20%)

Caucasian (male). 100% (All) of the students were native English speakers who spoke English

fluently. They were not active on any ESOL or ELL documentation.

Future Instructional Plans

I plan to draw on and value students background, their interest and developing learning needs.

I will try to make the student understand the learning goals.

I will try to plan lessons and activities in a sequential manner

I will modify my instructional plans to suit the needs of my students.

Future Instructional coaching review Plans

I will make sure that I start planning with an end in mind. What does the student need to know? I

will start by administering the KWL to gauge students prior knowledge. What do these students

already know, want to know and what they have learned? This method will help me focus on

small details such as the activities and tasks the student will be completing. As I develop the

activities, I will build from students prior knowledge to make sure that I feel in the gaps.

Students will have enough instructional and activities that match their learning styles.

They will engage in a variety of online learning and collaborative activities to help them

understand the content. Students assessments will be implements based on their learning needs

and styles. They will be given opportunities for improvement in any skills that they have not


What should be done to revise instruction based on areas where students/participants did

not perform well?

I believe the students did not perform well on the assessment because they had no pre-requisite

skills on the use of computer-based learning. I also did not gauge student prior knowledge on the

content. There was not enough time to go over the standards in small chunks. In other to improve

students performance, I plan on increasing the instructional time and reducing the amount of

workload. I will also ensure that I use computer game based learning activities during

instructions to make it more motivating and engaging. And I will start the planning process by

building from the student's background knowledge before introducing them to a new topic.