Assignment 3: Assessment Implementation

Client Information


Client’s Name: Courtney Thomas

Client Certification Number: #437946

Client’s Organization (School, Company, etc.): Morgan County Middle School

Client’s Email Address: courtneythomas@morgan.k12.ga.us

The Actual Assessment

Directions: Now that you have read chapters 1-7 of the anchor text, The Watsons Go To

Birmingham, you must now demonstrate your knowledge of the text and comprehension. For

your culminating activity, you will complete a storyboard comic strip illustrating one of their

favorite chapters so far from the novel or a chapter that has been influential to you in some way.

You will also be provided a hard copy of the rubric for your assessment. The rubric will explain

how the final product of your assessment will be evaluated upon grading. In order to complete

this midpoint assessment, you will first need to create a free Storyboardthat.com account, using

your district Google email. This is a very important step in the process because it enables you to

save your work between sessions.

Required elements:

 At least 6 comic frames that illustrate the main idea of selected chapter.

 Dialogue

 Settings that appropriately reflect the chapter.

 Characters who exhibit characteristics from those that are represented in the novel.

Note: Textbox frames and thought bubble can be used as well to aid in the development of

the plot.
Submission instructions:

The Measurement Tool

Comprehension Storyboard Rubric

Categories 4 Points 3 Points 2 Points 1 Points

Completion All elements and Most elements Some elements A few elements
requirements for and requirements and requirements and requirements
the project are for the project are for the project are for the project are
completed. completed. completed. completed.
Project contains Project contains Project contains a Project contains a
all 6 completed all 6 completed maximum of 3-5 maximum of 1-3
storyboard frames storyboard frames completed completed
and dialogue that and dialogue that storyboard frames storyboard frames
appropriately appropriately and some and it does not
illustrates the illustrates the dialogue that include dialogue
selected chapter selected chapter illustrates the that illustrates the
from the novel. from the novel. selected chapter selected chapter
from the novel. from the novel.

Creativity Much thought Some thought A little thought Minimum thought

was given to was given to the was given to the was given to the
project. It is project. project. project.
unique.

Content ALL content was Most content was Some content was Very little content
accurate and accurate and accurate and was accurate and
aligned directly to aligned to the related to the related to the
the novel. novel. novel. novel.

Conventions No spelling, 1-2 spelling, 3-4 spelling, More than 4

punctuation, or punctuation, or punctuation, or spelling,
grammatical grammatical grammatical punctuation, or
errors are present errors are present errors are present grammatical
in project. in project. in project, which errors, which
causes conflict causes conflict
between written between written
response and it’s response and it’s
meaning. meaning.
One Example of Student/Participant Submission with Teacher Feedback and Grade

Comprehension Storyboard Rubric

Categories 4 Points 3 Points 2 Points 1 Points

Completion All elements and Most elements and Some elements and A few elements and
requirements for the requirements for the requirements for the requirements for the
project are project are project are project are
completed. Project completed. Project completed. Project completed. Project
contains all 6 contains all 6 contains a maximum contains a maximum
completed completed of 3-5 completed of 1-3 completed
storyboard frames storyboard frames storyboard frames storyboard frames
and dialogue that and dialogue that and some dialogue and it does not
appropriately appropriately that illustrates the include dialogue that
illustrates the illustrates the selected chapter illustrates the
selected chapter selected chapter from the novel. selected chapter
from the novel. from the novel. from the novel.

Creativity Much thought was Some thought was A little thought was Minimum thought
given to project. It is given to the project. given to the project. was given to the
unique. project.
Content ALL content was Most content was Some content was Very little content
accurate and aligned accurate and aligned accurate and related was accurate and
directly to the novel. to the novel. to the novel. related to the novel.

Conventions No spelling, 1-2 spelling, 3-4 spelling, More than 4 spelling,

punctuation, or punctuation, or punctuation, or punctuation, or
grammatical errors grammatical errors grammatical errors grammatical errors,
are present in are present in are present in which causes
project. project. project, which conflict between
causes conflict written response and
between written it’s meaning.
response and it’s
meaning.

Comments: Great representation of chapter 1 of the novel! I can tell that you put forth a lot of

effort and creativity in your project. One recommendation that that I would like to make is to

simply review your final drafts for all spelling and punctuation errors prior to submission. It may

also help that you have one of your classmates peer review your work as well. Overall, You did a

great job!

Total Points: 14/16= 88%

Report of Your Findings

For this assessment implementation, the 23 students were able to effectively create and complete

their comic storyboards. One error that students ran into during the assessment was exporting their work

from the online software to the computer. After it was brought to our attention that students needed

assistance downloading their comics to the computer, so they could turn them in on Google Classroom,

Mrs. Thomas was able to effectively model the steps for exporting creations using the Smart Board

projector.

Overall, we both received performance results that we initially expected from the students! Mrs.

Thomas provided me with data that demonstrated that her students performed better on activities that
were not only engaging but hands on. Also, activities that allowed students to be creative and demonstrate

what they have learned in their own way was something that we kept in mind during the planning process

of this assessment.

One thing that should be done to improve this assessment the next time it is implemented is a

video tutorial and/or a detailed explanation of how to export and submit digital comics from the

storyboard program to the computer.

Report of Impact on Student Learning

Whole Group Assessment Data:

20
18
16
14
12
10
8
6
4
2
0
0-4 points 5-8 points 9-12 points 13-16 points

 19 students scored between 13- 16 points on the rubric. This is equivalent to a score of

81% -100%.

 1 student scored between 9-12 points on the rubric. This is equivalent to a score of 56%-

75%.

 2 students scored between 5- 8 points on the rubric. This is equivalent to a score of 31% -

50%.

 1 student scored between 0-4 points on the rubric. This is equivalent to a score of 0%-

25%.
Female Student Assessment Data:

12

10

8
0-4 points
6 5-8 points
9-12 points
4 13-16 points

0
0-4 points 5-8 points 9-12 points 13-16 points

 10 female students scored between 13- 16 points on the rubric. This is equivalent to a

score of 81% -100%.

 2 female students scored between 5- 8 points on the rubric. This is equivalent to a score

of 31% -50%.

Male Student Assessment Data:

10
9
8
7
6 0-4 points
5 5-8 points

4 9-12 points

3 13-16 points

2
1
0
0-4 points 5-8 points 9-12 points 13-16 points
  9 male students scored between 13- 16 points on the rubric. This is equivalent to a score

of 81% -100%.

 1 male student scored between 9-12 points on the rubric. This is equivalent to a score of

56%- 75%.

 1 male student scored between 0-4 points on the rubric. This is equivalent to a score of

0%- 25%.

Narrative on data:

Based on the data, the students performed well on the assessment. The class consisted of 23

students and was split into two subgroups between males and females. After analyzing the data,

we were able see that both groups of students performed about the same. Approximately 20% of

students, from both subgroups, scored lower than 13 points on the assessment.

Future Instructional Plans

Overall, the experience of working with another educator in order to create an assessment was

great! It allowed me to effectively collaborate with another individual and share ideas and strategies that

differed from practices that I have used so far in my career. I was also able to share several different

application ideas, lesson ideas, and various ways to implement technology in the classroom.

One thing that I would do to revise instruction for this lesson is to model the complete process of

developing a digital comic using Storyboard That for the class. This tutorial will consist of the account

creation, using each component of the online application to create the comic, the process for downloading

the comic from the application online, and submitting it to the Google Classroom class online. This would

have enabled students to feel more confident in their creation and submission process.

In the future, we both plan on developing an online platform using websites/blog sites, such as

Weebly, to assess student performance. This will allow students to actively engage in discussion with

classmates to debate and share thoughts on a particular topic/issue. Then by using this information,
students will be able to utilize the variation of ideas presented on Weebly as supporting details for their

argumentative essay performance task.