*Alternate COVID Pathway: Course Journal From ​Building An Assessment Plan

Online Course (Connect2Learning)

Suggestion: Use the unit plan you developed for the original Assessment C assignment as you
engage in this course.

Module 1: Introduction & Overview Taking Action

1. Choose one of the Hawai‘i standards to practice (from your Assessment C unit) on and
make a list of all possible evidence you might collect to show proof of the degree to
which a student is achieving that standard (list the standard and the evidence). Consider
evidence from multiple sources including observations (e.g., checklists, anecdotal
records, videos), conversations (e.g., recordings of student reading, learning journal
entries, self-assessments), and products (e.g., tests, quizzes, projects). Indicate the
standard and the evidence:
Standard: 5​ -ESS3-1. Obtain and combine information about ways individual communities use
science ideas to protect the Earth’s resources and environment.
Evidence:
● Teacher observations
● Teacher notes, checklists, videos, recordings
○ Small group work
○ whole group discussions
○ Fishbowls
○ socratic seminar
○ Chalk talk
○ Debate
● Products
○ Journal entries
○ essays
○ self-assessing rubrics
○ Tests/quizzes
○ Exit slip
● Conversations
○ Reading with students
○ Conferences with students

2. Think about what you have read so far. ​In what ways has this reading confirmed things
for you? In what ways does it remind you of your current instructional practice? What
might it have reminded you of that you may have forgotten?
 This reading has confirmed for me that assessment is an on-going process, even after the
unit is over. For example, when the text talks about setting goals after a unit for the next project.
The reading has confirmed that students should take part in self-assessment. This reminds me of
my solo teaching, as everyday the students and I looked at the rubric as a class. In the end, the
students assessed their own group, as well as one another, then they had the chance to modify
their presentations. However, what I did not include, but would like to is including the students
in creating the criteria. I think this would show me what the students think a successful project
looks like, as well as keep them accountable for the quality of their work.

3. Record something you would like to learn more about.

I would like to learn more about what descriptive feedback looks like and sounds like. I
think that I give descriptive feedback, but I would like to know if what I think descriptive
feedback is, is accurate.
Module 2: Beginning With The End In Mind- Taking Action
1. Begin to draft your own assessment plan by considering the following steps:
● Choose a subject area and one term to focus on. You may find it easier to begin with one
unit of study. (Like your Assessment C unit)
● Summarize the learning goals (also called learning standards or learning outcomes) into a
clear description of the learning destination. ​In five to seven statements describe what
students are to know, understand, do, as well as articulate about their learning.
Read and review the documents for your subject area and grade level to see if your
description is an accurate summary.
Assessment C:
 Language Arts:

Consider the two other components of the learning destination process described on pages
27 – 30 of chapter 3. Consider:
● How might you share the learning destination with your students?
I would share the learning destination with the students by posting it up in the classroom
for the students to see. One thing that my mentor does that I would like to do if I teach upper
elementary is having the students track their grades. I would have them keep a list of the
destinations in their binders and as we complete assessments, they can record their grades on
assignments of each subject area. This would allow them, for both themselves and me, to see
exactly where they are at and what areas they need to improve on in each subject area.
● After reading the examples of how other teachers have used the learning destination in
their teaching practice, what are you considering as a first step?
After reading examples of how other teachers have used learning destinations, my first
step would be to compile and organize the destinations of each subject by quarters. I would like
to use this to help me in grading and tracking my students. I also like the idea of using it at parent
teacher conferences to communicate with parents the learning destinations and where their child
is in reaching that destination.
Module 3: Determining Reliable and Valid Evidence of Learning-- Taking Action
1. Think about the evidence of learning you and your students will be able to collect. Consider
observations, products, and conversations. ​Make a list of all the evidence related to the
learning destination in the second quadrant of the assessment plan.
When you are finished, review the list and answer the following:
● Will my evidence show whether or not students have learned what they needed to learn?
● Is there any evidence I am collecting for which I am not accountable?
● Am I collecting evidence from multiple sources?
● Am I collecting enough evidence to see patterns over time?
● Am I collecting too much evidence? Is there anything I can stop collecting?
● How can my students be involved in collecting and organizing the evidence?
● How will I provide feedback to students?

Assessment C:

I think that based on my list, there is a balance of the three different types of evidence. I think
these pieces of evidence will show if the students achieved the learning destinations from this
unit. I don’t think there is any evidence that I am collecting that I am not accountable for, each
assessment assesses one or more of the chosen standards for this unit. I think the journal entries
and the essay are the most reliable because they are consistent in showing growth over time; the
students complete the essay as a baseline then again as a summative and the journal entries are
done almost daily. I don’t think I am collecting too much evidence, if anything I could do more
to show that the students are using science ideas through more instruction and modeling on
research. My students will be involved in collecting and organizing evidence through
maintaining all the evidence in their folders. They will also self-assess at the end of this unit. I
provided feedback to my students through their journals and through conferencing.
Language Arts:

I think the listed evidence gives students multiple opportunities to show that they learned
what they needed to learn for the learning destinations. I think there is a balance of the three
different kinds of evidence, which makes my evidence reliable and valid. All the evidence is
geared toward showing learning in the chosen learning destinations and will show patterns over
time. I think the journals and discussions would show the most growth, as it is an ongoing
conversation. I think I could collect more evidence, depending on my focus since this was geared
toward one section of the kaiapuni reading standards. I also see how I could incorporate other
standards from other subject areas into these assessments. I would involve my students in
collecting and organizing evidence by having it kept in one place. As I mentioned earlier, I
would also like to try the tracking sheets that my mentor does with our students now.
Module 4: Describing Quality And Proficiency -- Taking Action
Choose one area of focus and collect a range of student work samples. As you review the
samples, make a list of what you see in each sample that is important for students to notice.
Upload the photos of the samples and the list.

In this sample, this student:

● Clearly stated her opinion that the story is related to mālama ʻāina
● Used evidence directly from the text to support her answer
● Connects her evidence to her opinion
● Writes in complete sentences
● Uses punctuation correctly
In this sample, this student:
● Stated his opinion
● Used evidence to support his opinion
● He needs to work on connecting his evidence to his opinion; why was that the best
information to pull from the story? What does it tell us that supports your point?
● He writes in complete sentences
● Uses punctuation correctly
In this sample, this student:
● States his opinion
● Uses evidence from the moʻolelo
● Does not connect his evidence to his opinion
● Mostly writes in complete sentences, but some incomplete sentences
● Mostly uses punctuation correctly

In this sample, this student:

 ● States her opinion
● Doesn’t use evidence from the story to support her thoughts, but mentions the story
● Some complete sentences, mostly incomplete sentences
● Mostly uses punctuation correctly
Alternate pathway for Module 4​: Create an exemplar for the task you are assessing. Consider
what would be important to include in the sample to adequately describe quality and proficiency.
Upload an image of the exemplar and a list of what is important for students to notice,
Module 5: Professional Judgment and Evaluation--Taking Action
1. Begin planning for your reporting process:
● Search out copies of relevant documents and regulations with regard to reporting. Be
clear about what you must do.
● Record any definitions currently in place for summative symbols, such as grades or
numbers.
● Think about how to expand the definitions so as to include more information about
learning and the qualities likely to be apparent in the evidence if students have learned
well.
2. Create your own description of achievement for one course or subject area (or for your Unit),
modeled after the examples in this chapter.
Assessment C:
Language Arts:
Module 6: Module 6: Summing Up And Next Steps--Taking Action
1. Consider the kinds of support needed for students achieving at different levels. What
adaptations might you make in each of the four quadrants to best meet their needs?
In considering the support for students achieving at different levels, I could modify my
learning destinations by creating goals that are more attainable for the different levels of my
students. For example, in mākau ʻōlelo, one of my learning destinations talks about writing the
sequence of events in a story and drawing the connection. For a student who struggles with
reading, I may make their learning destination to just be able to put the events of a story in order.
They may not be able to take the next step in drawing a connection between each part of the
story. I would also take my evidence pieces and modify it to allow different ways to represent
learning. I tried to create the balance of triangulation where there is an equal amount of different
ways to assess learning: products, observations, and conversations. I think that I could modify
the products to allow more voice and choice, so that all students have an opportunity to showcase
their learning. Then, I would have to provide a wide range of samples that show different ways
to demonstrate learning.
2. Thinking of the plan as a draft reminds you that it is a work in progress and invites you to
reflect and seek feedback. Record any questions that arise for you now that you have
completed one assessment plan.
● How can I involve my students in creating and following my assessment plan without
putting too much of an emphasis on assessment? How can I incorporate this in my
classroom in a way where learning is at the forefront more so than assessment?
● If an assessment assesses standards from more than one subject area, how do I tie that in
or do I make another assessment plan for that unit/lesson?
● How do I integrate yet maintain the separation of kaiapuni standards and regular common
core/HCCPS standards in an assessment plan? Does that mean that I have to create more
than one assessment plan for each subject?
FAQ
1. Share one or two things you learned from the FAQ section of the course.
● Teachers use self-assessment and portfolios to collect evidence on the GLOs as
well as content-based standards that are graded and evaluated at the end of a term.
● Samples can also be used to explain and demonstrate why a child may get a
certain grade through comparing the child’s sample and a sample of quality work
to show the achievement gap.