Lauren Caslen

All About Adjectives

https://lcaslen126.wixsite.com/frit7235
1. List of the instructional objectives from your unit.

a. Students must have previous knowledge of basic nouns and be able to rewrite sentences

by adding adjectives to describe 1 or 2 nouns.

b. Students must be able to describe their teacher by writing descriptive words on a life-size

outline.

c. Students must be able to illustrate a self-portrait and write 6 sentences in paragraph form,

each with a different adjective in order to describe the portrait, and then present their

work to the class.

d. Students will be able to correctly identify adjectives, distinguish the differences between

them, and use them correctly in their everyday writing.

2. Description of the assessments that the students completed for the unit.

The students completed a self-portrait assignment in which they had to illustrate a picture

of themselves and then write 6 sentences, each with a different adjective, to describe the self-

portrait. The students were given a detailed rubric indicating how he or she would need to

perform on the given task. The rubric also served as a conferencing tool before the final quiz

assessment in order to meet individually with students to discuss his or her work.

After meeting/talking with the students, they were given 2 quizzes/assessments. The first

quiz was made on Flexiquiz and consisted of 7 multiple choice questions and 3 questions in

which students had a drop-down menu. The questions consisted of DOK 1 and 2 level questions.

The second quiz was made using Google Forms and required the students to use a higher level

thinking skills due to a couple of the questions being DOK level 3 and short answer. This quiz

consisted of 5 multiple choice questions, 5 fill in the blank, and 3 short answer (one in which the

students were required to write a full paragraph).

3. Detailed data (for each student on each of the unit assessments).

Four students completed the online content module They are labeled Student A, B, C, and

D, with their initials in parentheses. Below is a table of the data for the self-portrait assignment

in which the students had to complete.

The following is a compilation of the results from the first assessment/quiz given to these four

students:

Last is the final assessment/quiz given to the students.

4. An analysis of the data from the unit assessments.

Two students made a 100% on both assessments, one student scored an average of 92%,

while the fourth student made an average of 55% on the two quizzes. The maximum score for

quiz number one was 100% and the minimum score for that quiz was 50%. The maximum score

for quiz number two was also 100% and the minimum score was 60%. The mean score for quiz

number one was 85%, and the mean score for quiz number two was 86%, making the mean score

for both quizzes almost identical.

In analyzing the data provided from the quizzes, all but one student has a good grasp on

identifying adjectives within sentences, but the students have a more difficult time coming up

with adjectives on their own to describe nouns. Three of the four students were overall successful

in identifying and selecting adjectives within sentences, as well as determining descriptive words

to use as adjectives in the more open-ended fill in the blank type questions. The one student

struggled on both quizzes in all areas, and will need much remediation and practice in order to be

more successful with this concept/skill. The two students who scored perfect on both quizzes

will require more enrichment type activities in the future. The results of the self-portrait

assignment confirmed all of the above, with two students scoring 100%, one scoring 88%, and

the same student proving unsuccessful on this activity (44%).

5. Field Notes (students’ behavior, questions, confusion, etc.)

Of the four students that completed the online content module, two students were able to

access every part of the content module and use most of the technology tools/outlets (Zoom

for face to face instruction, Google Classroom for uploading assignments, Google Forms &

FlexiQuiz for completing and submitting assessments) assigned to them. One student had

some difficulty accessing Google Classroom in the beginning, but we were able to work
through this by having her reset the Wi-Fi on her device and restart the device multiple times.

The fourth student apparently had difficulty with most every task and every technology tool,

but this is indicative of what we experienced most days in the regular classroom with this

particular student, as well. Behavior issues with this particular student were no different with

the online modules/instruction than with face-to-face instruction in the more traditional

classroom.

During our face-to-face Zoom meetings, I again experienced the discipline issues from

student number four. He spent most of his time making comments that had nothing to do

with the lesson I was trying to teach, and I constantly had to redirect him to try to get him

back on task and keep him from distracting the other students. It was no surprise to me that

he was the only one that consistently failed each of the assessments.

Because none of the four students were able to successfully access Edmodo and Class

Dojo, we were forced to change the way their class discussions were uploaded and submitted.

Once we switched to Google Classroom, all students were more successful. Wordle, on the

other hand, was a challenge that we were not able to overcome without the more traditional

classroom instruction. If we had been able to continue with Zoom, we probably could have

gotten past this obstacle, but once we were forbidden to use that app, I decided it was best to

cut that part out of the module.

All students were able to successfully complete and upload all remaining parts of the

module into Google Classroom, including their self-portraits, which – apparently – was

everyone’s favorite!
6. A completed evaluation rubric from Lesley Walden
7. Additional data that will help determine the effectiveness of the instruction of the module

Based on pre-existing data for the four students (previous classroom grades, standardized

test scores, etc.), the instruction in this module was as effective as any classroom

instruction/modules I’ve done with my class this year. The two most successful students in my

class were also the two most successful students for this online content module. The one student

who was completely unsuccessful with the online content module is also failing most subjects.
8. A peer evaluation for Emily Clark