Principles of Instructional Design 1

Principles of Instructional Design

Instructional Design Project
Report 3 – Post-Instructional Components
Olivia Foy
EDIT 700-D1
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Characteristics of learners which influence summative assessment and evaluation

All learners are beginning the fourth grade in August. All students have been attending
Andrews Elementary for at least a few years. All students are enrolled in the Summer Camp for
reading and math for Read to Succeed. The table below shows the characteristics of the eight
students enrolled in my class for Summer Camp for June and July.

Students Reading IReady IReady Math Other Information

Level Reading Level Level

DL K Grade 1 Grade 2 Received interventions in

math and reading this year

PH L Grade 2 Grade 2 Received interventions in

math and reading this year

TF K Grade 1 Grade 1 Received interventions in

math and reading this year

KW K Grade 1 Grade 2 Received interventions in

math and reading this year

AB I Grade 1 Grade 2 Received interventions in

math and reading this year

KA A Grade K Grade 1 Receiving support in reading

and math this upcoming
school year
Received interventions in
math and reading this year

DH K Grade 1 Grade 1 Received interventions in

math and reading this year

MC L Grade 1 Grade 2 Received interventions in

math and reading this year

All summative assessments/evaluations used to measure learning

For the duration of this unit, the objective will be assessed using multiple formats. Each
week, the students will be assessed formally on their phonics and comprehension by the
completion of the phonics packet for the weekly lesson as well as answering questions daily on
their guided reading book. Students will also be given scores on their IReady path lessons that
will continue to build as they master lessons. Students will be working on fluency during guided
reading time so they will be assessed with fluency passages at the end of the camp to determine
any improvement. In order to measure their progress in overall reading areas of fluency, phonics,
and comprehension, the students will be administered an IReady diagnostic to determine where
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there is an increase in comparison to the IReady diagnostic given at the end of the school year
prior to Summer Camp. The diagnostic is differentiated for each student as it is placed on their
level based on their reading.

List of evaluation materials

For the Fluency Passage, each student will need:
● Computer
● Google account to view Google Slides as well as Google Classroom
● Google Slides on fluency practice that consists of the passage, timer, scale, and
grader
For Guided Reading Comprehension Analysis, the teacher will need:
● Guided Reading books from the Bookroom
● Teacher Card that goes with each book that includes questions and writing
prompts
● Notebooks for each student to record their writing response on each book to
demonstrate mastery of comprehension of the text
For the iReady Diagnostic End of Summer Camp Assessment:
● Students will need computers and iReady app on their Classlink page

Procedures used in the evaluation process (time, place, procedures, concerns, etc.)
The iReady diagnostic consists of a bunch of questions on the application that will
measure their abilities in different domains in reading. As they complete each question, the
percent on the bottom of their screen increases until it gets to 100% which means that they have
completed the diagnostic. Questions could be based on vocabulary, phonics skills involving
spelling, as well as passages to assess comprehension. Once the diagnostic is finished, an overall
score will display on the student’s screen to compare to the previous diagnostic at the beginning.
The teacher will receive a report that shows the student’s overall performance as well as their
score and grade level equivalents for each of the domains as well. The domains include phonics,
comprehension, and vocabulary. A graph will display the progress of the student as well as the
percent growth and whether they have mastered their goal on iReady for annual and typical
based on the national norms for the program. This data will also be given to the teacher they will
have starting in August to determine groups and interventions for the upcoming school year.

Time
The diagnostic assessment will be given starting in the morning right after breakfast. The
test is not timed so the students will have throughout the day to complete it. Once the students
have finished their diagnostic, their path will change to adjust to the new data automatically and
the students can work on some of their path lessons based on their achieved score.

Place
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The place of instruction and evaluation will be at Andrews Elementary during the months
of June and July. Students will participate in Summer Camp on the days of Monday through
Thursday for five hours a day. The summative assessment will be conducted during the last week
of Summer Camp for results to be ready by the last day. The classrooms will be located on the
fourth grade hallway in my classroom.

Procedures
Students will grab their chromebook upon arrival to the classroom after breakfast. They
will then log in to their Classlink account and secondly the iReady program. Once they click on
Reading on the screen, their diagnostic will start. The test can be completed in multiple sessions
so every time they log back into the program, it starts right where they left off in the diagnostic.
Students will work at their own pace while the teacher monitors their progress on the teacher
account to ensure students are working without distractions.

Environment and Concerns

The students will complete the diagnostic at their own individual desk without anything
else out to distract them. They will be given paper and pencil if they need it for scratch work and
dividers if they feel that they need them to focus. As students have completed their diagnostic
before, the process is not new to them and therefore should not generate stress among the
learners. Students will be given their old score as a goal to beat to document their progress. The
teacher will still monitor and check in with the students to ensure that they are not experiencing
any test anxiety or distractions. Any students who need to refocus can sit at the teacher’s table to
limit distractions.