Jadyn Campbell

Fall 2022

FRIT 7236
Technology Based Assessment and Data Analysis
Key Assessment

Multiple Choice Questions

Georgia Standard:
S3L1. Obtain, evaluate, and communicate information about the similarities and
differences between plants, animals, and habitats found within geographic regions (Blue
Ridge Mountains, Piedmont, Coastal Plains, Valley and Ridge, and Appalachian Plateau)
of Georgia.
a. Ask questions to differentiate between plants, animals, and habitats found within Georgia’s
geographic regions.
b. Construct an explanation of how external features and adaptations (camouflage, hibernation,
migration, mimicry) of animals allow them to survive in their habitat.
c. Use evidence to construct an explanation of why some organisms can thrive in one habitat
and not in another.

Learning Objective:When given a plant or animal, students will determine which geographic
region of Georgia the organism is found in.

1. Which one of the following animals would survive in the Coastal Plains but NOT in the
Appalachian Plateau?
a. Black Bear
b. Bobcat
c. Gopher Tortoise
d. White Tailed Deer
Answer: Gopher Tortoise
Level and Type: Students are required to understand conceptual knowledge.

Learning Objective: Students will identify external features and adaptations of animals that
allow them to survive in their habitat.

1. Which animal of Georgia practices migration to?

a. Beaver
b. Black Bear
c. Canadian Goose
d. Gray Squirrel
Answer: Canadian Goose
Level and Type: Students are required to remember factual knowledge.
 2. How does the thick skin of an American Alligator help it to survive in the swampy
habitats of Georgia?
a. It helps it blend in with its surroundings
b. It protects them from trees and other objects
c. It keeps them warm
d. It allows them to sneak up on their prey
Answer: It protects them from trees and other objects
Level and Type: Students are required to remember factual knowledge.

Assessment Link:
https://forms.gle/TkBbeC4a8xUsbxGT7

Assessment Plan

Reliability: Reliability is the degree to which students’ results remain consistent over
replications of an assessment procedure (Bookhart and Nitko, 2019). Questions on multiple
choice assessments are very reliable. On a multiple choice assessment, there is typically only
one right answer. This allows there to be scoring consistency on these types of questions. The
questions on this formative assessment would be placed on the summative assessment at the
end of the unit. This would allow students to be assessed on the same content multiple times. I
would also formatively assess students using another assessment tool on the same content at a
later time.
Validity: Validity is the soundness of your interpretations and uses of students’ assessment
results (Bookhart and Nitko, 2019). In an attempt to produce high validity on this assessment, I
would compare the assessment questions to questions produced by the Georgia Department of
Education. The questions that are asked on the assignment would need to align with the
Georgia Standards of Excellence. The assessment is considered to be valid if it assesses the
content from the standard that was taught in class. I would analyze the data that was collected
from the assessment to determine how the learning objectives were taught. This would allow me
to change the assessment to have a higher level of validity.
Differentiation: Differentiated instruction allows teachers to meet the needs of all students. I
have many students that receive IEP services in my classroom. These students may need the
questions read aloud to them. Some students would need the assessment chunked into small
pieces. I would create the assignment to show one question at a time for these students. I would
pull some students in a small group to test.
Student Learning: I would improve student learning by using the assessments to drive
instruction. I would use the assessments to create small groups, reteach necessary material,
and enrich students when appropriate. The assessments would provide clarity in student
understanding. I would reteach the entire class or sets of students on skills when needed. THis
would allow students to fully grasp the concept before moving on to new skills. Student small
groups would be used to reteach, reassess, and enrich. This provides students with flexible and
differentiated instruction. It allows me to provide direct feedback to each student.
Future Assessments: I could use this assessment to improve future assessments.
Assessments need to assess exactly what was taught in class in reference to the learning
objectives and state standards. Reviewing data from the assessments could lead to changing a
question or providing more instruction in an area.

Short Answer and Essay Questions

Georgia Standard:
S3L1. Obtain, evaluate, and communicate information about the similarities and differences
between plants, animals, and habitats found within geographic regions (Blue Ridge Mountains,
Piedmont, Coastal Plains, Valley and Ridge, and Appalachian Plateau) of Georgia.
a. Ask questions to differentiate between plants, animals, and habitats found within Georgia’s
geographic regions.
b. Construct an explanation of how external features and adaptations (camouflage, hibernation,
migration, mimicry) of animals allow them to survive in their habitat.
c. Use evidence to construct an explanation of why some organisms can thrive in one habitat
and not in another.
Objective Level and Type Short Answer Questions

Students will identify the five Remember Factual What are the five geographic
geographical regions of Knowledge regions of Georgia?
Georgia.

Students will explain how
adaptations of animals allow
them to survive in their
habitat.
Understand Conceptual Name one adaptation of the
Knowledge American Alligator and
explain how it helps the
alligator survive in its
environment.

Students will explain how Remember Factual What is migration? Use

adaptations of animals allow Knowledge Canadian Geese as an
them to survive in their example in your answer.
habitat.

Objective Level and Type Essay Questions

Students will use evidence to
explain why organisms can
thrive in one habitat and not
in another.
Understand Conceptual Explain how a gopher tortoise
Knowledge uses its adaptations to
survive in the coastal plains.
Why would the gopher
tortoise struggle to survive in
the Blue Ridge Mountains?

Students will use evidence to
explain why organisms can
thrive in one habitat and not
in another.
Understand Conceptual What would happen to the
Knowledge animals and plants in the
Okefenokee Swamp in the
Coastal Plains region if the
temperatures got really cold?

Students will explain how Understand Conceptual Name an animal in Georgia

adaptations of animals allow Knowledge that uses camouflage to
 them to survive in their survive. Explain how
habitat. camouflage helps this animal
to survive. Why is it helpful to
the animal?

Assessment Plan

Reliability:
Reliability is the degree to which students’ results remain consistent over replications of an
assessment procedure (Bookhart and Nitko, 2019). Essay and short answer items can be
challenging to score consistently. It would be beneficial to use a rubric to help these items
remain reliable. Before students take this assessment, the teacher would explain the rubric so
that students understand the expectations. This would give students the opportunity to ask
questions before beginning the assessment. Students would be introduced to questions that are
similar to these through the use of class discussions. This would allow the students to become
familiar with these types of questions and allow the teacher to assess the students on this
content multiple times.

Validity:
Validity is the soundness of your interpretations and uses of students’ assessment results
(Bookhart and Nitko, 2019). The questions on this assessment directly align with the Georgia
Standards of Excellence for third grade. The animals assessed would have already been
introduced and covered in class. These animals are found in Georgia and are appropriate for
assessment purposes. I would make sure that the learning objectives are assessed formatively
multiple times throughout the unit before these questions are used on the summative
assessment. Lastly, these questions would only need to assess content. I would need to make
sure that I am not assessing a student’s writing ability.

Differentiation:
Students with IEPS would need this assessment to be given with accommodations. Some of
these accommodations would include small group testing, questions read aloud, and chunking
of the questions. I would also provide these students with sentence starters and vocabulary
words that should be used in their answers. Lastly, these students would be given extended
time when appropriate.

Student Learning:
Assessments should be used to drive instruction. After giving the assessment, I would review
the answers with students to provide clarity on any misconceptions. These assessments provide
clarity in student understanding. I would use the results to provide reteaching or enrichment
when necessary. This assessment would prepare students for future short answer and essay
questions. I think providing immediate feedback through the use of clearly defined expectations
on a rubric would allow students to understand their mistakes.

Future Assessments:
I would use this assessment to guide classroom instruction and discussions. The results would
allow me to reflect on my own teaching in relation to the learning objectives. I would reevaluate
my plans and assessments for future lessons. Reviewing this data would allow me to throw out
questions or reword questions when necessary. Lastly, I would need to make sure that the
assessments only assess the content in the third grade standard rather than writing skills.

Higher Order Thinking Items

Georgia Standard:
S3L1. Obtain, evaluate, and communicate information about the similarities and differences
between plants, animals, and habitats found within geographic regions (Blue Ridge Mountains,
Piedmont, Coastal Plains, Valley and Ridge, and Appalachian Plateau) of Georgia.
a. Ask questions to differentiate between plants, animals, and habitats found within Georgia’s
geographic regions.
b. Construct an explanation of how external features and adaptations (camouflage, hibernation,
migration, mimicry) of animals allow them to survive in their habitat.
c. Use evidence to construct an explanation of why some organisms can thrive in one habitat
and not in another.
Objective Level and Type Higher Order Thinking Items

Students will use Apply Conceptual Use the information to answer the
evidence to explain why Knowledge question below:
organisms can thrive in Certain animals will only survive in one
one habitat and not in area of Georgia. For example, the
another. Gopher Tortoise is only found in the
coastal plains of Georgia. The Gopher
Tortoise is considered a keystone
species in the state of Georgia. This
means that the tortoise has a large
impact on the ecosystem where it
lives.
Explain what would happen if the
Gopher Tortoise was moved to the
Blue Ridge Mountain Region. Think
about what would happen to the
Gopher Tortoise and the animals that
rely on it for survival.

Students will explain Apply Conceptual Birds use migration to survive in the
how adaptations of Knowledge wild. They migrate from the North to
animals allow them to the South in the Winter.
survive in their habitat. This question requires you to answer
two parts.
Part A.Think about the purpose of
migration. What do you think would
happen if a bird lost the ability to
migrate?
Part B. How do birds survive in a zoo if
 they are unable to migrate?

Students will explain the Analyze Factual

habitats of the different Knowledge
regions of Georgia.

Look at the map of Georgia. Which

area would likely get the most extreme
winter weather? Explain how plants in
this region adapt to this weather.

Assessment Plan

Reliability:
Reliability is the degree to which students’ results remain consistent over replications of an
assessment procedure (Bookhart and Nitko, 2019). Higher order thinking questions can be
difficult to score consistently. It would be beneficial to provide students in third grade with
sentence stems or key words to include in their answers. This would allow students to
understand the teacher’s expectations for their answers. Teachers could use a rubric or
checklist to score items consistently.

Validity:
Validity is the soundness of your interpretations and uses of students’ assessment results
(Bookhart and Nitko, 2019). The questions on this assessment directly align with the Georgia
Standards of Excellence for third grade. All concepts covered in these questions will have
already been taught in class. These questions would be used in a summative assessment.
Students need the opportunity to show deeper levels of thinking on summative assessments.

Differentiation:
Students with IEPS would need this assessment to be given with accommodations. Some of
these accommodations would include small group testing, questions read aloud, and chunking
of the questions. These students may benefit from completing these questions over a period of
time rather than in one sitting. Students would be provided with differentiated instruction in small
groups prior to the assessment. Students would be provided with the opportunity to complete
these questions on the computer rather than hand written.

Student Learning:
Assessments should be used to drive instruction. After giving the assessment, I would review
the answers with students to provide clarity on any misconceptions. One thing that may be
beneficial with students is by conferencing with the students one on one after the assessment.
This would allow the teacher to discuss the assessment with each student. Students would have
a better understanding of the material that they missed after conferencing.

Future Assessments:
I would use this assessment to guide classroom instruction and discussions. The results would
be used to write new learning objectives. Also, the results could be used in discussions with
other team teachers. Teachers could compare data to see which strategies worked best when
teaching.

Performance Assessments
Georgia Standard:
S3L1. Obtain, evaluate, and communicate information about the similarities and differences
between plants, animals, and habitats found within geographic regions (Blue Ridge Mountains,
Piedmont, Coastal Plains, Valley and Ridge, and Appalachian Plateau) of Georgia.
a. Ask questions to differentiate between plants, animals, and habitats found within Georgia’s
geographic regions.
b. Construct an explanation of how external features and adaptations (camouflage, hibernation,
migration, mimicry) of animals allow them to survive in their habitat.
c. Use evidence to construct an explanation of why some organisms can thrive in one habitat
and not in another.

Objective: Students will use evidence to explain why organisms can thrive in one habitat
and not another.
Performance 1: Create a Google Slides presentation that explains the adaptations of one animal
and plant found living in one of the regions of Georgia. Make sure to explain how this habitat
and the adaptations help the animal and plant survive in that region. You will need to include
visuals and written information. Use the checklist to make sure that you have included all of the
necessary information.

Objective: Students will describe the habitats of the different regions of Georgia and the
organisms that live there.
Performance 2: Pretend you are a reporter from PBS Kids Georgia. You have been tasked with
creating a news segment on one of the regions in Georgia. Create a script for your news
segment and record yourself presenting the information. You need to include information about
the land and climate in this region. You also need to include one animal and plant that are
commonly found in this region. Use the rubric to make sure that you have included all of the
necessary information.
Objective: Students will describe the habitats of the different regions of Georgia and the
organisms that live there.
Performance 3: Create a diorama of one of the regions of Georgia. In your diorama, you need to
include 3 of the animals in this region, 3 of the plants in this region, and an accurate
representation of the habitat. With the diorama, you will need to include a report that describes
how the 3 animals and plants that you have included use their adaptations to thrive in this
habitat. Use the rubric to make sure that you have included all of the necessary information.

Assessment Plan

Reliability:
Reliability is the degree to which students’ results remain consistent over replications of an
assessment procedure (Bookhart and Nitko, 2019). Performance assessments require students
to demonstrate understanding at a deeper level. Teachers should use a rubric, rating scale, or
checklist to score these items consistently. These rubrics should be directly aligned with the
learning objectives. They should also provide clear expectations for the assessment.

Validity:
Validity is the soundness of your interpretations and uses of students’ assessment results
(Bookhart and Nitko, 2019). The topics covered in these assessments directly align with the
Georgia Standards of Excellence for third grade. These assessments would be used as a
summative assessment due to the deeper level of thinking that would be required. These
assessments allow students to demonstrate their knowledge and skills in a new way.

Differentiation:
Differentiation is important to show a student’s true level of understanding. Students with IEPS
would need this assessment to be given with accommodations. Some accommodations that
would be helpful would be applying sentence stems or chunking. Students would benefit from
being given a checklist to use as they work. These assessments would be broken into multiple
small tasks rather than one large assessment.

Student Learning:
Assessments should be used to drive instruction. Students would be given the opportunity to
make corrections on their performance assessments when appropriate. I would also provide a
“check in” about halfway through the project. This allows students to make corrections before
the final piece of work is turned in. Students that struggle with understanding the assignment
would be given the opportunity to work on the assignment during the intervention time of the day
in a small group with the teacher. This would allow students to ask questions to gain a better
understanding of the assessment expectations.

Future Assessments:
I would use this assessment to guide classroom instruction and discussions. I would use the
results to redo the rubrics and checklists. I would also use the results to change the project
expectations for future years. The results may show that students did not fully understand the
expectations of the project. It would be important that I improve this piece for future performance
assessments. The team of teachers could use the results to improve scoring rubrics for this
assessment and others in the subject.