IMPACT ON STUDENT LEARNING PROJECT

Purpose
The purpose of this assignment is to provide evidence the candidate has a positive effect on student learning.
In addition to the summative evidence provided by pre and post assessment, the assignment is designed to
help the candidate provide evidence of formative evaluation and reflection and the modifications in
instruction that these lead to. These modifications should include any differentiation to meet the needs of
individual students and groups of students. In order to provide sufficient time for student learning to occur,
and modifications to be made the assignment should cover a minimum of three class meetings.

REQUIREMENTS
For this assignment you will create:

Unit Plan A unit of at least 3 lessons which include student outcomes (objectives) for the unit and plans
with outcomes (objectives) for each lesson.

Formal (summative) pre and post assessment This could be a rubric you create to assess individual or
group performance or to assess a product such as a composition or essay. It could also be a paper and pencil
test. If a rubric is used, the students should be graded by the candidate, but may also be graded by the
cooperating teacher.

Pre and post videos may assist in this process but are not sufficient evidence by themselves. Though it is
important to document growth, in a limited number of cases, a pre assessment may not be indicated, as in
small group composition project.

Blank copies of the pre and post assessments should be included.

Formative Assessment, Reflection and Modification Throughout the unit, it is expected the student
teacher is making less formal, formative assessments, reflecting on the success of each lesson and making
modifications to improve the following lessons, including accommodations for individual learners or groups
of learners. These efforts will be described in the Summary Reflection.

Summary Reflection on the Process The candidate will provide a summary discussion of the process
which includes:

• Evidence of the extent of student growth in the form of average results for the pre and post assessment.
Hopefully, the group average will show improvement from the pre test to the post test. Mitigating
circumstances and how the candidate responded should be mentioned. If a certain part of the class seemed to
benefit more than another, that should be noted and mentioned. You may wish to gather evidence of how
positively the students felt about the unit.

• Evidence of your attempts to assess ongoing instruction, reflect and modify instruction. This should
include differentiation to meet the needs of individual students.

• Final thoughts about how you would do the unit differently next time—from the selection of music and
outcomes, to the instructional process, to the assessments you used.
IMPACT ON STUDENT LEARNING-RUBRIC

Name Supervisor Date

3 2 1

Unit of at least three lessons 3 or more lessons 2 of the 3 criteria present 0-1 criteria present
Includes unit outcomes (objectives)
Includes lesson outcomes (objectives)

Pre assessment Measure is consistent with outcomes 1 of the 2 criteria present 0 criteria present
Follows good principles for
rubric or test construction

Post assessment Measure is consistent with outcomes 1 of the 2 criteria present 0 criteria present
Follows principles for
rubric or test construction

Student learning Significant improvement Modest improvement No improvement or

explanation of mitigating
circumstances and efforts
made during the unit

Summary Reflection
Reflection is extensive and detailed Reflection is acceptable in Reflection is limited in
length and detail length and detail
Includes several examples of Includes one example of No example of
differentiation differentiation differentiation
Describes several possible Describes one possible No changes described
changes change

Overall (13-15) (8-12) (5-7)