Module three application
- 1. ED5013 Module Three Application 1 Assessment Strategies for Improving Learner Outcomes Module Three Application American College of Education Stacey Zupko April 27, 2016
- 2. ED5013 Module Three Application 2 Writing Classroom Assessment Items The ability to compose test items that are nonbiased, valid, and reliable is an integral part of assessment literacy. In this Module Three’s application I will design a selection of tests that could be used to assess the unit of study that I created in Module Two. I will develop a ten item multiple-choice test using the curriculum map and the test specification table from the science unit about living systems from module two. I will then conduct an item analysis and make any necessary revisions to the summative test. I will also create a formative assessment that will measure student growth in achievement on the learning objectives as well as provide feedback to modify my instruction for the unit. Stiggins (2008) states that two decades of research from around the world has proven that a steady use of assessment for learning shows significant improvement in student achievement, particularly for low achievers. Last I will design a performance task. In module two I describe several activities that are actually performance task assessments. I will be creating a Holistic rubric to evaluate the research paper.
- 3. ED5013 Module Three Application 3 Part 1: Summative, Multiple-Choice Test 1. Animals find water, shelter, air, space, and food in an area called its- a. Habitat ** b. House c. Community d. School 2. Rain, wind, and waves can wash away the soil and cause this environmental change- e. Fossils f. Deforestation g. Erosion ** h. Overpopulation 3. Animals and plants depend on each other to survive. This is called- a. Interpersonal b. Interdependent ** c. Ecosystem d. Shelter 4. A raccoon living in a tree is an example of- e. Food f. Family g. Shelter ** h. A Tree house 5. If animals do not adapt to changes in their habitat- a. They will die ** b. The seasons will end c. They will live somewhere else d. The habitat will stop changing 6. An environment is made up of- e. Plants and animals f. Water and shelter g. Family and love h. Living and nonliving things ** 7. This habitat change is called: a. Erosion b. Forest fire ** c. People building homes d. People cutting down trees 8. Hardened remains of an animal or plant is called a- e. Fossil ** f. Habitat g. Rock h. Bone 9. Which is an example of a living thing? a. Rocks b. Dirt c. Water d. Trees ** 10. Erosion is prevented by grass and plants because- e. Their roots take food from the soil f. They build an underground wall g. Their roots hold the soil in place ** h. They drink all the water from the soil
- 4. ED5013 Module Three Application 4 Pre-Administration Item Analysis After conducting an item analysis using the pre-administration checklist I have decided that no revision is needed. The task and the language is clear for each item and written at the appropriate level for the intended grade level. Each item connects to a key factor important to learning the standard that guided the unit of study being assessed. There is a single correct answer to each item, however, in certain items there is an option other than the correct answer that will give the students pause. If students know the information then they will not have a problem choosing the correct answer over the similar option. These items provide a fair assessment and together the items cover the cognitive levels sufficiently. Part 2: Formative Assessment 1. Match the definition to the correct vocabulary word ____ Living and nonliving things working together to survive. (D) A. Habitat ____ A place where plants and animals naturally live. (A) B. Extinct ____ The source of energy that starts the food chain. (H) C. Interdependent ____ The hardened remains of an animal or plant. (G) D. Ecosystem ____ Animals that no longer exist on earth. (B) E. Erosion ____ Depending on one another. (C) F. Adaptation ____ The washing away of soil. (E) G. Fossils ____ Animals change when their environment changes. (F) H. Sun 2. True or False? Circle T if these statements are true and F if they are false - All living things need shelter, love, family ( T / F ) false - Erosion is the process that wears away the Earth’s surface ( T / F ) true - Plants produce oxygen for humans to breath ( T / F ) true
- 5. ED5013 Module Three Application 5 - A fossil provides information about living organisms from long ago ( T / F ) true - An environment is made up of only living things ( T / F ) false 3. Fill in the blank - A Raccoon living in a tree is an example of ________. shelter - An animal is ______ when it no longer lives on the Earth. extinct - The ________ is the source of energy that starts the food chain. Sun - Animals find food, shelter, air, space, and water in their natural ________. Habitat 4. There are many environmental factors that occur in a habitat and cause changes over time. Choose one environmental factor and in complete sentences describe the changes that it causes in a habitat over time. One environmental factor that causes change to a habitat over time is deforestation. Humans cut down trees in the forest for many reasons such as for timber and for farmland. When trees are cut down the natural forest habitat changes. Animals lose their homes and can even go extinct. Losing the trees and taking their roots out of the ground can cause soils erosion. When trees are cut down there is less rain which can cause droughts.
- 6. ED5013 Module Three Application 6 5. Animals depend on the habitat for shelter, food, water, air, and space. Under each habitat write the names of three animals that are interdependent with that habitat. Choose from the word bank. American Southwest The Plains Eastern Woodlands 1. _______________ 2. _______________ 3. _______________ 1. _______________ 2. _______________ 3. _______________ 1. _______________ 2. _______________ 3. _______________ Porcupine Monarch Butterfly Blue Spiny Lizard Bison Ocelot Turkey Vulture Raccoon Black-footed Ferret Mountain Lion Answers: American Southwest = Blue Spiny Lizard, Ocelot, Black-footed Ferret The Plains = Mountain Lion, Bison, Turkey Vulture Eastern Woodlands = Porcupine, Monarch Butterfly, Raccoon
- 7. ED5013 Module Three Application 7 Part 3: Performance Task Description of Performance Task State one performance outcome and the indicators for the performance (specific descriptors that clarify the outcome). Students will learn to research a subject using books, magazines, encyclopedias, and online reference resources; and they will learn how to site their references. Students will write an informational report using content vocabulary and grammatically correct sentences in paragraph form. Students will learn to create three- dimensional works of art. Describe the performance task. Students will be assessed on the research, the writing, and the diorama using a kid-friendly rubric, which will be developed by the classroom teacher, the librarian, and the art teacher. Who will view the product or performance? The informational paper will be viewed by the students through self and partner reflections. The teacher will assess using a rubric. The diorama will be viewed by the students during a gallery walk and again assessed by the teacher with a rubric. What is the real-world context for the task? Research and gathering information are both valuable skills to acquire for future higher education as well as in the work place. List the step-by-step process for task completion. - Review nonfiction text features, alphabetizing, and general research methods. - Students select a habitat (eastern woodlands, plains, or American southwest) and an animal (from a list). - Divide students into small groups - In the library groups rotate between three stations: technology, book, and periodical. - Groups spend 25 minutes at each station researching and gathering notes on a graphic organizer. - Use class time to write and reflect on writing. Students are to complete a two paragraph informational report with reference citations. - Work with the art teacher and use art time to create a 3-D work of art in the form of a diorama of their animal in its habitat. List process criteria. Research: - References are cited properly - The graphic organizer is complete:
- 8. ED5013 Module Three Application 8 Writing: - Each paragraph is written on one topic - Report is grammatically correct - Report contains descriptive elements Dioramas: - Depiction of the habitat is factually correct - Depiction of the animal is accurate - List product criteria. Research: - A range of resources used for research Diorama: - Uses a variety of materials Holistic Rubric Product Product Criteria Score Research All areas of the organizer are completed: habitat characteristics, animal description, food sources, life cycle, interesting facts 3 2 1 0 Variety of materials used for research: books, magazines, encyclopedias, online resources 3 2 1 0 Works are cited correctly 3 2 1 0 Writing Writing is grammatically correct 3 2 1 0 Writing includes descriptive detail 3 2 1 0 Students have written each paragraph on one topic 3 2 1 0 Diorama Include an accurate representation of the habitat, including plants 3 2 1 0 Includes a representation of the animal 3 2 1 0 Uses a variety of materials 3 2 1 0 3 = Amazing, 2 = Good work, 1 = Needs work, 0 = didn’t do it
- 9. ED5013 Module Three Application 9
- 10. ED5013 Module Three Application 10 Conclusion Formative and summative assessments both play important roles in the learning and teaching process. In this module three application I designed a variety of assessments that would be used to evaluate the curriculum map created in module two. Using a second grade science standard on life systems to guide my unpacking the standard process I came up with learning objectives and used those outcomes to focus the test items on what was important for the students to learn. I used a test specification table to ensure that multiple cognitive levels were covered in my summative multiple choice exam. “A main focus in teacher made assessments concerns students’ cognitive abilities to understand and apply the concepts they have learned” (Notar, Wilson, Yunker, & Zuelke, 2004, p. 117).
- 11. ED5013 Module Three Application 11 References Notar, C. E., Wilson, J. D., Yunker, B. D., & Zuelke, D. C., (2004). The table of specifications: Insuring accountability in teacher-made tests. Journal of Instructional Psychology, 31(2), 115-129. Stiggins, R. (2008). Assessment manifesto: A call for the development of balanced assessment systems. Portland, OR: ETS Training Institute.