1. Provide a table (see sample below) outlining the pre-, post- and at least 1 formative assessment to be administered to each child. These assessments should measure the progress of students in your class toward your learning objective(s) and your learning goal(s). List assessments in the order in which they will be administered.
The Table should include:
A) Type of assessments (e.g., pre, formative, or post). B) The learning objectives; these are specific to the learning activities. C) Format of assessments (e.g., essay, multiple choice, listing, short answer, performance, matching, T/F, etc.).
Type of Assessments Learning Objectives Format of Assessment
1. Pre Assessment
2. Formative Assessment
3. Post Assessment
2. Provide a narrative description which:
• Explains how the assessments specifically addresses each of the goals/objectives and why the format of each of the assessments is appropriate for the learning objectives and for the students you have assessed, • Explains why you have chosen each of these assessments to attain your stated learning objectives, • Provides assessment instructions that are understood by all students, • Explains the minimal level of acceptable student performance (i.e., the point at which the student successfully meets the learning objective) in measurable terms, • Explains special adaptations for special needs students (e.g. cognitive, language, developmental, and content).
It is encouraged that you use the same post-assessments as pre-assessments after you have finished the educational sequence.
3. Submit a clean copy of your assessment(s) and scoring criteria (e.g., keys, rubrics, etc.) as an attachment.
Oklahoma Teacher Enhancement Program
Analyzing the Results: Used to show the learning gain made by each student from pre- to post- assessment
Pre Post Gain Objectives Comments
Students Assessment Assessment + or - Yes No Yes No 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.
Reprinted from Louisiana Assistance & Assessment Program
Reflecting on the Impact of Instruction
1. How many students accomplished all of the objectives you established for this body of instruction? What % of students did not meet all objectives? What factors contributed to their success/failure?
2. Did those students who were unsuccessful in meeting all objectives demonstrate substantial gains in knowledge and skills as defined in the objectives? Were there students who demonstrated very little gain or negative gain (regression) from pre-assessment to post- assessment?
3. Describe the circumstances/conditions that contributed to the poor achievement of students
who did not meet the objectives or make substantial gains.
4. Since the conclusion of the unit and/or lesson, what have you done to help students who did not accomplish/master the objectives to improve their learning in these areas?
5. What impact will the information gained from your reflection about you students’ performance have on future lessons? Describe the adjustments you will make in your instruction.
Reprinted from Louisiana Assistance & Assessment Program
Questions to Guide in Assessment Plans and Analyzing the Results
1. Were the pre- and post-assessment methods and instruments appropriate for measuring the knowledge and skills described in the objectives?
2. Did the pre- and post-assessments measure the same knowledge and skills in the same way?
3. Do the assessments adhere to the principles of good test and/or performance assessment construction?
Note: If only paper-pencil tests are used, consider only items listed under “Test.” If only assignments/activities are used, consider only items listed under “Assignments/Activities.” If both paper-pencil and performance assessments are used, both must be analyzed using the criteria established for each. Tests Complete and clear directions for students Unambiguous test items Appropriate organization Specifications of points awarded for each item
Assignments/Activities Complete and clear directions for students Specifications for scoring/grading Specifications of conditions for performance Specification of timeline(s) for completion
4. Is it apparent that the teacher understands alignment, and is there evidence that there has been a genuine attempt to align these elements of the instructional process?
5. Does the teacher report that a majority (more than 50 %) of the students met all objectives, and is this report consistent with the information on the “Analyzing the Results” chart?
6. Did at least 80% of students not meeting all objectives make substantial gains from pre- assessment to post-assessment?
7. For each student who demonstrated little or no gain from pre-assessment to post-assessment, is there a plausible explanation of circumstances that may have impeded student learning?
8. Does the teacher describe strategies he/she has used or has planned to use to help low achieving students accomplish the objectives of the work sample since its conclusion? Assessment
Common Areas of Concern
1. Some teachers fail to develop a plan for assessment that relates to the content or body of instruction that is being presented.
2. Pre- and post-assessments are inconsistent with the demonstration of knowledge and/or skills called for in the objectives.
3. For pre- and post-assessments to be valid, they must measure the same knowledge and skills in the same way. For example, a multiple choice test item and an essay do not measure knowledge in the same ways. An assignment to construct something and a descriptive essay do not measure knowledge in the same way nor do they measure the same skills.
4. Performance assessments (projects, portfolios, performance tasks, etc.) require that students know exactly what to do, how to do it, and what the criteria and timelines for the performance will be. These elements should be provided to students.
5. Teachers may need assistance in the synthesis and reporting of data on Analyzing the Results. The accurate reporting of this information influences the response to items 1 and 2, “Reflecting on the Impact of Instruction.”
6. It is unlikely that all students in a class will accomplish all objectives established. However, a substantial number (a majority) of students should meet the objectives. If not, there is something wrong with a) content selection, b) objectives, c) instruction, or d) assessments. When a majority of students are unsuccessful accomplishing the objectives, the teacher should be able to explain instructional problems (content, objectives, instruction, assessments) that contributed to low achievement.
7. Even if a number of students don’t accomplish all objectives, the vast majority (all but 3 or 4) should have made substantial gains in knowledge and skills. If the majority of students do not make substantial gains in knowledge and skills, there are instructional problems that should be addressed.
Note: Substantial gains are defined as gains in knowledge and skills from pre-test to post-test that are large enough to be readily apparent and to demonstrate that the student has learned a lot, not a little. Sometimes pre-assessments will reveal that some students have already mastered or nearly mastered the objectives and/or the content to be taught. If a student already knows the content as the 85% or greater level, he/she will not be able to demonstrate substantial gain. The assessor should be aware that if several students demonstrate high levels of prior knowledge and skill, the teacher is expected to vary content (and probably instruction) for those students. ASSESSMENT PLAN RUBRIC- Methods courses
The scale is: 1 – Has not developed or used this skill
2 – Is beginning to incorporate this skill 3 – Uses this skill appropriately 4 – Uses this skill competently with frequency 5 – Uses this skill proficiently with consistency
ASSESSMENT: The teacher assesses student progress.
1. Develops well constructed assessment 1 2 3 4 5 instruments/procedures/performances 2. Uses appropriate and effective assessment technique(s) 1 2 3 4 5 3. Utilizes a variety of formal and informal assessment techniques to monitor student learning 1 2 3 4 5 4. Consistently monitors ongoing performance of students 1 2 3 4 5 5. Provides timely feedback to students regarding their progress 1 2 3 4 5 6. Produces evidence of student academic growth under his/her instruction 1 2 3 4 5 7. Interprets and utilizes standardized/non-standardized test results 1 2 3 4 5
ASSESSMENT PLAN RUBRIC- Student Teaching/Internship
The scale is: 1 – Has not developed or used this skill
2 – Is beginning to incorporate this skill 3 – Uses this skill appropriately and competently 4 – Uses this skill consistently with a high degree of competence and confidence
ASSESSMENT: The teacher assesses student progress.
1. Develops well constructed assessment 1 2 3 4 instruments/procedures/performances 2. Uses appropriate and effective assessment technique(s) 1 2 3 4 3. Produces evidence of student academic growth under his/her instruction 1 2 3 4 4. Interprets and utilizes standardized/non-standardized test results 1 2 3 4
