Ashley Miller

Dr. Akcaoglu

FRIT 7236

Key Assessment: Part I

Assessment Item Objectives

Multiple-Choice:

Objective 1: Students will be able to identify a main idea and the supporting details of a passage or text. (Factual/Analyze)

1. Read the following passage. Then answer the question.Termites are insects that live in large groups called colonies. Some termites build mounds as their homes. Termite mounds are made with dirt and saliva. Termites build tunnels inside the mound. Termites travel through the tunnels.

The tunnels help keep the termite mound cool. Some mounds can be more than 20 feet tall!

Which of these is NOT a supporting detail?a. Some termites build mounds as their homes.b. Termite mounds are made with dirt and saliva.c. Termites build tunnels inside the mound.d. Some mounds can be more than 20 feet tall.

Objective 2: Students will be able to reorganize events into the correct sequence. (Procedural/Create)

2. In what order should these sentences be written in order to make sense. a. I brush my teeth.b. I arrive at school.c. I open my eyes and wake up for the day.d. I leave school for home.e. I get out of bed to get ready for school.

A. a, b, c, d, eB. c, a, e, d, bC. c, e, a, b, dD. e, c, a, b, d

Objective 3: Students will be able to match cause and effects of a passage. (Factual/Remembering)

3. Read the following passage, then answer the following question.Do you skip breakfast most mornings? If you’re like most kids, you probably do!

A new school year can be a good time to get into the habit of eating a healthful breakfast, say experts. Recent studies show that eating breakfast boosts both your health and your brainpower.

Look at the sentence below. Then choose which part of the sentence (1 or 2) answers the question.

(1)You can boost your brainpower and health, (2) if you get into the habit of eating a healthful breakfast.

Which part of the sentence underlines the cause of the sentence?

a. Part 1b. Part 2

Objective 4: The student will be able to assess a passage or text into main idea and details, sequence of events, and cause & effect. (Metacognitive/Principles/Evaluate)

4. Read the passage. Then read the three sentences (a-c), fill in the blank with the correct reading strategy being used using the word bank. You may use the abbreviation provided below the word.

Casey knew he wasn’t supposed to play basketball in the living room. So he just bounced the ball once. Well, twice. He was about to go outside when the ball hit a little vase on the end table. It crashed to the floor. It broke into about a million pieces.

“I’ll clean it up,” he thought. “Maybe no one will notice.” He looked outside. His mom was in the backyard, playing with his little brother.

He got a broom and dustpan from the kitchen. The broom missed some little pieces of the glass. So he used his hand to sweep the glass into the pan.

“Ouch!” His cut his finger. It began to bleed, right onto the white sofa.

He dropped the dustpan and ran to the bathroom. Little red drops trailed behind him. He filled the sink and ran warm water over the cut.

He opened the cabinet. The bandages were on the top shelf. He went into his room to get a chair. It was piled high with junk. He went down the hall to get the kitchen ladder and realized he forgot to turn off the water. Just then, he heard the sounds of water flowing and the door opening.

a. Casey knew he wasn’t supposed to play ball inside of the house. As a result of this, Casey had a lot of accidents.

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b. The passage is about how accident prone Casey is. He knew he wasn’t supposed to bounce the ball in the house but he did it anyways. When he did that he broke a vase and cut his finger.

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Main Idea Sequence of Events Cause and Effect

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c. First, Casey bounced the ball in the house twice. When he did that, the ball hit a vase and he cut his finger. Before he cut his finger, he tried to clean up the vase and pick up the broken pieces with his hands. Then he cut his finger. After he cut his finger, he tried to clean the cut. He needed a bandage but couldn’t reach it, so he got a chair. Lastly, he forgot to turn the water off after he cleaned his cut, but realized that as the backdoor opened.

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Essay:

Short Answer Questions

Objective 1: The student will be able to recall the difference between cause and effect. (Remembering/Concepts)

1. What is the difference between cause and effect?a. Cause tells WHY an event happened.b. Effect tells WHAT happened as a result of the event.

Objective 2: The student will be able to state the importance of transition words. (Remembering/Principles)

2. What is the importance of transition words when describing events?a. Transition words let the reader know when or what order an event happened.

Objective 3: The student will be able to explain what a main idea is. (Understand/Concepts)

3. What is a main idea?a. A main idea is the central point or topic in a piece of writing that an author tries to make.

Essay Questions

Objective 4: The student will be able to give an example of a cause and effect. (Understand/Procedures)

4. Have you ever felt that you had a bad day? Nothing seemed to go your way? Well there was a cause to why you had that bad day, and there were effects from that, too. Describe your bad day. Tell what the cause was, and the effects. Then tell how you made it a good day.

a. Students’ answers will vary. (See the rubric for grading procedure)b. Rubric:

Item Not evident Some evidence On TargetDescribes bad day Student does not

give evidence.Student attempts to provide some details to a bad day.

Student provides many details describing a bad day.

Cause Student does not provide a cause(s).

Student provides cause(s) to bad day.

Effects Student does not provide effect(s).

Student provides effect(s).

Solution Student does not Student attempts to Student provides a

provide a solution to making it a good day.

provide a solution to making it a good day.

detailed description of how to make it a good day.

Score:Comments:

Objective 5: The student will be able to compose a sequence of events. (Create/Metacognitive)

5. Pretend you made a new friend at school. You are talking about how to play your favorite game or how to make your favorite dish. You learn that you friend has never tried it. You are to describe this game or dish. Tell the name of the game or dish. Then describe the steps in order, using transition words, of how you would play the game or make the dish. (You only have to choose one.)

a. Students’ answers will vary. (See rubric for grading procedure)b. Rubric:

Item Not evident Some evidence On TargetName of game or dish.

Student does not provide a name of the game or dish.

Student provides a name of game or dish.

Transition words Student provides no transition words in the description.

Student provides some transition words in description.

Student provides all the transition words in description.

Order Student does not show order in description.

Student shows some order in the description.

Student shows order correctly in description.

Score:Comments:

Objective 6: The student will be able to explain the role of a topic sentence. (Understanding/Concepts)

6. Topic sentences tell what the paragraph is about and what the main idea is. Topic sentences also set up the writing or mood for the reader. What are the three things the topic sentence is setting the reader up for? Describe what each of these do.

a. Students’ answers do not have to be these exact words, but this is what the teacher is looking for in their answers.

i. The three things that the topic sentence sets the reader up for are tone, voice, and style.

1. Tone tells how the writer feels about the subject; why he/she is writing it; who he/she is writing to; and what he/she wants the readers to learn, understand, or think about.

2. Voice is the author’s personality coming through in the writing.3. Style is the way the writing puts or combines sentences and words

together. b. Rubric:

Item Not evident Some evidence On TargetLists three items Student does not Student lists at least Student lists all

list the three items. two (2) items. three (3) items. Description of items

Student does not describe the items.

Student attempts to describe at least two (2) items.

Student correctly provides a description of all three (3) items.

Score:Comments:

Higher Order Thinking Skills (HOTS)

Objective 1: Students will generate a graphic organizer that identifies the main idea and supporting details. (Create/Conceptual)

1. Read the following passage. Then make a graphic organizer identifying the main idea and at least four (4) supporting details.

A teenager recently discovered the skull of a huge prehistoric bird in Argentina, a country in South America. Scientists say the 10-foot-tall bird had a sharp, hooked beak and thin legs. They think that the bird probably ate animals as large as sheep and ran fast.

The big bird belonged to a group of birds called "terror birds" that once lived on Earth. "It is an unbelievable creature. This is the largest known bird, with a skull bigger than a horse’s head," says Luis Chiappe, director of the Dinosaur Institute, a part of the Natural History Museum of Los Angeles County, California.

From ReadWorks.orga. Students’ answers should be set up similar to this:

b. Rubric:

Item Not evident Some evidence On TargetGraphic Organizer Student does not

provide a graphic organizer.

Student attempts to make a graphic organizer.

Student provides a correctly made graphic organizer.

Main Idea There is no main idea given.

Student attempts to provide a main idea. Although it is not correct.

Student correctly identifies the right main idea.

Supporting details There are no supporting details given.

Student provides less than three (3) details.

Student provides all four (4) supporting details.

Score:Comments:

Objective 2: Students will determine the effects of a given situation. (Evaluate/Metacognitive)

2. Read the problem. Then answer the following questions.The teacher assigns you a report on trees. You plan to write it on the night before it is due. That afternoon your parents say they’re going to a fun place for dinner and ask if you want to come. You know that if you go, you won’t be able to finish the report.

What choices do you have? What do you think some effects could be from making those choices?

From charactercounts.orga. Students’ answers may vary but may be similar to this suggestion.

i. Choices:1. Tell my parents that I have a report due tomorrow and stay home.2. Go with my parents to the dinner.

ii. Effects:1. Do report:

a. My parents will be happy I told the truth.b. My teacher will be happy I turned in my report.c. I will feel better that I did the report.d. Parents may give me a treat for doing the right thing.

2. Go to dinner:a. Lie to teacher why I didn’t do the report.b. Get a bad grade.c. Parents get mad that I didn’t do report.d. Get grounded.

b. Rubric:

Item Not evident Some evidence On TargetChoices Student does not

provide any choices.

Student provides at least one choice.

Student provides two choices.

Effects Student does not provide any effects.

Student provides effects for at least one choice.

Student provides effects for both choices.

Score:Comments:

Objective 3: Students will justify why a sequence of events is not correct and provide a solution. (Analyze/Procedural)

3. Read the following passage. Then answer the following questions.Henry and Maggie wanted to make a pizza. They needed to get the ingredients together and assemble the pizza. Next, they took pizza sauce and spread it onto the dough. Finally, they pulled the pizza out to cool before they ate it. Then, Maggie put cheese over the sauce and Henry put pepperoni on it. First, they got pizza dough and rolled it flat onto a pizza pan. It was delicious!

Does this passage make sense? Why or why not? If not, how would you correct it?

a. Students’ answers should be similar to this: No, the passage does not make sense because the transition words and sentences are

not in order. For the passage to make sense I would rearrange the sentences.i. Henry and Maggie wanted to make a pizza. They needed to get the

ingredients together and assemble the pizza. First, they got pizza dough and rolled it flat onto a pizza pan. Next, they took pizza sauce and spread it onto the dough. Then, Maggie put cheese over the sauce and Henry put pepperoni on it. Finally, they pulled the pizza out to cool before they ate it. It was delicious!

b. Rubric:

Item Not evident Some evidence On TargetQuestions answered Student does not

answer the questions.

Student answers at least 1 question.

Student answers all questions.

Justify answer Student does not justify answer.

Student attempts to justify answer.

Student correctly justifies answer.

Identifies correction.

Student does not attempt to correct the problem.

Student makes an attempt to correct the problem.

Student corrects the problem.

Score:Comments:

Performance assessment:

Objective 1: Students will develop an online graphic representation of main ideas and supporting details using a Web 2.0 tool such as Popplet and provide a supporting detail to another classmate’s project. (Create/Conceptual).

1. Students will choose a subject of a specific topic (e.g., an animal or a book) and create a web diagram on the topic. Using a Web 2.0 tool such as Popplet, the students will organize the information to identify the main idea and details. The students may type text, use videos, draw pictures, and post pictures within the organizer. Then to finalize it, the students will record the presentation to submit. After the presentation is complete, students will share with their class. Students must respond to at least one other classmate’s organizer by adding a new detail about their classmate’s topic.

Example of Popplet:

Rubric:Main Idea Activity Rubric

Not Completed Needs Improvement Meets Expectations

Web Organizer

Not present. Main idea is not present.Less than 4 details are given.

Main idea is clearly the central point.At least 4 clear details are given.

Response to Others

No response. Made minimal or little response to one classmate.

Response to classmate is clear, respectful, and makes a connection.

Organization No organization.

Items are just randomly placed.

Shows clear organization throughout the presentation.

Audience Appeal

No resources or variety.

Contains only one or two of these: Eye-catching, creative, colorful, and appealing.Uses just one feature of Web 2.0 tool.

Is eye-catching, creative, colorful, and appeals to audience.Includes various features available in Web 2.0 tool such as: typed sentences, drawings, video, pictures and/or graphics.

Timeliness No submission. Presentation was completed after the submission date.

Presentation was completed on time.

Total Score:

Objective 2: Students will construct a cause and effect science project using research to produce and evaluate the scientific method. (Create/Procedural)

2. Students will choose a science project topic that is a cause and effect investigation (e.g., what would happen to plants that listened to rock music? What happens to an egg in a jar of vinegar?). Students will follow guidelines such as these: http://www.utelementary.org/ourpages/auto/2013/1/9/54511288/ScienceFairGuide%202013.pdf to produce the project and the report. In the report, the students will write a hypothesis about the topic (main idea), procedure (Sequence of Events) and a conclusion that determines the cause and effects of the topic.

Rubric:

Science Activity Rubric

Not Completed Needs Improvement Meets Expectations

Problem and Hypothesis

No problem or hypothesis given.

Only the problem or hypothesis is given.Problem or hypothesis is not clearly written.Hypothesis is not written correctly.

Both problem and hypothesis are given and clearly stated.

Hypothesis is written correctly.

Procedure/Sequence

No procedure/sequence.

Events are in sequential order, but no transitional words are used.

Events are in sequential order with the use of transitional words.

Conclusion

No conclusion. Not all features are evident: Topic Problem and

hypothesis restated. Causes Effects of project

have been determined.

All features are evident: Topic Problem and

hypothesis restated. Causes Effects of project

have been determined.

Organization No organization. Items are just randomly placed.

Shows clear organization.

Appeal

No resources or graphics given.

Contains only one or two of these:

Eye-catching Colorful Appealing to

audience Uses graphical

representations or drawings

Eye-catching Colorful, and Appeals to

audience. Uses graphical

representations or drawings

Sentence Structure,

Spelling and Grammar

Not present. Some incomplete sentences or run-ons.Some misspelled words.Failure to capitalize beginning of sentence.

Sentences are clear and complete. Words and grammar structure are correct.

Timeliness No submission. Submission was made later than due date.

Submission was made on time.

Total Score:

Objective 3: Students will verify that a procedure is written correctly or incorrectly by performing the tasks, and then support their decision in a written report. (Evaluate/Procedural)

3. Students will work with a partner. Each group will receive a task with listed procedures. The procedures will not be in the correct order. The students must perform the tasks and decide where

the procedure went wrong. The students will write a report of their findings and how they corrected the procedure.a. Example:

You and your partner must complete the following tasks. The steps may or may not be in the correct order. Together you must decide if the procedure is written correctly. You may make notes on your procedure sheet.

After you have completed the task, write a paragraph about your findings. Tell whether the procedure was written correctly or not. If it was not, tell what was wrong. Then explain how you and your partner solved the problem, and write out the procedures correctly.

Task : How to Make an Ice Cream Sundae

1. Get a serving dish, such as a bowl to build your sundae in.2. Using the ice cream scoop, scoop out three balls and place in dish.

3. Grab your bucket of ice cream and an ice cream scoop.4. Get the chocolate syrup and/or caramel syrup. Put as much as you want over the ice cream.

5. Grab the toppings you want for your sundae (nuts, chocolate chips, sprinkles, etc.)6. Sprinkle toppings over the sauce.

7. Place cherry on top of sundae.8. Squirt whipped cream on top of the toppings.

9. Eat and enjoy!10. Grab a spoon.

* Note: highlighted steps are the ones in the incorrect order.

b. Rubric:

Not Completed Needs Improvement Meets Expectations

Identifies whether the procedure is correct or not.

Not present. Student identifies whether the procedure is correct or not.

Identifies where the procedure is wrong.

No response. Student identifies some steps that are incorrect in the procedure.

Student correctly identifies all steps that are incorrect in the procedure.

Solution

Not present. Student makes an attempt to provide a well thought out solution. There is still need for clarity as to why this solution is better.

Student provides a well thought out solution. Justifying why the solution is better.

Organization ofNew solution

No organization.

Items are just randomly placed. Shows clear organization throughout the procedure.

Sentence Structure, Spelling and Grammar

Not present. Some incomplete sentences or run-ons.Some misspelled words.Failure to capitalize beginning of sentence.

Sentences are clear and complete. Words and grammar structure are correct.

Total Score:

Assessment Plan

Improving Item Reliability:

Reliability is when students’ results stay the same or consistent through the same tasks when completed on more than one occasion. (Brookhart and Nitko, 2015)

All assessments:

Students will be continuously evaluated or assessed to ensure that the information is reliable

Directions or questions may be changed to establish reliability and better understanding among the instruction and assessment.

Hold student conferences to check for understanding of the material. Have students practice skills or strategies to build up consistency of experience and

knowledge, such as looking at sequence of event scenarios, making graphic organizers, or writing hypotheses.

HOTS:

“Critical thinking is a process, the goal of which is to make reasonable decisions about what to believe and what to do” (Ennis, 1996).

With cause and effect: Provide real-life scenarios to students as an activator to get them to think about their actions.

For main idea: Show students how to use graphic organizers and allow them to practice making them as whole group, small group, and individually.

Performance: Provide students with rubric that shows what they will be graded on beforehand, so that they will

know what the expectations are. Objective 1:

o Show students how to use graphic organizers and allow them to practice making them as whole group, small group, and individually.

Objective 2: o Practice making all parts of the scientific method whole group, small group, and

individually throughout a determined timeline.o Provide students time in class to work on project to enable assistance if needed.

Objective 3:o Practice small tasks in small groups to understand procedures and how to make a report.

Improving Item Validity:

Validity is how dependable your analysis of students’ assessment results are using evidence and other sources to show students’ learning outcomes. (Brookhart and Nitko, 2015)

All assessments:

Resources and framework will align with state standards.

Information that is found to be on assessment, key points, and/or important will be emphasized during instruction.

Results from assessments will be used to determine the path of student learning. Blueprint or Table of Specifications will be used to carry out unit plan of instruction. Provide students with in-class experiences.

Essay, HOTS, and Performance:

“To apply problem-solving skills, students need a task that is somehow new or different to them. The task need not be new to the world, just new to the students” (Brookhart and Nitko, 2015).

Make the situations realistic, so that students will be able to apply their problem-solving or critical thinking skills.

Use rubrics to provide feedback and rate students’ learning.

Performance: Objective 1:

o Use the Web 2.0 tool so that students are familiar with the features to be able to utilize the tool for assessment.

Objective 2: o Have experiments that would be similar to what they are going to be assessed on, so they

learn the process of the scientific method. Objective 3:

o Provide students with small group tasks to practice tasks and procedures. This will build up student confidence when it comes to assessing this objective.

Differentiation of Instruction:

Differentiated instruction is instructional practices that have been altered to meet student needs, abilities, motivations, and interests. (Brookhart and Nitko, 2015).

All assessments:

Modifications will be made for any students with accommodations. Relate the material to real world experiences, so that students will learn to utilize other skills

while tackling assessment tasks. Students will be evaluated for any misconceptions and then grouped for further instruction. Instruction will be modified if assessments display any misconceptions or lack of

motivation/interest. Instruction will be given through different types of material: video, slides, discussions, etc. to

reach all learners.

Improving Student Learning:

All assessments: Feedback will be given in a timely manner. Differentiation of instruction will be used to reach all student learners.

Assessments both formative and summative and informal and formal will be used to gauge student learning. The analyzed results will be used to determine path of instruction for student improvement.

Information will be reiterated to emphasize the key points of importance of information that students need to be able to recall for future use.

HOTS: Teach students critical thinking strategies for Inferences.

Performance: Objective 2: Teach students how to create a science project using a guide.

Improving Future Assessments:

All assessments: Assessments will match students’ ability levels. Scoring guides and/or rubrics will be given to students beforehand, so they understand

expectations. Make sure that clear, concise directions are given. Provide feedback on assessments and rubrics.

Essay, HOTS, and Performance:

Will use rubrics and checklists to score student assessments