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Abstract
Educational assessment refers to the assessment of the students learning. The how, what,
what and why students learn depends upon the resources and curriculum offered to them.
For any type of assessment there are some main components which must be provided,
they include a mission or purpose for the assessment, which means their must be an
initial need that must be identified in order for the assessment to be used effectively. The
must also be goals and outcomes, or “learning outcomes and/or objectives,” which will
help measure the effectiveness of the assessment. An assessment must also include
feedback; this is a necessary tool because it offers educators and administrators the ability
to be proactive in the cause of learning. If one is to continuously provide assessments
without a deeper look into the results of the assessment and the impact on student
learning, then the whole point of the assessment is lost. Students are assessed in order to
gage their learning, to improve their learning, and to better their learning process.
There are several goals of educational assessment; these goals were discussed in the
article “Principles and Indicators for Student Assessment Systems,” (Posted August 28th,
2007 by Fairtest.) The article by Fairtest, The National Center for Fair and Open Testing,
provided seven key principles that describe in detail, the various goals of educational
assessment and the first two principles focus on the primary goals of educational
assessment. Principle one discusses the primary purpose for educational assessment,
which is to “improve student learning.” The second principle is to “support student
learning,” which focuses on the accountability of learning placed on educators,
administrators, parents, and the school community as a whole. (Fairtest, the National
Center for Fair and Open Testing)
The basic components of an educational assessment program are discussed in the unit
theme for module, theme two. There are several factors that go into creating an
assessment program; Figure 1.1 of theme two gives a break down of the steps in
developing an assessment program, which include (sequentially): goals and purposes;
achievement targets; design and blueprint; scoring; recording and reporting; validity;
reliability; and fairness and, testing. These basic components give educators and
administrators the guidelines to build a successful assessment program.
Model Assessment 3
MAP Description
The purpose of this assessment program is to assess and evaluate current kindergarten
students, in the third quarter of school. The subject for the program is language arts, in
which the student’s will assessed on their ability to write, read, and verbalize categorized
sight words, (e.g., colors, days of the week, number words, and basic sight words) in
accordance to the state content standards of the department of education, California. The
assessment will give the teacher, principal, parent(s), and administration insight into
whether or not the student is ready to move onto the first grade curriculum. The
California State standards that will be examined and assessed are comprised of the
English-language arts content standards for kindergarten students. The standards utilized
include:
Kindergarten students will be assessed on their ability to recognize and spell categorized
sight words for language arts, so that the teacher and principal can determine if the
students have met the requirements mandated by the state standards, to pass to the first
grade. The teacher and principal can determine if the students have met the requirements
mandated by the state standards, to pass to the first grade.
Kindergarten students will be assessed on their ability to both write and read,
independently, basic categorized sight words. This assessment is in accordance to the
California State standard 1.2 (Spelling) Spell independently by using pre-phonetic
knowledge, sounds of the alphabet, and knowledge of letter names and 1.17 (Vocabulary
and Concept Development) Identify and sort words into basic categories (e.g., colors,
shapes, and food.) The teacher and principal can determine if the students have met the
requirements mandated by the state standards, to pass to the first grade.
Kindergarten students will be assessed on their ability to write basic categorized sight
words in accordance to the California State standard 1.4 (Penmanship) To write
uppercase and lowercase letters of the alphabet independently, attending to the form and
proper spacing of letters. The teacher and principal can determine if the students have
met the requirements mandated by the state standards, to pass to the first grade.
Kindergarten students will be assessed on their ability to listen and respond to oral
communication, and demonstrate their understanding of the meanings of the basic
categorized sight words. This is in accordance to California State standard 1.2
(Comprehension) share information and ideas, speaking audible in complete coherent
sentences. The teacher and principal can determine if the students have met the
requirements mandated by the state standards, to pass to the first grade.
In conclusion, the purpose for this model assessment program is to evaluate a class of
kindergarten students to assess their grade level competence in an attempt to determine if
they are ready to move onto first grade level work and curriculum. This particular
assessment program would typically be used during the second and third quarters of the
school year, both as a review and assessment. This will also be used during the fourth
quarter to deem if the student is ready to pass the mandated equivalency test to pass onto
the first grade.
Model Assessment 5
Write and read, Personal Communication (Formative): Students will 1 class discussion
independently, review and recite basic categorized sight words through
basic the verbal response method of call and recognition of
categorized sight song and oral review.
100 word packet
words
Selected Response (Summative): Students will write
Model Assessment 6
Use the Performance (Formative): Students will be placed in pairs 1 class participation
“alphabetic and review their sight words flashcards.
principle” to
Selected Response (Summative): Students are to
figure out 25 written words
complete the last cycle in their write to read lab
difficult word
workbooks, which reviews the key sight words and
selections.
phonetic sounds.
Write basic Selected Response (Formative): Students will use 1 worksheet per day.
categorized sight worksheets to practice their penmanship, by writing the
words neatly, alphabet.
correctly, and
Quiz: Six sight
Performance (Summative): Students will have a weekly
independently.
words per week.
quiz on their sight words.
Read and make Performance (Formative): Students will give brief Class discussion
simple sentences descriptions and/or definitions, orally, for their 100-sight
with sight words word list.
and give brief 20 fill ins
descriptions Selected Response (Summative): Students will complete a
and/or two-page worksheet that uses 20 key sight words.
definitions for Students are to fill in the sight word that best completes
the meaning of the sentence. 2 sentences in class
the sight words. per day, 3 sentences
Selected Response: (Summative): Students will write 5 per night for
simple sentences using each of the 100 sight words. *To homework.
be placed in student’s portfolio.
Model Assessment 7
Achievement Target
Kindergarten students will be able to recognize and recite categorized sight words.
Kindergarten students will spell out various sight words to a chanting rhythm.
Scoring Rubric
Score 1 2 3
Student participates in
performance.
Student spells out words
correctly.
Students keep in tune with the
music.
Achievement Target
Kindergarten students will be able to write and read, independently, basic categorized
sight words.
Students will complete a weekly homework packet, in which the must identify, read, and
write their sight words.
Scoring Checklist:
Achievement Target
Model Assessment 8
Kindergarten students will be able to use alphabetic principle to figure out difficult word
selections.
Scoring Checklist:
Students will read decodable books (independently) that review basic sight words.
Students will demonstrate their ability to sound out difficult word by using the
alphabetic principle and through phonetic awareness.
Students will be able to point out the sight words in a book or on a sheet of paper.
Students will demonstrate strong reading fluency when reading decodable books.
Achievement Target
Kindergarten students will be able to write basic categorized sight words neatly,
correctly, and independently.
Students will have daily writing drills in which they must write each of the assigned sight
words three times each.
Scoring Checklist:
Achievement Target
Kindergarten students will be able to read and make simple sentences with the
categorized sight words that are provided; students will also be able to give brief
descriptions and/or definitions for the meaning of the sight words.
Students will be given categorized sight words about feelings, colors, seasons, and
moods. The students will then articulate how they feel in response to the sight word, and
determine whether or not the emotion matches the sight word description.
Model Assessment 9
Scoring Rubric
Feelings
Mood Association
Colors
Seasons
Moods
Feelings
Description of Sight
Word
The scoring scale is appropriate for the grade level of the students.
Reliability. Both numbered and graphic-scoring rubrics will be used for all assessments
to gage student’s performance ability, content knowledge, and academic readiness for
the next grade level.
Fairness. All kindergarten students have practiced and reviewed the same subject
matter and objectives from the beginning of the school’s first quarter to the third quarter
of the school year.
Memorandum
Assessment for learning can be used by doing a number of tasks, which have multi-
beneficial elements. A few of these uses include the following:
A CALL TO ACTION
“The No Child Left Behind Act of 2001 (No Child Left Behind) is a landmark in
education reform designed to improve student achievement and change the culture of
America's schools.” (US Department of Education) Assessment FOR Learning will
provide students with the tools and options to become apart of their learning and
Model Assessment 14
assessment process, thereby, promoting: student’s self-esteem, active learning and
participation, ongoing feedback, students transference of learning, and synergy in the
classroom.
Choice. This call to action is not an act of intimidation, rather a means for
further discussion for a subject matter that is of urgent need. Everyone has a
voice, and it is imperative that we all express how we feel about implementing
Assessment FOR Learning. Although this may seem to be a somewhat
daunting tasks; with all of the other things that are required of teachers to
implement into our lessons, assessments, and evaluations, it is worth the
sacrifice. As adults we all have choices to make and a voice to use, lets give
Model Assessment 15
our students the same voice and incorporate them into their assessment
process.
better a lesson or unit, that is great, but if not stay on the more traditional track.
This method of assessment is not to just to benefit the students, but rather to
benefit both teacher and student to create an active and pro-active learning
environment.
Gradualism. “Do not through all of your eggs in one basket.” Start small,
you do not have to jump in with both feet, it is okay to test the waters a bit.
Assessment FOR Learning is an ongoing process, and should be used as the
example of how to proceed. It is imperative to make everyone comfortable
with this assessment style; therefore it is a great idea to implement this
process in steps. Not only will this help teachers who are on the fence about
implementing this type of assessment, it will give everyone the opportunity
for more in depth learning regarding this assessment, and create the time
needed to implement it properly and in an effective and approachable manner.
In closing, I believe a statement by Richard Stiggins (The President and founder of the
Assessment Training Institute, in Portland, Oregon) sums up the this call to action:
“We have come to a tipping point in American education when we must change our
assessment beliefs and act accordingly, or we must abandon hope that all students will
meet standards or that the chronic achievement gap will close. The troubling fact is that,
if all students don’t meet standards—that is, if the gap doesn’t close between those who
meet and don’t meet those standards—our society will be unable to continue to evolve
productively in either a social or an economic sense.” (Richard Stiggins)
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Once again, I sincerely thank you for your careful reading and consideration. Also,
please take a few moments to read an example of how to incorporate formative
assessment by reviewing the corresponding assessment scheme.
Peaches M. Hubbard
Educator
Model Assessment 17
Data Collection Methods: The assessment data will be collected by the use of
grading rubrics and scoring checklists collected from personal communication
(Oral) items, performance items (The arts), and selected response items (written).
A weekly assessment timetable will be used to keep the learning process on track.
Model Assessment 18
Each week there will be assessments, assessment tasks, and scoring guides, and
review to establish clear and appropriate achievement targets.
Data Storage Methods: The data or work will be graded using grading rubrics
and/or scoring checklist. The work that best demonstrates course content, student
achievement goals, or problem areas for the student will be placed in the
individual student portfolios, as well as the class portfolio, which will be reviewed
by teachers and administration. This will enable previous, current, and
subsequent teachers to have access to the performance of the class skill level as a
whole. This will beneficial to teachers and administration, as well as
accreditation boards.
Data Reporting: The data will be recorded into the teacher’s grade book. The
data will be recorded for grading as well as to map students individual and
collective learning development. The classroom teacher and teacher’s aide to
better understand students strength and weaknesses will review this data, in order
to get a better understanding of students’ learning needs. Parents will review the
data during parent-teacher conferences. Lastly, the principal or administration
will review assessment scores to see if students have met the requirements to
enter the first grade.
Learning Goals and Learning goals and Learning goals and Learning goals are
Objectives objectives are clear objectives are stated stated and follow
and concise, and are clearly and follow curriculum
well aligned with the mandated state guidelines.
state standards, standards.
lesson plans, and
target audience.
Curriculum Complies with and Standard based Curriculum utilized
meets state curriculum uses at learning objectives
mandated standards, least one assessment to create learning
focuses on the practice. Uses outcomes for
learning objectives, learning objectives assessment.
utilizes a variety of for assessment
assessment practices.
practices, and
provides the student
with the best
possible learning
experience.
Assessment Clear and well Purpose statement Vague but with
defined purpose and and listed adequate
achievement targets. achievement targets. information.
Integration of Utilizes a number of Utilizes at least one Assessment methods
Assessment assessment assessment method. are vague.
Methods methods.
MAP Well-defined Achievement targets Has defined
design/Aesthetics achievement target and readable. achievement targets,
and Originality and purpose. Clear Adequate yet uses a pre-
design and originality. designed template
framework. Easy to for MAP structure.
read with clear and
concise writing.
Original ideas,
themes, and style.
Model Assessment 20
Peaches M. Hubbard
Abstract
For this assignment I have the opportunity to discuss my opinion on state mandated
testing programs to improve local educational practices, my stance on this subject matter
is neutral and there are several factors that made me come to this conclusion. Although I
consider myself to be very open-minded, I am usually the type of person that is either for
or against something, although some gray area may creep into view at times; I usually
have a well-defined reasoning for everything. Yet, for this subject matter I can clearly
see the pros, the cons, and the improvements that are necessary to help students achieve
and exceed. So many institutions of learning, whether they are high or low scoring, tend
to teach students what is mandated for them to learn and the bottom line is that students
need to be challenged. Yes there should be academic objectives and benchmarks, but so
many times students can reach much further in their learning experience, when they are
stifled by the fact that they are just being taught enough to get by or to pass a test, instead
Thus, leads to the question Should I Join the Debate? And the answer is yes! Although
everyone may have their own personal views on state mandated testing it is imperative
that all educators weigh on the subject, this will lead to less unbiased discussions and
actions.
Model Assessment 21
Pros and Cons of Local State Mandated Testing
Pros: There are several benefits to local state mandated testing; a few are listed as
follows:
Teachers, staff, administration, and the parent community get to review the test
scores of students to see exactly what subject students are having a difficult time
with. This gives everyone the ability to work with students to help them to
Norm referenced assessment rankings are usually made from the assessment of
region. These results can be used for a variety of reasons, one of the reasons can
be to find out what improvements need to be or can be made at their home school.
Cons: There are several downsides to local state mandated testing; a few are listed as
follows:
Schools that are low income or challenged schools already have limited resources;
therefore a good chunk of the student body may already be behind in their studies.
Is it truly fair to assess these students who do not have the ready tool, technology,
and resources as other schools, with the same type of standardized tests?
Basically the test results will confirm what is already known, the students are
achieving low scores. I believe that it is imperative for challenged schools to use
these test scores to better and improve curriculum, lesson plans, and assessment
practices.
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Another downside to local state mandated testing is the type of assessments that
are used. Not all students learn in the same; therefore, I believe that there should
how they learn best, from performance assessment to essay questions. Once this
assessment method that best suites them. It is imperative to teach students how to
learn and teach them appropriate study and note-taking skills, before we assess
them.
Teaching to the test is yet another downside to assessment. Many teachers feel
that they must play catch up in order to prepare students for standardized tests so
they teach for the test. Which can lead to stress to both the student and the
exactly the opposite effect from the one we see. Stiggins (1999)
Some of the concrete instructional practices that can be implemented into any classroom to
promote the value of state-mandated assessment programs while maintaining the integrity of
instruction include:
Daily subject drills, especially in the key areas of math and language arts.
and having them follow the instructions to complete a project, assignment, etc.
Model Assessment 23
And lastly, according to Scholastic test preparation strategies, some helpful
priority and converge into other subjects; encourage purposeful reading; teaching
I reside in California, in (LAUSD) the Los Angeles Unified School District; the district
prepares students for standardized tests with the aide of sample tests, promoting proper
diet, for both morning and lunch, and making daily review a priority (about.com).
When is it appropriate to use criterion-referenced tests and what value can you get out of
that data?
The definition for criterion-referenced tests is assessments that are made to determine
whether a student has learned the material taught in a specific grade or course. Some
instances in which the use of this type of testing is appropriate include: end of the year,
quarterly testing, and beginning of the school year testing (previous year knowledge).
In conclusion, I am a believer in state mandated testing, but I truly believe that there is
room for substantial improvement and growth. Students need to be comfortable and
students note-taking and study skills starting at kindergarten and up. Students also need
to have sessions regarding test taking practices, drills, and daily reviews to help them
prepare for tests, instead of them feeling pressured, stressed, and overwhelmed. Lastly, I
will end on a call for hope, as educators we must realize that tests are like winding roads
and the end objectives, benchmarks, and standards are the mountains, thus leads to the
von Goethe.)
Model Assessment 24
HOME
HELP
Reference:
Reading: “Purposes and Programs of Educational Assessment,” Module one, theme two,
figure 1.1: Sequential Steps in Developing an Assessment Program (2009.) Jones
International University, online. http://courses.jonesinternational.edu/display.jkg?
clid=14576&uid=12032&tpl=frameset&jess_cookie=phubbard:682f26fd:1c1270d3
Article: “10 Key Elements of Testing: Types, terminology, measurement principles, and
development process,” (May 2004.) Category: Testing and Accountability: Student
testing. Last Retrieved: Tuesday, December 30, 2008. The California Department of
Education, Sacramento, CA. http://www.cde.ca.gov/ta/tg/sa/
Smith, Richard C.; Module Two, Theme Two: Purposes and Programs of Educational
Assessment (2009.) Jones International University, Online. Centennial, CO.
Article: English-Language Arts Content Standards for California Public Schools (K-12)
(2002.) California Department of Education, Sacramento, CA.
http://www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf
Smith, Richard, C. Module two, and theme two: Constructing Good Achievement Targets
(2009). Jones International University, online, Centennial, CO.
www.jonesinternational.edu.
Smith, Richard, C. Module five, and themes one, two and three: Validity, Reliability and
Fairness (2009). Jones International University, online, Centennial, CO.
www.jonesinternational.edu.
Smith, Richard, C. Module five, and themes one, two and three: Validity,
Reliability and Fairness (2009). Jones International University, online,
Centennial, CO. www.jonesinternational.edu.
Smith, Richard C., Module Four, Themes (1-6) (2009.) Jones International
University Online, Centennial, CO. www.jiu.edu
Smith, Richard C., Module Six, Theme three: Using Test Results for Assessment
For Learning (2009.) Jones International University Online, Centennial, CO.
www.jiu.edu
Duke, Nell K. and Ricthhart, Ron (1996-2009). No Pain, High Gain, Standardized Test
Preparation. Scholastic Teaching Resources. Scholastic Inc., New York, NY.
http://www2.scholastic.com/browse/article.jsp?id=4006
Volante, Louis (2004.) Teaching to the Test, What Every Educator and Policy Maker
Should Know. Canadian Journal of Educational Administration and Policy, Issue #34.
Concordia University, Canada.
FairTest, The National Center for Fair and Open Testing (2009.) FairTest, Boston, MA.
http://www.fairtest.org/criterion-and-standards-referenced-tests
Khurana, Simrin (2003.) Test Quotes, A Collection of Test Quotes: Reference: A Quote
from Johann Wolfgang von Goethe. About.com (2009), A New York Times Company.
http://quotations.about.com/cs/inspirationquotes/a/Challenge9.htm
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Model Assessment 26
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Material:
Model Assessment Program for kindergarten students in the subject of language arts.
Please sign this form below, indicating whether you accept or decline to have your work
added to the JIU Course Project Library. Acceptance is optional and is in no way a
requirement of your course.
I hereby accept and agree to have my work added to the JIU Course Project Library.
Peaches M. Hubbard
Peaches M. Hubbard
February 21, 2009