Date: 3/07/17

Entry-Level Assessment Reflection - Part 2 (C-3.2)

DIRECTIONS: Reflect on the entry-level assessment, discuss the results with your support provider, and respond to the
questions below. Attach copies of the entry-level assessment responses for your three focus students.

1. Before instruction begins, what do the assessment results tell you about what your students understand and are able to do?
For students to achieve at each of these levels, what do you think are some possible factors to consider?
Minimal Understanding: What can these students understand?
Students maybe know what symbols are and how they represent things, but cant express themselves in a
coherent way or give examples

From my Critical Thinking Rubric, on how I assessed them:

Partially answers the question
Provided little or no, or unrelated evidence/examples/details
Unclear line of reasoning/logic
Incomplete connects/conclusions/patterns made

Support at this level.

Word Bank with short descriptions, even on the Post Assessment, connect to life to increase interest, get them
to see the connections between images and meanings. Tutoring to help them put thoughts to paper, since they
often can ascertain the basics of analysis verbally, but fail to do so on paper. Use simpler propaganda, like only
British or American. Shorten certain aspects of assignments
Partial Understanding: What can these students understand?
Students are able to partially analyze propaganda and use some symbols to help inform their analysis. Use
evidence occasionally, but often forgets to include or to make connections.

Somewhat answers the question

Provided some relevant evidence/examples/details
Satisfactory line of reasoning/logic
Superficially connects/conclusions/patterns made
Support at this level.
Word Bank, connect to life to increase interest, get them to see the connections between images and meanings.
Tutoring to help them put thoughts to paper, since they often can ascertain the basics of analysis verbally, but fail to
do so on paper. Use simpler propaganda, like only British or American.
Adequate Understanding: What can these students understand?
Students are able to analyze propaganda and use symbols to help inform their analysis. Use evidence for most
interpretations and arguments.

Completely or Mostly answers the question

Provided great and relevant evidence/examples/details
Understandable line of reasoning/logic
Informed connections/conclusions/patterns made
Support at this level.
Challenge questions, keep pushing and challenging them. Give average to higher level propaganda to analyze

Thorough Understanding: What can these students understand?

Students are able to easily analyze propaganda, provide evidence for all or most interpretations and arguments,
and can make suggestions for how to make the propaganda more effective

Completely answers the question

Provided excellent and relevant evidence/examples/details
Easily-followed line of reasoning/logic
Insightful connects/conclusions/patterns made

Support at this level.

Challenge questions, increased difficulty in propaganda, allow to choose some content based on interest.
 2. How will you provide interventions for students categorized as minimal or partial? What additional support may be needed?

Use of visuals, one-on-one during tutoring or after school.

Be available for questions on email
Shortened assignments
Provide Word Bank, even in Post Test
Differentiation in Content- Students receive more obvious posters to analyze compared to the
students that need to be more challenged.

3. How will you differentiate for the students categorized as adequate or thorough?

Challenge Questions for Extra Credit

Increased difficulty in Propaganda- Ones that are not as obvious
Bigger list of persuasions, logical fallacies to use in their advertisements and can include in
their propaganda analysis for WWI as well

Note: Fill out all fields even if students do not test at all levels. Please show your ability to differentiate
instruction at all learning levels.
Copyright Commission on Teacher Credentialing and the California Department of Education
Formative Assessment for California Teachers (FACT) 2015-16
Inquiry into Teaching and Learning: Entry Level Assessment Reflection