Module 5: Assessment Implementation and Evaluation Project

Allison Bush
Wednesday, July 12, 2017

1. Client Information

Petrina Fowler, PsyD., LCSW

Life University

petrina.fowler@life.edu

Client's Certification ID Number 464702

2. The Actual Assessment

Name: Date: _________

Syllabus Quiz - PSY 256 Psychology of Excellence

Short Response Questions

Directions: Answer the following questions below accurately in written/typed formatting.

1. What is the preferred method of communicating with the instructor? Be specific.

Answer:

2. Why is logging in regularly and reading announcements helpful to succeeding online?

Answer:

3. Where are the assignment due dates located?

Answer:

4. What area of assessment is the largest percentage of your grade?

Answer:

5. What is the policy for making up an exam?

Answer:

6. Where is technical support information located? Be specific.

Answer:

7. What type of hands-on activities will take place?

Answer:

8. How many required text(s) are needed for this class?

Answer:

9. What happens if a student plagiarizes material?

Answer:

10. What is Life Universitys attendance policy? How is it strictly enforced?

Answer:

Extended Response Question

Directions: Write in complete sentences, provide evidence from your syllabus to support your findings
and include personal examples in your written response.

11. Synthesize key components (at least 4) that reflect on what you will be learning about in
course PSY 256 Psychology of Excellence, (E.g. Student learning outcomes). State two
examples, describing how you will work to demonstrate mastery of the content to be
learned in this course.

Answer:
3. Rubric Description

Students will answer an extended response question and the rubric will address use of terms, Ideas and
content (examples), sentence fluency and conventions will also be assessed.

Extended Response Question

Synthesize key components (at least 4) that reflect on what you will be learning about in course PSY 256
Psychology of Excellence, (E.g. Student learning outcomes). State two examples, describing how you will
work to demonstrate mastery of the content to be learned in this course.

Rubric Tool for Extended Response Question

EXTENDED RESPONSE Needs Improvement (1 Good (2 pts.) Excellent (3pts.)

RUBRIC pts.)
IDEAS & CONTENT There is no clear or specific What you are writing
explanation in answer to about is clear. You
the question. answered the question.
Some support may be
lacking, or your
sentences may be a bit
awkward. Overall, a
decent job.
USE OF TERMS No terms from the syllabus Your answer included at
are used. least 2 learning
outcomes from the
syllabus, demonstrating
adequate understanding
of the material.
SENTENCE FLUENCY Sentences are incomplete Sentences are complete
or too long. (E.g. run-on and easily understood.
sentences)
CONVENTIONS Answers contain numerous Use of punctuation
spelling or structural errors. marks and capitals, as
well as spelling, is mostly
correct. Few errors exist
in your answer.
What you are writing
about is clear and well-
expressed, including
specific examples to
demonstrate what you
learned. Well done!
Your answer included 4
or more learning
outcomes from the
information provided in
the syllabus. All terms
are clearly stated and
used in the proper
context.
Sentences are complete
and they connect to one
another easily when they
are read out loud. Your
writing 'flows.'
No punctuation or
structural mistakes. No
spelling errors. Your
writing shows full
awareness of the rules of
English use.

Answer Key - Short Response Questions

1. What is the preferred method of communicating with the instructor? Be specific.

Answer: Email at petrina.fowler@life.edu

2. Why is logging in regularly and reading announcements helpful to succeeding online?

Answer: Staying current, informed and on task with teacher updates and postings will aid
in overall student success. (Responses may vary)

3. Where are the assignment due dates located?

Answer: Section Course schedule section, pages 11/13 & 12/13
 4. What area of assessment is the largest percentage of your grade?
Answer: Sharpening-of-Saw (SOS) Project Posting - 300 points (40%)

5. What is the policy for making up an exam?

Answer: The student is encouraged to contact his or her instructor immediately. . If a
student misses an exam for any reason, he or she will need to contact the instructor
immediately upon returning to campus to discuss make-up arrangements, as well as
provide documentation of the absence (see handbook for acceptable excused absences
and documentation).

6. Where is technical support information located? Be specific.

Answer: http://blackboard.life.edu

7. What type of hands-on activities will take place?

Answer: students will participate in various psychological training procedures in class.

8. How many required text(s) are needed for this class?

Answer: 4

9. What happens if a student plagiarizes material?

Answer: Anyone guilty of cheating and/or plagiarizing in this course, by whatever
means, shall receive an F in the course. Plagiarism is not acceptable and will be
handled in accordance with University policy

10. What is Life Universitys attendance policy? How is it strictly enforced?

Answer: A student who misses four or more classes will receive an F and will be
responsible for retaking the course.

4. Example of Student Work with Teacher Commentary

Name: RSG Date: 07/10/17

Syllabus Quiz - PSY 256 Psychology of Excellence

Short Response Questions

Directions: Answer the following questions below accurately in written/typed formatting.

1. What is the preferred method of communicating with the instructor? Be specific.

Email the teacher at petrina.fowler@life.edu

2. Why is logging in regularly and reading announcements helpful to succeeding online?

So I can be in the know and make sure I dont miss anything. I want to get a good grade.

3. Where are the assignment due dates located?

At the back of the syllabus on the course schedule page.

4. What area of assessment is the largest percentage of your grade?

300 points on the SOS project.

5. What is the policy for making up an exam?

There wont be any and if so, you must contact the professor immediately by phone or email

6. Where is technical support information located? Be specific.

http://blackboard.life.edu

7. What type of hands-on activities will take place?

In class activities

8. How many required text(s) are needed for this class?

4 books

9. What happens if a student plagiarizes material?

You get a F and reported to the university.

10. What is Life Universitys attendance policy? How is it strictly enforced?

If you miss 4 or more classes you get a F and have to retake the class.

Extended Response Question

Directions: Write in complete sentences, provide evidence from your syllabus to support your findings
and include personal examples in your written response.

11. Synthesize key components (at least 4) that reflect on what you will be learning about in
course PSY 256 Psychology of Excellence (E.g. Student learning outcomes). State two
examples, describing how you will work to demonstrate mastery of the content to be learned in
this course.

2 examples of learning outcomes are: Principles of systematic goal setting and their
application in selecting and achieving personal goals. AND Behavioral self-regulation

principles and techniques used in controlling ones environment and actions.

Teacher Commentary/Feedback and Grade

Student RSG answered all of the short response (multiple choice) questions accurately, (Refer to the
example of student work above). The extended response question was not answered in its entirety. RSG
responded to the key components of the course portion accurately, however, last part of the extended
response question State two examples, describing how you will work to demonstrate mastery of the
content to be learned in this course. RSG earned an overall 86% and lost 14% on the incompletion of the
extended response question, as explained above. According to the rubric given the extended response
answers mostly fell in the good category and earned the following: IDEAS & CONTENT (2), USE OF
TERMS (3), SENTENCE FLUENCY (2) and CONVENTIONS (2).

5. A Report of My Findings

My client and I worked well together to partner in the assessment implementation. The students were
able to complete the assignment as directed, however, insufficient effort (on their part) was placed on the
completion and accuracy of the extended response question given. For the most part I anticipated
complete accuracy with the short response questions, therefore, I did receive the responses that I
expected. I was a bit disappointed that higher-order writing conventions were not evident amongst several
students results on the extended response section. In the future, I would certainly impress on my client to
communicate the importance of students completing all parts of the assessment accurately, in a timely
manner prior to the first class session, and to read and follow the instructions carefully. Perhaps
intentionally sharing and emphasizing that the assessment will be a percentage of the class grade may
carry some leverage.

6. Report of Impact on Student Learning

The original projected roster of students has been modified as fewer students showed up on the first day
of school to this course offering. The data table below shows the actual students who participated in the
course assessment.

Number Male (M) Race/Ethnicity Grade Level Primary

of Female (F) Language
Students

1 F Brazilian Junior English

1 F African Junior English
1 M African-American Junior English
2 M Caucasian Juniors English
Data Analysis

The data analysis provided below shows the assessment results for the syllabus quiz. As mentioned in
the assessment plan, all students are English speakers.

Initials of Race/Gender Short Response Extended Total Percentage

Students Score (10 Points) Response Score Score (%)
(12 Points) (22 Points)

TBF Brazilian (F) 10 12 100%

SRG African (F) 10 8 82%
BJL African-American 10 7 77%
(M)
RSG Caucasian (M) 10 9 86%
CMY Caucasian (M) 10 0 45%

Syllabus Quiz Assessment Results

120

100

80

60

40

20

0
TBF SRG BJL RSG CMY

Syllabus Quiz Assessment Results

Narrative Interpreting the Data

As a whole group, the descriptive statistics shows that one student demonstrated a distinguished learning
ability (100%), two students were met with proficiency abilities (86% and 82%), one with a developing
ability (77%) and one with a beginners ability (45%). All students excluding TBF, lacked skills in the
completion of the extended response question. CMY did not attempt to answer the extended response
question at all. Overall, almost all students demonstrated a sound understanding of what the course will
be providing. The subgroups regarding gender showed that the female students (2) faired academically in
the area of mastery. The male students (3) ranged from proficiency to below mastery of concept/skill
being assessed.
7. Future Instructional Plans

During my debriefing with my client (P. Fowler), we reviewed the data analysis (as shown above) and
interpreted its strengths and weaknesses. Fowler and I determined that the overall assessment
instrument is satisfactory in the design and for the task, at hand. We agreed that for future instructional
implementation, it will be most relevant for students to have a clearer understanding of the importance of
accurately completing the initial assessment, as well as, paying closer attention to the deadline that was
originally provided in the communication given. A change would include completing this assessment in
class, instead of the previous instructions of giving the students the responsibility to complete the
assessment on their own time (online), and prior to the first day of class (actual seat time). I suggested
that this important communication be highlighted/Italicized and/or color coded to bring a more targeted
focus for viewing and reading purposes on the teacher blog, to at least usher students into previewing the
syllabus and the expectations before the start of the course.