Assessment Implementation

Jeff Welch
MEDT 7476
Spring 2019

Client Information
Name: Jeremy DeGroot
Organization: Madras Middle School
Email Address: jeremy.degroot@cowetaschools.net
Certification ID: 1759692

The Actual Assessment:

The How a Bill Becomes a Law Infographic is a formative assessment part of a two-day lesson. On day one
students participated in various activities (Padlet, Guided Notes, Group Activities) to learn the information
needed to complete this assessment. Starting on day two students were given the directions/rubric for the
Infographic. The teacher used the rubric to introduce the project to the students and reviewed each criteria as
well as demonstrated to the students how to use their rubrics when creating their infographic. Lastly, the
teacher displayed the example and reviewed the example alongside the rubric modeling how students should
proceed with their projects. During the time students were working on the project the teacher and myself
were available to take students questions about the project.

The Measurement Tool:

The Rubric shown below was sent out to students on Google Classroom as part of the introduction to the
Infographic project. (A paper copy was provided on a need by need basis)
Students were shown how to utilize the rubric to help them create their infographic and how the teacher was
going to use the rubric to grade each submission.
Student Submission: Link to Example
Teacher Feedback and Grade:
Report of Findings

Overall the students were successful in the creation of their infographic describing the steps of how a bill
becomes a law. The students were able to use the rubric to follow directions fairly easily. I believe there are
some steps that could be added to the rubric to provide students with more direction. In fact, I believe that
prerecorded video instructions might be better for students because the teacher could walk the student
through the Canva site. Students could pause or revisit the video as needed throughout the project.

Overall, the results were as expected. The students were engaged throughout the process of using Canva to
create the infographic. Canva was able to hold the student’s attention and allow them to explore different
areas of digital design. Some students did not perform as expected. This I contribute partly to a lack of
understanding and asking the teacher questions. Students who did not perform well will be asked to correct
the assignment.

Like I said previously, I believe video instructions in addition to the typed rubric would improve the project
from the instruction’s standpoint. Also, next time I would give students more choice when it came to their
design. If a student would like to do a Prezi rather than an infographic, then that should be allowed as long as
the student can display his or her knowledge of the process being taught.

Impact on Student Learning:

REG. ED. STUDENTS PARTICIPATING IN INFOGRAPHIC PROJECT

Exceeds Project Score Meets Project Score Does Not meet Project Score

9%

29%

62%
 8TH GRADE STUDENTS PARTICIPATING IN INFOGRAPHIC
PROJECT
Exceeds Project Score Meets Project Score Does Not Meet Project Score

6%

41% 53%

GIFTED STUDENTS PARTICIPATING IN INFOGRAPHIC PROJECT

Exceeds Project Score Meets Project Score Does Not Meet Project Score

0%

100%
 ETHNIC GROUPS PARTICIPATING IN INFOGRAPHIC
PROJECT
Does Not Meet Project Score Meets Project Score Exceeds Projcet Score

13
11

3
2

1
0

0
CAUCASIAN AFRICAN AMERICAN HISPANIC

Based on the data above, 94% of all participating students met or exceeded the expectations of the
assignment. The 6% of students who did not meet the expectations were missing several elements of the
project and will be asked to correct it. 100% of the gifted students exceeded the requirements of the project.
To exceed the requirements the students had to go beyond what was listed in the rubric for the elements of
visual/graphics, content, and writing. When comparing regular ed. students to gifted students the data is
close. 62% of regular ed. students exceeded the expectations followed by 29% meeting expectations. Based on
this data I wonder if the project could be enhanced for the gifted students to provide them with more of a
challenge. Lastly, the data was compiled based on students’ ethnicities. Other than the differences in numbers
overall students across all ethnicities performed well on this assignment.

Future Instructional Plans:

When meeting with my co-teacher we were happy with the project and the data. After reviewing the data, we
realized that some students may have needed more direction and possibly a different project. We decided
that in the future we would allow students a choice when demonstrating their knowledge of the Bill to Law
process. We are hoping by doing this it will allow the students to choose a method that is comfortable and one
they are confident in showing us their knowledge. We also discussed in the future having video instructions
that students can watch at their own pace and pause when needed. This we believe will help students both in
and outside the classroom. We also felt we needed to add something to challenge those learners who easily
exceeded our expectations. We are going to research some ideas to add to this project so that all learners are
being challenged. Overall be felt this to be a successful project. We are excited to make the changes and
implement this project again next year to see how it changes the results.