ASSESSMENT DESIGN PROJECT

Molly Rozga

Who are these students?

PHASE ONE

SETTING THE CONTEXT

Morgandale School
Southside Milwaukee Two Way Bilingual

7th grade 19 students

9 Female, 10 Male

English Language Learners

4 students experience a significant challenge with higher level academic

vocabulary
1 student experiences a significant challenge with academic and

conversational language

Setting the Context, cont.

What are these students learning?

OVERVIEW OF LESSONS

Brief Overview of Lessons

Day One
Brief overview of

project Popcorn reading of Young Arthur Note-taking during reading

Brief Overview of Lessons

Day Two

Discuss chronology as a tool of writers Look at how a story would change if not told in chronological order (LOST) Additional time with story and notes

Brief Overview of Lessons

Day Three
Show clip from The Sword in the Stone Show Maters Tall Tales, storyboards Assessment work time

What do I need them to know?

ASSESSMENT

ASSESSMENT METHODS
Informal
During the three days of the

Formal
Third day of lesson was a

lesson I:
Used checklist Used a series of hand signals

performance assessment

Figure 8 the classroom asking

and answering questions

ASSESSMENT DESCRIPTION

ASSESSMENT RUBRIC

How do I know they know it?

ASSESSMENT RESULTS AND ANALYSIS

OVERVIEW OF RESULTS
Analysis of Assessment
Exceeds Criteria 12% Meets Criteria 29%

Revisions Needed 35%

Additional Time Needed 24%

Results in more detail

Meets Criteria, Sample One

Events are in sequential order

Selected details tell the story fluently

Use of dialoguing tools and narration add to fluency

Results in more detail

Meets Criteria, Sample Two

Events are in sequential order

Selected details tell the story fluently

Use of dialoguing tools and narration add to fluency

Results in more detail

Exceeds Criteria, Sample One

Events are in sequential order

Selected details tell the story fluently

Use of dialoguing tools and narration add to fluency Once basic sketched were completed, student used extra time to add details

Results in more detail

Exceeds Criteria, Sample Two

Events are in sequential order

Selected details tell the story fluently

Use of dialoguing tools and narration add to fluency Once basic sketched were completed, student used extra time to add details Use of two key details in one frame adds extra details to the story

Results in more detail

Questionable, Needs Revision, Sample One

Not all events are listed in sequential order Fluency will build when details are in order Use of dialoguing tools and narration add to fluency

Once basic sketched were completed, student used extra time to add details

Results in more detail

Questionable, Needs Revision, Sample Two

Not all events are listed in sequential order Fluency will build when details are in order Use of dialoguing tools and narration add to fluency

Once basic sketched were completed, student used extra time to add details

Results in more detail

Does Not Meet Criteria, Sample One

Events are in sequential order

Details selected leave out some critical parts of story line

Student did not use time wisely, resulting in an incomplete project

Results in more detail

Does Not Meet Criteria, Sample One

Events are in sequential order

Details selected leave out some critical parts of story line

Student did not use time wisely, resulting in an incomplete project

What does this tell me?

CONCLUSIONS

CONCLUSIONS
Further Planning
I would stress the importance

of deadlines. Many more students would have been successful if time was used appropriately.
Changes to physical

Changes I Would Make Allow for an extension to the activity

Use of colors, computer print,

etc

Determine when I would be

classroom design, some students would work more efficiently in a different set up
Students enjoyed this

able to allow additional work time

Include arts standards in

lesson planning documents.

nontraditional assessment, and I would want to include more projects for them

What did I learn?

MY GROWTH

ALVERNO TEACHING ABILITIES

Integrated Interaction
Rapport with students Designing learning to best relate to the characteristics of the

group and individuals within it

Conceptualization
Changes plans appropriately in response to the unexpected Integrates a variety of learning experiences in planning

instruction

WISCONSIN TEACHING STANDARDS

Teachers are able to plan different kinds of

lessons.
I was able to plan lessons that allowed the students to do something different

with their literature books. I brought in supplemental materials, and had the students really engaged in thinking about literature in other forms.

Teachers are able to evaluate themselves.

I learned a lot about what kind of teacher I want to be through this process.

While the students enjoyed the lessons and assessments, there are additional things I could have done to help more students succeed on this assessment.