Task Overview
You are given:
A six-step set of questions to guide the selection and planning of an assessment, the implementation of that assessment, and an analysis of evidence of student learning collected through the assessment:
Step 1: Assessment Selection and Planning for the Whole Class
A. Academic Content Selection
B. Assessment Planning
Step 2: Learning about Whole Class and Two Focus Students
Student 1: An English Learner
Student 2: A Student With an Identified Special Need
Step 3: Assessment Adaptations for Two Focus Students
A. Adaptation for Student 1
B. Adaptation for Student 2
Step 4: Giving the Assessment to the Whole Class, including Two Focus Students Step 5: Analyzing Evidence of Student Academic Learning and the Assessment Step 6: Reflection on Assessment Implementation and Student Learning
The following chart summarizes the information that should be covered in your responses to each of the task steps.
|
Task Step |
Information to be Provided in Your Response |
|
Step 1: Assessment Selection and Planning for the Whole Class |
Identify the relevant state student academic content standards and/or framework(s). Provide a description of the assessment, including the purpose and type of the assessment and the learning goals to be measured. Describe how you will administer the assessment, how the assessment will be scored, and how you will share the assessment results with students. |
|
Step 2: Learning about Whole Class and Two Focus Students |
You will identify two focus students: Student 1, an English Learner; and Student 2, a student with an identified special need. Describe what you learned about each of the students and explain how this information will influence your assessment plans for these students. |
|
Step 3: Assessment Adaptations for the Two Focus Students |
Provide a rationale for any adaptations you make for these two students and explain the adaptations, as applicable. |
|
Step 4: Giving Assessment to the Whole Class, including Two Focus Students |
Give the assessment to students, and collect artifacts (copy of the assessment, scoring guide, and sample student assessment responses). |
|
Step 5: Analyzing Evidence of Student Academic Learning and the Assessment |
Describe what you have learned through your analysis of student responses to the assessment. Explain how this information will guide your future assessment planning. |
|
Step 6: Reflection on Assessment Implementation and Student Learning |
Explain what you have learned about student assessment as well as about the learning evidenced by your students through the assessment process. |
You submit:
· Information about your selected content area, subject matter, student frameworks or academic content standards, unit of study, and purpose of the assessment
· A description of the assessment and of the evidence of student learning to be collected
· A plan for the implementation of the assessment, including teaching strategies, student activities, grouping, and materials
· Information about a class and two focus students
· Adaptations to the plan for assessment for the two focus students
· The assessment, assessment artifacts (i.e., directions, answer key, rubric, scoring guide, and five completed student assessment samples)
· An analysis of the evidence of student learning based on the assessment
· Reflection on assessment implementation and on student learning
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