Purpose: This assignment aims to create a chart of teacher-designed strategies based on specific objectives and for learners of diverse ability levels.
Directions:
- Select one of the BEST standards (K-3).
- B.E.S.T Standards Reading/Language Arts and MathematicsLinks to an external site.
- https://www.cpalms.org/Standards/BEST_Standards.aspx
- Write an objective based on the standard. (The objective must include ABCD)
- Chapter 9 Teacher Designed Assessment.pptx
- Develop two learning activities (on-grade level)
- Develop two corrective activities (remediation)
- Develop two enrichment activities (above grade level). Make sure to use Webb’s Depths of Knowledge for this assignment pg. 230.
- You will have a total of six activities, two for each category.
- Save your work in a word document.
- Upload document onto the Discussion Board.
- Reply to at least one post.
***You may use the following template to complete your assignment.
Teacher Designed Assessment Strategies Assignment Template.docx
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Chapter9TeacherDesignedAssessment.pptx
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TeacherDesignedAssessmentStrategiesAssignmentTemplate.docx
Teacher-Designed Assessment Strategies
Respond to the following questions: What does he mean by education going from industrial to agricultural? How can teachers support the growth of their garden of learners?
To support other evaluation measures so teachers can make more accurate instructional decisions
To support teachers’ decisions
To support data-driven decision making
To support diagnostic decisions about student needs
To evaluate local instructional program effectiveness
Purposes of Teacher-designed assessments and tests
Tasks
Oral responses
Printed tests activities with pictures and/or words
Paper-and-pencil tests
Marking responses (e.g., circling a response)
Types
Be sure that the task is at the same level of difficulty as the learning activities designed for the learning objective
Have a variety of objects and/or concrete materials so that the assessment task can be administered several times
When possible, administer tasks for a number of learning objectives. Have materials for a number of tasks organized and available
Keep in mind when testing Preschoolers
Be sure that the task is at the same level of difficulty as the learning activities designed for the learning objective
Have a variety of objects and/or concrete materials so that the assessment task can be administered several times
When possible, administer tasks for several learning objectives. Have materials for different tasks organized and available.
Keep the list of items brief for matching exercises
Be sure that the list of items for matching exercises is homogeneous
Ensure that the length of blanks is the same for completion test items
Use only one blank for each completion item
Keep in mind when testing primary
Developing quality teacher designed assessments
Teacher-designed assessments should reinforce mastery learning
Pre-assessments can be administered to understand children’s skills, knowledge and approaches to learning before instruction
Summative tests are administered after material has been mastered by children to check their understanding
Formative tests are administered periodically while teaching new information to monitor student progress
Steps in Test design
Determining instructional objectives
Constructing a table of specifications
Designing formative and summative evaluations
Designing learning experiences
Designing correctives and enrichment activities
Instructional Objectives
Objectives are stated in observable, behavioral terms.
Ex. Given an array of nuts, the student will be able to sort the nuts correctly into two groups-nuts with smooth shells and nuts with rough shells-9 of 10 times.
Provide the framework for the curriculum and instruction and the measurement of the effectiveness of instruction and learning.
Objectives should specify the following:
Audience- Who?
Behavior: What? What do you expect the students to be able to do?
Condition: How? Under what circumstances will the learning occur?
Degree: How much?
Identify the ABCD in these Objectives
Given examples and non –examples of constructivist activities in a college classroom, the student will be able to accurately identify the constructivists examples and explain why each example is or isn’t a constructivist activity in 20 words or less.
Given a sentence written in the past or present tense, the student will be able to re-write the sentence in future tense with no errors in tense or tense contradiction (i.e., I will see her yesterday.)
Identify the ABCD in these Objectives
Given examples and non –examples of constructivist activities in a college classroom, the student will be able to accurately identify the constructivists examples and explain why each example is or isn’t a constructivist activity in 20 words or less.
Given a sentence written in the past or present tense, the student will be able to re-write the sentence in future tense with no errors in tense or tense contradiction (i.e., I will see her yesterday.)
Audience
Behavior
Condition
Degree
What is missing from these objectives?
The student will be able to run 100 yards in less than 50 seconds.
Given the appropriate text, the student will recite a famous Haiku poem from that text.
What is missing from these objectives?
The student will be able to run 100 yards in less than 50 seconds.
The condition is missing. Under what conditions? On a track? Up a hill with a 45 degree slope?
The condition impacts how you teach the objective.
Given the appropriate text, the student will recite a famous Haiku poem from that text.
The degree is missing. How must the student recite it? Flawlessly? With expression?
Leaving this out makes it difficult to assess the performance.
TOPIC DATA
Depth of Knowledge (DOK) levels
Write your own objective
In your group, write an objective including:
Audience- Who?
Behavior: What? What do you expect the students to be able to do?
Condition: How? Under what circumstances will the learning occur?
Degree: How much?
Designing Formative and summative Evaluations
Corrective activities are implemented when students need additional experiences to master the objective.
Present the content using a different method than the initial method
Particularly important for our ELLs and SPED populations
Enrichment activities are for students who have shown mastery of the objective and would benefit from experiences at a higher level.
The activities should be more challenging and require the students to think outside the box.
Group activity
ELA.K.R.2.2: Identify the topic of and multiple details in a text.
SC.1.L.14.3 Differentiate between living and nonliving things
SC.2.P.8.2 Identify objects and materials as solid, liquid, or gas.
MA.1.AR.2 Develop an understanding of the relationship between addition and subtraction.
ELA.2.F.1.3: Use knowledge of grade-appropriate phonics and word-analysis skills to decode words.
Write an objective applying ABCD.
Develop 1 activity that demonstrates mastery of the objective.
Then, develop 1 corrective/remediation activity and 1 enrichment activity
You’re creating a total of 3 activities
Post your work on Padlet
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Standard: Include code and description of the standard. Objective: (Must include ABCD) |
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Activity 1 |
Activity 2 |
Corrective Activity 1 |
Corrective Activity 2 |
Enrichment Activity 1 |
Enrichment Activity 2 |
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Materials: Activity Description: |
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Materials: Activity Description: |
Materials: Activity Description: |
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