EDU645: Learning & Assessment for the 21st Century. Instructor Dean Gualco

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EDU645: Learning & Assessment for the 21st Century. Instructor Dean Gualco

Assessment Plan

Assessment Plan
Marketa Robinson
EDU645
Professor David Gaulco
August 12, 2013

Assessment Plan

Purpose:
The purpose of this assessment plan is to increase student’s ability to multiply and divide 2 and 3 digit math problems with 75% accuracy by hand and 90% accuracy utilizing a calculator. In addition to regular math class, students will attend the math lab (6) students at a time 3 days a week for 30 minute computer tutorial sessions. Worksheet will be provided during math classes and math labs and quizzes will be administered at the end of each week to measure student’s progress. This is a 4th grade classroom setting of (18) students.

Learning Outcome:
The student will be able to demonstrate knowledge, ability and skills to multiply 2 and 3 digit math problems with and without a calculator.
The student will be able to demonstrate knowledge, ability and skills to divide 2 and 3 digit math problems with and without a calculator.

Assessment Context
The following tasks and situations are how the learners will be able to practice and demonstrate the knowledge and skills they have gained to meet the outcome of the course. This is a small classroom setting giving the teacher more flexibility to work with students that experience some difficulties. Assessments will cover an array of activities as well as individual formats that allow students to determine their individual outcomes. There will be group and individual worksheet assignments, computer tutorials and weekly quizzes. Students will be given a mid-term testing at 3 weeks and final testing at 6 weeks. Both exams will consist of multiple choice problems, number problems and word problems. The number problems may be done using a calculator.

Testing Constraints
All testing done in this unit of study will be timed. Students will be given 30 minutes to complete weekly quizzes and 60 minutes to complete the mid-term and final testing. Students will be able to use a calculator for the number problem portion of the mid-term and final testing.

Holistic Rubic:

5 Excellent:
The student accurately solves 2 and 3 digit math problems exceedingly above 70% without a calculator and 90% with a calculator. Student has mastered calculating and organizing mathematical information and equipment to solve the problems with ease with or without a calculator.

4 Very Good:
The student accurately solves 2 and 3 digit math problems at 70% or better without a calculator and 90% or better with a calculator. Student can proficiently calculate and organize mathematical information and equipment to solve a problem with ease with or without a calculator.

3 Good:
The student solves 2 and 3 digit math problems at 70% without a calculator and 90% with a calculator. Student can calculate and organize mathematical information and equipment with minimal difficulty to solve a problem with or without a calculator.

2 Limited:
The student solves 2 and 3 digit math problems at or near 70% without a calculator and at or near 90% with a calculator. Student has difficulty calculating and organizing mathematical information and equipment to consistently solve the problems effectively.

1 Poor:
The student is unable to solve 2 and 3 digit math problem at a minimal 60% without a calculator and 80% with a calculator. Student struggles to calculate and organize mathematical information and equipment to solve problems with or without a calculator.

Marketa

Assessment Rationale

Assessment Rationale
Marketa Robinson
EDU645
Professor David Gaulco
July 22, 2013

In establishing my test items, I chose multiple choice items and completion items. Being that the students that I am testing are 2nd graders, I designed the test items to fit the age group. In my objectives 1 & 2, I used multiple choice tests to encourage students to critically think and analyze their choices. I wanted to measure student’s knowledge gained about nouns and verbs and their ability to comprehend sentence structure. I also included a completion test items for objective 3, to measure student’s application of knowledge learned. The sentence was incomplete and the student had to fill in the blank to complete the sentence correctly. This will show me the students ability to synthesize words to structure a complete sentence, and if they can determine the answer with the information given them (Kubiszyn, & Borich, 2013).
For the essay I chose for the students to evaluate the information by sharing in a brief story form of what they have learned and remembered of the lesson in their own words. This allows them to share their thoughts and ideas of their understanding and allows me to measure their comprehension of information.

References:
Kubiszyn, T. & Borich, G. (2013). Educational testing & measurement: Classroom application and practice (10th ed.). John Wiley & Sons, Inc., Hoboken, NJ.
Marketa

EDU645: Learning & Assessment for the 21st Century. Instructor Dean Gualco

Measurable Learning Outcomes

Measurable Learning Outcomes

Marketa Robinson

EDU645

Professor David Gaulco

July 15, 2013

Measurable Learning Outcomes

This Blog is being created for my class EDU645: Learning & Assessment for the 21st Century. My Instructor is David Gualco. 

The objective of this blog is to construct measurable learning outcomes for a hypothetical unit of study and grade level. I chose grade level 2. The learning outcome is for the student to write complete and accurate sentences with efficacy.

Hypothetical unit of study: Grammer         

Grade Level: 2nd graders

My learning Outcomes are as follow;

1. Students will be able to identify a verb and noun on site.

2. Students will be able to articulate the difference between a verb and noun, and explain their purpose in a sentence.

3. Students will write sentences using nouns and verbs correctly.

The test items are as follow: 

Objective 1; Students will be able to identify a verb and noun on site. 

Circle the words that are a verb or noun.  

Clear                            Crook

Besides                       Hum                                        
Mother                         Wealthy                         

Settle                           Cry

Balloon                        Career

Enter                            Local 

Attention                      Add                                                 

Smooth                        Finally 

Objective 2; Students will be able to articulate the difference between a verb and noun, and explain their purpose in a sentence.

A verb is a word used to describe what in a sentence? Why

1. An Action
2. A Person
3. A Noun
4. The story

A noun is used to describe what in a sentence? Why

1. A Verb
2. A Place
3. An experience
4. The story

Objective 3; Students will write sentences using nouns and verbs correctly.

Use a noun or verb from the list to complete the sentence correctly. 

Work                                 Food

Unpack                             Grass

Walk                                 Children

Mother                              Lunch

Touch                                Horse

We have to __________ the groceries.

Will you cut the ___________?

My _________ is tall for a woman.

Where do you _______?

__________ is my mid day meal. 

Essay Test

Being that I’m testing grade 2 students the essay is oral.

In a brief story; Explain in your own words why nouns and verbs are important to a sentence.