Posted: March 3rd, 2022

Mississippi Valley State University

Mississippi Valley State University

Teacher Work Sample

Teaching Process Three

Assessment Plan

TWS Standard .

The teacher uses multiple assessment modes and approaches aligned with learning goals to assess student learning before, during and after instruction.

Task

· Provide two examples of instructional decision-making based on students’ learning or responses.

· Homework help – Write a 2-page discussion on the items below and include info asked in each bullet. Also include intext citated information of the article provided below in the discussion related to the standard.

http://www.reading.ac.uk/engageinassessment/different-waysto-assess/eia-what-can-different-assessment-methods-do.aspx

· plus include a (pre- and post-assessment instruments, scoring rubrics/keys, and assessment plan table -follow the kindergarten social studies attachment for this) An example is below!!!!!!

Directions

· Provide an overview of the assessment plan. For each learning goal include: assessments used to judge student performance, format of each assessment, and adaptations of the assessments for the individual needs of students based on pre-assessment and contextual factors. The purpose of this overview is to depict the alignment between learning goals and assessments and to show adaptations to meet the individual needs of students or contextual factors. You may use a visual organizer such as a table, outline or other means to make your plan clear.

· Describe the pre- and post-assessments that are aligned with your learning goals. Clearly explain how you will evaluate or score pre- and post-assessments, including criteria you will use to determine if the students’ performance meets the learning goals. Include copies of assessments, prompts, and/or student directions and criteria for judging student performance (e.g., scoring rubrics, observation checklist, rating scales, item weights, test blueprint, answer key).

· Assignment help – Discuss you plan for formative assessment that will help you determine student progress during the unit. Describe the assessments you plan to use to check on student progress and comment on the importance of collecting that particular evidence. Although formative assessment may change as you are teaching the unit, your task here is to predict at what points in your teaching it will be important to assess students’ progress toward learning goals.

·

Suggested Page Length: 2 page discussion including intext citated info from related article plus including pre- and post-assessment instruments, scoring rubrics/keys, and assessment plan table…… An example is below!!!!!!

Example of Assessment Plan Table: Kindergarten

Learning Goals

Assessments

Format of Assessment

Adaptations

Learning Goal 1

Example: The students will

link wild animals with

Their habitats.

Pre-Assessment

Formative

Assessment

Post-

Assessment

Checklist: game with

Animal masks & centers

Representing habitats

(tree, lake, burrow, cave)

Animal puppets and habitats (e.g., bird and nest) anecdotal records RE Q & A picture journals

Checklist: game with

Animal masks & centers

Representing habitats

*Repeat and modify instructions, as needed. Demonstrate and assist with cutting, gluing, etc. Provide model of mask and model how to move to habitat centers. Keep all activities high-interest and brief.

*Provide concrete models and assistance with fine motor tasks, as needed. Provide multiple explanations and model performances. Process writing (i.e., dictations) when needed. Provide verbal cues and plenty of wait time for Q & A.

Assessment Plan Rubric

TWS Standard

The teacher uses multiple assessment modes and approaches aligned with learning goals to assess student learning before, during and after instruction.

Rating

Indicator

1

Indicator Not Met

2

Indicator Partially

Met

3

Indicator Met

Score

Alignment with

Learning

Goals and Instruction

Content and methods of assessment lack congruence with learning goals or lack cognitive complexity.

Some of the learning goals are assessed through the assessment plan, but many are not congruent with learning goals in content and cognitive complexity.

Each of the learning goals is assessed through the assessment plan; assessments are congruent with the learning goals in content and cognitive complexity.

Clarity of Criteria and Standards for Performance

The assessments contain no clear criteria for measuring student performance relative to the learning goals.

Assessment criteria have been developed, but they are not clear or are not explicitly linked to the learning goals.

Assessment criteria are clear and are explicitly linked to the learning goals.

Multiple Modes and Approaches

The assessment plan includes only one assessment mode and does not assess students before, during, and after instruction.

The assessment plan includes multiple modes but all are either pencil/paper based (i.e. they are not performance assessments) and/or do not require the integration of knowledge, skills and reasoning ability.

The assessment plan includes multiple assessment modes ( including performance assessments, lab reports, research projects, etc.) and assesses student performance throughout the instructional sequence.

Technical Soundness

Assessments are not valid; scoring procedures are absent or inaccurate; items or prompts are poorly written; directions and procedures are confusing to students.

Assessments appear to have some validity. Some scoring procedures are explained; some items or prompts are clearly written; some directions and procedures are clear to students.

Assessments appear to be valid; scoring procedures are explained; most items or prompts are clearly written; directions and procedures are clear to students.

Adaptations Based on the Individual Needs of Students

Teacher does not adapt assessments to meet the individual needs of students or these assessments are inappropriate.

Teacher makes adaptations to assessments that are appropriate to meet the individual needs of some students.

Teacher makes adaptations to assessments that are appropriate to meet the individual needs of most students

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