Instructional Assessment

Jaynee Brannen

Saint Mary’s University of Minnesota

Schools of Graduate and Professional Programs

Portfolio Entry for Wisconsin Teacher Standard 8

EDUW 693 Instructional Design and Assessment

Sara Heisler, Instructor

November 4, 2014

WTS 8 Entry: Purpose and Organization

A seven-step learning process, supported by research, organizes many SMU Masters in

Education-Wisconsin entries. EDUW 691, Professional Skills Development, used the seven-step

process to focus on improving subject content to suit student growth. The WTS 7 entry for

EDUW 693, Instructional Design and Assessment, followed the seven steps to improve

instructional design and delivery. The WTS 8 process aims to improve assessment and delivery.

This WTS 8 entry aims to shift the learning process from applying the seven-step process

to internalizing a professional process for continued profess sional improvement. Therefore, a

faster, note-taking documentation suits this entry. Each section title continues to correspond

with the seven-step learning process applied to improving educator effectiveness:

1. Start from standards. (Start by studying educator and student expectations to aim

beyond one’s current knowledge and practices).

2. Pre-assess current performance compared to standards to find weakest area(s) to

improve. [Examine three areas based on evidence: (a) low-median-high student performance

samples related to the targeted standards, (b) instructional practices (personal and peer

observations), and (c) learning environment evidence such as observations, ongoing student

input, and anonymous student surveys aimed at discerning progress toward desired outcomes.]

3. Research credible sources for answers and insights to improve the weak area(s).

4. Incorporate answers and/or insights into a plan.

5. Implement the plan and gather (a, b, c) evidence from three areas for assessment.

6. Post assess from two perspectives: How far have we come? (Compare post

assessments to pre-assessments.) How far to go? (Compare post assessments to standards.)

7. Reflect on the entire 7-step process as a learner: What worked best to learn

efficiently? What did not work or should have worked for me as a learner? What are my next

learning steps to improve my educator effectiveness?

Learning Step 1: Start with Developmental Standards

Educator Standards

Wisconsin Teacher Standard (WTS) 8: Source: Wisconsin Department of Public Instruction, Wisconsin Standards for Teacher Development and Licensure (♦ = 693 focus area).

Teachers know how to test for student progress. The teacher understands and uses formal and informal assessment strategies to evaluate

and ensure the continuous intellectual, social, and physical development of the learner.

Knowledge• The teacher understands the characteristics, uses, advantages, and limitations of

different types of assessments (e.g. criterion-referenced and norm-referenced instruments, traditional standardized and performance-based tests, observation systems, and assessments of student work) for evaluating how students learn, what they know and are able to do, and what kinds of experiences will support their further growth and development.

♦ The teacher knows how to select, construct, and use assessment strategies and instruments appropriate to the learning outcomes being evaluated and to other diagnostic purposes.

• The teacher understands measurement theory and assessment-related issues, such as validity, reliability, bias, and scoring concerns.

Dispositions♦ The teacher values ongoing assessments as essential to the instructional process and

recognizes that many different assessment strategies, accurately and systematically used, are necessary for monitoring and promoting student learning.

• The teacher is committed to using assessment to identify student strengths and promote student growth rather than to deny students access to learning opportunities.

Performances• The teacher appropriately uses a variety of formal and informal assessment techniques

(e.g. observation, portfolios of student work, teacher-made tests, performance tasks, projects, student self-assessments, peer assessment, and standardized tests) to enhance her or his knowledge of learners, evaluate students’ progress and performances, and modify teaching and learning strategies.

• The teacher solicits and uses information about students' experiences learning behavior, needs, and progress from parents, other colleagues, and the students themselves.

♦ The teacher uses assessment strategies to involve learners in self-assessment activities, to help them become aware of their strengths and needs, and to encourage them to set personal goals for learning.

• The teacher evaluates the effect of class activities on both individuals and the class as a whole, collecting information through observation of classroom interactions, questioning, and analysis of student work.

♦ The teacher monitors his or her own teaching strategies and behavior in relation to student success, modifying plans and instructional approaches accordingly.

• The teacher maintains useful records of student work and performance and can communicate student progress knowledgeably and responsibly, based on appropriate indicators, to students, parents, and other colleagues.

Danielson: Enhancing Professional Practice: A Framework for Teaching

(2007). EDUW 693 used this source for assessing educator effectiveness.

Academic Student Performance Standards

Wisconsin standards (Common Core State Standards, Discipline Literacy Standards,

Early Learning Standards, and/or Alternative Achievement Standards) guide assessment of

academic student performance, along with other reputable standards as needed.

Learning Step 2: Pre-assess Evidence Compared to Standards to Find Areas to Improve

Pre-assessment Results

See Artifact A, which shows pre-assessment results for student performance and educator

practices related to instructional assessment. Italicized type indicates post assessment results,

added at Learning Step 6.

Analysis Conclusion and Essential Question to Guide Research

The general question guiding professional growth for this process is “How do I improve

assessment expectations, methods, and tools so my students achieve independent competence in

accurately assessing their own performance based on standards?” The topic of inquiry that

emerged from my pre-assessments: How to get students to self-assess first sound-letters

accurately through formative assessments?

Step 3: Research to Find Answers/Insights

Introduction to Assessment Investigation Notes

Tables below use note format to (a) briefly name the source, (b) document the most

significant answer(s)/insight(s) from the source, and (c) show one example of a specific

application using expectations for the targeted lesson.

Source 1 Topic: Aligning Assessment to Developmental Expectations, Planning, DeliverySource: Danielson (2007). Enhancing Professional Practice, A Framework for Teaching (pp. 59-63, 86-89)Answers/Insights + Significant Details

Assessment of learning (end of instruction) vs. assessment for learning (part of instruction)Creating: instructional outcome – assessment via real world applications.Well designed: clearly stated goals → standard of student performance.Tools: students are aware of what will be assessed & expectations.Student participation in assessment development helps learning though a backward design approach.Full use: yields maximum information-sets up additional information.Expert teachers: design their formative assessments to provide diagnostic info=examine student responses: what worked?  What didn’t? As lesson progresses: teacher monitoring→ student self-monitoring & corrective actionsTeacher monitory: clear outcomes for learningAs part of lesson design: teacher finds a remedy for what the student didn’t understand.Providing feedback: through equitable teacher feedback…students advance individually.Teacher: only one source for multiple means of feedbackTo be effective: feedback should be accurate, constructing, substantive, specific, timely and informational.= students take responsibilityApplication Example: Teacher will ask: “Why did you choose to point at this letter? Describe the letter to me? Is the letter made with curves, lines, or both?”

Source 2 Topic: Assessment for LearningSource: Davies, A. (n.d) “Summary of Research on Classroom Assessment, (p. 1).Answers/Insights + Significant Details

1. Become competent masters of standards students must master.2. Understand how those standards transforms into scaffolding curriculum.3. Transform expectations into student-friendly versions.4. Transform expectations into assessments that accurately reflect student achievement.5. Use those assessments to motivate student learning by collaborating over time. (Build confidence to strive via continual progress-to-expectations feedback during learning process.)

Application Example: Study the standards until the students see objectives in their own language to use for self-assessment. Example: Letters form words, like your name.

Source 3 Topic: Classroom Assessment StrategiesSource: Angelo and Cross (1993) “50 CATS by Angelo and Cross” from Classroom Assessment Technologies. Compiled by University of Oregon Teaching Effectiveness Program, (pp. 1-5).

Answers/Insights + Significant Details

I. Assessing Prior Knowledge, Recall, and Understanding The CATS in this group are recommended to assess declarative learning, the content of a particular subject.

1. Background Knowledge Probe : short, simple questionnaires prepared by instructors for use at the beginning of a course or at the start of new units or topics; can serve as a pretest; typically elicits more detailed information than CAT2. .

2. Focused Listing : focuses students’ attention on a single important term, name, or concept from a lesson or class session and directs students to list ideas related to the “focus.”

3. Misconception/Preconception Check : focus is on uncovering prior knowledge or beliefs that hinder or block new learning; can be designed to uncover incorrect or incomplete knowledge, attitudes, or values

4. Empty Outlines : in a limited amount of time students complete an empty or partially completed outline of an in-class presentation or homework assignment

5. Memory Matrix : students complete a table about course content in which row and column headings are complete but cells are empty

6. Minute Paper : perhaps the most frequently used CAT; students answer 2 questions (What was the most important thing you learned during this class? And What important question remains unanswered?)

7. Muddiest Point : considered my many as the simplest CAT; students respond to 1 question (What was the muddiest point in _________ ?); well suited to large, lower division courses but not to those which emphasize integration, synthesis and evaluation

8. Application Example: Teacher will ask: “What is the first letter in your name? What sound does your letter make?”

Source 4 Topic: Assessment for LearningChappuis (2009) Seven Strategies of Assessment for Learning from Assessment for learning: classroom practices that maximize student success (p. 10).Answers/Insights + Significant DetailsWhere Am I Going?

Strategy 1: Provide students with a clear and understandable vision of the learning target. Strategy 2: Use examples and models of strong and weak work.

Where Am I Now? Strategy 3: Offer regular descriptive feedback. Strategy 4: Teach students to self-assess and set goals.

How Can I Close the Gap? Strategy 5: Design lessons to focus on learning target or aspect of quality at a time. Strategy 6: Teach students focused revision. Strategy 7: Engage students in self-reflection, and let them keep track of and share their learning

Application Example: Teacher will say: “Yes, the letter has two big lines and one small line. Do you think your letter looks like mine? (wait for student response) Yes, your letter does look like mine. You made an “A.””

Source 5 Topic: How to Create a Task Rubric for Learning Assessment and EvaluationSource: Heisler (2014). Instruction from Write Teaching Resource and EDUW 693Answers/Insights + Significant Details6 aims for independent evidence at each learning step:

students experience competence, confidence, cooperation, connections, consideration, “cool!”

5 aligned planning elements start with objectives → assessment; content, process, tasks (clear success criteria in student language, vary friendly tools/methods)4 considerations national/state standards, district expectations and performance reporting systems, student needs (to self-assess), teacher TEACHER capabilities3: teacher-student connection TEACHER actions: care, correct, confirm at each learning step (favor descriptive feedback over evaluative grades/symbols, etc.) 2 student motivators relevance (authentic tasks) and mutual hope → trust (track progress!)for 100% proficiency Regularly-attending students achieve their developmental capabilities for each lesson.A universal purpose of education Graduate proficient thinkers and effective communicators whose actions are guided by integrity, empathy, and insight.Application Example: Teacher says: “Work with your bear buddy and check to see if your letters look alike. Raise your hand if you need help.”

Research Conclusion and Implications Leading to Answers/Insights to Implement into Plan

The general question guiding professional growth for this process: How do I improve

assessment expectations, methods, and tools so my students achieve independent competence in

accurately assessing their own performance based on standards?

My inquiry question: How to get students to self-assess first sound-letters accurately

through formative assessments?

Most significant answer/insight from research:

For my targeted lesson, I plan to try these new ideas from research and course learning:

1. Be clear about my expectations.

2. Revise unit to use student language.

3. Break down the learning process so students self asses at each step.

4. Provide real world examples.

5. Figure out a way to teach a process so students use them independently.

Step 4: Plan, Incorporating Answers and Insights from Research

See Artifacts B and C. Artifact B-1 shows a typical assessment tool before research;

Artifact B-2 shows an assessment tool connected to the targeted lesson. Artifact C shows the

resulting lesson plan that met EDUW 693 course requirements and incorporated ideas from

research to improve assessment methods and tools.

Step 5: Implement Plan and Gather Evidence

See Artifact D, which shows the student evidence from implementing the lesson.

Step 6: Post Assess Evidence Compared to Pre-assessments and Standards

See Artifact A, which uses italicized type to distinguish post assessment information

from pre-assessment information.

Step 7: Reflection of My Entire Learning Process

The WTS 8 learning process aimed to improve assessment expectations, methods, and

tools so my students achieve independent competence in accurately assessing their own

performance based on standards. My specific area of inquiry that guided growth: How do I

improve assessment expectations, methods, and tools so my students achieve independent

competence in accurately assessing their own performance based on standards?

This final learning step focused on reflecting from the perspective of my processes and

practices as a learner: How may I use time more efficiently to continue improving my

instructional effectiveness?

My Most Effective Actions/Attitudes in My Seven-Step Learning Process, with Evidence

1. Breaking down the standards (learning step 1) has helped me the most in becoming a

master teacher. My lessons have more meaning and the students are making more gains because

of it. I have a clear picture of what my students need to accomplish and with practice and

implementation the students will also know the standards.

2. My plans (learning step 4) are more specific to standards now and involve more active

learning. In the past I feel my lessons were more passive. My plans also provide opportunities

for all students’ abilities. The students positive reactions and comments help motivate me to

continue using these new skills.

My Least Effective Actions/Attitudes in My Seven-Step Learning Process, with Evidence

1. Implementation time (learning step 5) remains an issue but is improving. I become

frustrated with myself when we do not finish a lesson in one day when that was the initial plan.

This happens most often in my morning group where I have double the amount of students that I

have in the afternoon.

2. Gathering evidence (learning step 5) is not always easy in early childhood education.

A lot of what we do only offers observation of tasks to gather evidence. I personally like to make

the observations, but with the amount of children in my class and the lack of time, I must utilize

my assistant to gather information as well. I would eventually like to come up with a

comprehensive assessment that includes self-assessment that would encompass our curriculum

and standards.

My Next Steps for Professional Educator Improvement)

1. I really need to work on time management which includes student’s time on task. I

may need to rework my daily routine to best fix this area of weakness.

2. Another area of weakness is providing real world examples so the students can see

that what we do has meaning.

References

Angelo, T., & Cross, K. (1993). Classroom assessment technologies (2nd ed.). San Francisco:

Jossey-Bass Publishers. Cited by University of Oregon Teaching Effectiveness Program

at http://tep.uoregon.edu/resources/newteach/fifty_cats.pdf

Chappuis, J. (2009). Assessment for learning: classroom practices that maximize student

success. ETS Assessment Training Institute. Portland. Retrieved from

http://d43fweuh3sg51.cloudfront.net/media/media_files/sevenstrategies.pdf

Danielson, C. (2007). Enhancing professional practice: A framework for teaching. (2nd ed.).

Alexandria, VA: Association for Supervision and Curriculum Development.

Davies, A. (n.d.) Summary of research on classroom assessment. Transforming Assessment,

An Online Resource for Educators. Retrieved from http://annedavies.com/assessment_

for_learning_arc.html

Heisler, S. (2013). Write teaching. Retrieved with password and username “write1” from

“MY SMU” to Blackboard site at http://www.smumn.edu

Artifact A: Pre-assessment and Post-assessment Comparisons:

Italicized type distinguishes post-assessment additions (Learning Step 6) from the earlier

pre-assessment (Learning Step 2). Unchanged ratings generally represent improvements within

the same developmental range as the pre-assessment. Rating codes for Tables 2, 3, and 4: Unsat

= Unsatisfactory, Basic, Prof = Proficient, Dist = Distinguished.

Two Assessments of Student Performance Evidence Related to Academic Expectations

To view the targeted standards guiding the pre- and post-assessment, see the first page of

Artifact C. See Artifact D for evidence of student work supporting the post-assessment.

Table 1a: Student Academic Performance Compared to PK-12+ Vertical Standards Skill Level

Grade Level

Significant Performance Factors that Determine Current Proficiency Rating(proficiency = performance meets all expectations at and below the rating)

Lowest Row 1ToRow 1

94% of children Child is are able to find, identify, and sound at least two letters some letters and numbers in books, signs, and labels. About 90% are able to do this. Lowest typically mimics teacher.44% are identifying 7 letters or less.

Median Row 2ToRow 2

About 60% (77%) of the children know the first letter in his/her name and points to the letter on signs and words in a book and says, “My letter.”

Highest Row 3ToRow 3

When looking at a book, the child says, “This word (bike) starts like my name. ‘B’ is in my name, Becky.” About 40% (60%) can do this.

Evidence source:Area to improve:Evidence source:Most improved area:

Observation of students.Recognizing and naming the first letter in name upon seeing name.Observation and PALS assessment scoresRecognition of first letter I child’s name in print.

Approx. % Table 1b: Student Attitudes/Actions Related to Assessment

a = 50% (56%) b = 0% na (17%)c = 100% (100%)

Current approximate % of student learning/engagement observed by teacher during (a) teacher-guided assessments in classroom (b) independent assessments in classroom (c) peer assessments in classroom

NA Current approximate % of completion for assessments assigned as homework.

0% (55%)Current overall accuracy in assessing own work using criteria or assessment tools.

70% (70%)Current understanding of formative assessment as a valuable learning strategy.

Self-assessment of Instructional Assessment Methods and Practices Related to WTS 8

Table 2: Assessment Design Based on Danielson FrameworkDanielson A Framework for Teaching, Domain 1: Planning and Preparation (p. 63)Component 1f: Designing Student Assessments (Read pages 59-63.)Rating options: U=Unsatisfactory, B=Basic, P=Proficient, D=Distinguished Element Rating Current Evidence to Support Rating/Area to ImproveCongruence with instructional outcomes

BasicToBasic

1. Some More instructional outcomes are assessed through the proposed assessment approach.2. Assessment methodologies have not been (have been) adapted for groups/individuals as needed.

Criteria and standards BasicToProficient

1. Unclear (Clear) criteria and standards. 2. Students do not (do) contribute to development of assessment criteria.

Design in formative assessments

BasicToBasic

1. Lesson plans include formative assessment strategies for all instructional outcomes. 2. Lesson plans include no (some) well-designed approaches to engaging students in assessment and correction of their work.

Use for planning UnsatisfactoryToBasic

1. Plans to use assessment results in designing future instruction. 2. Does not use assessment results to plan for whole class ( Uses) ( basic ) and/or group (proficient) and/or individual instruction. (Distinguished is all three levels.)

Evidence source:Area to improve:Evidence source:Most improved area:

Teacher recall, current assessment tools and methods.Clear criteria, formative assessments at each learning step, self-assess-correct.ObservationUse for planning – using assessment results to create more meaningful lesson plans that target low areas of understanding.

Evidence of Improvements in Designing Effective Assessment Practices

1. Upon checking their work about 17% of students are immediately making corrections

as they see errors. Previously 0% of students corrected their errors during class.

2. Percentages of recognition of letters has increased significantly in a very short period

of time. A 17% increase was noticed in this area.

3. Student confidence has increased 16% as students are able to monitor their own

progress and receive positive reinforcement for their efforts from myself or my teaching

assistant. Three students in particular that have little self confidence in trying new skills have

shown improvement in this area.

Two Assessments of Learning Environment Related to Assessment Practices

Table 3a: Assessment Practices Based on Danielson FrameworkDanielson A Framework for Teaching, Domain 3: Using Assessment in Instruction (p. 89)Component 3d: Using Assessment in Instruction. (Read pages 86-89.)Rating options: U=Unsatisfactory, B=Basic, P=Proficient, D=Distinguished Element Rating Current Evidence to Support Rating/Area to ImproveAssessment Criteria

UnsatisfactoryToBasic

1. Students are not aware of the criteria and (students know some) standards by which their work will be evaluated. 2. Students have not (have) contributed to the development of the criteria.

Monitoring of student learning

BasicToProficient

1. Teacher does monitor progress of whole class. 2. Teacher elicits no (basic) diagnostic information from individuals regarding their understanding and monitors individual progress.

Feedback to students

BasicToProficient

1. Teacher’s feedback to students is uneven quality and untimely (timely). 2. Students do not (do) make use of the feedback in their learning with prompting. (with=proficient, without=distinguished)

Student self-assessment and monitoring of progress

UnsatisfactoryToBasic

1. Students do not (occasionally) assess and monitor quality of their own work against the assessment criteria and performance standards. 2. Students do not make active use of that information in their learning.

Evidence source:Area to improve:Evidence source:Most improved area:

Teacher recall, current assessment tools and practices.Students frequently assess and correct expected quality based on criteria.ObservationStudents assess and monitor the quality of their own work against assessment criteria and make appropriate corrections.

Table 3b: Assessment Practices Based on WTS 8 Teacher StandardsRating options: U=Unsatisfactory, B=Basic, P=Proficient, D=Distinguished Element Rating Questions to consider in rating current performance and defining areas to improveCriteriaandRatingSystem

UnsatisfactoryToBasic

• Can students name expectations (what know/do) for each learning step? • For a task, can students explain the line between unacceptable (below proficiency range) and essentially proficient? ...between fully proficient and mastery (above proficiency range)?• Does the rating system result in points/percentages/rating phrases that match the proficiency range for the task based on standards for the grade level (or temporarily adjusted expectations to raise overall PK-12 performance to standards)

Monitoring UnsatisfactoryToBasic

• Do all students participate willingly in formative assessment, knowing the environment is safe for making inevitable learning mistakes? • Do students quickly and objectively provide evidence and ideas for improvement when the teacher solicits information about what worked best and what did not to achieve objectives? • Do students use subject terminology and assessment criteria to question ratings and frame discussions/questions, rather than personal opinions/emotional thinking?• Would students agree that the teacher maintains useful records of student work and performance and can communicate student progress understandably?

Feedback UnsatisfactoryToBasic

• Do class and/or groups and/or individuals receive immediate feedback at each mini-step of learning that confirms learning or corrects learning? • Is the same confirm- or adjust-instruction-process happening on the teacher’s part based on continual assessments of student learning and feedback? (In other words, students know the goal is to “get it,” and if they are trying and don’t “get it,” the teacher accepts responsibility for finding a method that works…a learning TEAM.)

Student-initiated Assessment

UnsatisfactoryToBasic

• Do students consider continual informal and formal formative assessments as not only beneficial, but necessary for successful learning? • Before deadlines, do students ask for additional formative assessments if unsure of performance or to ensure performance meets high expectations? • Do students take responsibility for their own formative assessments and try to evaluate objectively, knowing it will help them become aware of their strengths and needs, and encourage them to set personal goals for learning?

Evidence source:Area to improve:Evidence source:Most improved area:

Current teacher assessment practices.Students name expectations, for students that don’t get it - teacher accepts responsibility for finding a method that works.ObservationStudent receive immediate feedback at each mini-step of learning that confirms learning or corrects learning.

Evidence of Improvements in Learning Environment Related to Assessment

1. Increased willingness to try even if unsure of answer, from 39% to 50%.

2. Increased peer support to seek the right answer. More students are offering help for

their peers to achieve the correct answer. This is wonderful to see, however, there are times when

the students like to help almost too much and do not allow the struggling student to think for

themselves.

3. An improved effort among students to try new learning methods. I have observed

students be successful trying a new way to learn and when struggling peers notice this success

they are eager to try to the new way of learning. This is not true for all students but I have

witnessed an increase in students’ willingness to at least try.

Artifact B-1: Example of an Assessment Method or Tool Before Improvement

Artifact B-2: Example of an Assessment Method or Tool After Improvement

One example of self-assessment is to look at your letter and compare it with the letter

written by me, the teacher. For students that need a closer comparison they will use the wet-dry-

try method. The student will use the iPad app to write their letter starting at the top. The app has

the student write the letter, erase the letter, and dry the letter. Next, the student will make the

letter on a piece of paper only using his or her finger, then the student will try making the letter

using a pencil. If this still does not work then the student can use the lines and curves from

Tool does not provide opportunity for a confirmation code.

Realistic TaskStudents need to know letters to be able to write their name.

Tool is not clearly setup for correction by students.

Tool does not allow student to assess independently.

Handwriting Without Tears and create their letter with wood pieces. Then the student can re-

create the letter using a pencil and drawing the lines or curves it takes to create their letter,

copying the letter they made with the wood pieces.

Artifact C: Targeted Standards and Improved Instructional Design

Text boxes define new practices applied to this lesson plan to align expectations, content, process, product, and assessment during the WTS 8 learning process. Color coding represents the elements in the chart below:

▪ 3 assessment tools/methods where students are actively assessing their learning ▪ 6 Bloom’s Taxonomy: recall, understand, apply, analyze, evaluate, synthesize/create. Explain missing or eventual levels. ▪ 5 thinking patterns: define, compare, relate, argue circumstance, give evidence. Give purpose + developing pattern. ▪ 1 different differentiation or variation strategies (Differentiate = necessary for student. Vary = appeal to sustain learning.)

Differentiate elements: expectations (due to capabilities), content, process, product, assessment method.Differentiate by multiple intelligences: MUSICAL, VISUAL, VERBAL, LOGICAL, BODY/KINESTHETIC,

INTERPERSONAL (social), INTRAPERSONAL (solitary), NATURAL, EXISTENTIALDifferentiate by learning styles: CONCRETE/FEELING, ABSTRACT/THINKING, ACTIVE/DOING,

REFLECTIVE/WATCHING; ACCOMMODATING (FEEL+DO), ASSIMILATING (THINK+WATCH), CONVERGING (THINK+DO), DIVERGING (FEEL/WATCH),

Differentiate by senses: SEE, HEAR, TOUCH, SMELL, TASTE, DO, EMOTION, SETTING. ▪ 1 example of making purposeful connections to widening perspectives beyond the lesson at hand to realities, interests, student’s past/present/future, cultural/racial/ethnic awareness, gender sensitivity, etc.

UNIT Name: Recognizing Letters in NameGrade(s): 4KTime Period/Dates for Entire Learning UNIT: October 13, 2014 – October 17, 2014Source: Olsen, J. (2011) Get set for school. Cabin John, MD: Handwriting Without Tears.

SUMMATIVE PLAN (APPLIES TO ENTIRE UNIT INCLUDING LESSON):

1. Current student proficiency grade range based on vertical standards and assessed abilities: Lowest= Gr. Preschool Median = Gr. 4K Highest=Gr. 5K 2. This unit’s proficiency range (P) based on vertical standards and students’ capabilities: ↓DIF: Lowest=Gr. Preschool Median = Gr. 4K Highest=Gr. 5K ↑DIF:

3. Assessed standards governing targeted lesson: Wisconsin Early Learning Standards in Table 1.

4. Assessed summative task(s) to demonstrate proficiency in UNIT outcomes/objectives:Children write name. Children point to letters in name and tell me the letters in their name in and out of order.

5. Assessment tool or list criteria for measuring summative proficiency range on this task(s). Children will write their name and self-assess by comparing their written name with the example written by myself of their name.

6. Essential UNIT Answer/Understanding: lasting truth/principle/rule/insight to answer EQ at #8. Understanding letters and sounds will help me to sound out words and become a successful reader.

7. Essential UNIT Question: Where is my letter hiding? I can find it everywhere!

8. Essential UNIT Connections: I need to know the letters in my name and all letters of the alphabet so I can write my name and so I can start practicing reading.

a: Connect thinking patterns for EQ to EA: Define first letter and sound in my name. Compare it to the letters and sound of other first names. (Example: I am going to take the first letter of my name name card and see how many “J’s” I can find in the classroom. If I can find my letter in the classroom, I bet I can find my letter at home. I can probably find my Mom’s letter too.)

b: Connect to students and widen perspectives based on diverse realities: I have a different letter than my sister but I have the same letter as Mom.

c: Connect learning to build integrity, empathy, insight: Now that I know my letters I can make a card for my Mom and Dad. They love when I make them cards.

Multiple Intelligences: Musical and Body/Kinesthetic

RECALL

APPLY

CREATE

UNDERSTANDANALYZE

RECALL

DEFINE

COMPARE finger trace to seeing letter in name.

GIVE EVIDENCE when they stand up

RELATE

ANALYZE is recognizing parts that make a whole. To help bridge gap to writing, ask students to name if their letter has lines and/or curves.CREATE is drawing picture and free-writing first letter below (at this stage).APPLY is learning used independently and correctly in new context. If they can point to the first letter for someone else’s name and say it correctly, that’s apply. Match up partners for different letters and that could be a self-assess activity. Try blanks again to name correctly.

Artifact D: Examples of Low, Median High Student Work Showing Assessment Markings

Text boxes indicate areas that show significant improvement or lack of improvement by comparison to usual previous outcomes based on progress toward PK-12 developmental expectations/standards. Explanations are located in the Post Assessment section.

Low Example: This student was comparing and creating the letter V from her name. The following pictures show a before and after of her progress:

Medium Example: This student below is practicing and self-correcting making the letter C. Upon completion of the unit, the student was able to identify the letter C. Student is continuing to identify the letter C in other print besides his name and master writing the letter C.

High Example: This student mastered all of her upper case letters and letters in her name. The student had written her name and, when self-assessing and comparing her work with the standard example, recognized she needed to cross the top of the letter “I” in her name, even though we do not require that in handwriting.