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EDSN640SyllabusOnsite-PASSpring20251-15-25.docxEDSN 640 – Assessment of Individual Differences in General Education and Special Education: A Socio-Cultural Perspective
M.S. in Education and Special Education / Touro University Graduate School of Education
On-site/VC EDSN 640 – Assessment of Individual Differences in General Education and Special Education: A Socio-Cultural Perspective
Spring 2025 Syllabus
Course Information
Course Communication Policy
The official communication channels for Touro GSE courses are through Touro email and the Canvas learning management system inbox. Candidates should frequently check Touro email and only use Touro email for communication concerning academic and other program registration matters. Please note: Social Security and other federal or state identification information must not be included in electronic correspondence.
Course Description:
This course is designed to provide theoretical and experiential knowledge regarding basic principles of educational assessment and intervention for all learners. Teacher candidates will become data and assessment literate, focusing on examining the use of assessment practices and strategies to improve student success. This course places a strong emphasis on the planning of formative and summative assessments, the analysis of the use of data-driven instruction, and the application of grading practices. Teacher candidates will become familiar with measures to assess learners with special needs and learners from linguistically and culturally diverse backgrounds. Teacher candidates will develop data literacy to utilize assessment data to analyze and adjust curriculum and assessments to enhance their instructional practices and to implement evidence-based, data-driven instructional interventions.
3 credits
Prerequisite
N/A
Candidate Learning Outcomes
Candidates will be able to do the follow on the completion of this course:
● Create an assessment (Selected Response, Formative Assessment, Written Response, Performance Task, Personal Communication) aligned with specific and measurable learning targets (NYSED V.I, V.4, AAQEP 1d, 2d).
● Analyze assessment results to inform future teaching (NYSED V.2, AAQEP 1b, 1d, 2b, 2d).
● Use curriculum-based assessments to determine rate of improvement (NYSED V.2, AAQEP 1b, 1d, 2d)
● Identify grading practices that are an accurate representation of student achievement (NYSED V.4, AAQEP 1d, 2d)
● Explain the intricacies of creating a large-scale standardized test, including the concepts of reliability, validity, and fairness (NYSED V.1, AAQEP 1a)
● Distinguish between appropriate and inappropriate test-preparation strategies, describe engaging test-prep strategies, and explain three or more strategies for reducing test anxiety (NYSED V.5, AAQEP 1e)
● Based on research, state the effect formative assessment has on learning (NYSED lll.1 AAQEP 1a, 2b).
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Course Outcomes and Assessment Alignment |
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Outcome |
Assessment |
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Create an assessment aligned with specific and measurable learning targets |
Preassessment Formative Assessment Project |
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Analyze assessment results to inform future teaching |
Three-part analytic summary |
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Use curriculum-based assessments to determine rate of improvement and adequate progress |
Module 3 reflection |
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Identify grading practices that are an accurate representation of student achievement |
Module 10 reflection Final baseline survey |
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Explain the intricacies of creating a large-scale standardized test, including the concepts of reliability, validity, and fairness. |
Analytic Summary Final Base Line Survey |
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Distinguish between appropriate and inappropriate test-preparation strategies, describe engaging test-prep strategies, and explain three or more strategies for reducing test anxiety |
Quiz test prep/anxiety Final Base Line Survey |
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Based on research, state the effect formative assessment has on learning |
Module 10 reflection Final Base Line Survey |
Course Overview /Schedule
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Spring 2025 Suggested Module Dates: |
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Module 1 |
January 27 – February 3 |
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Module 2 |
February 4 – February 11 |
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Module 3 |
February 12 – February 24 |
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Module 4 |
February 25 – March 4 |
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Module 5 |
March 5 – March 11 |
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Module 6 |
March 12 – March 19 |
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Module 7 |
March 20 – March 26 |
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Module 8 |
March 27 – April 2 |
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Module 9 |
April 3 – April 9 |
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Module 10 |
April 10 – April 28 |
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Module 11 |
April 29 – May 7 |
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Module 12 |
May 8 – May 16 |
Spring 2025 classes: 1/27/2025 to 5/16/2025
No classes: January 20th, February 17 – 22nd, March 13-14th, April 11- 20th
Textbooks & Course Materials
This text is mandatory and can be purchased or rented through the textbook links in Canvas.
● Chappuis, J., & Stiggins, R. (2020). Classroom assessment for student learning: Doing it right - doing it well (3rd ed.). Pearson Education. ISBN-9780134899114
Optional-to-purchase texts used throughout the course. Chapters will be provided in the modules.
● Popham, W. J. (2017). Classroom assessment: What teachers need to know (8th ed.). Pearson. ISBN 978-0134027296
● Cohen, L. G and Spenciner, L. J. (2015) - Assessment of children and youth with special needs (4th ed.). Saddle River, NJ: Pearson. ISBN: 978-0133574753
● Salvia, J., Ysseldyke, J. E., & Witmer, S. (2017). Assessment in special and inclusive education (13th ed.). Boston, MA: Cengage Learning. ISBN: 978-1305887329
Suggested Texts & Other Readings
Other readings will be made available in Canvas.
Course Technology Requirements
● A strong internet connection
● The most current version of a web browser (Firefox, Chrome, Safari, or Edge)
● Access to Canvas and the Web
Course Format
This course is conducted onsite or videoconference
This course meets as a class for 12 sessions (modules). You will be responsible for attending each class meeting, completing all required readings for each module and completing and submitting all assignments through the links provided in each module on Canvas.
You may choose at what time during the Module to do the assignments, but they must be completed by their designated deadlines.
We recognize that most candidates work full-time, may have a second job, a family, and be taking another course. This does not excuse one from participating regularly. You are in a graduate program and need to balance your workload accordingly.
Suggested timeline for success:
Expectations:
● Please allow 6 hours per Module for the work in this course. You should log on AT LEAST three times per Module.
● Please e-mail the instructor (faculty email address) using your Touro email address with any questions or concerns as soon as they arise.
Table of Assignment/Assessments and Modules Due
Course Overview /Schedule
Course Assignments
Module 1 - Becoming Assessment Literate: What is Understanding & What Does It Look Like?
Module 1 – What is understanding and what does it look like? Advanced Literacies -
Becoming assessment literate overview.
● Description: In this session, you will learn what understanding looks like and how assessment captures this as you define what it means to be assessment literate and examine your own assessment literacy.
Learning Targets:
After this session, you will be able to:
● Describe what it means to be assessment literate. (LT1)
● Explain your prior knowledge of assessing as a teacher and/or a student. (LT2)
● Participate in a community building activity
Learning Activities
● Module 1 Read Chappuis & Stiggins (2020) - Chapter 1
● Ancillary Material.
● Module 1 Are You Assessment Literate?
● Module 1 Popham (2017) - Chapter 1 - Why Do Teachers Need to Know about Assessment?
Module 1 How Can We Make Assessments Meaningful? by - Heather Wolper-Gawron.
Reference: Wolpert-Gawron, H. (2012, July 31). How can we make assessment meaningful? Edutopia. https://www.edutopia.org/blog/making-assessments-meaningful-heather-wolpert-gawron
● Read: Advanced Literacies for Academic Success
● Read: Hallmark 3 of Advanced Literacies Instruction: Building Written Language
● Watch: What is UbD? Grant Wiggins Answers, with Video Cases: https://www.youtube.com/watch?v=WsDgfC3SjhM&t=88s
● Watch: What is Backward Design? https://www.youtube.com/watch?v=DTxnTNXPK3g
● Watch: 6 Facets of Understanding: https://www.youtube.com/watch?v=n2burROeZGA&t=3s
https://www.youtube.com/watch?v=byeeTbA4eR0
Assignment
● Module 1 Upload Initial Baseline
● Module 1 Ice Breaker
Module 2 - Effective Feedback and Clear Learning Targets: How Do We Capture Understanding to Make It Visible?
Description: In this session, you will learn what it means to be assessment literate, and you will examine your own assessment literacy.
Learning Targets:
After this session, you will be able to:
· Create 4 learning targets that are specific and measurable. (Use the verbs from Blooms Taxonomy)
· Provide effective feedback to your classmates.
· Plan learning and assessment with the end in mind: Overview of the stages of lesson planning and assessment:
· Make connections regarding lesson planning and assessment in Domain 1 of Charlotte Danielson's Framework for Effective Teaching Instrument
Materials:
· Module 2 Wiggins 2012 - Seven Keys to Effective Feedback
· Module 2 Read Chappuis & Stiggins (2020) - Chapter 3
· Module 2 Read Charlotte Danielson's Framework for Effective Teaching Domain 1 planning
· Module 2 Read Writing Learning Objectives that are Specific and Measurable
· Module 2 Exemplars-2
Assessments:
· Module 2 Quiz: Classify learning target by types
· Module 2 Reflection Clear Targets
· Module 2 State Standards and Clear Targets
In this module you will be in the beginning stages of preparing to develop your Formative Assessment Assignment
Download Formative Assessment Assignment, which is the major assessment for this course. You will be examining NY State Standards and then developing learning objectives (for the teacher) and learning targets (for the student). You will be expected to implement this assessment with at least two grade level students, analyze their work and make recommendations for assessment refinements by the end of this course.
You will also become acquainted with the Danielson Framework for Teaching which is the main evaluation framework for teachers and other student personnel (school counselors, speech pathologists and other service providers). You can learn more about the Danielson Framework in MTSS on the website: https://danielsongroup.org/
· Writing 3 Part Objectives video: https://www.youtube.com/watch?v=bUr_7QE6E2U
· Aligning Standards, Objectives and Assessments: https://www.youtube.com/watch?v=vXsn_sxpAmU Module 3 - Formative Assessment Overview, Making Thinking Visible (MTV), Analyzing Curricular appropriateness
Description
· In this session you will learn of the power of formative assessment and how assessment for learning engages students in monitoring their own achievement.
· Determine the appropriateness of a curriculum for grade-level and focus learners (FL) who need curricular adaptations.
· How to make student thinking visible to support understanding.
Learning Targets:
After this session, you will be able to:
· Explain the difference in the purposes for assessment of learning and assessment for learning.
· State the effect formative assessment has on learning suggested by research.
· Analyze and adapt instructional curriculum for appropriateness.
· Identify an appropriate grade-level lesson for your formative assessment implementation.
Learning Activities
· Module 3 Read Chapter 12 - Formative Assessment
· Module 3 Balow (2017) - Building a Blueprint Around Formative Assessment
· Module 3 Watch: Dylan William: What do we Mean by Assessment for Learning?
○ https://www.youtube.com/watch?v=q-myBw36_DA
· Module 3 Video: Building the Instructional Sequence: https://www.youtube.com/watch?v=eMPjXA0WkTg&list=PLR8lq-UTe_J-OBe9AdiZedmFiPJMoiLe5&index=5
Module 2 Reflection Clear Targets
Go to the NYS Next Generation Standards page and look for two standards you will use to build your formative assessment. Discuss by first unpacking the standard for the WHAT (content), WHY (reasoning) and HOW (process) of the standard and share with the group.
https://www.nysed.gov/next-generation-learning-standards (Kindergarten- 12th Grade)
DB: Answer using the following:
Using the High Leverage Practices section on collaboration,
Candidates will be able to:
1. Define the key vocabulary identified within the standard and the HLP. (LT1)
2. Using the What, Why and How of the standard
1. Identify the three areas collaborative activities which can be extrapolated from the standard and represented in the 3-part learning objective. (LT2)
1. Given a special needs situation (academic/social-emotional) determine which HLP/collaboration activity would be most appropriate to apply. (LT3)
1. How does creating measurable learning targets align with the intent of Danielson Domain 1? Why is this important in your lesson planning and assessment? Explain. (LT2)
Learning Objectives: (watch first 10 minutes of this video)
(For birth to pre-k only) NYS_Prek_Learning_Standards-2019.pdf Download NYS_Prek_Learning_Standards-2019.pdf
American Council on the Teaching of Foreign Languages. (2015). World-readiness standards for learning languages. https://www.actfl.org/sites/default/files/publications/standards/World-ReadinessStandardsforLearningLanguages.pdf
(For TESOL students only)
REFLECT ON THE CONNECTION BETWEEN DANIELSON DOMAIN 1 AND YOUR LEARNING TARGETS.
You need to respond to a minimum of three of your classmates with feedback. Make sure your learning objectives (LO) and learning targets (LT- written for the student in kid friendly language) are specific and measurable and you use the verbs from Blooms Taxonomy provided.
Module 3 – Formative Assessment Overview, Making Thinking Visible (MTV), Analyzing Curricular Appropriateness
In this session you will,
· Analyze and apply the power of formative assessment and how assessment for learning engages students in monitoring their own achievement.
· Determine the appropriateness of a curriculum for grade-level and focus learners (FL) who need curricular adaptations.
· Apply strategies to make student thinking visible to support understanding.
Review:
· Making Thinking Visible
· Danielson Domain 1 - reread as needed
· Module 3- Exemplars
Assessment
· Module 3- Analyzing and Adapting Curriculum
· Module 3 Quiz - How to Unpack Standards and Personalize Learning Targets (Play Posit) 1:26 (Dr. Heidi Hayes Jacobs and Dr. Marie Alcock)
· Module 3 Discussion -Analyze your lesson plan with the Tool for Analyzing and Adapting Curriculum
Module 3- Creating your Formative Assessment - Part 1 lesson selection
The goal of the Formative Assessment Assignment is to create a formative assessment based on the readings and your own research. The following is an overview of the entire assignment so you can see how the formative assessment project builds upon itself throughout the course. However, for module 3 you are only required to choose the lesson plan you will teach and assess and then complete the Tool for Analyzing Curriculum for your lesson selection and choose the standards, objectives and learning targets of the assessment.
Overview of the Formative Assessment Assignment:
State Standards, Objective Statements/Learning Targets:
· Identify (and refine) at least two learning standards to be addressed.
· State at least 4 measurable learning targets [LT] (3-part learning objectives for the teacher) and identify/categorize the Knowledge or Reasoning LT’s, (as explained in Chapter 3) to be assessed. Use the attached 3-part objective cheat sheet.
Suggestion: Do not use the chart table when writing your objective statement (that is just to illustrate how to write the 3 parts of the statement) but it may help to color code your objective statement's behavior, condition and criterion for clarity and as practice until you master the skill.
· Restate the learning targets in developmentally appropriate terms for the age group you are working with.
As your culminating project you will create, administer, analyze, a formative (PERFORMANCE-BASED) FORMATIVE assessment based on the grade and subject you work with. The purpose of this project is:
· How to select instructional materials from sample curriculum and evaluate it for its appropriateness for a sample context for learning using a rubric to evaluate its effectiveness
· Use multiple methods of diagnostic, formative, and summative assessments of student performance to plan, DELIVER, and modify instruction.
· PREASSESSMENT (using specially designed selected response), medial assessment (using CATS/MTV), summative assessment in a lesson segment specifically addressing the needs of all students and specifically addressing sample focus students
· How to assess the implementation of said assessment through video analysis of its design and implementation with the Danielson domains: 1a, 1b, 1c, 1d, 1e, 3a, 3b, 3e
· How to apply multiple measures to assess and document student growth, evaluate instructional effectiveness, and modify instruction.
· How to apply multiple methods of assessment and data sources in making educational decisions for special education students.
The goal of the Formative Assessment Assignment is to create a formative assessment based on the readings and your own research. The following is an overview of the entire assignment so you can see how the formative assessment project builds upon itself throughout the course. However, for module 3 you are only required to choose the lesson plan you will teach and assess and then analyze the LP to determine if it is high quality curriculum by completing the guiding questions of the Tool for Analyzing Curriculum for your lesson selection and choose the standards, objectives and learning targets of the assessment.
Creating the Formative Assessment Assignment:
Overview of the Formative Assessment (FA) Assignment
Download Overview of the Formative Assessment (FA) Assignment: (You will be creating parts of it with each module. It builds throughout the course. The implementation happens between Mods 6-8 with the final submission in Mod 9 and as part of the Analytic Summary in Mod 12)
You will be creating a formative assessment using an existing lesson plan (must be achievable in 1-2 periods), deliver the lesson following the plan. You will be examining NY State Standards and then developing at least 4 learning objectives (LO) and learning targets (LT). You will be expected to implement this assessment with at least two grade level students, analyze their work and make recommendations for assessment refinements by the end of this course.
· Lesson Selection (Part 1): Due Module 3:
If this is a lesson plan that you have created, you will need to create the assessments and rubrics. It is preferable to use an existing model lesson plan and assessments which come with the existing curriculum. You will differentiate the assessment to meet the student needs.
First, read Decomposition for a for a nalyzing, selecting, and adapting curriculum materials and learn the criteria for determining high quality instructional materials and assessments. Then analyze the curriculum using the Tool for Analyzing and Adapting Curriculum Materials
Download Tool for Analyzing and Adapting Curriculum Materials and then do the following:
· Identify the academic focus of the materials.
· Analyze the materials for demand, coherence, and cultural relevance.
In preparation for implementation of the formative assessment if you have access to a classroom, you may use these students. If you do not have access to a classroom, you may use same grade level students in your family, neighbors, friends. Also in preparation for the assessment is the implementation of a lesson plan. Although this course does not specifically teach lesson planning, it teaches assessment, which are the student outcomes of the teaching and learning process. Therefore, it is suggested that you use a previously developed lesson plan that you may have, or you may choose a sample plan from Engage NY or Achieve the Core, which you can modify/differentiate to accommodate the learners with whom you will be working with.
Do not use resources from Teachers Pay Teachers as these resources are not typically rigorous and have not been tested for validity and reliability (to understand these terms see Module 10).
Other suggested resources for high-quality model curriculum are:
Open-Up Resources: https://www.openupresources.org/
· This site also has K - 12 social-emotional curriculum lessons and HS Math
Learning for Justice: https://www.learningforjustice.org/
· See the social justice learning standards here.
EL Education. Language arts modules and lessons. https://eleducation.org/curriculum/language-arts/modules-and-lessons
International Reading Association. (n.d.). Assessment: Collection. ReadWriteThink. https://www.readwritethink.org/collections/assessment
· Remember: Your lesson plan should be based on the ages and/or areas you teach.
· Identify at least two learning standards to be addressed. (Choose one content and one literacy standard from the content area)
· Identify at least four (4) 3-part learning objectives
· Restate the student learning objectives (LO) as kid-friendly measurable learning targets (LT) in developmentally appropriate terms for the age group you are working with.
· Note: Both students’ learning objectives and learning targets are listed, AND Targets are (SMART) specific, measurable, attainable, realistic and timely AND Learning targets are written in student-friendly language and shared (visible and discussed) with students.
Criteria Checklist for Module 3 Assignment: Complete/Incomplete Submission:
1. A copy of the lesson/unit that you will use
2. A completed Tool for Analyzing Curriculum
3. The beginning of the Formative Assessment with standards and LO/LT sections completed from Module
Module 3 Discussion - Analyze your lesson plan: Applying the Tool for Analyzing and Adapting Curriculum
After choosing and analyzing the lesson plan/unit that you have chosen with the Tool for Analyzing Curriculum
Download Tool for Analyzing Curriculum, reflect on the findings and think about your learners.
· What did you learn about your lesson plan/unit?
· What ideas do you have for assessment and how do you know if the activities are aligned to your standards?
· How can using BOTH UbD and UDL/HLP
Download UbD and UDL/HLP frameworks help us to instructionally orient when planning your assessment and inform your lesson delivery?
Why is this important for your learners?
How can the Danielson Framework guide our understanding of planning assessment?
Module 4 Overview - Writing Objectives, Learning Targets and Preassessment
In this module you will:
1. Write knowledge and reasoning-type selected-response questions aligned with standard and learning objective (LO)/learning target (LT).
2. Create a preassessment of prior knowledge of the student sample who will be taking your formative assessment (which you will design in module 5 and implement in 7/8)
3. Analyze the student work.
4. Chart the data from the preassessment and the analysis on the Student Achievement Chart (SAC).
· How can we align test questions with specific and measurable learning targets?
· How do we create SRT questions that require inferences or other forms of reasoning?
· How can we create preassessments to guide/inform future instruction?
Materials
· Brookhart (2015) - Making the Most of Multiple Choice
· Teaching Channel Video - Poll Everywhere
Module 4 Read Popham - Chapter 6 - SR test
· Read: Turning on the Lights; What Preassessments Can Do?
· Wormeli, R. (2016, October 13). Turning on the lights: What pre-assessments can do. ASCD. https://www.ascd.org/el/articles/turning-on-the-lights-what-pre-assessments-can-do
· Read: The Whys and Hows of Activating Students Background Knowledge
· Read: Thomlinson (2009) Chapter 5 Thomlinson.pdf
Assessment
· Create a Pre-Assessment for your formative assessment, deliver it to a minimum of 2 students.
· Complete the Student Achievement Chart (SAC)
Download Student Achievement Chart (SAC) for the preassessment data. You will be using this chart again and completing the post-assessment side of the chart as part of the final course assignment Analytic Summary Project submitting in module 12.
· SEE SAMPLE SAC CHARTS: ELA - MATH
Module 4 Read Popham - Chapter 6 - SR test
· Brookhart (2015) - Making the Most of Multiple Choice
· Read: Turning on the Lights; What Preassessments Can Do?
· Wormeli, R. (2016, October 13). Turning on the lights: What pre-assessments can do. ASCD. https://www.ascd.org/el/articles/turning-on-the-lights-what-pre-assessments-can-do
Read: The Whys and Hows of Activating Students Background Knowledge
Read: Thomlinson (2009) Chapter 5
Review the following websites:
Classroom Assessment Techniques
Making Thinking Visible
Module 4 Pre-Assessment AND Student Achievement Chart (SAC) for your Formative Assessment
The goal of this assignment is to create a preassessment for your formative assessment based on the readings and your own research:
Your lesson plan should be based on the ages or areas you teach
Assignment- Create a preassessment – Using the Next Gen Standards and your chosen lesson plan to determine the prior knowledge, skills and academic language from the scope and sequence of the standards and create a 4-6 question preassessment. You may create the question stems or adapt them from existing curriculum,
· You must consider the prior knowledge, skills and academic language which are expected to be mastered before along with the LO/LTs you intend to teach in the formative assessment lesson. You will implement your preassessment to your chosen grade level learners and determine if the learner has mastered your previously identified prior knowledge and skills LTs and determine how this may or may not impact your delivery of the lesson plan/formative assessment.
· You will submit BOTH the Student Achievement Chart (SAC) and the preassessment
· Download Student Achievement Chart (SAC) and your preassessment.
· Create your preassessment and include the answer key for the standards and objectives you created in mod 2 and deliver it to your chosen students and analyze if you feel they have mastery of your identified prior knowledge (skills/knowledge of requisite vocabulary and content). Post the preassessment, answer key and its analysis to the DB.
PREASSESSMENT DUE MODULE 4: Begin to work on your preassessment to see what Knowledge (K), Skills (S), Reasoning (R) LT’s your student can hit by creating a test blueprint of this based upon the content skills and knowledge unpacked from the standard. You can use a variety of methods to preassess. Classroom Assessment Techniques
Download Classroom Assessment Techniques (CATs) and other informal methods are acceptable. However, for efficiency selected response methods can be welcomed, particularly with Gr. 1 and older. You are welcome to adapt materials from the existing curriculum if you are already working with students who are working in a specific curriculum in your class. If you are not working with students, you may utilize some of the curricular resources recommended in Module 3.
o Complete the target method match as you continue to develop your plan so you can identify the targets and the methods by which you will create the assessment (so you can choose the correct method as per Chappis) for the type of assessment in your plan.
o When designing the preassessment, consider the related skills they would need. Identify Knowledge and Reasoning Learning Targets for the content of the FORMATIVE ASSESSMENT PLAN and construct items.
· ADMINISTER THE PREASSESSMENT TO STUDENTS BY MIDWEEK OF THE MODULE-
· Use the Student Achievement Chart (SAC) to track progress of your students.
______________________________________________________________________________
THE STUDENT ACHIEVEMENT CHART (SAC):
The student achievement chart is
· a precursor to your lesson plan
· your entry point into the lesson...you will need your data to connect to the lesson you develop.
· Informs you of the students' current knowledge of the topic or skill level of the content you are going to teach.
Use the Student Achievement Chart (SAC) to identify the standard, learning objective and score range for the students in the 3 levels of the class:
· those who have met the standard and objective/LT at mastery success criteria (in other words 8/10 questions correct or 85% mastery) are level 3.
· those who are approaching the standard and objective and a partially proficient (6/10 or 70% mastery) are at a level 2.
· those who fall far below the success criteria of the standard and are a level 1.
Describe the Prior Knowledge (K) Skills (S) and Reasoning (R) targets and the success criteria at each of the levels
Student Achievement Chart with an analytical rationale about why this preassessment will help inform your instructional decisions in your lesson plan.
You must make a hypothetical analysis based on what the data represents. What does the data lead you to believe (you must make assumptions if you did not create and implement your own preassessment). Can be short (2-3 sentences) but must clearly indicate that you can interpret the data.
· For example, "Based on analyzing the current Regents data on English Language Arts, there was evidence that the students were able to read the literary passages with proficiency, but the data revealed that there were challenges with uncovering the multiple big ideas in the text.
Module 4 Discussion - Preassessment and Student Achievement Chart (SAC)
Based on the standards of your formative assessment create a preassessment (4-6 questions) to assess prior knowledge of skills, knowledge and important vocabulary) that the student needs to know and be able to do before the lesson you are giving your formative assessment. Use multiple modes/strategies for assessment.
· A NOTE FOR THE PREASSESSMENT OF NON-VERBAL/SEVERE DISABILITIES OR VERY YOUNG CHILDREN:
If you are working with younger children or non-verbal students, you can use observation or an alternate form of preassessment such as:
· Play-based assessment
· Naturalistic observation
· Teacher-child interactions
· If you are using this method be sure to use the SWD/EC preobservation form. (To learn more about observational methods of assessing see Module 8)
Download SWD/EC preobservation form.
· You will still need to chart your preassessment results from the SWD/EC preobservation
Download SWD/EC preobservation form on the Student Achievement Chart (SAC)
ASSESSMENT: Create a preassessment to see what K-S-R LT’s your student can hit by creating a test blueprint.
o Complete the target method match as you continue to develop your plan so you can identify the targets and the methods by which you will create the assessment (so you can choose the correct method as per Chappis) for the type of assessment in your plan.
o When designing the preassessment, consider the related skills they would need. Identify Knowledge and Reasoning Learning Targets for the content of the FORMATIVE ASSESSMENT PLAN
Download FORMATIVE ASSESSMENT PLAN and construct items.
Create the preassessment with the answer key for the standards and objectives you created in module 2 and deliver it to your chosen students by Mid-Module. You will then analyze the work and complete the SAC. Post the preassessment & answer key to the DB.
REFLECTION PROMPT: This DB uses the modified DB rubric
Post your test and answer key and provide feedback to 3 or more of your classmates preassessment design based upon the readings. Follow the DB rubric in your response criteria. Attach your test as your initial post (do NOT cut and paste it!!!) and then post answers as a word document and cut and paste your feedback into the text box so we all can benefit from it. Please give feedback that is helpful - simply praising someone's initial test does not aid them in improving it.
The feedback can include comments from the selected response quality checklist
Download selected response quality checklist and/or some, but not necessarily all, of the following:
· There are clear directions for each section/question type.
· Formatting issues - hanging indents, two-column matching, capital letters for answer choices, font and spacing are consistent, key words are in a caps (not bold, underlined or italicized).
· There are at least four reasoning questions.
· The question-writing guidelines and/or assessment-development guidelines listed in Chapter 5 in Chappuis and Stiggins (2020) and "Is This a Trick Question
· Download Is This a Trick Question" were followed.
· Answers to questions weren't obvious; or
· Distractors gave evidence of misconceptions.
Module 5 Overview- Performance Assessment Rubrics and Danielson THE FRAMEWORK FOR TEACHING EVALUATION INSTRUMENT
Performance Assessment and Rubric Overview
Description
· In this session, you will learn the advantages and disadvantages of using performance assessments and how to create student-friendly rubrics
Learning Targets:
After this session, you will be able to:
· Describe performance assessments compared with other forms of assessment?
· Identify what must be considered in creating a performance assessment?
· Create a rubric with clear and student-friendly descriptions of quality?
· Identify the indicators of the Danielson Teacher Evaluation Rubric and why is it an important tool for effective instructional and assessment design for student success?
Learning Activities
· Module 5 Read Chapter 7 in Chappuis & Stiggins (2020)
· Module 5 Read Danielson Teaching Rubric - domains 3 Instruction
· Module 5 Watch 5 Keys to Rigorous Performance Assessment
· Module 5- Video
· Module 5 Rubric Exemplars
Assessments
· Module 5 Post Your Rubric
· Module 5 Play Posit Quiz - Watch 5 Keys to Rigorous Performance Assessment
· Module 5 Reflection - Rubrics
· Student Feedback 1
Post your formative assessment and rubric.
YOU MAY USE THE 640 FORMATIVE ASSESSMENT TEMPLATE
Download 640 FORMATIVE ASSESSMENT TEMPLATE [ALSO LOCATED IN MODULE ZERO (0)] TO CREATE THE FORMATIVE ASSESSMENT.
· Remember, the formative assessment is the lesson that you are delivering, and it comes AFTER the preassessment. The preassessment data drives your instructional decision making for the formative assessment lesson.
The Formative Assessment should include:
2 Standards, 4 LO/LTs (both) aligned to the standards and IDed Knowledge or Reasoning, Academic Vocabulary, EQ/GQs, Technology used, Formative (include preassessment) assessments [see Formative Assessment Template
Download Formative Assessment Template], Differentiation for whole and small groups, Step by Step lesson delivery instructions for the formative assessment, formative assessment rubric, SAC, all instructional and data collection materials.
Create a rubric for your formative assessment:
· Create a rubric with 4-6 criteria aligned with the same using the Formative Assessment Rubric Template
· Download Formative Assessment Rubric Template with 4 - 6-point levels.
· Be sure to look at the Rubric Exemplars for further details and instructions.
· Add the Formative Assessment Rubric to the end of the formative assessment.
Discuss the following questions in the reflection:
Pick one of the following rubrics:
· After identifying the rubric, you have used discuss the positive and negative points of the rubric listed. Would you use it in your classroom and how would you modify it to make it more effective?
· Points to remember:
· Rubric Should
· Avoid using subjective or vague criteria such as “interesting” or “creative”; instead, outline objective indicators that would fall under these categories.
· The criteria must clearly differentiate one performance level from another.
· Assign a numerical scale to each level.
Examine Domain 1 of the Danielson Framework for Learning (2013)
Download Danielson Framework for Learning (2013) pp. 9-27 and think about your lesson selection for your formative assessment.
· How and where does your lesson plan selection meet (or not) the quality descriptors within the domain?
· What type of impact do you anticipate it having on student achievement?
What are the core tenants of Domain 3 in Danielson Framework for Learning (2013)
Download Danielson Framework for Learning (2013) and how does it inform you in your own instructional/assessment planning for student achievement?
Module 6 Assessment and Response to Intervention/MTSS Overview
Description: In this session, you will learn how assessment plays a major role in the RTI and MTSS process.
Learning Targets:
After this session, you will be able to:
1. Accurately describe the three tiers of RTI and approximate what percentage of students need each level.
2. Accurately describe the difference between RTI and MTSS
3. Identify three web sites where one can locate research-based interventions.
4. Accurately distinguish a CBM from other types of assessment and accurately monitor student progress; and
5. Describe one research-based academic intervention and CBM and clearly explain how it could be used in a regular/special education class.
Learning Activities:
· Module 6 Read Salvia et al. (2017) - RTI
· Module 6 Read RTI Progress Monitoring
Ancillary Materials
· Module 6 MTSS for PreK
· Module 6 RTI for Grades K-2
· Module 6 RTI for Emotional Disorders
· Module 6 The Center on Response to Intervention
· Module 6 Screening, Progress Monitoring, and Intervention Tools
· Module 6 RTI Action Network
· Module 6-Tiered Instruction and Intervention
· Module 6 Research-based Intervention Web Sites
Assessments
· Mid-Semester Course Evaluation
· Module 6 Discussion Progress Monitoring
· Module 6 MTSS Assignment
During module 6 (if you submitted the draft in mod. 5) or 7, you will plan to implement the formative assessment with your learners and videotape yourself implementing this. You do not need to have students in the video, just yourself. The goal is to reflect on your implementation using the Danielson rubric (instructions in mod 8), what you said and did and think about how you might improve it next time.
Module 6 Discussion Progress Monitoring
In this discussion, you should pick a writing prompt to respond to. You need to use what you have read in the module readings to answer the DB prompts. Please remember to cite our readings in responding to your group/classmates.
Reminder: Make sure you address the module learning targets.
1. Accurately describe the three tiers of RTI and approximate what percentage of students need each level.
2. Identify three web sites where one can locate research-based interventions.
3. Accurately distinguish a CBM from other types of assessment and accurately monitor student progress; and
4. Make appropriate decisions given progress-monitoring data.
Module 6: Post 2nd updated draft of formative Assessment for feedback
Module 7 Overview - Special Ed assessment overview and Focus Learner
Description: In this session, you will learn the various purposes and types of special education assessments and ways to accommodate and modify them for special needs students. You will also adapt your formative assessment for a Focus Learner profile you will create.
Learning Targets:
After this session, you will be able to:
1. Accurately distinguish between a modification and an accommodation.
2. List the seven types of decisions school personnel make using assessment information.
3. Identify the main purpose of the following laws: IDEA, FERPA, and NCLB.
4. List the disability categories according to Part 200 of the Commissioner’s Regulations.
5. Accurately define key special education vocabulary; and
6. Create a Specially Designed Instruction Chart for Focus Learner(s) (FL)
Learning Activities
· Module 7 Read Chapter 1 in Cohen & Spenciner (C&S)
· Module 7 Read Brookhart & Lazarus (2017) - Formative assessment for students with disabilities
· Module 7 Read Salvia, Ysseldyke, and Witmer (2017) - Chapter 2
Assessments
· Module 7 Test on Special Ed Assessment
· Module 7- Differentiated Support using Specially Designed Instruction (SDI)
· Module 7 Discussion - special ed. Assessment
During module 7 you will plan to implement the formative assessment with your learners and videotape (up to 10 min) yourself implementing this which you will upload in Module 8. You do not need to have students in the video, just yourself. The goal is to reflect on your implementation, what you said and did and think about how you might improve it next time.
Module 7- Differentiated Support - Specially Designed Instruction (SDI) Summary
After reading about Specially Designed Instruction
Download Specially Designed Instruction (UFT) and SDI Lesson Planning Modified Tool, and consider how would you integrate accommodations and plan supports for children (e.g., children with varied learning needs or approaches) in your assessment while you evaluate them in your formative assessment.
Using the two (minimum required) or more students who have completed your formative assessment, and create an instructional profile for those students and 1-2 students with IEPs profiles, please download and complete the Classroom Specially Designed Instruction (SDI) Summary Chart .
Download Classroom Specially Designed Instruction (SDI) Summary Chart.
· If you are in a classroom and have access to students, you can use students with IEPs from your own classroom. If you are not in a classroom and/or used students who do not have IEPs you can still complete the chart as it relates to your gen ed learners. If you do not have access to students with IEPs at all, go back to Module 6 IRIS Math module and choose the student profile(s) that you examined in that module and complete the chart with those profiles. Be sure to identify the learners, the accommodations and or modifications you would use to support them in the chart and in your formative assessment's final plan.
Here are direct links to the student profiles from IRIS in both elementary and secondary levels:
· Elementary Profiles: https://iris.peabody.vanderbilt.edu/module/rti-math/cresource/q2/p09/#content
· Secondary Profiles: https://iris.peabody.vanderbilt.edu/module/rti-math/cresource/q2/p10/#content
Here are additional student profiles for PreK and ELLs:
· English Language Learner Profiles: https://education.purdue.edu/elllps/ell-language-portraits/
Review this document to get an idea of how they relate to the context for learning.pdf
Reflection: Focus Learner assignment
You will need to develop a focus learner profile (student profile) in your "class." You will need to post the focus learner profile in Reflection.
· Download and review Sample Models of Portrait of a Focus Learner
· Use Focus Learner Profile self-checklist before you submit this assignment. RECALL YOUR WORK FROM EDPN 620 Child Development.
· If you have no access to students, please use this link to find a student and develop a profile from the information provided. https://education.purdue.edu/elllps/ell-language-portraits/
IMPORTANT: See the Focus Learner Profile checklist below to ensure that you are meeting assignment requirements.
· After developing your focus learner profiles, post it on the reflection.
· Each Candidate will post at least three (3) questions about their own Focus Learner assets (knowledge of learners: personal, cultural, and community) to one of his/her peers.
· Comment on one other candidate's post by answering their 3 questions. Ask three additional questions about other candidate's focus learners.
IMPORTANT: Below are examples of what a profile may include. Your description of your Focus Learner profiles should include information that would help you develop a clear picture of who your learner is and how the learner engages with the work.
Your focus learner must have an exceptionality identified on his/her individualized educational program/plan (i.e., IEP, IFSP or other plans). Select a learner that is representative of the varied/range of learner needs in your class.
The bolded descriptors below must be included (skills, socio-economic, language, and culture). Please include at least three of the other background descriptors in your profiles. These are what would be important for you to know about the learner.
You will find a student work sample from which you can create a student achievement chart here
IMPORTANT: Your description of the Focus Learner profiles should include the following information:
· Skills, strengths (Present Levels of Performance - PLOP) for Reading/Language Art, Math, Speech/Language
· Aspirations and passions (interests)
· Likes and dislikes
· Life experiences
· Languages spoken
· How the student likes to learn
· Struggles or potential barriers to learning (Social-emotional and
· Academic challenges)
· Cultural, ethnic background
· Socio-economic level(s)
· Anything else the teacher deems important
IMPORTANT: Before you submit this assessment, review the How do I select a focus learner and the checklist below:
“How do I select a focus learner? The focus learner must have an exceptionality identified on his/her individualized educational program/plan (i.e., IEP, IFSP or other plans).
Select a learner that is representative of the varied/range of learner needs on your caseload or in your class. The focus learner selected should have multiple learning or support needs (do not select a focus learner with the fewest needs). You want to be able to demonstrate your ability to meet the complex needs of a learner. As a candidate, you are not evaluated on whether your focus learner is able to respond correctly to each learning task. You are evaluated on your ability to plan for, respond to, and evaluate and assess the focus learner’s strengths and needs. IMPORTANT: Use self-checklist before you submit this assignment:
Checklist for Focus Learner Profile
|
|
Complete |
Incomplete |
|
Focus learner’s strengths and challenges and their potential impact on learning instruction and the learning targets. |
Focus learner’s strengths and challenges and their potential impact on learning instruction and the learning targets are described. |
Focus learner’s strengths and challenges and their potential impact on learning instruction and the learning targets are not described. |
|
Focus learner’s interests, aspirations and passions |
Focus learner’s interests, aspirations and passions are described with examples. |
Focus learner’s interests, aspirations and passions are not described. |
|
Focus learner’s likes and dislikes |
Focus learner’s likes and dislikes are described with examples. |
Focus learner’s likes and dislikes are not described. |
|
Anything else the teacher deems important |
|
|
Review these references to complete this assessment
Avallone, A. (2017, September 08). Getting to Know You: Learner Profiles for Personalization (Opinion). Retrieved January 01, 2021, from https://www.edweek.org/leadership/opinion-getting-to-know-you-learner-profiles-for-personalization/2017/09
Avallone, A. (2017, September 8). Getting to know you: Learner profiles for personalization (Opinion). Education Week. https://www.edweek.org/leadership/opinion-getting-to-know-you-learner-profiles-for-personalization/2017/09
Kanaan, R. (2019, February 15). What are learner profiles and why are they important? KnowledgeWorks. https://knowledgeworks.org/resources/learner-profiles-what-why-how/
Lynch, M. (2018, April 25). Here's everything you need to know about learner profiles. The Ed Advocate. https://www.theedadvocate.org/heres-everything-need-know-learner-profiles/
Weber, K. B., & Cole, V. (n.d.). Special education. New York State Education Department. http://www.p12.nysed.gov/specialed/commoncore/guidance-commoncore-template.htm
Purdue English Language Learners. (n.d.). Language portraits. http://elllps.squarespace.com/work
Module 7 Discussion - Modifying Instruction for IEPs and ELLs
Based on your readings,
1. What role does assessment play in the pre-referral, eligibility, and reevaluation of students suspected of having special needs? (Salvia, Ysseldike, & Witmer, 2017; Cohen & Spenciner, 2015)
2. Using the English Language Learner profiles for your program grade level, choose a student and answer the following (goes to an external site) https://education.purdue.edu/elllps/ell-language-portraits/
A. Describe the appropriate supports that you would provide to this student during your formative assessment.
B. How does Universal Design for Learning (UDL)/High Leverage Practices(HLP) support these learners?
Module 8 Overview - Observing, Conferences, Interviews, and Personal Communication
Description: In this session you learn the various facets of conducting observations of students and how to use that information for various purposes.
You will also videotape the delivery of the formative assessment to your students and upload the video to the DB and provide feedback based on 3A, B, D communication of Danielson for 2 classmates.
Learning Targets:
After this session, you will be able to:
1. To accurately distinguish between nine (9) types of observations. (LT1)
2. Describe how to use observations as formative assessment. (LT2)
3. Explain the different ways observation reliability can be compromised. (LT3)
4. Examine how the process of lesson/assessment implementation is embedded in Domain 3 of Danielson (LT4)
Learning Activities
· Module 8 Read Cohen & Spenciner - Chapter 8
· Module 8 Read Formative Assessment That Truly Informs Instruction
· Module 8 Salvia et al. (2017) - Observation
· Module 8 O'Keefe (1997) - The Habit of Kidwatching
Assessment
· Module 8 Discussion - observation, etc. Be sure to upload the video to the DB and provide feedback based on 3A, B, D communication of Danielson for at least two (2) classmates.
Module 8 Discussion - Observations and Formative Assessment Delivery Analysis Using Danielson Domain 3.
PART ONE: Answer the following questions, citing material from our readings:
1. How can observation be used as an effective method of formative and summative assessment? (NCTE, 2013) What are some options for assessing students with special needs and concerns about reliability, validity, and fairness? (Cohen & Spenciner, 2015). What are some things you should keep in mind while observing? (White, 2016)?
2. How can we ask questions that will cause students to use higher-order thinking skills in order to answer? What are the advantages of using logs and journal as assessment tools (Chappuis & Stiggins)
PART TWO: Videotape up to 10 minutes of the delivery/implementation of your formative assessment with students and upload the video to the DB. Provide feedback on the delivery of the assessment for at least 2 of your classmates formative assessments using Danielson Domain 3 indicators A, B, D.
Module 9 - Grading Practices Overview
Description
In this session, you will examine and discuss grading practices that do and don’t distort student achievement.
Learning Targets:
After this session, you will be able to:
1. State four reasons for not giving students a grade of zero.
2. Name five typical grading practices that distort achievement.
3. Explain the rationale for allowing students to redo tests and assignments.
4. Explain how data will be collected and stored from assessments conducted.
Learning Activities/Readings/Assessments Due
· Module 9 Read Wormeli - 2011 Redos and Retakes
· Module 9 Read Hodges (2019) - Portfolios Boost Assessment Relevancy
· Module 9 Read Portfolios Boost Assessment Relevancy.
· Module 9 Read O'Connor - 15 Fixes for Broken Grades
· Module 9 Watch Reeves - Toxic Grading Practices
· Module 9 A's for Good Behavior
· Module 9 Data Collection Exemplars
Assignment
· Module 9-Data Collection (Formative Assessment
· Module 9 Discussion - Grading Practices that Don't Distort Achievement
Module 9-Data Collection from final Formative Assessment implementation
For this submission make sure that you include your approved formative assessment with all of the components (These should be the ones you previously submitted) :
· Learning Standards
· Learning Targets
· Developmental Learning Targets
· Formative Assessment including: directions given to students, instructional materials, completed SAC (sample)
· Download completed SAC (sample), preassessment, all rubrics/answer keys/data collection sheets, as appropriate.
Discuss the method in which you will evaluate students as they (Where will they be? How will the data be collected? etc.) and how you will keep ongoing records.
This should be at least two paragraphs long and include samples of instructional materials and data collection sheets/checklists used during the lesson.
Module 9 Discussion - Grading Practices that Don't Distort Achievement
In the initial baseline survey, many of you professed to have grading practices that included giving extra credit, zeros for cheating or missing assignments, and docking points for late work. The authors in this module (Reeves, 2010, O'Connor, 2010, Chappuis & Stiggins, 2020) disagree with all of those as well as several other common grading practices.
· Write about why you still believe in those practices, or why your thinking has changed.
· Are there any of Wormeli's (2011) 14 tips for allowing do-overs (pp. 22-26) that you agree/disagree with? Why?
· Finally, Hodges (2019) and Chappuis and Stiggins (2020) make the case for portfolios being able to answer that age-old student question, "Why do we need to know this?" yet they believe that some would make them simple refrigerator art galleries. How can portfolios go beyond the simple collection of student work? What are the different types and which one would you use in a classroom?
1. State four reason for NOT giving students a grade of zero.
2. Name five typical grading practices that distort achievement.
3. Explain the rationale for allowing students to redo tests and assignments.
4. Identify how to track achievement, work skills, and behavior results separately.
5. Explain how to involve students in artifact selection and the reflection process.
Module 10 Large-Scale Standardized Testing Reliability, Validity and Fairness Overview, etc.
Description
In this session, you will learn about the care that goes into creating large-scale standardized tests and the different ways we interpret the results
Learning Targets:
After this session, you will be able to:
1. Explain the intricacies of creating a large-scale standardized test.
2. Define reliability, validity, and fairness.
3. Explain the two principles of determining test-prep appropriateness.
4. Describe three ways to make test-preparation engaging.
Learning Activities/Readings/Assessments Due
· Module 10 Read Popham Reliability
· Module 10 Read Popham Validity
· Module 10 Read Popham Fairness
· Module 10 Read Toch (2006) Harder than the Dickens
· Module 10 Read Addressing Test Anxiety
Assessments
· Module 10 Post Your Formative Assessment
· Module 10 Discussion – Harder than the Dickens
Module 10 Discussion - Harder than the Dickens
· After reading the assigned material respond to the following:
· Now that you know the expense and difficulty in creating a "good" standardized test, what is your reaction to the care and the cost with which our state assessments are created? (Chingos, 2015; Camara, 2006, Toch, 2006)
· How do the concepts of reliability, validity, and fairness affect our understanding of the testing process?
· How does this process compare with the care of teacher-made tests? Does knowing their students help guide teachers in creating their own tests?
Module 11 Overview - Appropriate and Inappropriate Test Prep
Description
In this session, you will learn appropriate ways to test prep, how to relieve test anxiety, and how to make test preparation engaging.
Learning Targets:
After this session, you will be able to:
1. Accurately describe the two evaluative guidelines for determining the appropriateness of test preparation practices.
2. Name the five common test-preparation practices and explain why two are considered appropriate.
3. Distinguish between the two different meanings of "teaching to the test."; and
4. Name four strategies for reducing test anxiety.
Learning Activities/Readings/Assessments Due
· Module 11 Read Reeves (2001) - Writing Not Test Prep
· Module 11 Test Prep Doesn't Have to be Overwhelming
Ancillary Materials
· Terada (2019) - Helping Students Beat Test Anxiety
· Sagan (2012) - Vocabulary Acquisition
· Module 11 Seven Ways to Survive Testing Season
· Module 11 Mindfulness Stress Reduction for School-Age Children
Assessments
· Module 11 Take Video Quiz - Test prep/anxiety
· Module 11 Quiz Ch 14 - Test Prep
· Task 3: Final Assignment-Analytic Summary Draft
· MODULE 11 IS A DRAFT FOR FEEDBACK ONLY. The Final Analytic Summary will be due by the end of Module 12.
Module 11: Task 3: Final Assignment-Analytic Summary
Analytic Summary Assignment:
1. Analyze the student work produced from your formative assessment using the Student Achievement Partners (green sheet) Student Work Analysis sheet for either ELA or Math
2. After you have analyzed the student work samples, post the score/results from the students’ performance to the post-assessment of the Student Achievement Chart (SAC),.
Download post-assessment of the Student Achievement Chart (SAC) and complete the reflection questions at the bottom of the SAC.
· Include the Student Achievement Partners Student Work Analysis (elementary sample)
Download (elementary sample) (secondary sample)
· Download (secondary sample) and the SAC with a final copy of your Formative Assessment in your final submission with the Analytic Summary - All due in Module 12.
Then, using this analysis, submit an Analytic Summary of the effectiveness of your formative assessment:
Submit an Analytic Summary following this 4-question outline:
What evidence of progression toward ongoing content mastery or near mastery does your assessment provide (be sure to cite your work using the readings from the course)?
1. How do the results of your assessment offer a clear picture of the student’s progress toward mastery of the Learning Targets? What do they know/understand? Give 3 examples.
2. Did the actual field-tested assessment work the way you had hoped? What would you change based on this analysis and how would your assessment inform ongoing instruction as the lesson plan progressed?
3. Provide 3 specific examples of the actual changes you would make by showing the original question and next to it the revised question based upon the outcome of the student work and justify with the research why those changes would be appropriate.
4. What did you learn about creating formative assessments from this project? Cite at least 3 important insights.
Note: When discussing your instructional methods, data collection strategies back-up your instructional moves up with research. Use the sources from this course and outside sources. Know why you are doing what you are doing and why it works.
For example:
· Bill was level 2 during the preassessment because he scored 6/10 problems. During the lesson we reviewed our regrouping strategies and a 10-frame. During the assessment Bill's ability to regroup improved and he scored 9/10 problems correct. When asked about what strategy he chose, Bill said "well, I really like bears, so I used the Teddy bear counters and it worked."
· Eventually when you complete the Touro Culminating Achievements Portfolio (TCAP) - you will need to be able to use data speak with the appropriate evidence from your work and you will then need to demonstrate how you mastered the standards by providing evidence as modeled above.
Module 12 - Reflecting on Course Learning Targets Overview
Description
· During this section, you will evaluate your experience and knowledge of creating and implementing a formative assessment. You will also reflect on your understanding of the initial baseline survey questions.
Learning Targets:
· After this session, you will be able to:
· Accurately analyze formative test results.
· Explain the details of the test-creation process
Learning Activities/Readings/Assessments Due
· Module 12 Upload Final Baseline Survey
1. Explain your current understanding of effective assessment practices including the difference between summative and formative assessment and including the concepts of reliability, validity, and fairness.
2. Write about your belief in the worth of large-scale standardized tests and distinguish between norm-referenced and criterion-referenced varieties. How would you compare them with performance assessments (PBA or PBL) and formal observations?
4. Explain your understanding of appropriate and inappropriate test preparation and your understanding of the practice of "teaching to the test," as well as ways to make it engaging and reduce test anxiety.
5. In a few sentences, give your understanding of the Response to Intervention progress-monitoring process and how it informs student tier placement.
6. Describe your beliefs in fair grading practices, including giving extra credit, allowing do-overs, assigning zeros for cheating or work not handed in, and the concept of giving exemplars, drafts, feedback, and student-friendly rubrics.
Be sure to support your comments with evidence from the text (APA format for citations and references only) and/or my presentations.
Assignment 1: Initial Baseline Survey for Module 1, before doing any course readings, you will be asked to answer questions assessing your prior knowledge and then again to assess your understanding of the course learning targets.
Final Analytic Summary:
Analytic Summary Assignment:
1. Analyze the student work produced from your formative assessment using the Student Achievement Partners (green sheet) Student Work Analysis sheet for either ELA or Math
2. After you have analyzed the student work samples, post the score/results from the students’ performance to the post-assessment of the Student Achievement Chart (SAC),.
Download post-assessment of the Student Achievement Chart (SAC), and complete the reflection questions at the bottom of the SAC.
· Include the Student Achievement Partners Student Work Analysis (elementary sample)
Download (elementary sample) (secondary sample)
· Download (secondary sample) and the SAC with a final copy of your Formative Assessment in your final submission with the Analytic Summary - All due in Module 12.
Then, using this analysis, submit an Analytic Summary of the effectiveness of your formative assessment:
Submit an Analytic Summary following this 4-question outline:
What evidence of progression toward ongoing content mastery or near mastery does your assessment provide (be sure to cite your work using the readings from the course)?
5. How do the results of your assessment offer a clear picture of the student’s progress toward mastery of the Learning Targets? What do they know/understand? Give 3 examples.
6. Did the actual field-tested assessment work the way you had hoped? What would you change based on this analysis and how would your assessment inform ongoing instruction as the lesson plan progressed?
7. Provide 3 specific examples of the actual changes you would make by showing the original question and next to it the revised question based upon the outcome of the student work and justify with the research why those changes would be appropriate.
8. What did you learn about creating formative assessments from this project? Cite at least 3 important insights.
Note: When discussing your instructional methods, data collection strategies back-up your instructional moves up with research. Use the sources from this course and outside sources. Know why you are doing what you are doing and why it works.
For example:
· Bill was level 2 during the preassessment because he scored 6/10 problems. During the lesson we reviewed our regrouping strategies and a 10-frame. During the assessment Bill's ability to regroup improved and he scored 9/10 problems correct. When asked about what strategy he chose, Bill said "well, I really like bears so I used the Teddy bear counters and it worked."
· Eventually when you complete the Touro Culminating Achievements Portfolio (TCAP) - you will need to be able to use data speak with the appropriate evidence from your work and you will then need to demonstrate how you mastered the standards by providing evidence as modeled above.
Course Rubrics:
Initial Baseline Survey Rubric
|
Criteria |
Advanced (3.0) |
Proficient (2.4) |
Novice (1.8) |
|
Thoroughness and Quality |
All questions are answered and supported with evidence from experience or other courses/resources. |
At least half of the questions are supported with evidence from experience or other courses/resources |
Less than half of the question are supported with evidence from experience or other courses/resources. |
|
|
Advanced (1.0) |
Proficient (0.8) |
Novice (0.7) |
|
Timeliness |
Assignment is posted before the end of the Module. |
Assignment is posted before the end of the following Module |
The assignment is posted later than two Modules when it was due |
|
Total Points |
|
|
|
|
|
|
|
/6 |
You will also be asked to answer the same questions at the end of the course, but with citations from the course readings. This will be an anchor activity, which you will complete as you progress through the course.
Assignment 2: Reflection Journal Contributions: Reflection Journals are where you process, examine, question, and extend your knowledge of course readings and content. Just as your students are meeting the Common Core standards by learning to “read like detectives and write like investigative reporters” across the content areas, so will you, as a participant in this course, focus on the skills of close reading (and re-reading) of the text; argumentation and discussion supported by evidence from the text; and extended writing related to the text. In our Touro College courses, the term “text” is used broadly. Texts are any experiences from which meaning, and understanding can be derived, including informational and literary writings, research studies, videos, PowerPoint presentations, websites, and purposeful group projects. It also means you can and should any assigned presentations.
. You must use APA format and list your references at the bottom of the posting.
● Remember netiquette – if you disagree, that’s OK – just do it respectfully.
● Have some fun!
Reflective Rubric (for Reflection Journals)
|
Reflective Rubric |
|||||
|
Criteria |
Ratings |
Pts |
|||
|
This criterion is linked to a Learning Outcome Reflection Entry Quality |
|
8 pts |
|||
|
This criterion is linked to a Learning Outcome Connections |
|
8 pts |
|||
|
This criterion is linked to a Learning Outcome Writing Style and Composition |
|
8 pts |
|||
|
This criterion is linked to a Learning Outcome Timeliness |
|
4 pts |
|||
|
Total Points: 28 |
Creating a Formative Assessment (Assignment 3)
The goal of the Formative Assessment Assignment is to create a formative assessment based on the readings and your own research. The following is an overview of the entire assignment so you can see how the formative assessment project builds upon itself throughout the course.
As your culminating project you will create, administer, analyze, a formative (PERFORMANCE-BASED) FORMATIVE assessment based on the grade and subject you work with. The purpose of this project is:
· How to select instructional materials from sample curriculum and evaluate it for its appropriateness for a sample context for learning using a rubric to evaluate its effectiveness
· Use multiple methods of diagnostic, formative, and summative assessments of student performance in order to plan, DELIVER, and modify instruction.
· Designing preassessment, formative assessment (using CATs/MTV), summative assessment in a 1–2-day lesson plan addressing the needs of all students and specifically addressing focus students
· How to assess the implementation of said assessment through video analysis of its design and implementation with the Danielson domains: 1a, 1b, 1c, 1d, 1e, 3a, 3b, 3e
· How to use multiple measures to assess and document student growth, evaluate instructional effectiveness, and modify instruction.
· How use multiple methods of assessment and data sources in making educational decisions for special education students.
Steps for completing Assignment 3: Formative Assessment:
Each segment of this assignment will be completed after each corresponding module.
In preparation for implementation of the formative assessment if you have access to a classroom, you may use these students. If you do not have access to a classroom, you may use at least 2 same grade level students in your family, neighbors, or friends. You will be expected to analyze their work and make recommendations for assessment refinements by the end of this course.
Also in preparation for the assessment is the implementation of a lesson plan. Although this course does not specifically teach lesson planning, it teaches assessment, which are the student outcomes of the teaching and learning process.
You will be creating a formative assessment using an existing lesson plan (must be achievable in 1-2 class sessions), deliver the lesson following the plan. You will be examining NY State Standards and then developing learning objectives and learning targets.
YOU MAY USE THE 640 FORMATIVE ASSESSMENT TEMPLATE LOCATED IN MODULE ZERO (0). The template will break down all aspects of the assignment.
Overall format of the formative assessment and the modules due:
This is a module-by-module overview of the formative assessment. If you use the Formative Assessment Template, you can add each piece of the assignment to the one document and hand it in with each module submission.
Mod 1: Identify at least two learning standards to be addressed.
Mod 2: Identify at least 4 learning objectives (LO)/targets (LT) (Knowledge or Reasoning Targets) to be assessed and their alignment to the standard. Restate the learning objectives into learning targets in developmentally appropriate terms for the age group you are working with.
Mod 3: Identify high quality curriculum lesson/unit choice and curricular quality analysis using the Tool for Analyzing Curriculum.
Mod 4: Create a preassessment of prior knowledge, 4-6 questions with answer key, administer and analyze it and report the data on the Student Achievement Chart (SAC).
Mod 5: Create a formative assessment (use formative assessment template) describing how will you continually evaluate students to understand progression toward mastery or near mastery based on the lesson plan and learning goals.
· Lesson Plan must include 3 - 6 evaluation items/activities for each standard/learning target, academic language development, HOT questioning, technology, all assessments including peer/self-assessment, step-by-step instructional delivery instructions. (Use the Formative Assessment template)
· Create a 4-6 criterion/point rubric for the entire formative assessment which measure the learning objectives and are aligned to the standards.
· Discuss the method in which you will evaluate students as they (Where will they be? How will the data be collected? etc.) and how you will keep ongoing records. Discuss how you will communicate outcomes with students and families (This is an additional section required for your final manuscript).
Mod 6: Second opportunity to get feedback on the draft formative assessment.
Mod 7: Implement the formative assessment with actual students and collect the data.
Mod 8: Post a 5 -8 min video of your initial implementation of the formative assessment lesson.
· Focus - Danielson 3A communication, 3B questioning, 3D feedback of how you are introducing the lesson's LT, success criteria, modeling of content to be assessed, answering questions/providing feedback.
Mod 9: SAC post-assessment data results from the formative assessment implementation are posted.
Mod 11: Draft of analytic summary assessment (see Mod 11 for assignment parts/details).
Mod 12: Final analytic summary due.
Module 8 Discussion – Observations and Formative Assessment Delivery Analysis Using Danielson Domain 3 Pt. 2
Module 9 Data Collection Rubric:
MODULE 11/12: Submit your Analytic Summary:
Analytic Summary Assignment:
1. Analyze the student work produced from your formative assessment using the Student Achievement Partners (green sheet) Student Work Analysis sheet for either ELA or Math .
2. After you have analyzed the student work samples, post the score/results from the students’ performance to the post-assessment of the Student Achievement Chart (SAC) and complete the reflection questions at the bottom of the SAC.
· Include the Student Achievement Partners Student Work Analysis (elementary sample) (secondary sample) and the SAC with a final copy of your Formative Assessment in your final submission with the Analytic Summary - All due in Module 12.
Then, using this analysis, submit an Analytic Summary of the effectiveness of your formative assessment:
Submit an Analytic Summary following this 4-question outline:
What evidence of progression toward ongoing content mastery or near mastery does your assessment provide (be sure to cite your work using the readings from the course)?
1. How do the results of your assessment offer a clear picture of the student’s progress toward mastery of the Learning Targets? What do they know/understand? Give 3 examples.
2. Did the actual field-tested assessment work the way you had hoped? What would you change based on this analysis and how would your assessment inform ongoing instruction as the lesson plan progressed?
3. Provide 3 specific examples of the actual changes you would make by showing the original question and next to it the revised question based upon the outcome of the student work, and justify with the research why those changes would be appropriate.
4. What did you learn about creating formative assessments from this project? Cite at least 3 important insights.
SEE RUBRIC IN MODULE 12 AND USE IT AS A WRITER'S CHECKLIST!
Note: When discussing your instructional methods, data collection strategies back-up your instructional moves up with research. Use the sources from this course and outside sources. Know why you are doing what you are doing and why it works.
For example:
· Bill was level 2 during the preassessment because he scored 6/10 problems. During the lesson we reviewed our regrouping strategies and a 10-frame. During the assessment Bill's ability to regroup improved and he scored 9/10 problems correct. When asked about what strategy he chose, Bill said "well, I really like bears so I used the Teddy bear counters and it worked."
· Eventually when you complete the Touro Culminating Achievements Portfolio (TCAP) - you will need to be able to use data speak with the appropriate evidence from your work and you will then need to demonstrate how you mastered the standards by providing evidence as modeled above.
Grading Criteria
Points for each assignment/assessment/participation
|
Baseline Survey and Syllabus Review (Module 1) |
4% |
|
Reflections (Modules 2, 3, 4, 5, 6, 7, 8, 9, 10) Due dates within the Module vary. Read carefully. See Syllabus and Canvas to note due dates. |
25% |
|
Assignments (Module 6 MTSS and Module 7 SDI Summary) |
9% |
|
Formative Assessment Assignment |
28% |
|
Final Project: Analytic Summary (Module 12) |
25% |
|
Quizzes |
9% |
|
Surveys |
0% |
|
Total |
100% |
Late Work Policy
Written assignments uploaded after the due date will receive full credit. Reflection s will close on the due date and you will be no longer able to make posts.
Viewing Grades in Canvas
All graded assignments must be submitted to Canvas. Points you receive for graded assignments will be posted to the Canvas Grade Book. Click on the Grades link on the left navigation to view your points. Your grades will be updated before the end of the next module.
Letter Grade Assignment
Final grades assigned for this course will be based on the percentage of total points earned and are assigned as follows.
Complete Assignments
All graded assignments for this course will be submitted electronically through Canvas. Assignments must be submitted by the given deadline or special permission must be requested from instructor before the due date.
All discussion assignments must be completed by the assignment due date and time. Late or missing discussion assignments will affect the student’s grade.
Understand When You May Drop This Course
It is the student’s responsibility to understand when they need to consider dropping a course. Refer to the Course Schedule for dates and deadlines for registration. After this period, a serious and compelling reason is required to drop from the course.
Incomplete Policy
Issuance of Incomplete Grades rests at the discretion of the instructor. Only candidates who have completed a minimum of 75% of course requirements are eligible for an Incomplete, based on extenuating circumstances. A signed contract is needed to process an incomplete grade with an initial timeframe of six weeks to complete coursework. However, the timeframe is at the discretion of the instructor and is based on the nature of the course.
Grade changes will not be permitted after the posting of final grades. Additional work cannot be submitted after the posting of final grades for a grade change except in the case of an approved Incomplete.
Inform Your Instructor of Any Accommodations Needed
Touro College complies with Section 504 of the Rehabilitation Act of 1973, and the Americans with Disabilities Act (ADA) of 1990, which protects persons from discrimination on the basis of physical or mental impairments for all educational and employment purposes. Reasonable Accommodations may be available for students who have physical or learning-related disabilities.
The College is committed to providing reasonable accommodations to students with documented disabilities who request accommodations. Policies and procedures ensure that students with a disability will not, on the basis of that disability, be denied full and equal access to academic and co-curricular programs or activities or otherwise be subjected to discrimination under programs offered by the College.
The College has a centralized Office of Student Disability Services headed by an Executive Director who oversees Student Disability Services operations in the Undergraduate, Graduate, and Professional Divisions. Students with disabilities seeking reasonable accommodations should do so through the coordinators of the Office of Student Disability Services (OSDS) in their respective schools.
The Office of Disability Coordinator for the GSE is Prof. Maria P. Heim (212) 463-0400 ext. 55479 email: [email protected]
A student requesting accommodation for a documented disability under the ADA must meet with the OSDS coordinator for their school and submit an Application for Accommodations & Services. Verbal disclosure of a disability and request for accommodation is not sufficient and cannot substitute for required documentation.
Students may apply for reasonable accommodations at any time. Accommodations, if granted, are only done so on a prospective basis. Reasonable accommodations are never provided retroactively.
Students seeking reasonable accommodations must:
1) Complete the Application for Accommodations & Services.
2) Provide documentation as described in the Guide to Documentation Requirements.
3) Participate in an interactive dialogue with the OSDS coordinator.
The Office of Disability Services Handbook is available online or upon request.
Technology Policy
Touro technology resources, facilities, and/or equipment may only be used by current members of the Touro Community (hereafter referred to as “users”) unless otherwise authorized by the Dean of Faculties, Dean of Students, the Senior Vice President for Administration, or the Senior Vice President and Chief Financial Officer, or their designated alternates.
Users may not allow other person(s) to utilize Touro’s technology resources, facilities, and/or equipment. All users of Touro technology resource users must sign, upon commencement of their relationship with Touro, or at another appropriate time, the Acceptable Use Policy (AUP), and submit the signed AUP form to the Chief Information Security Officer (CISO). A copy of the form is also available online. In submitting the AUP Acknowledgement Form, each individual will be certifying that he/she has read and will comply with the AUP. This Policy contains elements that intersect with other policies at Touro. Should there be questions as to which policy applies; requests for clarifications should be addressed, in writing, to the CISO at [email protected]. Touro-provided email is considered the primary official communication mechanism recognized by Touro for communication with the Touro Community. Students are urged to read the complete policy, which can be seen at:: https://touro.app.box.com/v/AcceptableUsePolicy
Academic Integrity Touro University is a community of scholars and learners committed to maintaining the highest standards of personal integrity in all aspects of our professional and academic lives. Because intellectual integrity is a hallmark of ethical, scholarly, and scientific inquiry as well as a core value of the Jewish tradition, students and faculty are expected to share a mutual respect for teaching, learning and the development of knowledge. They are expected to adhere to the highest standards of honesty, fairness, and professional conduct in their academic work and respect for all community members.
Academic dishonesty undermines our shared intellectual culture and our ability to trust one another. Faculty and administration bear a major responsibility for promoting a climate of integrity, both in the clarity with which they state their expectations and in the vigilance with which they monitor students. Students must avoid all acts of dishonesty, including, but not limited to, cheating on examinations, fabricating, tampering, lying, plagiarizing, and utilizing artificial intelligence (AI) tools without acknowledgment of such, as well as facilitating or tolerating the dishonesty of others. Academic dishonesty lowers scholastic quality and defrauds those who will eventually depend on the knowledge and integrity of our graduates. Furthermore, it misrepresents student efforts and mastery of course material both absolutely, and relative to others in their courses.
Touro University views violations of academic integrity with the utmost gravity. Such violations will lead to appropriate sanctions, up to and including expulsion from the university community. We commit ourselves to the shared vision of academic excellence that can only flourish in a climate of integrity.
The International Center for Academic Integrity (ICAI), of which Touro University is a member, lists six fundamental values: honesty, trust, fairness, respect, responsibility, and courage, to allow institutional scholarship to flourish with integrity.1 To sustain these values, Touro University’s Academic Integrity Policy, requires that a student or researcher:
· Properly acknowledge and cite all use of the ideas, results, or words of others, including the use of AI tools and other emerging technologies;
· Properly acknowledge all contributors to a given piece of work;
· Make sure that all work submitted as their own in a course or other academic activity is produced without the aid of unsanctioned materials or unsanctioned collaboration;
· Treat all other students in an ethical manner, respecting their integrity and right to pursue their educational goals without interference. This requires that a student neither facilitate academic dishonesty by others nor obstruct their academic progress.
Failure to uphold the principles of academic integrity threatens not only the reputation of Touro, but also the value of each and every degree awarded by the institution. All members of the Touro community bear a shared responsibility for ensuring that the highest standards of academic integrity are upheld.
The complete Touro University System Academic Integrity Policy can be found at www.touro.edu/students/policies/academic-integrity/
Memorandum of Understanding
All course participants must sign and submit the following Memorandum of Understanding:
1. I acknowledge that I have received and read the syllabus for this course.
2. I acknowledge that I have received and read the assignment expectations and rubrics for this course. I also understand that there are weighted components to the grades for this course.
3. I understand that it is my responsibility to ask the course instructor clarifying questions.
4. I understand and agree that my work in this course is graded according to the assignment rubrics, and weighting scale, and is not Pass/Fail.
5. I understand that the contents of the syllabus are subject to change in response to the instructor’s insights into necessary course improvements.
6. I understand that my coursework may be used for program approval, accreditation, and/or faculty development. In such cases, all coursework will be anonymized or presented in the aggregate without the inclusion of personal identification data. I reserve the right to request that my coursework not be used for such purposes by notifying my instructor in writing of said request by the third week of the course.
Candidate Signature: _________________________________________ Date:_________________________
Course policies are subject to change. It is the student’s responsibility to check Canvas for corrections or updates to the syllabus. Any changes will be posted in Canvas and notifications will be sent via Touro University email.
