Assessment Plan and Implementation Report

Assessment Plan and Implementation Report

Please use this template for Assignment 2 and Assignment 3. Below, there will be gray instructional text. This is here to serve as an indicator for what you should put within each section. Please ensure you delete it out and change the text color back to black before submitting your assignment.

Project Info
Your Name:	(delete this and any other grey text) Place your name here
Assessment Task Title:	Indicate the title of your assessment task
Grade Level or Role of Learners:	Indicate the grade level of the intended audience
Subject:	Indicate the subject or area of your assessment task

Client Info
Client Name:	Place your client’s name here
Client Organization:	Identify the organization in which your client works
Client Email:	Provide the email of your client
*Client Certification Number:	If you are pursuing IT Certification (planning to take the IT GACE), please provide the certification number for your client both on this template and to this Google Form: Survey: Submitting Client Information . Certification information can be found here: http://www.gapsc.com/Certification/Lookup.aspx

Assignment 2: Assessment Plan

(2) Instructional Objective

Identify the learning objective(s) being assessed. (Three rows are provided below. Add or delete rows as needed.) Remember, include the measurable behavior, the condition (if needed), and the criteria. Next to each objective, identify the Bloom’s level at which the verb(s) in the objective is functioning.

Instructional Objective	Bloom’s Level
(1)
(2)
(3)

(3) Assessment Task Annotation

Describe the assessment task that the learners will be undertaking. Include the following elements in addition to your description:

· Approximate Duration of Assessment Task

· Content Standards (e.g., Georgia Standards of Excellence , TEKS , etc.)

· National Standards (MUST include ISTE-S Standards for K-12 or ATD Areas of Expertise for instructional designers); include other national standards as deemed relevant)

· Explanation of how the assessment is aligned to the objective (remember the behaviors and level of Bloom’s taxonomy should match)

(4) Summary of Assessment Types Used in Plan

List out the assessments used in this plan. For each assessment, identify what type of assessment it is in terms of whether it is constructed response or selected response; and indicate the assessment’s Purpose in terms of whether it’s formative, summative, and/or diagnostic. There should be at least one form of constructed response, and there should also be less formal ways the instructor checks for understanding during implementation. See page 51 of Butler and McMunn (2014) for aid. Add or delete rows as needed.

Assessment Title/Name	Assessment Type (constructed response, selected response, other)	Assessment Purpose (formative, summative, diagnostic)
(1)
(2)
(3)

(5) Description of Instruction with Teacher/Trainer Directions

Provide a high level description of the instruction. Additionally, provide the directions that the teacher/trainer/facilitator would need to implement the lesson.

(6a) Rubric Title & Description

Identify the title of the rubric, and briefly describe the rubric or performance evaluation tool. The rubric includes specific descriptors for each rating. The descriptors are clearly distinguished from each other. The descriptors are phrased in clear language. Visit Chapter 7 (p. 93) of Butler and McMunn (2014) for a quick review.

(6b) Rubric or Other Performance Evaluation Tool

Insert the actual rubric or performance evaluation tool

(7) Learner Work Example

Learner/student Work with Teacher Commentary (Insert one example of what you would expect a learner/student to submit as a document or photo.) Remember, this isn’t an actual learner/student example at this point. Also, please see the note on the assignment directions regarding this part. If you do not have something specific for a student work example, you can submit a general explanation of what you would expect a student to submit and what you anticipate you will provide for feedback for a common misconception from students. Potential teacher commentary is included that clearly shows specific feedback for the student.

(8) Materials and Equipment

Identify the materials and equipment that will be needed for this lesson, making sure to include both the instructional and assessment materials. (Place any “instructional technology” in the next section).

(9) Instructional Technology Tool(s)

Identify the Instructional Technology that was used in this assessment task (or the instruction). Be specific as to who used what technology (e.g., teacher, student). If using web resources, be sure to include hyperlinks/URLs.

(10) Differentiated Instruction

Identify how you’re going to differentiate instruction based on the following characteristics: readiness, learning profile, and student interests. The plan for differentiated instruction is appropriate for the performance task. The plan describes clearly how learners will be supported. See page 144 of Butler and McMunn (2014).

(11) Learning Environment

Describe the setting for the instruction and assessment (e.g., geographic location, physical features of classroom/media center/activity center).

(12) Learner Characteristics

Describe the characteristics of the learners, such as age, gender, race/ethnicity, exceptionalities (disability and giftedness), developmental levels, culture, language, interests, learning styles or skill levels.

(13) Relative Advantage of Selected Instructional Technology(ies)

Describe the relative advantage of using technology within the lesson and for assessment if applicable. (How does using the instructional technology(ies) described in this plan support learning in a way that could not have been done--or not done as easily/efficiently--without the technology?)

Assignment 3: Assessment Implementation Report

(1) Implementation Report

Explain what worked well or did not work well with the assessment implementation. Explain how both the instruction and the assessment went. Use the questions below to help you write this section:

· Did the lesson/activity go as it was planned? If not, what deviated?

· Were the students/participants able to complete the work as directed or did they need clarification on anything?

· Did you get the types of responses or performances you expected?

· What should be done to improve the assessment the next time it is implemented?

(2) Student Example with Feedback

Provide an example of the assessment along with the performance evaluation tool for the assessment item. Make sure that teacher feedback is highlighted/provided on the example.

(3) Report of Impact on Student Learning

After the assessment has been implemented, conduct an analysis of the data.

· First provide an analysis for the whole group of students. Create a table or graph or another pictorial display that shows the information.

· Next provide an analysis for subgroups of students. For example, you may analyze data for males and females. Refer to the description of learners provided above. You should analyze data according to the characteristics you described. For example, if 15% of the students are Speakers of Other Languages, you should prepare an analysis for that subgroup of students.

· Provide descriptive statistics such as means or percentages, and include the number of students in your analyses. Make sure you are practicing good data literacy (i.e., providing both percentages and totals).

· Write a brief narrative to explain the interpretation of the data for (a) the whole group and (b) the subgroups.

(4) Future Instructional Plans

Work with the person you are coaching to review the data analysis and interpretation. Ask the person you are coaching what should be planned for future instruction. Then write a brief report of the future instructional plans. The following question must be answered as a part of the report.

· What should be done to revise instruction based on areas where students/participants did not perform well?