THE INSTRUCTIONAL CYCLE: USING ASSESSMENT FOR LEARNING
dabigmftciHelp with Teaching High School BIO in TEXAS TEKS
3 years ago
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files (4)Project8.docx
700.8PIRubric-2.pdf
AnnotatedExemplarTNT700.8IP1.pdf
AnnotatedExemplarTNT700.8IP.pdf
Project8.docx
TNT 700.8P THE INSTRUCTIONAL CYCLE
THE INSTRUCTIONAL CYCLE: USING ASSESSMENT FOR LEARNING
For the assignment, candidates select a previously given assessment(s) and use the data from the assessment(s) to determine next steps for instruction for each student. The data may be summative; such as a comprehensive assessment, a state assessment, a lab report, or a project; or may be formative, such as an independent reading record, observations, or a short quiz given to inform instruction.
As candidates analyze the data they should address questions such as:
· Given this data point, which students "got it," which students "kind of got it," and which students "didn't get it at all?"
· Would all students falling into these categories benefit from the same intervention or do they have different needs/skill sets/gaps that would require different interventions?
· What research-based instructional strategies, enrichments, or interventions would be best for each group or individual student?
Candidates will create and submit a multi-page pdf document (minimum 3 pages, excluding data tables and graphs) that includes the following, in this order:
1. The targeted TEKS or Prekindergarten Guideline(s)
Note: If you teach in a Special Education Self-Contained classroom, you may use the targeted IEP goal(s) where appropriate.
2. A description (include the actual assessment if it will add clarification) of the assessment given
3. The method used for collecting and scoring the data,
4. A table, chart, or other graphic displaying the data
5. A descriptive analysis of the data for all students in the class, and,
6. Next steps for instruction using research-based strategies that address the following
·
·
·
· How will you use your knowledge of your students’ assets to inform your plans?
· What instructional strategies, learning tasks, and/or assessments will you design to support student learning?
· How is the teaching you propose supported by research and theory about how students learn?
Further Requirements
· Specific attention should be given to the needs of all students identified as Special Education, 504, Gifted and Talented, English learner, etc.
· Your class analysis MUST include masking procedures for each student. Use "Student A", "Student B", etc. Students who participate in the special education program should also be identified with their qualifying condition; for example, "Student C - LD".
**NOTE: LACK OF PRIVACY ENHANCEMENTS IS AN AUTOMATIC ZERO FOR THE PROJECT.**
· Candidates should be specific and clear of the next steps addressing each student either individually or in small groups based on the data analysis.
· Finally, your paper must follow professional guidelines. This is scored on the rubric as well. Your paper should be written following these guidelines:
·
· One-inch margins
· Space and a half or double space
· Times New Roman 12 pt. font
· No obvious spelling, grammar, and punctuation errors
· At least 3 pages, excluding data tables and/or graphs
700.8PIRubric-2.pdf
Criteria Ratings Data Quality Exemplary 10 pts. Proficient 8 pts. Developing 6 pts. Novice 0 - 4 pts.
Data is accurate, thorough and detailed providing great insight into student performance on targeted objective(s).
The included graphic adds clarity and allows the viewer to see trends in the data.
Data sufficiently provides insight into student performance on targeted objective(s).
The included graphic adds clarity and may allow the viewer to see trends in the data.
Data provides some insight into student performance on targeted objective(s), but lacks clarity and detail.
The included graphic lacks clarity. Trends in data are not readily apparent.
Data provides little or no insight into student performance on targeted objective(s), and lacks clarity and detail.
The included graphic does not add clarity trends are not readily apparent; or, there is no visualization of the data provided.
Data Analysis Exemplary 20 pts. Proficient 16 pts. Developing 12 pts. Novice 0 - 8 pts.
Next steps for instruction are based on thorough and detailed analysis of data clearly indicating research-based targeted support to individuals OR groups to improve their learning on assessed learning objectives.
Detailed description of learning interventions identify rationale for selection of activities.
Rationale is explicitly supported by evidence from the data analysis previously performed.
Next steps for instruction are based on sufficient analysis of data indicating research-based targeted support to individuals OR groups to improve their learning on assessed learning objectives.
Interventions are described, including generic rationale for inclusion of learning activities.
Rationale is adequately supported by some evidence from data analysis.
Next steps for instruction propose general support that improves student learning related to assessed learning objectives. Next steps are loosely connected with research and/or theory.
Some learning activities are described.
May be lacking rationale or rationale is unsubstantiated by data evidence.
Next steps for instruction lack clarity or analysis of the data and may relate superficially or not at all to the assessed learning objectives. Research/theory is inadequate of missing.
There is little or no evidence of planning based on identified student needs.
Rationale is missing.
Best Practices Exemplary 10 pts. Proficient 8 pts. Developing 6 pts. Novice 0 - 4 pts.
Specific references to research-based best practices are made throughout the analysis to address the needs of all learners.
Sufficient references to research-based best practices are made in the analysis to address the needs of all learners.
Some references to research-based best practices are made in the analysis to address the needs of some learners.
References to research- based best practices are grossly inadequate and may not address the needs of the students.
Professional Writing Exemplary 10 pts. Proficient 8 pts. Developing 6 pts. Novice 0 - 4 pts.
Paper meets minimum requirements for Exemplary minimum 4 pages, excluding tables or graphs. Paper written with one-inch margins; 1.5 or 2-spaced, Times New Roman 12 pt. font. No obvious spelling, grammar, and/or punctuation errors.
Paper meets minimum requirements for Proficient - minimum 3 pages, excluding tables or graphs. Paper written with one-inch margins; 1.5 or 2-spaced, Times New Roman 12 pt. font. Less than three spelling, grammar, and/or punctuation errors.
Paper meets minimum requirements for Developing - minimum 2 pages, excluding tables or graphs. Paper written with one-inch margins; 1.5 or 2-spaced,Times New Roman 12 pt. font. More than three spelling, grammar, and/or punctuation errors.
Paper does not meet minimum qualifications
AnnotatedExemplarTNT700.8IP1.pdf
Preparing for the Using Data to Plan Instruction Project
I am using data to plan instruction in Dance I Music Unit. The targeted TEK(S) for this lesson is 117.306 c3A
perform memorized movement sequences with rhythmical accuracy in dance genres and styles such as ballet,
modern dance, tap, jazz, musical theatre dance, and world dance forms. The students' class objective is to be
able to demonstrate the beat of a song using their bodies, identify the time signature of a piece of music, and be
able to count a 4/4 song in 8's and a 3/4 song in 6's. During class, I gave a formative assessment to check for
understanding.
The formative assessment I gave was an exit ticket posted on Schoology. Students listened to an excerpt of a
song and completed the following steps.
1. Listen to the song
2. Find the beat of the music
3. Find the downbeat or the one count, and
4. Count in either sets of eight or sets of six.
These listed steps will help students establish whether the song's time signature is 4/4 time or 3/4 time.
First, I played two practice songs, one in 4/4 time and one in 3/4 time. I did a think aloud, explaining my
thought process to come to the conclusion whether the song was either 4/4 time or 3/4 time. Then I played
a series of 3 songs.
Students listened to the first song, followed the given steps to determine whether the song was 4/4 time or 3/4
time. Students would record their answer on Schoology as a comment on the Music Exit ticket post. Students
would repeat this process for two more songs. Students submitted their answers after listening to all three
songs. Students without a phone or iPad to use in class, recorded their answers on a piece of paper and
submitted them in their class box. Here is excerpt from the Schoology post and a sample of three students. My
analysis includes all students.
Formative Assessment: Exit Ticket – Music Lesson
After listening, decide if the song is in a 4/4 or 3/4 time signature. (Teacher will play 3 different songs)
The assessment was considered a schoology activity but could also be considered a short quiz in which the
results were used solely to collect formative data and not for a grade.
To score the data, I recorded whether the student got three out of three correct, two out of three correct, one
out of three correct, or none out of three correct. I took note of which ones students were frequently missing.
For this specific activity, many students struggled with the third song. A few students also missed the first song
as well.
I analyzed the data for this activity. Three students struggled with the first song and did not put the correct
STUDENT NUMBER #correct SONG 1 SONG 2 SONG 3
STUDENT #1 3 3 / 4 4 / 4 4 / 4 STUDENT #2 2 3 / 4 4 / 4 3 / 4 STUDENT #3 2 3 / 4 4 / 4 3 / 4 STUDENT #4 2 4 / 4 4 / 4 3 / 4 STUDENT #5 2 3 / 4 4 / 4 3 / 4 STUDENT #6 1 4 / 4 4 / 4 3 / 4 STUDENT #7 2 3 / 4 4 / 4 3 / 4 STUDENT #8 2 3 / 4 4 / 4 3 / 4 STUDENT #9 2 3 / 4 4 / 4 3 / 4 STUDENT #10 3 3 / 4 4 / 4 4 / 4 STUDENT #11 2 3 / 4 4 / 4 3 / 4 STUDENT #12 2 3 / 4 4 / 4 3 / 4 STUDENT #13 2 3 / 4 4 / 4 3 / 4 STUDENT #14 0 4 / 4 3 / 4 3 / 4 STUDENT #15 2 3 / 4 4 / 4 3 / 4 STUDENT #16 2 3 / 4 4 / 4 3 / 4 STUDENT #17 2 3 / 4 4 / 4 3 / 4 STUDENT #18 2 3 / 4 4 / 4 3 / 4 STUDENT #19 2 3 / 4 4 / 4 3 / 4 STUDENT #20 2 3 / 4 4 / 4 3 / 4
Data Quality 10 pts pts
Data Analysis – 20 pts – throughout the next two paragraphs
answer. The first song was 3/4 time signature which is sometimes harder to detected. Only one student got the
second song incorrect. Eighteen students got the third song incorrect. The third song was a slow 4/4 time
signature. I think many students got caught in the misconception that a slow tempo song equals 3/4 time
signature. After analyzing this formative data, there are definitely a few things that I need to reteach and clarify.
My next lesson will start by focusing on that third song of the exit ticket from the previous day. The class will
listen to the song they struggled with the most. I will explain the proper way to count the music and the
students will have an opportunity to adjust their thinking. According to the book, How People Learn
Feedback is most valuable when students have the opportunity to use it to revise their thinking as they are working on a unit or project. The addition of opportunities for a formative assessment increases students' learning and transfer, and they learn to value opportunities to revise (Barron et al, 1998; Black and William, 1998; Vyeet al., 1998b.) (Bransford, et al 141).
According to this research strategy, students will best adjust their thinking when they get to continue to work
with the area for which they are receiving feedback. With that in mind, I will explain in several different ways
why the song is a 4/4 time signature and not a 3/4 time signature. Note how she ties the research back to her
next steps.
I will use the illustration of finding the downbeat and filling in the number of beats or "puzzle pieces" it takes to
get to the next downbeat. There should be 7 beats or "puzzle pieces" between downbeats because dancers
count 4/4 time signature in eights. This illustration is done on the white board for all the visual learners. We will
also do a physical activity for those who learn kinesthetically. We will stand up in one big circle, march on the
beat around the circle, and clap on all the downbeats. We will also do physical examples for 3/4 time signature.
As for my students with Individualized Education Program plans and Specific Language needs, these same
explanations and activities will help them as well. The use of visual cues and the extra time we put into this
lesson will help them tremendously. I will gather formative assessments on them as well as the rest of the class
through observation. This is to ensure everyone is understanding this example. I am teaching them ways to find
Data analysis as it impacts next steps. Note the research cited to support strategies – 10 pts.
Targeted supports and learning interventions
the time signature of a song not only for this example but for all music played throughout the year.
The targeted objective for students to be able to demonstrate the beat of a song using their bodies, identify the
time signature of a piece of music, and be able to count a 4/4 song in 8's and a 3/4 song in 6's is derived from
the TEK(S). After these lessons, students will be set up for success to accomplish this TEK(S) and perform dance
phrases with proper musicality.
Sources: Bransford, John D., et al. How People Learn: Brain, Mind, Experience, and School. Washington D.C., National Academy Press, 2004. Texas Education Agency- Fine Arts Texas Essential Knowledge and Skills (TEKS)
AnnotatedExemplarTNT700.8IP.pdf
Preparing for the Using Data to Plan Instruction Project
I am using data to plan instruction in Dance I Music Unit. The targeted TEK(S) for this lesson is 117.306 c3A
perform memorized movement sequences with rhythmical accuracy in dance genres and styles such as ballet,
modern dance, tap, jazz, musical theatre dance, and world dance forms. The students' class objective is to be
able to demonstrate the beat of a song using their bodies, identify the time signature of a piece of music, and be
able to count a 4/4 song in 8's and a 3/4 song in 6's. During class, I gave a formative assessment to check for
understanding.
The formative assessment I gave was an exit ticket posted on Schoology. Students listened to an excerpt of a
song and completed the following steps.
1. Listen to the song
2. Find the beat of the music
3. Find the downbeat or the one count, and
4. Count in either sets of eight or sets of six.
These listed steps will help students establish whether the song's time signature is 4/4 time or 3/4 time.
First, I played two practice songs, one in 4/4 time and one in 3/4 time. I did a think aloud, explaining my
thought process to come to the conclusion whether the song was either 4/4 time or 3/4 time. Then I played
a series of 3 songs.
Students listened to the first song, followed the given steps to determine whether the song was 4/4 time or 3/4
time. Students would record their answer on Schoology as a comment on the Music Exit ticket post. Students
would repeat this process for two more songs. Students submitted their answers after listening to all three
songs. Students without a phone or iPad to use in class, recorded their answers on a piece of paper and
submitted them in their class box. Here is excerpt from the Schoology post and a sample of three students. My
analysis includes all students.
Formative Assessment: Exit Ticket – Music Lesson
After listening, decide if the song is in a 4/4 or 3/4 time signature. (Teacher will play 3 different songs)
The assessment was considered a schoology activity but could also be considered a short quiz in which the
results were used solely to collect formative data and not for a grade.
To score the data, I recorded whether the student got three out of three correct, two out of three correct, one
out of three correct, or none out of three correct. I took note of which ones students were frequently missing.
For this specific activity, many students struggled with the third song. A few students also missed the first song
as well.
I analyzed the data for this activity. Three students struggled with the first song and did not put the correct
STUDENT NUMBER #correct SONG 1 SONG 2 SONG 3
STUDENT #1 3 3 / 4 4 / 4 4 / 4 STUDENT #2 2 3 / 4 4 / 4 3 / 4 STUDENT #3 2 3 / 4 4 / 4 3 / 4 STUDENT #4 2 4 / 4 4 / 4 3 / 4 STUDENT #5 2 3 / 4 4 / 4 3 / 4 STUDENT #6 1 4 / 4 4 / 4 3 / 4 STUDENT #7 2 3 / 4 4 / 4 3 / 4 STUDENT #8 2 3 / 4 4 / 4 3 / 4 STUDENT #9 2 3 / 4 4 / 4 3 / 4 STUDENT #10 3 3 / 4 4 / 4 4 / 4 STUDENT #11 2 3 / 4 4 / 4 3 / 4 STUDENT #12 2 3 / 4 4 / 4 3 / 4 STUDENT #13 2 3 / 4 4 / 4 3 / 4 STUDENT #14 0 4 / 4 3 / 4 3 / 4 STUDENT #15 2 3 / 4 4 / 4 3 / 4 STUDENT #16 2 3 / 4 4 / 4 3 / 4 STUDENT #17 2 3 / 4 4 / 4 3 / 4 STUDENT #18 2 3 / 4 4 / 4 3 / 4 STUDENT #19 2 3 / 4 4 / 4 3 / 4 STUDENT #20 2 3 / 4 4 / 4 3 / 4
Data Quality 10 pts pts
Data Analysis – 20 pts – throughout the next two paragraphs
answer. The first song was 3/4 time signature which is sometimes harder to detected. Only one student got the
second song incorrect. Eighteen students got the third song incorrect. The third song was a slow 4/4 time
signature. I think many students got caught in the misconception that a slow tempo song equals 3/4 time
signature. After analyzing this formative data, there are definitely a few things that I need to reteach and clarify.
My next lesson will start by focusing on that third song of the exit ticket from the previous day. The class will
listen to the song they struggled with the most. I will explain the proper way to count the music and the
students will have an opportunity to adjust their thinking. According to the book, How People Learn
Feedback is most valuable when students have the opportunity to use it to revise their thinking as they are working on a unit or project. The addition of opportunities for a formative assessment increases students' learning and transfer, and they learn to value opportunities to revise (Barron et al, 1998; Black and William, 1998; Vyeet al., 1998b.) (Bransford, et al 141).
According to this research strategy, students will best adjust their thinking when they get to continue to work
with the area for which they are receiving feedback. With that in mind, I will explain in several different ways
why the song is a 4/4 time signature and not a 3/4 time signature. Note how she ties the research back to her
next steps.
I will use the illustration of finding the downbeat and filling in the number of beats or "puzzle pieces" it takes to
get to the next downbeat. There should be 7 beats or "puzzle pieces" between downbeats because dancers
count 4/4 time signature in eights. This illustration is done on the white board for all the visual learners. We will
also do a physical activity for those who learn kinesthetically. We will stand up in one big circle, march on the
beat around the circle, and clap on all the downbeats. We will also do physical examples for 3/4 time signature.
As for my students with Individualized Education Program plans and Specific Language needs, these same
explanations and activities will help them as well. The use of visual cues and the extra time we put into this
lesson will help them tremendously. I will gather formative assessments on them as well as the rest of the class
through observation. This is to ensure everyone is understanding this example. I am teaching them ways to find
Data analysis as it impacts next steps. Note the research cited to support strategies – 10 pts.
Targeted supports and learning interventions
the time signature of a song not only for this example but for all music played throughout the year.
The targeted objective for students to be able to demonstrate the beat of a song using their bodies, identify the
time signature of a piece of music, and be able to count a 4/4 song in 8's and a 3/4 song in 6's is derived from
the TEK(S). After these lessons, students will be set up for success to accomplish this TEK(S) and perform dance
phrases with proper musicality.
Sources: Bransford, John D., et al. How People Learn: Brain, Mind, Experience, and School. Washington D.C., National Academy Press, 2004. Texas Education Agency- Fine Arts Texas Essential Knowledge and Skills (TEKS)
