7/29/2019 EPSY 485 Assignment Description

1/2

EPSY 485 Course Assignment Fall 2012

ASSESSMENTDURINGINSTRUCTION: HOWWILLYOUKNOWIFTHEYKNOW?

DUE IN CLASS ON NOVEMBER 27th. LATE ASSIGNMENTS WILL NOT BE ACCEPTED

The purpose of this assignment is for you to try out what you have learned about assessment during instruction and fromour course material. For this assignment, you will create an assessment during instruction assessment/activity (akaformative assessment). The purpose of this assessment is to help you determine what students understand and find the

gaps in their understanding.

Unless you are currently teaching, you will need to make up a classroom context for this assignment. The context willneed to include a description of your students and a unit of study (either one you are studying, recently finished or willsoon be studying). You can choose a unit title and grade level from the Champaign district website.http://www.champaignschools.org/. (From this site you will need to go to the Department links and then explore the pagefor the information you need.) I recommend using this website If you want to choose a different curricula from a differentdistrict, you must provide a website address or hard copy materials of the unit with your completed assignment.

1. Describe your school context (you can use your own school as an example, a school you hope to work in,one that you are familiar with just do not name the school or district).

a. Who are your students? Do you have students with special needs? What is the academic achievementlevel of the students? (compared to students in the school or other students in the classroom).

b. What are some demographics of your school/district? What does the school look like?

2. Unit of Studya. What is the unit and grade level?

b. What are the essential questions or enduring understandings for this unit? (see Champaign website forexamples of what an essential question or enduring understanding is)

c. Select 2-3 learning objectives from this unit that are taught in 1-2 lessons (choose something similar tothe learning objectives from the teacher panel). What level of Blooms revised taxonomy do they address?

3. Assessment during Instruction Activity

a. Construct an in-class assessment (e.g., in-class assignment or pop quiz) of at least 5 items that will helpyou identify gaps in understanding for those learning objectives.

b. Construct at least 3 items for the assessment. Choose item types that will best demonstrate students

understanding and gaps. Use your item writing guidelines to construct quality items. If you need morethan 3 items be sure to say why.

i. Link each item to learning objective(s) and justify which level Blooms taxonomy each itemaddresses.

ii. Provide an answer key for your items.iii. Provide evidence (or propose how you will gather evidence) that this will be a reliable, valid and

fair assessment.

4. Answer the following questions based on your activity:a. Would you grade this activity? Why or why not?

b. How will you conduct this activity? That is how much time will they have to complete it? Will they workindependently or can they work together? When will you announce it if its a pop quiz? Will you go over itin class or collect and evaluate later on? Are there any assessment accommodations for students with

special needs? Explain why you would conduct this activity the way you choose.c. What are your performance criteria for this activity? That is, what will be your evidence that a studentdoes or does not understand the material? This question should be answered in relation to the learningobjectives.

d. What are your performance criteria for the class? What will be the evidence that the students as a wholeare ready to move forward or something else needs to be done?

e. Based on their evidence of understanding, how will you proceed? That is, what will you do if they get itor dont get it or just some of them get it?

THIS ASSIGNMENT NEEDS TO BE TYPED.Also be prepared to share and explain with classmates on the day the assignment is due.

http://www.champaignschools.org/http://www.champaignschools.org/http://www.champaignschools.org/

7/29/2019 EPSY 485 Assignment Description

2/2

EPSY 485 Course Assignment Fall 2012

EPSY 485 Assignment RubricYour assignment will be evaluated based on the following criteria:

Part 1: Context Points

Students academic achievement level (comparing to the students in other classes or schools), studentswith special needs in classroom are identified

1

School and district features such as demographic characteristics are identified 1

Part 2: Unit of Study

Unit title & Grade level 1

Identify the essential questions and enduring understandings for this unit 1

Identify 2 learning objectives 2

Identify what level of Blooms revised taxonomy objectives address 2

Part 3: Assessment During Instruction Activity

Construct 3 quality items 3

Each item linked to learning objective(s) 3

Justification for which level of Blooms taxonomy each item addresses 3

Answer key for items 3

Evidence (proposed or otherwise) is provided that this will be a valid, reliable and fair assessment 3

Part 4: Explanation

Assignment is determined to be graded or not, and justification given 2

Conduct of activity is fully explained: time, organization, feedback, assessment accommodations ifneeded

2

Performance criteria for evidence of understanding for individual students 3

Performance criteria for evidence of understanding for the class as a whole 3

Plan to move forward based on outcome of assessment 2

Part 5: Mechanics (clarity, spelling, grammar, etc) 5

Part 6: Prepared to explain to a classmate, and the whole class, what you did during lecture on date this is due.Due to time restrictions not everyone will have the opportunity to share. Students will be chosen at random.

10

TOTAL 50