Sarah West

Fall 2015

FRIT 7236
Technology-Based Assessment and Data Analysis
Key Assessment
Multiple Choice
Grade 1 Science
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Objective 1: When given a list, students will be able to identify the basic needs of animals with
100% accuracy. (Grade 1- Science) (1A- Remember Factual Knowledge)
1. Which of these are all of the basic needs of animals?
a. food, water, treats, toys
b. food, milk, air, shelter
c. food, water, air, shelter
d. food, milk, treats, toys
Objective 2: When given a list, students will be able to identify the basic needs of plants with
100% accuracy. (Grade 1- Science) (1A- Remember Factual Knowledge)

2. Which of these are all of the basic needs of plants?

a. food, water, air, shelter
b. air, sunlight, water, nutrients
c. water, shelter, sunlight, food
d. nutrients, sunlight, water, air

Objective 3: When given a list, students will be able to identify the parts of a plant with 100%
accuracy. (Grade 1- Science) (1A- Remember Factual Knowledge)

3. Which of these are the parts of every plant?

a. root, stem, leaves, flower
b. root, trunk, branches, leaves
c. root, branches, leaves, flower
d. root, leaves, flower, pollen

Assessment plan:
Improving item reliability: Reliability is determined by the consistency of students scores on
an assessment over time (Bookhart & Nitko, 2015). In order to improve item reliability,
students will be assessed again at the end of the unit and a few weeks after the unit to make sure
they have an understanding. Scores will be compared to ensure that students know the
information and that the test items are reliable. This material is taught in the third marking period
of the school year, so it can be tested several times to ensure reliability.
Improving item validity: Validity is the determination of whether or not an assessment truly
assesses what it purports to assess (Bookhart & Nitko, 2015). These questions were taken
straight from the first grade science standards from the state of Georgia. To further determine
validity on this test, the science textbook test bank will be checked for these questions.

Differentiation of instruction: Differentiation is important when it comes to instruction.

Students are placed in groups based on their abilities in the classroom. To further differentiate
instruction, students will be given an opportunity to retake the test if the data proves they need
improvement. This will be after they are given review of material. The results will let me know if
we need to keep working on the material, remediate some of the material, or if we can move on.

Improving student learning: Student learning can always be improved. One way to ensure
improving student learning is through differentiated instruction. Students are also given
summative and formative assessments before taking a test. They are observed while the material
is being taught, then they are given an opportunity to apply the knowledge they have gained
before taking an assessment. They are also given time to review material through meshing of
science and language arts.

Improving future assessments: Validity and reliability is assessed each time an assessment is
given. The data is also reviewed to ensure the students are meeting the objectives. All of this is
taken into account when considering future assessments, especially on the same material that is
covered.

Short Answer and Essay

3rd Grade Science

GPS Power Standard

S3L1. Students will investigate the habitats of different organisms and the dependence of
organisms on their habitat.
Objectives: Level and Short Answer Questions
Type
Students will Remember Name the parts green plants that allow them to thrive in
identify the Factual different regions in Georgia.
features of a green Knowledge
plant that allows it
to live in different
regions of
Georgia.

Students will Understand What are the features of animals that live and thrive in the
identify the Conceptual Okefenokee Swamp?
features of animals Knowledge
that allow it to live
in different regions
of Georgia.

Students will Remember Name the regions/habitats in Georgia.

identify the Factual
regions in Knowledge
Georgia.

Essay Questions

Students will Understand Explain how animals that live in each region adapt and
explain way Conceptual thrive. How do animals in the mountainous region adapt
animals can thrive Knowledge to the region? How do animals on the coastal region
in the different adapt? Explain different ways animals find to thrive in
regions in their regions.
Georgia.

Students will Understand What would happen if an animals habitat is changed?

explain what will Conceptual
happen to animals Knowledge
if their habitat is
changed.

Students will Understand How can animals thrive in one region but not in another?
explain how Conceptual What allows this to take place? Explain.
animals features Knowledge
allow them to
thrive in their
regions.

Assessment Plan
This assessment is for the end of the unit. The questions are meant to give an indication of
whether the students comprehended the material covered.

Improving item reliability:

Students will be given opportunities to take virtual field trips to the regions and participate in
experiments, along with other opportunities, to endure they have developed an understanding of
the material. Rubrics will be created and used for grading to maintain grading consistency for
each assessment.

Improving item validity:

According to Brookhart & Nitko ( 2014), validity means that the assessment items measure what
they are intended to measure.
The objectives and questions are from the 3rd grade Georgia Performance Science Standards. The
assessment uses the same vocabulary and the questions come straight from the essential
questions and standards.

Differentiation of Instruction:
Students that have learning disabilities will have questions read to them. If there is a difficulty
with writing for a students, they can have the chance to explain their answers orally. The same
rubric will be applied, but it will grade their oral answers. Technology can also be used to assist.
Of course, any students with IEPs will have their modifications.

Improving Student Learning:

Students will be asked similar questions during the unit, but they will also have a chance to re-
take the test if any re-teaching needs to take place after the data has been examined.

Improving Future Assessments:

The students results of these test items will be evaluated and used to modify any future test. A
word bank could be provided for this test. Vocabulary should also be matched while teaching the
material and on the test.

Higher-Order Thinking

Grade 1 Social Studies

Objectives: Level and HOTS

Type
After completing Evaluate Benjamin Franklin was the inventor of many things
the unit on Factual people are using today. How have his inventions changed
historical figures, Knowledge the course of history? What would happen if we did not
students will be have his inventions? Would we have bifocals or
able to identify electricity?
and explain how
the contributions Analyze George Carver Washington invented peanut butter and
changed American Factual many other things. Describe what he had to overcome to
history with 100% Knowledge get to where he was. List the character traits he displayed.
accuracy.

SS1H1 The
student will Evaluate* What was the item Thomas Jefferson was famous for
explain the Conceptual writing? How has that changed the course of American
impact of the life Knowledge history? What character traits did Thomas Jefferson
of historical display?
figures in
American
history.

SS1CG1 The
student will
identify how the
historical figures
in SS1H1a
display positive
character traits
of fairness,
respect for
others, respect
for the
environment,
conservation,
courage, equality,
tolerance,
perseverance,
and commitment.

Assessment Plan

These assessment items can be given throughout the unit as students are learning about each
historical figure, or at the end of the unit as a summative assessment for 1st grade social studies.
Improving item reliability:
According to Nitko and Brookhart (2014), reliability is the degree to which students results
remain consistent over replications of an assessment procedure. In order to improve reliability of
these test items, detailed rubrics or scoring guides should be created to ensure grading
consistency. Before students are given this assessment they will have the opportunity to
participate in hands-on activities, demonstrations, and journal writing opportunities using
appropriate vocabulary to help ensure that they have a deep understanding of the concepts.

Improving item validity:

As stated in the text (Brookhart & Nitko, 2014), validity means that the assessment items
measure what they are intended to measure. The objectives are written from the 1st grade
Georgia Performance Social Studies Standards using similar vocabulary and the questions are
used as essential questions throughout the teaching of the unit.

Differentiation of Instruction:
Students with learning disabilities or ESOL students should have test questions read to them.
Modifications should also be made according to their IEPs. If a student has difficulty with
writing, but can explain the concepts orally, they should be given credit for understanding and
explaining the concepts. Technology can be used to allow students to record audio answers to
the questions. The objective of this assessment is the social stuides content and students should
not be marked wrong for writing disabilities.

Improving Student Learning:

Results of the test items will be examined to check for confusion or misconceptions. Although
this is an end of the unit test, it can be used as a formative assessment to help uncover if any re-
teaching needs to take place followed by additional assessment.

Improving Future Assessments:

The students results of these test items will be evaluated and used to refine the test items.
Discussing students results with other teachers will help in making sure wording in the questions
are clear. One thing to think about is possibly adding a vocabulary word box and instructing
students to include specific words in the correct context in their answers.

Performance Assessment

Grade 1

Objectives: Level and Performance Assessment

Type
MGSE1.NBT Evaluate The teacher will have students individually count as
.1 Count to Factual high as they can in one minute starting with one.
120, Knowledge
starting at
any
number
less than
120. In this
range, read
and write
numerals
and
represent a
number of
objects
with a
written
numeral.
ELAGSE1RF Evaluate The teacher will have students individually read a list of
4: Factual
d. Read
nonsense words.
Knowledge
grade-
appropriate
irregularly
spelled
words.
ELAGSE1RF Evaluate The teacher will have students complete a cold read
4: Read Factual
with
(grade level book) individually and have students
Knowledge answer comprehension questions orally.
sufficient
accuracy
and fluency
to support
comprehen
sion. b.
Read on-
level text
orally with
accuracy,
appropriate
rate, and
expression
on
successive
readings.
ELAGSE1RL
1: Ask and
answer
questions
about key
details in a
text.
Assessment Plan

These assessment items can be given throughout the year as part of the first grade curriculum.
The nonsense words can change to the next list once the first list has been mastered. The cold
reads will continue to increase in difficulty as students master the first ones.
Improving item reliability:
According to Nitko and Brookhart (2014), reliability is the degree to which students results
remain consistent over replications of an assessment procedure. In order to improve reliability of
these test items, detailed rubrics or scoring guides should be created to ensure grading
consistency. Before students are given this assessment they will have the opportunity to
participate in hands-on activities, demonstrations, and journal writing opportunities using
appropriate vocabulary to help ensure that they have a deep understanding of the concepts.

Improving item validity:

As stated in the text (Brookhart & Nitko, 2014), validity means that the assessment items
measure what they are intended to measure. The objectives are written from the 1st grade
Georgia Performance Social Studies Standards using similar vocabulary and the questions are
used as essential questions throughout the teaching of the unit.

Differentiation of Instruction:
Students with learning disabilities or ESOL students should have test questions read to them.
Modifications should also be made according to their IEPs. If a student has difficulty with
writing, but can explain the concepts orally, they should be given credit for understanding and
explaining the concepts. Technology can be used to allow students to record audio answers to
the questions. The objective of this assessment is the social studies content and students should
not be marked wrong for writing disabilities.

Improving Student Learning:

Results of the test items will be examined to check for confusion or misconceptions. Although
this is an end of the unit test, it can be used as a formative assessment to help uncover if any re-
teaching needs to take place followed by additional assessment.

Improving Future Assessments:

The students results of these test items will be evaluated and used to refine the test items.
Discussing students results with other teachers will help in making sure wording in the questions
are clear. One thing to think about is possibly adding a vocabulary word box and instructing
students to include specific words in the correct context in their answers.