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Assessment Cycle

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Assignment 3 Procedure-2

Assignment 3– Assessment Cycle (25%) (Objectives 1, 2, 3, 4, 5, 6, 7)

For the purpose of this assignment, your target group can be your students, classmates, team members, or coworkers.

The assessment cycle is an effective tool for improving instruction. It consists of assessing the target group (students/stakeholders), collecting data, analyzing the data, making instructional decisions, delivering instruction, reassessment of the target group, and sharing assessment outcomes. Develop an assessment cycle for a unit of study

Step 1: Assessment – Create a pre-test that has the majority of the questions at the higher DOK levels for a unit you are teaching to determine what your target group know (you can use the test your developed in assignment 1). Design and align a formative assessment that matches learning objectives and leads to mastery. Modify the assessment and testing conditions to accommodate the learning styles and varying levels of knowledge of the student. Use a learning style inventory to determine the learning styles of the target group students.

 

  1. Choose content and/or skills for the unit.
  2. Choose objectives for the unit.
  3. Create a pretest with a majority of questions at higher DOK levels as specified in Step 1 of the assignment. This pretest will be submitted as part of the assignment.
  4. Create a formative assessment as specified in Step 1 of the assignment. This assessment will be submitted as part of the assignment.
  5. Modify the assessment and testing conditions as specified in Step 1 of the assignment.
  6. Use a learning style inventory as specified in Step 1 of the assignment.

 

Step 2: Data collection –Use and apply technology to list and organize the scores of the pre-test and include a copy of pre-tests in your assignment.

Submit a copy of the pretest from Step 1.

Step 3: Aggregation and Display of Data –What are the results? Analyze each test item (item analysis, product analysis). Identify which test items were answered correctly and which were answered incorrectly for each student. Identify poorly written test items. These items can be corrected or eliminated from the post assessment. Use a table or graph to display the test results.

You might use a table like this one for the pretest:

Student # Test Items Answered Correctly Test Items Answered Incorrectly
1    
2    
3    
Etc.    

 

So if Mary Abraham were the first student on your roster, and she answered 18 of 20 test items correctly, your line in the chart above might look like this:

Mary Abraham 1-14, 16-19 15, 20

 

 

Step 4: Instructional Decisions: What can be determined from analyzing the data? How will what you determine and see from the data affect what you will teach? Use the data to set goals and create standards-based (e.g., Common Core Standards) unit lessons for your target group. Demonstrate the use of a variety of assessment tools to monitor student progress, achievement, and learning gains.

 

Here you might write a paragraph in which you state

  1. What can be determined from analysis of the data
  2. How that will affect what you teach
  3. A list of goals for the unit.

 

Step 5: Instruction – What methods of instruction will you use to impact learning? Create three lesson plans for the unit.

 

You may use this lesson plan format or something similar for each lesson:

 

  • Title of the Lesson
  • Description of the Lesson followed by a Rationale (Indicate the rationale by beginning it with Rationale. A rationale is a reason or set of reasons that justify.)
  • Identification of the Target Population (grade, subject, special characteristics)
  • Content Area(s)
  • Duration of the Lesson
  • Materials and Resources
  • Goal(s)
  • Specific Objective(s)
  • One Sample Activity with Rationale
  • One Assessment with Rationale for the Sample Activity

 

Step 6: Reassessment – Design and give a post-test to determine what was learned from your instruction that matches learning objectives and leads to mastery. Determine what was learned, who learned it, and if it was not learned, determine why not? How will you remediate students who have not mastered the concept or skills? How will you provide enrichment activities for students who have achieved mastery? Include copies of post-tests in your assignment.

Include a posttest that aligns with the pretest given earlier. Then, write a paragraph in which you discuss what was learned, who learned it, and what was not learned and why.

 

Step 7: Assessment outcomes – Share the assessment data.

 

You might use a table like this one for the posttest:

Student # Test Items Answered Correctly Test Items Answered Incorrectly Comments on This Student Performance
1      
2      
3      
Etc.      

 

So if Mary Abraham were the first student on your roster, and she answered 17 of 20 test items correctly, your line in the chart above might look like this:

Mary Abraham 1-7, 9-14, 16-19 8, 15, 20 Mary was successful at the DOK 3 level. She demonstrated some weakness at the DOK 4 level. All the items that she answered incorrectly were DOK 4.

 

 

Step 8: Use technology to improve student study and test-taking skills.

Write a paragraph in which you discuss what technology might be used to improve student study and test-taking skills.

 

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                                                               Assessment Cycle

 Student’s Name

Institutional Affiliation

Course

Instructor’s Name

Date

Assessment Cycle

Introduction

Assessment in education is important since it allows the teacher to identify whether or not the learning objectives for the course were met. Assessment can be defined as a systematic collection and analysis of information or data to improve students learning (Chappuis et al. 2019). An assessment cycle is an effective tool used to assess students. In that regard, the purpose of this paper is to develop an assessment cycle for a unit of study

Step 1: Assessment

Content and Skills

The unit of instruction involves educating high school students about emotional intelligence to help them achieve their educational, social, and health goals. Students will learn how to be aware of their emotions by understanding their feelings (Keengwe & Onchwari, 2019). They will learn beliefs about emotions that operate outside conscious awareness, and strongly determine the relationship people have with their emotions.

Course Objectives

  • Students will be able to define emotional intelligence
  • Students will apply concepts of effective communication among them and with teachers.
  • Students will improve in group performance and build a great learning spirit.
  • Students will be able to investigate and analyze their own feelings and manage them.
  • Students will identify best methods of Managing emotions

 

Pretest

  1. Which of the following is the correct definition of emotional intelligence?
  2. The ability to perceive and manage the emotions of yourself and others.
  3. The ability to correct others instantly when they are wrong.
  4. Not caring about the feelings of other people.
  5. Only caring for the feelings of friends and people who agree with you.
  6. Match the appropriate definition of the following scenarios.

Emotions                                          a) Ability to perceive and manage the emotions of yourself and others

Emotional intelligence                      b) Strong feelings due to circumstances, mood, or relationships with others.

Emotional awareness                        c) facial expressions, smiling, showing    empathy, crying, laughing, and others.

Emotional expressions                      d) Knowing your feelings as well as those of others.

  1. Effective communication is an indication of emotional intelligence.
  2. True
  3. False
  4. People are often carried out by their________________. However,

________intelligent people use their_________________ to overcome their_________________

Chose from the answers below to fill the gaps: Emotions, emotional intelligence, emotionally,

  1. List five positive emotions required to build effective learning group and efficient learning spirit among students.
  2. ___________
  3. ___________
  4. ___________
  5. ___________
  6. ___________
  7. How can one’s emotions affect his/her ability to learn effectively? Also explain the connection between emotional intelligence and effective learning groups.
  8. ____________helps us recognize our own feelings and well as those of others
  • Emotional awareness
  • Fighting
  • Quarreling
  • Pretense
  1. By understanding what people are thinking and feeling, people are able to respond appropriately in social situations.
  • True
  • False
  1. Do you get angry at others? What do you do when you are mad?

 Insert your answer: ______________________

  1. Think about the time you had a walk around your neighborhood and take note of various people you met. Try to contemplate their emotions.

Formative Assessment

  1. Define emotional intelligence
  2. Match the appropriate definition of the following scenarios.

Emotions                                          a) Ability to perceive and manage the emotions of yourself and others

Emotional intelligence                      b) Strong feelings due to circumstances, mood, or relationships with others.

Emotional awareness                        c) facial expressions, smiling, showing    empathy, crying, laughing, and others.

Emotional expressions                      d) Knowing your feelings as well as those of others.

  1. Listen to the voice (the voice tape was provided). State whether the woman is scared or happy and explain your answer?
  2. In a group of four, discuss whether the picture reflects fear or surprise (the instructor provided the picture)
  3. Draw two picture to differentiate a happy and a sad face
  4. How can one’s emotions affect his/her ability to learn effectively?
  5. Explain the connection between emotional intelligence and effective learning groups.
  6. Think about a time when your team failed to perform well. How did you feel? Did you feel responsible for your team’s failure?
  7. By understanding what people are thinking and feeling, people are able to respond appropriately in social situations.

True

False

  1. Walk around your neighborhood and take note of various people you meet and try to contemplate their emotions. Do not intervene or talk to them, just observe. Prepare a report and present to your class.

Learning Styles of the Target Group Students

The three learning styles identified with the target group include auditory, visual, and kinesthetic. In auditory learning, students learn best by hearing (Chappuis et al. 2019). Visual learners learn best by seeing the information. such students tend to pay keen attention and learn to interpret body language such as stance, facial expression, and eyes. The kinesthetic learning style involves absorbing information best through touch and movement or motion (Keengwe & Onchwari, 2019). They learn best by doing some actions, hence, always good in practical or fieldwork.

Step 2: Data collection

The Pretest Results

 Students # Score out of 10 % (Percentage) Grade
Student 1 4 40 C+
Student 2 7 70 B+
Student 3 1 10 D+
Student 4 2 20 C-
Student 5 6 60 B
Student 6 3 30 C
Student 7 1 10 D+
Student 8 1 10 D+
Student 9 3 30 C
Student 10 6 60 B

 

Grades scores A A- B+ B B- C+ C C- D+ D  
Total students 0 0 1 2 0 1 2 1 3 0  

 

 

Grading Criteria

% (percentage range) Grades
90-100 A
80-89 A-
70-79 B+
 60-69 B
50-59 B-
40-49 C+
30-39 C
20-29 C-
10-19 D+
0-9 D
   

 

Step 3: Aggregation and Display of Data

Pretest Results

Student # Test Items Answered Correctly Test Items Answered  Incorrectly
Student 1 1, 3, 5, 8 2, 4, 6, 7, 9, 10
Student 2 1, 2,3,6,7,8,9 4, 5, 10
Student 3 3 1, 2,4, 5, 6, 7, 8, 9, 10
Student 4 3, 8 1, 2, 6, 7, 9, 10
Student 5 1,3,4,6,2,10 8, 5, 7, 9
Student 6 6,8.9 1, 2, 3, 5, 7, 4, 10
Student 7 8 1,2,3,4,5,6,7, 9, 10
Student 8 8 1,2,3,4,5,6,7, 9, 10
Student 9 2, 6 ,8 1, 3,4, 5, 7, 9, 10
Student 10 5, 7, 8, 9, 10 1, 2, 3, 4, 6,

 

Based on the results above, certain test items were answered correctly by most students while others were answered correctly. For example, text item number 10 was answered incorrectly by many students. Some students left the question blank while others admitted that they did not understand it, hence, lacked the proper approach to give the question. Another test item that was not answered correctly by most students is test item number 4, which was answered incorrectly by 8 students. Question 5 also raised some attention. Most students did not get it correct and they admitted that it is a tough question.

Step 4: Instructional Decisions

By looking at the data, one can realize that students failed many questions. These students could not answer many of the questions correctly. No student scored all the questions. The highest number of correct scores was 7 out of 10 and that was just one student. Some students scored as low as just one question, missing the other nine. The pretest results show that no student scored either Grade A or Grade A-. On the other hand, only one student scored a grade B+ and only 2 scored a grade B.

These results have a significant impact on the teacher’s urge to teach, as well as what the teacher will teach. For instance, the teacher will determine the depth of teaching required based on the results. The outcomes also affect the duration of learning. If students have to receive detailed information, which means more content, the teacher must schedule more hours to achieve all the objectives (Barkatsas & McLaughlin, 2021). The pretest results can allow the teacher to determine areas of weakness and strength to allow him to develop proper objectives and lesson plans.

Some of the goals for the unit are listed below. These unit goals are similar to the course objectives listed at the beginning of this paper. They include the following:

  • To be able to define emotional intelligence
  • To apply concepts of effective communication among them and with teachers.
  • To improve in group performance and build a great learning spirit.
  • To able to investigate and analyze their own feelings and manage them.
  • To identify best methods of Managing emotions

Step 5: Instruction

There are hundreds of methods of instruction that a teacher may select from. The lecture is the most common method of instruction used. The instructor tells, describes, or explains important information students are required to learn through listening and understanding (Chappuis et al. 2019). The discussion has also been a successful method of instruction, that involved two-way communication between students and the teacher, and may also be just among the students.   Discussions are more active experiences for students than lectures. The third method is the student presentation, whereby students are given a topic of study. The third method of instruction is an audio visual presentation (Barkatsas & McLaughlin, 2021). Here, the teacher shows students related videos, pictures, or audio to make them learn better. The three lesson plans are provided bellow.

Lecture Lesson Plan

Title: Self Awareness

Rationale: The lecture lesson plan will be teacher-centered where the teacher explains, clarifies, and describes theoretical concepts of the topic of study as students learn through listening and understanding (Chappuis et al. 2019). This lesson is important because it takes into considerations students who learn through auditory.

Target Population: The target group for this lesson include high school students in grade 12.

Content Area(s)

  • Introduction to self-awareness
  • Becoming a responsible Person
  • Time management
  • Stress and coping
  • Building a good teamwork
  • Communication skills

Duration of the Lesson: 1 hour

Materials and Resources: White board, marker pens, PowerPoint presentation, computer and projector, reading materials as handouts, assignment handout.

 Goal: Students will be able to identify and manage their own emotions

Specific Objectives

  • Students will define self-awareness
  • Students will explore strategies that can help them to be more responsible
  • Students will identify the ways that they can cope with stress
  • Students will demonstrate skills needed to be a good teammate.
  • Students will demonstrate good communication skills.

One Sample Activity: One of the sample activities is time management. The teacher will educate the students on how to identify if they are time managers, as well as strategies for time management (Keengwe & Onchwari, 2019). This topic is important because students’ ability to manage time influences their academic performance.

One Assessment for the Sample Activity:

  • Explain two strategies you would use to manage time at school.

 

Group Discussion Lesson plan

Title: Building Good Study Teams 

Rationale: This lesson plan is meant to educate students about building effective study groups. This knowledge will also enable them to become good team members in any other groups apart from study groups (Chappuis et al. 2019). It is an essential skill in school and beyond.

Target Population: High school students in grade 12

Content Area(s)

  • Importance of collaborative learning
  • Skills required to maintain a good study team.

Duration of the Lesson: 45 minutes

Materials and Resources: Instruction handouts,

 Goal: To demonstrate skills needed to be a good teammate

Specific Objectives

  • Students will understand the importance of collaborative learning
  • Students will demonstrate skills needed to be a good teammate

One Sample Activity

The teacher will divide students into two groups of five members. They will then be provided with an instruction handout and what they need to discuss. Students will note down their points and hand them to the teacher (Chappuis et al. 2019). This is a group discussion that is organized to accommodate all students. It is an important learning activity for an emotional intelligence class.

One Assessment for the Sample Activity

State five skills one needs to be a good teammate

Visual Presentation Lesson Plan

Title: Learning Facial Expression in Emotional Intelligence  

Rationale: An emotionally intelligent person must be able to understand people’s facial expressions. People’s facial expressions often reflect their feelings, however, it is not easy to interpret one’s facial expression (Keengwe & Onchwari, 2019). By learning how to interpret facial expressions, the students can manage their emotions while understanding other people’s feelings.

Target Population: High school students in grade 12

Content Area(s):

  • Importance of understanding facial expressions
  • Different facial expressions and their meanings

Duration of the Lesson: 1 hour

Materials and Resources: Film strip, pictures, laptop, projector, white sheet, and handouts for reading.

 Goal: To understand different facial expressions and related feelings

Specific Objectives:

  • To understand the importance of understanding facial expressions.
  • To understand the different facial expressions and their meanings

Sample Activity: This learning activity involves a visual presentation session whereby the teacher presents both video films and pictures of different facial expressions. The teacher will explain to the students what the facial expressions mean.

Assessment for the Sample Activity

Formative assessment for this lesson involve asking students to identify feelings based on facial expressions on pictures.

Step 6: Reassessment

Posttest Assessment

  1. Which of the following is the correct definition of emotional intelligence?
  2. The ability to perceive and manage the emotions of yourself and others.
  3. The ability to correct others instantly when they are wrong.
  4. Not caring about the feelings of other people.
  5. Match the appropriate definition of the following scenarios.

Emotions                                          a) Ability to perceive and manage the emotions of yourself and others

Emotional intelligence                      b) Strong feelings due to circumstances, mood, or relationships with others.

Emotional awareness                        c) facial expressions, smiling, showing    empathy, crying, laughing, and others.

Emotional expressions                      d) Knowing your feelings as well as those of others.

  1. Effective communication is an indication of emotional intelligence.

True

False

  1. People are often carried out by their__________

Chose from the answers below to fill the gaps: Emotions, emotional intelligence, emotionally.

  1. List two strategies you would use to improve group performance
  2. How can one’s emotions affect his/her ability to learn effectively? Also explain the connection between emotional intelligence and effective learning groups.
  3. ____________helps us recognize our own feelings and well as those of others
  4. Emotional awareness
  5. Fighting
  6. Quarreling
  7. Pretense
  8. By understanding what people are thinking and feeling, people are able to respond appropriately in social situations.

True

False

  1. Do you get angry at others? What do you do when you are mad?

 Insert your answer: ______________________

  1. Discuss whether the picture reflects fear or surprise (the instructor provided the picture)

 

Step 7: Assessment outcomes

Students # Score out of 10 % (Percentage) Grade
Student 1 10 100 A
Student 2 10 100 A
Student 3 8 80 A-
Student 4 8 80 A-
Student 5 9 90 A
Student 6 10 100 A
Student 7 7 70 B+
Student 8 9 90 A
Student 9 7 70 B+
Student 10 10 100 A

 

Grades scores A A- B+ B B- C+ C C- D+ D  
Total students 6 2 2 0 0 0 0 0 0 0  

 

Student # Test Items Answered Correctly Test Items Answered  Incorrectly Comments On The Student’s Performance
Student 1 1, 2,3,4,5,6,7,8,9, 10   This student was successful in all the DOK levels
Student 2 1, 2,3,4,5,6,7,8,9, 10   This student was successful in all the DOK levels
Student 3 1, 2,4, 5,6, 7, 8, 10 3,8 This student was successful at DOK levels 1 and 2. All the items answered incorrectly were DOK level 3 and 4
Student 4 1,2,3,4, 5,6, 8, 9 7, 10 This student was successful at DOK levels 2 and 4. All the items answered incorrectly were DOK level 1 and 3
Student 5 1.2,3,4,5,6,7,8,9, 10   This student was successful in all the DOK levels
Student 6 1, 2,3,4,5,6,7,8,9, 10   This student was successful in all the DOK levels
Student 7 1, 2,3,5,7,9, 10 4,6,8, This student was successful at DOK levels 1 and 2. All the items answered incorrectly were DOK level 3 and 4
Student 8 1, 2,3,4,5,6,7,8, 10 9 This student was successful at DOK levels 2,3 and 4. All the items answered incorrectly were DOK level 1
Student 9 1, 2,3,4,5,6,,9 7,8,10 This student was successful at DOK levels 2 and 4. All the items answered incorrectly were DOK level 1 and 3
Student 10 1, 2,3,4,5,6,7,8,9, 10   This student was successful in all the DOK levels

 

The results improved in the post-test assessment because learning took place well. The target students were able to learn all the lessons according to the lesson plans. All the areas learned on this cause were assessed through the pre-test, for instance, students were able to learn about emotional intelligence, its definition, and its importance to academic achievement (Chappuis et al. 2019). Some of the areas studied include an introduction to self-awareness, how to be a responsible person, time management, stress and coping, building good teamwork, and communication skills. Students also learned how facial expressions may mean different feelings.

Step 8: Use technology to improve student study and test

Since online courses have already been rolled on in many high schools in the United States, student portals can help improve performance. Every student should have an academic student portal where the student’s grades, assignments, and reading materials are compiled (Keengwe & Onchwari, 2019). Students can access their portal through the school library computers. This technology can allow students to easily access learning materials, and assignments, and compare their grades from one test to another.

Conclusion

Student assessment is part and parcel of learning. Assessment is a systematic collection and analysis of information or data to improve students learning. Developing an assessment is a process and requires special expertise. An assessment cycle is an effective tool used to assess students. This paper provided an assessment cycle for the unit of study

.

References

Chappuis, J., Stiggins, R. J., Chappuis, S., & Arter, J. A. (2019). Classroom assessment for student learning: Doing it right—using it well (3rd ed.). Pearson.

Barkatsas, A., & In McLaughlin, P. (2021). Authentic assessment and evaluation approaches and practices in a digital era: A kaleidoscope of perspectives. Brill.

Keengwe, J., & In Onchwari, G. (2019). Handbook of research on assessment practices and pedagogical models for immigrant students. Information Science Reference.