Benchmark – Small Group Assessment Plan

 

Part 1: Pre-Assessment Using Non-Standardized Assessments

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Begin this assignment by pre-assessing a small group of students as a continuation of your clinical field experience in Topic 4. In this field experience, you were asked to select a developmentally appropriate and engaging technology-based assessment that was implemented with your identified small group. After assessing the children, write a 250-500 word summary of the experience. Describe the academic area you assessed, the
assessment tool used, the results of the pre-assessment, and your considerations regarding differentiation (why you did or did not differentiate the assessment.) When recording the assessment results, keep the information confidential and use pseudonyms for the students.

Part 2: Design and Deliver a Lesson

In your Topic 5 field experience you were asked to design and deliver a lesson. Reflecting on your experience, you identified differentiations you would make to your lesson, assessment, and/or assessment procedures in the future. Revise and complete your lesson plan to reflect these differentiations.

Part 3 : Analyze Post-Assessment Data and Communicate the Assessment Results

After delivering the lesson and post-assessment, begin analyzing the pre- and post-assessment data. Select one student with exceptionalities to provide additional assistance at home. Write a 250-500-word letter to send home to the family of this student that provides feedback regarding his or her performance. This letter should include information regarding the assessment data and suggest a research-based at-home activity that the parents can facilitate to support their child’s development in the domain area. In addition provide the family a rationale as to why that specific activity is appropriate for meeting their child’s needs, including how the activity supports the child’s transition for the next grade level.

Submit the pre-assessment summary, the revised lesson plan, the post-assessment data, the family letter, and the rationale as one deliverable.

While APA style format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite.

Rubic_Print_Format

15.0% Not addressed.

15.0% Not addressed.

15.0% Not addressed.

15.0% Not addressed.

Not addressed.

5.0% Not addressed.

10.0% Not addressed.

Course Code Class Code Assignment Title Total Points
ECS-590 ECS-590-O500 Benchmark – Small Group Assessment Plan 300.0
Criteria Percentage 1: No Submission (0.00%) 2: Insufficient (69.00%) 3: Approaching (74.00%) 4: Acceptable (87.00%) 5: Target (100.00%) Comments Points Earned
CRITERIA 100.0%
PART 1: Technology-based Assessment to Collect Data CEC 5.2; NAEYC 3b; InTASC 6(i); COE 4.2 1

5.0% Not addressed. Assessment selected is not technology-based, is inappropriate for the students being assessed, and/or is not aligned to the area being assessed so the resulting data would not inform future instructional decision-making. Assessment selected is technology-based, but is not well-designed for the students being assessed, and/or is not adequately aligned to the area being assessed so that the resulting data may inform future instructional decision-making. Assessment selected is technology-based, appropriate for the students being assessed, and is generally aligned to the area being assessed so that the resulting data could inform future instructional decision-making. Assessment selected is technology-based, well-suited for the students being assessed, and is well-aligned to the area being assessed so that the resulting data could inform future instructional decision-making.
PART 1: Differentiated Assessment CEC 4.1; NAEYC 3c; InTASC 6(a), 6(b), 6(e), 6(h); ISTE 2d; COE 4.3 Justification for differentiating or not differentiating the assessment for individual students is insufficient, and does not demonstrate responsible assessment practices. Justification for differentiating or not differentiating the assessment for individual students is overly simplistic, and does not clearly demonstrate responsible assessment practices. Justification for differentiating or not differentiating the assessment for individual students is proficient and appropriate, and demonstrates responsible assessment practices. Justification for differentiating or not differentiating the assessment for individual students is thoughtful and convincing, and clearly demonstrates responsible assessment practices.
PART 2: Lesson Plan CEC 4.2; NAEYC 3a; InTASC 6(c), 6(g); ISTE 2d; COE 4.1 Revised lesson plan is not complete and/or does not meet the needs of the designated students based on the pre-assessment data. Target outcomes, activities, and post-assessment implementation do not align to each other, and are inappropriate for teaching and assessing the academic area. Revised lesson plan is complete, but is overly simplistic in meeting the needs of the designated students based on the pre-assessment data. Target outcomes, activities, and post-assessment implementation do not clearly align to each other, and/or are not well-suited for teaching and assessing the academic area. Revised lesson plan is complete, broadly and generally designed to meet the needs of the designated students based on the pre-assessment data. Target outcomes, activities, and post-assessment implementation are aligned to each other and appropriate for teaching and assessing the academic area. Revised lesson plan is complete, creative, and skillfully designed to meet the needs of the designated students based on the pre-assessment data. Target outcomes, activities, and post-assessment implementation are well-aligned to each other, and well-suited for teaching and assessing the academic area.
PART 3: Description of Pre- and Post-Assessment Data to Build Partnership with Family CEC 4.3; NAEYC 3d; InTASC 6(i); COE 4.4 Letter inaccurately or insufficiently describes the pre- and post-assessment data. It does not connect to families or invite a partnership for promoting positive student outcomes and building effective learning environments. Letter relays minimal information to the family without fully describing the pre-and post-assessment data in an understandable way. The personal connection to families, inviting them to collaborate and promote positive student outcomes and learning environments, is minimal. Letter relays relevant information to the family. It describes the pre- and post-assessment data clearly and appropriately. It appropriately fosters a partnership for promoting positive student outcomes and building effective learning environments. Letter is respectful and supportive of the family. It describes the pre- and post-assessment data plainly and understandably. It is empathetic and fosters a partnership for promoting positive student outcomes and building effective learning environments.
PART 3: Description of Post-assessment At-home Activity CEC 4.4; InTASC 6(d), 6(f); COE 4.5 At-home activity does not suit the child’s needs and/or is not based on the assessment data. At-home activity does not clearly suit the child’s needs, based on the assessment data. Activity is vaguely described. At-home activity is appropriately suited for the child’s needs, based on the assessment data. Activity is broadly described. At-home activity is engaging, high quality, and well-suited for the child’s needs, based on the assessment data. Activity description is through and understandably described for the parent/student audience.
PART 3: Description and Rationale of At-home Activity Supporting Grade Transition CEC 5.5; NAEYC 2c, 6b, InTASC 7(b), 7(e), 10(d), 10(m); ISTE 5c; MC 1 10.0% At-home activity does not suit the child’s needs or grade level transition and/or is not based on the assessment data. Activity rationale detailing appropriateness for meeting child needs and supporting grade level transition is not logical, only loosely incorporates assessment data, and/or is not adequately supported by relevant research. Activity rationale detailing appropriateness for meeting child needs and supporting grade level transition is logical, incorporates assessment data, and is supported by relevant research. Activity rationale detailing appropriateness for meeting child needs and supporting grade level transition is clear and logical, incorporates assessment data, and is supported by quality research.
Research Citations and Format Many citations are missing where needed; or many of the sources are inappropriate for the submission; or APA is attempted where required, but many aspects are missing or mistaken. Some citations may be missing where needed; or some of the sources do not support the submission; or APA is attempted where required, but some aspects are missing or mistaken. All sources are credible, adequate, and support the submission. All required aspects of APA format are correct within the submission. All sources are credible, appropriate, and strongly support the submission. All required aspects of APA format are correct within the submission.
Mechanics of Writing (includes spelling, punctuation, grammar, and language use) Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) and/or word choice are present. Submission includes some mechanical errors, but they do not hinder comprehension. A variety of effective sentence structures are used, as well as some practice and content-related language. Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging.
Total Weightage 100%

Rubic_Print_Format

Not addressed.

Not addressed.

Not addressed.

Not addressed.

Course Code Class Code Assignment Title Total Points
ECS-590 ECS-590-O500 Standardized Assessment Lesson Plan 65.0
Criteria Percentage 1: No submission (0.00%) 2: Insufficient (69.00%) 3: Approaching (74.00%) 4: Acceptable (87.00%) 5: Target (100.00%) Comments Points Earned
CRITERIA 100.0%
Lesson Plan: Planning 20.0% Not addressed. Purpose and learning targets for the lesson plan are inappropriate for the student or for the domain. Planning section is not aligned and contains missing or inappropriate information. Purpose and learning targets for the lesson plan are vague or do not adequately address the domain. Planning section is not well aligned, is missing information, or is not fully developed. Purpose and learning targets for the lesson plan are broad, but appropriate. Planning section is generally aligned and complete. Purpose and learning targets for the lesson plan are clear and well-crafted. Planning section is thorough, aligned, and well-developed. 0.00/13.00
Lesson Plan: Instruction on Developing Student Skills in Selected Assessment Domain [CEC 5.1, CEC Specialty Set S5.9, S5.10; NAEYC 3a, 3b, 4b; InTASC 6(c), 7(b), 7(d), 7(j)] 30.0% Lesson plan activities are developmentally inappropriate, or will not build student skills in the selected assessment domain. Lesson plan learning activities are not developed enough to be meaningful or to fully promote the building of student skills in the selected assessment domain. Lesson plan includes clearly defined, developmentally appropriate learning activities that promote the building of student skills in the selected assessment domain. Lesson plan includes well-crafted, creative, engaging learning activities that promote the building of student skills in the selected assessment domain. 0.00/19.50
Lesson Plan: Assessment to Gather Information about Student?s Level of Performance [CEC Specialty Set S4.3, S4.5; NAEYC 3a, 3b, 3c; InTASC 6(a), 6(b), 6(j), 6(k)] 25.0% Lesson plan does not include developed formative and summative assessments in the domain area that are sufficiently aligned to the lesson learning targets, or are developmentally appropriate for the identified student. Lesson plan does not include formative and summative assessments that are developed enough to be meaningful in the domain area. Formative and summative assessments are minimally aligned to the lesson learning targets. Assessment structures may not be ideal for the identified student. Lesson plan includes one formative and one summative assessment in the domain area. Both assessments are adequately aligned to the lesson learning targets, appropriate for the developmental needs of the identified student, and engaging for the student. Lesson plan includes one formative and one summative assessment in the domain area. Both assessments are well-aligned to the lesson learning targets, well-suited for the identified student needs, creative, and engaging for the student. 0.00/16.25
Rationale 15.0% Rationale is incoherent or includes inaccurate or irrelevant support to describe why the lesson plan and assessments are appropriate for the selected student. Rationale minimally supports why the lesson plan and assessments are appropriate for the selected student. Rationale describes reasonable explanation for why the lesson plan and assessments are appropriate for the selected student. Rationale describes convincing reasoning for why the lesson plan and assessments are appropriate for the selected student. 0.00/9.75
Mechanics 10.0% The lesson plan contains inappropriate, incoherent language and/or sentence structures. The lesson plan contains mechanical and conventional errors or non-relevant language that affect meaning and clarity. The lesson plan has a few mechanical and conventional errors present that do not significantly affect meaning or clarity. Word choice reflects basic, consistent, appropriate use of practice and topic-related language. The lesson plan is free of mechanical and conventional errors. Word choice reflects well-developed use of practice and topic-related language. 0.00/6.50
Total Weightage 100% 0.00/65.0

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