1. Task Description View Page

Task Description View Page

Southern University Baton Rouge

College of Education

Task 01A: Unit Exam

CRIN 402: Evaluation Procedures

Standards Infused and Assessed

Base Standards : Assessment and Technology

Actual Standards/Indicators Assessed:

ACEI:                                             4.04, 4.05, 4.07

Conceptual Framework (CF)                  1.0, 4.0

CEC Core:                                    8.04, 8.14

CEC General:                                    8.06

INTASC Indicators:                           8.03, 8.06

LCET:                                             I.A.5, III.A.5, III.D.2

NAEYC:                                    3.03                                             

Task Description

The teacher candidate creates a unit assessment instrument, based on a test map that includes the objectives assessed. Objectives must include both knowledge and higher order thinking skills. The candidate reflects on the quality of work, including what he/she learned and what he/she still needs to learn about assessment. The candidate must also use technology in the completion of this task. The final product includes: (1) a test map, (2), the test, (3), the key and scoring criteria, (4) The test as modified for Language Challenged (LC) learners, and (5) the reflection.

Directions
  1. Identify the unit you want to assess. It is best if you have a unit already developed from a prior class or one you have found on the Internet. Make sure the unit you select has objectives covering a variety of learning levels and is correlated with the Louisiana Content Standards to be tested. If the unit does not have these objectives or correlations, you will need to modify it to meet the requirements of this task.
  1. Classify the outcomes according to Bloom’s cognitive taxonomy. As with all instruction and assessment, it is important for you to include higher order thinking skills in this exam. At least one outcome must be at each of the following levels: knowledge/comprehension, application/analysis, and evaluation/synthesis. A minimum of 3 distinct levels of performance is required.
  1. Develop a test map showing the objectives to be tested, their taxonomic classifications and standards linkages, the number of items on the test, the type of items, and the item numbers on the exam. A recommended format is attached. Make sure you have a test that balances lower and higher order thinking. Item types should be appropriate for the level.
  1. Develop your items, demonstrating your skill to use a variety of item types, as appropriate to the outcomes. Be sure to include items that are multiple choice, binary (e.g., true/false, fact/opinion), matching, and sentence completion or fill-in-the-blank, and essay items. Except for the essay(s), there should be at least five of each type.
  1. Incorporate the use of technology in creating your unit and items. Select the unit from the Internet and/or use item banking, test formatting and/or scoring software. Be sure to site your sources. You may want to begin your search from the list of attached sites.
  1. Show your test to a colleague and ask him/her to read the test and help you identify any items that are confusing or not clearly written, biased against minorities or cultural groups , or not formatted using standard formatting criteria. Your colleague should use the criteria provided in class and in your text.
  1. Evaluate your items yourself, following the same item-writing criteria. Make sure the items are of an appropriate level of difficulty for your students and the content you taught, and make sure you covered the content sufficiently. Revise based on the feedback and your own assessment.
  1. Identify any accommodations you would need to make for LC students and prepare an alternative version of the test for LC students at a low proficiency level.
  1. Include a scoring key. (You could indicate the answers directly on the test.)
  1. Write a reflection about your work. Discuss what you learned and still need to learn about assessment. Describe the changes you made based on peer feedback and what you think you still need to improve in the test.

Suggested Format for Test Map
Objective
Taxonomic Level
Standards Linkage
Number of Items
Item Numbers on Test
 
        
       

Task 01A: Unit Exam

Scoring Rubric

Name: ________________________________________                  Submission #: ____

Rating Scale Key: T= target; A= acceptable; U = unacceptable

Decision for Demonstration of Assessment Proficiency on this Task (check one):

Element # Criterion for “target” rating Rating
Overall exam 1 Appropriate and comprehensive for instructional content __ T __ A __ U 
  2 Test map is accurate and properly formatted. __ T __ A __ U 
  3 Items address knowledge/comprehension, application/analysis, and synthesis/evaluation. __ T __ A __ U 
  4 Directions are clear. __ T __ A __ U  
  5 Accommodations for special students. __ T __ A __ U
Individual items 6 Items are appropriate for instructional outcomes. __ T __ A __ U 
  7 Items are appropriate for development and linguistic level of students. __ T __ A __ U 
  8 Items are written at the specified taxonomic levels. __ T __ A __ U  
  9 Items are clear, free from bias , and formatted correctly. __ T __ A __ U 
  10 Key, rubric, or sample answers are correct. __ T __ A __ U

Decision for Demonstration for Technology Proficiency on this Task (check one):

Element # Criterion for “target” rating Rating
Overall exam 11 Technology was used effectively in creating this test. __ T __ A __ U

Improvements Needed:

Comments:

Task Description View Page
Course: CRIN 402: Evaluation Procedures
Task Name: 01A: Unit Exam
Decision Level: Before Admission to Student Teaching
Department: Curriculum and Instruction
Degree: Bachelors
Program(s): Teachers for All Children (TAC)
Task Description: The teacher candidate creates a unit assessment instrument, based on a test map that includes the objectives assessed. Objectives must include both knowledge and higher order thinking skills. The candidate reflects on the quality of work, including what he/she learned and what he/she still needs to learn about assessment. The candidate must also use technology in the completion of this task. The final product includes: (1) A test map (2) The test (3) The scoring key and criteria (4) The test as modified for LC learners and (5) The reflection
Diversity Infusion: Yes
Competency Type(s): Knowledge, Skills
Assessment
ACEI 4.0 Candidates know, understand, and use formal and informal assessment strategies to plan, evaluate, and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of each elementary student.
4.04 Elementary teacher candidates appropriately use a variety of formal and informal assessment techniques (e.g. observation, portfolios of elementary student work, teacher-made tests, performance tasks, projects, student self-assessments, peer assessment, and standardized tests) to enhance their knowledge of individual students, evaluate students' progress and performances, modify teaching and learning strategies, and collaborate with specialists on accommodating the needs of students with exceptionalities.
4.05 Candidates use formative and summative assessments to determine student understanding of each subject area and take care to align assessments with instructional Proficiency.
4.07 They use technology to improve the efficiency and effectiveness of assessment processes and in management of instruction. Candidates also monitor their own teaching strategies and behavior in relation to student success, modifying plans and instructional approaches accordingly.
01.04 Identifies students’ cognitive, social, linguistic, cultural, emotional, and physical needs in order to design individual and group instruction.
01.05 Employs traditional and alternative assessment strategies in determining students’ mastery of specified outcomes.
CF Themes
CF 1.0 The teacher and other school personnel create learning opportunities that encourage student’s development of critical thinking , problem solving, and performance skills and skillfully assesses these attributes.
CF 4.0 The teacher and other school personnel can foster learning in technology-rich environments that encourage learner participation in the worldwide web of information proliferation to nurture a global perspective and a sense of connectedness with the international community.
CEC Core 08.0 Assessment
08.04 Use and limitations of assessment instruments. (knowledge)
08.08 Use technology to conduct assessments. (skill)
08.14 Develop or modify individualized assessment strategies. (skill)
CEC General 08.0 Assessment
08.06 Select, adapt and modify assessments to accommodate the unique abilities and needs of individuals with disabilities. (skill)
INTASC 08.0 The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner.
08.03 The teacher understands measurement theory and assessment-related issues, such as validity, reliability, bias, and scoring concerns.(Knowledge)
08.06 The teacher appropriately uses a variety of formal and informal assessment techniques (e.g. observation, portfolios of student work, teacher-made tests, performance tasks, projects, student self-assessments, peer assessment, and standardized tests) to enhance her or his knowledge of learners, evaluate students' progress and performances, and modify teaching and learning strategies.(Performances)
LCET Component I.A. The teacher plans effectively for instruction.
Attribute I.A.5 State method(s) of evaluation to measure learner outcomes. The beginning teacher is able to 1) use a variety of assessment methods, including technology, that are appropriate for evaluating student achievement of instructional goals and objectives; 2) communicate assessment criteria and standards to students; 3) use information from assessments to identify students' strengths and gaps with respect to course objectives and the state curriculum objectives, and use this information to plan next steps in instruction for groups and individuals; 4) connect between the Louisiana statewide assessment program, the K-12 curriculum standards, and instruction; and 5) analyze data from local, state, and other assessments using common statistical measures.
LCET Component III.A The teacher delivers instruction effectively .
Attribute III.A.5 The teacher integrates technology into instruction. The beginning teacher will 1) use technological tools and/or the products of technology to promote learning and expand instructional options; 2) use technology to promote equitable learning environments; and 3) use technology as a method for evaluating student achievement.
LCET Component III.D The teacher demonstrates ability to assess and facilitate student academic growth.
Attribute III.D.2 Uses appropriate and effective assessment techniques.

The beginning teacher will 1) use curriculum-embedded and standardized assessment to assess progress; 2) design assessments, where appropriate, that reflect real-world applications of knowledge and understanding; 3) promote students’ use of self-monitoring and self-assessment; and 4) use alternative instructional approaches and assessments to ensure that all students learn and succeed.

NAEYC 3.0 Candidates use multiple, systematic observations, documentation, and other responsible assessment strategies as an integral part of their Proficiency.
3.03 Assessment tools and approaches.

Assessment
Demonstrated: Partially Demonstrated:
Using the approved rating scale for this task, the instructor determines that performance is at the target level on all criteria, or performance is acceptable on not more than 2 criteria. If any criteria are rated as unacceptable, this Proficiency is not demonstrated in this task. Using the approved rating scale for this task, the instructor determines that performance is at the target level on all criteria, or performance is acceptable on 4 or more criteria. If any criteria are rated as unacceptable, this Proficiency is not demonstrated in this task.  
    
Technology     
Demonstrated: Partially Demonstrated:
Using the approved rating scale for this task, the instructor determines that performance is at the target level on the identified criterion. Using the approved rating scale for this task, the instructor determines that performance is at the flawed level on the identified criterion.  
    

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