1. Task Description View Page
  2. Criteria for Standard(s)


Southern University Baton Rouge

College of Education

Task 01B: Alternative Assessment

CRIN 402: Evaluation Procedures

Standards Infused and Assessed

Base Standards : Assessment

Standards/Indicators Assessed:

ACEI:                                             4.04, 4.05

CEC Core:                                    8.04, 8.14

CEC General:                                    8.06         

Conceptual Framework (CF)                  1.0

INTASC Indicators:                           8.03, 8.06

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

NAEYC:                                    3.03                                    

Task Description

The teacher candidate creates an alternative assessment for higher-order outcomes that support the Louisiana Content Standards. The candidate includes both the instructions to be provided to students and two versions of a scoring instruments – one holistic and one analytic. The candidate reflects on the quality of work, the advantages and disadvantages of both scoring instruments, what he/she learned, and what he/she still needs to learn about assessment and critical thinking.

Directions

  1. Select a higher-order outcome based on Bloom’s taxonomy. Identify the Louisiana Content Standards being taught and assessed in the outcome(s).
  1. Think of a task to measure students’ learning for that outcome. The task may be either a product or a performance.
  1. Write the instructions you will provide to students to maximize their success. Be sure to tell them everything they need to know about what you expect, so there will be no surprises when you go to grade their work. This will make your instructions comprehensive.
  1. Create two scoring instruments – one analytic and one holistic.
  1. Have the product reviewed by a peer using the criteria we discussed in class. Revise based on peer feedback and self-assess the work based on these criteria.

  1. Write a reflection on your work. Include the following:
  1. Submit all drafts of the product along with your peer’s feedback and the reflection.

Task O1B: Alternative Assessment

Scoring Rubric

Name: ______________________________________                  Submission #: ____

Decision for Proficiency on this Task (check one):

Rating Scale Key: T= target; A = acceptable; U = unacceptable
Element # Criterion for “target” rating Rating
Skill assessed 1 The task assesses a higher order skill. __ T __ A __ U
Instructions 2 The instructions are clearly written and comprehensive. __ T __ A __ U  
  3 The instructions were reviewed for appropriateness for LC students , and necessary modifications have been made and attached. __ T __ A __ U
Scoring form 4 The scoring method is appropriate for the decision and feedback needs. __ T __ A __ U 
 5 The criteria on the form are matched to the instructions and cover the essentials of the task. __ T __ A __ U 
  6 Reasonable levels of proficiency are defined for decision-making for each criterion. __ T __ A __ U
Samples 7 Appropriate judgments were made about the outcome. __ T __ A __ U
Overall 8 The candidate has appropriately used an alternative assessment. __ T __ A __ U  
  9 The overall task is appropriate for LC students or appropriate modifications/alternatives have been attached. __ T __ A __ U

Improvements Needed:

Comments:

Back to top

Task Description View Page

Course: CRIN 402: Evaluation Procedures
Task Name: 01B: Alternative Assessment
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 an alternative assessment for higher-order outcomes that support the Louisiana Content Standards. The candidate includes both the instructions to be provided to students and two versions of a scoring instruments – one holistic and one analytic. The candidate reflects on the quality of work, the advantages and disadvantages of both scoring instruments, what he/she learned, and what he/she still needs to learn about assessment and critical thinking.
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 Practices.
CEC Core 08.0 Assessment
08.04 Use and limitations of assessment instruments. (knowledge)
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)
14.05 Design appropriate tests for determining placement and assessing progress and achievement of LEP students.
CF Theme(s) Critical Thinking
1.0 The teacher and other school personnel create learning opportunities that encourage student’s development of critical thinking , problem solving, and performance skills
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.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 Practices.
3.03 Assessment tools and approaches.
01.01 The teacher uses a variety of data sources.

Back to top

Criteria for Standard(s)

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 3 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.

Back to top