TLED468 Regent University Mod 6 Virginia SOLS Response

User Generated

nebna001

Humanities

TLED468

Regent University

Description

You need to develop a selected response assessment for a particular grade level and subject area. (You are free to choose the grade level and subject area.) This will be used to assess the achievement of students in your classroom. You will also develop a protocol students can use to analyze their performance and set goals for improvement. You will analyze their performance and explain how results will shape your instruction. A test blueprint will be developed in order to enhance the validity of the assessment. The blueprint also functions to delineate the content covered and type of learning targeted.


Using Virginia SOL

DIrections and template attached

Unformatted Attachment Preview

DIRECTIONS: Selected Response Assessment (please read carefully) Project Objectives At the conclusion of this project the student will be able to: 1. specify the assessment purpose and achievement targets, including how the use of a selected response assessment is linked to the purpose and targets 2. develop a test blueprint that displays the content area and cognitive operations (knowledge and reasoning) assessed 3. systematically sample the content and operations to help ensure validity of the assessment 4. apply knowledge of sound item construction to write selected response items (both knowledge and reasoning) aligned with the test blueprint 5. apply the principles of assessment for learning to involve students in the assessment process 6. develop a protocol for students and the instructor to analyze student performance on the assessment 7. discuss how the student results on the assessment would affect instructional decisions Project Scenario You need to develop a selected response assessment for a particular grade level and subject area. (You are free to choose the grade level and subject area.) This will be used to assess the achievement of students in your classroom. You will also develop a protocol students can use to analyze their performance and set goals for improvement. You will analyze their performance and explain how results will shape your instruction. A test blueprint will be developed in order to enhance the validity of the assessment. The blueprint also functions to delineate the content covered and type of learning targeted. Project Relevance As a classroom teacher you will be assessing your students. It is crucial that your assessments be sound, especially the more formal types of assessment contributing to students' overall grades or placements. Because of the heavy emphasis on measuring student learning on selected response standardized tests (e.g., the Standards of Learning in Virginia), students need exposure to this type of assessment. You need to learn how to develop selected response assessments in a sound and systematic way, and how to use the results to diagnose and remediate student learning. Furthermore, our text argues that students are more motivated and more academically successful when they are involved in the assessment process. You need to practice techniques that provide assessment data to students and require them to utilize the information to monitor and guide their own development. Selected Response Assessment Procedure • Select an SOL (or other state standard) that you are likely to teach that is a good match for a selected response assessment. • Choose only those sub-objectives that can be effectively assessed with selected response. You can choose all appropriate targets within an SOL or just a few. You will develop 15 to 20 items for your test, so decide how many targets can be assessed. • Identify the important information within the SOL. Use curricular guides, frameworks or blueprints from the Virginia Department of Education (or other institutional resource) to help you identify the important content. • Determine what cognitive operations are appropriate for your content. Likely, your content area will require students to know and understand. Good assessments also require students to use reasoning skills. What type(s) of reasoning align with your content? Select at least two patterns of reasoning to assess in your test. At least half of your questions must assess reasoning! • After you have identified the important content and corresponding cognitive operations, develop a test blueprint that lists the content covered (table rows) by the type of learning or cognitive operation targeted (table columns). • Because it is not possible to ask an indefinite number of questions on your test, you will need to sample the content. You will explain in a brief paragraph how you distributed the questions across the content areas. For example, were some sub-targets more important than others and therefore had more questions? • Once you have developed the test blueprint, use it to begin writing the items. Remember, each question you write will address two targets: a content target and a cognitive operation. Each cell of your blueprint should include the specific test item number(s) that correspond with the selected content and cognitive operation. • Our text provides guidelines for the development of selected response items in Chapter 5. You must include all four types of selected response items in your assessment. • At least four of your questions must include supplemental information for students to interpret. This could include a short passage, an image, a graph or table, or any other element that contains information students must use to answer the question. These interpretive items are an excellent means of assessing reasoning. • After you develop your test (in Module 7), you will create a protocol students will use to analyze their performance and set goals for improvement. Your protocol should include three parts: 1) a means for students to match test items with objectives; 2) a place for students to identify their strengths and weaknesses; and 3) an opportunity for students to set goals based on their performance and monitor those goals over time. • • After you develop your test you will analyze your students’ performance on the assessment and explain how the results will impact your instruction. Use the template provided to complete this assignment. Selected Response Assessment Template (Parts I, II, III, and IV) I. INTRODUCTION A. Content Assessed Select an SOL that you are likely to teach that is a good match for a selected response assessment. Paste it below including ONLY the main objective and the sub-objectives that will be directly assessed in the test. For each sub-objective, label the type of target (e.g. knowledge, reasoning, skill, product, or disposition) and include a brief explanation. Example: 3.2 The student will investigate and understand simple machines and their uses. Key concepts include a) purpose and function of simple machines; (Knowledge) b) types of simple machines; (Reasoning - students should classify examples by type) c) compound machines; and (Reasoning - students should classify simple vs compound machines) d) examples of simple and compound machines found in the school, home, and work environments. (Reasoning - students should classify examples by type) Your Turn: SOL (include the main SOL and all sub-objectives you will assess) with targets labeled by type Re-write the SOL into student-friendly language or “I can” statements. Example: ● I can name different types of simple machines and explain how they are used. ● I can classify examples of simple machines by type. ● I can decide if a machine is simple or compound (compound means it is made up of more than 1 simple machine). ● I can find simple machines within compound machines. ● I can point out simple and compound machines in my environment. Your Turn: Student friendly version or “I can” statements B. Reasoning Assessed List at least two types of reasoning (comparative, classification, analytical, inferential, inductive, deductive, synthesis*, evaluative*) that relate to the SOL and which you will assess. For each type of reasoning, explain IN ONE SENTENCE how students will use that type of reasoning in your assessment (do NOT just describe that type of reasoning). *Synthesis and evaluative reasoning are generally not compatible with selected response assessments. Hint: “Knowledge reasoning” is NOT a type of reasoning!!! Knowledge questions just assess knowledge, not reasoning. DO NOT LIST KNOWLEDGE IN THIS TABLE. Your Turn: Patterns of Reasoning E.g. Analysis Explanation E.g. Students will analyze compound machines to identify simple machines within them C. Application of Assessment for Learning Principles List at least 3 ways students will be involved in your assessment process. (Hint: use Ch 2 and Ch 5 in the text for ideas!) Your Turn: My students will be involved in the assessment process by… II. TEST BLUEPRINT Review the blueprint below. Create your own test blueprint with the content areas listed in the first column and the types of reasoning listed in the first row. You may want to consider using SOL sub-objectives (or “I can” statements) as the content areas. Insert the corresponding test item numbers (e.g. #4, #11, #21) into each cell. In the sample below, SOL 3.9a has a total of four items devoted to it: questions 2,3,7 and 8. Please see the total column includes the total number of questions assessing each content target. The total row lists the total number of questions assessing each cognitive operation (knowledge, classification reasoning etc.). Next, write a short paragraph explaining the proportions you selected for the different content areas/SOLs (You do NOT need to explain the distribution of questions between the patterns of reasoning!) Look at the SOL curriculum framework, the enhanced scope and sequence guide, and or the SOL test blueprints to guide you in your sampling decisions. For example: (delete this example from your assignment submission - so your instructor is not confused!) Content Area Knowledge/ Understanding 3.9a There are many sources of water on Earth #2, #3 3.9b The energy from the sun drives the water cycle #1, #4 3.9c The water cycle involves several processes #5, #6 3.9d Water is essential for living #13 3.9e Water on Earth is limited and needs to be conserved. #15 Total Classification Reasoning Analytical Reasoning #7, #8 #11 4 #9, #10 4 #12 4 #14 2 #16 8 Total Items 2 4 4 16 Sampling Explanation (short paragraph): The heart of this SOL is the water cycle therefore sub-targets a b and c have the most test items. Your Turn: Content Area Knowledge/ Understanding Xxxxx Reasoning Xxxx Reasoning Total Items Sampling explanation: III. SELECTED RESPONSE ASSESSMENT Start the test on a new page to preserve formatting. Highlight the correct answers in your test (mark them in red or use the highlighter function) See checklist for test at the end of this template IV. SELF REVIEW (Complete after peer review process) Complete the two steps: 1. Address the following prompt 2. Complete the test checklist I am looking for you to discuss your own strengths and weaknesses related to this assignment and to give an honest appraisal of how you think you did. If it helps you, you can address some of the following questions: ● What did you struggle with? What was easy? ● What did you peers say you did well? What did your peers suggest you revise? What did you change based on the peer review process? ● What did you learn from reviewing other students’ work? ● How did you do on this assignment? What kind of a grade will you get? Test Checklist - mark a response (x or highlight) to all items ● ● ● ● ● ● Did you include all four types of questions? __YES ___ No Did you group like formats together? __YES ___ No -- or group items by target? __ YES __ No Did you include at least 4 interpretive items? __YES ___ No Are the four interpretive questions selected response and not short answer items? __YES ___ No ○ RIGHT: Which of the propaganda posters uses pathos rhetoric? ○ WRONG: Which of the propaganda posters uses pathos rhetoric? Explain. Are all your multiple choice and fill-in-the-blank items posed as questions, not incomplete phrases ? __YES ___ No ○ RIGHT: Who was the first president? ○ WRONG: ________ _______ was the first president. Are your response options for multiple choice alphabetized? __YES ___ No ○ ● ● ● ● ● ● ● ● ● ● ● RIGHT: Which animal is a mammal? ■ A. Butterfly ■ B. Frog ■ C. Guinea Pig ■ D. Snake ○ WRONG: Which animal is a mammal? ■ A. Snake ■ B. Frog ■ C. Butterfly ■ D. Guinea Pig Did you provide space for students to write their name and date?__YES ___ No Did you provide adequate white space? __YES ___ No Did you list point values? __YES ___ No Did you write clear student instructions for each section?__YES ___ No In your matching section: did you provide extra response options? __YES ___ No In your matching section: did you use homogeneous (no more than 10) items? __YES ___ No Does your test assess all the sub-objectives listed? __YES ___ No Does your test assess at least two types of reasoning? __YES ___ No Do half or more of your questions assess reasoning? __YES ___ No Does each question assess the content and cognitive operation you’ve listed in the test blueprint? __YES ___ No Do four or more of the questions must include supplemental information for students to interpret? __YES ___ No If you did not do these things in your test, you will lose points! If you did not follow more than one of the guidelines, you will NOT have the opportunity to revise and resubmit.
Purchase answer to see full attachment
User generated content is uploaded by users for the purposes of learning and should be used following Studypool's honor code & terms of service.

Explanation & Answer

The work is good i have used the second virginia SOL. The previous instructions were not clear but i have repeated everything as per second instructions buddy. In case of any edits let me know am available. It was a pleasure working together with you.

Selected Response Assessment for Grade Three Science;
I.

INTRODUCTION

Content Assessed.
Third Grade Science Virginia SOLS
Key concepts include
The SOL should be in student friendly language as follows.
Reasoning Assessed
Application of Assessment for Learning Principles
Summary
Sample test.
Test Checklist
References


Running head: SELECTED RESPONSE ASSESSMENT

Selected Response Assessment for Grade Three Science;
Name:
Professor:
Course:
Date:

1

SELECTED RESPONSE ASSESSMENT
I.

2

INTRODUCTION

A. Content Assessed.
Third Grade Science Virginia SOLS
The students are expected to be able to come up with questions, create simple
hypotheses, make predictions, collect data, and use the metric system with greater
precision. They will also be able to draw conclusions and use information to make
inferences as cited in (Virginia Department of Education, n.d.)
Key concepts include:
3.3 The student will investigate and understand that objectives will be described in
terms of the materials they are made of and their physical properties.
Key concepts include:
a) Name the smaller parts that that make up bigger objects(knowledge - students
should classify them by type)
b) List the parts that can be seen with the eyes and the ones that require
magnification.(knowledge)
c) Explain the effect of reducing the size of the objects and whether it affects their
physical properties.(reasoning)
The SOL should be in student friendly language as follows.
1. I can name both the smaller parts and the bigger parts that make up an object.
2. I can recognize that not all parts are visible by the eye, some are too small and
they require magnification.
3. I can also explain that reducing the size of an object cannot affect its physical
properties.
B. Reasoning Assessed
Patterns of Reasoning
Comparison

Classification

Explanation
Students will compare different
properties matter that enables them to
be classified as either solid, liquid and
gases.
Students will put different objects into
groups based on their similar
characteristics e.g. solids, liquids and
gasses.

SELECTED RESPONSE ASSESSMENT

3

Analysis

Students will analyze the physical
properties of the objects and also
check whether they change with
reduction in size.

C. Application of Assessment for Learning Principles
My students will be involved in the assessment process by;
1. Self-assessment which entails self-evaluation and it can be done by proofreading
and assignment before handing it in, setting goals and providing examples of
work done in their a...


Anonymous
Nice! Really impressed with the quality.

Studypool
4.7
Trustpilot
4.5
Sitejabber
4.4

Similar Content

Related Tags