ASSIGNMENT 3: Activity Log
This assignment will provide the candidate with an opportunity to explore a variety of instructional and assessment practices and techniques. Begin with an introduction and end with a conclusion.
Important substantive content should not be sacrificed for the sake of brevity. The activity log will be evaluated on content and writing style. Outlines and lists are not recommended, except where necessary. In the case of discussions, students are expected to provide a concise summary of the most important points or information. Students should follow rules of Standard English grammar, spelling, and syntax, and adhere to guidelines specified in the APA manual.
Assessment Activities
1. Standardized test analysis: Given an example of your state’s standardized test scores or using your own students’ test scores, identify the needs of your students and suggest strategies to improve student achievement. Follow all confidentiality rules and mandates.
2. Pre/posttest data analysis: Design a pre-test and a post-test. Administer the pre-test to your students. Enter the data in Excel and produce a graph. Analyze the question topics to see where the deficiencies lie. Plan your lessons accordingly. Administer the post-test. Enter the data into an Excel worksheet. Compare the pre and post-test data by producing a graph including both pre and post-test data. Write a short analysis stating where you were successful in teaching the topics and where students need support and re-teaching. Suggest strategies to improve student achievement.
3. Select a specific student population (e.g. gifted, learning disabled, ESL). Identify a unit of study (content), and describe how you will differentiate the curriculum as well as the alternative performance assessment strategies that you will use for this student population.
4. Write five S.M.A.R.T. objectives and identify the corresponding state standards. Analyze and identify each objective in terms of the level of Bloom’s Taxonomy. Then, write 2 test items for each objective addressing the identified level of Bloom’s Taxonomy. For example, an objective written on the "analysis" level of Bloom’s Taxonomy must include two test items that speak to that particular level.
5. Describe how each of the following can be used effectively in instruction and assessment:
a. Use of Technology
b. Use of Questioning
c. Use of Cooperative learning
d. Use of Rubrics
e. Use of Standards and Benchmarks
f. Use of Reflective Practices
g. Understanding of ESOL Students
h. Understanding of Diversity
i. Understanding of Students with Special Needs
j. Understanding of FCAT expectations
Rubics:
Standardized Test Analysis: K-12 students’ needs clearly identified and 4 effective strategies provided
Pre/Postest Data Analysis: Included data analysis of Pre/Post test results with graphic display of the data.
Differentiation/ Alternative Performance Assessment: Included 4 differentiation techniques highly applicable and well defined.
S.M.A.R.T Objectives and Bloom’s Taxonomy: 6 or more objectives that align with Bloom’s Taxonomy. Test items correspond to objectives and Bloom’s Taxonomy levels.
Effective Instruction and Assessment: Defined each approach and described howe ach could be used effectively in instruction/assessment.
Written paper: APA format with no grammatical/APA errors
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