EVALUATION
Reading Comprehension
This portfolio is based on a common theme of improving reading comprehension for third grade students. The lessons and projects created here are based on aspects of this theme. Most of my research was focused on reading comprehension. The courses completed this year are balanced with foundational practices and theories with current research and philosophy. This Masters of Education program incorporated best practices used in education to evaluate mastery of instruction and research content. Identifying targets of learning from a student perspective has made me more aware of the processes needed to motivate my students with clarity of expectations. This page identifies evaluation measures which will be used implement efforts and achieve desired results.
Assessment Guideline/Scoring Method
Portfolio Rubric
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This Portfolio Rubric outlines the necessary levels of mastery in delivering evidence of instructional design. The five domains that are categorized in the Tabs identifying the pages of this website that were based on the requirements for completing this portfolio. This rubric guided the creation of this site by organizing and displaying my accomplishments from the start to finish of my journey. In this past year, I have gained and improved my knowledge, skills, and production of curriculum and instructional design.
This rubric is comparable in format to the guidelines for learning and identifying learner accomplishments by evaluations of instructions designed for every grade level and subject standard in K-12 standards of learning. Instructors often create rubrics to guide and critique student performance. Varying degrees of mastery can be evaluated using rubric systems and identify content included in products created.
This rubric is comparable in format to the guidelines for learning and identifying learner accomplishments by evaluations of instructions designed for every grade level and subject standard in K-12 standards of learning. Instructors often create rubrics to guide and critique student performance. Varying degrees of mastery can be evaluated using rubric systems and identify content included in products created.
Evaluations are used to assess instruction, comprehension, and identified problems of learners. Assessments are essential in the field of education. Each assessment serves a vital purpose in measuring a learners needs and accomplishments.
Learner/Student Evaluations
Assessment and instruction should be a partnership, and they need to take turns in the leading role of education. Each assessment should be supported by the other with equal weight of importance. When used together they can establish a focus of direction for instructor and lead the way to obtain best practices needed for each student. As instruction and assessment link up in driving each other, they establish a foundation in which learning will occur and a desired product of applicable knowledge is achieved.
Assessments are needed to establish a purpose or validation of instruction and educational outcomes. Assessments come in many forms like timings and data collection that relay achievements and abilities of the learners. Assessments show growth of knowledge and what was retained and/or skills obtained by individuals or groups. Assessments can be recorded to show student progress which provides evidence of accomplishments or leads teachers to review a needs analysis that best serves the students in reaching their goals.
Formal and informal assessments should be taken before instruction begins to drive the suitable lesson plans for desired achievements. Gathering data is insightful when put to use, not just used as a final product. Pre-assessment defines a starting point and ongoing formative assessment keeps instructors directed and helps them to concentrate on a pathway for the learning goals. This prevents over teaching and voids impertinent lessons without wasting time in the process.
Assessments are needed to establish a purpose or validation of instruction and educational outcomes. Assessments come in many forms like timings and data collection that relay achievements and abilities of the learners. Assessments show growth of knowledge and what was retained and/or skills obtained by individuals or groups. Assessments can be recorded to show student progress which provides evidence of accomplishments or leads teachers to review a needs analysis that best serves the students in reaching their goals.
Formal and informal assessments should be taken before instruction begins to drive the suitable lesson plans for desired achievements. Gathering data is insightful when put to use, not just used as a final product. Pre-assessment defines a starting point and ongoing formative assessment keeps instructors directed and helps them to concentrate on a pathway for the learning goals. This prevents over teaching and voids impertinent lessons without wasting time in the process.
Proposed
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Pre-Assessment
A baseline of achievement and understanding of the learner is critical to set realistic learning objectives. Understanding what the learner knows and making projections of needed outcomes delivered by the learner allows facilitators and instructors an aim-line of realistic progression for the learner to attain.
September is often a time when pre-assessments are given to students to create a solid base-line for future assessments which depict student growth or reason for concern. |
Formative AssessmentsWhile students are on course of learning the content presented, on-going evaluations should be given. These assessments should be performed to allow the instructors the ability to modify the lessons according to the needs of the students. By giving positive feedback and not pressuring the student for perfection they are more likely to apply extended efforts with guided instruction which will allow them to achieve even more. This approach will empower learners to overcome challenges and achieve common goals.
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Summative
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EDUC 630 - Instructional Multi-Media Development
Front End Analysis
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EDUC 630 required an analysis to establish a need for the development of the video to enhance student learning. This paper is a front end analysis for my multi-media project. It identifies the needs of students with respect to literacy skills and strategies. The preconceptions of some parents are addressed as a problem. The innovative idea to create a video to educate families is the proposed solution designed to meet the needs of students to increase fluency and comprehension.
Identifying the focus of our attention in educating students should be based on accurate solid reasoning. Our lessons and efforts should make a positive impact on children's lives. The precious time we spend with students should be spent wisely and we need to actively identify what our students need. Accurate assessments must have a base-line and purpose for instruction.
Identifying the focus of our attention in educating students should be based on accurate solid reasoning. Our lessons and efforts should make a positive impact on children's lives. The precious time we spend with students should be spent wisely and we need to actively identify what our students need. Accurate assessments must have a base-line and purpose for instruction.
EDUC 580 - Curriculum Design and Instructional Methods
Feedback Forms
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When designing Web-based instruction there are five crucially important feedback measures that can be used to promote learning. This assignment reviews learned concepts derived from the text used in this course. The three questions are addressed in respect to giving feedback that enhances memory which maintains learned concepts while working with multi-media lessons.
The five basic forms of feedback include:
1. Knowledge of Results
The five basic forms of feedback include:
1. Knowledge of Results
- 2. Knowledge of Correct Responses
- 3. Answer Until Correct
- 4. Elaborate Feedback
- 5. Response Sensitive Feedback
Fall Reading Assessment
Comparing Third Grade Reading Fluency
Pre-Assessments and Formative Assessments
![Picture](/uploads/1/3/7/8/13780907/1375987873.jpg)
Audience:
This information was first intended for the Third Grade Data Team. This correlation of the assessments were designed to aid the Data Team in setting goals for the class and for individual students. The simplicity of the two graphs make complex data align with beginning and ending goal lines representing the beginning and end of the school year. The top shows the class average and individual scores are shown on the lower graph. From a distance it is visible that quite a few students are struggling with meeting the comprehension beginning mark goals. This leads to a need for major improvement for the entire class when averaged scores show progression of the aim line in the first graph is relying on the major improvement that will have to be done by the students who are already struggling. This is a great graphing strategy that shows parents where their child measures up to recommended reading success ideals.
Rationale:
Informational design clearly demonstrates intricate data in a quick visual for overall understanding. By using PARC and ACE methods in this design, my audience will remain focused on targeted information. This should leave them with the ability to recall critical components of the desired goals. The sequencing and flow of informational pathways offer an ongoing thought process of how one idea leads to the next. The aim lines are drawing attention to the progression students need to attain.
The graph demonstrates reasoning for whole class reading instruction, small leveled reading group needs, and individual needs are easy to target. From this graph strategic and intensive interventions can be organized pulling additional data for targeted students in order to meet their reading needs. The increase in fluency is closely identified to increasing comprehension success. Then the reading comprehension strategies and skills can be aligned to meet targeted student needs. All of this will likely raise the class averages since it is not merely the average needing to be raised by the high achieving students.
This information was first intended for the Third Grade Data Team. This correlation of the assessments were designed to aid the Data Team in setting goals for the class and for individual students. The simplicity of the two graphs make complex data align with beginning and ending goal lines representing the beginning and end of the school year. The top shows the class average and individual scores are shown on the lower graph. From a distance it is visible that quite a few students are struggling with meeting the comprehension beginning mark goals. This leads to a need for major improvement for the entire class when averaged scores show progression of the aim line in the first graph is relying on the major improvement that will have to be done by the students who are already struggling. This is a great graphing strategy that shows parents where their child measures up to recommended reading success ideals.
Rationale:
Informational design clearly demonstrates intricate data in a quick visual for overall understanding. By using PARC and ACE methods in this design, my audience will remain focused on targeted information. This should leave them with the ability to recall critical components of the desired goals. The sequencing and flow of informational pathways offer an ongoing thought process of how one idea leads to the next. The aim lines are drawing attention to the progression students need to attain.
The graph demonstrates reasoning for whole class reading instruction, small leveled reading group needs, and individual needs are easy to target. From this graph strategic and intensive interventions can be organized pulling additional data for targeted students in order to meet their reading needs. The increase in fluency is closely identified to increasing comprehension success. Then the reading comprehension strategies and skills can be aligned to meet targeted student needs. All of this will likely raise the class averages since it is not merely the average needing to be raised by the high achieving students.
EDUC 690 - Action Research
Summative Assessments
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In completing my action research the formative and summative measures show interesting outcomes influenced by incorporating technology incorporated. A link to my Capstone Project will be added after its final submission.
In using Donald Kirkpatrick's Four Level Evaluation Model the project development shows how the strategic and intensive measures used impacted student fluency and comprehension growth. Every student developed differently over time and evolved uniquely. The expectations of student performance on the Oregon Assessment of Skills and Knowledge Tests, using the current OAKS Scoring Guides, have been raised in prior years. This creates the need for clarification of past years students' scores when comparing to the current Annual Yearly Progress (AYP) for our school with respect to recent students' scores. The Academic Achievement Standards for 2012-2013 set higher scores for students to meet and exceed Reading (Language Arts) standards for the bench mark years. These are raised standards than other students have ever had to meet!
The evaluation measures used during my action research aligned very closely to the outcomes identified for nearly all of my students using the OAKS measures. Correlations must be made between evaluation measures to ensure teaching goals are evolving with new standards. From No Child Left Behind (NCLB) regulations and mandates, along with the focus on Race To The Top educational reform goals are forming in many states. This includes Oregon's implementation of Common Core State Standards beginning 2013-2014. Effective evaluation measures are depicted and explained in my Action Research which concentrates on improving Reading Comprehension by incorporating a home-to-school connection. One objective of this research project was to improve the common language used in reading skills and strategies by staff, students and families to improve reading comprehension. Improvement in reading comprehension was found to be enhanced through diligence in use. Kirkpatrick's four levels of evaluation: motivation, learning, performance, and results were given in the findings of my Action Research.
In using Donald Kirkpatrick's Four Level Evaluation Model the project development shows how the strategic and intensive measures used impacted student fluency and comprehension growth. Every student developed differently over time and evolved uniquely. The expectations of student performance on the Oregon Assessment of Skills and Knowledge Tests, using the current OAKS Scoring Guides, have been raised in prior years. This creates the need for clarification of past years students' scores when comparing to the current Annual Yearly Progress (AYP) for our school with respect to recent students' scores. The Academic Achievement Standards for 2012-2013 set higher scores for students to meet and exceed Reading (Language Arts) standards for the bench mark years. These are raised standards than other students have ever had to meet!
The evaluation measures used during my action research aligned very closely to the outcomes identified for nearly all of my students using the OAKS measures. Correlations must be made between evaluation measures to ensure teaching goals are evolving with new standards. From No Child Left Behind (NCLB) regulations and mandates, along with the focus on Race To The Top educational reform goals are forming in many states. This includes Oregon's implementation of Common Core State Standards beginning 2013-2014. Effective evaluation measures are depicted and explained in my Action Research which concentrates on improving Reading Comprehension by incorporating a home-to-school connection. One objective of this research project was to improve the common language used in reading skills and strategies by staff, students and families to improve reading comprehension. Improvement in reading comprehension was found to be enhanced through diligence in use. Kirkpatrick's four levels of evaluation: motivation, learning, performance, and results were given in the findings of my Action Research.