Assessment

Artifact 1

Woolfolk Chapter 3 Quiz

docs.google.com/forms/d/e/1FAIpQLSfh79kyYsFQ0h6HR5ka1-IR4WZ_GyZhS4-TPungRPVR0L9hKA/viewform?usp=sf_link 

Click here for my Test Analysis

In my Educational Psychology 303 class, I was asked to create a test. After creating the test, I had 10 students take my test. Afterwards, I scored and analyzed the results from the assessment. The two artifacts I created are posted above. I created this test on chapter 3 from Woolfolk's Educational Psychology textbook. Since all of the questions I created are based on Bloom's taxonomy at the application level or higher, none of the questions could be found in the book. Instead, the students were asked to evaluate, analyze and apply their knowledge based on what they have learned to figure out the correct answer. This test was given with an overall score of 60 points and involved 8 multiple-choice questions with 2 short-response questions. 

These artifacts I created show that I have demonstrated the ability to meet the guidelines and requirements of Illinois Professional Teaching Standard 7, assessment. Within my analysis, I have demonstrated my ability to "maintain useful and accurate records of student work and performance" (7M). I have included a chart in my analysis displaying all of the student's percentages, Z-scores and T-scores. I also included the mean, median, mode and range of the student's overall scores within the class. This gives me the opportunity to look over the student's progress and evaluate whether or not the student has mastered the concept. It shows me if I need to change the way I have taught the lesson in the future or if any student needs help. After evaluating the scores, I can see what students' strengths and weaknesses are, and work towards making more progress. I also completed IPTS 7J which is, "uses assessment to determine student performance levels, identify learning targets, select appropriate research-based instructional strategies, and implement instruction to enhance learning outcomes". I have done this by evaluating focus students within my test analysis. I talked about each individual focus student, assessing their strengths regarding different topics, as well as their weaknesses. I went through and talked about possible options for the future to use within the classroom in hopes of improving their scores and moving towards more progress with these topics and content.

I have also used the performance indicator of "effectively uses appropriate technologies to conduct assessments, monitor performance, and assess student progress" (7O). As you see above, I used Google Forms to create my assessment. This would be appropriate for my class seeing as though they all might have IPads, Chrome books, or a computer lab available. Students are able to take this exam online and submit it, immediately seeing their scores. I then was able to access the results right away, graded. This type of technology is useful for the teacher because the results are shown right away with no time wasted grading paper tests. It was simple for the students to fill out and gave me the results very quickly. By having the resuts already back to me by the time they finish the assessment, I will be able to look through and determine what I should improve on as a teacher. I have learned so much by creating a test, scoring it and then analyzing it. I have learned how to calculate z-scores, t-scores and analyze the class results as well as individual percentages. In order to evaluate how the student has done on an assessment, it is detrimental to look at the overall class average and find the reasons behind missed questions. As a teacher, I need to question whether it is my teaching of the concept, or the lack of comprehension from the students. Assessments are used to track the student's progress and can be used in a number of different ways. For example, teachers can use both informal and formal assessments to measure a student's comprehension of the concept.