This is a Google Forms quiz that I created for the Assessment Project in my Educational Psychology class. It contains 8 multiple choice questions and 2 essay questions that are based off of Chapter 11 of the class textbook Educational Psychology, Fourteenth Edition by Anita Woolfolk, which is titled "Social Cognitive Views of Learning and Motivation". All 10 questions in this quiz are at Bloom's Application level or higher. This means that the questions are either at the Application level, Analyzing level, Evaluating level, or Creating level. The link is posted here on my education portfolio and on a Google Sheets spreadsheet for my classmates to take. Once 10 of my classmates have taken the quiz, I will analyze and evaluate the data results to assess their learning and mastery of the information covered in Chapter 11.
IPTS Standard 7 states that "the competent teacher understands and uses appropriate formative and summative assessments for determining student needs, monitoring student progress, measuring student growth, and evaluating student outcomes. The teacher makes decisions driven by data about curricular and instructional effectiveness and adjusts practices to meet the needs of each student". My Chapter 11 quiz demonstrates my knowledge and understanding of this standard in that I have created and presented it on Google Forms and that it features questions based on content that is exclusively from Chapter 11 of Educational Psychology, Fourteenth Edition. This demonstrates my understanding of Knowledge Indicator 7C, which states that "the competent teacher understands measurement theory and assessment-related issues, such as validity, reliability, bias, and appropriate and accurate scoring". I included questions from Bloom's Application level or higher to allow my classmates to demonstrate their understanding of Chapter 11 in a variety of ways, as well as to challenge their thinking. After 10 of my classmates have taken the Chapter 11 quiz, I will use the data results to determine my students' strengths in regards to their understanding of the concepts presented in the chapter, as well as areas where they struggled. My data analysis report includes the measures of central tendency from the quiz, as well as my students' scores (percentage, z-score, T-score) and an evaluation of the 10 classmates that took the quiz, 2 of which I will choose to be focus students. The 2 focus students' names will not be identified in the report for confidentiality reasons.
Creating my own assessment on Google Forms allowed me to think about the concepts I would most want my classmates to know and understand from Chapter 11, and how I would format each question based on the level of Bloom's Taxonomy that I chose. I learned that a lot of planning and thinking has to go into creating assessments for students. It is important for teachers to spend a considerable amount of time planning assessments so that they are able to gain an accurate picture of where their students are at in their current understanding of the material, as well as how they can help them get to where they need to be. By incorporating a diverse range of questions on assessments, students will be able to demonstrate their knowledge in several different ways, therefore allowing teachers to see this knowledge presented in multiple formats. I will make sure to keep all of these things in mind as I create assessments for my future students.
This is an assessment that I created for my Fine Arts in Education midterm exam. We were instructed to design an assessment where students had to choose one or more fine arts areas (music, visual arts, literature, drama, & dance) to demonstrate what they learned from "What's So Great About Art, Anyway?" by Rachel Branham. In it, I included an objective, directions for the assessment, and a rubric that will be used to grade students' work.
My fine arts assessment meets Knowledge Indicator 7F, which states that "the competent teacher knows research-based assessment strategies appropriate for each student". There are many instances where a common multiple choice or short answer test is not appropriate for the type of assessment a teacher wants to give. These forms of assessment also do not work for several students. By that, I mean that sometimes it is easier for students to demonstrate what they know in an unconventional way, such as through drawing or dance. My fine arts assessment takes this notion into account by providing multiple different avenues for students to take to demonstrate what they have learned.
I had so much fun thinking about all the creative and fun ways students could use each of the fine arts to show what they have learned. Knowing that I was accounting for a wide range of learners through this assessment brought joy to my heart. The only thing that I would change about it is the rubric. At the time that I made this, I didn't realize that the point total ended up being quite high for both criteria. The next time I design an assessment like this, I will make sure to either increase the amount of criteria I have so I can divide up the point totals evenly, or keep the amount of criteria the same and decrease the point totals.