The pre- post assessment

1. The pre- post assessment

2. The Introduction Gives a sufficiently thorough (yet concise!) description of the unit so as to allow an informed reader to make correct inferences about the unit’s context and intent.

3. The Introduction The class is a 9th grade World Geography course. The China unit comes at the end of the East Asia segment and is the last major unit the students complete before the end of school. The unit will run approximately four weeks.

4. The Introduction • The context

5. The Introduction “My ultimate goal for the unit is to bring to a close the literature side of the class by closely examining the notion of the ‘American Dream’ and how it has changed throughout the eras. I want students to consider: • What was the American Dream during Willy Loman’s time? • What about our notion of the American Dream has endurd through the years? • What aspects have changed over time? • Why have they changed? • What can go wrong? I want students to be able to compare their feelings to those of people in other historical periods we have been reading about….

6. The Introduction • The context • The intent (guiding objectives)

7. The Purpose The purpose of the assessment is clearly presented and discussed in light of the information presented in Chapter 2.

8. The Purpose “For my students, the assessments are their opportunity to show me what they have learned and where they need guidance during the unit. The pre-assessment gives them a chance to demonstrate their prior knowledge while the post-assessment offers them summative information which allows them to track their own success.”

9. The Purpose • from the student’s perspective

10. The Purpose “Assessment over the course of the unit provides valuable information that is needed to adjust my teaching methods. The pre-assessment will help me decide whether I need to alter any of my lessons to fit my students’ particular needs…. The summative (post) assessment will help me to evaluate both my instructional methods and myself as a teacher.”

11. The Purpose • from the student’s perspective • from your perspective

12. The Purpose “Thirdly, the assessment during my unit will show that I have had a positive impact on student learning which is required of student teachers. I should be able to illustrate progress toward and success in achieving the learning targets by comparing the results of the pre-assessment with those of the post-assessment. These results are important to successful completion of the MiT program and it is also important documentation that I will be able to produce during the hiring process.”

13. The Purpose • from the student’s perspective • from your perspective • from an external perspective • etc., as appropriate

14. Unit-Level Learning Targets Learning targets are stated clearly and concisely and are correctly categorized (fact, concept, skill, disposition). EALRs are cited when appropriate. (Reference the EALR/GLE right after the associated target.)

15. Unit-Level Learning Targets Facts “Students will know the fundamental trigonometric ratios (Math 1.2) etc. (You do not have to list all facts.)” Concepts “Students will understand the applications of trig in a wide variety of occupations and fields of study. (Math 5.3)” Skills “Students will be able to solve problems involving right triangles Using right triangle trigonometry. (Math 2.1)” Dispositions “Students will begin to enjoy the problem solving process.”

16. Unit-Level Learning Targets • State the targets clearly. • Classify the targets correctly. • Cite associated EALRs with the targets when appropriate.

17. The Instruments The structure and contents of the pre- and post-unit assessment instruments are presented and justified. Clear connections are made to the nature of the learning targets (ala Ch. 4). The instruments are presented in this section or are included as an appendix.

18. The Instruments “The pre-test and post-test for this unit are selected response, short answer, and problem-solving (extended response) tests. This type of assessment is very effective for fact targets (p.98). In addition, selected response can be an effective way for students to demonstrate mastery of the knowledge required to perform the target skills of the unit (p. 148) The pre-test includes questions that are very similar to those on the post-test. However, there are fewer questions on the post-test and they are slightly simpler. The post-test contains more questions in order to sample a greater portion of the student’s learning. Both tests and their scoring guides can be found in the appendix.”

19. The Instruments • The structure and contents of the pre and post-assessment instruments • presented • justified

20. The Instruments “I have chosen to apply selected response and short essay as my assessment instruments for several reasons which include the following: The majority of my learning targets are focused on the mastery of facts and concepts. Therefore I am applying assessment instruments that are designed to measure these types of targets more accurately.” Etc.

21. The Instruments • The structure and contents of the pre and post-assessment instruments • presented and justified • Clear connections are made to the nature of the learning targets.

22. Eliminating Bias & Distortion A clear, well reasoned description of possible sources of bias and mis-measurement is offered.

23. Eliminating Bias & Distortion “as with any assessment instrument, there are biases and distortions that must be considered as possible sources of mismeasurement. Here are some that will be important in my unit: Proper Method: As the creator of the assessment instruments, I have to ask myself if I properly matched the method of assessment to my learning target. Clarity of Test Questions: The items on the assessments may not be written clearly or well focused, thus leading the students to answer incorrectly. Test Format: Both tests use standard format items (multiple choice, Short answer, short essay). Students who excel at other types of items may not do as well as they could. Etc.

24. Eliminating Bias & Distortion • Possible sources of mis-measurement are identified and explained.

25. Eliminating Bias & Distortion “My biggest concern with using these 2 tools focuses on the types of intelligence which they favor. Students who are better verbal/ linguistic learners may have an advantage in communicating via these media. Other students with other types of intelligences may not be able to demonstrate their understanding as well. Another concern lies in my selection of the selected response questions. How do I know that the questions I’ve chosen are representative of the body of knowledge I have presented? Poor selection of questions may not appropriately emphasize the facts, concepts, and skill targets I have set.”

26. Eliminating Bias & Distortion • Possible sources of mis-measurement are identified and explained.