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Instructional Assessment

Lisa Andresen
Saint Marys University of Minnesota
Schools of Graduate and Professional Programs
Portfolio Entry for Wisconsin Teacher Standard 8
EDUW 693 Instructional Design and Assessment
Sara Heisler, Instructor
November 4, 2014

WTS 8 Entry: Purpose and Organization


A seven-step learning process, supported by research, organizes many SMU Masters in
Education-Wisconsin entries. EDUW 691, Professional Skills Development, used the seven-step
process to focus on improving subject content to suit student growth. The WTS 7 entry for
EDUW 693, Instructional Design and Assessment, followed the seven steps to improve
instructional design and delivery. The WTS 8 process aims to improve assessment and delivery.
This WTS 8 entry aims to shift the learning process from applying the seven-step process
to internalizing a professional process for continued professional improvement. Therefore, a
faster, note-taking documentation suits this entry. Each section title continues to correspond
with the seven-step learning process applied to improving educator effectiveness:
1. Start from standards. (Start by studying educator and student expectations to aim
beyond ones current knowledge and practices).
2. Pre-assess current performance compared to standards to find weakest area(s) to
improve. [Examine three areas based on evidence: (a) low-median-high student performance
samples related to the targeted standards, (b) instructional practices (personal and peer
observations), and (c) learning environment evidence such as observations, ongoing student
input, and anonymous student surveys aimed at discerning progress toward desired outcomes.]
3. Research credible sources for answers and insights to improve the weak area(s).
4. Incorporate answers and/or insights into a plan.
5. Implement the plan and gather (a, b, c) evidence from three areas for assessment.
6. Post assess from two perspectives: How far have we come? (Compare post
assessments to pre-assessments.) How far to go? (Compare post assessments to standards.)
7. Reflect on the entire 7-step process as a learner: What worked best to learn
efficiently? What did not work or should have worked for me as a learner? What are my next
learning steps to improve my educator effectiveness?

Learning Step 1: Start with Developmental Standards


Educator Standards
Wisconsin Teacher Standard (WTS) 8: Source: Wisconsin Department of Public
Instruction, Wisconsin Standards for Teacher Development and Licensure ( = 693 focus area).
Teachers know how to test for student progress.
The teacher understands and uses formal and informal assessment strategies to evaluate
and ensure the continuous intellectual, social, and physical development of the learner.
Knowledge
The teacher understands the characteristics, uses, advantages, and limitations of
different types of assessments (e.g. criterion-referenced and norm-referenced instruments,
traditional standardized and performance-based tests, observation systems, and assessments of
student work) for evaluating how students learn, what they know and are able to do, and what
kinds of experiences will support their further growth and development.
The teacher knows how to select, construct, and use assessment strategies and
instruments appropriate to the learning outcomes being evaluated and to other diagnostic purposes.
The teacher understands measurement theory and assessment-related issues, such as
validity, reliability, bias, and scoring concerns.
Dispositions
The teacher values ongoing assessments as essential to the instructional process and
recognizes that many different assessment strategies, accurately and systematically used, are
necessary for monitoring and promoting student learning.
The teacher is committed to using assessment to identify student strengths and promote
student growth rather than to deny students access to learning opportunities.
Performances
The teacher appropriately uses a variety of formal and informal assessment techniques
(e.g. observation, portfolios of student work, teacher-made tests, performance tasks, projects,
student self-assessments, peer assessment, and standardized tests) to enhance her or his
knowledge of learners, evaluate students progress and performances, and modify teaching and
learning strategies.
The teacher solicits and uses information about students' experiences learning behavior,
needs, and progress from parents, other colleagues, and the students themselves.
The teacher uses assessment strategies to involve learners in self-assessment activities,
to help them become aware of their strengths and needs, and to encourage them to set personal
goals for learning.
The teacher evaluates the effect of class activities on both individuals and the class as a
whole, collecting information through observation of classroom interactions, questioning, and
analysis of student work.
The teacher monitors his or her own teaching strategies and behavior in relation to
student success, modifying plans and instructional approaches accordingly.
The teacher maintains useful records of student work and performance and can
communicate student progress knowledgeably and responsibly, based on appropriate indicators,
to students, parents, and other colleagues.

Danielson: Enhancing Professional Practice: A Framework for Teaching (2007).


EDUW 693 used this source for assessing educator effectiveness.
Academic Student Performance Standards
Wisconsin standards (Common Core State Standards, Discipline Literacy Standards,
Early Learning Standards, and/or Alternative Achievement Standards) guide assessment of
academic student performance, along with other reputable standards as needed.

Learning Step 2: Pre-assess Evidence Compared to Standards to Find Areas to Improve


Pre-assessment Results
See Artifact A, which shows pre-assessment results for student performance and educator
practices related to instructional assessment. Italicized type indicates post assessment results,
added at Learning Step 6.
Analysis Conclusion and Essential Question to Guide Research
The general question guiding professional growth for this process is How do I improve
assessment expectations, methods, and tools so my students achieve independent competence in
accurately assessing their own performance based on standards? The topic of inquiry that
emerged from my pre-assessments was how to get students to willingly self-assess accurately
through formative assessments in a spelling lesson.

Step 3: Research to Find Answers/Insights


Introduction to Assessment Investigation Notes
Tables below use note format to (a) briefly name the source, (b) document the most
significant answer(s)/insight(s) from the source, and (c) show one example of a specific
application using expectations for the targeted lesson.

Source 1 Topic: Aligning Assessment to Developmental Expectations, Planning, Delivery


Source: Danielson (2007). Enhancing Professional Practice, A Framework for Teaching (p. 5963, 86-89)
Answers/Insights + Significant Details
Assessment of learning (end of instruction) vs. assessment for learning (part of instruction)
Creating: instructional outcome assessment via real world applications.
Well designed: clearly stated goals standard of student performance.
Tools: students are aware of what will be assessed & expectations.
Student participation in assessment development helps learning though a backward design
approach.
Full use: yields maximum information-sets up additional information.
Expert teachers: design their formative assessments to provide diagnostic info
=examine student responses: what worked? What didnt>
As lesson progresses: teacher monitoring student self-monitoring & corrective actions
Teacher monitory: clear outcomes for learning
As part of lesson design: teacher finds a remedy for what the student didnt understand.
Providing feedback: through equitable teacher feedbackstudents advance individually.
Teacher: only one source for multiple means of feedback
To be effective: feedback should be accurate, constructing, substantive, specific, timely and
informational.
= students take responsibility
Application Example:
The teacher will involve students in the assessment process more often by providing keys for
self-assessment and revision based on their incorrect answers. Ask students if they feel this is
the appropriate next step for them.

Source 2 Topic: Assessment for Learning


Source: Davies, A. (n.d) Summary of Research on Classroom Assessment
Answers/Insights + Significant Details
When assessment for learning techniques are employed.
Key strategies include:
~setting clear success criteria;
~increasing specific, descriptive feedback; and
~decreasing summarized, evaluative feedback such as marks and letter grades.
Application Example:
Assignments will be provided for process work and show of understanding with feedback in
verbal and written format, rather than doing the work for the sake of getting a grade. Students
show understanding of spelling rules by finding examples in their self-selected readings that
follow the spelling rules addressed and sharing these examples with peers and teacher.

Source 3 Topic: 50 CATS (Classroom Assessment Techniques) by Angelo and Cross.


Source: 50 CATS by Angelo and Cross from Classroom Assessment Technologies (1993)
Compiled by the University of Oregon Teaching Effectiveness Program.
Answers/Insights + Significant Details Annotated Portfolios:
Students assemble a very limited number of examples of creative work and supplement with own
commentary on significance of examples
Application Example:
Students will create original works of writing to present in a showcase book at the end of the
year, correctly incorporating words that follow the spelling rules addressed.

Source 4 Topic: Chappuis, J. Seven Strategies of Assessment for Learning. Assessment for
learning: classroom practices that maximize student success, page 10
Answers/Insights + Significant Details
Where Am I Going?
Strategy 1: Provide students with a clear and understandable vision of
the learning target.
Strategy 2: Use examples and models of strong and weak work.
Where Am I Now?
Strategy 3: Offer regular descriptive feedback.
Strategy 4: Teach students to self-assess and set goals.
How Can I Close the Gap?
Strategy 5: Design lessons to focus on learning target or aspect of
quality at a time.
Strategy 6: Teach students focused revision.
Strategy 7: Engage students in self-reflection, and let them keep track
of and share their learning

Application Example:
Examples of strong and weak writing samples will be used as a side-by-side comparison to
reinforce desired skill set. Students show before and after learning spelling rules examples of
work.

Source 5 Topic: How to Create a Task Rubric for Learning Assessment and Evaluation
Source: Heisler (2013). Instruction from Write Teaching Resource and EDUW 693
Answers/Insights + Significant Details
Instructional Design, Delivery, and Assessment Countdown
6 aims for independent evidence at each learning step:
students experience competence, confidence, cooperation,
connections, consideration, cool!
5 aligned planning elements
start with objectives assessment; content, process, tasks
(clear success criteria in student language, vary friendly tools/methods)
4 considerations
national/state standards, district expectations and performance reporting
systems, student needs (to self-assess), teacher TEACHER capabilities
3: teacher-student connection
TEACHER actions: care, correct, confirm at each learning step
(favor descriptive feedback over evaluative grades/symbols, etc.)
2 student motivators
relevance (authentic tasks) and mutual hope trust (track progress!)
for 100% proficiency
Regularly-attending students achieve their developmental
capabilities for each lesson.
A universal purpose of education
Graduate proficient thinkers and effective communicators
whose actions are guided by integrity, empathy, and insight
Application Example:
Teacher will motivate students to find words that follow the spelling rules address by providing
reading topics that are student selected and encouraging students to find words within these
readings that follow the spelling rule addressed.

Research Conclusion and Implications Leading to Answers/Insights to Implement into Plan


The general question guiding professional growth for this process: How do I improve
assessment expectations, methods, and tools so my students achieve independent competence in
accurately assessing their own performance based on standards?

My inquiry question: How can students willingly and accurately self-assess through
formative assessments in a spelling lesson?
Most significant answer/insight from research: By providing writing and reading topics
that are student-selected, by setting clear success criteria, by making students aware of what will
be assessed what the expectations are, and through teacher monitoring and student selfmonitoring, teachers can motivate students toward success.
For my targeted lesson, I plan to try these new ideas from research and course learning:
1. Include a self-assessment tool on the assessment.
2. Reduce the number of questions on the assessment.
3. Use a visual method to show they understand
4. Provide real world examples
5. Green pen check

Step 4: Plan, Incorporating Answers and Insights from Research


See Artifacts B and C. Artifact B-1 shows a typical assessment tool before research;
Artifact B-2 shows an assessment tool connected to the targeted lesson. Artifact C shows the
resulting lesson plan that met EDUW 693 course requirements and incorporated ideas from
research to improve assessment methods and tools.

Step 5: Implement Plan and Gather Evidence


See Artifact D, which shows the student evidence from implementing the lesson.

Step 6: Post Assess Evidence Compared to Pre-assessments and Standards


See Artifact A, which uses italicized type to distinguish post assessment information
from pre-assessment information.

Step 7: Reflection of My Entire Learning Process


The WTS 8 learning process aimed to improve assessment expectations, methods, and
tools so my students achieve independent competence in accurately assessing their own
performance based on standards. My specific area of inquiry that guided growth: How can
students willingly and accurately self-assess through formative assessments in a spelling lesson?
This final learning step focused on reflecting from the perspective of my processes and
practices as a learner: How may I use time more efficiently to continue improving my
instructional effectiveness?

My Most Effective Actions/Attitudes in My Seven-Step Learning Process, with Evidence


1. I realize that if Im going to continue to improve as a teacher, I have to find ways to
learn while teaching when I am not specifically taking a class (step 3 of process). I complete
quick searches for specific answers using webinars, blogs and other reputable on-line educational
sources.
2. In order to better understand what I should be teaching at the various levels, I find my
students and I need to have a better grasp of the standards (at step 1), more importantly the
alternative standards. Knowing what they are has been a guide for my lessons.
My Least Effective Actions/Attitudes in My Seven-Step Learning Process, with Evidence
1. I expected students to have prior knowledge of this specific spelling rule due to their
ages/grade levels. One specific student appears to have chunks of lessons missing due to her
learning disability. She has also moved multiple times, leaving gaps of missed instruction. Rather
than assume exposure to the rule, I need to introduce it as though it is the first time these students
have seen it and fast-track the students who have experience.

2. I get very frustrated with one of the students who just cant seem to retain any
information regarding the spelling rules. I understand she has a learning disability, yet she is so
inconsistent with her work. When asked to find words from her own book that follow the rule
she would ask about words with one vowel or pick out the same word in a different part of the
book and ask again about that word. Even with the rule on the board and multiple examples she
struggled to find a single word. I need to find ways to reach this student.
My Next Steps for Professional Improvement Regarding Instructional Assessment
1. I learned a great deal watching videos of myself teaching. This self-teaching technique
is one that I plan on continuing.
2. I need to revisit the words more often somehow. Even with several modifications in
the assessment tool, students are not reaching levels of proficiency in understanding the rules for
spelling. Although students understand and do well on the daily lessons, their retention of proper
spelling does not follow.
3. I need to find a way for students to become self-motivated to learn spelling rules. I get
frustrated when my students do not actively take a role in their learning. They do not study for
tests; they do not complete their homework, nor do they take the initiative to go to their other
teachers for help
3. The next step in my own learning process is to begin National Board Certification.

References
Angelo, T., & Cross, K. (1993). Classroom assessment technologies (2nd ed.). San Francisco:
Jossey-Bass Publishers. Cited by University of Oregon Teaching Effectiveness Program
at http://tep.uoregon.edu/resources/newteach/fifty_cats.pdf
Chappuis, J. (2009). Assessment for learning: classroom practices that maximize student
success. ETS Assessment Training Institute. Portland. Retrieved from
http://d43fweuh3sg51.cloudfront.net/media/media_files/sevenstrategies.pdf
Danielson, C. (2007). Enhancing professional practice: A framework for teaching. (2nd ed.).
Alexandria, VA: Association for Supervision and Curriculum Development.
Davies, A. (n.d.) Summary of research on classroom assessment. Retrieved from
http://annedavies.com/assessment_for_learning_arc.html
Heisler, S. (2013). Write teaching. Retrieved with password and username write1 from
MY SMU to Blackboard site at http://www.smumn.edu

Artifact A: Pre-assessment and Post-assessment Comparisons:


Italicized type distinguishes post-assessment additions (Learning Step 6) from the earlier
pre-assessment (Learning Step 2). Unchanged ratings generally represent improvements within
the same developmental range as the pre-assessment. Rating codes for Tables 2, 3, and 4: Unsat
= Unsatisfactory, Basic, Prof = Proficient, Dist = Distinguished.
Two Assessments of Student Performance Evidence Related to Academic Expectations
To view the targeted standards guiding the pre- and post-assessment, see the first page of
Artifact C. See Artifact D for evidence of student work supporting the post-assessment.
Reading Foundational Skills: Word Recognition, page 22. RF.1.3 Know and apply
grade-level phonics and word analysis skills in decoding words.
a. Spelling sound correspondences for common consonant diagraphs.
g. Recognize and read grade-appropriate irregularly spelled words.
Table 1a: Student Academic Performance Compared to PK-12+ Vertical Standards
Skill
Grade Significant Performance Factors that Determined Current Proficiency Rating
Level
Level (proficiency = performance meets all expectations at and below the rating)
Lowest 60%
Eighth-grade student:
to
a. None can spell sound correspondences for common consonant
75%
diagraphs with consistency
g. About 50% of the time, can recognize and read grade-appropriate
irregularly spelled words, but cannot consistently spell them. Can recall rule
for spelling two vowels say one sound words 75% of the time.
Median 75%
Eighth-grade student:
To
a. Can spell sound correspondences for common consonant
85%
diagraphs about 50% of the time.
g. About 75% of the time, can recognize and read grade-appropriate
irregularly spelled words, but cannot consistently spell them. Can recall rule
for spelling two vowels say one sound words 85% of the time.
Highest 75%
Sixth-grade student:
To
a. Can spell sound correspondences for common consonant
90%
diagraphs about 85% of the time.
g. Given time, about 90% of the time, can recognize and read gradeappropriate irregularly spelled words, but has intermittent success in spelling
them. Able to do some Grade 2 expectations, such as distinguish long and
short vowels when reading regularly-spelled one-syllable words and other.

Can recall rule for spelling two vowels say one sound words 90% of the
time.
Evidence source: Prior assessments and teacher observations.
Area to improve: One-syllable that go beyond phonetic spellings, such as double vowel or
Evidence source: consonant.
Most improved
Students able to recall and successfully apply the two vowels go walking
area:
rule.

Approx. %
a =75%
to 75%
b =25%
to 50%
c =25
to 50%
na
50%
to 75%
75%
to
80%

Table 1b: Student Attitudes/Actions Related to Assessment


Current approximate % of student learning/engagement observed by teacher during
(a) teacher-guided assessments in classroom
Students respond appropriately with accurate rule following words
(b) independent assessments in classroom
Students use 4Cs assessment during spelling lesson assessment
(c) peer assessments in classroom
Students correct one another when working on the board as a group
Current approximate % of completion for assessments assigned as homework.
Current overall accuracy in assessing own work using criteria or assessment tools.
Students able to sell assess using 4Cs
Current understanding of formative assessment as a valuable learning strategy.
Students verbalize correct rule-following words, select rule-following words from
texts and create a list of rule-following words.

Self-assessment of Instructional Assessment Methods and Practices Related to WTS 8


Table 2: Assessment Design Based on Danielson Framework
Danielson A Framework for Teaching, Domain 1: Planning and Preparation (p. 63)
Component 1f: Designing Student Assessments (Read pages 59-63.)
Rating options: U=Unsatisfactory, B=Basic, P=Proficient, D=Distinguished
Element
Rating Current Evidence to Support Rating/Area to Improve
Congruence U
1. Some instructional outcomes are assessed through the proposed assessment
with
approach. 2. Assessment methodologies have not been adapted for
To
outcomes
groups/individuals as needed.
B
Criteria and B
1. Unclear criteria and standards. 2. Students do/do not contribute to
standards
development of assessment criteria.
ToB
Design in
B
1. Lesson plans include rudimentary formative assessments strategies for all
formative
instructional outcomes. 2. Lesson plans include minimal approaches to engaging
To
assessments B
students in assessment and correction of their work.
Use for
U
1. Plans to use assessment results in designing future instruction for the class as
planning
a whole. 2.Does not use assessment results to plan for whole class (basic) and/or
To
group (proficient) and/or individual instruction. (Distinguished is all3 levels.)
B
Teacher
recall
from current assessments tools and methods
Evidence:
To improve: Clear criteria, formative assessments at each learning step, self-assess-correct
Students learn spelling rules that apply to multiple words, rather than specific words.
Improved:

Evidence of Improvements in Designing Effective Assessment Practices


1. I redesigned the assessment to meet the needs of the students: they needed to learn by
the rules rather than specific individual words. Rather than teach spelling words, it was more
appropriate to teach rules that allow students to determine correct spelling.
2. Students were asked to find spelling words in their independent self-selected readings
that followed the rule they learned. This allowed them some personal input to the spelling
words.
3. During the middle of the lesson I changed it again. Students wrote their rule-following
words from their texts on sticky notes and put them on the board with our practice words and the
rule. This got them up and moving a little and they were almost in a short competition to see who
could find the most words. This is when the rule seemed to really click.
Two Assessments of Learning Environment Related to Assessment Practices
Table 3a: Assessment Practices Based on Danielson Framework
Danielson A Framework for Teaching, Domain 3: Using Assessment in Instruction (p. 89)
Component 3d: Using Assessment in Instruction. (Read pages 86-89.)
Rating options: U=Unsatisfactory, B=Basic, P=Proficient, D=Distinguished
Element
Rating Current Evidence to Support Rating/Area to Improve
Assessment U
1. Students know some of the criteria and performance standards by which their
Criteria
work will be evaluated. 2. Students have not contributed to the development of
To
the criteria.
U
Monitoring B
1. Teacher monitors progress of whole class. 2. Teacher elicits no (basic)/makes
of student
limited use of (proficient)/actively and systematically elicits (distinguished)
To
learning
diagnostic information from individuals regarding their understanding and
B
monitors individual progress.
Feedback
B
1. Teachers feedback to students is uneven quality and untimely.
to students To
2. Students make use of the feedback in their learning with prompting.
(with=proficient, without=distinguished)
P
1. Teachers feedback to students is timely and of consistently high quality.
Student
U
1. Students do not assess and monitor the quality of their own work against the
selfassessment criteria and performance standards.
To
assessment
2. Students do not make active use of that information in their learning.
and
1. Students frequently assess and monitor the quality of their own work against
B
monitoring
the assessment criteria and performance standards. 2. Students make active use
of progress
of that information in their learning.
Teacher recall, current assessment tools and practice
Evidence source:
Students frequently assess and correct to expected quality based on criteria.

Area to improve:
Evidence source:
Most improved
area:

Lesson plans and teacher observation


Spelling improved due to student understanding of rule.

Table 3b: Assessment Practices Based on WTS 8 Teacher Standards


Rating options: U=Unsatisfactory, B=Basic, P=Proficient, D=Distinguished
Element
Criteria
and
Rating
System

Rating Questions to consider in rating current performance and defining areas to improve
U
Can students name expectations (what know/do) for each learning step?
For a task, can students explain the line between unacceptable (below proficiency
To
range) and essentially proficient? ...between fully proficient and mastery (above
U
proficiency range)?
Does the rating system result in points/percentages/rating phrases that match the
proficiency range for the task based on standards for the grade level (or temporarily
adjusted expectations to raise overall PK-12 performance to standards)
Monitoring U
Do all students participate willingly in formative assessment, knowing the
To
environment is safe for making inevitable learning mistakes?
B
Do students quickly and objectively provide evidence and ideas for improvement
when the teacher solicits information about what worked best and what did not to
achieve objectives?
Do students use subject terminology and assessment criteria to question ratings
and frame discussions/questions, rather than personal opinions/emotional thinking?
Would students agree that the teacher maintains useful records of student work
and performance and can communicate student progress understandably?
Feedback
U
Do class and/or groups and/or individuals receive immediate feedback at each
mini-step of learning that confirms learning or corrects learning?
To
Is the same confirm- or adjust-instruction-process happening on the teachers part
B
based on continual assessments of student learning and feedback? (In other words,
students know the goal is to get it, and if they are trying and dont get it, the
teacher accepts responsibility for finding a method that worksa learning TEAM.)
StudentU
Do students consider continual informal and formal formative assessments as not
initiated
To
only beneficial, but necessary for successful learning?
Assessment U
Before deadlines, do students ask for additional formative assessments if unsure
of performance or to ensure performance meets high expectations?
Do students take responsibility for their own formative assessments and try to
evaluate objectively, knowing it will help them become aware of their strengths
and needs, and encourage them to set personal goals for learning?
Evidence source: Current teacher assessment practices.
Willing self-assessment
Area to improve:
Students understand the importance of learning spelling rules and some get it.
Evidence source:
Two students asked for list of rules with examples so they can fast-track their
Most improved
spelling, creating personal goals for spelling outcomes.
area:

Evidence of Improvements in Learning Environment Related to Assessment


1. When the students realized the self-assessment tool (4Cs) was a way for redos they
utilized this to a small degree. They were not comfortable with it, so this will take some time.
2. Students enjoyed finding their own rule-following-words from their self-selected
readings. This strategy also let me see if the students had a clear understanding of the rule before
students moved on to the next rule.
3. Once the students began to use the sticky notes and putting them on the board, they
seemed to be able to find more at a faster rate. It was as though the rule had clicked in and they
finally got it. Until this point they seemed unsure of what the rule really meant, even after it was
explained several times and was written on the board with examples.

Artifact B-1: Example of an Assessment Method or Tool Before Improvement


Originally students completed the spelling assessment from the direct instruction manual,
using a piece of lined paper, numbering it 1-30, and writing the spelling words when they were
read off the master list. Words were either spelled correctly or they were not. Below is the
original assessment I designed to document learning in reduced size to fit on one page.
This tool allows students to self-assess.
There is no clear correction method and confirmation code.
The expectations are clear: students are able to spell the words, separate the words into
morphographs, write a sentence using the spelling words, and define three of the morphographs.
SPELLING Mastery Level D, Lesson #64
PART 1:
~Spell each word.
~Draw lines separating words into morphographs.
~Choose one sentence from each group of 5 words and use it correctly in a sentence.
1.
2.
3.
4.
5.
________________________________________________________________________________________________________________________
6.
7.
8.
9.
10.
________________________________________________________________________________________________________________________
11.
12.
13.
14.
15.
________________________________________________________________________________________________________________________
16.
17.
18.
19.
20.
________________________________________________________________________________________________________________________
21.
22.
23
24.
25.
________________________________________________________________________________________________________________________
26.
27.
28.
29.
30.
________________________________________________________________________________________________________________________
PART 2:
~Choose 3 morphographs that are suffixes or prefixes and
give their meaning
1.
________________________________________________________________
2.
________________________________________________________________
3.
________________________________________________________________
EXTRA CREDIT:
4.
______________________________________________________________________________________________________________

Artifact B-2: Example of an Assessment Method or Tool After Improvement


A self-assessment process was added at the top of the assessment: circle, sound, correct,
ask me to look at it. Students will circle the word they are unsure of, sound out the word, make
the correction, and then ask me to look at it. I will place a checkmark next to words spelled
incorrectly. The student will go through the self-assessment then ask me to look it over again.
To show understanding, students will be asked to segment the morphographs in each
word, then circle the letter in the word that changed or shows a change should not take place
based on spelling rules learned (if there is one).
The assessment proved to be too long. Thirty questions were too many at one sitting for
these students. The revived assessment is twenty-five words long with one sentence for every
five words. (The sample is shown in reduced size to fit on one page.)
NAME ____________________________
DATE ____________________________
SPELLING Mastery Level #___________
Lesson # ___________________ ______

1. CIRCLE
2. SOUND
3. CORRECT
4. ASK

Selfassessment
tool added

PART 1:
~Spell each word.
~Draw lines separating words into morphographs.
~Choose one word from each group of 5 and use it correctly in a sentence.
1. ________________________________________________
2. ________________________________________________
3. ________________________________________________
4. ________________________________________________
5. ________________________________________________
______________________________________________________________________
6. _________________________________________________
7. _________________________________________________
8. _________________________________________________
9. _________________________________________________
10. _________________________________________________
______________________________________________________________________
11. _________________________________________________
12. _________________________________________________
13. _________________________________________________
14. _________________________________________________
15. _________________________________________________
______________________________________________________________________
16. _________________________________________________
17. _________________________________________________
18. _________________________________________________
19. _________________________________________________
20. _________________________________________________
______________________________________________________________________
Reduced # of words from 30 to 20
PART 2:
~Choose 2 morphographs that are suffixes or prefixes and explain their meaning. Do not use the root words.
1.
2.
3.

______________________________________________________________
________________________________________________________________
________________________________________________________________

EXTRA CREDIT:
4.
________________________________________________________________

Artifact B-2: Example of an Assessment Method or Tool After 2nd Improvement


Name_______________________________________
Date________________________________________

Boat

pair

Circle
Compare
Compare
Correct

train

What rule applies to these words?


_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

1. _________________________________________________
2. _________________________________________________
3. _________________________________________________
4. _________________________________________________
5. _________________________________________________
6. _________________________________________________
7. _________________________________________________
8. _________________________________________________
9. _________________________________________________
10. ________________________________________________

b. boat, goat, moat, bloat, coat, toad (This is at bottom and page is turned up to cover until they are
ready to check their spelling)

Artifact C: Targeted Standards and Improved Instructional Design


Text boxes define new practices applied to this lesson plan to align expectations, content,
process, product, and assessment during the WTS 8 learning process. Color coding represents
the elements in the chart below:

Unit Name: Spelling Mastery Level D


Grade(s): 6 & 8
Time Period/Dates for Entire Learning Unit: October 14, 2014
Technology/Resources/Materials: Spelling Mastery Level D teacher and student books, Unit #64
assessment
SUMMATIVE PLAN (APPLIES TO ENTIRE UNIT INCLUDING TARGETED LESSON):
1. Current student proficiency grade range based on vertical standards and assessed abilities:
Lowest= Grade 1
Median= Grade 1
Highest= Grade 1
See standards at Artifact A.
2. This units proficiency range (P) based on vertical standards and students capabilities:
See Table 1 in Artifact A for the targeted standards.
Lowest=Gr. 1 Median=Gr. 1
Highest=Gr. 1 (Differentiated for special needs.)
3. Assessed standards governing targeted lesson: Alternate Achievement Standards:
Reading Foundational Skills: Word Recognition, page 22. RF.1.3 Know and apply grade-level phonics
and word analysis skills in decoding words.
a. Spelling sound correspondences for common consonant diagraphs.
g. Recognize and read grade-appropriate irregularly spelled words. (Start with vowel pairs.) For
this lesson, the focus is on vowel diagraphs.
4. Assessed summative task(s) to demonstrate proficiency in UNIT outcomes/objectives.
At the end of the unit, students will take a summative test consisting of recalling spelling words
and defining rules governing words.
5. Assessment tool or list criteria for measuring summative proficiency range on this task:
75% + = proficiency.
6. Essential UNIT Answer/Understanding: lasting truth/principle/rule/insight to answer EQ at #8.
Rules tell us how to spell most words. The English language follows rules, with some exceptions.
For example in this lesson: When two vowels go walking, the first does the talking.
7. Essential UNIT Question:
How do I spell words correctly?
8. Essential UNIT Connections:
a: Connect thinking patterns for EQ to EA: Define potential error.
Ask 4Cs: Circle, compare, compare, correct.
Explained: Circle any word that seems wrong. Compare spelling to sound. Compare sound of written
word to the actual sound of the right word. Relate sound to possible correction (If it sounds wrong, correct it.)

b: Connect to students and widen perspectives based on diverse realities: Carry over 4Cs into
other classes to self-assess.
c: Connect learning to build integrity, empathy, insight:
Learning to self-assess with accuracy builds integrity. People start trusting your work.

What to learn?
(knowledge/skills)
Clear Learning Objectives

How to learn? (patterns/process to thinkdo)

How Assess
CorrectConfirm
to Proficiency?

1. Define rule

1.Show three words (boat, pair, train) from the set


where first vowel does talking. Students try to
understand the spelling rule for these words
independently, then work as group. Discuss what
they come up with.

1. Self-assess, rule must


work all the time.

2. Reinforce the rule by


comparing letter-sound to
what is written.

2. Explain the rule. Have students repeat the rule


out loud. Write the rule on the board, students
write it on their sheets. Teach them how to sound
out words, then sound out letters as written on
paper, then spell the words out loud. Each
student explains the rule to the group.

2. Compare their original


spelling to correct
responses. Underline the
two vowels and circle the
letter whose name is
sounded.

3. Learn process to selfassess and correct spelling


using rule.
Compare rule to other
words
and teach 4Cs process:
Circle, compare, compare,
correct.

3. Watch the video on their Chromebooks


process.
https://www.youtube.com/watch?v=7fb3Pdt8kxg
On the large wipe erase board students take turns
circling the letter pairs then underlining the vowels
they hear in words they generate which follow the
rule.

4. Analyze texts, then


give evidence
understanding of the rule
by apply rule to words

4. Using self-selected texts students generate a


list of rule-follower words, write on sticky notes,
explain to group how they are rule-followers then
put note on board (KINESTHETIC).

4. Teacher observation

5.Teach 4Cs. Have students evaluate peers word


choices using the rule. Give evidence of their

5. Peer assess

3. Self-assess using 4Cs

from texts.

5.Using the rule, argue the


circumstance that make a
word a rule-follower when
they feel a word does not
follow the rule.
6.Recall rule to apply to
spelling words.

understanding of the rule and how it applies to the words


they worked with by creating a list of 10 rule following
words.
6. Find 3 more rule-following words on own.

6. Self-asses using rule

Artifact D-1: Examples of Low, Median High Student Work Showing Assessment
Markings
Text boxes indicate areas that show significant improvement or lack of improvement by
comparison to usual previous outcomes based on progress toward PK-12 developmental
expectations/standards. Explanations are located in the Post Assessment section.
Students were given a spelling assessment directly from the Spelling Mastery Lesson
spelling book. Students numbered a lined sheet of paper 1-25 and wrote the words the instructor
said to them. Students consistently did poorly on this assessment. A revised assessment was
created to incorporate not only the spellings of the words, but also the morphographs students
learned in the lessons. This proved too lengthy for students to complete with consistent results.
This group consists of three students, two eighth graders and one sixth grader.

After WTS 8 Process Examples:


Low, 8th grade student:

This 8th grade student


struggles with all
components of reading
and writing, including
sentence structure and
letter formation.
Although this example
shows she earned 3% her
phonetic spelling is
improving and her letters
are legible.

Medium, 8th grade student:


green pen
check

Student self-assessment

This student scored 48%,


approximately the same
score he received on the
first assessment. This
student has grasped the
concept of
morphographs. He is
able to place slashes
correctly separating
morphographs.

High, 6th grade student:

The youngest of the


three students. On the
first assessment,
spelling only, she
scored 75%. She
successfully separated
the morphographs
100% of the time. She
would have scored
higher, but she refused
to complete the last
page: selecting 3
morphographs and
stating their meanings.

Artifact D-2: Examples of Low, Median, High Student Work Showing


Assessment Markings
Students were given three words and asked to define a spelling rule that they followed.
The rule When two vowels go walking the first does the talking was then discussed. Students
were asked to select a text and find words in it that followed the rule.

Of the three students, the lowest is an eighth-grade student. She continues to struggle
with fully connecting the words with the rule. She had a great deal of difficulty finding words
that followed the rule and even in finding words that had two vowels next to one another. She
found the same word (not a rule follower) three times in her self-selected text and asked each
time if that worked.

The rule was written on the board for


students to copy. This student would not
copy that with correct spelling.
She was willing to use the 4Cs and correct
her spellings on the actual rule following
words, but would not assess thoroughly and
missed words that were misspelled.
Not only did she not appear to understand
the rule, but she selected words that did not
even have the double vowel component.
Even when she has the word in front of her
on the board to correct spellings or to copy
the word she misspells them.

The median student is also an eighth grader. He was slow to respond, but once it clicked,
he was able to pull multiple words from his selected text which were rule-followers.

This student understood the use of the 4Cs, yet


would not correct his misspellings. He was able to
locate many words from his self-selected text to
place on the boards, so he understands the rule.

The high is a sixth-grade student. After watching the video, she got the rule and was
able to locate multiple words from her selected text that followed the rule.

This student did not coplete the list of


words here. She stapled a sheet of
paper to the back of her assessment
with 10 other words that she found in
her selected reading, all followed the
spelling rule.

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