T Stewart Key Assessment_MEDT 7476

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University of West Georgia *

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7476

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Computer Science

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Dec 6, 2023

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Assessment Plan and Implementation Report Please use this template for Assignment 2 and Assignment 3. Below, there will be gray instructional text. This is here to serve as an indicator of what you should put within each section. Please ensure you delete it and c hange the text color back to black before submitting your assignment. Project Info Your Name: Tara Stewart Assessment Task Title: Romeo and Juliet Character Analysis Grade Level or Role of Learners: 8th grade Subject: English Client Info Client Name: Tiffany Benincosa Client Organization: McCleksey Middle School Client Email: tiffany.benincosa@cobbk12.org *Client Certificatio n Number: 184709 MEDT 7476: Assessing Learning with Technology-Enhanced Instruction 1

Assignment 2: Assessment Plan (2) Instructional Objective Instructional Objective Bloom’s Level (1)I can develop my product appropriate to the audience’s knowledge of the original character and text. Create (2) I will analyze the character’s development over the course of the text through their interactions with other characters. Analyze (3) I will analyze the character’s development over the course of the text through their conflicts, internal and external. Analyze (4) I will analyze the character’s development over the course of the text through how they advance the plot. Analyze (5) I will analyze the character’s development over the course of the text through how they advance a particular theme(s). Analyze (3) Assessment Task Annotation ● In this assessment students will be required to complete a character analysis of a character from Romeo and Juliet. Students are able to pick any character that they want from the play. Students will need to make sure that they include every criterion that is mentioned in the rubric. Once students have their character analysis typed out, they will be required to upload a video on Flipgrid. They will briefly describe their character analysis to the class. Once all videos have been uploaded, students will be required to respond to one classmate's post. In the response students will mention something they learned or something they agree with and why. ● This assessment task will take the students between 3 and 4 class periods. ● ELAGSE9-10RL3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

● ISTE-Standards 1)Empowered Learner: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning science. 6) Creative Communicator: Students communicate clearly and express themselves, creatively for a variety of purposes using the platforms, tools, styles, formats, and digital media appropriate to their goals. ● The assessment is aligned with the objectives because it was created with the objectives in mind. If the students can successfully complete the assessment, that means that they were able to meet every objective. In the assessment the students are asked to complete a constructed response of a character from Romeo and Juliet. In response students are required to analyze several aspects of a character from Romeo and Juliet. The analysis piece goes hand and hand with the instructional objectives and Bloom's level. (4) Summary of Assessment Types Used in Plan Assessment Title/Name Assessment Type (constructed response, selected response, other) Assessment Purpose (formative, summative, diagnostic) (1) Romeo and Juliet Character Analysis Constructed Formative (2) (3) The teacher will walk around the classroom as the students are developing their character analysis and provide suggestions where needed. This will give the teacher time to provide additional feedback to students in the developmental phase of the project. (5) Description of Instruction with Teacher/Trainer Directions 1)At the conclusion of reading Romeo and Juliet the teacher will introduce the project to her class. The teacher will handout the project rubric and begin to go over it with the students. The teacher will let the students know that project requires them to do a character analysis of one of the characters from the play. 2) Once the teacher is done going over the rubric and all the requirements of the project, she will show the students an example of what she is looking for. Students will be allowed to use their class notes and their character sheet to help them with the analysis. Students will be given a few

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minutes to pick their character. Once a character has been chosen, the students can begin their analysis of their character. 3)The teacher will navigate the classroom to make sure that everyone is on task and fully understands the project. She will also check in with each student to make sure that their character analysis is on the right track. If their analysis is not going well, she will ask the students probing questions. 4) Once the students are done with their analysis of their character, they will create a video on Flipgrid talking about their character analysis. 5) Students will be required to respond to one peer video. (6a) Rubric Title & Description Identify the title of the rubric and briefly describe the rubric or performance evaluation tool. The rubric includes specific descriptors for each rating. The descriptors are clearly distinguished from each other. The descriptors are phrased in clear language. Visit Chapter 7 (p. 93 ) of Butler and McMunn (2014) for a quick review. (6b) Rubric or Other Performance Evaluation Tool The title of the rubric is Unit 4 Task 4. We chose this title because it is consistent with the titles of the teachers previous rubrics. Unit 4 describes the unit the teachers are in on, and task 4 represents the 4th assignment that the students are having to complete. Students are being graded on how well they can analyze a character from Romeo and Juliet. There are 5 criteria that the students will be graded on. Students can receive up to 20 points for each criteria. If a student does not receive the max points allowed, the teacher will leave feedback for the student to note areas of improvement.

(7) Learner Work Example For the Flipgrid portion of the assessment, it is expected that the students create a video of them describing their character to someone else. Once the students have completed the Flipgrid portion, they will be required to upload their character analysis to Canvas. They are required to upload it to Canvas in case they left out details of their character analysis, but have it written down. The example below is an example of what students would create if they did not want to complete the Flipgrid portion of the assessment. Potential commentary could be: What are some other adjectives that could be used to describe Lord Capulet.

(8) Materials and Equipment Romeo and Juliet, the actual play for students to refer to. Students will also need all their notes and assessment rubric. The teacher will need to make sure that she has an example character analysis to share with the students. (9) Instructional Technology Tool(s) The following instructional technology tools are needed for this assessment: laptops, high speed internet, and headphones with the microphone attached. (10) Differentiated Instruction

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All students will have access to the audio tape of Romeo and Juliet. For the students that are struggling with picking a character, the teacher will suggest a character to them best on their ability level. For example, she isn't going to give the most complex character to a student who barely understood what was going on in the play. For the students that had a hard time understanding the play, the teacher will allow them to look at spark notes/ cliff notes to see if the simpler terminology helps with. She will also give these students a few sentence starters. For the students that were able to get a full understanding of what was going on in the play, she will ask these students probing questions to lead to deeper thinking. For the student(s) that prefer not to do the Flipgrid portion of the assignment, they will be allowed to create a visual representation of their character. Around the outside of the character would be words and quotes used to describe the character (11) Learning Environment The school where this assessment will take place is McCleskey Middle School. It is located to the north of Atlanta in a suburban area. The teacher doesn’t utilize the bright fluorescent school lights in her classroom, instead she uses the lights from the lamps that she has strategically placed throughout the classroom. All the student’s desks are in the middle of the classroom. The teacher’s desk is in the far back corner of the classroom. This is also where the teacher. keeps snacks for the students to grab while they are working on their assignments. There are two student areas that include a rug, bean bag chairs and a mini lamp. The student area is the teachers attempt at creating flexible seating and creating a relaxing space to work. If students do not want to record the Flipgrid portion in front of everyone, they can go to the classroom next door to record. (12) Learner Characteristics 8th grade- The students that are completing this assessment are 13-14 years old. There is a mixture of female and male students. There are 12 students in the whole class: 4 females and 8 males in the classroom. In the class there are 2 Hispanic students, 4 African American students, and 6 Cacasuian students. All of the students in the classroom have IEPs with different disabilities. All of the students speak English as their first language. One of the students speaks Spanish as a second language, as that is the language spoken at home. When it comes to the skills levels of the 8th grade students, they are behind grade level 2-3 years. These students are consistently working to improve their reading and writing abilities. Since reading is a weakness for all of Mrs. Benincosa’s students, she has noticed that they all do better on assignments when they are read to them. (13) Relative Advantage of Selected Instructional Technology(ies) The use of technology in this assessment is helping students get comfortable with voicing their opinion and speaking in front of others. It also allows the students to give peer feedback, which.

students can be hesitant to do at times. It also gets a dialogue going that wouldn’t have happened otherwise amongst the students. Mrs. Moody stated that often, her students aren’t willing to offer up answers in group discussions. She and I both believe that this assignment gives the students a platform to express their opinion without judgment. Assignment 3: Assessment Implementation Report (1) Implementation Report According to what Mrs. Benincosa shared with me, the lesson went as planned. However, she did add another type of assessment to the lessons. She did this, so the students could pick which assessment that they wanted to do. The original assessment called for the students to complete a character analysis on one of the characters from Romeo and Juliet. Once the students were completed with their character analysis, they were to share their analysis with the class via Flipgrid. The second option that Mrs. BEnincosa added, called for the students to create an analysis on one of the Acts from Romeo and Juliet. In their analysis the students would need to include quotes from the chosen act, as well as images that related to events in their chosen Act. I think that Mrs. Benincosa giving her students options on how they wanted to be assessed was a great idea. This puts the students in charge of their education, and allows them to pick the assessment that they feel most comfortable with. When it came to understanding the rubric, the students were slightly confused. The students in her class struggle with reading comprehension, so this wasn’t a surprise. However once Mrs. Benincosa showed the students the examples and how it related to each part of the rubric, the students had a better understanding of what they needed to do. If Mrs. Benincosa did

not have the teacher examples, I don't think that the students would have been successful in their chosen assessment. I was well pleased with the work that Mrs. Benincosa’s students turned in. You can tell that they took their time on this assessment, especially when it came time to present their work on Flipgrid. Mrs. Benincosa and myself figured that her students would not take the Flipgrid portion of their assessment seriously, as this was the first time that she had given them this type of assessment. I am so glad that we were both wrong. Each student took the time to comment on at least two of their peer’s videos. They posed questions to each other, which kept the dialogue going. Mrs. Benincosa did have one student that refused to complete the assessment, however I also teach this student and wasn't surprised by his refusal. This student is an ESOL student and has struggled all year. When I asked this student why he didn’t complete the assessment, he stated that it was too hard. To better help the ESOL students Mrs. Benincosa plans on previewing vocabulary prior to each Act in Romeo and Juliet. She also plans on creating images that go with each vocabulary word. Mrs. Moody got this suggestion from one of the ESOL teachers at our school. This change will not only help Mrs. Moody’s ESOL students, but all of the students in her class. (2) Student Example with Feedback Below you will find an example of the assessment that Mrs. Benincosa gave her students, followed by a few of her student’s work. After each student’s work, you will find Mrs. Benincosa’s comments to the students.

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Teacher Exemplar 1

Teacher Exemplar #2

Student Example #1

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Teacher Feedback

Student Example #2

Teacher Feedback (3) Report of Impact on Student Learning

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This assessment was given to a 8th grade literature class. All of the students in the class have an IEP and have a weakness in reading comprehension. Of the 11 students in Mrs. Benincosa’s class, 3 are Hispanic, 3 are African American, and 5 are Caucasian. 8th Grade Small Group Caucasion African Ameriocan Hispanic

Grade Breakdown by Ethnicity Assignment Grade Ethnicity 0 Hispanic 100 Hispanic 95 Hispanic 100 African American 75 African American 80 African American 70 Caucasian 100 Caucasian 100 Caucasian 100 Caucasian 95 Caucasian The pie chart below shows the grade breakdown of the students in the class. One student, which is 9.1% of the students in the class, scored below 25%. Two students, which is 18.2% of the students in the class, scored between 51 and 75%. Eight students, which is 72.27% of the students in Mrs. Benincosa’s class scored above 75%.

The chart below compares each ESOL student's assessment grade to the class average. Mrs. Benincosa has 3 ESOL students in her class. As you can see from the chart, the ESOL students that completed the assessment all passed. The green bars represent the grade the ESOL students received on their assessment. The blue bar represents the class average on the assessment.

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Overall, the data proves that the assessments were a success. More than 50% of the students in Mrs. Benincosa’s class scored 80% or better on their assessment. The two students that scored a 70 and a 75 did not follow the rubric completely. Had these students followed the rubric or the exemplar, they would have received a better grade. The one outlier in the data is the one student that refused to complete the assessment. When this student is removed from the data the class average increases to 91.5%. This also gives Mrs. Benincosa a 100% pass rate on these assessments. (4) Future Instructional Plans When asked “What should be done to revise instructions based on the areas where students/ participants did not perform well?”, Mrs. Benincosa said that she needs to make the instruction more engaging. Mrs. Benincosa states that next year when she teaches Romeo and Juliet, she will read an Act and then watch that portion of the movie. She thinks that this change will really help her population of students. Since most of her students struggle with reading comprehension, allowing them to watch the movie will give them a better understanding of what is going on in each Act. It will also help them create character analysis, as well as Act analysis. Since she did have two students that did not receive at least a B on the assessments, Mrs. Benincosa plans on revamping her rubrics. She wants to make the language a bit more student friendly. She also wants to make sure that the rubric for Flipgrid is detailed, so that the students make sure to mention all the necessary information in their videos. Although her students did good with commenting on each other's post, Mrs. Benincosa wants to revise this area of the assessment as well. She would like to create exemplary videos on how to respond to each other's posts. She knows that her students did well this year, but she says that won’t always be the case. So, she would like her students to have something to reference when giving feedback to each other. In all, the changes that Mrs. Benincosa would like to make are minor and will not take too much time to fix.

T Stewart Key Assessment_MEDT 7476

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