Brent Johnson

MEDT 7476
Assessing Learning in Technology Enhanced Instruction
July 12, 2016

Client Information

Clients Name: Monica Brumfield

Clients School: Nesbit Elementary School
Clients Email Address: monica_brumfield@gwinnett.k12.ga.edu
The Actual Assessment
After completing the diagram, the students will turn in their sheets. They will then have to create
an Infographic (www.piktochart.com) of a plant cell in which they identify the parts of a plant cell
and define each part.
The Measurement Tool
0 point
Does Not
Meet
Expectation
s

2 points
Meets
Expectation
s

4 points
Exceeds
Expectations

Labeled each
part of the cell.
Added at least
two pictures for
each slide.
Provided a
definition of each
part of the plant
cell.
Used at least one
slide for each
part of the plant
cell.
Neat and orderly
presentation

Total:_________________

This is a formative rubric that will analyzes students responses, work completion, details, and
participation in peer talks.

Rubric Grades
A= 13-15 points
B= 10-12 points
C= 8-10 points
D= 7 points
F= Less than 7 points
Example of Student Submission with Teacher Feedback
http://prezi.com/jbrxvnh6yojw/?utm_campaign=share&utm_medium=copy

0 point
Does Not
Meet
Expectations
Labeled each part of
the cell.
Added at least two
pictures for each
slide.
Provided a definition
of each part of the
plant cell.
Used at least one
slide for each part of
the plant cell.
Neat and orderly
presentation

2 points
Meets
Expectations

4 points
Exceeds
Expectations

Total:_12_points______
Teacher Comments:

Labeled each part of the cell

X
as evidenced by the plant
cell in the Quiver app and

the text. There was only one

X

picture on each slide, and

some slides had no pictures at all. This did not meet the expectation of two pictures per slide. You listed a
brief definition or description of each part of the plant cell, but did not provide additional details. You used
one slide for each part of the plant cell. Overall, your presentation was very neat, orderly, and creative. I
liked the pictures of microbes and the background of the telescope. Great work!
Grade: B

Report of findings

The online activity on the Harcourt website was far more effective than when the students read
about plant cells in the textbook. The students loved using the Quiver app. They were able to use Amazon
Fire tablets as well as their personal devices to scan the worksheets that they colored. They also enjoyed
reading the description of the plant cell parts and testing each other.
The students were able to complete the assignments as directed, but needed some support on
reading the vocabulary and understanding the descriptions of each part. They were successful at
completing the online activity, coloring the Quiver worksheet, and scanning the worksheet. The students
were very creative in how they colored the worksheet and tried to be different from each other. They
needed a lot of support on using Prezi. The teacher and I had to pull small groups to support the students
with using Prezi.
For the most part, I received the responses that I was looking for. The students had an increased
understanding of the parts of a plant cell after using the Quiver app. Most of the Prezi presentations were
similar to each other. The students were able to use various resources that were provided to them for
pictures, descriptions, or definitions on each part of the plant cell. Some of the students had an unfinished
assessment or had very vague descriptions of the components. They did however enjoy making the
Prezi. A few students noted that they liked how the Prezi slides jumped from slide to slide. Most of the
students wanted to be very creative in how they presented the information.
The next time the assessment is implemented, more time will be used to focus on using Prezi.
Some students spent too much time on designing the presentation and understanding the features of
Prezi. They did not concern themselves with the content. However, the Quiver app and Harcourt online
activity was helpful in getting the students to understand the content and memorize it.

Report of Impact on Student Learning

Number of Boys and Girls in the Project

20
18
16
14
12
10
8
6
4
2
0
Boys

Girls

Number of Students with Special Needs and Students without Special Needs in the Project
20
18
16
14
12
10
8
6
4
2
0
Students with Special Needs

Students Without Special Needs

Assessment Scores for the Whole Class

30
28
26
24
22
20
18
16
14
12
10
8
6
4
2
0
Does Not Meet

Meets

Exceeds

Assessment Scores by Gender Subgroup

18
16
14
12
10
8
6
4
2
0

Girls

Boys
Does Not Meet

Meets

Exceeds

Assessment Scores by Disability Subgroup

25

20

15

10

Students with a Disability

Does Not Meet

Students without a Disability

Meets

Exceeds

There were 17 students in the class. 47% of the students were boys and 52.9% of the students
were girls. 23.5% of the students have disabilities and 76% do not. The rubric has five scoring objectives:
1) the student labeled each part of the cell, 2) the student added at least two pictures for each slide, 3) the

student provided a definition of each part of the plant cell, 4) the student used at least one slide for each
part of the cell, and 5) the presentation was neat and orderly. The tables above identify how many of
these objectives the students did not meet expectations, met expectations, or exceeded expectations on.
This data is broken up by the whole group and special needs/without special needs. In the whole
group, out of 85 opportunities to achieve a score of exceeds 25/85 (29%) of the scores were exceeds,
30/85 (35%) of the scores were meets, and 22/85 (25%) of the scores were does not meet. In the gender
subgroup, the girls scores were as follows: 9 girls, 39% Does Not Meet, 34% Meets, and 26% Exceeds.
The boys scores were: 8 boys, 25% Does Not Meet, 43% Meet, and 30% Exceeds. In the students
with/without disability subgroup, the results were as follows: 4 students with disabilities- 21% Does Not
Meet, 52% Meets, and 26% Exceeds. 13 students without disabilities- 31% Does Not Meet, 34% Meets,
and 34% Exceeds.
I believe that the students truly enjoyed the lesson and the assessment. Although I feel as though
their comfort level with using Prezi may have impacted their assessment score, I would continue using
Prezi in the future as students need to be able to use presentation software to demonstrate their work.
The data shows that the boys were slightly more successful than the girls at completing the assessment
according to the exceeds scores.

Future Instructional Plans

After communicating with Ms. Brumfield regarding the lesson and the assessment, we both
agreed that the future instructional plans need to include practice on using Prezi as well as basic
computer use and navigation. It was also recommended that more small groups be used to ensure
students understanding and to support students with disabilities. Ms. Brumfield likes the idea of partner
groups collaborating for the assessment. She also supports the creation of hybrid groups to support
students with disabilities. More collaboration with the parents of students with disabilities would also be
helpful to support the growth and understanding of these students.