3 Tiered Assessment Plan 1

3 Tiered Assessment Plan

Brittany Owens

Trevecca Nazarene University

3 Tiered Assessment Plan 2

Formative Assessment

- Determining the Needs of My Target Audience

To determine the needs of my target audience a goal analysis was used. My

principal stated that our staff needed training to address problem-based learning.

From there a training intervention was required to address the need. The goal

analysis was conducted with a teacher from each grade level within the school. Each

grade level was represented to include individuals from varying grades so that I

could collect multiple perspectives. Once I had assembled a heterogeneous group of

teachers, we proceeded to the six steps of goal analysis:

1. Identify an Aim. Implementation of a PBL (project-based lesson) unit per

quarter.

2. Set Goals.

Prepare the unit.

Identify area of focus.

Obtain community support.

Prepare and obtain all materials.

Determine technology to be used.

3. Refine Goals

Prepare the PBL unit.

Identify area of focus and align with objectives.

Obtain community support such as businesses to aid in student learning experience.

Prepare and obtain all materials needed for unit.

Determine technology to be used.

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4. Rank Goals

1. Identify area of focus and align with objectives.

2. Prepare the PBL unit.

3. Determine technology to be used.

4. Prepare and obtain all materials needed for unit.

5. Obtain community support such as businesses to aid in student learning

experience.

5. Refine Goals Again. All goals were kept.

6. Make a Final Ranking

1. Identify area of focus and align with objectives.

2. Prepare the PBL unit.

3. Determine technology to be used.

4. Prepare and obtain all materials needed for unit.

5. Obtain community support such as businesses to aid in student learning

experience.

-Formative Assessments Used in Weeks 3-4

Formative assessments used in weeks 3 and 4 can be classified as decision

oriented, in which information related to particular questions is gathered and

objectives based, in which objectives are made of the degree to which particular

objectives are obtained. Specifically incorporated were quizzes, discussion boards,

asking questions, and evaluating work samples.

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Plans for Data Collected

Another important aspect of assessment is being able to effectively utilize the

data collected. Data informs our instruction before, during, and after teaching.

Formative assessment data can show the need for learner remediation. Moreno

(2004) found that elaborative feedback, which explains why the answer is incorrect,

led to greater learning gains than just corrective feedback or rereading.

Remediation should be adapted to the individual learners needs.

Summative Assessment

The seven procedures for evaluating program effectiveness are these:

1. Specifying program objectives

My program objectives are:

Identify the differences between a project and project-based learning

Determine learning targets
Determine entry event
Create a driving question
Create a rubric based on learning targets
Create scaffolding pyramid with learning activities
Determine exit event

2. Determining the evaluation design for each objective

a. Pretest-posttest with one group

b. One-group descriptive
c. Experimental-control group
d. Analysis of costs, resources, implementation

As discussed and covered in previous weeks, evaluations incorporated were

quizzes, discussion boards, asking questions, and evaluating work samples.

3. Developing data collection instruments and procedures for each objective

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a. Questionnaires- Survey given out to trainees before training session

b. Interviews
c. Observations- during the lessons and through the tasks
d. Achievement tests- creation of the PBL

4. Carrying out evaluation

a. Scheduling the data collection- each semester a PBL unit will be gathered
from each grade level and evaluated
b. Collecting the data

5. Analyzing the results from each instrument

The results will be analyzed and the results will be used to inform instruction. If the
results show a need or excellence in a particular area the lessons will be adjusted to
meet and address those needs.

6. Interpreting the results

The formative data(quizzes, discussions, etc) will be used to inform instruction and
summative data (creation of the PBL unit and implementation) will be used to
evaluate the course effectiveness.

7. Disseminating the results and conclusions

a. Evaluation report- will be provided to the principal that identified the need
b. Group meetings- will be utilized to debrief the learning and from there will
occur on a regular bases as a means of support
c. Individual discussions- will be conducted on a needs basis

Confirmative Assessment

Confirmative assessment is used to determine outcomes over time. While

trainees may perform well in post assessments directly after completing a course,

companies are concerned with their performance after some time has passed.

Confirmative assessments allow designers and companies to evaluate the course

effectiveness months down the road. The data gathered from a confirmative

assessment will determine if a refresher course is needed or other supports due to

contextual changes.
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Learner-Oriented Approach

The confirmative assessment tool will be a questionnaire asking the trainees

to rate the helpfulness of the various items in the course content. Trainees will

evaluate the effectiveness of the tools presented, such as the learning objective

template, rubric, and scaffolding plan, the pace of the course, and how well the

course addressed their needs.

Context-Oriented Approach

To address the context, the confirmative assessment tool will be a rubric in

which the quarterly PBL units will be evaluated. Trainees will be expected to create

and implement a PBL unit per 9 weeks. Trainees will then submit the unit for

evaluation and feedback. Once the units have been evaluated, trainees will

conference on further needs and offer support to others in areas of strength. This

will create a positive and collaborative learning community for continued growth.
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References

Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2013). Designing effective
instruction. Hoboken, NJ: Wiley.