Emily Rhinehart

MEDT 7476
Implementation of Assessment Plan

Client: Kristin Mondich

Certification ID Number: 687590
Organization: Adairsville Elementary
Address: 122 King Street Adairsville, GA 30103
Performance Task Title: Pixton Character Analysis
Grade level: 2nd

1. The Actual Assessment:

After completing the chapter book, “Ivy and Bean,” students studied character traits. The
students were then shown how to navigate the Pixton website and how to create a character
analysis chart as well as the expectations of the rubric. Students were to complete the assignment
independently during one segment of reading.

Directions:
1. Go to pixton.com
a. Log in using the student access
b. Use the username and password the teacher provides on the board
c. On the left corner click on the pen
d. Click create new
e. Select English/Language Arts
f. Select Character Map
g. Complete the elements on the character map
h. When including quotes use the text
i. When including photos give reference
j. Once you are finished click save on the top left corner and log off
2. Measurement Tool:

3. Example of Student Submission with Teacher Feedback and Grade:

4. Report Your Findings:
When the students did this assignment it was during their independent worktime
in reading. Because this website has never been used before in class they students
struggled with how to navigate the site by inserting, saving, etc. So it took actually took
two class periods to finish the assignment, which was more than expected. I also required
walking students through the functions of the website. In the future modeling or
completing a similar activity whole group using the smart board would be a better idea.
When it comes to the content the students did really well with character traits and
relating textual evidence or examples in the work. However, something unexpected that
they struggled with was the quote required from the text. Many chose quotes that did not
support anything regarding character traits. So a mini lesson on connecting quotes and
evidence to the topic would be beneficial to the class.

5. Report of Impact on Student Learning:

Gifted

Meets (15pts) Devloping (6-14pts) Not Present (5pts)

 General Ed

Meets (15pts) Developing (6-14pts) Not Present (5pts)

The gifted population in the class consisted on 10 students. Eight of those students
scored in the meeting range and two scored in the developing, with none scoring in not
present. The general ed. population consisted of 12 students. Seven students scored
meeting, four scored developing, and 1 scored not present. Overall, the whole class data
shows that 15/22 met all criteria for the assignment, 6/22 scored developing, and 1 scored
not present. The range for developing is pretty wide and the majority scored above a 70%
on their letter grade in the developing range as seen from the student example.

6. Future Instructional Plans:

The co-worker that I had implement this into her reading block really enjoyed the
lesson. She felt as though it reinforced the skill we were focusing on with character
development, tied into our shared text and it also included a technology element. My
coworker teaches gifted students and she has 1:1 iPads so it was easy for her students to
log on and complete the assignment.
When thinking about the future if I were to assign this again I would make sure
and teach a mini lesson on the importance of incorporating evidence and quotes that are
aligned with the topic of your writing or project since this is something most students
struggled with. I would also make sure and model a similar assignment whole class using
the smart board the day before so we could practice basic functions of the website like
editing, selecting, and saving their work.
One thing I wish I could do was to print hard copies of the student projects but the
website requires you have a paying account to do this and I only wanted the free one.
Therefore, with grading it requires saving the assignments to a folder, which is a little
more time consuming for the teacher and it doesn’t allow students to have their work
either they only have the rubric.