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Assessment for Student Learning in an 8th Grade Science Classroom, Thesis of Brand Marketing

University of Phoenix (UOPX)Brand Marketing

The formative assessment data and evaluation of a science lesson plan in an 8th grade classroom. The assessment results show that more than half of the class achieved mastery, but 13 students did not. The evaluation concludes that the lesson objectives and assessment were not aligned, and the curriculum content and formative assessment were not directly aligned. insights into the importance of alignment in teaching and assessment.

Typology: Thesis

2023/2024

Available from 01/16/2024

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KAT2
KAT2, Assessment for Student Learning, Task Two
WGU
KAT2 Assessment for Student Learning, Task Two
This 8th grade History & Nature of Science classroom has 30 students. It is the 2nd
semester of the school year, and there is good rapport with students and the teacher. Students
know they are expected to contribute to class discussions and most are comfortable to do so.
Routines are established and accepted for the learning environment. Leaders, scribes,
timekeepers, and presenters are utilized in group work. Student work in the form of present data
collection graphs, charts, and interpretations are prominently displayed in the classroom.
Students frequently have class in the media center. There are 3 areas to the media center. This
includes 25 computers, a row of bookshelves and in the last area are desks and chairs.
Formative Assessment Data
00While analyzing the data for the formative assessment of the 8th grade Science class,
the following was noted. A score of 70% or above was achieved by 17 out of 30 of the students.
2 of those students scored a 100%, and the other 15 students scored an 83%. According to the
grade book, 13 students scored below 70%. 11 of those 13 students achieved a minimum score
of 67%, missing mastery by one question. Two students had scores of 50% or below. The
average score for this assessment was 76%. According to the grade book data, more than half of
the class showed mastery on this assessment.
Evaluation of Student Measurement Instrument
PA GE 1
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KAT

KAT2, Assessment for Student Learning, Task Two

WGU

KAT2 Assessment for Student Learning, Task Two This 8th grade History & Nature of Science classroom has 30 students. It is the 2nd semester of the school year, and there is good rapport with students and the teacher. Students know they are expected to contribute to class discussions and most are comfortable to do so. Routines are established and accepted for the learning environment. Leaders, scribes, timekeepers, and presenters are utilized in group work. Student work in the form of present data collection graphs, charts, and interpretations are prominently displayed in the classroom. Students frequently have class in the media center. There are 3 areas to the media center. This includes 25 computers, a row of bookshelves and in the last area are desks and chairs. Formative Assessment Data While analyzing the data for the formative assessment of the 8th grade Science class, the following was noted. A score of 70% or above was achieved by 17 out of 30 of the students. 2 of those students scored a 100%, and the other 15 students scored an 83%. According to the grade book, 13 students scored below 70%. 11 of those 13 students achieved a minimum score of 67%, missing mastery by one question. Two students had scores of 50% or below. The average score for this assessment was 76%. According to the grade book data, more than half of the class showed mastery on this assessment. Evaluation of Student Measurement Instrument

After a thorough evaluation of the assessment, student profiles, and science lesson plan, it was concluded that the lessons instructional strategies were not aligned with the formative assessment. I concluded that this is the reason 13 of the 30 students did not achieve mastery of the objectives. Specifically, the lessons state standards from the lesson for grades 5-8 are : “students will develop the abilities necessary to do scientific inquiry, and understanding about scientific inquiry” as well as “as a result of actives in grades 5-8, student develop an understanding of science as a human endeavor, and the history of science.” These skills are not measurable and are not present or assessed within the formative assessment. Additionally, it appears that the formative assessment only addresses the first lesson objective. An assessment should always cover all lesson objectives within the lesson plan. After reviewing student profiles, it is noted that 6 students are classified as “below grade level”, thus the 24 students who were “at or above grade level” should have not difficulty mastering the objectives. The formative assessment looks to be designed to accommodate these “below grade level” students by offering differentiated instruction. The data, however, reflects that 13 students did not master the objectives. This includes students who are at or above grade level. This is another clear indication to me that the lesson, objectives, and assessment did not align. Alignment of Curriculum Content After evaluating the lesson plan and the student data from the formative assessment, it is clear that the curriculum content and the formative assessment are not directly aligned. It is concluded that this was not an effective tool for evaluation of student knowledge. The formative assessment has information that students are tested on later in the the summative assessment. If

Effectiveness of Instructional Strategies After evaluating the lesson plan, the effectiveness of one of the instructional strategies in relation to the assessments, seems to be lacking. 13 students of 30 did not pass the assessment. This tells me that the main instructional strategy of direct instruction from the teacher was lacking. The students were to take notes on the information the teacher was presenting. This part of the lesson is did not effectively present the information to the students. Here, the lesson should be modified to create a more engaging, direct, and diverse instructional strategy will prepare students for the formative assessment. Instructional Strategies Modification Recommendation A modification that would organize and more throughly present the information to the students would be the use of a graphic organizer the students could use to take down the notes. The use of a web graphic organizer would enable the students to see exactly what they need to discover about each scientist. The information would be presented in a well organized manner and if there was missing information this would be apparent to the student and they could seek out the appropriate information. Modification justification: Instructional strategies. The justification for the instructional strategy modification is that it will bridge the gap in the students understanding of what they need to learn during the lesson and know for the assessment. The notes would be taken in an organized and direct way which could be understood by students of varying abilities. In the lesson, as is, the teacher provided little structure and expected all the students of varying abilities to take notes on all the information

that was in the lecture. The graphic organizer modification provides an equal opportunity for students of varying abilities to gain the knowledge they need to be successful on the formative assessment. References Acknowledge sources, using APA-formatted in-text citations and references, for content that is quoted, paraphrased, or summarized.