Phase+5+Documenting+Project+Outcomes+and+Recommending+Revisions

> || http://explore.kent.edu/aa/guide/fulltext.html#Step4 || The six steps to guide an assessment process? 1. Educational goals were identified in broad terms. 2. Multiple measurable objectives for each goal were articulated. 3. After that, appropriate approaches to assess were used to find out whether students met the articulated objectives. 4. Appropriate measures which were administered, analyzed, and interpreted for evidence of student learning outcomes done. 5. Communication assessment findings to those involved in the process of assessment done. 6. Now, using feedback to make changes and inform curricular decisions and reevaluate the assessment process with the intent to continuously improve the quality of student learning.
 * [[image:http://explore.kent.edu/aa/guide/fullcircle.gif caption="http://explore.kent.edu/aa/guide/fulltext.html#Step4"]] ||
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Table 1- Display of Students Data
(collected between 09/30/2013 to 10/25/2013-3 weeks period)
 * Students Names || Alphabet Identification

26 || Body Parts Rhymes

28 || Group Participation

10 || <span style="font-family: Georgia,serif; font-size: 17px;">Reading <span style="font-family: Georgia,serif; font-size: 17px;">rhyming <span style="font-family: Georgia,serif; font-size: 17px;">poem (6) || <span style="font-family: Georgia,serif; font-size: 17px;">Reading <span style="font-family: Georgia,serif; font-size: 17px;">Rhyming <span style="font-family: Georgia,serif; font-size: 17px;">story (10) || <span style="font-family: Georgia,serif; font-size: 17px;">Total

<span style="font-family: Georgia,serif; font-size: 17px;">(80) || <span style="font-family: Georgia,serif; font-size: 17px;">Percentages <span style="font-family: Georgia,serif; font-size: 17px;">% (100) ||
 * <span style="font-family: Georgia,serif; font-size: 17px;">A || <span style="font-family: Georgia,serif; font-size: 17px;">15 || <span style="font-family: Georgia,serif; font-size: 17px;">28 || <span style="font-family: Georgia,serif; font-size: 17px;">5 || <span style="font-family: Georgia,serif; font-size: 17px;">2 || <span style="font-family: Georgia,serif; font-size: 17px;">3 || <span style="font-family: Georgia,serif; font-size: 17px;">53 || <span style="font-family: Georgia,serif; font-size: 17px;">66.25 ||
 * <span style="font-family: Georgia,serif; font-size: 17px;">B || <span style="font-family: Georgia,serif; font-size: 17px;">26 || <span style="font-family: Georgia,serif; font-size: 17px;">25 || <span style="font-family: Georgia,serif; font-size: 17px;">8 || <span style="font-family: Georgia,serif; font-size: 17px;">5 || <span style="font-family: Georgia,serif; font-size: 17px;">8 || <span style="font-family: Georgia,serif; font-size: 17px;">72 || <span style="font-family: Georgia,serif; font-size: 17px;">88.75 ||
 * <span style="font-family: Georgia,serif; font-size: 17px;">C || <span style="font-family: Georgia,serif; font-size: 17px;">26 || <span style="font-family: Georgia,serif; font-size: 17px;">28 || <span style="font-family: Georgia,serif; font-size: 17px;">10 || <span style="font-family: Georgia,serif; font-size: 17px;">5 || <span style="font-family: Georgia,serif; font-size: 17px;">7 || <span style="font-family: Georgia,serif; font-size: 17px;">76 || <span style="font-family: Georgia,serif; font-size: 17px;">95 ||
 * <span style="font-family: Georgia,serif; font-size: 17px;">D || <span style="font-family: Georgia,serif; font-size: 17px;">26 || <span style="font-family: Georgia,serif; font-size: 17px;">27 || <span style="font-family: Georgia,serif; font-size: 17px;">10 || <span style="font-family: Georgia,serif; font-size: 17px;">5 || <span style="font-family: Georgia,serif; font-size: 17px;">10 || <span style="font-family: Georgia,serif; font-size: 17px;">78 || <span style="font-family: Georgia,serif; font-size: 17px;">97.5 ||
 * <span style="font-family: Georgia,serif; font-size: 17px;">E || <span style="font-family: Georgia,serif; font-size: 17px;">26 || <span style="font-family: Georgia,serif; font-size: 17px;">20 || <span style="font-family: Georgia,serif; font-size: 17px;">10 || <span style="font-family: Georgia,serif; font-size: 17px;">5 || <span style="font-family: Georgia,serif; font-size: 17px;">10 || <span style="font-family: Georgia,serif; font-size: 17px;">71 || <span style="font-family: Georgia,serif; font-size: 17px;">88.75 ||
 * <span style="font-family: Georgia,serif; font-size: 17px;">F || <span style="font-family: Georgia,serif; font-size: 17px;">14 || <span style="font-family: Georgia,serif; font-size: 17px;">10 || <span style="font-family: Georgia,serif; font-size: 17px;">5 || <span style="font-family: Georgia,serif; font-size: 17px;">2 || <span style="font-family: Georgia,serif; font-size: 17px;">5 || <span style="font-family: Georgia,serif; font-size: 17px;">36 || <span style="font-family: Georgia,serif; font-size: 17px;">45 ||

<span style="display: block; font-family: Georgia,serif; font-size: 20px; text-align: center;">Graph 1. Four weeks Progress report for all the students <span style="background-color: #ffffff; display: block; font-family: Georgia,serif; font-size: 18px; text-align: center;">Data Analysis <span style="background-color: #ffffff; display: block; font-family: Georgia,serif; font-size: 18px; text-align: center;">Based on the goal stated in the project objective, the intervention was successful. The targeted goal for sight word recognition was 100% correct identification. Five of six students met the target measure (A & B). Based on student achievement, one could say that the project was a success. All students (except F) showed an increase in the amount of words correctly identified. Also, if one looks at the rate of increase, all students (except F.) recognized words at a greater pace. The average rate of recognition between assessments for all students was ten words after implementation. Looking at the totals, their final scores were very good with the exception of student F. because she has limited access to technology because of her disability. Educators across the country who have learned how to effectively use assessment data have indeed ignited change and achieved positive results at the district, school, classroom, and student levels. Effective use of data identified essential elements to improve instruction. These include: 1) good data; 2) staff expertise with collection and analysis of data; 3) sufficient time structured into the schedule for staff to analyze the information; and 4) carefully designed changes in curriculum and instruction in that address the needs identified by the analysis. When it comes to improving instruction and learning, it is not the quantity of the data that counts, but how the information is used. Research has shown that using data in instructional decisions can lead to improved student performance (Wayman, 2005; Wayman, Cho, & Johnston, 2007; Wohlstetter, Datnow, & Park, 2008). No single assessment can inform educators everything to make well-informed instructional decisions, so researchers stress the use of multiple data sources. Generally, schools collect enormous amounts of data on students’ attendance, behavior, and performance, as well as administrative data and perceptual data from surveys and focus groups. But when it comes to improving instruction and learning, it is not the quantity of the data that counts, but how the information is used (Hamilton et al., 2009). It is a blessing to work with the class and see how they slowly progress from one level of performance to another. <span style="background-color: #ffffff; color: #000099; display: block; font-family: Georgia,serif; font-size: 18px; text-align: center;">Individual Score Graphs <span style="background-color: #005dff; font-family: Georgia,serif; font-size: 18px;">Student A <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">His progress assessment data shows that he is progressing very well at a slow pace. He performed really well on rhymes with a score of 100%. He gets confused with upper case and lower case alphabet. Because he is in a wheelchair, his group participation is limited. More help and support is needed in reading.
 * Student || Alphabet Identification

(26) || Body Parts Rhymes

(28) || Group Participation

(10) || Reading

rhyming poem (6) || Reading

Rhyming

story (10) || Percentages

% (100) ||
 * A || 58 || 100 || 50 || 33 || 30 || 66.25 ||

<span style="background-color: #ff0000; font-family: Georgia,serif; font-size: 18px;">Student B <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">She performed very well in all the assessments. She takes time to understand concepts with more repetitions she will eventually get it. Pictures and demonstrations help her to understand. She is able to use her talker for communications.
 * **Student** || **Alphabet Identification**


 * (26)** || **Body Parts Rhymes**


 * (28)** || **Group Participation**

<span style="background-color: #ff9e00; font-family: Georgia,serif; font-size: 18px;">Student C <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">She did well and got perfect scores on rhymes and group participation. She participates well in class and shows much understanding. She uses the talker well and very independent.
 * (10)** || **Reading rhyming poem (6)** || **Reading Rhyming story (10)** || **Percentages % (100)** ||
 * **B** || 100 || 89 || 80 || 83 || 80 || 88.75 ||
 * **Student** || **Alphabet Identification**


 * (26)** || **Body Parts Rhymes**


 * (28)** || **Group Participation**

<span style="background-color: #00ff00; font-family: Georgia,serif; font-size: 18px;">Student D <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">Her problems are associated with fidgeting in class. She cannot pay attention and more help in needed for her to focus. Otherwise, she did well and scored high. She uses the computer so well. <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">
 * (10)** || **Reading rhyming poem (6)** || **Reading Rhyming story (10)** || **Percentages % (100)** ||
 * **C** || 100 || 100 || 100 || 83 || 70 || 95 ||
 * **Student** || **Alphabet Identification**


 * (26)** || **Body Parts Rhymes**


 * (28)** || **Group Participation**

<span style="background-color: #800080; font-family: Georgia,serif; font-size: 18px;">Student E <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">He read the rhyming poem and scored highest. He is a good performer and group collaboration great. More help to write the words and pronouncing them correctly. He uses the talker once in a while and very <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">independent.
 * (10)** || **Reading rhyming poem (6)** || **Reading Rhyming story (10)** || **Percentages % (100)** ||
 * **D** || 100 || 96 || 100 || 83 || 100 || 97.5 ||
 * <span style="font-family: Georgia,serif; font-size: 17px;">Student || <span style="font-family: Georgia,serif; font-size: 17px;">Alphabet Identification

<span style="font-family: Georgia,serif; font-size: 17px;">(26) || <span style="font-family: Georgia,serif; font-size: 17px;">Body Parts Rhymes

<span style="font-family: Georgia,serif; font-size: 17px;">(28) || <span style="font-family: Georgia,serif; font-size: 17px;">Group Participation

<span style="font-family: Georgia,serif; font-size: 17px;">(10) || <span style="font-family: Georgia,serif; font-size: 17px;">Reading rhyming poem (6) || <span style="font-family: Georgia,serif; font-size: 17px;">Reading Rhyming story (10) || <span style="font-family: Georgia,serif; font-size: 17px;">Percentages % (100) || <span style="background-color: #69c5db; font-family: Georgia,serif; font-size: 18px;">Student F <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">She is physical disabled and does not talk verbally, writes or walks. So, she depends on her talker for everything. Teacher has to watch out for gestures and eye contacts for communication. She could identify the alphabet sounds very well. <span style="background-color: #69c5db; font-family: Georgia,serif; font-size: 18px;">
 * <span style="font-family: Georgia,serif; font-size: 17px;">E || <span style="font-family: Georgia,serif; font-size: 17px;">100 || <span style="font-family: Georgia,serif; font-size: 17px;">74 || <span style="font-family: Georgia,serif; font-size: 17px;">100 || <span style="font-family: Georgia,serif; font-size: 17px;">83 || <span style="font-family: Georgia,serif; font-size: 17px;">100 || <span style="font-family: Georgia,serif; font-size: 17px;">88.75 ||
 * <span style="font-family: Georgia,serif; font-size: 17px;">Student || <span style="font-family: Georgia,serif; font-size: 17px;">Alphabet Identification

<span style="font-family: Georgia,serif; font-size: 17px;">(26) || <span style="font-family: Georgia,serif; font-size: 17px;">Body Parts Rhymes

<span style="font-family: Georgia,serif; font-size: 17px;">(28) || <span style="font-family: Georgia,serif; font-size: 17px;">Group Participation

<span style="font-family: Georgia,serif; font-size: 17px;">(10) || <span style="font-family: Georgia,serif; font-size: 17px;">Reading rhyming poem (6) || <span style="font-family: Georgia,serif; font-size: 17px;">Reading Rhyming story (10) || <span style="font-family: Georgia,serif; font-size: 17px;">Percentages % (100) ||
 * <span style="font-family: Georgia,serif; font-size: 17px;">F || <span style="font-family: Georgia,serif; font-size: 17px;">55 || <span style="font-family: Georgia,serif; font-size: 17px;">36 || <span style="font-family: Georgia,serif; font-size: 17px;">50 || <span style="font-family: Georgia,serif; font-size: 17px;">33 || <span style="font-family: Georgia,serif; font-size: 17px;">50 || <span style="font-family: Georgia,serif; font-size: 17px;">45 ||

<span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">**Recommendations: Part 1 - Revisions to the strategies and method used along with the technology-based solution implemented.** <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">Academic assessment is an ongoing process that requires continuous reevaluation as to whether teaching and learning processes achieve the goals and objectives defined in the academic unit. When students succeed in achieving those goals and objectives, one might assume that the teaching and learning processes are functioning well. When students do not achieve those goals and objectives, changes should be made in teaching and learning processes. Reevaluation after changes are made will suggest if those changes were helpful to student learning. In this way, assessment creates a continuous cycle through these six steps in the assessment program and teaching/learning processes. <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">In making changes, the teacher should consider the following two questions: <span style="background-color: #ffffff; color: #ff0000; font-family: Georgia,serif; font-size: 18px;">What elements of the teaching/learning processes should be added, deleted, or changed to improve student success? <span style="background-color: #ffffff; color: #ff0000; font-family: Georgia,serif; font-size: 18px;">Did the assessment for the academic schedule produce results that have face validity? If not, why not? <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">These are the recommendations for revisions to the strategies and methods used: <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">Time allocated was not enough to cover up all the planned activities for the class. In future, more time should be assigned for reading because reading happens to be the backbone of any learning to take place. Some adjustments can be made on the lesson plans. <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">Technology being used is helping the students to move on step by step. At the same time I would recommend more new technology devices to be used to enhance students’ learning. Technology is changing every-day, tablets apps for example, can be used to help students with disability. I would recommend more supporting human aides to be provided to students with disabilities. Depending with the students disabilities, I would suggest a ratio of one to one (1:1) is very appropriate. Mrs. Donohue’s class has six students and four adults and two of her students are not well accommodated during group activities. <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">At the same time, teachers and Para educators need to be staff developed all the time to move on with time. As mentioned earlier, technology is dynamic so teachers need to be updated with technology skills in order to be able to enhance student learning. The lesson objectives were achieved to some extent because some of the students got perfect scores or close to in reading rhymes and alphabet identification. Some believe when the words ‘improvement” or “enhancement” are used that something is wrong. That is not the case. Teachers for example, are accustomed to reviewing and looking to improve what occurs during class time, at the end of a course, or in committees that discuss curriculum, pedagogy, and other educational matters. The intent of step six is the same -- to plan, often with others, new ways to accomplish their goals for students.

<span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">**Recommendations: Part 2 - Make recommendations for how you might get others to adopt your innovation.** <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">I recommend other teachers to use cooperative learning because it includes any form of instruction in which students are working together for a purpose. Cooperative learning includes learning stations for literacy, Math or any subject across the curriculum. The more any activity requires mutual interdependence, collective problem solving, and striving for a common goal, the better chance it will have at achieving the potential that cooperative learning offers (Johnson, et al., 1998; Webb et al., 1995). There are many reasons to decide that cooperative learning is worth the effort. First, it has been shown to have a positive effect on student learning when compared to individual or competitive conditions. Second, cooperative learning has the potential to meet more learning style needs more of the time than individualized direct instruction. Third, the interpersonal and collaboration skills that can be learned in a cooperative learning activity teach skills that are critical for later personal and professional success. Fourth, it has the potential to produce a level of engagement that other forms of learning cannot. Fifth, it can be a powerful tool towards several transformative goals including building communal bonds, learning conflict resolution skills, learning to consider others’ needs, and learning to be an effective team member. <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">**Recommendations: Part 3- for future research.** <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">I recommend more research on technology devices that alleviate the different disabilities students might have. Assistive technology for example, is changing every day so more research is worth conducting to help the students. From what I discovered, research should be done on the use of technology for professional development or to monitor progress so teachers know how children are doing and the next steps that need to be taken to continually support children’s development. <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">I also recommend more studies on parent involvement and onset of children’s early language and literacy development because we do not know really know about family impact especially for disabled students. If teachers are aware of the students’ health issues, they will be able to help the students accordingly. <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">Focus on combining parent- and classroom-focused intervention to determine the best way to get the greatest effect on language development. <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">There should be some research studies that include analysis of data in relation to the different subgroups of children (ethnicity, socioeconomic, English language learners) types of preschool programs (such as full versus half day, Head Start), and location (such as rural, urban, suburban) to determine how interventions impact the different subgroups and contexts. This is because when students start kindergarten, from different programs, the teacher has to know the correct strategies to introduce to such students and move with them gradually supporting their learning and development. Also, beginning with the known/ familiar language to the unknown.
 * <span style="font-family: Georgia,serif; font-size: 18px;">General types of cooperative learning are: ||
 * <span style="font-family: Georgia,serif; font-size: 18px;">Group projects and performances ||
 * <span style="font-family: Georgia,serif; font-size: 18px;">The group work together to create a product or performance that meets certain criteria.The finished product is motivational. The group work provides the feeling of winning as a group. True interdependence is often required. ||
 * <span style="font-family: Georgia,serif; font-size: 18px;">Inquiry-based learning in teams ||
 * <span style="font-family: Georgia,serif; font-size: 18px;">The group takes part in collaborative research using an inductive or deductive process. It is engaging. The skills learned in this kind of activity lend themselves to real life applications, and meet many learning style needs. ||
 * <span style="font-family: Georgia,serif; font-size: 18px;">Collaborative content processing ||
 * <span style="font-family: Georgia,serif; font-size: 18px;">Students examine information together and discuss it; then report their findings. Having effective expectations in place is critical, especially for such things as noise level, how to take turns, and listen effectively. ||
 * <span style="font-family: Georgia,serif; font-size: 18px;">Jigsaw model ||
 * <span style="font-family: Georgia,serif; font-size: 18px;">Students are divided into like-sized groups. Those students learn a topic or skill; each group is then divided into new groups so that each group has a representative who can teach each topic or skill. ||
 * <span style="font-family: Georgia,serif; font-size: 18px;">Graffiti model ||
 * <span style="font-family: Georgia,serif; font-size: 18px;">Groups are given a question or topic. For a set amount of time each group writes answers to the question on a sheet of paper. Groups then rotate to the next sheet of paper. When all groups have completed each station, the original group summarizes the findings for their question or topic. ||
 * <span style="font-family: Georgia,serif; font-size: 18px;">Collaborative assessment ||
 * <span style="font-family: Georgia,serif; font-size: 18px;">Groups are given a task and can work together to produce one product or independent products depending on the choice of the teacher. ||
 * <span style="font-family: Georgia,serif; font-size: 18px;">Collaborative group work ||
 * <span style="font-family: Georgia,serif; font-size: 18px;">Students complete independent assignments, but are allowed to talk to each other and give/ receive assistance and peer tutoring. ||

<span style="font-family: Georgia,serif; font-size: 20px;">References:
<span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">Hamilton, L., Halverson, R., Jackson, S., Mandinach, E., Supovitz, J., & Wayman, J. (2009). Using student achievement data to support instructional decision making (NCEE 2009-4067). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">Tobia, E. (2007). [|The Professional Teaching and Learning Cycle: Implementing a standards-based approach to professional development]. SEDL Letter, 19(1), 11–15.

<span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">Wayman, J. C. (2005). Involving teachers in data-driven decision-making: Using computer data systems to support teacher inquiry and reflection. Journal of Education for Students Placed at Risk, 10(3), 295–308.

<span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">Wayman, J. C., Cho, V., & Johnston, M. T. (2007). The data-informed district: A district-wide evaluation of data use in the Natrona County School District. Austin, TX: The University of Texas.

<span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">Wohlstetter, P., Datnow, A., & Park, V. (2008). Creating a system for data-driven decision-making: Applying the principal-agent framework. School Effectiveness and School Improvement, 19(3), 239–259.

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