Monday, August 19, 2013

Assessment Plan: Synonyms and Antonyms Paper


Taneshia Easton

Assessment Plan: Synonyms and Antonyms

EDU645: Learning & Assessment for the 21st Century

Instructor:  Dr. Darrell Rice

August 19, 2013

 
 

Assessment Plan: Synonyms and Antonyms

            The assessment plan of synonyms and antonyms was constructed for fourth-graders to learn, understand, and apply their knowledge through assessment.         To promote learning through assessment and assessment plans was done with the objective in mind for the students to be able to differentiate between a synonym and an antonym; with the outcome of being able to demonstrate their understanding of the difference between a synonym and an antonym; by expressing this in their own words, and/or giving examples of the concepts used. It is important in the development of a child's learning that they are able to compare and contrast in real life situations. For example, knowing the difference between good and bad, right and wrong, up or down, or knowing that one half is equivalent to two fourths. This type of approach also promotes critical thinking; such as asking yourself," If I do…what will happen?" or," How many half cups do I need to make two fourths?" 

Assessment Context

Because synonyms and antonyms are used to compare, differentiate, and define words, I wanted the assessment contexts to do just that. The assessment contexts used were constructed simple enough for a “regular” student, as well as a special needs student to be able to understand and follow the directions given. I also wanted the students to have fun as they learn. I think it is important for the children to have fun as they learn to keep them engaged in whatever the task may be. Individuals, especially children, need stimulation in order to do certain tasks or activities.  One way that the assessment context of the worksheet keeps the students engaged is by having them cut and paste the synonym or antonym that corresponds with the words on the worksheet. The other assessment context keeps the student interested by allowing them to write about an active part of their life.

Holistic Rubric

The holistic rubric used to assess the assessment context using a worksheet on synonyms and antonyms inspired by the Super Teacher Worksheets (2013), was evaluated using the levels of remember (knowledge), understand (comprehension), and apply (application). The first level used, remember, displays verbs and questions that point to what the student previously learned with the use of facts, terms, and basic concepts. This level clearly demonstrates what is anticipated in the student’s objective and outcome. The second level, understand, is used to evaluate the students understanding of facts; they should also be able to express these facts in their own words and give examples of what they have learned. This level shows what is to be evaluated during assessment of the objective and outcome. The third level, apply, is used to determine if the student is able to apply their knowledge and understanding through problem-solving and completing tasks. This level also clearly shows the proper assessment needed to determine if the objective and outcome have been met by the student. 

A holistic approach to learning fits with the holistic rubric used for assessment. The student is graded according to their knowledge, comprehension, and application of the task given. Teachers contribute to a child’s learning and goal setting throughout their education.  I believe a mixture of holistic learning and a constructivist approach to learning will allow students to become critical thinkers and be able to accept and meet any challenges and bounce back from any mistake they may make in life and in their careers without having any regrets (teachnology, 2012). 

Testing Constraints

            The testing constraints used were designed to ensure that every student is able to get their test done without being disturbed or disturbing their peers.  It is mandatory that children understand the importance of instruction and order; it also helps with their development by teaching them self-control and encouraging self-efficacy.  In addition, the constraints let the students know how much time they have to take their test and allows those who have learning disabilities to know that they are given extra time and are able to ask question if needed.  Students should be allowed to know what they can and cannot do during testing and afterwards in order to keep down confusion later.  I have heard from my own daughter on different occasions that when she has finished with a test or reading a particular text that her teacher assigned she would listen to music with her headphones or talk to one of her peers that was also done; in which they got in trouble for.  More than likely, if the teacher would have given specific instructions before the test or the reading, the students would have known what they could or could not do after completing their work.  The testing constraints also included the encouragement of the students checking their test for errors.  Children often rush through their work; either because they did not want to take the test in the first place, it is too easy, or they just want to hurry to get it done in order to do something else more interesting.  Overall, the testing constraints were selected to ensure a smooth start and ending to the assessment process. 

           

 

 
                                                                      Reference
 
Blogger (2013). Assessment Plan: Synonyms and Antonyms. Retrieved from


Teachnology. (2012). What is Holistic Education? Retrieved from

 http://www.teach-nology.com/teachers/methods/holistic/

 

Worksheets, S. T. (2013). Synonyms and Antonyms Worksheets. Retrieved from

http://superteacherworksheets.com/synonyms-antonyms.html

 

 

Sunday, August 18, 2013

Assessment Plan: Synonyms and Antonyms


Assessment: Synonyms and Antonyms

Grade: 4

Purpose and Learning Outcome:

·       Objective: Given a list of 20 words, differentiate between a synonym and antonym with 80 percent accuracy.

·       Outcome: The student will demonstrate an understanding of the difference between an antonym and a synonym.  

Assessment Context:

·       Student is given a worksheet that lists 20 words and 20 word tiles.  Student will demonstrate his/her knowledge of the difference between an antonym and a synonym for by cutting and pasting the 20 word tiles next to the correct 20 listed words on the worksheet. 

·       Write a paragraph or four sentences about your weekend using two words that are antonyms in each sentence. 

Holistic Rubric: Worth 10 points

LEVEL
VERBS
DISCUSSION QUESTIONS
REMEMBER:
Displays previously learned material by recalling facts, terms and basic concepts.
 
(2-points)
Define, Recite, List, Spell, Name, Recognize, select, what, locate
Define an antonym and a synonym?
What type of reference book would you use to find an antonym of a word?
 
UNDERSTAND:
The learner will demonstrate an understanding of facts and be able to express this in their own words, and/or give examples of concepts.
 
 
(4-points)
Demonstrate, Explain, Summarize, show, compare, Give Examples, Tell
What is the difference between an antonym and a synonym?
Give three examples of an antonym and three examples of a synonym?
Show the differences in an antonym and a synonym? 
 
APPLY:
The learner will apply their knowledge and understanding by solving problems and tasks.
 
 
 
(4-points)
Describe, Choose, Organize, Select, Identify, make use of
Using what you have learned separate the antonyms from the synonyms.
What other way can you make use of an antonym? 
Can you identify the synonyms and antonyms on the given worksheet? 

Testing Constraints:

The Testing Constraints that will be used during testing will start with having the students sit down quietly in order for them to hear the instructions that will be given.  The instructions include the students raising their hand for any questions they may have concerning the test before the test begins or doing (if appropriate); and they are not allowed to talk to their peers during testing time.  It is also explained to the students that they are given thirty-five minutes to complete the test and will be told when they have ten minutes left to finish; an extra ten to fifteen minutes will be given to those with special needs. In addition, the students will have to raise their hand and sit quietly until acknowledged by the teacher.  Students will be allowed to go to the restroom before testing and after completion of the test if needed. Students are encouraged to check their work once they are done.  If students complete their test early they are instructed to leave their test on their desk and are allowed to go to the library to get on the computer until instructed to come back to the classroom.   Once everyone is finished with their test they are instructed to pass their test up to the front of the class, then one student from the front of the class is instructed to collect the papers and hand them to the teacher. 




 

Monday, July 29, 2013

Test and Essay items: Thought Process and Rationale


The test items used were created to test what was being measured in the learning outcomes. Because I chose to measure students with learning disabilities I had to keep in mind that it was necessary to accommodate and modify the tasks included in the test items. Kubiszyn and Borich (2013) stated that “There is one basic rule to keep in mind when matching test items to instructional objectives: The learning outcome and conditions specified in the test question must match the Learning outcome and conditions described in the objective” (p. 114). Because the essay items could not be tweaked as the test items were, I had to account for the fact that there were no learning activities involved in this process. So in order to properly test the students using the essay items I included that the students research what was being measured first and then use the information that was researched to construct their essay. In order to put together test items that would “match” what was being measured, I had to think about the activities that I would use so that the students would be able to take their test with minimum or no assistance from the teacher. The visuals included on the tests assist the students and gives them a level of independence. I believe it is important to accommodate the students; yet, give them the independence they need in order for them to continue to learn, grow, and develop their skills. The essay test gives them the flexibility to learn something new without the stress of doing the assignment off the top of their head from just memory.

Reference: Kubiszyn, T. & Borich, G. (2013). Educational Testing and Measurement: Classroom Application and Practice. (10th ed.). Wiley. Kindle Edition.

Monday, July 22, 2013

Fourth Grade Geography


Learning Outcomes for fourth graders with learning disabilities.

Grade: 4
Age: 8-10
  1. Outcome: Given a blank color coded map, student will recall the five Great Lakes.
Test Item: Using the blank color coded map below, write the name of each great lake on the map according to color.
Test Item: Matching
Column A lists the colors shown on the blank map above. Column B lists the names of the Great Lakes. Mark which Great Lake in Column B matches the color in Column A by putting the correct letter to the left of the number in Column A. Hint: There are only five Great Lakes.
Column A                                             Column B
_____1. Blue                                        A. Lake Huron
_____2. Yellow                                    B. Lake Ontario
_____ 3. Green                                    C. Lake Erie
_____4. Red                                        D. Lake Mississippi
_____5. Orange                                   E. Lake Michigan
                                                            F. Lake Superior
Test Item: Using the map above, say the name of each lake while pointing to where it is on the map.
Test Item: Essay
There are five Great Lakes, choose one of these lakes and write a short essay on the background of the lake and its importance. Essay must be at least two paragraphs or eight sentences.
eight sentences.
1.Outcome: By the end of the quarter, student will list the states that border each of the five Great Lakes.
Test Item: True or False
  1. ___New York and Ontario border Lake Ontario.
  2. ___Canada, New York, Pennsylvania, Ohio, and Michigan border Lake Erie.
  3. ___Michigan and Quebec border Lake Huron.
  4. ___Wisconsin, Michigan, Illinois, and Africa border Lake Michigan.
  5. ___Ontario, Wisconsin, Minnesota, and Michigan border Lake Superior.
Test Item: Using the map below, fill in the States on the map that border the Great Lakes in the correct spaces.


Test Item: Completion
For each sentence, write the correct name on the line of the Lake that borders the States.
  1. New York, Pennsylvania and Ontario border Lake __________.
  2. Ontario, New York, Pennsylvania, Ohio, and Michigan border Lake _____________.
  3. Michigan, Province of Ontario, and Wisconsin border Lake ____________.
  4. Wisconsin, Michigan, Illinois, Indiana, and Ontario border Lake ___________.
  5. Ontario, Wisconsin, Minnesota, and Michigan border Lake ____________.
Test Item: Essay
Use the internet to research the history of the Great Lakes. Write a one page essay describing how they were formed.
3. Outcome: Given a blank color coded map, student will identify the seven continents.
Test Item: Using the color coded map below and the text box to the right of the map, write the continents on the map according to color.
Test Item: Matching
Column A lists the colors shown on the map above. Column B lists the names of the continents. Mark which continent in Column B matches the color in Column A, by putting the correct letter to the left of the number in Column A. Hint: There are only seven continents.
Column A                                                Column B
_____1. Yellow                                        A. Africa
_____2. Blue                                           B. Europe
_____3. Green                                        C. North Dakota
_____4. Orange                                      D. South America
_____5. Red                                           E. South Dakota
_____6. Purple                                       F. North America
            ______7. Brown                                     G. Asia
                                                                           H. Antarctica
                                                                           I. Australia

Test Item: Using the given cut outs of the seven continents, write the name of each continent on the correct cut out. Then, glue the continents in the correct place on the blank world map below.

Test Item: Essay
You have learned the names of seven continents and where they are located on the world map. Choose one of these continents to research. Write a one page essay on three important facts about the continent and why you chose these three facts.