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Assignment Length: Your Assessment Plan Assignment should be eight pages in length (not including title and reference pages).Running Head: Teacher Designed Assessment 2

Teacher Designed Assessment 2

Teacher-Designed Assessment

ECE657: Assessment to Support Young Children and Families

Annette Williams

Instructor Strout

December 9, 2019

The teacher-designed assessment chosen was Teacher-Designed Assessment 1 on odd and even numbers. The test is related to the course objectives and learning outcomes because it tests the cognitive skills of the students. The students are tested on their ability to problem solve and think logically. The sections in the tests were also taught in the class and students should be able to answer them. There are also clear directions in each section of the test. Students were given clear directions to count stars and determine whether the resulting number was an odd or an even number.

The questions were not arranged from simple to complex. The initial question asked students to count stars and indicate that the resulting number is odd or even. The first two questions were about counting starts while the other two questions were about indicating the shapes that were even and odd in combination. All the four questions, however, seemed to be the same because they asked about counting and determining odd and even numbers.

The point values were clearly stated and the test included various types of questions. This is because some questions required the students to count the rectangular objects while others required them to count circular objects. This is even though the same concept was tested for all the questions, the difference being the color of the shapes used. Question types were also grouped because the first two questions asked students to count and indicate whether the final number was odd or even while the last two questions required students to indicate whether the shapes were odd or even and this could be determined without counting.

There was ample room for answers since students had to tick the correct answer. The appropriate reading level was used for those in 6th grade. The test would determine their knowledge of odd and even numbers and their ability to count numbers properly. Students in the 6th grade should have known how to count numbers.

The purpose of the assessment is to guide teacher planning since it identifies the competencies and skills that the students have already acquired. The instructor may notice that some students are not able to differentiate between odd and even numbers. This will help him/her enhance the teaching of odd and even numbers. The assessment also determines whether the students have adequate problem-solving skills, and whether or not they can add numbers correctly. The teacher will, therefore, determine whether he/she should give the students more tasks on problem-solving.

The teacher-designed assessment meets the characteristics of a quality teacher-designed assessment. This is due to various reasons. First of all, it is valid. The teacher-designed assessment has achieved content validity because it efficiently measures the cognitive skills of students such as the ability to problem-solve. The assessment tests the level of knowledge of students in counting numbers and differentiating between odd and even numbers (Bruno, 2013). By presenting questions and giving the students some choices to choose their answers from, the test allows them to acquire problem-solving skills. Students are also asked to choose the choice that has an even number of circles.

The test is also reliable because it can measure the performance of students consistently. It ensures that all students give answers in a standard format. The students are required to tick the correct answer from the choices given, therefore, the answers of a specific group of students can be compared with the answers given by other groups. Since the students are to choose the correct answer, it does not matter who marks the scripts. The answers may not change since the test contains definite questions with specific questions. “Assessments are usually expected to produce comparable outcomes, with consistent standards over time and between different learners and examiners” (Bruno, 2013). It is, therefore, consistent and meets the features of quality tests.

The assessment is fair to all students since it requires all students to choose answers from the given options. The questions are closed-ended to ensure that all students give standard answers. They also engage and motivate the students to learn more about counting and identification of odd and even numbers. The assessment is appropriate for those in the 6th grade because it tests them with the addition of numbers. Students in the 6 grade should acquire problem-solving skills. By sitting on the test and answering the questions, their problem-solving skills are enhanced. The test also enhances their memory because it teaches how to store information for long periods. For example, some questions ask the students to determine the odd numbers and the ones that are even. It is up to the students to remember that odd numbers always end with 1, 3, 5, 7, or 9 while even numbers always end with 0, 2, 4, 6 or 8. Their long term memory is tested because they have to remember information that was acquired a long time ago.

Students in 6th grade should have acquired math skills such as addition, subtraction, multiplication, and division. They should also be able to perform the operations with decimals and fractions. The assessment is, therefore, a perfect opportunity for them to remind themselves of performing the operations correctly (Linan-Thompson, 2017). The shapes given in the assessment enhanced the visual processing of the students. They were able to identify various shapes such as circles, stars, and rectangles.

The assessment aligns with the purposes of teacher-designed assessments because it can guide the instruction by teachers and the topics that they should focus on. By determining whether or not students understand odd or even numbers, teachers can know whether or not they should continue teaching their students on the topic. The assessment can be used to inform instruction by determining the topics that students should be taught. If students report the wrong numbers in the addition section, they should be taught more also. In some cases, the assessment results may be such that a large percentage of the students performed well in addition to numbers (Shepard, 2014). This would mean that there is no need for teaching the students also. However, if a large percentage of them fail, they should be taught also, therefore, this should be included in the curriculum.

The assessment would reveal the level of knowledge, reasoning and thinking among the students. The assessment results may be used to determine the instruction strategy to be used. They will inform instruction in that they will determine to identify the problems that students face and the number of students who are faced with the problems. If a high number of students have failed, instructors have to think of alternative ways of instruction. The teachers may realize that the level of intelligence is the difference amongst their students when they see the assessment results, therefore, they may be forced to use an assessment that accommodates the differences in intelligence among students.

REFERENCES

Bruno, J. E. (2013). Using testing to provide feedback to support instruction: A reexamination of the role of assessment in educational organizations. In Item banking: Interactive testing and self-assessment (pp. 190-209). Springer, Berlin, Heidelberg.

Linan-Thompson, S. (2017). Response to instruction, English language learners and disproportionate representation: The role of assessment. Psicothema, 22(4), 970-974.

Shepard, L. A. (2014). The role of assessment in a learning culture. Educational researcher, 29(7), 4-14.