STEP 3 Assessment And Data Literacy

Pre- and post-assessments are used to assess the learning that takes   place from participating in a learning activity. The pre-assessment is   given to students before instruction, in order to determine their   prior knowledge of the topic, or inaccurate knowledge, which is   sometimes the case. After students have participated in the unit, they   are given the post-assessment, which can be the same as the   pre-assessment, a modified version, or something comparable that   measures the same concepts.
Comparing students’ pre- and post-assessment results enables   the teacher to determine whether the instruction was effective in   increasing student knowledge and performance of the intended learning   goals and measurable objectives.
To complete STEP Standard 3, collaborate with your cooperating   teacher to design pre- and post-assessments for your instructional   unit that align to state content standards and measure the intended   learning objectives.

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Complete the Pre- and Post-Assessment tables in Standard 3, and   arrange with your mentor teacher to administer the pre-assessment to   the students in your class. After administering the pre-assessment,   answer the questions in STEP Standard 3.

Student Teaching Evaluation of Performance (STEP) Template 1 Table of Contents 2 STEP Standard 1 – Contextual Factors: Knowing Your School and Community 3 STEP Standard 2 – Writing Standards-Based Objectives and the Learning Goal 5 STEP Standard 3 – Assessment and Data Literacy 6 STEP Standard 4 – Unit and Lesson Planning 7 STEP Standard 5 – Implementation of Instructional Unit 10 STEP Standard 6 – Analysis of Student Learning 11 STEP Standard 7 – Reflecting on Instruction to Improve Student Progress 13
 
 
 

 
 
Part I: Community, District, School, and Classroom Factors
 
You will be completing this portion of the STEP document using the following link:
STEP Standard 1, Part I
 
 
After completing the e-doc portion, submit the PDF you receive into the Learning Management System (LMS).
 
 
 
 
 
 
STEP Standard 1 – Contextual Factors: Knowing Your School and Community
 
Part II: Demographic, Environment, and Academic Factors
 
You will be completing this portion of the STEP document using the following link:
STEP Standard 1, Part II
 
 
After completing the e-doc portion, submit the PDF you receive into the Learning Management System (LMS).
 
 
 
 
 

 
 
Unit Topic: Reading, storytelling The Bee Tree

Unit Title: The Stories That Julian Tells
 
National or State Academic Content Standards Determining central idea or message, theme development through characters and setting, vocabulary and distinguishing between literal and nonliteral language, and comparison of points of view (R.L. 3.3)
Learning Goal : Students will have a better understanding feelings are more temporary emotions that a character has. Students will be able to understand that traits describe the kind of person someone is and stick with a character for longer than feelings.
Measurable Objectives: Students with help will be able to explain their ubderstanding by explaining how characters learn lessons through their experience with one another and by writing their own story based n illustrations.
 
 
 
 
 
 
 
 
 
 
 

Pre-Assessment – Copy and paste the pre-assessment you plan to use to assess the students’ knowledge of the topic prior to implementing the unit lessons. Include the scoring criteria used to determine whether the student Exceeds, Meets, Approaches, or Falls Far Below the learning goal and measurable objectives.

Copy and paste, or insert a picture of the pre-assessment.
 
 

Pre-Assessment Data: Whole Class – Once you have assessed your students’ knowledge on the topic, collect and analyze the pre-assessment data to determine if you will need to modify the standards, learning goal, or measurable objectives that will be addressed during instruction.
Pre-Test: Administer, collect, and score the pre-test. Enter data in the Table for Whole Class Pre-Test Results by LG.Complete. Replace information with your information. Delete or add columns as needed by highlighting the area, right click, enter “De Delete” or Insert.”” “

 
Number of Students

Highly Proficient (90%-100%)
 
#

Proficient
(80%-89%)
 
#

Partially Proficient
(70%-79%)
 
#

Minimally Proficient
(69% and below)
 
#

Pre-Assessment Analysis: Whole Class
 
 

Based on the data above, what changes, if any, will you make to your selection of national or state academic content standards, the learning goal, or measurable objectives?

Based on the data above, describe in 1-3 paragraphs the effect this data could have on the planning, delivery, and assessment of your unit.
 

Post-Assessment – Copy and paste the post-assessment you plan to use to assess the students’ knowledge of the topic after implementing the unit lessons. The post-assessment can be the same as the pre-assessment, a modified version, or something comparable that measures the same concepts. Include the scoring criteria used to determine whether the student Exceeds, Meets, Approaches, or Falls Far Below the learning goal and measurable objectives.

Copy and paste, or insert a picture of the post-assessment.
 

© 2019. Grand Canyon University. All Rights Reserved. Page 12 of 13

Note: When implementing the unit of study, you will be choosing one of these activities to video record, review, and reflect on your teaching later in the STEP process,
 

 
Day 1
Day 2
Day 3
Day 4
Day 5

Title of Lesson or Activity
The Twelve Gods of Mount Olympus
Prometheus and Pandora
Demeter and Persephone
Arachne the Weaver
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Standards and Objectives
 
Students will continue to build on their knowledge of Ancient Greek Civilizations.
I will remind my students that Ancient Greeks believed in many Gods and Goddess where they all live in Mount Olympus
Students will identify the myth tries to explain.
 
Students will compare and contrast two Greek Myths. Students will explain the purpose of a myth and what they are tryi ng to explain.
 
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Academic Language and Vocabulary
 
Students will ask and answer questions with the 5 W such questions as who, what, where, when, why, and how to demonstrate understanding….
Students will demonstrate understanding of the tier 2 word amusing
Students will demonstrate an understanding of the tier 2 vocabulary words retrieve. Students will also learn that there are multiple meanings of the word pine
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Summary of Instruction and Activities for the Lesson
 
When the students enter the room I will introduce them to our read aloud. I will have a map and a globe where I can have the students locate Greece. I will remind them that this is the place where many myths originated.
We will go over what we have already learn about fiction and myths
I will read the read allow and show the images that goes to the story. This should only take 10 minutes after the story is completed, we will go over comprehension questions takes about 10 minutes. I will also explain what a spectators
Students will come sit on the reading rug.
I will have a student locate the country of Greece. I will remind my students that they will hear about myths over the next several days
I would remind them about what makes a god or goddess.
I have a poster in the classroom of the 12 Greek Gods I will remind the students what are their names and what are they the God of.
I will read the read aloud, and ask questions during and after the reading.
I will bring a pomegranate seeds and plants tha t grow in the spring and summer.
I will create a season chart showing the seasons where we live. I will ask my students when Persephone would live with Demeter..
I will introduce the read along. I will remind the students that the day before we read Prometheus and Pandora. I will prompt my students to recall what they remember about that story.
I will read the story.
 
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Differentiation
What are the adaptations or modifications to the instruction/activities as determined by the student factors or individual learning needs?
I will have my ESL students dictate facts using vocabulary that they know as I record their answers.
For those students who are transitioning I will have them dictate phrases using familiar vocabulary words with their shoulder partner. For my higher students I will have them write facts using their new vocabulary independently.
I will help my ESL students’ sequences images in the story as well as help them identify key vocabulary words that are related to the images.
For those students who are expanding tthese students will be able to sequence images from the story with support for content and transitioning. For those students that are bridging These students will be able to sequence the images and retell the story using words such as first, next and last.
Thumbs up/Thumps Down.
I will ask my students if what I say is a characteristic of a Greek myth put your thumbs up if not a characteristic of a Greek myth put your thumb down
I will ask them if nonfictional stories about real things that really happened. Their thumbs should be down.
Do myth try to explain things that happen in nature thumbs should be up
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Required Materials, Handouts, Text, Slides, and Technology
Flip book for Greek Myths, Image cards for Greek Myths, Knowledge workbooks,
Map of Greece Globe
 
A wooden box Flip book for Greek Myths, Image Cards Journal and Knowledge workbook
Pomegranate seed,
Flip book for Greek Myths, Image Cards Journal and Knowledge workbook
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Instructional and Engagement Strategies
?
I will keep my student engaged in my read aloud by giving my students a secret way to answer questions. This is great for my students who are afraid to answer questions.
I will use think pair share which is a good way to have the kids develop their own thoughts before discussing it with partners. I teach second grade, and although, I will also have partners read a section, think about a question or prompt on their own and then discuss with their partner. I’ll also have them write a response in a journal or sticky note before sharing with the partner. I then have students share their responses with the class for a deeper discussion.”
I will encourage both reading and writing with Interactive Reading Journals. Students use prose, lists, diagrams, etc. to express their ideas, questions and feelings about what they read On one side, during their first reading, they write questions, one per page. (You can give them sentence stems or verbs to make their questions higher-order.) On a second reading (often a partner read,) they pass their journals around and answer each others’ questions. I participate with my own journal as well. My students are ELLs, and I usually sit by a few of the lower ones and transcribe their questions, so others can read them.
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Formative Assessments
How are you going to measure the learning of your students throughout the lesson?
Students will record key information about Zeus
Students will record information about a characters point of view from the Greek myth. “Prometheus and Pandora
Students will write 2 to 3 sentences about aa character from the Greek Myth Promeheus and Pandora
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Summative, Post- Assessment
What post-assessment will measure the learning progress? Note: This can be the same as the pre-assessment or a modified version of it.
 

Implement the unit you have designed. You have already implemented and analyzed the pre-assessment. In this topic, you will implement all lesson activities, correlating formative assessments and the summative post-assessment. Choose one of the lesson activities to video record a 5-10 minute segment, review, and reflect on your teaching. Have your cooperating teacher/mentor review the recording and provide feedback, if possible.
 
Video Recording Link: If you are turning your video in through OneDrive, just note it here.
 
Summary of Unit Implementation:
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Summary of Student Learning:
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Reflection of Video Recording:
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Post-Test Data: Whole Class – Once you have assessed your students’ learning on the topic, collect and analyze the post-test data to determine the effectiveness of your instruction and assessment.

 
Number of Students
Pre-Test
Number of Students
Post-Test

Highly Proficient (90%-100%)
 
#
#

Proficient
(80%-89%)
 
#
#

Partially Proficient
(70%-79%)
 
#
#

Minimally Proficient
(69% and below)
 
#
#

Post-Test Analysis: Whole Class
 

Based on your analysis of the whole class post-test data, what is your interpretation of the student learning? Cite examples and provide evidence of student learning that helped you come to this conclusion.

Based on the whole class post-test data, write one paragraph analyzing the effectiveness of your instruction and assessment and effect on student learning. Cite examples and provide evidence of student learning to support this analysis.
 

Post-Assessment Analysis: Subgroup Selection Pre-Test – Administer, collect, and score the pre-test. Enter data in the Table for Whole Class Pre-Test Results by LGComplete. Replace information with your information. Delete or add columns as needed by highlighting area, right click, “Delete ” or “Insert.”
 

Using the information obtained in Standard 1, select one subgroup population to focus on for this analysis. Provide a brief rationale for your selection (1-3 sentences).

Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.)
 

 
Number of Students
Pre-Test
Number of Students
Post-Test

Highly Proficient (90%-100%)
 
#
#

Proficient
(80%-89%)
 
#
#

Partially Proficient
(70%-79%)
 
#
#

Minimally Proficient
(69% and below)
 
#
#

Post-Assessment Analysis: Subgroup

Based on your analysis of the subgroup post-test data, what is your interpretation of the student learning? Cite examples and provide evidence of student learning that helped you come to this conclusion.
 

Based on the subgroup class post-test data, write one paragraph analyzing the effectiveness of your instruction and assessment and effect on student learning. If there is a student or group of students who have not mastered the objectives, discuss what you will do in future days to aid students’ understanding with respect to the unit’s objectives. Cite examples and provide evidence of student misconceptions to support this analysis.
 

Post-Assessment Data: Remainder of Class
 

 
Number of Students
Pre-Test
Number of Students
Post-Test

Highly Proficient (90%-100%)
 
#
#

Proficient
(80%-89%)
 
#
#

Partially Proficient
(70%-79%)
 
#
#

Minimally Proficient
(69% and below)
 
#
#

Post-Assessment Analysis: Subgroup and Remainder of Class
 
 

Analyze the data of the subgroup as compared to the remainder of the class. In one paragraph, describe the effectiveness of your instruction for this unit using the findings from your analysis.
 
 

Based on your analysis of student learning, discuss the next steps for instruction, including an objective that would build upon the content taught in this unit of instruction.
 

Improved Practice Based on the Unit of Study
Based on the experience of developing and delivering your instructional unit, list three short-term goals to improve specific areas of your teaching practice based on the unit of instruction and describe your plan to reach each short-term goal.
 

 
Short-Term Goal
Plan to Reach the Goal (i.e., professional development, research on the Internet, observation of a veteran teacher, etc.)

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