Brandon Galbraith

Instructional Design Project

Report Three- Post-Instructional Components
Characteristics of Learners
My G/T class is made up of 19 students. Twelve of the students are
females and seven are males. All but two students are Caucasian. One
student is African American and one student from the south Pacific. The
following chart includes information about the class.

Student

Gender

Age

Pass Score

Rate

Rate

in SS

Comfort

Comfort

Level With

Level With

Technolog

Social

y (1-10)

Studies (1-

IEP/504

Concerns From
Observation

10)

P.E.

12

Exempl
ary

N/A

T.A.

11

Exempl
ary

N/A

C.I.

12

Exempl
ary

N/A

M.F.

11

Exempl
ary

N/A

M.C.

12

Exempl
ary

N/A

O.P.

12

Exempl
ary

N/A

A.T.

12

Exempl
ary

N/A

J.M.

11

Exempl

LD-

Easily Distracted

Easily Distracted

Poor Attitude
Towards
Classwork

ary

Math

C.A.

12

Met

N/A

B.R.

12

Exempl
ary

N/A

I.C.

12

Exempl
ary

N/A

B.E.

12

Exempl
ary

N/A

D.V

12

Exempl
ary

ADHD

A.R.

12

Exempl
ary

N/A

C.C

12

Exempl
ary

N/A

R.L.

12

Met

10

N/A

R.E.

12

Exempl
ary

ADHD

H.O.

11

Exempl
ary

N/A

K.M.

12

Exempl
ary

N/A

I.H

11

Met

10

N/A

B.G.

12

Met

N/A

Summative Assessments/Evaluations

Not Computer At
Home

Very Talkative

Behavioral
Concerns

Each student will be tasked to complete a standardize test based on

questions pulled from multiple sources including USATESTPREP
(usatestprep.com), South Carolina PASS Coach workbook, and current 7 th
grade textbook. The summative assessment will consist of 40 multiple choice
questions, and 10 open responses that cover each of the instructional goal
statements.
Instructional Goal Statement
From the state department, I am directed that the students should be
able to Explain the causes, key events, and outcomes of the French
Revolution, including the storming of the Bastille, the Reign of Terror, and
Napoleons rise to power. From this, the instructional goal aims, at the
minimal, to have students to merely explain these events. For my G/T
students, I expect that they can link these events to together, make
connections to impacts on future information, and create works based on
content learned. From this indicator, I am able to breakdown the goals for
analysis individually. The students will be able to meet the following goals
after completing this unit:
Goal One: Explain the conditions in France that created the French
Revolution
Goal Two: Create a timeline of key events of the French Revolution
Goal Three: Create a graphic organizer demonstrating the relations
between the outcomes of the French Revolution, American Revolution, and
the Enlightenment
Goal Four: Explain of Napoleon was able to take control of France and
create an empire
Goal Five: Evaluate the contributions and impacts of Napoleon with the
ideals of the French Revolution
List of Evaluation Materials
1.
2.
3.
4.

Summative test (50 questions)

Pencil with eraser
Scantron (questions 1-40)
2 sheets of lined paper (questions 41-50)

Procedures Used in Evaluation Process

To complete the assessment, students are required to respond on
scantron sheet for questions one through forty and to respond on paper for
questions forty one through fifty. The test will take place in my classroom and
within one class period. Each student will be provided all the material needed
to complete the assessment.
Time
The unit assessment will be administered in the morning class. Classes
are 60 minutes long each day and students will be allotted 50 minutes to
complete the assessment. They will be allowed to take more time if needed
during lunch period and one extra class period.
Place
The test will be administered at Fort Mill Middle School in the York 4
school district in South Carolina. The test will be administered in a traditional
classroom that hosts four blocks of classes a day.
Procedures
Students will enter the classroom and place their binders in the back of
the classroom. They sit at their desks with only a pencil if they choose to use
their own. Once all students are in their seats, I will then go over the
expectations of the testing environment and the formatting of the test,
including how to record their responses. Once the tests are passed out,
students raise their hands for anything they might need. Upon completion, I
will walk to them, take their test and responses, and hand them a reading
and handout based on the next unit we will be covering.
Schedule
The students will take the assessment in my 1st block class which starts
at 8:20 and ends at 9:21. The students will have approximately 50 minutes
to work on the assessment.
Environment
The class will be arranged into straight rows, 5 rows with 6 desks in
each row. The students desks will be clean and clear with adequate space to
work. During the test, the class will remain quiet and movement will be
minimized. There is no time limit for this test.

Concerns
My concerns about the test consist with the test anxiety that some
students face when they experience a large, summative assessment. I will
try to remind them that they have all the information needed and they will
be fine. Also, with so many students, I will be looking for any signs of
cheating although much is done to prevent that occurrence.