Professional Documents
Culture Documents
7464 Bush Assessment Implementation and Evaluation Project
7464 Bush Assessment Implementation and Evaluation Project
Allison Bush
Wednesday, July 12, 2017
1. Client Information
Life University
petrina.fowler@life.edu
Directions: Write in complete sentences, provide evidence from your syllabus to support your findings
and include personal examples in your written response.
11. Synthesize key components (at least 4) that reflect on what you will be learning about in
course PSY 256 Psychology of Excellence, (E.g. Student learning outcomes). State two
examples, describing how you will work to demonstrate mastery of the content to be
learned in this course.
Answer:
3. Rubric Description
Students will answer an extended response question and the rubric will address use of terms, Ideas and
content (examples), sentence fluency and conventions will also be assessed.
Synthesize key components (at least 4) that reflect on what you will be learning about in course PSY 256
Psychology of Excellence, (E.g. Student learning outcomes). State two examples, describing how you will
work to demonstrate mastery of the content to be learned in this course.
Directions: Write in complete sentences, provide evidence from your syllabus to support your findings
and include personal examples in your written response.
11. Synthesize key components (at least 4) that reflect on what you will be learning about in
course PSY 256 Psychology of Excellence (E.g. Student learning outcomes). State two
examples, describing how you will work to demonstrate mastery of the content to be learned in
this course.
2 examples of learning outcomes are: Principles of systematic goal setting and their
application in selecting and achieving personal goals. AND Behavioral self-regulation
Student RSG answered all of the short response (multiple choice) questions accurately, (Refer to the
example of student work above). The extended response question was not answered in its entirety. RSG
responded to the key components of the course portion accurately, however, last part of the extended
response question State two examples, describing how you will work to demonstrate mastery of the
content to be learned in this course. RSG earned an overall 86% and lost 14% on the incompletion of the
extended response question, as explained above. According to the rubric given the extended response
answers mostly fell in the good category and earned the following: IDEAS & CONTENT (2), USE OF
TERMS (3), SENTENCE FLUENCY (2) and CONVENTIONS (2).
5. A Report of My Findings
My client and I worked well together to partner in the assessment implementation. The students were
able to complete the assignment as directed, however, insufficient effort (on their part) was placed on the
completion and accuracy of the extended response question given. For the most part I anticipated
complete accuracy with the short response questions, therefore, I did receive the responses that I
expected. I was a bit disappointed that higher-order writing conventions were not evident amongst several
students results on the extended response section. In the future, I would certainly impress on my client to
communicate the importance of students completing all parts of the assessment accurately, in a timely
manner prior to the first class session, and to read and follow the instructions carefully. Perhaps
intentionally sharing and emphasizing that the assessment will be a percentage of the class grade may
carry some leverage.
The original projected roster of students has been modified as fewer students showed up on the first day
of school to this course offering. The data table below shows the actual students who participated in the
course assessment.
The data analysis provided below shows the assessment results for the syllabus quiz. As mentioned in
the assessment plan, all students are English speakers.
100
80
60
40
20
0
TBF SRG BJL RSG CMY
As a whole group, the descriptive statistics shows that one student demonstrated a distinguished learning
ability (100%), two students were met with proficiency abilities (86% and 82%), one with a developing
ability (77%) and one with a beginners ability (45%). All students excluding TBF, lacked skills in the
completion of the extended response question. CMY did not attempt to answer the extended response
question at all. Overall, almost all students demonstrated a sound understanding of what the course will
be providing. The subgroups regarding gender showed that the female students (2) faired academically in
the area of mastery. The male students (3) ranged from proficiency to below mastery of concept/skill
being assessed.
7. Future Instructional Plans
During my debriefing with my client (P. Fowler), we reviewed the data analysis (as shown above) and
interpreted its strengths and weaknesses. Fowler and I determined that the overall assessment
instrument is satisfactory in the design and for the task, at hand. We agreed that for future instructional
implementation, it will be most relevant for students to have a clearer understanding of the importance of
accurately completing the initial assessment, as well as, paying closer attention to the deadline that was
originally provided in the communication given. A change would include completing this assessment in
class, instead of the previous instructions of giving the students the responsibility to complete the
assessment on their own time (online), and prior to the first day of class (actual seat time). I suggested
that this important communication be highlighted/Italicized and/or color coded to bring a more targeted
focus for viewing and reading purposes on the teacher blog, to at least usher students into previewing the
syllabus and the expectations before the start of the course.