Name: Sonya Wier

Date: 3/10/2019

Course: ELM-490

Instructor: Professor Millenbaugh

STEP Standard 3 - Assessment and Data Literacy

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.
Directions: See if you can match the Inventors with their famous inventions.

A. Benjamin Franklin light bulb

B. George Washington Carver powered aircraft

C. Steve Jobs vacuum cleaner

D. Alexander Graham-Bell peanuts

E. Wright Brothers apple

F. Henry Ford Braille system

G. Samuel Morse stove

H. Louise Braille telephone

 I. Thomas Edison morse code

James Dyson model T car

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.

Number of Students

Highly Proficient (90%-100%) 9

Proficient
(80%-89%) 7

Partially Proficient
(70%-79%) 4

Minimally Proficient
(69% and below) 2

Pre-Assessment Analysis: Whole Class

As far as any changes that can be made, I feel that with the four students that I have being partially
proficient, small group interventions would benefit them as I could ask them questions such as:
1. What is the definition of invent?
2. From this list, what invention do they use today?
3. How do these inventions help solve problems in our daily lives?
I can tell from their results, they just were not familiar with who the inventor was, yet they knew
about the inventions.
I felt that this pre-assessment was a good way for students to show me their prior knowledge of whether
they were familiar with famous inventors along with their inventions. Through this data, there are
twenty-two students in class of which two students were minimally proficient, which these two students
were special education students. Since half of the class fell into being proficient, I used books and videos
to show the class which inventions made these inventors famous. Students also wrote these inventors and
inventions down in a T-chart to refer back to. I feel that had the data been lower, it would have had an
effect in the planning as I would have had to spend more time in providing more resources to students,
however the videos and stories we read in class did support the six students as they gained better
understanding in learning how inventions help us in our daily lives.

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.
Directions: Who are the inventors that created these inventions?

Light bulb
Powered aircraft
Vacuum cleaner
Peanuts
Apple
Braille system
Stove
Telephone
Morse code
Model T-car

Explain a historical invention to a modern invention from today and make

connections between the two.

Students will watch a video with each of these inventors along with their
inventions. Historical and modern day inventions will be included in the video,
which will allow me to see which students listened. Then, will be given the post
assessment.

Points If…
The student clearly understands how to solve the problem. Minor mistakes and
5 careless errors can appear insofar as they do not indicate a conceptual
misunderstanding.[a]
The student understands the main concepts and problem-solving techniques, but has
4
some minor yet non-trivial gaps in their reasoning.
The student has partially understood the problem. The student is not completely lost,
3 but requires tutoring in some of the basic concepts. The student may have started out
correctly, but gone on a tangent or not finished the problem.
The student has a poor understanding of the problem. The student may have gone in
2 a not-entirely-wrong but unproductive direction, or attempted to solve the problem
using pattern matching or by rote.
The student did not understand the problem. They may have written some
1 appropriate formulas or diagrams, but nothing further. Or they may have done
something entirely wrong.
0 The student wrote nothing or almost nothing.