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Summary Assessment Evaluation Task 1.docx Assessment Evaluation Assessment for Student Learning KAT2 Task 1 Western Governors University My instructional setting is an elementary Special Education self-contained classroom consisting of five male students wi$7.49
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Summary Assessment Evaluation Task 1.docx Assessment Evaluation Assessment for Student Learning KAT2 Task 1 Western Governors University My instructional setting is an elementary Special Education self-contained classroom consisting of five male students wi
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Assessment Evaluation Task Assessment Evaluation Assessment for Student Learning KAT2 Task 1 Western Governors University My instructional setting is an elementary Special Education self-contained classroom consisting of five male students with different developmental disabilities and each h...
assessment evaluation task 1docx assessment evaluation assessment for student learning kat2 task 1 western governors university my instructional setting is an elementary special education self
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Assessment Evaluation
Assessment for Student Learning KAT2 Task 1
Western Governors University
My instructional setting is an elementary Special Education self-contained classroom
consisting of five male students with different developmental disabilities and each having an
Individualize Education Plan (IEP). One student is in the second grade, while the other four are
in the third grade with an age range of seven to nine years. My classroom also consists of one
paraprofessional who assists with daily activities and lessons. We have one to one technology
throughout the entire school building with each student being assigned a Chromebook to use
for in person learning, as well as remote. Finally, the school is located in Dupo, Illinois where
the community is comprised of approximately 3,890 people with an average median household
income of $45,152. Furthermore, Dupo is comprised of 91.8% Caucasian, 3.31% African
American, and 2.52% Hispanic (2020).
My objective based assessment was administered to my Special Education English
Language Arts students following a weeklong unit about nouns. The students were learning how
to identify nouns, both common and proper, while addressing the following Illinois State
Standard: CCSS.ELA-LITERACY.L.1.1.B Use common, proper, and possessive nouns
(Common Core State Standards Initiative, 2020). During the unit, I kept a running list of
common and proper nouns identified by the students. This list of nouns was utilized to formulate
the assessment. The objectives measured on the assessment were identifying nouns from a group
of words and identifying nouns in a sentence. The assessment consisted of two different
sections. In section one, the student was given ten groups of a group five words to which they
were to circle the common and proper nouns. Section two consisted of ten sentences where
, the student was to circle the noun in each sentence. Both portions of the assessment consisted
of common and proper nouns that had been named by the students throughout the week. I
would like to further note that this objective based assessment was administered one-on-one
due to the varying abilities of my students.
After analyzing the objective based assessment data, I noticed that the average score of
students is 75%. Students scored an average of 90% when identifying nouns out of a random
group of words section one), while scoring an average of only 70% when choosing the proper of
common noun located within a sentence (section two). Questions one, two, three, five, seven,
nine, thirteen, fourteen, nineteen, and twenty were answered with 100% accuracy from all
students. Questions four, six, ten, and seventeen saw an accuracy rate of 80%, while questions
eight, twelve, and fifteen were noted at 60%. Lastly, student answered questions sixteen and
eighteen with 40% success, and question eleven was measured at 20%.
The objective based assessment clearly projected areas of strengths and weaknesses.
After a thorough overview and analysis of the data, I was able to conclude that students
displayed a strong performance on the first section of the assessment (90%) when the words
were presented in a random group as opposed to when they were organized within a sentence
(70%). When students were presented with sentences, they were circling pronouns 60% of the
time, rather than the common or proper nouns, indicating an area needing improvement. The
data also goes on to show another area of weakness where students are 80% more likely to
identify proper nouns instead of common nouns. The six lowest scoring questions included
common nouns as the answer. I believe this trend is based on the identification of the proper
nouns by the beginning capital letter instead of recognizing the part of speech itself.
With the data showing a 90% success rate on the first section of my assessment, I do not
feel that those questions need to be altered in any way; however, the second section (identifying
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