Summary KAT2, Assessment for Student Learning, Task 2.docx
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Course
Wgu
Institution
Western Governors University
KAT2, Assessment for Student Learning, Task 2
Formative-Assessment Data
Analyzing the formative assessment data reveals many shortcomings that the teacher needs to overcome. Only two out of 30 students receive a perfect score of six which converts to 6% of the class. Fifteen out of 30 student...
Formative-Assessment Data
Analyzing the formative assessment data reveals many shortcomings that the teacher
needs to overcome. Only two out of 30 students receive a perfect score of six which converts to
6% of the class. Fifteen out of 30 students score a 5, converting to 50% of the class. Eleven out
of 30 score a 4, converting to 36% of the class. One out of 30 scored a 3, converting to 3% of the
class. One out of 30 scored a 2, converting to 3% of the class and zero out of 30 scored a 1
converting to 0%. The breakdown of the scores culminates thusly:
6: 6% 2 students
5: 50% 15 students
4: 36% 11 students
3: 3% 1 student
2: 3% 1 student
1: 0% 0 students
Almost half of this teacher’s class missed two or more questions on a six question
assessment. When only six questions are devoted to three scientists, it’s hard to get a clear
indication of the attainment of each student. As an educator, I would also like to collect data on
which questions were missed the most, this data would give me a much clearer indication of
where I should be focusing my efforts in my lesson. Once I see which questions were missed the
most, I can make sure I address those weaknesses.
Evaluation of Student Measurement Instrument
When evaluating the assessment based on the lesson as a whole, it raises concerns about
its appropriateness. The lesson standards are listed as “Science as Inquiry: students develop
abilities necessary to do scientific inquiry and understandings about scientific inquiry; and
History & Nature of Science: students develop an understanding or science as a human endeavor
and the history of science. The first standard is extremely vague in what it wants the students to
accomplish. Additionally, the teacher’s formative assessment does not measure nor attempt to
measure the students’ mastery of abilities of scientific inquiry. Moreover, the ambiguous nature
of the second standard makes attempting to quantify mastery of this standard difficult as well.
, KAT2 TASK TWO 2
This is evident when examining the questions of the formative assessment and just a vague
historical context is assessed, not necessarily the history of science.
The lesson objectives are listed as “identify human qualities and scientific habits of mind
that famous scientists in history may have possessed, identify appropriate scientific questions,
data, and methods for collecting and presenting data, and participate in a group work activity by
performing specific group role functions. When examining the appropriateness in relation to
these objectives, we see that the formative assessment falls short here as well. The students are
not identifying anything on the quiz other than basic facts about each of the three scientists. They
are certainly not identifying human qualities or habits of mind nor scientific questions or data
and methods for collecting the data or presenting data. They do however, participate in a group
work activity by performing specific group role functions.
The appropriateness of the formative assessment with regard to the overall curriculum
content is lacking as well. Stated in her lesson plan the teacher wants the students for homework
to take notes on seven specific items on three specific scientists and then has them discuss in
small groups their notes and findings and then receive a short five minute lecture of each
scientist, a total of 15 minutes, followed by the formative assessment. The questions on the
assessment do not align with the content that she lists in her plan.
Alignment of Curriculum Content
The alignment of the formative assessment to the curriculum content is weak at best. The
formative assessment is given after the teacher lectures on each of the three specified scientists
for five minutes for a total lecture time of 15 minutes. This assessment is supposed to give the
students an idea of well they understood the lecture and the previous night’s homework. The
assessment contains only six questions, two questions about each scientist, and the questions
asked are about random facts that occurred during the scientists’ existence. There is little to no
alignment to the chosen standards nor the objectives. The teacher states several times that the
students are to compare inquiries and abilities but this formative assessment does nothing to
assess the students’ knowledge of these abilities and how their own abilities relate. Furthermore,
the teacher lists seven items the students are to take notes on for homework but the assessment
does not assess any of the items. Again, another example of how poorly aligned the assessment
is.
Curriculum Modification
The modification to the curriculum content I would recommend is to add more content.
The curriculum content is severely lacking in depth and rigor and with an increase of more
relatable content the formative assessment scores should improve.
Modification justification: curriculum content. As mentioned earlier, the curriculum
content in this lesson is lacking in depth and rigor which leads to a cursory understanding of the
intended material and a limited mastery of stated objectives and standards. The perfunctory
nature of the formative assessment is directly influenced by this lack of depth. In order to address
these shortcomings, the teacher should create a unit on each of the three specified scientists
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