ࡱ> Z]Y /bjbj Z||&D D $PDVlf^``````$E "4BBB^B^BBBЎM7BJ0B%%B%BB`%D d: Course Prefix, Number, and Title: EDUC 406 Section Number(s): 1001 Department: Education Instructor: Denise Padilla Academic Year: 2019-2020 Semester: Spring Is this a GenEd class? Yes___ No_xx__ Complete and submit your assessment report electronically to your department chair. As needed, please attach supporting documents and/or a narrative description of the assessment activities. You may use as many or as few outcomes as necessary. Class/Course OutcomesAssessment MeasuresAssessment ResultsOutcome Results Analysis In the boxes below, summarize the outcomes assessed in your class or course during the last year. If this is a GenEd class, include the appropriate GenEd objectives. In the boxes below, summarize the methods used to assess course outcomes during the last year. Include the criterion youll use to judge whether or not students have achieved the expected outcome. In the boxes below, summarize the results of your assessment activities during the last year. Include your judgement as to whether or not the criterion for student achievement has been met.In the boxes below, please reflect on this outcomes results and summarize how you plan to use the results to improve student learning.Outcome #1: Read and interpret the standards/learning outcomes in the Nevada State Academic Standards Assessment Measure: 1. Connect-Extend-Challenge Module 1 2. Unpacking Two NVAC Standards Module 3 Criterion for achievement: 80% for 80% of students.Results: 1. Low Score 20.5/35 ; High Score 35/35 ; Average Score 32.96/35 2. Low Score 17/25 ; High Score 25/25 ; Average Score 22.46 Criterion Met: Yes1. Results Analysis: This is the first class where education students read, interpret, and unpack Nevada State Standards for lesson planning. At the beginning of the semester when these assignments were completed, students expressed how difficult this skill was. By the end of the semester in the lesson planning assignment and on the final exam, a majority of the students expressed how much easier the task had become and recognized the importance of reading and unpacking standards for their future success in the classroom. 2. Action Plan: Hold optional live ZOOM meeting starting in the Fall 2020 semester to model reading and unpacking the standards, so students can ask questions in real time to understand the process. Record the meetings for students unable to attend the live ZOOM meeting so they can watch lecture style. Add student unpacking examples to module materials.Outcome #2: Select or write learning goals/objectives for lesson plans that are consistent with long-term curriculum goals and the Nevada Academic Content Standards (NVACS).Assessment Measure: 1. Target-Method Match Activity Module 4 2. UbD Lesson Planning Criterion for achievement: 80% for 80% of students.Results: 1. Low Score 25/30 ; High Score 30/30 ; Average Score 27.46/30 (1 student did not complete the assignment.) 2. Low Score 47.5 ; High Score 75/75 ; Average Score 69.5/75 (2 students did not complete this assignment.) Criterion Met: Yes/No1. Results Analysis: This is the first class where education students use Nevada State Standards to write objectives for lesson plans. At the beginning of the semester when these assignments were completed, students expressed how difficult this skill was. By the end of the semester in the lesson planning assignment and on the final exam, a majority of the students expressed how much easier the task of writing objectives had become and recognized the importance of focused objectives for their future success in the classroom. 2. Action Plan: Hold optional live ZOOM meetings starting in the Fall 2020 semester to model selective and writing objectives, so students can ask questions in real time to understand the process. Record the meetings for students unable to attend the live ZOOM meeting so they can watch lecture style. Outcome #3: Use the Understanding by Design lesson plan format to establish daily lesson plans that include all minimum lesson plan components required by GBC.Assessment Measure: 1. UbD Lesson Planning Criterion for achievement: 80% for 80% of students.Results: 1. Low Score 47.5 ; High Score 75/75 ; Average Score 69.5/75 (2 students did not complete this assignment.) Criterion Met: Yes1. Results Analysis: This is the first education class where students are exposed to the Understanding by Design (UbD) lesson plan template and lesson planning process. By studying and working on multiple types of assessment before jumping into the lesson planning process, students feel much more success than with just lesson planning in a traditional format. 2. Action Plan: Hold optional live ZOOM meetings starting in the Fall 2020 semester to model how to fill out the lesson plan templates. This way, students can ask questions in real time to understand the process since this is an online class. Record the meetings for students unable to attend the live ZOOM meeting so they can watch lecture style. Add student lesson plan exemplars to module materials. Outcome #4: Design, adapt, or select appropriate assessments that align to the NVACS and objectives.Assessment Measure: 1. Student Created Selected Response 2. Extended Response Assessment and Rubric 3. Evaluating a Performance Task and Rubric Criterion for achievement: 80% for 80% of students. Results: 1. Low Score 20/35 ; High Score 35/35 ; Average Score 28.3/35 (2 students did not complete the assignment.) 2. Low Score 16/2 ; High Score 30/30 ; Average Score 20.41/35 (5 students did not complete the assignment. This was to be completed with a lead teacher in the classroom for the EDEL 313 practicum. This assignment was due the week before the Covid Shutdown and student who needed an extension to finish the assignment the next week when they were scheduled to be in the classroom for practicum hours were not able to.) 3. Low Score 13.5/40 ; High Score 40/40; Average Score 32.02/40 (2 students did not complete this assignment.) Criterion Met: Yes, all but one.1. Results Analysis: This is the first education class where students have had to study, design, and develop multiple types of formative and summative assessment. It is also the first time they have had to transfer knowledge from their class into a practicum setting. Multiple students commented that they enjoyed learning from this 406 class and taking that information into their practicum to see how assessment and lesson planning should be used in real-life. 2. Action Plan: Continue to refine the link between 406 assessment and lesson plan assignments and feasibility in the classroom practicum. Do not overlap the due dates for the 3 assessment assignments. Provide assessment exemplars in module materials.Outcome #5: Determine how to evaluate the progress of students using a variety of formative and summative assessment methods.Assessment Measure: 1. Selected Response Technology Tools 2. Module 8 Reading Reflection 3. Formative Assessment Artifact 4. One-Pager 5. Final Exam Criterion for achievement: 80% for 80% of students. Results: 1. Low Score 5/10 ; High Score 10/10 ; Average Score 9.59/10 2. Low Score 45/60 ; High Score 60/60 ; Average Score 55.77/60 (2 students did not complete this assignment) 3. Low Score 8/16 ; High Score 16/16 ; Average Score 13.07/16 (2 students did not complete this assignment due to the COVID 19 shutdown and lack of support from their lead teacher to complete the artifact in a distance learning format.) 4. Low Score 23/20 ; High Score 30/30 ; Average Score 28/30 (1 student did not complete this assignment.) 5. Low Score 82/96; High Score 96/96 ; Average Score 93.35/96 Criterion Met: Yes1. Results Analysis: This is the first education class where students work on formative and summative assessment along with how they can be applied to the real life classroom through their practicum experience. Throughout the semester, students commented on the depth and breadth of assessment possibilities that came from the module readings, videos, and discussions. 2. Action Plan: Break up the reading for the Formative Assessment textbook. Provide opportunities for students to take more formative assessments to the classroom to use in conjunction with their lead teacher. Hold optional live ZOOM meetings starting in the Fall 2020 semester to provide discussion and reflection on formative and summative assessments. This way, students can ask questions in real time to understand the formative and summative assessment processes since this is an online class. Record the meetings for students unable to attend the live ZOOM meeting so they can watch lecture style.  Notes: The COVID 19 shutdown affected some students and they had difficulty keeping in contact with their lead teacher through distance learning to complete some of the activities with their mentor. The majority were able to continue observing and asking questions about lesson planning and assessment, even through distance learning mediums. I was impressed with how the class persevered, continued to ask questions and outperformed last semesters EDUC 406 class on every assignment provided. The Fall 2019 EDUC 406 had an average score of 77.33/90 (86%) on the final exam and they were not under the stress of the COVID 19 shutdown. This semesters class has an average score of 93.35/96 (96%) on the final exam and showed their grit and perseverance all the way through to the end of the semester. 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