Amy Reynolds ECOMP 6102 Assessment Portfolio

1. Welcome Conceptual Framework Table of Purposes / Mod 1-4 “What is Worth Assessing?” / Mod 2-2 Breaking Apart a Content Standard / Mod 2-3 Case Study in Assessment – Mathematics / Mod 3-1 Table of Specifications & Questions / Mod 4-2 & 4-3 Midterm / Mod 5-1 Reflection for 5-1 Student Checklist / Mod 6-2 Rubric / Mod 6-4 Reflection for 6-4 Completing a Table of Assessment Purposes / Mod 9-1 Future Goals Amy Reynolds ECOMP 6102Assessment Portfolio Contact Information Mountain Park Elem. 11895 Mountain Park Rd. Roswell, GA 30075 E-mail gr20010@yahoo.com I have been in the field of education for four years. My teaching experience includes teaching fourth grade, second grade, and kindergarten. I am currently teaching at Mountain Park Elementary School in Roswell, Georgia. I am also enrolled in graduate school at Lesley University, and I should complete my studies this summer in Technology Education.

2. Conceptual Framework Please click on the link above to read my teaching philosophy. www.gifs.net/animate/giflist.htm www.graphicgarden.com

3. Table of Purposes and Users of Assessment InformationModule 1-4 Course Goal and Outcomes Apply technology to facilitate the use of effective assessment and evaluation strategies in teaching. Review the Five Standards of Assessment Quality below. In this module, you will be working with the second standard of quality. Assessments serve articulated purposes Assessments arise form and reflect clear learning targets Accurate assessment uses appropriate methods given the context Assessments need to sample student achievement appropriately Effective assessments avoid unwanted sources of interference or error This table explains the different goals behind giving an assessment. It also determines which group of people use testing information, and what they expect to learn from that information. www.gifs.net/animate/giflist.htm www.graphicgarden.com

4. “What is Worth Assessing?”Mod 2-2 • Course Goal and Outcomes • Review the Five Standards of Assessment Quality below. In this module, you will be working with the second standard of quality. • Assessments serve articulated purposes • Assessments arise form and reflect clear learning targets • Accurate assessment uses appropriate methods given the context • Assessments need to sample student achievement appropriately • Effective assessments avoid unwanted sources of interference or error In a class discussion, we noted that not everything was worthy of an assessment. This assignment gave us a chance to talk about assessment with a partner. www.gifs.net/animate/giflist.htm www.graphicgarden.com

5. Case Study in Assessment – MathematicsMod 3-1 Miriam and I worked on this assignment together. We reviewed real student answers from a math assessment and tried to gain insight into their thought process. We were trying to determine how they arrived at their answers as well as how the assessment could be changed for the better. Course Goal and Outcomes Review the Five Standards of Assessment Quality below. In this module, you will be working with the second standard of quality. Assessments serve articulated purposes Assessments arise form and reflect clear learning targets Accurate assessment uses appropriate methods given the context Assessments need to sample student achievement appropriately Effective assessments avoid unwanted sources of interference or error www.gifs.net/animate/giflist.htm www.graphicgarden.com

6. Breaking Apart a Content StandardMod 2-3 Heidi and I took a technology standard and broke it down into parts that correlated with Stiggins’ knowledge, patterns of reasoning, skills, and disposition. • Course Goal and Outcomes • Review the Five Standards of Assessment Quality below. In this module, you will be working with the second standard of quality. • Assessments serve articulated purposes • Assessments arise form and reflect clear learning targets • Accurate assessment uses appropriate methods given the context • Assessments need to sample student achievement appropriately • Effective assessments avoid unwanted sources of interference or error www.gifs.net/animate/giflist.htm www.graphicgarden.com

7. Table of Specifications Mod 4-2After choosing a standard, I decided the number and types of questions I wanted on my test.Selected Response Assessment Mod 4-3I created selected response questions to cover the different types of reasoning. The number and type of question to create were predetermined by the table of specifications. • Course Goal and Outcomes • Apply technology to facilitate the use of effective assessment and evaluation strategies in teaching. You will examine software tools use the Selected Response assessment format. • With the assistance of technology, accurately measure student achievement of, and progress toward, learning objectives using a formal and informal assessments. www.gifs.net/animate/giflist.htm www.graphicgarden.com

8. Midterm – Essay on ReasoningMod 5-1 This essay is my interpretation of reasoning as described by Stiggins. It is also a comparison between his work and Marzano’s work. Course Goal and Outcomes Apply technology in assessing student learning of subject matter using a variety of classroom assessment techniques. Reflection for Module 5-1 www.gifs.net/animate/giflist.htm www.graphicgarden.com

9. Student Checklist Mod 6-2 Jim, Jen, and I looked at several math problems solved by students. Then, we came up with a checklist that broke the math problem into multiple steps. The checklist is intend to give students a tool to check themselves. Course Goal and Outcomes Apply technology in assessing student learning of subject matter using a variety of classroom assessment techniques. www.gifs.net/animate/giflist.htm www.graphicgarden.com

10. Design a Rubric Using RubistarMod 6-4 The class explored the website Rubistar. Then, I designed a rubric using one of the templates offered on Rubistar. The template had to be modified, but it gave me a great foundation. Course Goal and Outcomes Apply technology in assessing student learning of subject matter using a variety of classroom assessment techniques. Reflection for Module 6-4 www.gifs.net/animate/giflist.htm www.graphicgarden.com

11. Table of Assessment PurposesMod 9-1 This table was completed in class. I chose a different type of assessment for each scenario given. The same type of assessment would not have been appropriate for all three scenarios. Course Goal and Outcomes Review the Five Standards of Assessment Quality below. In this module, you will be working with the second standard of quality. Assessments serve articulated purposes Assessments arise form and reflect clear learning targets Accurate assessment uses appropriate methods given the context Assessments need to sample student achievement appropriately Effective assessments avoid unwanted sources of interference or error www.gifs.net/animate/giflist.htm www.graphicgarden.com

12. Future Goals My goal for the immediate future is to become a stronger teacher. I intend on doing this through focusing on Stiggins’”Patterns of Reasoning.” In the past, I asked a lot of knowledge based type of tests questions. I also designed my test after the content had been covered. Now, I will create the test first and ask questions that cover all types of reasoning. I liked creating a table of specifications before writing the questions, because it gave me an outline and kept me focused. I will use the table again, because it allowed me to emphasize the reasoning I wanted to focus on versus the questions I wanted to ask. I will definitely use Rubistar again. I loved this website. It had several rubrics that would be appropriate for me to use. It was very easy to modify too. I will continue to look for tools on the web to enhance what I do in the classroom. After some time off, I would like to go back to school and pursue my doctoral degree. I would like to reflect on my teaching and long term goals before I select a specific area of study. www.gifs.net/animate/giflist.htm www.graphicgarden.com