EDPT 514: Assessment Strategies For Diverse Learners ✓ Solved

EDPT 514: Assessment Strategies for Diverse Learners Assess

EDPT 514: Assessment Strategies for Diverse Learners Assessment/Impact Project. Cover Page: Submitted to Dr. E. Foster. Provide information about the whole class and two focus students. Select a class, content area, and a unit of study to work with as you complete this project.

Whole Class Information:

Total Number of Students: Number of Females: Number of Males: Age Range of Students: Racial Composition (Black, White, Asian, Hispanic, Native American, Island Pacific, Other).

Focus Students: Select two students from the class: one English Language Learner and one student with a special need. Include a description and explanation of how the information will influence your academic instructional planning.

Focus Student 1: 1. Why did you select this student? 2. What have you learned about this student’s linguistic background? 3. What have you learned about this student’s academic language abilities? 4. What have you learned about this student’s content knowledge? 5. What have you learned about this student’s physical, social, and emotional development? 6. What have you learned about this student’s cultural background? 7. What interests and aspirations does this student have? 8. Other relevant information (attendance, extracurricular activities, etc.)

Focus Student 2: 1. Why did you select this student? 2. How is the instructional challenge different from Student 1? 3. What have you learned about this student’s content knowledge? 4. What have you learned about this student’s physical, social, and emotional development? 5. What have you learned about this student’s background? 6. What interests and aspirations does this student have? 7. Other relevant information (attendance, extracurricular activities, etc.)

Component II: Assessment Selection/Pre-test Administer a pre-test. Use a graph to show students’ scores and attach a copy of the assessment, directions, answer key, rubric, and/or scoring guide.

Identify the phase of assessment: Entry-level, Progress-monitoring, or Summative. Describe the assessment type, pre-requisite skills needed, evidence of student learning, and how assessment results will be shared with all stakeholders.

Component III: To plan utilizing classroom assessment, determine current instructional point and identify student academic learning goals utilizing progress-monitoring assessments.

Component IV: Administer a summative assessment (post-test) at the end of the unit. Provide a graph comparing pre and post-test scores.

Component V: Analyze evidence of student academic learning from the assessment for the whole class and each focus student.

Component VI: Reflect on assessment implementation and student learning. Answer questions regarding the assessment experience and future instructional planning.

Paper For Above Instructions

In the context of educational assessment, particularly within diverse classrooms, understanding the individual needs of students is critical for fostering an effective learning environment. This paper will explore various strategies for assessing diverse learners through the analysis of a whole class, along with two focus students: an English Language Learner (ELL) and a student with a learning disability. The aim is to develop a comprehensive assessment strategy that will inform instructional planning and enhance student learning outcomes.

Whole Class Information

For this project, I have selected a fifth-grade class consisting of 25 students. The demographic breakdown includes 12 females and 13 males, with an age range of 10 to 11 years. The racial composition is diverse, including 40% Black, 30% Hispanic, 20% White, and 10% Asian students. This diversity presents both opportunities and challenges in the instructional approach and assessment practices.

Focus Students

The first focus student, Jill, is an English Language Learner. Jill comes from a bilingual household where Spanish is predominantly spoken. She is 11 years old and has been in the United States for three years. I selected Jill because her linguistic background offers insights into the cultural and academic challenges faced by ELL students. Through observations, I learned that Jill struggles with academic vocabulary but has strong interpersonal communication skills. This will influence my instructional planning because I will need to integrate vocabulary-building activities into lessons.

The second focus student, Tom, has an identified Specific Learning Disability (SLD). Tom is also 11 years old and exhibits difficulty with processing information quickly. His learning challenges differ from Jill’s in that Tom requires more individualized accommodations, such as extended time on assessments and alternative teaching methods, to help him grasp complex concepts. Understanding Tom's unique needs will lead me to modify assessments and alter teaching strategies to fit his learning style.

Component II: Assessment Selection/Pre-test

Before beginning the unit on ecosystems, I administered a pre-test designed to evaluate students' prior knowledge about the topic. This assessment was essential as an entry-level assessment, determining the foundational understanding of key concepts. The assessment took the form of multiple-choice and short-answer questions, and the results indicated a diverse range of comprehension among the students.

Using graph representations, I documented the pre-test scores for each student, replacing names with initials to maintain confidentiality. The findings revealed that while some students possessed a solid grasp of ecosystems, others displayed significant gaps in knowledge. This information will guide my teaching strategies as I will need to differentiate my instruction to cater to varying proficiency levels.

Component III: Unit Plan Overview

The unit plan titled "Exploring Ecosystems" aligns with Louisiana State Standards for fifth-grade science. The academic learning goals for this unit are to enable students to describe the components of ecosystems, understand interdependence among organisms, and recognize the impact of human activity on biodiversity. The unit will include engaging lessons utilizing the 5E instructional model: Engage, Explore, Explain, Elaborate, and Evaluate.

For example, in the first lesson, students will engage through a video showcasing different ecosystems, prompting them to ask questions about what they observed. Hands-on activities will allow students to explore ecosystems by creating mini-terrariums. Finally, students will demonstrate knowledge through group presentations, ensuring that evaluations are embedded throughout the lesson.

Component IV: Post-test and Evidence Analysis

At the conclusion of the unit, a summative assessment (post-test) will be conducted, mirroring the pre-test to evaluate knowledge gains. A comparison graph will illustrate each student’s academic progress from the pre- to post-test, highlighting the effectiveness of instructional strategies employed throughout the unit.

Component V: Reflection and Future Planning

Reflection on the collected assessment data will provide insights into instructional effectiveness and areas for improvement. For the whole class, analyzing student responses will indicate the extent to which learning goals were achieved and identify if any adjustments are necessary for future lessons. For Jill and Tom, assessing the clarity of directions and their achievement levels will inform how I adapt assessments to better meet diverse learning needs.

In conclusion, the task of assessing diverse learners is multifaceted. It requires a deep understanding of each student's background, learning style, and academic needs. By systematically applying assessment strategies and reflecting on their effectiveness, educators can create enriched learning environments that support all students. Continuous professional development in assessment practices will further enhance my skills as an instructor, driving me toward becoming a more effective teacher for diverse student populations.

References

• Black, P. & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice.
• Doyle, W. (1986). Classroom organization and management. In M. C. Wittrock (Ed.), Handbook of Research on Teaching.
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• Hehir, T., & W capo, B. (2010). Improving the Academic Performance of Students with Disabilities: A Guide for Education Leaders.
• Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement.
• Rosenzweig, A. (2012). Assessment of Diverse Learners: A Guide for Educators.
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