ASSIGNMENT 3: Activity Log

ASSIGNMENT 3: Activity Log

This assignment will provide the candidate with an
opportunity to explore a variety of instructional and assessment practices and
techniques. Begin with an introduction and end with a conclusion.

Important substantive content should not be sacrificed for the
sake of brevity. The activity log will be evaluated on content and writing
style. Outlines and lists are not recommended, except where necessary. In the
case of discussions, students are expected to provide a concise summary of the
most important points or information. Students should follow rules of Standard English
grammar, spelling, and syntax, and adhere to guidelines specified in the APA manual.

 

 Assessment Activities

1. Standardized test analysis: Given an example of
your state’s standardized test scores or using your own students’ test scores,
identify the needs of your students and suggest strategies to improve student
achievement. Follow all confidentiality rules and mandates.

 2.
Pre/posttest data analysis: Design a pre-test and a post-test. Administer the
pre-test to your students. Enter the data in Excel and produce a graph. Analyze
the question topics to see where the deficiencies lie. Plan your lessons
accordingly. Administer the post-test. Enter the data into an Excel worksheet. Compare
the pre and post-test data by producing a graph including both pre and
post-test data. Write a short analysis stating where you were successful in
teaching the topics and where students need support and re-teaching. Suggest
strategies to improve student achievement.

3. Select a specific student population (e.g. gifted,
learning disabled, ESL). Identify a unit of study (content), and describe how
you will differentiate the curriculum as well as the alternative performance
assessment strategies that you will use for this student population.

 4. Write five
S.M.A.R.T. objectives and identify the corresponding state standards. Analyze
and identify each objective in terms of the level of Bloom’s Taxonomy. Then,
write 2 test items for each objective addressing the identified level of
Bloom’s Taxonomy. For example, an objective written on the “analysis”
level of Bloom’s Taxonomy must include two test items that speak to that
particular level.

5. Describe how each of the following can be used
effectively in instruction and assessment:

 a. Use of
Technology

 b. Use of
Questioning

 c. Use of
Cooperative learning

d. Use of Rubrics

 e. Use of
Standards and Benchmarks

 f. Use of
Reflective Practices

g. Understanding of ESOL Students

 h. Understanding
of Diversity

 i. Understanding
of Students with Special Needs

j. Understanding of FCAT expectations

 

 

 

Rubics:

Standardized Test Analysis: K-12 students’ needs clearly
identified and 4 effective strategies provided

Pre/Postest Data Analysis: Included data analysis of
Pre/Post test results with graphic display of the data.

 

Differentiation/ Alternative Performance Assessment:  Included 4 differentiation techniques highly
applicable and well defined.

 

S.M.A.R.T Objectives and Bloom’s Taxonomy:  6 or more objectives that align with Bloom’s Taxonomy.
Test items correspond to objectives and Bloom’s Taxonomy levels.

 

Effective Instruction and Assessment:  Defined each approach and described howe ach
could be used effectively in instruction/assessment.

 

Written paper: APA format with no grammatical/APA errors

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