Hoover 1

Kelsey Hoover
Margaret Feldman
ED 312
March 27, 2014
Administering and Analyzing the Formal Assessment
On March 17, 2014, I had the opportunity to travel back to Apex Middle School to, yet
again, observe Ms. Jacobs sixth grade language arts classroom. However, instead of viewing an
organized lesson, instructor conduct, and the reactions from the students, I had the pleasure to
watch each student present his/her completed PowToon presentation. I also had the chance to
observe how Ms. Jacobs evaluated her students completion of such an enjoyable and appealing
assessment.
As the students entered the room, I noticed that many were smiling and laughing and I
also overheard one student chatting with another about all the cool features he included in his
PowToon. Just as the two students conversation ended, the bell rung and Ms. Jacobs started the
day. She began to explain how the one hour session would be completed. Each student would
be given roughly two minutes to present his/her PowToon creation. She noted that not every
student would be able to show off his/her presentation during this period for the simple fact of
time constraints however, over the course of the next two days, each PowToon would be shown.
As Ms. Jacobs described the protocol, I carefully scanned the expressions and body language of
the students and sensed as if there was a mutual feeling of apprehension amongst the room. Just
as I noticed the bit of worry, Ms. Jacobs seemed to detect the same mood as well. She quickly
softened her face and relaxed the eager, yet anxious students. Ms. Jacobs proceeded to remind

Hoover 2
them to speak loudly and proudly and to make eye contact. Within a matter of seconds, the
atmosphere was eased and the first presenter was able to begin his presentation, confidently.
Throughout each presentation, Ms. Jacobs was alert, interested, and encouraging. It was
obvious that she not only cared for the knowledge being gained, but also the relationship being
made. Each presenter seemed to positively feed off Ms. Jacobs lively personality and tried very
hard to impress her. I was honored to see firsthand the bonds she and her students had created
and nurtured. During the moments of transition when a new presenter would take the stage, the
other students would applaud the previous presenter and chat amongst themselves about the
awesome and super cool aspects of the novel discussed in the PowToon. The hour period
felt as if it had only lasted ten minutes. Each students presentation was so thoughtful and
appealing, the students and I lost track of time. The level of engagement in Ms. Jacobs sixth
grade classroom was extraordinary. Each student was gaining exciting information about titles
that could be read in the future, Ms. Jacobs was collecting data concerning the effectiveness of
her lessons and teaching style, and I was gaining tons of titles that fascinated middle school
students. In my opinion, all three parties were awarded valuable information in addition to many
laughs and smiles.
As I observed Ms. Jacobs classroom during the PowToon presentations, I carefully
considered the option of altering the method in which she assessed her students. However, I do
not believe that I would change any aspect of the assessment. Each student was developing
public speaking experience and the other students in the audience were learning about interesting
books. Although academic integrity could be an issue when developing the mini-assignments
used to create the PowToon, I feel that it could be overlooked in regards to the PowToon
presentation. Essentially, Ms. Jacobs intention with the PowToon assignment was to give each

Hoover 3
student the opportunity to practice speaking in front of his/her peers. When presenting, the
students do not have the opportunity to consult the internet or cheat off a partner. For the
purpose of the PowToon assignment, I strongly feel that academic integrity is not necessarily an
issue for this method of assessment. Although I do think some modifications can be made in
order to accommodate the students who have an Individualized Education Plan (IEP). Perhaps if
a student has difficulty with presentations, he/she could be granted the option of recording
himself/herself instead of physically standing in front of twenty or more students. He/she would
still be gaining experience of presenting but in a smaller, safer setting.
During each students presentation, Ms. Jacobs would calculate the final score by using a
rubric she created. The students were critiqued in the following areas: Opening and Closing
Statement, Summary, Review, Presentation, and PowToon. Provided below is the rubric that
was used.
Novel PowToon Project Rubric
Opening & Closing
Statement

Summary

Review

Presentation

PowToon

3
The speakers use of
persuasion is
successful.

2
The speakers use of
persuasion is
somewhat
successful.

1
The speakers use of
persuasion is
developing.

Completed all
components of the task;
showed in-depth
understanding of the
novel in detail.
Completed all
components of the task;
showed in-depth
understanding of the
novel in detail.
The speaker uses
effective presentation
skills.

Completed most
components of the task;
showed some
understanding of the
novel and some details.
Completed most
components of the task;
showed some
understanding of the
novel and some details.
The speaker somewhat
uses effective
presentation skills.

Completed some
components of the task;
Developing
understanding of the
novel
Completed some
components of the task;
Developing
understanding of the
novel.
The speakers
presentation skills are
developing.

Graphics and design are

appropriate for the
novel and the product is

Graphics and design are

somewhat
appropriate for the

Graphics and design are

developing.

Hoover 4
free of grammatical
errors.

novel and the product is

free of grammatical
errors.

Points:
15-100

12-88

9-76

14-96

11-84

8-72

13-92

10-80

7- 68

5/6-65

Project Score :_____

I feel that using a rubric was an effective and efficient method of accurately assessing each
students presentation. The criteria did not change from one presentation to another. It was
consistent and provided the students with an explanation describing the score they received. In
my future classroom, I plan to use rubrics as well. I understand that various assessments will
require different grading systems however I believe that even short answer and essay type
questions must have some sort of rubric or key. In my future classroom, I hope to create an
environment that fosters learning in the most reasonable and unbiased way.
After all the PowToon presentations were completed, Ms. Jacobs was able to calculate a
class average grade of 94%. The students in the class period I observed had an assortment of
grades ranging from 80% and 100%. Although there was a variety in scores, I feel that Ms.
Jacobs can advance with her new unit and objectives. Even though certain students lacked in
some areas or missed some criteria on the rubric, the overall grades were good and the objectives
seem to have been met! I am very fortunate to have had the opportunity to observe such a
wonderful classroom setting. I have gained valuable knowledge about teaching philosophies and
strategies, as well as student-teacher relationships. Without a doubt, I am excited to begin my
career and have a positive impact on the lives of my students.