Paula Wyatt

1. The Actual Assessment

Student name(s): ___________________________________
Assignment: The Three Branches of the U.S. Government
Day One
We are continuing our study of the Three Branches of Government. Today, working with your partner,
you will complete this worksheet using both your notes from class and your textbook. Please label the
three branches of government and include a responsibility of each. You will use this information to
create your infographic using Piktochart. Remember to include the names of the Legislative Branch.
When you finish this worksheet, draw a practice infographic on construction paper. Tomorrow, we
will use the classroom laptops and create our infographics.

Name: ___________________________________________

Three Branches of Government

_________________________

_________________________

________________________

_________________________

_________________________

________________________

_________________________

_________________________

________________________

_________________________

_________________________

________________________

Legislative Branch

_________________________

_________________________

________________________

Here is an example of two students Infographic on construction paper.

Day Two
Using the criteria on the rubric provided as your guide, and your worksheet from yesterday (Day
One), create your infographic using Piktochart. Remember to include a photo that represents each
branch in addition to the required researched information. You may decorate your infographic any
way you like.

Student Name:

Sam LeFiles

Login ID: slf21@gmail.com

Password: (password)

Each student was given a copy of their

account information on an index card to
log into Piktochart. These cards are kept
by Mrs. Merritt and distributed when
needed.

Day Three
Students shared their infographics in class with their classmates. The class did an excellent job
presenting their infographics.
2. The Measurement Tool Rubric
Infographic:
Three Branches of Government
Meets Expectations
3 pts

Approaching Expectations
2 pts

Below Expectations
1 pt

Accuracy

The students were accurate with

their depiction of the three
branches of government and a
responsibility of each.

The students were accurate

with their depictions; however,
they left off branches and/or
their responsibility.

The student was

inaccurate with their
depiction of the three
branches of
government and a
different
responsibility
of each.

Creativity

The student's infographic

portrayed a clear analogy of the
different branches of government
and was visually appealing in
regard to design and color.

The student 's infographic

portrayed an accurate
analogy of the different
branches of government and
was
somewhat appealing in choice
of design and color.

The student put little

thought into
portraying an
accurate analogy of
the different
branches of
government and into
their choice of design
and color.

Cooperation

Students worked cooperatively

with each other to complete the
assignment without the need for
teacher intervention.

Students worked
cooperatively with each other
to complete the assignment,
but required teacher
intervention at times.
Quality of the product was not
affected.

Students worked
fairly cooperatively
with each other to
complete the
assignment, but
required teacher
intervention multiple
times. Quality of the
product was affected
by lack of
cooperation.

The presentation was

somewhat clear and
explained the topic briefly.

The presentation
was not clear and did
not explain the topic
in detail.

Presentation The presentation was clear and

explained the project in detail.

TOTAL POINTS:
_____out of _____

Students Names: _________________________

Teacher Comments:
________________________________________________________________________________
________________________________________________________________________________
3. One Example of Student/Participant Submission with Teacher Feedback and Grade

4. Report of Your Findings

Explain what worked well or did not work well with the assessment implementation.
As I stated in my discussion, I did not encounter any major challenges in implementing the
assessment plan with this class. I only encountered a few minor glitches. Communicating through
email and meeting with the teacher during her planning was relatively easy to do. We met prior to
implementing the plan so she could give me feedback on any changes she thought were needed. We
tweaked the rubric slightly at this time. Implementing my assessment plan with this class went well.
The students enjoyed using the laptops and really liked using Piktochart. They have previously
created infographics using this website in the computer lab with the computer lab teacher so they
knew how to create an infographic. They really enjoyed sharing and presenting their oral projects. All
in all, the assessment plan was a huge success with no major challenges.
Were the students/participants able to complete the work as directed or did they need
clarification on anything?
The students worked well throughout this implementation. They have created infographics using
Piktochart before so they were all familiar with this resource. They also have experience with using
websites such as Creative Commons to obtain, copy and paste copyright free images so locating the
images for their infographic was not difficult for them. Overall, they required very little clarification or
explanations.
Did you get the types of responses or performances you expected?
I have co-taught lessons in this classroom before with these students so their success did not
surprise me or their teacher. They are a great class; well-behaved and eager to learn. They enjoy
using technology and learning how to use new tools and resources. Some of the infographics were
perhaps overly colorful (busy backgrounds), but they are 3rd graders and this is to be expected.
Both Mrs. Merritt and I were very pleased with their performance and their final projects.
What should be done to improve the assessment the next time it is implemented?
In the past, Mrs. Merritt has both assigned student groups and allowed her students to select their
own partner(s). She has found with this class that they benefit from a shared purpose and work well
when placed in groups. She has a few shy students and often creates her groups with these students
in mind so that they feel connected, engaged, and included. We discussed this during our initial
meeting and we decided that for this assessment, we would allow the students to choose their own
partners. While this did not cause any major behavior issues (talking, socializing), we did have to
remind them to stay on task a few times. In addition, we plan to do a mini-lesson with the class to
discuss busy backgrounds on assignments (PowerPoints, infographics, etc.) and how they can
become distracting and absorb the information being presented.

5. Report of Impact on Student Learning

A. Chart of Whole Group

There are 24 students in this class and the chart above reflects the gender and the students grades
on this assessment. There are 10 males and 14 females. Two students, one male and one female,
made an 83 on the assessment; two females made a 92 and one male made a 92. The remaining
students all made 100s. The average score was a 96.

B. Chart of Grade by Gender

The above graph reflects the grade percentages by gender. The blue section of the graph illustrates
the eleven female students who made a 100 on the assessment; this equals approximately 79% of
the scores among the females. 14% of the females, or two students, made a 92 which is reflected by
the maroon section. The remaining female student in the class scored an 83 which is reflected in the
green section. Eight males, or 80% of the males in the class, scored a 100. One male or 10% of the
males in the class made a 92 with the same percentage/number of males making an 83. Since the
two students with reading disabilities faced no challenges with this assessment, they both made
100s, their scores are included in the graph above. Both students were allowed a little extra time to
complete the assignment during the afternoon intervention block. In addition, no analysis on the
students with math disabilities is included because this assessment contained no math components.

6. Future Instructional Plans

Work with the person you are coaching to review the data analysis and interpretation. Ask the
person you are coaching what should be planned for future instruction. Then write a brief
report of the future instructional plans. The following question must be answered as a part of
the report.
What should be done to revise instruction based on areas where students/participants did not
perform well?
Mrs. Merritt and I met following implementation of this assessment. We were both very pleased with
the students success. One thing we noted was the time needed to complete the initial worksheet and
infographic prior to creating the infographic using Piktochart. While the class was allowed to use their
notes as well as their textbooks, and we both felt they were able to locate the information they
needed, time was a minor issue. We allowed them one 45 minute class period to complete the
worksheet and draw their infographic on construction paper. We both sensed that some students felt
a little rushed finishing their infographic on paper and an additional fifteen minutes would have been
helpful.
We also discussed the oral presentations. Neither of us thought to notify the computer lab teacher,
Mrs. Donna, prior to the presentations. Mrs. Donna is responsible for the weekly GEAR Wrap-Up
news program. The weekly program showcases exciting events, news and class projects at the
school. It is produced by several 5th grade students who film, edit and broadcast the program on
Friday mornings. Often, class projects, field trips, special guests, etc. are included in the program.
Both of us stated that we would have loved to have the news crew film the oral presentations so that
a segment could have been included in the news program for the week.
Finally, as previously mentioned, the students would benefit from a lesson on using busy
backgrounds on all assignments (PowerPoints, infographics, etc.) and how they can become
distracting and absorb the information being presented. We both agree that the class enjoys using
technology resources such as Pikochart and hope to co-teach again in the near future using it as well
as other online resources.

Client Name: Mrs. Hannah Merritt

Place of Employment: GEAR Gifted Education with Academic Rigor
Email address: hboyd@colquitt.k12.ga.us