Wynena Curley-Cox

MEDT 7476
Assessment Implementation
November 17, 2015

Assessment Implementation
1. The Actual Assessment:
Performance Task Title: Life Science
Grade:

Pre-K and Kindergarten

Subject(s): Living and Non-Living

a. Have the student watch the following link to view a short video about living
and non-living things.
http://www.sesamestreet.org/videos?video=b01e336e-2f99-4528-a71d657a4698bb8a. This give the students a better understanding of living and
non-living things.
b. Students will be able to identify the Living and Non-Living midway through the
unit. They will use the proper definition of living (anything that is or has ever
been alive) and nonliving (anything that is not now nor has ever been alive).
c. Students will be able to create a plan chart of living organisms and nonliving
materials using construction paper and markers. The plan chart will help each
student categories the living organisms from nonliving organism materials.
d. After drawing there plan chart, now each student can start creating their
picture on the iPad and learning how to use Doodle Buddy application.

Steps on Using Doodle Buddy

i.

Look for the Doodle Buddy Icon on the iPad.

ii.

Choose a background theme.

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iii.

Look at your plan chart to draw your living organisms.

iv.

Use picture stamper to create living organisms.

v.

Double check your plan chart and save to iPad.

vi.

Repeat step to draw your non-living materials.

e. After creating two pictures of living and non-living items, ask for help to save
and help with printing.
f. Write name on pictures and share with the class.

2. Measurement Tool

Living and Non-Living Magic Doodle Rubric

Criteria

Did Not Meet the

Requirement

Met the
Requirement

Exceeds the
Requirement

Student
showed effort
in drawing
pictures on
plan chart

1 - Drew only one

living or non-living
item on plan
chart.

2 - Drew both, one

living and one
non-living item on
plan chart.

3 -Drew grew
pictures of more
than two of each,
living and non-living
item on plan chart.

Student show
evidence they
can define
living and nonliving things
Student show
evidence they
are able to use
Doodle Buddy
Application

1 Student
cannot tell the
differences from
living and nonliving things.
1 Student did
not know how to
navigate the
application and
needed teachers
help.
1-Student does
not know how to
operate the iPad
and needed hand
over hand help.

2 Student can
tell two thing about
living or non-living
things.

3 Student can tell

more than four
things about living
and non-living
things.
3 Student does not
need any help using
the application and
complete charts with
very little help.

Student show
evidence they
know how to
operate the
iPad

2 Student
needed little help
navigating the
application.

2- Student needed
little help operating
the iPad.

3- Student has great

iPad skills and
needed no help.

TOTAL:

Scoring:
9 12 points = Exceeds, 4 8 points = Meets, 0 3 points = Does Not Meet

Total

3. One Example of Student/Participant Submission with Teacher Feedback

and Grade

Students Drawing Plan Chart

Students Doodle Buddy Pictures of Living Organism and Non-Living

Materials
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Teacher Feedback and Grade of Students Work

4. Report of Your Findings

During the process and planning of this assignment on Living organisms and NonLiving materials, I wanted to use 8 iPads for this assignment. We only had 3 iPads to
use during this project, it was a longer processes for all the students to get on the iPad.
Another issue we had during the project was the Wi-Fi. The Wi-Fi in our school worked
some days and had very poor connections throughout the project. We had no problem
with printing their pictures off the iPad. The student really enjoyed sharing their printed
work with the class and thought it was pretty cool!
The students worked very well in a small group of three and they were able to ask
the teachers question during the project. I think if we had a group of 8, it would have
been more challenging for the teachers to assist each student. There were a handful of
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students that need a lot of assistances using the iPad, but a few students took the
initiative to show them how to use the iPad. I thought that was great social skill they
were applying during this project. Our student were very tech savvy.
One change we thought of for the Living organism and Non-Living materials unit,
have the students work in pairs. One student can create a living organism picture and
one student can create non-living material picture using a desktop computer and iPads.
This could help with the number of iPads we have to work with in classroom. This was a
very fun project for my class and each student enjoyed the unit on Living organisms and
Non-Living materials.

5. Report of Impact on Student Learning

Scores

9%
36%

912Points
48Points
03Points

55%

8 (36%) students scored between 9 12 points on the rubric

12 (55%) students scored between 4 8 points on the rubric
2 (9%) students scored between 0 - 3 points on the rubric

GirlsandBoysScoringGraph
7
6
5
4
3
2
1
0
912Points

48Points

03Points
Girls

Rubric Points

Boys

Girls

Boys

9 12 Points

4 8 Points

0 3 Points

6. Future Instructional Plans

Carroll County Schools PALS Special Education Teacher, Courtney and I
worked together creating this unit for our Pre-Kindergarten students. Courtney gave
me a lot of ideas and how to improve our Living organism and Non-Living material
unit. She would like to see more visual cues for students that need visual support for
learning. One idea is to implement a step by step visual directions on how to use
the iPad and use a large poster board as a visual support example for the students.
After reviewing the students work and the rubric scoring, we thought of
working with a small group of 6 students and use the library to help the students to
stay focus on their work. We noticed the Wi-Fi connection in the library worked
better and noticed poor Wi-Fi connection in the classroom. Another change was
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having the students create two pictures of Living organisms and Non-Living
materials, it can be a challenge for the students.
Overall, the assessment implementation assignment helped us
understand the assessment more and how it can improve our students learning
approaches. The students really enjoyed working on the iPad and creating their own
picture. We are planning to create a new unit on the Alphabet and continue to use
the Doodle Buddy application. Technology is a great way to improve learning and
another way to help students learn.