Sherika Ray

October 25, 2016

MEDT 7476

Assessment Plan

Client Information:

Clients Name: Eric Schirmer

Clients Organization: Wesley International Academy
Clients Email Address: Eric.Schirmer@wesleyacademy.org

Performance Task Title: Digital Multimedia Memorials

Grade Level: 6th Grade

Designer: Sherika Ray

Performance Task Annotation- Students will create digital memorials for

individuals impacted by WW2.

Subject(s): Individuals and Societies (Social Studies)

Rubric

Title- Digital Multimedia Memorial Project Rubric

Rubric Description- Students will work together (groups of three or four) to use
the Internet as well as databases such as Galileo to research victims that were
impacted by WW2. Students will choose a victim to commemorate and create a
digital multimedia memorial. Students multimedia memorials must include the
victims name, where they were from, information about them and their family
members, and how they were impacted by WW2. Students may choose to write
poems, build a website, create YouTube videos, act our skits, write songs or raps, or
write a short story about the victim, etc however it must be displayed digitally and
include some type of multimedia tool.

Rubric or Other Performance Evaluation Tool (INSERT THE ACTUAL

RUBRIC)
 Digital Multimedia Memorial Project Rubric

8-7 6-5 4-3 2-1

Content Covers topic in- Includes Includes Content is
depth with details essential essential minimal OR there
and examples. knowledge about information are several factual
Subject the topic. Subject about the topic errors.
knowledge is knowledge but there are 1-
excellent. Draws appears to be 2 factual
connections to good. errors.
real-word issues
and personal life.
Attractiveness Makes excellent Makes good use Makes use of Use of font, color,
use of font, color, of font, color, font, color, graphics, effects
graphics, effects, graphics, effects, graphics, etc. but these
etc. to enhance etc. to enhance to effects, etc. but often distract
the presentation. presentation. occasionally from the
Easy to read and Fairly easy to these detract presentation
navigate. read and from the content. Very
navigate. presentation hard to read and
content. navigate.
Mechanics No misspellings Three or fewer Four More than 4
or grammatical misspellings misspellings errors in spelling
errors. and/or and/or or grammar.
mechanical grammatical
errors. errors.
Organization Content is well Uses headings or Content is There was no
organized using bulleted lists to logically clear or logical
headings or organize, but the organized for organizational
bulleted lists to overall the most part. structure, just lots
group related organization of of facts.
material. topics appears
flawed.
Oral Interesting, well Relatively Delivery not Delivery not
Presentation rehearsed with interesting, smooth, but smooth and
smooth delivery rehearsed with a able to hold audience attention
that holds fairly smooth audience lost.
audience delivery that attention most
attention. All usually holds of the time.
members of the audience
group help with attention. Most
presentation. members of the
group help with
presentation.
One Example of Student/Participant Submission with Teacher Feedback and
Grade- File Attachment
Report of Your Findings

Explain what worked well or did not work well with the assessment
implementation.

Students loved that they had creative control over what they produced. They were excited
that they were able to choose the tools they liked to show their knowledge. What also
seemed to work well was the ability to work in groups to ask others questions or bounce
ideas off others as far as what the end product should look and sound like. Also, working
in groups allowed the students to divide the work.

One thing that did not work well was having so many different submissions and not
having a clear plan for documenting which groups was turning in what and to where. For
example, some students submitted posters, links to websites or videos; others created
Power Points or Prezi. It would of been much more organized had I documented which
groups were turning in what type of product and designated a specific place and time to
do so by using a specific email address only for submissions or creating a Dropbox.

Were the students/participants able to complete the work as directed or did they
need clarification on anything?
Some students needed more clarification than others. Students who were familiar with
technology and have access to it at home were quick to choose how they wanted to show
what they knew. Students who were not as familiar with computers or using the Internet
struggled a little in the beginning, however the use of groups benefited everyone because
it allowed students to have someone to rely on or ask questions or make suggestions.

Did you get the types of responses or performances you expected?

Yes, majority of our students come from a home in which they had access to technology
and most teachers, even connections teachers assign projects in which they must use
some type of multimedia tool to display their learning. In speaking with the lead teacher
some students took the project really seriously and went over and beyond and created
some creative unique memorials, others did the bare minimum and did not delve into the
project as much as Id hoped.

What should be done to improve the assessment the next time it is implemented?
1. A student checklist for students to help organize their thinking and list the steps
needed for completing a successful project.

2. Document that outlines when, where, and how to submit and name projects.
Report of Impact on Student Learning

After the assessment has been implemented, conduct an analysis of the data.

First provide an analysis for the whole group of students. Create a table or graph or
another pictorial display that shows the information.

18

16

14

12

10
Boys
8 Girls

0
2nd Period Students

Types of Learners

Gifted
28%

IEP
56%
ESOL
5% 504
11%
Next provide an analysis for subgroups of students. For example, you may analyze data
for males and females. Refer to the description of learners provided in your Assessment
Plan. You should analyze data according to the characteristics you described. For
example, if 15% of the students are Speakers of Other Languages, you should prepare an
analysis for that subgroup of students. Provide descriptive statistics such as means or
percentages. Write a brief narrative to explain the interpretation of the data for (a) the
whole group and (b) the subgroups.
(a) 2nd period is a very diverse group of students with various types of learners and
learning styles. Our classes are usually single gender, however due to funding and
federal laws some classes are co-ed as some students require a Para-professionals
or co-teacher to assist with learning so they are placed in classes together
regardless of gender in order to meet the state laws and federal laws and to make
sure all students are receiving accommodations. Second period has 24 students, 8
boys and 16 girls.

(b) Second period includes:

5-Gifted Students- we do not offer a gifted program in Science and Social
Studies so these students are mixed in with everyone. These students
typically work really quickly and require more in depth critical thinking
work. These students usually go over and beyond and were typically the
leaders of their groups and offered assistance to anyone struggling.
10-IEP Students- IEP stands for Individual Education Plan, students had
to be evaluated and placed in the SST program for documentation for 12
or more weeks. If students continue to struggle they are tested to figure
out what their learning decencies are and given an IEP which includes
accommodations such as extended time, frequent breaks, repeating
instructions in multiple forms, etc. These students require the content to
be taught in multiple ways. This project worked to suit them and their
needs because they were allowed to choose how they present what they
learned. Some opted to create posters, other decided to draw pictures, and
some created PowerPoints.
2 -504 students- A 504 is given to any student who has a medical or
health condition that could potentially impact their ability to learn. One
student had surgery on her knee, and the other has a medical condition in
which it causes her to miss a lot of days of school. However, both
students were present and able to get their work completed.
1 -ESOL Student- 2nd period includes one ESOL student in which he was
born in the United States, however his parents speak Spanish and so it
was his first language. He speaks and writes in English very well. He
does not speak in Spanish at all but he can understand it. His caseworker
says that he is very high functioning, however does not take the ESOL
test seriously and thus he is still in the program simply because he has not
passed the test to test out of the program. He receives very little
accommodations because he works hard and he is very high functioning.
His project was very well put together and he received a good grade on it.
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?

1. We concluded that students who did not perform well on this task was due to the
groups inability to manage their time in an appropriate manner. We discussed that it
might have been beneficial to create a student checklist that outlined the steps necessary
for completing this project. Adding deadlines before the final project was to be turned in
would have also helped students to stay on track and better manage their time. The last
thing we disused was having a check in point, or required teacher signature for each task
completed.
Example of Student Checklist
Monday

________ Group of 3-4 students

Group Members: _______________________________________

________What multimedia tool will you be using _________________________

Teacher Signature______________________________________
Tuesday

________ Create a plan, who is responsible for doing what?

Group Member 1: _____________________________________

Group Member 2: _____________________________________

Group Member 3: _____________________________________

Group Member 4: _____________________________________

Teacher Signature: ___________________________________

________ Begin working

Wednesday

________ Work Day

Thursday

________ Work Day

_______ Finish Project/ Technology Check

_______ Practice Presentation

Teacher Signature: ____________________________

Friday
_______ Group Presentation

2. Technology Check and Submissions- Several groups created projects in which they
required USB ports, Internet, or emails, or and the Promethean board to be functioning
properly. The head teacher and I discussed having a technology check day in which
students could test out their projects before it was actually time to present. Also some
students submitted files that were saved in formats that were not compatible with the
technology at our school. So a file naming and saving protocol would have been very
helpful to ensure that all projects were compatible wit the schools applications and it
would of assisted the teacher in finding and grading projects.

File Name Protocol: No spaces, only underscores (__), All Caps

1. Class period number

2. First and Last Initial of all group members

Example: 4_AB_SH_CM

Saving Protocol:
1. Click File
2. Save As
3. Name the file using the File Name Protocol
4. Scroll down to format,
5. For a Power Point be sure to use PowerPoint 97-2004 Presentation (.ppt) or for a
word document use Microsoft Word 97-2004 Document (.doc)