Assignment Prompt & Instructions
How to complete a formative assessment with a rubric.
– ## SPED7720_21_AssessmentPortfolio_Revised_Sum20231.docx
**## SPED7720_21_AssessmentPortfolio_Revised_Sum20231.docx**
**SPED 7720 & 7721: Assessment Portfolio Template**
**Your Name: _________________________ Date: ____________**
**Program: M.A.T or M.Ed.: ___________________________**
***Be sure to attach the following in one PDF file:**
·
**Copy of the formative assessment with scoring criteria**
·
**Copy of the grading tool you created**
·
**Marked copies of the student’s work that reflect your evaluation and student feedback**
**Part A: Formative Assessment Report**(write information under the headers below)
_Basic information about the instrument (name, author, date, publisher, cost)_
_Purpose and intended population/setting of the instrument_
_Psychometric properties if available/applicable_
_Validity and Reliability of the instrument_
_Strategies for involving students, parents, and colleagues in the assessment process_
_Advantages and disadvantages of the instrument_
_Which concepts or domains does the assessment address?_
_What provisions (e.g., in terms of time and circumstances, tasks), if any, did you make on the assessment for individuals who have particular learning differences or needs?_
_What were the scoring criteria you used?_
**Part B: Description of your Learner**
_Description of your learner (include the following: initials for the student name, age, grade, setting, current level of the student, IEP goals, strengths, and challenges)_
_Does the learner require accommodations for testing? Why or why not?_
_How will you implement those accommodations?_
**Part C: Reflection on what you Learned about the Student from Evaluating their Performance** (Use specific examples from the student's work to illustrate your points; use the headers below)
_Synthesis of the learner’s current levels of performance regarding the knowledge and skills on the assessment_
_What the learner still needs to learn about the subject area_
_Next steps for the learner, based on the assessment results and why_
_What, if anything, would you do to improve the assessment instruments?_
**Part D: Description of Ways in which You Involved Students in the Assessment:**
_Were students involved in the assessment?_
_Discuss opportunities for self-determination, self-monitoring, and reinforcement._
_How did you communicate the information you learned through the assessment to the students?_
_What did they do with the information?_
**Part E: Discussion of how you Minimized Bias within your Self-Assessment Process.**
**Part F: Description of your Communication Plan -**(Describe how you plan to communicate and involve test results to the student’s parents or guardians, colleagues, as well as the student being tested.)
**SPED 7720 & 7721: Assessment Portfolio Rubric**
| | | | | |
| — | — | — | — | — |
| | **Level 1**<br>**Unacceptable**<br>**Does not or inconsistently meet standards** | **Level 2**<br>**Developing**<br>**Meets minimum standards** | **Level 3**<br>**Proficient**<br>**Consistently meets standards** | **Level 4**<br>**Exemplary**<br>**Consistently exceeds standards** |
| **Attachments:**<br>**1 – Copy of the formative assessment with scoring criteria**<br>**2 – Copy of the grading tool you created**<br>**3 – Marked copies of the student’s work that reflect your evaluation and student feedback** | The candidate is missing pieces with multiple attachments. They may or may not be in one PDF file. | The candidate is missing pieces of the attachments. They may or may not be in one PDF file. | The candidate includes all attachments in their entirety in several files. | The candidate includes all attachments in their entirety in 1 PDF file. |
| **Formative Assessment** | The candidate used an assessment that may or may not include all relevant information for decision-making. | The candidate used one formative assessment that included relevant information for adequate decision-making. All information regarding the assessment from the directions is included. | The candidate used one formative assessment that included relevant information for good decision-making. All information regarding the assessment from the directions is included and is adequately discussed. | The candidate used one formative assessment that included relevant information for excellent decision-making. All information regarding the assessment from the directions is included and is comprehensive. |
| **Clear Criteria** | The criteria for assessment are not clear and limited feedback may make it difficult to establish goals for learning | The candidate provides clear criteria for assessment and provides some feedback that helps establish goals for learning. | The candidate provides clear criteria for assessment that provide feedback that addresses the instructional criteria. | The candidate provides clear criteria for assessment that allow for clear feedback to address the criteria and helps establish goals for learning. |
| **Learner Differences** | The assessment does not take a range of learners with different approaches to learning into account. There is an accommodation of the specific needs of the learner. | The candidate vaguely describes their learner in detail and includes how they provided accommodations for the learner and may include accommodations of the learner. | The candidate briefly describes their learner and includes how they provided accommodations for the learner and includes implementation that accommodates any specific needs of the learner. | The candidate describes their learner in detail and includes how they provided accommodations for the learner and includes implementation that accommodates any specific needs of the learner. |
| **Marked Feedback on Assessment** | The feedback on the assessment is vague or lacking. | The feedback on the assessment is general. Mostly check marks and Xs with little feedback. | The feedback on the assessment is adequate so that the learner can adequately understand their strengths within the assessment, as well as opportunities to improve. | The feedback on the assessment is comprehensive so that the learner can understand their strengths within the assessment, as well as opportunities to improve. |
| **Reflection of Assessment Analysis** | The candidate's evaluation of student work is not entirely accurate, and no specific examples of student work are used that illustrate these conclusions. | The candidate evaluates student work and uses the information to develop concrete conclusions about the effectiveness of the teaching. | The candidate evaluates student work and uses the information to develop concrete conclusions about the learner’s knowledge. Specific examples of student work are used to illustrate these conclusions. | The candidate evaluates student work, and uses the information to develop concrete conclusions about learner knowledge. All parts of the reflection are addressed with specific examples. |
| **Self-Assessment**<br>**_(including) self-determination, self-monitoring, and reinforcement_** | The candidate does not provide the learner with opportunities to self-assess.<br>Nor, is feedback given improve their knowledge or skills. | The candidate provides the learner with opportunities to self-assess.<br>OR<br>The candidate provides the learner with feedback in order to improve their knowledge or skills.<br>AND/OR<br>Descriptions of self-determination, self-monitoring, and reinforcement are included. | The candidate provides the learner with opportunities to self-assess.<br>AND/OR<br>The candidate provides the learner with feedback in order to improve their knowledge or skills.<br>AND/OR<br>Descriptions of self-determination, self-monitoring, and reinforcement are included. | The candidate provides the learner with opportunities to self-assess.<br>AND<br>The candidate provides the learner with feedback in order to improve their knowledge or skills.<br>AND<br>Descriptions of self-determination, self-monitoring, and reinforcement are included. |
| **Minimize Bias** | The candidate either does not understand bias in assessment and/or did not demonstrate how he/she minimized bias. | The candidate vaguely demonstrates an understanding of the concept of bias in assessments and explains in detail how they minimized bias within this project. | The candidate demonstrates an understanding of the concept of bias in assessments and explains in detail how they minimized bias within this project. | The candidate clearly demonstrates an understanding of the concept of bias in assessments and explains in detail how they minimized bias within this project. |
| **Communication Plan** | The candidate either vaguely describes the communication plan or does not describe it at all. | The candidate vaguely describes their communication plan for explaining the results of the assessment to the learner and their family. | The candidate describes their communication plan for explaining the results of the assessment to the learner and their family. | The candidate clearly describes their communication plan for explaining the results of the assessment to the learner and their family. |
| **Content** | The content lacks a clear point of view, is not on topic, and lacks logical sequence. | The content is vague in conveying a point of view, does not stay on topic, and does not create a strong sense of purpose. | The content reflects a fairly logical progression of ideas and creates a strong sense of purpose. | The content is written clearly and concisely, with a very logical progression of ideas. |
| **Writing Style / Grammar / APA** | Errors in spelling, capitalization, punctuation, usage, and grammar repeatedly distract the reader, and major revision is needed.<br>Style reads like a casual chat with friends, not professional<br>APA style and mechanics for referencing used incorrectly or missing | Spelling, punctuation, and grammar errors distract or impair readability.<br>The style of the paper is loose, almost casual, and not professional.<br>APA style and mechanics for referencing used with many mistakes | The paper is clearly written with less than 4 errors in grammar, punctuation, and spelling.<br>The style of the paper is clear, clean, and readable, and professional.<br>APA style and mechanics for referencing are used mostly correctly. | The paper is written with less than 2 errors in grammar, capitalization, punctuation, and spelling.<br>The style of the paper is professional. The candidate paid attention to what was said as well as how it was said.<br>APA style and mechanics for referencing used correctly. |
**## SPED7720_21_AssessmentPortfolio_Revised_Sum20231.docx**
**SPED 7720 & 7721: Assessment Portfolio Template**
**Your Name: _________________________ Date: ____________**
**Program: M.A.T or M.Ed.: ___________________________**
***Be sure to attach the following in one PDF file:**
·
**Copy of the formative assessment with scoring criteria**
·
**Copy of the grading tool you created**
·
**Marked copies of the student’s work that reflect your evaluation and student feedback**
**Part A: Formative Assessment Report**(write information under the headers below)
_Basic information about the instrument (name, author, date, publisher, cost)_
_Purpose and intended population/setting of the instrument_
_Psychometric properties if available/applicable_
_Validity and Reliability of the instrument_
_Strategies for involving students, parents, and colleagues in the assessment process_
_Advantages and disadvantages of the instrument_
_Which concepts or domains does the assessment address?_
_What provisions (e.g., in terms of time and circumstances, tasks), if any, did you make on the assessment for individuals who have particular learning differences or needs?_
_What were the scoring criteria you used?_
**Part B: Description of your Learner**
_Description of your learner (include the following: initials for the student name, age, grade, setting, current level of the student, IEP goals, strengths, and challenges)_
_Does the learner require accommodations for testing? Why or why not?_
_How will you implement those accommodations?_
**Part C: Reflection on what you Learned about the Student from Evaluating their Performance** (Use specific examples from the student's work to illustrate your points; use the headers below)
_Synthesis of the learner’s current levels of performance regarding the knowledge and skills on the assessment_
_What the learner still needs to learn about the subject area_
_Next steps for the learner, based on the assessment results and why_
_What, if anything, would you do to improve the assessment instruments?_
**Part D: Description of Ways in which You Involved Students in the Assessment:**
_Were students involved in the assessment?_
_Discuss opportunities for self-determination, self-monitoring, and reinforcement._
_How did you communicate the information you learned through the assessment to the students?_
_What did they do with the information?_
**Part E: Discussion of how you Minimized Bias within your Self-Assessment Process.**
**Part F: Description of your Communication Plan -**(Describe how you plan to communicate and involve test results to the student’s parents or guardians, colleagues, as well as the student being tested.)
**SPED 7720 & 7721: Assessment Portfolio Rubric**
| | | | | |
| — | — | — | — | — |
| | **Level 1**<br>**Unacceptable**<br>**Does not or inconsistently meet standards** | **Level 2**<br>**Developing**<br>**Meets minimum standards** | **Level 3**<br>**Proficient**<br>**Consistently meets standards** | **Level 4**<br>**Exemplary**<br>**Consistently exceeds standards** |
| **Attachments:**<br>**1 – Copy of the formative assessment with scoring criteria**<br>**2 – Copy of the grading tool you created**<br>**3 – Marked copies of the student’s work that reflect your evaluation and student feedback** | The candidate is missing pieces with multiple attachments. They may or may not be in one PDF file. | The candidate is missing pieces of the attachments. They may or may not be in one PDF file. | The candidate includes all attachments in their entirety in several files. | The candidate includes all attachments in their entirety in 1 PDF file. |
| **Formative Assessment** | The candidate used an assessment that may or may not include all relevant information for decision-making. | The candidate used one formative assessment that included relevant information for adequate decision-making. All information regarding the assessment from the directions is included. | The candidate used one formative assessment that included relevant information for good decision-making. All information regarding the assessment from the directions is included and is adequately discussed. | The candidate used one formative assessment that included relevant information for excellent decision-making. All information regarding the assessment from the directions is included and is comprehensive. |
| **Clear Criteria** | The criteria for assessment are not clear and limited feedback may make it difficult to establish goals for learning | The candidate provides clear criteria for assessment and provides some feedback that helps establish goals for learning. | The candidate provides clear criteria for assessment that provide feedback that addresses the instructional criteria. | The candidate provides clear criteria for assessment that allow for clear feedback to address the criteria and helps establish goals for learning. |
| **Learner Differences** | The assessment does not take a range of learners with different approaches to learning into account. There is an accommodation of the specific needs of the learner. | The candidate vaguely describes their learner in detail and includes how they provided accommodations for the learner and may include accommodations of the learner. | The candidate briefly describes their learner and includes how they provided accommodations for the learner and includes implementation that accommodates any specific needs of the learner. | The candidate describes their learner in detail and includes how they provided accommodations for the learner and includes implementation that accommodates any specific needs of the learner. |
| **Marked Feedback on Assessment** | The feedback on the assessment is vague or lacking. | The feedback on the assessment is general. Mostly check marks and Xs with little feedback. | The feedback on the assessment is adequate so that the learner can adequately understand their strengths within the assessment, as well as opportunities to improve. | The feedback on the assessment is comprehensive so that the learner can understand their strengths within the assessment, as well as opportunities to improve. |
| **Reflection of Assessment Analysis** | The candidate's evaluation of student work is not entirely accurate, and no specific examples of student work are used that illustrate these conclusions. | The candidate evaluates student work and uses the information to develop concrete conclusions about the effectiveness of the teaching. | The candidate evaluates student work and uses the information to develop concrete conclusions about the learner’s knowledge. Specific examples of student work are used to illustrate these conclusions. | The candidate evaluates student work, and uses the information to develop concrete conclusions about learner knowledge. All parts of the reflection are addressed with specific examples. |
| **Self-Assessment**<br>**_(including) self-determination, self-monitoring, and reinforcement_** | The candidate does not provide the learner with opportunities to self-assess.<br>Nor, is feedback given improve their knowledge or skills. | The candidate provides the learner with opportunities to self-assess.<br>OR<br>The candidate provides the learner with feedback in order to improve their knowledge or skills.<br>AND/OR<br>Descriptions of self-determination, self-monitoring, and reinforcement are included. | The candidate provides the learner with opportunities to self-assess.<br>AND/OR<br>The candidate provides the learner with feedback in order to improve their knowledge or skills.<br>AND/OR<br>Descriptions of self-determination, self-monitoring, and reinforcement are included. | The candidate provides the learner with opportunities to self-assess.<br>AND<br>The candidate provides the learner with feedback in order to improve their knowledge or skills.<br>AND<br>Descriptions of self-determination, self-monitoring, and reinforcement are included. |
| **Minimize Bias** | The candidate either does not understand bias in assessment and/or did not demonstrate how he/she minimized bias. | The candidate vaguely demonstrates an understanding of the concept of bias in assessments and explains in detail how they minimized bias within this project. | The candidate demonstrates an understanding of the concept of bias in assessments and explains in detail how they minimized bias within this project. | The candidate clearly demonstrates an understanding of the concept of bias in assessments and explains in detail how they minimized bias within this project. |
| **Communication Plan** | The candidate either vaguely describes the communication plan or does not describe it at all. | The candidate vaguely describes their communication plan for explaining the results of the assessment to the learner and their family. | The candidate describes their communication plan for explaining the results of the assessment to the learner and their family. | The candidate clearly describes their communication plan for explaining the results of the assessment to the learner and their family. |
| **Content** | The content lacks a clear point of view, is not on topic, and lacks logical sequence. | The content is vague in conveying a point of view, does not stay on topic, and does not create a strong sense of purpose. | The content reflects a fairly logical progression of ideas and creates a strong sense of purpose. | The content is written clearly and concisely, with a very logical progression of ideas. |
| **Writing Style / Grammar / APA** | Errors in spelling, capitalization, punctuation, usage, and grammar repeatedly distract the reader, and major revision is needed.<br>Style reads like a casual chat with friends, not professional<br>APA style and mechanics for referencing used incorrectly or missing | Spelling, punctuation, and grammar errors distract or impair readability.<br>The style of the paper is loose, almost casual, and not professional.<br>APA style and mechanics for referencing used with many mistakes | The paper is clearly written with less than 4 errors in grammar, punctuation, and spelling.<br>The style of the paper is clear, clean, and readable, and professional.<br>APA style and mechanics for referencing are used mostly correctly. | The paper is written with less than 2 errors in grammar, capitalization, punctuation, and spelling.<br>The style of the paper is professional. The candidate paid attention to what was said as well as how it was said.<br>APA style and mechanics for referencing used correctly. |