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CalTPA–Assessing Learning Task ID #00000000

Before beginning this task, read the complete directions provided in the CalTPA Candidate Handbook.

Step 1: Assessment Selection and Planning for the Whole Class


Directions
To plan classroom assessment, a teacher determines his or her current point within the instructional sequence of a
unit of study and identifies the student academic learning goals to measure.
“Ideally, assessment and instruction are linked inextricably within any curriculum. The key to
using assessment effectively and efficiently in a program of instruction is to recognize above all
that different types of assessment tools must be used for different purposes.” (Reading/Language
Arts Framework for California Public Schools, 1999, page 215)
Select one class, a content area, and a unit of study to work with as you complete this performance task. Respond to
the prompts below about the unit of study and its assessment.

A. Academic Content Selection


Grade Level: 11-12
Content Area: Chemistry
Subject Matter: Matter

1. List the state-adopted academic content standards or state-adopted framework you will cover
in this unit.
(SEP) Constructing Explanations and Designing Solutions
Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses
to explanations and designs that are supported by multiple and independent student-generated sources
of evidence consistent with scientific ideas, principles, and theories.
 Apply scientific principles and evidence to provide an explanation of phenomena and solve
design problems, taking into account possible unanticipated effects.
 Refine a solution to a complex real-world problem, based on scientific knowledge, student-
generated sources of evidence, prioritized criteria, and tradeoff considerations.
(CCC) Stability and Change
 Much of science deals with constructing explanations of how things change and how they remain
stable.
(DCI) PS1.A: Structure and Properties of Matter
 Each pure substance has characteristic physical and chemical properties (for any bulk quantity
under given conditions) that can be used to identify it.
PS1.B: Chemical Reactions
 Substances react chemically in characteristic ways. In a chemical process, the atoms that make up
the original substances are regrouped into different molecules, and these new substances have
different properties from those of the reactants.
 The changes of state that occur with variations in temperature or pressure can be described and
predicted using these models of matter.

2. Describe the unit of study that addresses those standards.


This unit is an introduction to matter. This unit will be 20 days long with 56-minute class periods. The
5E Learning Cycle will be gone through three times. The first 5E cycle is used to access prior
knowledge about the properties and changes that make up and describe matter. This cycle will be
short since it is just a refreshment of the knowledge learned in middle school. It will start with a KWL
chart so that I can assess what they remember from middle school. It will then allow students to
explore how matter changes chemically and physically while having them explain these changes with

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chemical and physical properties. This exploration will also touch on the three states of matter: solid,
liquid, and gas. A short explanation will clear up misconceptions and review the material. Students
will elaborate on their knowledge by performing mixture separation labs and then making a CER
poster to apply the knowledge they gain. The second 5E cycle is an investigation into atomic
substructure. It will begin with a student engagement activity about differences in elemental
reactivity. Then, it will move on to an exploration of several characteristics that define elements using
a station rotation. Next, the reasons behind why elements are different from each other will be
explained by diving into atomic substructures. Students will then apply what they’ve learned by
creating a model of the currently accepted atomic theory while making a timeline of the atomic
structure’s discovery. The timeline further cements the validity of atomic substructure since atoms are
not visible. Evaluation will occur throughout these activities. Following this second 5E cycle, another
will start with the focus being the periodic table. Engagement will occur with the use of a KWL chart.
Subsequently, the students will explore by arranging their own periodic table in a group. Furthermore,
an explanation, will be given about the arrangement of the periodic table, including: its history,
valence electrons, atomic number and mass, periods, and families. Lastly, students will work with a
partner to apply their knowledge again to research and categorize their own periodic tables that they
will use throughout the year. Once again, evaluation is a continuous endeavor throughout this second
cycle. This will include teacher, self, and peer evaluation.

3. What is (are) the academic learning goal(s) for this unit of study?
By the end of this unit, students will be able to:
1. Define the terms element, compound, pure substance, and mixture.
2. Differentiated between compounds and mixtures.
3. List the three states of matter.
4. Distinguish between physical and chemical properties.
5. Distinguish between physical and chemical properties.
6. Explain two methods of separating mixtures.
7. Compare the relative abundances of the elements.
8. List the names of some elements.
9. Identify the symbols of those same elements.
10. Describe Dalton’s theory of atoms.
11. Illustrate the law of constant composition.
12. Explain how a formula describes a compound’s composition.
13. List the three subatomic particles that make up an atom.
14. Relate Rutherford’s experiment to the discovery of subatomic structure.
15. Identify the charge, mass, and relative location of the subatomic particles.
16. Define isotope, atomic number, and mass number.
17. Apply knowledge of isotopes to use the symbol that denotes isotopes.
18. Outline the properties of metals, nonmetals, and metalloids.
19. Describe the characteristics of common elements.
20. Predict periodic trends using knowledge of elemental properties.
21. Investigate the formation of ions from their parent atoms and name them.
22. Use the periodic table to predict the charge that will be formed during ionization.
23. Explain how to form neutral bonds using charged ions.

4. At what point in the sequence of the unit are you teaching? Check one:
At the beginning of the unit of study
Between the beginning and the end of the unit of study
At the end of the unit of study

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B. Assessment Planning
If you are at the beginning of your unit, you will give your students an entry level assessment. If you are moving
through the unit of study, you will use progress-monitoring assessments. If you are at the end of the unit of study,
you will use a summative assessment. (For more information about these three kinds of assessment, see the
“Assessing Learning” chapter of the Candidate Handbook, and Frameworks for California Public Schools,
published by the California Department of Education.)

5. For what purpose will your assessment be used within this unit of study? Choose one:
Entry-Level
Progress-monitoring
Summative

6. Identify and describe the type of assessment (verbal response, multiple choice, short essay, oral
presentation, performance task, and the like).
This assessment is a Common Formative Assessment (CFA). It will have four multiple choice
questions, and three short response questions. The questions range from level 1 to 4 on the depth of
knowledge wheel. The students will be required to recall terms, compare concepts, explain processes,
and apply concepts to real-world situations.

7. What will your students need to know and/or be able to do to complete the assessment?
The learning objectives being assessed are:
1. Define the terms element, compound, pure substance, and mixture.
2. Differentiated between compounds and mixtures.
3. List the three states of matter.
4. Distinguish between physical and chemical properties.
5. Distinguish between physical and chemical changes.
6. Explain two methods of separating mixtures.

8. What evidence of student learning will you collect?


All the learning goals will be assessed using the CFA that is the subject of this TPA.
9. In what ways will the evidence document student achievement of the academic learning goal(s)?
Learning goals 1, 3, and 5 are being assessed through the four multiple choice questions. Specifically,
mastery of question 2 and 3 will show mastery in learning objective 1, question 4 proves learning
objective 3, and question 1 correlates to learning objective 5. Mastery of learning objective 4 will be
demonstrated using short answer question 5. Short answer number 6 allows the students to show their
knowledge for learning objective 2. Lastly, a score of 4/6 for question 7 assesses learning objective 6
as long as those 4 points came from the students listing the two methods and describing them, not
from the separation end products.

10. How will the student assessment evidence be measured or scored?


The four multiple choice questions (1-4) are worth one point and are scored on a right-or-wrong basis.
The first short answer question (5) is worth two points. One point is given for listing three appropriate
physical properties and one point will be given for listing three correct chemical properties. The
second short answer questions (6) is worth four points. Two points will be given if the student
correctly identifies the makeup of mixtures and compounds, and two points will be given if the
student categorizes the way mixtures and compounds can be separated (chemically or physically). For
question #7 (the last short answer), 6 points are allocated. Two points for identifying the two types of
physical separations needed, two points for briefly describing the procedure behind the separations,
and two points for correctly identifying the end products after each separation. Please, see attached
rubric.

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11. Think about how you will sequence your implementation of the assessment. Describe your plan
for implementing the assessment in the order in which it will occur. Address each of the
following and provide a rationale for each of your decisions:
 Teaching strategies including, communicating the purpose of the assessment, the
scoring criteria, and the procedures for completing the assessment
 Student activities
 Student grouping
 Materials, technology, and/or resources, including the use of instructional aides,
parents, or other adults in the room

Assessment Implementation Plan Rationale


Communicating the Purpose of the Assessment Communicating the Purpose of the Assessment
The students have been informed that this Letting students know the point of the CFA helps
Common Formative Assessment was coming to them to realize the importance of the assessment
see where they are at with their learning. I while also taking away some of the stress that
informed them that this assessment will help me typically comes with taking quizzes. By telling the
determine if we are ready to move on to more students that the purpose of the quiz is just to see
difficult material. where they are at in their learning, they are more
Scoring Criteria honest about their answers and allow themselves
The point values for each question are included in to be more open in their answers.
the CFA itself. The multiple-choice questions (1- Scoring Criteria
4) are worth 1 point each, question 5 is worth 2 The points were included on the CFA to help the
points (1 for each set of examples), question 6 is students realized the level of importance for each
worth 4 points (2 for each comparison), and question. It also helps on short answers because
question 7 is worth 6 points. A brief rubric was the students can determine how much content is
provided to the students about question 7 so that needed. For instance, on the question that is four
they understood exactly what was expected of points, the students know that there are four things
them. I am specifically looking for in their answer.
Procedures for Completing the Assessment Procedures for Completing the Assessment
The assessment is straight-forward with For this type of assessment, the directions are
directions included in the questions. The better when they are simple. I am just gathering
PowerPoint slide with additional directions let information on student learning of the content, so
them know that they needed to write in pencil and the questions are very specific and further
where to turn in their assessments when direction is mostly not needed. Students are asked
completed. to write in pencil so that they are in the habit of
Student Activities using this writing utensil on quizzes. In the future
The students will clear their desks of everything when we get into more math, the students will
except a pencil and the 3x5 index card that I have an easier time organizing information if they
allow them for tests and quizzes. Then they will can erase, so I am training them to use pencil now.
have 20 minutes to complete the CFA There were also clear directions on where to turn
individually. After they finish, they will turn in in the assessment to avoid students distracting
their CFA and work quietly on homework or read. each other by wondering around looking for a
Student Grouping place to turn in their quizzes or interrupting
Students will complete this assessment on their student thoughts by asking me out loud.
own, therefore, grouping is not part of the Student Grouping
implementation process. I wanted to assess individual student learning with
Materials and Technology this assessment. I feel that grouping students
This assessment is low tech with only the teacher would not give me an accurate representation of
needing a projector and 1 PowerPoint slide. The where the students are in their learning.
students will use a pencil and write on a printed Materials and Technology
piece of paper. As previously mentioned, the students are asked to

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write in pencil for clarity sake. Based on my


experience, students have a difficult time
answering short answer questions on the
Chromebooks, therefore I wanted to make it as
stress free as possible and allowed them to answer
on a piece of paper. I am also not familiar enough
with making a rubric on the Illuminate testing site
that we use at this district for assessments. Using
the classic approach of pencil and paper was the
best option to keep the whole ordeal as simple as
possible.

12. In what ways will you use the assessment results?


Since the learning objectives being assessed using this CFA are partially review from middle school
physical science, it will help me begin to understand the level of prior knowledge my students have.
The results of this assessment will also help guide my future instruction. After the students complete
it, I will know which learning objectives were effectively taught and if I need to go back and reteach
any of the topics. I will also use this assessment as a tool to determine if my teaching strategies are
effective during instruction time. In addition, Chemistry constantly builds on itself, therefore, I need
to make sure my students understand each topic before we move on to more complex material.
Furthermore, this assessment will also act as an effective tool for me to begin understanding my
students’ habits and learning styles. It is still the beginning of the year and these early assessments
can help me guide the future of my class in a way that provides all students with a safe and effective
learning environment.

13. In what ways will you share the assessment results with students, families, other colleagues, and
support personnel, when appropriate?
Students will receive a small amount of feedback on the assessment that they can use to further their
learning. They will be allowed time in class to review their assessment and make corrections. This is
a great self-evaluation piece and ensures that they have a chance to truly master the topics that they
may still struggle with. I will show examples of every level of work for each short answer problem
and let the students figure out where their errors were and allow them the opportunity to grow further.
Parents can view the assessment results using Parent Vue on the Synergy platform. I will also contact
parents if I believe their students did exceptionally well or if I believe that they need more work. I
will use this assessment opportunity to build positive relationships with my students and their parents.
There are several Mondays throughout the year that are minimum days to let PLCs meet. I will use
this opportunity to share my assessment results with my peers. This will help us guide instruction in
the future as a team. This collaboration will also help me determine if I should ask for help from my
colleagues on how to present the learning goals to my students. I will keep in close contact with the
main ELD teacher on campus, so I can share results and ask about EL strategies. Lastly, I will share
the results of this assessment with the case workers of any of my students with IEP’s. I will probably
email them to check in, however, if I feel that the student did not master the learning goals I will
probably meet with their case worker in person to discuss what I can do to ensure proper execution of
the adaptations set forth in the IEP.

14. Is your assessment one that you developed, you adopted, or you adapted from another source,
such as a district, publisher, Internet, or another teacher?
Developed by you
Adopted or adapted from another source.
Identify the source: Developed by the Chemistry PLC.

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15. Submit a copy of the assessment and, if available, submit the assessment directions, answer key,
rubric, scoring guide, and the like.
Please, see attached: assessment, answer key, and rubric with directions given to students.

Step 2: Learning about Students: Whole Class and Two Focus


Students
Directions:
An important step in planning assessment is to learn about your students. Provide information about the
whole class in the box below.

Class Information
Age Range of Students: 15-17 Number of Female Students: 14

Total Number of Students: 34 Number of Male Students: 20

Directions:
Select two students from the class you described above. Select one student who is an English learner and
one student who has an identified special need. Consider your selected content area when describing
what you learned about the two focus students. In each of the boxed areas below, provide:
 A description of what you learned for each of the students
 An explanation of how the information will influence your academic instructional
planning, including assessment

Note: Single subject candidates for a credential in Languages Other Than English who are delivering
instruction entirely in the target language may choose another student with a different instructional
challenge rather than an English learner.

A. Student 1: An English Learner


Gender: Male
Age: 16

1. Why did you select this student?


I choose this student because although he has been redesignated, I have a hard time understanding
him. His grammar is poor and I, oftentimes, must ask him to repeat his questions. Sometimes, I must
also repeat myself to him before he understands what I’m saying. In addition, Focus Student 1 (FS1)
has a reading level of only 1.0-3.9 which is considered red. These three criteria made me believe that
FS1 might need differentiated instruction.

2. What did you learn about this student’s linguistic background?


Using Illuminate, I discovered that FS1 has been redesignated as an ELL student and his primary
language is Spanish. FS1 is receiving low marks in his English, History, and math classes. However,
he has an A in Spanish. This is valuable information, because if FS1 is doing significantly better in
Spanish than his other classes, he might have an easier time reading and writing in Spanish which
could explain his low reading level. For assessment purposes, this information tells me that FS1
might need assistance when it comes to reading questions and writing answers in English. He was

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classified as Redesignated Fluent English Proficient last year. He received a CELDT score of: 4 for
Listening, 5 for Speaking, 3 for Reading, and 5 for writing. As suspected, FS1 has trouble reading in
the English language, however, he should be able to communicate through writing, speaking, and
listening. After sending a Primary Language Survey home, I learned that his parents strictly Spanish
to each other, FS1 and his brother. I also learned that he was born in Mexico and moved to
Bakersfield, CA with his brother and parents at the age of 3. FS1 was not exposed to the English
language on a regular basis until he entered kindergarten. All this information will help me determine
the level of scaffolding needed to help FS1 linguistically. I do not believe he is properly classified and
plan to provide him with as much language support as possible. Learning about his home life will also
help me when communicating with his parents, since I now know that English correspondence might
not be acceptable to send home and I also need help from the parent resource center if phone calls
home are necessary.

3. What did you learn about this student’s academic language abilities in relation to this academic
content area?
FS1 is not doing very well in Chemistry when it comes to the math or the conceptual topics. This
information tells me that I may need to preassess FS1’s prior knowledge with regards to math before I
ask him to apply the topics to Chemistry. He also seems to struggle with using and understanding the
vocabulary correctly. This is obviously a problem, but I think I can use the experience of FS1 having
learned another language to my advantage in this aspect. If I can make it clear to FS1 that learning the
academic vocabulary is just like learning the vocabulary of any other language, maybe he will have
an easier time understanding the importance of learning the terminology. After speaking with his past
Biology teacher, I found out that FS1 enjoys science, but he has a hard time communicating
scientifically. He enjoys the hands-on aspects, and has an easier time verbally communicating the
learned knowledge. He also enjoys expressing his creativity through projects that involve drawing
models or pictures. He needs help communicating his findings in English after the hands-on or
creative project has been complete. I understand his ability to complete the tasks, but he is lacking
when it comes to communicating his connections of the projects to the content. Basically, FS1 needs a
lot of support when it comes to scientific vocabulary and writing so that he can effective make these
connections and communicate with knowledge gained.

4. What did you learn about this student’s content knowledge and skills in this subject matter?
FS1 did not achieve proficiency in 8 th grade science according to the CST exam. After speaking with
FS1’s previous Biology teacher, I discovered that he received a B in her class and enjoys the content.
I know that this teacher takes very special care to address the needs of her EL students, therefore, this
further solidifies the thought that FS1 has more trouble with reading in English than with the actual
content. Unfortunately, Chemistry is very Algebra heavy and FS1 is currently failing his Advanced
Algebra course. With this knowledge I understand that FS1 may need extra help and background
when we begin with complicated math problems.

5. What did you learn about this student’s physical, social, and emotional development relevant to
this academic content area?
FS1 does not have any health-related issues and appears to be physically average for his age. Due to
this, no special accommodations need to be made regarding his physical abilities. FS1 also does not
have any diagnosed social or emotional developmental issues. I have noticed, however, that FS1 is
shy and quiet even when speaking with his friends in class. I have also observed FS1 outside of class
briefly and come to realize that these are just attributes of his personality in general. With this
information, I now know that I will need to keep a close eye on FS1 since he will probably not
approach me with questions if he is confused. I will also habitually check for understanding and
progress monitor FS1 more often. In addition, I will try to allow him to demonstrate his knowledge in
small groups rather than in asking questions in front of the whole class.

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6. What did you learn about this student’s cultural background, including family and home,
relevant to this academic content area?
After speaking with FS1, I learned a little about his culture and home life as well. His father is quiet,
and his brother is boisterous, so I believe this contributes to his shy nature. His father is his role
model, and he is overpowered by his brother. It is important for me to know this so that I do not
assume that he does not know correct answers when he refuses to talk during class discussions. It also
explains why he is willing to let others speak over him to answer questions even if he is asked
directly. I also learned that he lives in a two-parent home and both parents work full time. They work
similar hours and are both home by dinner time. This information is useful so that I know the best
times to contact his parent without disrupting their employment. This information could also mean
that his parents are available to offer extra support if needed. As previously mentioned, FS1’s parents
speak primarily Spanish in the home, so if they agree to provide extra in-home support, I will need to
send the materials home in Spanish. In the Mexican culture families are very close and FS1’s
household is no different. I can use this knowledge to get the parent’s involved in FS1’s learning and
growth.

7. What did you learn about this student’s special considerations, including health issues, relevant
to this academic content area?
FS1 does not have any health concerns or an IEP. However, he currently has the lowest reading level
given out by the district. This knowledge is helpful because now I know that one adaptation that can
be made to use a lower level lexicon when wording questions on FS1’s assessments. While it is
important for FS1 to learn how to accurately communicate in Chemistry, it is also beneficial to his
growth if he is given the chance to read the questions and understand what they are asking.

8. What did you learn about this student’s interests and aspirations relevant to this academic
content area?
FS1 enjoys art of all kinds and is interested in going into graphic design for his career choice.
Knowing this, and the fact that he is in a graphic design class, allows me to structure some of FS1’s
learning to focus on artistic aspects of science. He can draw diagrams and models rather than
outlining procedures. I can also contact his graphic design teacher to learn ways to incorporate art
into my curriculum for FS1 and any other students who enjoy it.

9. Describe other information relevant to this academic content area that you learned about the
student (e.g., attendance, extracurricular activities, and the like).
FS1 is always present but has been tardy to my class a couple of times. His tardies have always been
accompanied with a note excusing it, however. According to Illuminate, he is part of the regular
attendance program. After speaking with FS1, I have discovered that he plays soccer and does not
actively participate in any clubs on campus. FS1 prefers to play video games and draw in his free
time. Knowing that FS1 is in class most of the time informs me to make sure I am planning
adaptations in all my lessons to help him. Learning about his love for soccer has also helped me
connect with FS1 since I played soccer in high school as well. The more I get to know FS1, the more
I can make the appropriate adaptations for him and the harder he will work for me in the classroom. If
FS1 knows that I genuinely care about him and his success, then he may be more motivated

B. Student 2: A Student with an Identified Special Need


Gender: Female
Age: 17

1. Why did you select this student?


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Focus Student 2 (FS2) has been designated as a student that has special needs and has an IEP. At first
I would not have thought FS2 needed additional help. After getting to know her better, I have noticed
the struggle she goes through daily. Although she is succeeding in the class, I know that it is taking a
lot of extra effort for her to understand. As an educator it is my job to help this student by providing
support. Not only do I want to follow the law by abiding by the IEP, but I want to see this student
excel and will do whatever I can to ensure her understanding of the content. Due to these reasons, I
have selected this student as FS2.

2. How is the instructional challenge that he or she presents different from that of the other
student?
FS2 differs from FS1 because her challenges are strictly difficult reading and comprehending
directions while FS1’s are language and reading based. FS2 was classified as Redesignated Fluent
English Proficient in 2013 (5th grade) so her struggle is not because of language. FS2 needs materials
presented to her in different ways and needs to read the directions back to the instructor to ensure she
is understanding what to do. FS1 has a low reading level that most likely stems from his language
barrier unlike FS2.

3. What did you learn about this student’s linguistic background?


FS2’s linguistic background is pretty positive. Her language fluency is Redesignated Fluent English
Proficient and has been since 2013. She scored well above the norms for the speaking and writing
portion of the CELDT and above average for the reading and writing portions. FS2 has achieved high
grades in both English and History. She is currently obtaining a B in English. This information is
important for instructors to understand so that we still have high expectations for FS2, however, we
need to be aware of the specifics of her IEP. It is not content that she struggles with. She scored as
“Standard Met” in the ELA portion of the CAASPP. Her previous English and Social Studies teachers
have both fawned over FS2 and her strong desire to learn and succeed, however, they have noticed
her difficulties as well. I admire FS2 and her determination despite her obstacles. All of this
information notifies me that I have a hard-working student on my hand that understand the English
language, but who sometimes has difficulty reading the materials. To ease her struggle, specific
measures can be taken to help her demonstrate her knowledge without the pressure of reading getting
in the way.

4. What did you learn about this student’s academic language abilities in relation to this academic
content area?
FS2 seems to understand the chemistry terminology and vocabulary. She has clearly written sentences
to communicate her prior knowledge about the introduction to matter. She also has volunteered to
answer a couple of verbal questions that have been posed during classroom discussions. I have seen a
look of confusion on her face when she tries to read directions on her own, however, she has a friend
in the class that helps read them to her sometimes. FS2 received an A in Biology last year which gives
me hope that she enjoys science and understands the importance of the academic vocabulary. Based
on the small amount of dimensional analysis we have done so far, she struggles at identifying
variables and with applying units to the numbers. It is valuable for me to know these items of
evidence, because I know that FS2 can appropriately communicate in science, however, she will need
extra help with units when they are seen again in the future. FS2’s IEP says that she is below average
in both reading and writing. Based on the directions given in the IEP and my knowledge about FS2, I
know that I need to possibly provide examples of what I’m looking for in my assessment directions to
give her another option for comprehension. I can also give the directions verbally and ask her to
repeat the directions back to me.

5. What did you learn about this student’s content knowledge and skills in this subject matter?

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Chemistry is very math heavy, and FS2 is currently receiving a C in her algebra class while obtaining
A’s and B’s in all her other classes. She also did not quite meet the Mathematics standard according to
CAASPP. This worries me, because I’m afraid that she will begin to struggle later in the year when
more complicated math problems arise. This in combination with the difficulty she has experienced
with units gives me even more pause. I was not able to obtain FS2’s CST scores from middle school,
so I am not sure what her level of science content knowledge is in that aspect. After speaking with her
previous Biology and Earth Science teacher’s, however, I have discovered that FS2 enjoys science
and seems to excel in the subjects so far. This information is beneficial for me because knowing her
strengths is just as important as knowing her weaknesses. A huge part of education is having
confidence, so if I determine ways to accent her strengths, then her confidence will be better which
will, in turn, help her see past her weaknesses and overcome them. I think some reteaching before a
future assessment regarding math and units will be beneficial for FS2.

6. What did you learn about this student’s physical, social, and emotional development relevant to
this academic content area?
Like FS1, FS2 is quiet and shy. The possible cause of this shyness is unknown, unfortunately. It is not
mentioned in her IEP and I have not gotten much information from her since she has been hesitant to
open up to me. In an effort to not offend FS2, I have not pushed her further for information, and have
instead focused on slowly building my relationship with her. I have also been cautious to not put her
on the spot during class discussions. FS2 does not have any diagnosed social or emotional
developments. Her IEP classifies her as having a Specific Learning Disability but does not go into
more specifics than that. Her main issue seems to be purely academic and not of a physical, emotional
or social developmental problem. This means that I do not need to adapt my lessons to accommodate
for any physical disabilities and that FS2 has a healthy mind, she just needs extra guidance with
reading.

7. What did you learn about this student’s cultural background, including family and home,
relevant to this academic content area?
FS2’s cultural background is common within the school district and within the school itself. She is of
Mexican heritage, however her nuclear family all speaks in English in the home. This probably
contributed to her RFEP status in the 5th grade. This means that my communication home can be from
me without the use of a translator. In addition, like many other families of Mexican culture, her
parents are involved in her education and check with me periodically for updates on her progress.
Knowing that FS2’s parents are on my side and care so much about her success allows me another
avenue of support for her. Based on her address, FS2 seems to live in a nice middle-class home and
her parents are still married. This means that FS2 probably has a high support family structure which
is beneficial to both her and me. I will be contacting FS2’s parents regularly to fill them in on her
progress and discuss possible extra support when needed.

8. What did you learn about this student’s special considerations, including health issues, relevant
to this academic content area?
As mentioned previously, there are no health considerations for FS2. She does, however, have an IEP
that lists specific directions that need to be taken into consideration. She is allowed: extra time for
assignments and exams, study guides and summaries or sheets, increased verbal response time,
teacher check for understanding, and she is required to repeat and explain instructions back to me
before completing tasks. All these need to be accounted for when planning assessments in my class.
There may be difficulty when having the student repeat the directions back to me since FS2 is very
shy. I need to think about that aspect as to not embarrass FS2 in front of the class by having her repeat
directions when everyone else is quiet. If I plan to call on FS2 to answer a question, I need to make
sure to allow plenty of time to think to also not embarrass her. Every student is allowed a 3x5 index
card, but I will help FS2 put hers together since she has a hard time writing. Lastly, I need to devise a
way to have FS2 explain instructions to me without the whole class knowing.
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9. What did you learn about this student’s interests and aspirations relevant to this academic
content area?
Once again, I have not been able to obtain much information about FS2 since she is still getting used
to me. Based on the getting-to-know-you survey in the beginning of the year, I did find out that FS2
wants to go to a 4-year college but is unsure about which career she wants to pursue. Unfortunately,
none of this information is helpful for planning instruction for FS2. I hope to learn more about her in
the future.

10. Describe other information relevant to this academic content area that you learned about the
student (e.g., attendance, extracurricular activities, and the like).
As far as I know, FS2 does not play any sports or participate in any clubs. Once again, this does not
have any bearing on how I adapt for her in the class. If anything, it makes planning for her more
difficult because I do not know anything that interests her. I will need to speak with her parents to try
to gain some more insight into her interests so that I can get my foot in the door with our relationship.
I do know that FS2 has never been absent from my class and has an outstanding attendance record in
all her previous year. This helps me plan adaptations on a consistent basis since I know that FS2 will
be present in my class most of the time.

Step 3: Assessment Adaptations for Two Focus Students


Directions:
Consider your plan for assessment in Step 1, what you learned about the two focus students, and the implications
for instruction and assessment that you identified in Step 2. Respond to the questions below about the two students.

1. What will Student 1 need to know and be able to do to complete this assessment?
As an EL student, FS1 still must demonstrate the knowledge acquired about the same learning goals
as the rest of the class. No learning objective accommodations or modifications are necessary.
The learning objectives being assessed are:
1. Define the terms element, compound, pure substance, and mixture.
2. Differentiated between compounds and mixtures.
3. List the three states of matter.
4. Distinguish between physical and chemical properties.
5. Distinguish between physical and chemical changes.
6. Explain two methods of separating mixtures.

2. What will Student 2 need to know and be able to do to complete this assessment?
After reading her IEP, FS2 still must demonstrate the knowledge acquired about the same learning
goals as the rest of the class. No learning objective accommodations or modifications are necessary.
The learning objectives being assessed are:
1. Define the terms element, compound, pure substance, and mixture.
2. Differentiated between compounds and mixtures.
3. List the three states of matter.
4. Distinguish between physical and chemical properties.
5. Distinguish between physical and chemical changes.
6. Explain two methods of separating mixtures.

For the two students, determine what adaptations you will make to this assessment that you have planned for the
whole class. Describe those adaptations for each of the two focus students. If you determine that no adaptations

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are needed for a part of the plan for assessment, explain that decision. Respond to the prompts below. For each
include:
 Your decisions about assessment adaptations
 A rationale for those decisions

A. Adaptations for Student 1: An English Learner


1. Evidence of student learning you will collect
Decision Rationale
 FS1’s assessment will contain visuals  After reading several articles about best
to help them. For question 1, he will practices for assisting EL students, I found
pick between four pictures, whereas that most of them mentioned the use of visuals
the original has four sentences. to aid EL students. That is why I decided to
 For question 5, he will have a list of include pictures on numbers 1, 6, and 7.
terms to categorize rather than making  Several researched strategies also have
him come up with the terms mentioned the use of word banks for EL
themselves. students. The use of word banks does not take
 For number 6, FS1 is given a table to away from the student proving their content
fill in rather than having to write in knowledge, and it helps them develop their
complete sentences. There was also a academic vocabulary.
picture provided.  SDAIE strategies list graphic organizers as a
 Number 7 has been shortened to take great tool to help EL students, therefore, I
away the backstory and to just ask the included one in the assessment. The purpose
question. There was also a picture of this strategy was to help the student
provided and the student could answer understand what is meant when a question
in bullet points rather than paragraph asks for the difference between two topics.
form. Graphic organizers help EL students
understand the relationships that concepts
have rather than seeing them as isolated facts.
 The adaptations for number 7 included a
visual and a shortened version of the question.
This strategy is used to avoid confusing the
student with too much information and
focuses more on their content knowledge
rather than their ability to read in English.

2. How the student assessment evidence will be measured or scored


Decision Rationale
Grading for the short answer questions will be The real test is if the students have achieved the
measured on content alone, not proper learning goals, not if they can write well in
grammar or for the writing style. Since FS1 English. Therefore, my focus will be on mastery
can use a table and bullet points, I will not be of the content and we can focus on FS1’s
grading his use of full sentences. I will instead communication skills on lab assignments instead
focus on if he understood the content. of on CFA’s.

3. The implementation of the assessment, including:


 Teaching strategies for communicating the purpose of the assessment, the scoring
criteria, and the procedures for completing the assessment

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 Student activities
 Student grouping
 Materials, technology, and/or resources, including the use of instructional aides, parents,
or other adults in the room
Decisions Rationale
No adaptation was made in the Most adaptations were made in the assessment
implementation of the assessment for FS1. itself and are not needed here. There were not very
many directions given regarding the assessment
and the directions were displayed on the projector
and read to the class as a whole, not as an
adaptation.

4. Ways you will use the assessment results.


Decision Rationale
This assessment will help me determine if the If the student is successful on this assessment,
EL adaptations I used on this quiz were then I know that my adaptations are appropriate. If
appropriate for FS1. They will also help me the student is not successful, then I will need to
determine if the student’s reading issues stem dig further to see if the problem was that they did
from being an EL student or if he may have a not learn the content or if my adaptations were not
reading disability. beneficial to their language needs. By comparing
past assessments that were not adapted to FS1’s
results on this quiz I can determine if he struggles
with reading alone or content as well.

5. Ways you will share the assessment results with students, families, other colleagues, and support
personnel, when appropriate.
Decisions Rationale
 FS1 will get the same opportunity to  FS1 does not struggle with speaking or
review his quiz and make corrections listening in English, therefore this form of
as the rest of the class. communication is not detrimental.
 His family will also be able to see his  If FS1 shows improvement on this
results on Synergy, and if need be I assessment, then I would like to share this
will contact the Title I office to have a news with his parents. If I feel that he is
translator speak with his parents for still unsuccessful in my class, however, I
me. This interaction will occur if FS1 will contact them looking for extra
shows growth or if he does not get the support at home.
score I would like him to.  I would like to share this information with
 This information will further be my PLC so that they can provide me with
shared with my PLC during one of feedback regarding my adaptations if they
our meetings. were unsuccessful. If they were
 I can contact the ELD teacher in successful, then I would like to share my
charge via email or face-to-face strategies with them so that they may
depending on the nature of the assist their EL students.
conversation to be had.  Once again, if my strategies are
unsuccessful, I would like extra support to
help me come up with more effective
methods. That is why I would like to keep
in contact with the ELD teacher about

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FS1’s progress.

B. Adaptations for Student 2: A Student with an Identified


Special Need
1. Evidence of student learning you will collect.
Decision Rationale
No adaptations were made on the CFA itself. Most of the adaptations outlined for FS2 in her
IEP are for the implementation of assessments and
activities. The student should still be able to
complete the CFA without changing the wording
or amount of questions on the quiz.

2. How the student assessment evidence will be measured or scored.


Decision Rationale
I will not be scoring FS2 based on her On her IEP, FS2 is considered below average in
grammar skills or ability to write in complete her written language. Rather than punish her for
sentences. Point will be given based on key her disability, I would rather focus on her ability to
words and an accurate demonstration of grasp the content topics.
content knowledge.

3. The implementation of the assessment including:


 Teaching strategies for communicating the purpose of the assessment, the scoring
criteria, and the procedures for completing the assessment
 Student activities
 Student grouping
 Materials, technology, and/or resources, including the use of instructional aides, parents,
or other adults in the room
Decisions Rationale
 FS2’s index card has been created by  FS2’s IEP states that she can use
her and I together since her IEP organization tools on exams and quizzes,
mentions them therefore I wanted her index card to be as
 I will also discreetly read the concise and effective as possible for her
questions to FS2 and have her repeat since she has difficulty reading and
them back to me in her own words comprehending which topics are
important, even with clearly outlined
 Throughout the course of the learning objectives.
assessment I will periodically check
to see if FS2 understands the  Her IEP clearly states that the questions or
questions and what is being expected directions need to be read to her and that
of her she needs to be allowed to repeat the
instructions back to the teacher. I believe
 Since she is in the period right before this is because FS2 has difficult reading
lunch, I will inform her that she can and writing.
come in at lunch to finish her quiz if
she thinks she needs the extra time  Her IEP also states that checks for
understanding need to be employed,
therefore I would like to honor that by

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making sure she understands what the


questions mean after she has repeated
them and began working on the answer.
This is to make sure that the directions
and question being asked is clearly
understood throughout the process of her
answer and not just when reading it.
 Her IEP states that she has extra time on
assignments and exams, therefore, we
have discussed her ability to come into my
classroom during lunch hours to complete
quizzes if needed. Unfortunately, I would
not feel comfortable allowing her to take
the assessment home to work on it since it
is a semi-formal assessment and none of
the other students get that opportunity.
This extra time with no students is also
beneficial for allowing FS2 to ask
questions for clarification without her
peers being around.

4. Ways you will use the assessment results.


Decisions Rationale
The results from this assessment will help me Since the year is young, I do not know as much
determine if the strategies I am employing for about FS2 as I would like to. Assessments like this
FS2 are working. If she scores lower than the one will help me develop a beneficial relationship
class average, then I know I need to adjust my with the student to ensure her success. This
teaching and implementation of assessments assessment can tell me a lot of information about
with FS2. whether my strategies are working for her or if I
need to change them to better suit her needs. I can
also determine if further adaptations are needed in
the material itself and if helping her with her
notecard is helpful or if I should make her
personalized study guides to use. If the content
seems to be the issue and not the questions
themselves, then I will understand that my check
for understanding strategies may not be as
effective as I think they are. A lot of information
can be gained about FS2 using this assessment.

5. Ways you will share the assessment results with students, families, other colleagues, and support
personnel, when appropriate.
Decisions Rationale
 FS2 will get the same opportunity to  According to her IEP, FS2 has an easier
review her quiz and make corrections time verbally than with written language.
as the rest of the class. However, I That is why I will allow her to
may allow her to make her demonstrate her knowledge in this form. I
corrections to me verbally. feel that it might be more comfortable for
 Her family will also be able to see her her.

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results on Synergy, and if need be I  If FS2 shows improvement on this


will speak with her parent. This assessment, then I would like to share this
interaction will occur if FS1 shows news with her parents. If I feel that she
growth or if she does not get the score does not do as well as I think she could
I would like her to. have, I would like to contact them asking
 This information will further be for support at home as well as advice on
shared with my PLC during one of what they think I can do to help FS2
our meetings.  I would like to share this information with
 I can contact FS2’s case manager via my PLC so that they can provide me with
email or face-to-face depending on feedback regarding my adaptations if they
the nature of the conversation to be were and to ask advice on how to better
had. provide support for FS2.
 Once again, if my strategies are
unsuccessful, I would like extra support to
help me come up with more effective
methods. That is why I would like to keep
in contact with FS2’s case manager
regarding her progress. I feel that out of
all of the staff on campus, FS2’s case
manager knows the most about her and
about how FS2 can be successful. This
means I would probably try to have face-
to-face meetings with her to gain as much
insight as possible.

Step 4: Giving the Assessment to the Whole Class, Including Two


Focus Students
Directions:
Give the assessment to your class. Collect and score all the evidence of student learning from the assessment.
Consider all the assessment responses and select three responses of students other than your two focus students that
represent the range of achievement within the class. Label these responses as Student 3, Student 4, and Student 5.
Label the two focus students’ assessment responses as Student 1 and Student 2.
Submit all five assessment responses. Review carefully the evidence of student learning you are submitting.
Briefly, explain why you selected each of the following responses to represent the range of responses in the class:

Student 1 See learning for FS1.


(EL focus See analysis for FS1.
student)

Student 2 See learning for FS2.


(SN focus See analysis for FS2.
student)

Student 3 I chose student 3 because he scored the highest on the assessment. He showed
mastery of all six learning objectives and was one of the few to follow the
directions on number seven. I am very proud of this student because he has
struggled with the content in the past, however, he has already shown growth in
my class. Student 3 is a hard-working young man and I believe he has great

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potential. I also know, by reading his answers from a beginning of the year survey,
that he has interests in the medical field. This fact explains why he is trying so
hard to get good grades in his science classes.
Student 4 Student 4 was chosen because she is a middle-of-the-road student. She tries only
as much as necessary to get a passing grade in the course. I have also been battling
to keep her engaged since she tries to sleep in my class at least once a week. I
believe student 4 is a good representation of most students in my class. The
insights gained from student 4 will assist me in developing more interesting and
engaging lessons in my classroom.
Student 5 This is the second time student 5 has taken a CP Chemistry class. He is a senior
and aspires to go to college after high school. Unfortunately, he also seems to give
up once the content gets too difficult. I have spoken with his previous Chemistry
teacher; however, they had no tips for me to assist student 5. The other teacher did
everything he could to motivate student 5, but to no avail. I am concerned about
student 5’s performance on this assessment. He has been succeeding in the class
before this point, so I hope he is not reverting to bad habits. I will have a
discussion with student 5 regarding his performance on this assessment.

Note: If the assessment is oral or represents a student performance, provide your description of the students’
responses and your written assessment of those responses, including the class as a whole, the three responses that
represent the range of achievement in the class, and the two focus student responses.

Step 5: Analyzing Evidence of Student Academic Learning and the


Assessment
Directions:
Consider your responses in Steps 1 through 4. Think about the evidence of student academic learning from the
assessment. Answer the questions below for the whole class and for the two focus students. Remember to cite
specific evidence from the five responses that you have submitted. (This includes responses from the two focus
students and from the three students you selected to represent the range of achievement with the class).

A. For the Class as a Whole


1. What did you learn overall about the students’ progress toward achievement of the academic
learning goal(s) for this part of the unit?
The learning objectives being assessed are:
1. Define the terms element, compound, pure substance, and mixture.
2. Differentiated between compounds and mixtures.
3. List the three states of matter.
4. Distinguish between physical and chemical properties.
5. Distinguish between physical and chemical changes.
6. Explain two methods of separating mixtures.

I found that almost all students were able to successfully demonstrate knowledge regarding learning
objective number 3, and 5. Therefore, I can safely assume that we do not need further instruction on
those two learning goals. Learning goal 1 was almost reached, however, I feel that another assessment
of this goal is necessary before I decide whether to move on. Learning goals 2, 4, and 6 were not
demonstrated thoroughly on this assessment. I believe a lot of this had to do with the assessment

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itself, and not the student’s actual knowledge. Because of this, I will be allowing them to make
corrections after I have made better directions that are clearer and more concise. I think that the
students should have the opportunity to demonstrate their knowledge on these learning goals in
another way in future classes. I am also going to throw out question 5 altogether and allow them a
different opportunity to show me that they understand the difference between physical and chemical
changes. I already made too many notes on question 5 to allow them the proper growth if they are
allowed to make the corrections on that question.

2. Describe the extent to which the assessment that you planned allowed students to demonstrate
achievement of the academic learning goal(s) for this part of the unit.
The extent to which students achieved the learning goals are as follows:
 Learning Goal 1: 69%
 Learning Goal 2: 50%
 Learning Goal 3: 100%
 Learning Goal 4: 31%
 Learning Goal 5: 91%
 Learning Goal 6: 22%

3. Would you make any changes to the directions or to the format of the assessment? Why?
Yes, I would make some changes to the directions of the assessment. I feel that learning objective 1
would have been better formatted as a matching term to definitions question instead of purely
multiple choice. After seeing the results of learning goal 4, I would change the format of question 5.
Most of the students demonstrated that they know the difference between a chemical and physical
change, however, the question was asking about chemical and physical properties. None of the
learning objectives ask the students to differentiate between properties and changes, therefore, in the
future I will give all the students a word bank to choose from when categorizing properties into
chemical or physical. Further explanation of what I am looking for on question 6 will probably also
help the students prove their knowledge regarding learning goal 2. I think question number 7 was too
wordy and did not clearly convey what information I was trying to gather from the students. Possibly
having a better rubric and more clear directions would benefit the students when attempting to
demonstrate their learning of objective 6.

4. Would you collect different or more evidence if you were to do this assessment again? Why?
Yes, I would collect different evidence. I think a more cohesive assessment would not include
learning objective 6. I feel that a different type of assessment is necessary for that learning objective. I
also think I would change question 5 to better reflect the learning of objective 1. There was only one
multiple choice question used to ask about definitions for 4 terms. This does not seem like an
adequate representation of knowledge for this learning goal. I would also change question 5 to
include chemical and physical properties and changes so that students can show that they understand
the difference between all four topics. That means that I would come up with one more learning
objective that asks students to differentiate between the changes and properties.

5. Was the implementation and timing of this assessment appropriate for this class? Why?
I feel that the implementation and timing of this assessment was not appropriate for this class. I felt
rushed by the PLC to get the assessment done at this time, however, I think the class would have
benefitted from one more day of review before being given the assessment. I also feel that if we are
going to keep question 7 on the CFA, then we need time to allow the students to perform more
filtration and distillation labs so that they have a visual representation to think back on when
answering this question. I feel that one or two more days were necessary to get the students prepared
for this assessment.

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6. In what ways would a different type of assessment (e.g., verbal response, multiple choice, short
essay, oral presentation, performance task) than what you used allow students to demonstrate
their achievement of the academic learning goal(s) for this unit?
The assessment given included multiple choice and short answer questions and required students to
provide extensive written responses on two questions. It would be difficult to assess the learning
goals of this unit without the student putting pen to paper. The students could demonstrate a mastery
of the unit's content through a performance task. The task could require students to solve real world
application questions which would make it more meaningful for them. Verbal responses could also be
assessed if a student were asked to tell about each step, using the appropriate vocabulary, they used to
perform a lab that included all the learning objective. This may not be beneficial for FS1, however,
since he is extremely shy. The use of verbal questions might be better for FS2 though since her
difficulty lies in reading and writing. With the time constraints of an every-day classroom, written
assessments seem like the best option for students to demonstrate their achievement of the academic
learning goals for this unit. The format of the assessment is also similar to the in-class and homework
assignments.

B. For Student 1: An English Learner


1. To what extent were the assessment directions and format clear and easy to follow for the
student? How do you know?
The assessment directions and format were clear and easy to follow for FS1. There are two ways that
I know this. First, his scores on the CELDT as well as my experience with FS1 informed me that his
speaking and listening skills in the English language are proficient. That means that when I read the
directions out loud, and the student was paying close attention to me, he understood the directions. In
addition, I discreetly asked FS1 if he understood what was expected of him during the quiz. Secondly,
I spoke with FS1 after the assessment about the adaptations that I made, and he agreed that he thought
the format was beneficial to his understanding. I would change question 7, however, but that is
because I feel that I would change that question for the whole class. In addition, for question 1 I
would include the sentence along with the picture to help the student’s language acquisition.

2. To what extent did the student achieve the academic learning goals for this part of the unit?
Proudly, FS1 achieved 5 out of the 6 learning goals. I believe that the only reason all six were not
mastered was because of the poor formatting and directions on question 7. Even with the adaptations
made, that question is just not appropriate for this assessment. I will be calling home to tell FS1’s
parents about this success and hope it continues in the future.

3. How well did the student’s assessment response correspond to the work the student does on a
daily basis? (Was the response that you expected from the student?)
This was the response that I expected from the student in one aspect and not in another. He works
hard to achieve the learning goals and to get good grades, therefore, I did expect him to do well.
However, he has been struggling with the content, so I did not expect him to achieve all but one of the
learning goals. I believe the implementation of the EL strategies for FS1 even though he is not still
fully classified as an EL student was beneficial for him in this assessment. FS1 puts in the effort
required for the course on a daily basis, and I am proud of his achievement on this assessment.

4. What different or additional type of evidence might you need to collect for the student?
I would like to give FS1 question 7 and its rubric in Spanish to see if he performs better on the
question. This would help me determine if FS1’s struggle with reading is the language or a possible
learning disability. I would also like to compare all his assessments throughout this portion of the unit

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to see if he has grown in his knowledge of the content. Lastly, I would like to see FS1 either draw or
perform a distillation and filtration to prove his knowledge rather than writing it out.

5. What does the student’s response tell you about his or her academic strengths and/or needs?
FS1 performed well with the pictures and the graphic organizer, so I know that those strategies were
beneficial for him. With that said, since FS1 obtained a 5 in writing on his CELDT and his writing
was excellent on question 6, I think I will remove the adaptation of allowing bullet points in the
future. FS1 performed well on this assessment and has shown that he has strengths when it comes to
content knowledge. His past struggles were with math; however, this assessment alone does not
provide me with additional information on that weakness.

6. Based on the student’s response, describe next steps you would take with the student to further
his or her academic achievement in the content area.
I feel that since FS1’s responses proved his achievement of most of the learning goals, that he is
already on the right path for success. The only thing I would change is that I would allow him to
visually represent his answers since he enjoys art and I think question 7 would have been better that
way. I believe that in the future I will continue using this format while providing less and less visuals
so that the student gradually learns the academic content and is able to communicate effectively
through words alone without the stress of immediate removal of these supports.

7. Describe the ways in which specific adaptations you made to your assessment plan did or did
not work.
The use of visuals and the graphic organizer did help FS1. Also, providing him with the word bank
helped when compared to the rest of the class. FS1 told me that this format was beneficial to him and
upon comparison with other assessments, FS1 performed better with these adaptations. I do not think
that requiring him to use bullet points on number 7 was beneficial, however. He received a high mark
in writing in English, therefore, I do not think that is where the problem lies with FS1. I think
shortening the question would have been helpful if the question itself were accompanied by a better
rubric.

8. In what ways did the assessment support this student’s language abilities?
The student’s biggest struggle with the English language is reading. To that end, providing him with
the visuals and graphic organizers helped him understand what the questions were asking. I think that
in the future I will include sentences to go along with the visuals to further aid in his language
abilities. I also believe that shortening the questions to exclude unimportant information was
beneficial to FS1 since reading is not his strongest attribute. I feel that question 7 did not support his
language abilities, because he is a strong writer in the English language and I did not adequately
allow him to demonstrate those skills.

9. If you were to give the assessment to the student again, what changes, if any, would you make?
Why?
I would exclude question 7 altogether. I believe this question is unnecessary to this assessment and
the knowledge could be demonstrated in a better way. I would also include sentences with the pictures
on question 1. Otherwise, I feel that the adaptations for FS1 were adequate for this assessment and
will continue to use these strategies on future assessments.

10. What would be your next steps in planning to facilitate this student’s English Language
Development?
My goal is to assist FS1 in his reading of the English language. My next steps to facilitate FS1's
English Language Development would be to encourage more reading and practicing academic
vocabulary with all content areas. In regards to scientific content, I think he would benefit from a

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vocabulary list at the beginning of each unit highlighting the key terms and giving him a "head start"
on terms to practice. I would encourage him to make flash cards with the terms and possible steps to
solve and study those for the assessment's as well. Chemistry is like learning another language, so I
feel that FS1 would greatly benefit if he knew more about what he was trying to read. The key to this
student's success is his continued desire to learn the content. We, fortunately, have his motivation to
learn the content to our advantage. I plan to use this determination to help him develop strategies for
reading English and Chemistry together.

C. Student 2: A Student with an Identified Special Need


1. To what extent were the assessment directions and format clear and easy to follow for the
student? How do you know?
I thought that the directions and format were clear for FS2, because she read the problems back to me
in her own words and seemed to understand them. My checks for understanding were met by
enthusiastic nodding, therefore, I do believe that she understood the directions and questions being
asked. Additionally, she didn't ask any questions once she began working on her assessment. This is
typically not the case, as she usually has several questions during assessments. I would have liked to
have talked to FS2 after the quiz to gain more insight on how I can help her, however, she left class
before I got the chance.

2. To what extent did the student achieve the academic learning goals for this part of the unit?
Unfortunately, based on her achievement of the learning goals, I do not think she truly understood the
content. She only showed achievement of learning goals 3 and 5. She partly demonstrated her
knowledge of learning goal 4 with a 2 out of 4, but this only shows partial learning of the objective.
She also received some points for knowing the two separation methods for learning objective 6,
however, she did not effectively communicate the processes or their end results. To be honest, she did
not even try to answer that question.

3. How well did the student’s assessment response correspond to the work the student does on a
daily basis? (Was the response that you expected from the student?)
I was actually surprised by these results from FS2. She works very hard in my class and has achieved
high marks on other assessments within this unit. With the proper adaptations, FS2 usually does much
better with the content. Even if she does not answer a question correctly, she usually answers it fully
with a good amount of reasoning. I feel that FS2 did not know the answer to number 7 and that
contributed to her not fully answering the question. I am going to make contact with FS2 and inquire
about the quiz results.

4. What different or additional type of evidence might you need to collect for the student?
As mentioned during whole class analyzation, I would collect and review the homework assignment
and in-class assignments that have been given throughout the unit. I believe this collected evidence
and teacher observation throughout the unit provided a clear picture of this student's needs. I think she
is working hard but needs to further utilize her adaptations. I predict she would score even higher on
the assessment had she reviewed her notecard more and asked questions when she was obviously
confused. I also think she would have benefited from a different setting in which to gain clarification
on the test questions. I would have liked a more private setting for FS2 to receive her implementation
adaptations.

5. What does the student’s response tell you about his or her academic strengths and/or needs?
FS2 is working very hard to improve on her academic weaknesses. She still lacks a strong sense of
the academic content but continues to improve and maintain average grades. Her responses on the

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assessment are indicative of her struggles with reading comprehension and following multi-step
processes. Most of the problems she answered incorrectly on the assessment involved problems that
required her to analyze more than one problem to solve. I think her basic reading skills are strong, but
she needs to continue to focus on the important details of each question rather than get caught up in
the extra words. Her continual support from home and from her case worker will also aid in her
continued academic improvement and success.

6. Based on the student’s response, describe next steps you would take with the student to further
his or her academic achievement in the content area?
To further FS2's academic achievement in Chemistry, I would continue to encourage her to utilize her
resources and practice her problem dissecting skills. I think FS2 would benefit from an adapted
assessment instead of just the adaptations made to the implementation of it. FS2 struggles with
reading, therefore I feel visuals would be more beneficial to her. She also struggles with writing, so I
think that allowing her the ability to share her answers verbally would help her significantly. During
future assessments, I also plan to offer her the opportunity to test in a private testing environment.
This may make her feel more comfortable using her additional adaptations of repeating the directions
and question, using a study guide when no one else gets to, and when checking for understanding.

7. Describe the ways in which specific adaptations you made to your assessment plan did or did
not work.
I do not feel that the adaptations made for FS2 were adequate. I was not available enough to ensure
she understood the questions. I also feel that more adaptation is needed for the assessment itself.
Some of the questions are too wordy and the student got lost in the unessential information which
caused her to give up. I would also like to add the adaptation of allowing her to answer questions
verbally. I feel that I dropped the ball for FS2, because I know she is an intelligent, hard-working
student that I did not give enough support to. I feel that a more private setting where verbal
communication can be effective and not stand out is the best adaptation for FS2 and I did not provide
that for her.

8. In what ways did the assessment support this student’s language abilities?
Unfortunately, other than following the rules of the IEP and helping FS2 with her index card, I do not
believe the assessment supported her language abilities. I should have made adaptations that made the
reading easier for FS2. I also should have allowed her to answer in shorter sentences or bullet points,
if not verbally since she struggles with writing. FS2 does not have problems with the English
language, however, her struggles with reading and writing should be addressed further.

9. If you were to give the assessment to the student again, what changes, if any, would you make?
Why?
If I were to give this assessment to FS2 again, I would give her the assessment that was made for FS1.
I feel that FS2’s main struggle was the reading of the material. I would also let her go to the IEP
office where her case worker could administer the test in a more private setting. Before doing this, I
would walk the case worker through the entire assessment to ensure that she understood the purpose
of each questions. I would allow her to use her notes as well. I feel that the index card is not enough
support. I feel that the private testing area would also allow her to feel more comfortable using her
notes and asking questions with regards to the directions given and the questions asked.

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Step 6: Reflection on Assessment Implementation and Student


Learning
Directions:
Read your response for Steps 1 to 5. Consider what you have learned through the Assessing Learning task about
your students, what you wanted them to learn, their responses to the assessment, and your analysis of the evidence
of student learning. Respond to the prompts below.

1. If you were given an opportunity to use the assessment again, what part(s) would you keep and
what part(s) might you change? Why?
I will make several changes if I decide to give this assessment in the future. I believe it was too
difficult in some respects and not deep enough in others. If I were to give this assessment again in the
future, I would take out question 7 altogether. I would like to use question 7 as a separate application
assessment and possibly pair it with a lab where the students could demonstrate their results rather
than requiring them to memorize the processes and write about them. I would also change question 5
to a categorizing question like I had for the EL student. The learning objective was to differentiate
between chemical and physical properties and most students put examples for chemical and physical
changes. None of the learning objectives were asking the students to tell the difference between
changes and properties, so I feel that the format of that question should be different. Maybe it could
be changed to filling in a table or matching, but I think I like the idea of having a list of properties
that they must put into the correct categories. I feel that all the multiple-choice questions adequately
represented the learning objectives that were being assessed, however, I feel that learning objective 1
would have been better formatted as a matching term to definitions question instead of purely
multiple choice. I also feel that question 6 was appropriate, but I think I might put the words “two”
and “differences” in bold print to emphasize that I am looking for a total of four items when grading.
I may possibly include a small rubric for that question is students seem to still be having difficulty
understanding what I am looking for.

2. If you were given an opportunity to implement the assessment again, what would you do the
same and what would you do differently? Why?
I believe that, for the most part, the implementation of the assessment was a success. I may put the
directions about writing in pencil and legibly on the assessment itself in addition to on a slide,
however. That way if students were not paying attention during my presentation of the directions,
they still have them referenced right on their paper. I would also provide a brief rubric on question 6
so that students know exactly what I am looking for. I would do the same for question 7 if I decided
to leave it on the assessment. I think students struggled with this question mostly because I was not
clear in my expectations.

3. What additional information about your students did you learn as a result of this assessment
experience?
I learned a lot of information about my students with regards to this assessment. I learned that they
need more guidance when it comes to my expectations. I also learned that I need to be careful with
my wording of questions. I believe that a lot of students had trouble understanding the requirements
when asked to tell the difference between topics. I was also very surprised by the results of this
assessment. My highest scoring student was someone who has been struggling with the material thus
far, so I believe I will ask him what changed so that I may better help other students understand the
topics and expectations. I was disappointed by some students that are my high achieving students,
which was a clear indicator that I need to reteach some of these topics. My idea for allowing the
students to make corrections is a must after getting the results back from these assessments. After
comparing this assessment to others, I also learned that my students do a better job when the

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demonstration of knowledge is hands-on. That is good information to know since this is a physical
science course that requires proficiency in lab work.

4. How will you use what you have learned from this assessment experience when you plan
instruction and assessment in the future?
In the future, my assessments will have more clearly written questions. I will also break them up into
more manageable chunks. After this assessment, I have learned that questions like number 7 will be
better demonstrated by participating in a lab after working to answer the application question in a
group. This question required too much for what was supposed to be a simple CFA. I also learned that
my teaching strategies may not be as effective as I thought they were. After speaking with students
and grading this assessment, I have determined that the students need more feedback throughout the
course to achieve their learning goals. I also need to plan my instruction better to include more hands-
on activities since the students seem to respond to these types of assignments better than written
assessments. I have also learned a lot about how to use assessments as a self-evaluation to direct
future instruction. After doing all this research, I know that I should not move on to the next topics
until I have retaught these concepts and students have proven that they have achieved the learning
goals. Hopefully, allowing them to make corrections will show me that they do know the topics, but
that I just did not write my expectations well. I know one of the difficulties I need to overcome in the
assignment and assessment writing category is my ability to communicate what information I am
trying to gather from the students. I need to communicate directions better in my instruction and in
my assessment. I have also learned a lot about how to get to know my students while creating and
implementing this assessment. Through research and talking to fellow teachers, I have learned
effective strategies for adapting for my EL students. In addition, I have learned that I did not learn
enough about FS2 to be able to effectively assist her. With that in mind, now I understand that it is
imperative to kick start that relationship so that she can have as much opportunity to learn as the rest
of the class.

5. What are your goals for increasing your knowledge and skill in assessment? How will achieving
these goals help you become a more effective teacher?
My goals for increasing my knowledge and skills in assessment are mostly to create better rubrics. I
feel that my learning objectives align with the questions being asked, however, I need more clear
expectations so that the students know exactly what these questions are asking. They cannot
demonstrate their knowledge if they do not understand what they are supposed to be demonstrating.
To accomplish this, I will research NGSS based rubrics and adapt my questions around those. In this
way, I can ensure that the standards are being assessed while making the questions clear and concise
for my students. I would also like to learn more about using the appropriate assessment depending on
the learning goals. I mostly used this assessment because it was agreed upon by my PLC, however, I
would like the opportunity to be more creative in my assessments. I understand that CFA’s and
summative assessments are great tools for collecting data on student learning, and that they prepare
the students for what college will be like, however, I would like to employ better methods that
students will respond more eagerly to. Using a variety of assessment strategies, I feel that my students
would be more successful. Basically, my overall goal in regards to assessment is to be more creative
and learn how to allow the students to demonstrate their learning in a variety of ways that are more
comfortable to them.

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