Marie Roberson

Fall 2017
FRIT 7236
Technology-Based Assessment and Data Analysis Key Assessment

Grade: 1st grade

Subject: Science

Multiple Choice Questions

Quiz link

Objective 1 (Grade 1-Science) : ​Students will explain that weather data changes to reflect each
season.
Question 1 : ​What is the weather tool that we use to measure wind? (pictures on the quiz, not
words)
A. rain gauge
B. compass
C. thermometer
D. wind vane
Level-1A-Remember Factual Knowledge

Objective 2 (Grade 1-Science): ​Students will demonstrate knowledge of different types of

weather and how each type of weather has unique characteristics.
Question 2 : ​What would the weather be if I dressed like the boy below? (picture of a boy
dressed in coat, hat, scarf, and hat)
A. hot and sunny
B. cold and snowy
C. rainy and warm
D. cool and sunny
Level-3A-Apply Factual Knowledge
Objective 3 (Grade 1-Science): ​Students will identify that weather can be observed and
measured with instruments.
Question 3 : ​Check all the clothing you would wear in the summer. (pictures on the quiz)
(heavy coat, flip flops, mitten, T-shirt, shorts, and jeans)
Level-3A-Apply Factual Knowledge

Assessment Plan

Improving item reliability

Reliability is the consistency of a test, students being able to have the same results regardless of
the administration (Bookhart & Nitko, 2015).​ To improve reliability for this assessment I would
ask other first grade teachers to also give the test. ​To test the reliability some of the questions
could be field tested, meaning that students, at a later time answer the same questions to identify
if their answer changes. This would help the teacher to see if the student had mastery of the
content. Another first grade teacher could also grade the multiple choice section to ensure
correct grading, but also to ensure that there are not any trends that I missed. ​ ​Due to the fact
that each question only has one correct answer, there should not be any room for bias. I will
conduct an item analysis ​each year reviewing each question to see if students can master the
question or if there is a question that needs altering to help with student success, or if teacher
instruction ​needs improvement.

Improving item validity

Validity is the how well an assessment measures what it is intending to measure (Bookhart &
Nitko, 2015). ​ To improve validity I would have the science curriculum leader to review the test
items and give feedback. She is extremely knowledgeable of the Georgia Standards of
Excellence as well as the science curriculum for grades K-5. If other teachers in the county also
created weather assessments, I could compare my assessment to theirs to examine if the
objectives aligned in addition to if the items tested were similar. I could also have students take
the assessment and then have a small group talk with students about their results of the test.
Opening the line of communication with the student could point to areas of improvement that
adult eyes could not identify, especially if the questions are ambiguous in nature.

Differentiation of instruction
Differentiation is providing instruction on various levels to assure all students have the chance
for success. The assessment has some differentiation included in the fact that is has pictures
instead of words. First graders are still learning to read, and this assessment should judge their
science, or weather knowledge, not if they are able to read the assessment. A teacher could read
the assessment aloud to ensure that all students have a clear understanding of the written
language. I also give assessments in small homogenous groups to all students to ensure if I need
to reread items, give additional times, ​or provide oral directions, it can occur without disruption
to others.

Improving student learning

By reviewing the assessment data, improving student learning could occur. After reviewing the
test data differentiated groups form to allow intense instruction to occur. This instruction could
be reteaching, clarifying, even extending of the current learning objective. By giving students
timely feedback that they can understand, and having them to complete some type of action to
enhance student engagement, the student learning could improve.

Improving future assessments

The items mentioned above, improving reliability and validity, would be the first step in
improving future assessments. Listening to all stakeholder feedback is a vital component of a
valuable assessment. Collecting all the data, and using that data to improve upon the assessment
would also improve future assessments. ​ Students will have advance notice of the assessment,
however, making sure the parents as well as the students know the format of the test to ensure
comfort could aid in student success. ​Another area that I could address is the types of questions I
use. I used several pictures in my assessment, which I believe is appropriate, however I
understand an improved mix of pictures and text would be the best fit.

Essay/Short Answer Questions

Grade: 1st grade
Subject: Science

Objectives Level and Type Short Answer Questions

(Grade 1-Science)

● Students will identify that Remember Factual What type of instrument

weather can be observed and Knowledge measures North, South, East, and
measured with instruments. West?

● Students will demonstrate Applying Factual Knowledge Tell me 4 different types of

knowledge of different types weather and the season you
of weather and how each would likely see that type of
type of weather has unique weather in.
characteristics.
● Students will explain that
weather data changes to
reflect each season.

● Students will explain that Analyzing Conceptual Explain why you would not wear
weather data changes to Knowledge a bathing suit in the winter when
reflect each season. you are outside.
 Objectives Level and Type Essay Questions
(Grade 1-Science)

Students will identify that Applying Factual Tell me 3 weather instruments and when you
weather can be observed and Knowledge would use each instrument.
measured with instruments.

Students will explain of Analyzing Draw something that you might do, outside if
different types of weather and Conceptual the temperature was 90 degrees and sunny.
how each type of weather has Knowledge Label your picture and write a sentence telling
unique characteristics. me what you are doing and why.

Students will explain that Creating You are getting ready to go on winter
weather data changes to Conceptual vacation. What 4 clothing items would you
reflect each season. Knowledge pack? Give a reason to support each article of
clothing.

Students will explain that Creating Think of a time weather has affected what you
weather data changes to Conceptual had planned. Tell me in detail about the
reflect each season. Knowledge weather and why your plans had to be
changed.

Improving item reliability

Reliability is the consistency of a test, students being able to have the same results regardless of
the administration (Bookhart & Nitko, 2015). To ensure reliability in my teaching rotations I
would hold students accountable for writing their answers similar to the short answer and essay
questions. The test would not be the first forum where they would write an extended response on
the subject. Throughout the weather unit, students identify the standards, and the test aligns
with those standards. I will also have a small test group to discuss test questions language,
making sure it is appropriate for first grade students and easily understood. ​The use of rubrics
for grading ensures consistency in grading. The teacher will complete the rubrics and before
testing students have county science officials, as well as other first grade teachers edit for
credibility. The students will be able to receive feedback that will allow them to improve upon
their answer should they take the assessment again.

Improving item validity

Validity is the how well an assessment measures what it is intending to measure (Bookhart &
Nitko, 2015). To improve validity I would have the science curriculum leader to review the test
items and give feedback and make sure that the content matches Georgia Standards of
Excellence. Also, allowing students to draw and write allows them to show their knowledge of
the concepts in various ways. I will provide a rubric for scoring each essay question and allow
the science curriculum leader to grade several essay questions to compare my graded rubric with
hers.

Differentiation of instruction
Differentiation is providing instruction on various levels to assure all students have the chance
for success. All first grade students typically have tests read orally to them. However, to
differentiate students could work in small groups which would also allow for extra time if
needed. If students have IEP for writing, a teacher could take dictation allowing student to orally
tell the answers, or allowed to use a word bank provided by the teacher. Another option could be
for students to take the test on a computer and record their answers on a program such as
PowerPoint.

Improving student learning

This test occurs at the conclusion of the unit, however, could still provide data to help ensure
student success. Our school has a built in remediation/acceleration time, so the test data could
be used to remediate or excel during that allotted block. If a student is in need of remediation,
they could have a retest after their remediation took place to establish that the remediation period
was beneficial. ​The teacher could allow the students to pick the sequence of the test. Allowing
students to begin with something they feel more confident in, may have an affect on the rest of
the unit test.

Improving future assessments

Once the data is collected from the assessment, I can use that to adjust teaching, but also to throw
out or edit questions that proved to be unreliable. A small student group in addition to other
science teachers could also provide suggestions to help improve the test and ensure that it is only
testing the intended objectives.

HOTS Questions

Objective Level and Type HOTS

Students will explain that Analyzing Conceptual How do you feel about summer?
weather data changes to Knowledge Do you like it? Give me at least 3
reflect each season. reasons why or why not.

Students will demonstrate
knowledge of different types
of weather and how each type
of weather has unique
characteristics.
Evaluating Conceptual Jim and Kate went outside to build
Knowledge a snowman. Jim put on shorts,
tennis shoes, and a hat. Do you
think this is a good idea for Jim?
Why or why not?

Students will explain that

weather data changes to
reflect each season.
 Students will identify that
weather can be observed and
measured with instruments.
Evaluating Conceptual Think about the weather tools we
Knowledge have discussed in this unit. Which
tool do you think gets used more
than other tools? Explain your
reasons.

Improving item reliability

Reliability is the consistency of a test, students being able to have the same results regardless of
the administration (Bookhart & Nitko, 2015).To ensure reliability in my teaching rotations I
would hold students accountable for writing their answers similar to the HOT questions above.
The test would not be the first forum where they would be required put their thoughts to paper.
Throughout the weather unit, students work with the standards, and the test aligns with those
standards. I will also have a clear rubric for grading. Students and parents will be able to use
the rubric to determine how the student response could be improved upon in the future. To
ensure that the rubric is clear I would have other science professionals to review and even cross
grade a few of my students.

Improving item validity

Validity is the how well an assessment measures what it is intending to measure (Bookhart &
Nitko, 2015). To improve validity I would have the science curriculum leader to review the test
items and provide feedback to confirm that the content matches Georgia Standards of
Excellence. I will provide a rubric for scoring each HOT question and allow the science
curriculum leader to grade several essay questions to compare my graded rubric with hers.

Differentiation of instruction
Differentiation is providing instruction on various levels to assure all students have the chance
for success. All first grade students typically have tests read orally to them. However, to
differentiate students could work in small groups which would also allow for extra time if
needed. If students have IEP for writing, a teacher could take dictation allowing student to orally
tell the answers, or allowed to refer to a word bank provided by the teacher. Students may use a
chromebook that they could use the talk to text extension to record their answers. Another
option could be for students to take the test on a computer and record their answers on a program
such as PowerPoint.

Improving student learning

This test occurs at the conclusion of the unit, however, could still provide data to help ensure
student success. Our school has a built in remediation/acceleration time, so the test data could
be used to remediate or excel during that allotted block. If a student is in need of remediation,
they could have a retest after their remediation took place to establish that the remediation period
was beneficial.

Improving future assessments

Once the data is collected from the assessment, I can use that to adjust teaching, but also to throw
out or edit questions that proved unreliable. A small student group in addition to other science
teachers could also provide suggestions to help improve the test and ensure that it is only testing
the intended objectives.

Performance Task Questions

Objective 1:
Students will demonstrate knowledge of different types of weather and how each type of weather
has unique characteristics.
Students will explain that weather data changes to reflect each season.
Level and Type:​ Analyzing Procedural Knowledge
Task 1: Performance Assessment: Flip-Book/Slide Show
Before the unit, students will vote on their favorite season. The students will draw two season
names out of a hat. In the hat will be names representing each season: winter, spring, summer,
and fall. Students will create a flip book, or Google Slide for their particular season. They will
include pictures as well as text about their season. Students will view a video screencast to recall
how to insert text, clipart, as well as video into their Google Slide presentation. At the end, we
will re-vote favorite seasons from earlier to see if the presentations have a hand in decisions.

Objective 2:
Students will demonstrate knowledge of different types of weather and how each type of weather
has unique characteristics.
Students will explain that weather data changes to reflect each season.
Level and Type:​ Creating Conceptual Knowledge
Task 2: Going on a trip
Set up two different stations (or several of each). One station will resemble Alaska and one will
resemble a warm place ​such as the beach​. ​Pictures will appear from ​both places (possibly on a
google slide presentation), from each of the locations. Students will complete the following
questions based on the pictures: What season are you visiting this location?, What might the
temperature be outside?, Would you like to visit this place? Then students will dress themselves
like in a appropriate clothing for the trips. . Students can draw and write about the type of clothes
they would need to pack, or take a picture of themselves and insert it into a Google slide
presentation. Use a rubric to assess student learning.

Objective 3:
Students will identify that weather can be observed and measured with instruments.
Level and Type: ​Analyzing Procedural Knowledge
Task 3: Weather Tools
Student rotate to five stations. Each station will have a cup of ​water ​as well as a thermometer.
Students will need to measure the temperature in each cup and record the temperature. Then
students will decide what picture (or season) their thermometer might go with and why.
Improving item reliability
Reliability is the consistency of a test, students being able to have the same results regardless of
the administration (Bookhart & Nitko, 2015). Throughout the weather unit, students will
complete mini tasks to ensure the test would not be the first forum where the student is called to
put their thoughts into action. Throughout the weather unit, students are exposed to the
standards, and the test aligns with those standards. I will also have a clear rubric for grading
that aligns with the standards and objectives. ​The use of rubrics will help to ensure consistency,
give specific feedback to students, as well as improve the teacher's ability to pinpoint trouble
areas in the unit. ​Students and parents will use the rubric to determine how the student could
improve their response in the future. To ensure that the rubric is clear I would have other science
professionals to review and even cross grade a few of my students.

Improving item validity

Validity is the how well an assessment measures what it is intending to measure (Bookhart &
Nitko, 2015).To improve validity I would have the science curriculum leader to review the test
items and provide feedback to confirm that the content matches Georgia Standards of
Excellence. I will provide a rubric for scoring each HOT question and allow the science
curriculum leader to grade several essay questions to compare my graded rubric with hers.

Differentiation of instruction
Differentiation is providing instruction on various levels to assure all students have the chance
for success. All first grade students typically have tests read orally to them. However, to
differentiate students could work in small groups which would also allow for extra time if
needed. Since some of the performance tasks offered Google Slides for a tool, students would
have a peer helper (not in the class), that could help them to create a Slide presentation. Students
will compete only 3 temperature stations, as well as having word banks and the possibility of
drawing pictures available.
Improving student learning
This test is given at the conclusion of the unit, however, could still provide data to help ensure
student success. Our school has a built in remediation/acceleration time, so the test data allows
for remediation or acceleration during that allotted block. If a student is in need of remediation,
they could have a retest after their remediation took place to establish that the remediation period
was beneficial.

Improving future assessments

Once the data is collected from the assessment, I can use that to adjust teaching, but also to throw
out or edit questions that proved unreliable. A small student group in addition to other science
teachers could also provide suggestions to help improve the test and ensure that it is only testing
the intended objectives.
 References
Brookhart, S. M., & Nitko, A. J. (2015). ​Educational assessment of students.​ New Jersey:
Pearson.