Assignment 2–Assessment Activities

Please see CIT 503 Syllabus and Rubric for detailed information. I suggest questions 3,5, and 6., but by all means whatever is easier for you. I will also be uploading documents in the files that are needed to complete this assignment. You will see I estimated 4 pages for title page and summaries, as all other documents will be provided.

Assignment 2–Assessment Activities

 Student’s Name

Institutional Affiliation

Course

Instructor’s Name

Date

Assignment 2–Assessment Activities

Introduction

Assessment is part and parcel of educational programs and other support programs carried out for program improvement. Assessment is the systematic collection, review, and use of information for either program improvement or educational purposes (Chappuis et al., 2019). For learning, assessment is often performed to improve learning programs or measure success by achieving the learning objectives. In this paper, three learning activities will be selected and completed as required for the completion of the assignment.

Teacher
Course Name	English Grammar
Period	Three months
Type of Assessment	Written Response
Date	23rd May, 2022

Activity #3

DOK ANALYSIS OF ASSESSMENT
#Questions DOK1 5	# Questions DOK2 10		#Questions DOK3 5		#Questions DOK4 5
Class Period or Subject		Class Average	Passed	Not Passed	Total Students
2 hours		80	27	3	30
Area(s) of Weakness			Remediation Strategy
·       Insufficient learning resources ·       Lack of enough time for group discussions. ·       A good number of students reporting late for the lessons.			·       Educate students how on to access online resources ·       Divide students into different groups and provide designated time for conducting group activities. ·       Striker policy to improve student’s adherence to time.

 

 

 

 

 

Teacher
Course Name	Physiology
Period	Three months
Type of Assessment	Selected Response
Date	23rd May, 2022

DOK ANALYSIS OF ASSESSMENT
#Questions DOK1 5	# Questions DOK2 10		#Questions DOK3 5		#Questions DOK4 5
Class Period or Subject		Class Average	Passed	Not Passed	Total Students
2 hours		60	20	10	30
Area(s) of Weakness			Remediation Strategy
·       Students lack technological skills to access online learning resources. ·       Lack of group learning activities among students. ·       Poor student score			·       Educate students on how to access online learning resources. ·       Divide students into different groups and provide designated time for conducting group activities. ·       Introduce a new program designed to help students, after school or during their lunch period, to address previous test concerns

 

 

Summary

Activity three has explored two assessments; English grammar and physiology. In both cases, the courses take three months to complete. A written assessment is used in both cases. They were both scheduled for 23rd May 2022. Regarding English grammar, the course has 5, 10, 5, and 5 DOK levels 1, 2,3, and 4 respectively. The classes will take 2 hours, the class average is 80, and the total students are 30; 27 of them passed, while only 3 did not pass. Areas of weakness include insufficient learning resources, lack of enough time for group discussions, and lateness during the lessons. The remedies include educating the students to easily access online learning resources, dividing students into different groups, and providing designated time for conducting group activities. Also, introducing a new program designed to help students, after school or during their lunch period, to address previous test concerns.

Regarding the second assessment (physiology), the test has 5, 10, 5, and 5 DOK levels 1, 2,3, and 4 respectively. The lessons will take2 hours, the class average is 60, and the total number of students is 30. Twenty of the students passed while 10 of them did not pass. The areas of weakness include lack of technological skills to access online resources, lack of group learning activities, and poor student scores. Remedies include educating students on how to access online learning resources and dividing students into different groups and providing designated time for conducting group activities. Another remedy is introducing a new program designed to help students, after school or during their lunch period, to address previous test concerns

 

 

Activity #5:  Chapters 5, 6, 7 & 8 (Chappuis, 2019). These chapters describe 4 different methods of assessment – Selected Response – Written Response – Performance – Personal Communication

Selected Response

Selected response assessments or tests are those that consist of questions in which there is typically one best answer. Most of such questions are comprised of multiple choices, fill-in-the-blank, true or false, and matching items or questions (Chappuis et al., 2019). Selected assessment questions are best for assessing students’ ability to understand or remember the course concepts and materials. It is the most efficient way to assess a broad range of learning activities. Examples of selected responses

1. Which one of the following is not an animal?
2. Cat
3. Dog
4. Stone
5. The news and information posted on the CNN website is usually accurate

• True
• False

3. ­­­­­­­­­­­­­­­­­­­­__________is the current President of the United States of America
4. Joe Biden
5. Barack Obama
6. F. Kennedy

 

 

Written Response

Written response assessment requires students to construct written answers in response to questions rather than selecting one from a list. A written response is usually consisting several sentences in length (Chappuis et al., 2019). This type of assessment can be considered a combination of scholarship from composition studies and measurement theory in educational assessment.

Examples of Written response assessment

1. List and describe any three types of bones you can remember
2. Write an account of the properties of blood plasma and describe the roles of its components
3. What is the meaning of paraphrasing? Give an example

Performance Assessment

This is an assessment approach that requires students to directly demonstrate their knowledge of the topic of study. They are normally constructed in an open-ended format (Chappuis et al., 2019). Performance assessment may include generating a short written response, writing analytical essays, or conducting an investigation.

Examples of Performance Assessment

1. Write an essay describing how the Kidney helps in maintaining homeostasis
2. Prepare a treatment plan for a hypothetical patient suffering from severe typhoid.
3. Explain the benefit of handwashing in a hospital

 

 

 

Personal Communication Assessment

The teacher may ask students questions directly. Personal communications with students are unique in that they are spontaneous, flexible, and provide nonverbal cues. Such questions are often simple and do not require much thinking.

Examples of questions

1. Define the term anatomy
2. What is the function of your kidney?
3. What is the difference between eukaryotic and prokaryotic organisms?

Activity #6:  Chapter 4 (Chappuis, 2019). Using Activity 4.4 Audit an Assessment for Clear Learning Targets.  Select one of your assessments and complete this audit.  Submit the completed form and prepare a short summary of your findings

 

Name of Assessment: Selected Response

Problem #	Learning Target	# of Points
1	Use correct terminology to discuss the chemistry, cell structure, and tissues of the human body.	10
2	Identify and explain the structure and functions of each body system	30
3	Discuss diseases, disorders, and conditions commonly found in healthcare occupations.	30
4	Explain the role of each body system in maintaining homeostasis.	30

 

Summary

In this activity, the planning stage 2 form was utilized to complete the assessment audit. The selected response is the type of assessment exploited in this activity. Three learning targets were identified in this assessment audit. The first target is to allow students to use the correct terminology to discuss the chemistry, cell structure, and tissues of the human body. The second target is that the students will be able to discuss diseases, disorders, and conditions commonly found in healthcare occupations. The third learning target is to ensure students can explain the role of each body system in maintaining homeostasis. All the learning targets were assessed and the result showed that all were achieved at the end of the course.

Conclusion

Assessment is an integral part of the education system. There are several methods of assessment. The teacher will choose what fits their students.  The selected activities for the completion of this assignment included activities 3,5, and 6. All the questions were answered.

 

 

 

 

References

Chappuis, J., Stiggins, R. J., Chappuis, S., & Arter, J. A. (2019). Classroom assessment for student learning: Doing it right—using it well (3rd ed.). Pearson.