Using Assessment to Improve Learning
Embedded Signature Assessment
Section One: Evidence for Student Learning
Directions: Record the behavioral objective for the unit in the space provided and complete an analysis of the assessment results for the written quiz in Table 1.
Behavioral Objectives
Upon completion of this unit students will be able to:
1.
2.
3.
4.
5.
Table 1. Results of the written quiz.
| Question | Objective | Quantitative Data: Percent Correct or Average Score | Qualitative Data: Quotations or Common Errors |
| 1. [Insert Question Title] | [Insert #] | ||
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| 12. |
Directions: In a written response, describe the learning objectives and the pattern of learning for each behavioral objective, including strengths (evidence of correct understanding) AND weaknesses (evidence of errors or misconceptions). Which objectives were achieved? Which objectives were not achieved? Use specific quantitative data (e.g. percent correct or average scores) and qualitative data (e.g. observations or quotations of student responses) to support your conclusions about each learning objective.
[Write your response here.]
Section Two: Feedback to Guide Student Learning
Directions: On EACH student assessment, write specific positive comments (to praise the correct responses) AND negative comments or questions (to correct errors, suggest areas for improvement, improve understanding, or challenge students to think more deeply). Copy and paste the written feedback you provided to the three students in the space below.
[Paste pictures of assessments with feedback here.]
Directions: In a written response, explain how the students will use the feedback you provided to improve their knowledge or understanding of the content. If you posed questions, explain how the questions you provided encouraged the students to evaluate their own learning. Next, explain how the new knowledge gained from the feedback will be useful to the student in specific future learning activity. Finally, explain how the teacher will support or help the whole class and individual students to improve their learning during the future learning activity.
[Write your response here.]
Section Three: Evidence of Students’ Use of Communication
Directions: In a written response, describe the vocabulary that was assessed and explain the function of the vocabulary or academic language based on the objectives (e.g. to explain, to compare, to analyze, etc.). In your analysis, explain how well the students understood the vocabulary using evidence from the quiz (e.g. percent correct on a multiple choice question). What vocabulary did they know? What vocabulary did they not know? In addition, describe how well the students used the academic language for the function describe in your objective using evidence from quiz (e.g. quotations from student responses to an essay question). What vocabulary did they use correctly? What vocabulary did they use incorrectly? Next, explain how the original planned learning activities supported the students’ understanding and use of academic language. Finally, explain how the students will be able to use this academic language in a specific future learning activity in your course.
[Write your response here.]
Section Four: Using the Analysis to Inform Instruction
Directions: In a written response, identify an area for improvement or learning objective(s) that was not achieved, based on your analysis of the assessment results. For the area for improvement you identified, describe a remediation learning activity you would implement in your class after the quiz to improve student learning or understanding. Describe how you would provide support (accommodations, modifications, or additional materials or activities) for a specific individual in the class. Finally, justify your suggested remediation learning activity and supports with research or theory. Explain the research or theory AND how it applies to the remediation learning activity (i.e. don’t just name drop). Cite and reference at least one source.
[Write your response here.]
