Assessment+Project

A. Informal Assessment
The informal assessment that I chose was one from the end of the Evolution Unit. In the text book, on page 386, there was a page concluding the unit called “Summary of Darwin’s Theory”. This page listed 8 points that Charles Darwin has made. I separated the class into 8 groups and assigned them each one of the 8 points to interpret. I had each group (2-3 students) analyze their assigned statement and draw a picture to depict it, on paper I provided, any way they wanted to or could think of. They then had to come to the front of the class, present their pictures, explain their statement, and then answer questions that both students and I prompted. I did not collect the pictures, but used them to hang in the classroom. In addition, I had the students fill in a worksheet on the summary of Darwin’s theory as each group was presenting. I was able to assess their understanding based on their picture, presentation, and how well they responded to questions. I was quickly able to make corrections and clear up any misconceptions as the class went on.

B. Formal Assessment
=== The formal assessment that I chose was a quiz that I had given the students for the evolution unit. It consisted of 4 short answer questions. The reason that I opted for only short answer questions opposed to something like multiple choice, was because I really wanted to get a feeling of not only what the students were thinking, but the thought processes behind their answers. Evolution could be very confusing, and I wanted to identify any misconceptions before moving on in the unit. This quiz was based out of 12 possible points, which is standard for quizzes in my grading policy. Questions 1 and were more on the side of fact recall, which were each graded out of 2 possible points, and the questions 3 and 4 had to do with applying their knowledge in a situation they might not be familiar with, which were each graded out of 4 possible points. ===

A. Informal Assessment
Theory of Evolution
 * Summarize the major concepts of natural selection
 * Describe how natural selection provides a mechanism for evolution
 * Explain how a new species or variety may originate through the evolutionary process of natural selection.
 * Explain how natural selection leads to organisms that are well suited for the environment.
 * Natural Selection**
 * Explain how natural selection acts on individuals, but it is populations that evolve.
 * Give examples of ways in which genetic variation and environmental factors are causes of evolution and the diversity of organisms.

A. Description of Informal Assessment
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B. Description of Formal Assessment
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A. Description of Class Context
=== The class which I took this assessment data from is a heterogeneous group of tenth graders from a public suburban high school. I have them last period (6th period) on “A” days. The class has 17 students containing 7 females and 10 males. 4 of the students have IEPS and receive special services from the special education department. All 4 of them have an extra “study skills” class to help them complete assignments. ===

B. Analysis of Informal Assessment
=== The class average of the informal was 3.5 out of 4. The highest grade was a 4 and the lowest grade was a 0. I graded it on completion, not content. Students who received a 4 completed both the drawing, class presentation, then handed it in. The students who received a 0, lost their drawing before their presentation, and then failed to make one up. The female average was a 4, while the male average was a 3.2, which was due to 2 of the students losing their work and not making the assignment up. Beside that though, both males and females did equally well. ===

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C. Analysis of Formal Assessment
=== The class average of the formal assessment was an 8.25/12. If computed to a percentage, this is roughly a 69%. Three students have yet to take it because of extended absences, but they are above average students, so I expect the class average to increase when completed. This average without these students averaged in is on the lower side, but I take how the test was set up into account. There were only 4 questions, so they all held a lot of weight. The lowest grade was a 3/12 and the highest grade was an 11/12. The male average was an 8.6/12 and the female average was 7.9/12. I think there was this difference because there are fewer females, and their average is often skewed based on one outlier grade, in this case, the 3/12. If I took that grade out, the female average would be 8.75/12, which is much closer to the male average. ===

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__ High Level Student: Student 1 __
=== This student was able to answer the questions clearly and accurately, except for a little confusion with the first question. In all the questions, I was able to see that she understood the process of evolution. This student is in general a hard worker and does do well on assessments. She received an 11/12 on this assessment. ===

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__ Middle Level Student: Student 2 __
=== This student was able to answer each question with at least some correct information or insight. The only question he really had trouble with was the fist question, which was based purely on definitions. He had been absent prior to the quiz but still wanted to take it so he didn’t have to worry about making it up, so I feel that was why he didn’t do so well on that question. I would have preferred that he waited to take the quiz, but he has a long history of not making things up and being absent, so I allowed him to take it. He received a 9.5/12 on the quiz. ===

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__ Lower Level Student: Student 3 __
=== This student doesn’t show any real grasp on the content. She was the first student done with the quiz, and said that’s all she wanted to do when I quickly looked over the test and told her that she needs more complete answers. She usually does poorly on assessments, but passes for the semester based on labs, assignments and homework, but she still should have more knowledge of the material than this. She often lets her life outside of school (friends, boyfriend) affect her mood in class (and therefore performance), and that is something we are currently working on. She received a 3/12 on her test, and said that she will try harder now and put in more effort. ===

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