Assessment of P-12 Learning Module

Students who are enrolled in my Element of a Short Story course be assessed

through discussion board postings, independent tasks, and final group project wiki

page. Students are expected to participate in all class activities, communicates with the

professor and his/ her peers, complete all assignments by the scheduled due date, and

use digital etiquette at all times. Students enrolled in this course will work through

courses based on the Common Core Georgia Performance Standards for 7th grade

ELA: ELACC7RL3: Analyze how a particular elements of a story or drama interact (e.g.,

how settings shape the characters or plot). By the end of this course students will be

able to identify and analyze elements of plot: exposition, rising action, climax, falling

action, and resolution, examine plot structure understanding the way in which conflict

drives the action in a story and how the chapters or sections of a text are organized and

compiled, identify and analyze the elements of characterization (a character’s thoughts,

words, actions, appearance, experiences, etc.), understand the concept of narrative

voice (first, second, or third person/omniscience, subjectivity, etc.), and recognize the

importance of setting, seeking to understand how the setting can dynamically affect the

action in a story. Students will complete various tasks such as individual assignments,

discussion board assignments, and a final group project. The final group project will

assess students understanding of the content and ability to work well with others.

Instructional videos/ PowerPoints will be provided for students and participation

is required. Students be assessed on participation of the video/ PowerPoint through

their participation in discussion board assignments. All discussion board assignments

will require student’s knowledge and understanding from the video/ presentation.

Discussion board assignments will completed through the online discussion board.

Students will also complete individual tasks which will be graded based on student’s

work. Students will also complete a group project. This project will graded based on a

rubric, and the rubric will be provided to students before they begin the project. Grades

will be based on proficiency of course content; students with 90-100= A, 80-89= B, 70-

79= C, and below a 69= F.

Formative Evaluation

As the instructor for this course I will monitor students and provide feedback in a

construct and efficient manner. Student feedback will be delivered within 72 hours of the

submission. Students will be assessed several times for understanding before the final

group project. The final group project will be assessed by a rubric. Students will learn

how to collaborate with their peers, provide feedback to each other, and apply their

knowledge and understanding of elements of a short story to share with their peers.

Prior to the group project students will have the opportunity to ask questions about the

presentations, assignments, task, and discussion boards. Discussion boards will also

provide students with the opportunity to ask their peers for additional help.

Assessment and Feedback Resources

Performance assessment- According to Wang and Gearhart, “Performance

assessment involves direct observation of student performance on tasks that

resemble those considered necessary in real life, though student performance

may not be as authentic as in real life.” Based on a published article from

Scholastic,

http://teacher.scholastic.com/professional/assessment/perfassess.htm,

performance assessments should include checklists covering domain language,

portfolios/ collections of student work, and summary of the student’s classroom

performance. The article also provides readers with several reasons or benefits

of performance assessment.

Authentic assessment- “is a variation of performance assessment, with an

emphasis on authenticity of learning tasks” (Wang and Gearhart). According to

http://www.ala.org/aasl/aaslpubsandjournals/slmrb/editorschoiceb/infopower/

selctcallison85, this type of assessment can include assignments with

constructed response, high-order thinking, or process and product. Examples of

authentic assessment included oral interviews, story or text retelling, writing

samples, and many more. The article also suggests that teacher use rubric to

evaluate student performance.

Portfolio assessment- “is based on a cumulative collections of a student’s work

built over a period of time and usually involves multiple indicators and evidence

to demonstrate a student’s progress in learning” (Wang Gearhart).

http://www.nasponline.org/communications/spawareness/portfolioassess.pdf

says that portfolio assessment are more authentic because it can show what the

student can do with what has been taught, versus what the student knows based

on what has been taught. Portfolios are easily adaptable for students with special

needs, they can be accessed from home or school, show documentation of

teacher effectiveness, and development of student’s cognitive skills.

Assessing collaborative learning- According to Wang and Gearhart,

“collaborative learning is especially important in an online learning environment

and essential to building a community and effective team.”

http://www.edutopia.org/blog/collaborative-assessment-digital-classroom-social-

media-tools, tells us that not providing collaborative learning opportunities for our

students does them a disservice because so few jobs today involve working

independently. While collaborative learning can seem like a daunting task, there

are many digital tools out there to assist teachers. Using these resources and

modeling effective collaboration can help student grow tremendously.