discuss what to do to develop these students’ knowledge and skills. Complete the Post-Test and Post-Assessment tables in STEP Standard 6.
After you have implemented each lesson in the unit, as well as completed the post-assessment, collaborate with your cooperating teacher/mentor to analyze the results of the post-assessment and determine student learning. Review your data and whether there is a student or group of students who have not mastered the objectives, and discuss what to do to develop these students’ knowledge and skills. Complete the Post-Test and Post-Assessment tables in STEP Standard 6. Then answer the questions in Standard 6 based on the assessment results.
APA format is not required, but solid academic writing is expected.
The lesson is based on Greek Myths. The second graders in my class are mostly ESL There are 3 parts to this assessment. Part 1 is vocabulary assessment which is divided into 2 parts the first assesses domain related vocabulary and the second assessment academic vocabulary.
For the first part I am going to ask my ell students a yes or no question using a word that they had heard about during the read a loud. first I will say the word and then I will ask you a yes or no question. If the question is yes put your thumbs up if the answer is no put your thumb down.
arachnids- Do arachnids, or spiders get their name from a famous weaver in a Greek Myth. Students will put their thumbs up.
Part 2 is also yes and no questions about things that you have learned . If the answer is yes put your thumb up if not thumb down.
The third part of the assessment is that I will ask students questions and they are to answer in complete sentences.
I have no data it can be made up I have included the document STEP 6 is the only one to complete
Student Teaching Evaluation of Performance (STEP) Template
Table of Contents
Student Teaching Evaluation of Performance (STEP) Template 1 Table of Contents 2 STEP Standard 1 – Contextual Factors: Knowing Your School and Community 3 STEP Standard 2 – Writing Standards-Based Objectives and the Learning Goal 5 STEP Standard 3 – Assessment and Data Literacy 6 STEP Standard 4 – Unit and Lesson Planning 7 STEP Standard 5 – Implementation of Instructional Unit 10 STEP Standard 6 – Analysis of Student Learning 11 STEP Standard 7 – Reflecting on Instruction to Improve Student Progress 13
STEP Standard 1 – Contextual Factors: Knowing Your School and Community
Part I: Community, District, School, and Classroom Factors
You will be completing this portion of the STEP document using the following link:
STEP Standard 1, Part I
After completing the e-doc portion, submit the PDF you receive into the Learning Management System (LMS).
STEP Standard 1 – Contextual Factors: Knowing Your School and Community
Part II: Demographic, Environment, and Academic Factors
You will be completing this portion of the STEP document using the following link:
After completing the e-doc portion, submit the PDF you receive into the Learning Management System (LMS).
STEP Standard 2 – Writing Standards-Based Objectives and the Learning Goal
Unit Topic: Click here to enter text.
Unit Title: Click here to enter text.
National or State Academic Content Standards
Include both the standard code and the title. Be sure to only include standards you will provide instruction for and that will be assessed.
Learning Goal
Provide the overall learning goal for this unit. What do you want students to know and be able to do at the end of the unit?
Measurable Objectives
List the measurable objectives for this unit. Make sure the objectives are measureable and only include the objectives you plan to assess and you have evidence the students have met or not met the objectives.
STEP Standard 3 – Assessment and Data Literacy
Pre-Assessment – Copy and paste the pre-assessment you plan to use to assess the students’ knowledge of the topic prior to implementing the unit lessons. Include the scoring criteria used to determine whether the student Exceeds, Meets, Approaches, or Falls Far Below the learning goal and measurable objectives. |
Copy and paste, or insert a picture of the pre-assessment. |
Pre-Assessment Data: Whole Class – Once you have assessed your students’ knowledge on the topic, collect and analyze the pre-assessment data to determine if you will need to modify the standards, learning goal, or measurable objectives that will be addressed during instruction.
Pre-Test: Administer, collect, and score the pre-test. Enter data in the Table for Whole Class Pre-Test Results by LG.Complete. Replace information with your information. Delete or add columns as needed by highlighting the area, right click, enter “De Delete” or Insert.”” “ |
|
Number of Students | |
Highly Proficient (90%-100%) | # |
Proficient
(80%-89%) |
# |
Partially Proficient
(70%-79%) |
# |
Minimally Proficient
(69% and below) |
# |
Pre-Assessment Analysis: Whole Class | |
Based on the data above, what changes, if any, will you make to your selection of national or state academic content standards, the learning goal, or measurable objectives? | |
Based on the data above, describe in 1-3 paragraphs the effect this data could have on the planning, delivery, and assessment of your unit. |
Post-Assessment – Copy and paste the post-assessment you plan to use to assess the students’ knowledge of the topic after implementing the unit lessons. The post-assessment can be the same as the pre-assessment, a modified version, or something comparable that measures the same concepts. Include the scoring criteria used to determine whether the student Exceeds, Meets, Approaches, or Falls Far Below the learning goal and measurable objectives. |
Copy and paste, or insert a picture of the post-assessment. |
© 2019. Grand Canyon University. All Rights Reserved. Page 12 of 13
STEP Standard 4 – Unit and Lesson Planning
Note: When implementing the unit of study, you will be choosing one of these activities to video record, review, and reflect on your teaching later in the STEP process,
STEP Standard 5 – Implementation of Instructional Unit
Implement the unit you have designed. You have already implemented and analyzed the pre-assessment. In this topic, you will implement all lesson activities, correlating formative assessments and the summative post-assessment. Choose one of the lesson activities to video record a 5-10 minute segment, review, and reflect on your teaching. Have your cooperating teacher/mentor review the recording and provide feedback, if possible.
Video Recording Link: If you are turning your video in through OneDrive, just note it here.
Summary of Unit Implementation:
Click here to enter text.
Summary of Student Learning:
Click here to enter text.
Reflection of Video Recording:
Click here to enter text.
STEP Standard 6 – Analysis of Student Learning
Post-Test Data: Whole Class – Once you have assessed your students’ learning on the topic, collect and analyze the post-test data to determine the effectiveness of your instruction and assessment. |
Number of Students
Pre-Test |
Number of Students
Post-Test |
|
Highly Proficient (90%-100%) | # | # |
Proficient
(80%-89%) |
# | # |
Partially Proficient
(70%-79%) |
# | # |
Minimally Proficient
(69% and below) |
# | # |
Post-Test Analysis: Whole Class |
Based on your analysis of the whole class post-test data, what is your interpretation of the student learning? Cite examples and provide evidence of student learning that helped you come to this conclusion. |
Based on the whole class post-test data, write one paragraph analyzing the effectiveness of your instruction and assessment and effect on student learning. Cite examples and provide evidence of student learning to support this analysis. |
Post-Assessment Analysis: Subgroup Selection Pre-Test – Administer, collect, and score the pre-test. Enter data in the Table for Whole Class Pre-Test Results by LGComplete. Replace information with your information. Delete or add columns as needed by highlighting area, right click, “Delete ” or “Insert.” |
Using the information obtained in Standard 1, select one subgroup population to focus on for this analysis. Provide a brief rationale for your selection (1-3 sentences). |
Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.) |
Number of Students
Pre-Test |
Number of Students
Post-Test |
|
Highly Proficient (90%-100%) | # | # |
Proficient
(80%-89%) |
# | # |
Partially Proficient
(70%-79%) |
# | # |
Minimally Proficient
(69% and below) |
# | # |
Post-Assessment Analysis: Subgroup | ||
Based on your analysis of the subgroup post-test data, what is your interpretation of the student learning? Cite examples and provide evidence of student learning that helped you come to this conclusion. | ||
Based on the subgroup class post-test data, write one paragraph analyzing the effectiveness of your instruction and assessment and effect on student learning. If there is a student or group of students who have not mastered the objectives, discuss what you will do in future days to aid students’ understanding with respect to the unit’s objectives. Cite examples and provide evidence of student misconceptions to support this analysis. |
Post-Assessment Data: Remainder of Class |
Number of Students
Pre-Test |
Number of Students
Post-Test |
|
Highly Proficient (90%-100%) | # | # |
Proficient
(80%-89%) |
# | # |
Partially Proficient
(70%-79%) |
# | # |
Minimally Proficient
(69% and below) |
# | # |
Post-Assessment Analysis: Subgroup and Remainder of Class |
Analyze the data of the subgroup as compared to the remainder of the class. In one paragraph, describe the effectiveness of your instruction for this unit using the findings from your analysis. |
Based on your analysis of student learning, discuss the next steps for instruction, including an objective that would build upon the content taught in this unit of instruction. |
STEP Standard 7 – Reflecting on Instruction to Improve Student Progress
Improved Practice Based on the Unit of Study
Based on the experience of developing and delivering your instructional unit, list three short-term goals to improve specific areas of your teaching practice based on the unit of instruction and describe your plan to reach each short-term goal.
Short-Term Goal | Plan to Reach the Goal (i.e., professional development, research on the Internet, observation of a veteran teacher, etc.) |
Click here to enter text. | Click here to enter text. |
Click here to enter text. | Click here to enter text. |
1. Click here to enter text. | Click here to enter text. |