Kindly View Attachment
Assignment #3: Comparison of Reading Scores in Three Schools
(CAEP Unit Assessment #14)
Directions:
Describe the test used in your state and give a brief history of its development and implementation. Are there any controversies surrounding this test in your state? Is this a norm-referenced or criterionreferenced test? (ILA 3.1)
Select three elementary schools: one urban, one rural, one suburban. Identify and describe these three schools and the communities in which they are located. For each school, find the most recent average standardized test scores in
reading for grades 3, 4, and 5. Go to Florida School Indicators Report if you need data for public schools:
. Create, and include on a separate page, a table with one axis for the
schools and one axis for the
grade level. For each school, which grade level has the lowest scores and which grade has the highest scores? (ILA 3.3)
Describe the differences you discover in the reading scores
across the schools. How can teachers differentiate instruction to ensure equity? Could any differences in scores be based on the diversity in the schools and their communities? Discuss two possible explanations for these differences based on findings discussed in the textbook concerning student diversity in assessment, and your experience. Do you think all three schools are considering diversity in their classrooms? Explain. (ILA 3.3)
Describe the differences you discover in the reading scores
across the grade levels. Based on the scores, discuss at least two possible explanations for these differences based on findings from your textbook and your experience. How can teachers differentiate their instruction to ensure inclusion and equity for all students (for example, students with disabilities, ELLs, economic background, gender, family history)?
(ILA 3.2)
Scoring Rubric for Assignment #3:
|
Criteria |
Not Met |
Met |
Exceeded |
|
Points |
0 – 7 |
8 – 9 |
10 |
|
Candidates understand types of assessments and their purposes, strengths, and limitations (ILA 3.1) |
The candidate did not describe the state test and/or did not discuss the history or implementation, and/or did not explain that it was a norm or criterionbased test. |
The candidate described the state test and discussed the history. The candidate explained that it was a norm or criterion-based test. |
The candidate described the state test and discussed the history and implementation. The candidate explained why it was a norm or criterion-based test in detail and why the test is being used. |
|
Points |
0 – 7 |
8 – 9 |
10 |
|
Candidates use assessment information to plan and evaluate instruction (ILA 3.3) |
The candidate did not identify three appropriate schools and their reading test scores for grades 3, 4, and 5. The candidate did not adequately discuss differences in scores possibly based on diversity in the schools and communities or how the schools could consider diversity of students and treat their education with equity |
The candidate identified three appropriate schools and their reading test scores for grades 3, 4, and 5 and explained two possible reasons why there were disparities between the highest and lowest scores across schools and what might be done to plan and evaluate future instruction. The candidate discussed differences in scores possibly based on diversity in the schools and communities and how the schools could consider diversity of students and provide equitable education. |
The candidate identified three appropriate schools and their reading test scores for grades 3, 4, and 5 and explained more than two possible reasons why there were disparities between the highest and lowest scores across schools and what might be done to plan and evaluate future instruction. The candidate comprehensively discussed differences in scores possibly based on diversity in the schools and communities and how the schools could differentiate instruction and provide education that is equitable for all students. |
|
Points |
0 – 6 |
7 – 9 |
10 |
|
Candidates select, develop, administer, and interpret assessments, both traditional print and electronic, for specific purposes (ILA 3.2) |
The candidate did not interpret scores across three grade levels and/or did not discuss two possible explanations for the discrepancy across grade levels. The candidate did not adequately explain ways in which teachers can differentiate their instruction to ensure inclusion and equity for all students. |
The candidate interpreted scores across three grade levels and discussed two possible explanations for the discrepancy across grade levels and what this means for instructional planning. The candidate explained ways in which teachers can differentiate their instruction to ensure inclusion and equity for all students. |
The candidate interpreted scores across three different grade levels. The candidate discussed more than two possible explanations for the discrepancy across grade levels and what this means for instructional planning. The candidate explained a number of ways in which teachers can differentiate their instruction to ensure inclusion and equity for all students. |
|
Total Points |
30 |
Points will be deducted for the following:
Late submission
Excessive grammatical, spelling, and/or mechanical errors
Incorrect APA format
Missing title page, page numbers, and/or references
Due: Week 5
Objectives 1, 2
