Portfolio

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Portfolio

• Culminating Project for EDU 562

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Description in Syllabus

• Portfolio 20
• You will complete a portfolio about this course.
  It will be best for you if you complete the items
  for the portfolio as you go along in the course.
  Essentially as you read the chapters. We will
  review and share the specific items for the
  portfolio as we move along on the course. For
  example, multiple choice questions will be shared
  on the night that we are to complete the chapter
  on multiple choice questions. Have a rough draft
  of what you would like to include in your
  portfolio. This way when we work with it in class
  you can make changes and then add the item to
  your portfolio. The other option is to do it all
  just before it is due with no feedback from your
  classmates. (This sounds stressful and not very
  appealing if you ask me.) You will have five
  sections in your portfolio 1. Standard Course of
  Study 2. Learning Targets 3. Assessment Plans
  4. Blue Prints for Written Tests and 5.
  Developing Objectively Scored Items. A power
  point presentation will be available for you on
  eres as well as a rubric to assist you in
  compiling this assignment as well as what we do
  in class. You should turn the portfolio in to me
  in a binder with tabs clearly labeling each
  section. Model the portfolio around one class
  that you are currently teaching or wish to teach
  in the future. This focus will make your job much
  easier.

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Parts of the Portfolio

• You should have your portfolio in a binder
  divided with 5 sections
• Standard Course of Study
• Learning Targets
• Assessment Plans
• Blue Prints for Written Tests
• Developing Objectively Scored Items.

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Standard Course of Study

• In this section include the standard course of
  study for your class. You may find this at the
  state website ask alex. Print off the pages
  that have the objective and sub objectives for
  your classes or grade.

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In case you forgot where the Alabama website is
located

• http//alex.state.al.us/search.php

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Learning Targets

• The section on learning targets is based on what
  we plan to teach students. Chapter 5 of your text
  discusses learning targets
• Purpose State standards often are not stated
  specifically enough to be learning targets for
  students. To plan a unit of instruction, and to
  assess students learning outcomes, you will need
  to be clear about what achievement is expected of
  each student. The purpose of this assignment is
  for you to examine state standards in relation to
  a unit of instruction you wish to teach. Then you
  will practice writing learning targets that both
  express what students are to learn in the unit
  and that fit well within the state standards.

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Learning TargetsContinued

• Identify a grade level, and instructional unit,
  and topic area you would like to teach using your
  state guidelines you printed out for chapter one.
• Choose two standards and their subcomponents that
  you would like to cover in the unit you wish to
  teach. (Use one sheet per standard. See Eres for
  Learning Target Handout)
• Write 3-5 specific learning targets that you have
  derived from this particular standard. (You may
  use sub standards to help, if they are
  available.) The learning targets must match your
  unit and must be chosen to lead to achievement of
  all or part of the state standard you have
  chosen.
• The learning target statements must conform to
  all three of the criteria for stating learning
  targets
• Be student centered
• Contain a performance verb that describes what
  students will do to demonstrate achievement
• State the specific content in which the student
  will apply that performance
• Write a brief paragraph describing how you would
  go about teaching these particular learning
  targets for this unit.

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Assessment Plans

• Purpose It is important for you to plan in
  advance what learning targets to teach and what
  methods you will use to assess the degree to
  which your students have achieved these learning
  targets. A convenient time frame for a
  longer-term plan is the marking period. It is
  convenient because at the end of that time you
  will need to turn in a grade for each student.
• Throughout your plans you should include both
  summative and formative assignments.
• You will be completing a short-term assessment
  plan for one unit of teaching. A unit lasts for
  several weeks and covers several lesson plans.
  The teaching and assessment plans are of course
  focused on specific learning targets that is
  specific performances you wish your students to
  attain by the end of the unit. These targets are
  based on the state standards.

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Assessment Plans Cont

• Part I
• Using the learning goals that you focused on in
  your previous chapter of your portfolio, select
  one or more that you would like to develop an
  instructional unit around.
• Part II
• Develop an assessment plan for 4 to 6 weeks in
  the subject manner you chose. Using the example
  in Chapter 6 of Nitko as a model, include the
  timeframe for the units, the formative and
  summative assessment strategies, and the
  weighting of assignments within units and across
  units.
• The example in chapter 6 lists learning targets,
  types of assessments, purpose of assessments, and
  actions to take using assessment results. The
  action to take for struggling students is
  critical.
• In your plan, make sure to arrange the
  assessments you plan to use in order from
  formative to summative usage.
• An example of this grid is on page 105 of the
  scanned chapter of the Nitko book.
• Part III
• Create an assessment activity plan for one unit
  of instruction. (see page 106 for an example). A
  unit can last from 1 to 3 weeks depending on
  what you plan to teach.

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Blue Prints for Written Tests

• Using the unit you created in the last section,
  you are going to craft a blueprint for a written
  test for the unit.
• List the targets to be assessed above your
  blueprint for reference.
• Complete the grid
• Place each specific learning target in the most
  appropriate cell based on content and cognitive
  skill type. (Blooms taxonomy). You do not
  necessarily have to have a learning target in
  every cell.
• Make reasonable plans for how many items the
  teacher should use to assess each learning
  target, fill in the number of items in the blank
  in the cell where the target was placed, and be
  prepared to justify the number of items.
• Allocate points for each item, write the number
  of points for each target on the blank in the
  cell where the target was placed, and be prepared
  to justify the number of points. Note If each
  item is weighted the equally, the points should
  be the same.
• Compute the total points for each row and the
  total points for the test. Fill in these figures
  in the appropriate blanks. Estimate the amount of
  time the students will need to complete the test.
  If it is too long revise.
• Compute the percentage of the total test
  represented by each of the content areas
  (learning topics/targets) Then compute the
  percentage of each content area represented by
  each cell within the row. Make sure the
  percentages are likely to represent the desired
  emphases of this unit of instruction.

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Developing Objectively Scored Items.

• You are to create two of each type of question
  discussed in your book chapters.
• Chapter 6- Selected Response Tests
• Chapter 7 Constructed Response Tests
• These questions should be based on your unit and
  your roadmap previously created.
• Create the following questions
• Two short answer or fill-in-the-blank items.
• Four true-false items (2 single and 2 multiple
  true false items)
• Four multiple-choice items
• One matching exercise with at least 4 premises
• One essay question.
• The questions should be grade appropriate. For
  some younger students who cannot write,
  assessment may be oral or picture based.

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Developing Objectively Scored Items.

• Use the following checklist to edit your
  questions.
• Is the stated specific learning target
  appropriate and relevant for the subject matter
  and grade level, and does the item assess an
  important aspect of the stated specific learning
  target?
• Does the item require cognitive processing at the
  Blooms level stated?
• Are the directions to the item clear and readable
  at the named grade level?
• Is the item itself clear and readable at the
  named grade level?
• Is the item free of technical flaws and clues
• Is there one unique correct response to the item,
  and is it given?