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 implementatio - Custom Essay Writing Services for Students Worldwide

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: http://data.fldoe.org/fsir/. 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

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

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

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