Benchmark – Small Group Assessment Plan

Part 1: Pre-Assessment Using Non-Standardized AssessmentsBegin this assignment by pre-assessing a small group of students as a continuation of your clinical field experience in Topic 4. In this field experience, you were asked to select a developmentally appropriate and engaging technology-based assessment that was implemented with your identified small group. After assessing the children, write a 250-500 word summary of the experience. Describe the academic area you assessed, theassessment tool used, the results of the pre-assessment, and your considerations regarding differentiation (why you did or did not differentiate the assessment.) When recording the assessment results, keep the information confidential and use pseudonyms for the students.Part 2: Design and Deliver a LessonIn your Topic 5 field experience you were asked to design and deliver a lesson. Reflecting on your experience, you identified differentiations you would make to your lesson, assessment, and/or assessment procedures in the future. Revise and complete your lesson plan to reflect these differentiations.Part 3 : Analyze Post-Assessment Data and Communicate the Assessment ResultsAfter delivering the lesson and post-assessment, begin analyzing the pre- and post-assessment data. Select one student with exceptionalities to provide additional assistance at home. Write a 250-500-word letter to send home to the family of this student that provides feedback regarding his or her performance. This letter should include information regarding the assessment data and suggest a research-based at-home activity that the parents can facilitate to support their child’s development in the domain area. In addition provide the family a rationale as to why that specific activity is appropriate for meeting their child’s needs, including how the activity supports the child’s transition for the next grade level.Submit the pre-assessment summary, the revised lesson plan, the post-assessment data, the family letter, and the rationale as one deliverable.While APA style format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.You are required to submit this assignment to LopesWrite. A link to the LopesWrite Technical Support Articles is located in Class Resources if you need assistance.Benchmark InformationThis benchmark assignment assesses the following programmatic competencies:Master of Education in Early Childhood Education and Early Childhood Special Education3.9: Use data to develop and implement a variety of education and transition plans for individuals with exceptionalities across a wide range of settings and different learning experiences in collaboration with individuals, families, and teams. [CEC 5.5; NAEYC 2c, 6b, InTASC 7(b), 7(e), 10(d), 10(m); ISTE 5c; MC 1]4.1: Examine assessments and other performance data to develop appropriate goals, curriculum, and teaching strategies for young children. [CEC 4.2; NAEYC 3a; InTASC 6(c), 6(g); ISTE 2d; MC 1]4.2: Use technology and other appropriate assessment tools and approaches to observe, document, and collect data to inform practice and decision-making. [CEC 5.2; NAEYC 3b; InTASC 6(i)]4.3: Practice responsible assessment to promote positive outcomes for each child, providing students with multiple and varied formative and summative assessments and using assistive technology for children with exceptionalities when appropriate. [CEC 4.1; NAEYC 3c; InTASC 6(a), 6(b), 6(e), 6(h); ISTE 2d]4.4: Develop partnerships with families and professional colleagues to support assessment practices, engage learners, and build effective learning environments. [CEC 4.3; NAEYC 3d; InTASC 6(i); MC 4]4.5: Engage individuals with exceptionalities to work toward quality learning and performance and provide data-based feedback to guide them. [CEC 4.4; InTASC 6(d), 6(f)]

 

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