You will take assessment data from one of your current students (or former students, your own child, sibling, self, etc.). Your assessment evidence should include at least two forms of standardized data (e.g., iReady, FSA, EoC, WIDA, etc.) and one form of less standardized data (e.g., classroom grades).
Instructions
Be sure to include the following components in your submission. You should also refer to the rubric for assessment criteria.
Introduction
Provide context for your case study and your rationale for analyzing evidence for your student. Be sure that you do NOT reveal the name of your student if you use your own data. You can give your student a pseudonym or refer to them as “student A.” This is to preserve their confidentiality and uphold FERPA and best practices in research.
Provide basic demographic data about the student that is relevant to the case. This might include: gender, race/ethnicity, native language, disability status, gifted status, age, grade level, behavioral concerns, etc. Provide a rationale for your selection of the case.
Description of Data Sources
Briefly outline the sources of data that you will be using in the case. This will include at least two standardized measures (for example, FSA, EoC, iReady, WISC, WIDA) and one less standardized measure (e.g., classroom assessment or final grade). Include information about the construct measured by each assessment, and a statement about the reliability and validity of each assessment. Your analysis does not have to include specific quantitative measures of validity or reliability, but it should include a general description of the relative validity and reliability of each instrument/grade.
Explain the scores, including but not limited to whether the scores are measures of aptitude or achievement and whether the scores are criterion-referenced or norm-referenced. If they are norm-referenced, provide approximate information about how the student performed in comparison to their peers. For example, “Maria performed at the 78th percentile on the mathematics subtest of the Iowa Test of Basic Skills, meaning that she her score was higher than 78 percent of the students in the norm group for this assessment.”
Interpretation of Scores
Where possible, explain whether the student is performing at, below, or above grade level expectations. Note any consistencies or discrepancies in the data, for example, if their achievement score is below their aptitude score or their math scores are significantly higher than their reading scores. Your analysis should be look within the scores of one assessment or across scores of multiple assessments.
Educational Recommendations
Based upon your interpretation of your case study data, make recommendations for at least three specific classroom interventions. These recommendations should describe what you could do in a specific lesson to meet the individual needs of this student and should connect back to student scores. Explain how these recommendations are consistent with your educational philosophy.
Conclusion
Summarize what you have learned about standardized assessment this case study. Offer implications for your analysis and educational recommendations for using assessment as an integral part of our classroom teaching to improve student learning and motivation.