For this presentation, the Program Learning Outcome that was used was PLO four, six and seven. PLO four I applied the research for silent sustain reading and the research from that was used to determine if Star Reading and Benchmarks were effective assessments and seven was used to utilize technology to collect and analyze data, interpret results, and communicate findings. The presentation selected came from my previous course I researched to see if silent sustain reading for 20 minutes daily would build reading stamina as well as increase assessment scores. Changes I would make to this presentation would have been the duration. We were only allowed to do research for 14 days and there wasn’t enough time in my opinion to determine its effectiveness. I would have preferred to at a semester to determine how effective the program turned out to be.
This research worked well for this assignment because I used Star Reading which is an online reading tool that is used in reading classrooms to determine students’ reading levels. Star Reading has a strong emphasis on vocabulary and being able to use context clues to identify the meaning of words found in the text. During this presentation, students took one each week to see if there was any growth. This did not allow enough time to see if students were growing however; if students were given a semester to try silent sustain reading for 20 minutes and assessed two times using star reading I would have received more realistic data. In addition, students would have had their first and second benchmark assessment scores as well to show students. Benchmarks are taking online as well and are broken down by question and learning objectives. Students could use the data from their scores to see what they mastered and what they need additional work on.
In addition, benchmark scores would be the closest thing to end of grade assessment scores for students to compare. Students would have had their initial Star Reading assessment score, their first quarter benchmark scores, their second star reading scores and their mid-year benchmark scores. I believe this would have painted a clearer picture for students and teachers. The teacher would be able to see who was reading and was not. Moreover, I believe that this data would have worked well as documentation to send home to parents the importance of reading daily and for them to encourage their children to read more often.
Star Reading and benchmark data was the perfect tool to use to interpret results. Star Reading provided results for each student individually as well as provide their reading level and it would set the student’s reading goal. Benchmarks data like Star Reading would provide data for each student individually, but it would provide overall data for the entire class, the school as well as the districts scores.
The information from the research could be shared with administrators at the school if students showed growth or met high growth during the end of year assessment it could possibly lead to it becoming a school wide program. The data was so short term for the initial presentation that there was no clear way to determine if 14 days determined if students benefited from the research.
The one challenge I faced with this redesign was having to find a new group of students. My research from this project came from students that I taught last year. I would have to use data from a class that I have this school year. Other than that, I would be given the opportunity to spread the information out without overwhelming myself and students with a lot of data in such a short period of time.
6. Evaluate technology resources to facilitate effective assessment and evaluation
7. Utilize technology to collect and analyze data, interpret results, and communicate findings
Assessment and Evaluation Using Technology
For this presentation, the Program Learning Outcome that was used was PLO four, six and seven. PLO four I applied the research for silent sustain reading and the research from that was used to determine if Star Reading and Benchmarks were effective assessments and seven was used to utilize technology to collect and analyze data, interpret results, and communicate findings. The presentation selected came from my previous course I researched to see if silent sustain reading for 20 minutes daily would build reading stamina as well as increase assessment scores. Changes I would make to this presentation would have been the duration. We were only allowed to do research for 14 days and there wasn’t enough time in my opinion to determine its effectiveness. I would have preferred to at a semester to determine how effective the program turned out to be.
This research worked well for this assignment because I used Star Reading which is an online reading tool that is used in reading classrooms to determine students’ reading levels. Star Reading has a strong emphasis on vocabulary and being able to use context clues to identify the meaning of words found in the text. During this presentation, students took one each week to see if there was any growth. This did not allow enough time to see if students were growing however; if students were given a semester to try silent sustain reading for 20 minutes and assessed two times using star reading I would have received more realistic data. In addition, students would have had their first and second benchmark assessment scores as well to show students. Benchmarks are taking online as well and are broken down by question and learning objectives. Students could use the data from their scores to see what they mastered and what they need additional work on.
In addition, benchmark scores would be the closest thing to end of grade assessment scores for students to compare. Students would have had their initial Star Reading assessment score, their first quarter benchmark scores, their second star reading scores and their mid-year benchmark scores. I believe this would have painted a clearer picture for students and teachers. The teacher would be able to see who was reading and was not. Moreover, I believe that this data would have worked well as documentation to send home to parents the importance of reading daily and for them to encourage their children to read more often.
Star Reading and benchmark data was the perfect tool to use to interpret results. Star Reading provided results for each student individually as well as provide their reading level and it would set the student’s reading goal. Benchmarks data like Star Reading would provide data for each student individually, but it would provide overall data for the entire class, the school as well as the districts scores.
The information from the research could be shared with administrators at the school if students showed growth or met high growth during the end of year assessment it could possibly lead to it becoming a school wide program. The data was so short term for the initial presentation that there was no clear way to determine if 14 days determined if students benefited from the research.
The one challenge I faced with this redesign was having to find a new group of students. My research from this project came from students that I taught last year. I would have to use data from a class that I have this school year. Other than that, I would be given the opportunity to spread the information out without overwhelming myself and students with a lot of data in such a short period of time.