Champk - Step Standard 3

Kelly Champ
Grand Canyon University: ELM-490
Instructor Yusra Millenbaugh
February 17, 2019
STEP Standard 3 - Assessment and Data Literacy

Pre-Assessment - Copy and paste the pre-assessment you plan to use to assess the students’ knowledge
of the topic prior to implementing the unit lessons. Include the scoring criteria used to determine whether
the student Exceeds, Meets, Approaches, or Falls Far Below the learning goal and measurable objectives.
When scoring the pre-assessment, I marked off answers that were incorrect. Afterwards, I divided the
total number correct from the total of 15 questions to obtain a percentage.
Pre-Assessment Data: Whole Class - Once you have assessed your students’ knowledge on the topic,
collect and analyze the pre-assessment data to determine if you will need to modify the standards,
learning goal, or measurable objectives that will be addressed during instruction.
Number of Students
Highly Proficient (90%-100%) 0

Proficient
(80%-89%) 8
Partially Proficient
(70%-79%) 5
Minimally Proficient
(69% and below) 7
Pre-Assessment Analysis: Whole Class
Based on the data noted above, the main change that I will make to my selection of state content
standards will include the addition of:
CCSS.ELA-LITERACY.L.3.1.B
Form and use regular and irregular plural nouns.
This standard is particularly important to upcoming lessons because students need to understand how has,
had, and have are helping verbs and are used to support either a singular, plural, or irregular plural nouns/
Other Common Core State Standards that I have already highlighted for upcoming lessons are:
CCSS.ELA-LITERACY.L.3.1.D
Form and use regular and irregular verbs.
CCSS.ELA-LITERACY.L.3.1.E
Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
(Common Core State Standards Initiative, 2019)
Learning Goal: Students to will learn to recognize, create, and use regular and irregular verbs.
Measurable objectives – Students will be able to:

- Identify the correct past tense form of regular and irregular nouns.
- Recognize the noun as singular or plural and select the correct helping verb to fit the statement.
Based on the information given above, this pre-assessment is a large indicator of how I need to plan
instruction and create meaningful lessons for students. One observation after giving the pre-assessment
was that most students seemed to understand when to use has, have, and had in a sentence. When
delivering this lesson, I may have a shorter instructional period and allow students to independently
and/or cooperatively to work together to complete their workbook pages. If students are requiring extra
support, I will pull them as a small group and work exclusively with them to build understanding.
For the second half of the assessment, pertaining to irregular verbs, I noticed that we need to spend a
more significant amount of time in this area. During the lesson, I will use different strategies of formative
assessment (i.e. strategic questioning, exit tickets, discussions, ‘thumbs up, middle, down’, etc.) to
quickly check-in with all students. Also, I think visuals would be beneficial when delivering instruction.
On the board, I would present a brief Google Slide presentation displaying the grammar rules to
remember and scan the student workbook page to go over a few examples as an entire group. At this
point, I am hoping that students will clearly understand after I model how to complete the task. If still
needing additional assistance, I will be available to provide more support.
Post-Assessment – Copy and paste the post-assessment you plan to use to assess the students’ knowledge
of the topic after implementing the unit lessons. The post-assessment can be the same as the pre-
assessment, a modified version, or something comparable that measures the same concepts. Include the
scoring criteria used to determine whether the student Exceeds, Meets, Approaches, or Falls Far Below the
learning goal and measurable objectives.
The post-assessment is the same as the pre-assessment given to students. I will follow the same scoring
protocol as I did to score the pre-assessment. I will mark off answers that are incorrect. Afterwards, I will
divide the total number correct from the total of 15 questions to obtain a percentage.

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Kelly Champ

Grand Canyon University: ELM-490

Instructor Yusra Millenbaugh

February 17, 2019

STEP Standard 3 - Assessment and Data Literacy

Highly Proficient (90%-100%) 0

Pre-Assessment Analysis: Whole Class

(Common Core State Standards Initiative, 2019)

Measurable objectives – Students will be able to:

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