Task 2

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School

Western Governors University *

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172

Subject

Electrical Engineering

Date

Apr 3, 2024

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docx

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Uploaded by LieutenantScienceElk36

Task 2 Pre-Assessment A1. One area of strength shown in the pre-assessment is the Key/Signal Words. For the first question in this category, 17 of the 20 students answered correctly, showing an 85% proficiency rate. For the second question, 18 of the 20 students answered correctly, showing a 90% proficiency level. A2. One problem area identified in the pre-assessment is the Fill-in-the-Blank question type. There were only two fill-in-the-blank questions, and for both questions, only 25% of students answered correctly. This indicates that most of the class, 75% in fact, is not proficient at answering these types of questions. B. Because most of the students struggled with fill-in-the-blank questions, I would adjust the “Anticipatory Set” to include a fill-in-the-blank worksheet to accompany the video on problem solutions. As the students watch the video, they can practice answering fill-in-the-blank questions. I would also introduce a Think-Pair-Share activity after students watch the video so that they can discuss their answers and have an opportunity to learn from a peer. Informal Formative Assessment C1. An area of strength identified in the Informal Assessment is again the Key/Signal Words. For this area, 17 of the 20 students demonstrated proficiency, showing an 85% proficiency rate. Of the three Informal Assessment areas, students scored the highest level of proficiency on the Key/Signal Words.

C2. The informal assessment pinpointed an area of challenge in the solution skills category. Only 11 of the 20 students (55%) scored proficient on the solution section. This indicates that nearly half of the class, 9 of the 20 students, were not proficient in solution skills. D. There was an enhancement in the overall proficiency of the class from the pre-assessment to the informal assessment. On the informal assessment, proficiency was attained by only 4 out of the 20 students, constituting 20% of the class. The class also showed significant improvement in overall skill proficiency. From the pre-assessment to the informal assessment, the percentage of students who scored proficient in key/signal words, problem skills, and solution skills increased from 75% to 85%, 30% to 75%, and 20% to 55%, respectively. Student 18 demonstrated growth from the pre-assessment to the informal assessment. On the pre-assessment, student 18 had an overall score of 50% and showed proficiency in only the key/signal words skill area. However, student 18 showed significant improvement on the informal assessment and demonstrated proficiency in all three skill areas. A student who did not demonstrate growth from the pre-assessment to the informal assessment is student 20. On both assessments, student 20 scored proficient on the key/signal words skills, but was not proficient on the problem and solution skills. Their performance did not indicate any growth or improvement of skills from the pre-assessment to the informal assessment. D1. My feedback to the whole class would include acknowledgment and positive reinforcement of the overall improvement in proficiency from the pre-assessment to the informal assessment. I would explain that the doubling of proficient students from 20% to 40% demonstrates dedication

and progress. I would then discuss the progress in the specific skill areas of key/signal words (75% to 85%), problems (30% to 75%), and solutions (20% to 55%). Though the class did show improvement in all three skill areas, our class goal would be to practice and improve our solution skills. My feedback to student 18 would include congratulating them on their significant growth from the pre-assessment to the informal assessment. I would acknowledge that along with maintaining proficiency in the key/signal words area, they also improved their problem-solving and solution skills and scored proficient in all three skill areas on the informal assessment. My feedback to student 20 would start by acknowledging their proficiency in key/signal words and congratulating them on maintaining proficiency in this area from the pre-assessment to the informal assessment. I would discuss how there was an opportunity for growth in the problem-solving and solution skills, as shown in the results of both assessments. I would encourage them to dedicate attention to these areas and offer additional resources and strategies that may help bridge the gap. Summative Assessment E1. Once more, the summative assessment highlighted a proficiency in the Key/Signal Words. In this area, 18 of the 20 students, or 90% of the class, demonstrated proficiency. This area consisted of four multiple-choice questions which received scores of 95%, 85%, 85%, and 90%, indicating that most students have mastered this learning area. E2. A problem area shown in the Summative Assessment is the question type of Constructed Response. There are a total of six constructed response questions, with three questions in the problem area and three in

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