Part 1: Identification of Learning Problem General Audience: The primary audience consists of ten second grade teachers at LTE

School. All members of this second grade team have Master Degrees or higher and are Gifted Certified. This primary audience has teaching experiences ranging from 5-30 years. This audience is responsible for teaching students ranging from ages 7-10. One teacher functions in an inclusion class with a mixture of Special and Regular Education students. Each teacher is responsible for teaching all subject contents (Reading, Math, Language Arts, Science, Social Studies and Health). Direct instruction will be provided for anyone needing training. This is one EIP teachers who works with students who scored low on the DIEBELS in first grade. Problem Identification: During the 2014-2015, school year, PARCC (Partnership for Assessment of Readiness for College and Careers) will be implemented. TKES ratings include student data, technology, and teaching performances. At my school, creating and maintain assessment is critical area. According to the Race to the Top Initiative, These assessments are intended to play a critical role in educational systems; provide administrators, educators, parents, and students with the data and information needed to continuously improve teaching and learning; and help meet the President's goal of restoring, by 2020, the nation's position as the world leader in college graduates. To effectively teach Georgia Common Core standards, pre and post test must be administered and data must be shared and managed for collaboration during planning. Second grade teachers experienced difficulty creating and managing common grade level assessments. Data drives instruction and teachers are given the responsibility of creating, assessing and

maintaining student information for data collection. In order for this to be accomplished, teachers need training on types of assessments and the use of Google Drive as collaboration tool to manage student data. Instructional Goals: Users will be able to identify formative and summative assessments Users will be able to create subject appropriate assessments Users will be able to manage assessment data using Google Drive Users will be able to use Google Drive as a collaboration tool

Part II: Learner Analysis Introduction: The targeted groups of learners are 10 second grade teachers at Largo Tibet Elementary School in Savannah, Georgia. All learners have a Masters Degree or Educational Specialist Degree. Teaching experiences range from 5-30 years. All target group learners are Gifted Certified. Our team consists of females, 80% are African American and 20% Caucasian. Out of the five teachers, only 2 members are married and with no children. Because LTE is a Title 1 school, everyone works with at risk children. Second grade teachers are responsible for creating grade level assessments, maintaining student test data, and providing individualized instruction. Teacher interviews and observations were used to conduct the level of interest regarding Google Drive and assessment types.

Entry Skills Most learners have mastery of basic internet searches Most have basic keyboarding experience. Most learners have access to Google Drive

Prior Knowledge: Identify Georgia Common core standards Conduct basic web searches Ability to effectively communicate with grade level members

Common errors made by novice learners: Confusing summative and formative assessments Unsure of the type of student data to use Appropriate web searches (content related) Lack of knowledge (Google Drive)

Attitudes Toward Content & Academic Motivation The majority of the teachers are not familiar with Google Drive. Only 1 teacher has previous experience using Google Drive. Most of them never heard of this tool. All participants are willing to participant in this training. They express a need to learn to learn more about formative and summative assessments and maintain student data and resources. They have completed basic computer training with the Board of Education, but nothing up to date or relevant to Google Drive. With the exception of one teacher, all considered themselves as being computer knowledgeable. All of the teachers acknowledged the existing problem with

assessment data. They also expressed frustration with maintaining student data. These results were taken via a phone interview and observation during grade level meetings. Educational Ability Levels The teachers in this group have been teaching from 6-30 years. They each have a certification in Early Childhood Education. Teaching is their first and only career choice. Only 5 of the learner group have experience teaching special needs students. All teachers have experience with data collection, lesson planning and searching the web for resources. All agree that there is a need for training with creating and maintaining the assessments. General Learning Preferences The learners expressed a preference for working at their own pace. It was important for them to have training that would not interfere with their existing duties and responsibilities. All teachers have access to classroom computers, laptops, Ipads and smartphones. There is more time and opportunities to complete this training. Attitudes Toward Teachers and School All learners expressed an appreciation for the idea of creating and maintaining student data. They also appreciated the fact that there is not a face to face meeting. Teachers also expressed a love for teaching, but felt overwhelmed with the federal, state and local changes. They also felt stressed with creating subjects assessments and maintaining student data. They are also frustrated with student behaviors and low parental support. Group Characteristics

Our school community is located on the south side of Savannah, Georgia. The learners in this group are highly qualified educators. Most teachers are as veterans, with many years of experience. All teaching experience is limited to the Savannah low country area. All have teaching experience on other elementary grade levels (K-5). Every learner is familiar with the internet and Google. During the 2012-2013 school year, teachers received district training in Outlook Express, Compass Learning, Scholastic Reading Inventory, and Response to Intervention. Part III Task Analysis I conducted a topical analysis because my learners need training on facts, concepts, and principles relevant to data assessment. I started by developing an outline that represents the facts and concepts of assessments. Because topical analysis provides the learner with information on structures and components, I felt this type of analysis would be more productive. Learners will define assessments and identify assessments, list examples of each and use these principles to manage data using Google Drive. I hope to change the learners attitude by demonstrating a new concept and developing an awareness of Google Drive. Outline 1. Purpose of assessment 1.0 Information gathering 1.1 Indictor for student achievement 1.2 Used to design instruction 2. Identify and define two types of assessments 2.1 Summative Assessments 2.1.2 Testing of knowledge to determine what the student has learned

2.1.3 Examples include state tests and end of semester tests 2.2 Formative Assessment 2.2.1 Provides information in order to modify teaching and learning 2.2.2 Intended to inform teachers and students on an ongoing basis 2.2.3 Examples include teacher feedback, observation and portfolio 3. Creating assessments 3.1 Use www.easycbm.com to create assessments 3.1.2 Create a sample assessment 3.1.3 Assess the appropriateness of the test questions 4. Managing data using Google Drive 4.1 creating spreadsheets for student data 4.1.2 Save assessment samples under document section 5. Collaborate assessment data using Google Drive 5.1 Share documents via Google Drive 5.1.2 Post students pre/post test data with grade level members Subject Matter Expert (SME) My subject matter expert is Yolanda Sanders. Mrs. Sanders is our district instructional technology representative. She is available on Tuesdays for individual or grade level technology training or troubleshooting. Mrs. Sanders has 15 years of teaching experience and has a great relationship with the group. She provides district trainings such as Power Teacher, Compass Learning and Scholastic Reading Inventory. She has conducted workshops on Google Drive and has experience assisting teachers with assessment data. Mrs. Sanders has a wonderful rapport with the second grade team.

Task Diagram:
Define the purposes of assessments
What are the two types of assessments? Give examples of each assessment

Use www.easycbm.com to create assessments

Create Google Drive account

Upload assessments

Use Google Drive to collaborate assessments

Part IV Instructional Objectives Terminal Objective 1: Discuss the purposes of Assessment Enabling Objectives: 1A. To gather information 1B. To indicate student achievement 1C. To design instruction Terminal Objective 2: Distinguish between formative and summative assessments Enabling Objectives: 2A. Define formative and summative assessments 2B. Create two samples formative assessment questions 2C. Create two samples summative assessment questions Terminal Objective 3: To create appropriate Common Core based assessments Enabling Objectives:

3A. Develop questions using www.easycbm.com 3B. Determine if questions are content appropriate Terminal Objective 4: To use Google Drive to maintain assessment data Enabling Objectives: 4A. Store assessment data on spreadsheets 4B. Store/save assessment samples under documents Terminal Objective 5: To use Google Drive as a collaboration tool Enabling Objectives: 5A. Share sample assessments with colleagues 5B. Compare student data with grade level members Performance Content
Fact

Recall
1A 2A 2B 4A, 4B

Application
1B

Concept Principles Procedure Interpersonal Attitude

3A, 3B 5A, 5B

Terminal And Enabling Objectives 1A, 1B, 1C

2A, 2B

3A, 3B

4A, 4B

Technology or Content Objectives Evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation Communicate relevant information and ideas

5A,5B

effectively to students, parents, and peers using a variety of digital age media and formats Participate in local and global learning communities to explore creative applications of technology to improve student learning

Part V Development of Assessments Instructional Goals Strategies Lesson 1: The Learners Purpose of will be able Assessments to list the purposes of assessments Objectives Terminal Objective 1: Discuss the purposes of Assessment Enabling Objectives: 1A. To gather information 1B. To indicate student achievement 1C. Used to design instruction Terminal Objective 2: Distinguish between formative and summative assessments Enabling Objectives: 2A. Define formative and summative assessments 2B. Create two examples of a UDL Provide Multiple Means of Actions and Expression: The learner will describe the use of assessments using the school intranet, ALLSTAFF Assessments Personal Reflection

Lesson 2: Formative vs. Summative

Learners will be able to identify formative and summative assessment

Provide Multiple Means of Engagement: The learner will create a variety of sample assessment questions (multiple choice, short answer or fill in the blank)

Performance Based: The learner creates samples of the two types of assessments

formative assessment 2C. Create two examples of a summative assessment Lesson 3: Assessment Creation Learners will be able to create content assessments Terminal Objective 3: To create appropriate Common Core based assessments Enabling Objectives: 3A. Develop questions using www.easycbm.com 3B. Determine if questions are content appropriate Terminal Objective 4: To use Google Drive to maintain assessment data Enabling Objectives: 4A. Store assessment data on spreadsheets 4B. Store/save assessment samples under documents Terminal Objective 5: To use Google Drive as a collaboration tool Enabling Objectives: 5A. Share sample assessments with Provide Multiple Means of Engagement: The learner will use website to create assessment questions. The learner will decide the type and appropriateness of the question. Provide Multiple Means of Engagement: The learner will use Google Drive to store created assessments. Performance Based: Creating Assessments

Lesson 4: Assessment Maintenance

Learners will be able to manage assessment data using Google Drive

Performance assessments: The learner organizes assessments on spreadsheets using Google Drive.

Lesson 5: Collaboration

Learners will be able to use Google Drive as a collaboration tool

Provides Multiple Means of Expression: The learner will share sample assessments with grade

Performance Assessment: The learner post/share assessments using Google Drive.

colleagues 5B. Compare student data with grade level members

level members using Google Drive.

Lesson 1: The purpose of assessments Assessment: Learners are giving their personal views and responses to posted questions. Learners are also making comments to other grade level members posts. Differentiation: The learner can give responses in the form of a paragraph or bulleted responses. UDL: Provide Multiple Means of Actions and Expression Self Assessment: Students sign off when lessons are completed. Lessons Date Completed Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5

Lesson 2: Formative vs. Summative Assessment: Learners will take a pretest to determine level of training. Learners will create their own examples of formative and summative assessments. Differentiation: If student score lower than 80% on the pretest, students will be review online videos on assessments. Learners will have the option of creating open ended questions, multiple choice or fill in the blank questions assessment questions. Pretest Questions: Answer the question as true or false.

1. The goal of summative assessment is to measure the level of success or proficiency that has been obtained at the end of an instructional unit, by comparing it against some standard or benchmark. (True) 2. Assign a grade to formative assessments (False) 3. Early course evaluation is a formative assessment (True) 4. The goal of formative assessment is to gather feedback that can be used by the instructor and the students to guide improvements in the ongoing teaching and learning context. (True) 5. Teachers need to grade formative assessments.(False) UDL: Provide Multiple Means of Engagement Lesson 3: Assessment Creation Assessment: Learners will create their own assessment questions using www.easycbm.com. Differentiation: Advanced learners can locate other websites that create standard based assessments. UDL: Provide Multiple Means of Engagement Sample responses: Formative Assessment: Observation, journals and participation Summative Assessments: End of the chapter test or CRCT Lesson 4: Assessment Maintenance Assessment: Students will email or save the completed spreadsheet to Google Drive collaboration page. The example listed below is altered for this section. The actual product will be a Microsoft Excel spreadsheet.

Students Name Marvin Ross Christopher Morris Lillian Richardson Lisa Reese Kimberly Gordon Lamar Carlson

Place Value Pretest 55 55 55 55 75 85

Place Value Post test 100 100 100 100 100 100

UDL: Provide Multiple Means of Engagement Assessment: Performance Based Assessment Provide Multiple Means of Engagement: Students will create their own spreadsheets. Advanced students can being creating spreadsheets for other subjects.

Part VI Content Sequencing and Instructional Strategies Instructional Sequence Sequence 1 2 3 4 5 Description To define the purpose of assessments Distinguish between formative and summative assessments To create Common Core based assessments To use Google Drive to maintain assessment data To use Google Drive as a collaboration tool Objective 1 2 3 4 5

Lesson 1: Assessment Purposes Terminal Objective 1: To Discuss the purposes of Assessment Enabling Objectives: 1A. Gather information 1B. Indicate student achievement 1C. Design instruction

Initial Strategy: Learners will brainstorm the purposes of using assessments to guide student achievement. Strategy: Elaboration (Morrison, Ross, Kalman & Kemp, 2013) Generative Strategy: Under ALLSTAFF, there is a Powerpoint Presentation that discusses the purposes of assessments and the success of using pre/post test. Learners will create a list of reasons for using assessments in their classrooms. Learners will also list pros and cons for using assessments. Answer the following questions: How has the use of assessments affected your teaching style? Do you believe that it is important to pre/post test your students? Why or Why not? Learners will share their thoughts on ALLSTAFF, using the folder entitled assessments. The instructor will participate in this learning community by providing feedback. Strategy: Elaboration; (Morrison, Ross, Kalman & Kemp, 2013) Differentiation: Learners who experience difficulty using ALLSTAFF can email responses to the instructor. Advanced Learners can search use the internet to search for resources relevant to assessment administration. Strategy: recall and organization (Morrison, Ross, Kalman & Kemp, 2013) Lesson 2: Formative vs. Summative Terminal Objective 2: To Distinguish between formative and summative assessments Enabling Objectives: 2A. Define formative and summative assessments 2B. Create two sample of a formative assessment 2C. Create two examples of a summative assessment questions Initial Strategy: Learners will take a pretest on summative and formative assessment. The questions will be located on ALLSTAFF. The participants score their own pretest. Differentiation: If the score is 80%, then the learner may skip the video and complete the post

activity under Generative Strategy. If the participants score below, 80%, the learner will continue follow the next step. In this lesson, participants will view the video entitled Independent Reading Assessment and Forms of Assessment: Informal, Formal, Paper-Pencil & Performance Assessments. The links to these resources can be found under ALLSTAFF. Strategy: Recall (Morrison, Ross, Kalman & Kemp, 2013) Generative Strategy: 1A: Participants recall the difference between formative and summative assessments. 1B and 1C: Participants will use the strategy of elaboration to create examples of formative and summative assessments. Differentiation: The students can create multiple choice questions, fill in the blank or paragraph response. Posts your examples under ALLSTAFF and share your thoughts with grade level members. Strategy: Recall (Morrison, Ross, Kalman & Kemp, 2013) Lesson 3: Assessment Creation Terminal Objective 3: To create appropriate Common Core based assessments Enabling Objectives: 3A. Develop questions using www.easycbm.com or other website 3B. Determine if questions are content appropriate Initial Strategy: 3A: The instructor will email the link, www.easycbm.com, username and passwords to each student. Students will login and select second grade and math. We are currently studying place value and data. Click on these two under subject heading, select the appropriate number of questions needed. Click the submit button and preview the questions displayed. Differentiation: Students can select another tool to create an assessment. Strategy: Elaboration (Morrison, Ross, Kalman & Kemp, 2013)

Generative Strategy: 3A: Review the questions and decide which questions best satisfy the common core standards (questioning). After you have selected your questions save and email it to your other team members or post on ALLSTAFF. Review the assessment questions selected by your grade level members (organization) and compare your assessments. What questions best fit the standards? Post your responses to ALLSTAFF folder. Strategy: Recall and integration(Morrison, Ross, Kalman & Kemp, 2013) Lesson 4: Assessment Maintenance Terminal Objective 4: To use Google Drive to maintain assessment data Enabling Objectives: 4A. Store assessment data on spreadsheets 4B. Store/save assessment samples under documents Initial Strategy: Students will recall information from lesson 1 videos. If questions persists, review go to the video, Forms of Assessment: Informal, Formal, Paper-Pencil & Performance Assessments. At the bottom, view the additional videos below. Email me for further assistance. Strategy: Recall and integration (Morrison, Ross, Kalman & Kemp, 2013) Generative Strategy: 4A: Students will set up their Google Drive accounts using ACORN. Follow the prompts and contact the instructor via email if any problems arise. Once your account is established, click on the create button and select spreadsheets. Create 2 columns, label the columns students names and test scores. Once you have entered your data select the save button. Print and view your document. Email your spreadsheet to your instructor. Differentiation: Strategy: Elaboration-Students will summarize information regarding formative and summative assessments and create and save spreadsheets. Advanced learners, use another web 2.0 tool to create a presentation comparing formative and summative assessments. 4B. Learners need to log

into their Google Drive accounts. Locate your assessments and select the save button. Give your file a name and select the save button. Select the publish button and send the link to your grade level participants. Strategy: Integration Morrison, Ross, Kalman & Kemp, 2013) Lesson 5: Collaboration Terminal Objective 5: To use Google Drive as a collaboration tool Enabling Objectives: 5A. Share sample assessments with colleagues 5B. Compare student data with grade level members Initial strategy: The learners will continue to create assessments using www.easycbm.com or a tool of their chose. The learner will browse the assessment questions. At this time, advanced learners can browse the internet for other assessment test generators. Strategy: Elaboration Generative Strategy: 5A & 5B: Elaboration strategy, learners will share and compare assessments with grade level members using Google Drive. Select the save button. Name your file, upload your assessments, select the publish button and share with your grade level members. Email questions and comments. The instructor will provide feedback (instructional scaffolding). Strategy: Elaboration (Morrison, Ross, Kalman & Kemp, 2013) Part VII: Design of Instruction

Instructional Goals Strategies Lesson 1: The Learners Purpose of will be able Assessments to list the purposes of

Objectives Terminal Objective 1: Discuss the purposes of

UDL Provide Multiple Means of Actions and

Assessments Personal Reflection

assessments

Assessment Enabling Objectives: 1A. To gather information 1B. To indicate student achievement 1C. Used to design instruction Terminal Objective 2: Distinguish between formative and summative assessments Enabling Objectives: 2A. Define formative and summative assessments 2B. Create two examples of a formative assessment 2C. Create two examples of a summative assessment Terminal Objective 3: To create appropriate Common Core based assessments Enabling Objectives: 3A. Develop questions using www.easycbm.com 3B. Determine if questions are

Expression: The learner will describe the use of assessments using the school intranet, ALLSTAFF

Lesson 2: Formative vs. Summative

Learners will be able to identify formative and summative assessment

Provide Multiple Means of Engagement: The learner will create a variety of sample assessment questions (multiple choice, short answer or fill in the blank)

Performance Based: The learner creates samples of the two types of assessments

Lesson 3: Assessment Creation

Learners will be able to create content assessments

Provide Multiple Means of Engagement: The learner will use website to create assessment questions. The learner will decide the type and

Performance Assessment: The learner creates assessment questions.

content appropriate Learners will be able to manage assessment data using Google Drive Terminal Objective 4: To use Google Drive to maintain assessment data Enabling Objectives: 4A. Store assessment data on spreadsheets 4B. Store/save assessment samples under documents Terminal Objective 5: To use Google Drive as a collaboration tool Enabling Objectives: 5A. Share sample assessments with colleagues 5B. Compare student data with grade level members

Lesson 4: Assessment Maintenance

appropriateness of the question. Provide Multiple Means of Engagement: The learner will use Google Drive to store created assessments.

Performance assessments: The learner organizes assessments on spreadsheets using Google Drive.

Lesson 5: Collaboration

Learners will be able to use Google Drive as a collaboration tool

Provides Multiple Means of Expression: The learner will share sample assessments with grade level members via Google Drive.

Performance Assessment: The learner post/share assessments using Google Drive.

Part VIII Formative Assessment For evaluation purposes, I will collect learner evaluation by using an online survey. The survey consists of the following questions: 1. Where the objectives for the course clear? a. poor

b. satisfactory c. very good 2. Did the sequence of this lesson make sense? a. Yes b. No 3. Was the information presented in the course done so with clarity? a. yes b. no 4. Was the module easy to navigate? a. very easy b. somewhat easy c. difficult d. somewhat difficult 5. Did you have to seek outside help for this module? a. yes b. no 6. The quality of the module layout. a. poor b. satisfactory c. very good 7. Did the instructor provide timely feedback? a. yes b. no 8. Did the web 2.0 tool, meet your needs? a. somewhat

b . not very much c. very much so d. definitely 9. Did the instructional design make sense? a. yes b. no 10. Did the design of this course meet your needs? a. yes b. no 11. Did this lesson require too much time to complete? a. yes b. no 12. Are the prerequisite skills for this course required? a. yes b. no 13. Are the directions clear and concise? a. yes b. no 14. Does the content of these lessons meet your needs? a. yes b. no Before implementing this design, I conducted a one to one trial in an effort to diagnosis any problems and gain any descriptive information regarding the clarity, impact and feasibility of the instructional design. This design was based on information taken from the learner regarding attitudinal and performance data. I will also email learners in an effort to gain more perspective,

potentially gaining any criticisms. My goal is for the learners to freely and specifically give any feedback regarding potential issues that took place during these sessions. The learners participated in a pretest to establish base line data and post data test data to measure gains on attitudes and achievement. Before learners participate in this training, my SME will conduct a field study and act as a learner in this training. During this field study, Mrs. Sanders will provide feedback regarding the use of instruction. She will also complete the learners survey. Feedback from SME and learners will determine any changes that need to be made to the instructional design. In addition, I will collect and calculate all of the responses. Based on the data, changes will be made to the instruction.

References Morrison, G.,Ross, S., Kalman, H. & Kemp, J. (2013). Designing Effective Instruction, Danvers, MA:Wiley

Wang, M. & Shen, R. (2012). Message design for mobile learning: Learning theories, human cognition and design principles. British Journal of Educational Technology, 43(2), 561-57