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Summative Evaluation Report

Part 1: Online Classroom Impact Overview The title of the course was Middle School Research. The units were delivered to 6th grade students at Loganville Christian Academy. The topics of the units delivered were, Topic Narrowing and Note Taking, and were delivered over a two-week period. These were hybrid units, so some of the instruction was delivered in person. The course was designed to introduce topic narrowing techniques and note taking techniques for research to 6th grade students. The resources used for instruction include open content web sites, custom slide presentations, and PDF files. Pre and post assessment quizzes were used as summative assessment tools. Review of worksheets, discussion post, and first and second draft notecards served as formative assessment tools. Students were able to choose their own topic for research to increase overall interest in the subject matter. Student demographics are as follows: 23 girls,16 boys, 3 African American, 2 Bi-Racial, 7 Classified as Gifted. The evidence that I have of my ability to effectively assess student learning include the pre and post assessment quiz results. Students showed improvement by increasing the class average by 23% moving from an average score of 65% to an average score of 88% on the post assessment quiz. Other evidence is shown in the results of the 5 note card project where 50% of all students earned a grade of 90 to 100 based on the criteria listed in the project rubric. Pre-Assessment Quiz Post-Assessment Quiz

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My ability to plan for effective instruction is evidenced in my PPLM Plan as well as my PPLM Teaching and Assessment Materials. The lesson plan was developed as a result of in-depth interviews with the classroom teacher and the academic dean. From those meetings, I was able to gain an understanding of the learners prior concept knowledge, skills, ability levels and prior experiences with research. The lesson plan includes key components for successful learning. These components include a learner analysis, correlation to NETTS and Georgia Common Core Standards, selection of specific strategies, technology and materials, and evaluation and revision strategies. Learning strategies and assessment results were integrated into my lesson, using results from the pre-quiz assessment and the classroom teacher interview. The information from those instruments guided the modifications made to my lesson plans and learning strategies. The unit was comprised of several instructional strategies including direct and Indirect instruction, independent study, as well as online and in-class interactive instruction More specifically, I increased the amount of direct instruction offered in the classroom, than what was planned. The area that was most affected by the results of the preassessment quiz and teacher interview was direct instruction. More specifically, I increased the amount of direct instruction using the structured overview strategy. Verbal and visual summaries of the topic were used to help students understand the vocabulary and concepts that would be encountered during the hands on activities. This strategy assisted in breaking down complex ideas into smaller more understandable sections. It also assisted students understanding of how the vocabulary and concepts would fit into writing a research paper. Several evidence-based practices were demonstrated in my learning module. The first one was the direct instruction strategy. The class had previously been learning in a hybrid environment so the decision was made to continue in that format for the learning module. Therefore, introductions to concepts were performed using direct instruction. Kay (2013), states that in environments where web based learning tools (WBLT) are used, students perform significantly better in understanding and applying knowledge, when those WBLTs are accompanied by direct instruction. Kay also reports that students enjoyed the organization, visual supports, higher graphics and animations that accompanied direct instruction. Once students were introduced to concepts using direct instruction, students practiced those conceptual skills using indirect instruction strategies, which strategies involved access to unit modules that were divided into 5 lessons spanning 10 days. Students were assigned homework in which they were engaged with the resources indirectly through the online learning software. The University of Auckland Library, Auckland, New Zealand created web based interactive learning modules to teach the large number of incoming freshman information literacy skills. Toomand & Sibthorpe, (2012) reported favorable findings in their study and almost
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two thirds of the students who took the online course said that they would continue to access the material for future courses that required research. Interactive instruction was also an evidence-based model used in the research unit. It was utilized in the form of online discussions as well as in-class group activities. The following evidence will focus on aspects of the online discussions only. Baker (2013) states that asynchronous online discussions offer a variety of challenges for the instructor. He goes on to say that teachers in this environment function as computer mediated facilitators in planning and organizing. They also take on the responsibility of designing meaningful exchanges that are productive and stay focused on the topic. He informs us that managerially teachers must enforce boundaries and oversee the discussion flow. They also are required to familiarize students with the supporting software until the class achieves satisfactory competency. In this article Baker also offers several strategies for managing online discussions. Baker, D. L. (2013). Advancing Best Practices for Asynchronous Online Discussion. Business Education Innovation Journal, 5(1), 11-21. Kay, R. (2013). Evaluating the Instructional Architecture of Web-Based Learning Tools (WBLTs): Direct Instruction vs. Constructivism Revisited. Journal Of Interactive Learning Research, 24(1), 33. Tooman, C., & Sibthorpe, J. (2012). A Sustainable Approach to Teaching Information Literacy: Reaching the Masses Online. Journal Of Business & Finance Librarianship, 17(1), 77-94. doi:10.1080/08963568.2012.629556

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Part 2: Learner Assessments Pre and Post Assessment Instructions You can "Save" your response to each question as you work through the quiz. When you navigate to the Next Page or Previous Page, all your responses on the current page will be automatically saved. Before you submit the quiz, you will have the opportunity to return to questions that you may have missed or have not yet answered.You can submit your quiz responses at any time. When you have finished reviewing these instructions, click on "Start Quiz" to begin Attempt 1. Question 1 (1 point) Copying and pasting from the internet can be done without citing (giving credit to the author or source of information) the internet page, because everything on the internet is common knowledge and can be used without having to give a citation. True False Question 2 (1 point) You don't have to use quotation marks when you quote an author as long as you cite (give credit) the author's name at the end of the paragraph. True False Question 3 (1 point)
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If you borrow someone's written idea and use it in a paper, you should give that person credit for the idea. True False Question 4 (1 point) Notecards should include the name of the source where you got the information. True False Question 5 (1 point) Using a few sentences from an article and changing them into your own words without citing them is not plagiarism. True False Question 6 (1 point) The date for George Washington's birthday is common knowledge, which means you don't have to cite (give credit to) the source in which you found it. True False Question 7 (1 point) From the list below, choose the best way to select a topic. A. Ask your parent what you should write about
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B. Open a magazine and write about the topic on the page that you opened to C. Brainstorm D. Ask you friend what they are writing about and use the same topic Question 8 (1 point) You should write a research paper on something that you... A. Already know something about B. Know nothing about C. Are not really interested in D. Think your teacher would like Question 9 (1 point) Your research topic should be ... A. Something that everyone agrees with B. Controversial. Something that people will have different opinions about. C. What ever your teacher tells you D. Generic and common Question 10 (1 point) Each notecard should address A. One idea B. Many ideas C. Be signed by your teacher D. A different color
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Adapted from: So You Think You Know What Plagiarism Is?- http://www.lib.usm.edu/legacy/plag/pretest.php Pre and Post Assessment Scoring Guide Question 1 (1 point) Copying and pasting from the internet can be done without citing (giving credit to the author or source of information) the internet page, because everything on the internet is common knowledge and can be used without having to give a citation. True x False Question 2 (1 point) You don't have to use quotation marks when you quote an author as long as you cite (give credit) the author's name at the end of the paragraph. True x False Question 3 (1 point) If you borrow someone's written idea and use it in a paper, you should give that person credit for the idea. x True False Question 4 (1 point)

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Notecards should include the name of the source where you got the information. x True False Question 5 (1 point) Using a few sentences from an article and changing them into your own words without citing them is not plagiarism. True x False Question 6 (1 point) The date for George Washington's birthday is common knowledge, which means you don't have to cite (give credit to) the source in which you found it. x True False Question 7 (1 point) From the list below, choose the best way to select a topic. A. Ask your parent what you should write about B. Open a magazine and write about the topic on the page that you opened to C. Brainstorm D. Ask you friend what they are writing about and use the same topic
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Question 8 (1 point) You should write a research paper on something that you... x A. Already know something about B. Know nothing about C. Are not really interested in D. Think your teacher would like

Question 9 (1 point) Your research topic should be ... A. Something that everyone agrees with x B. Controversial. Something that people will have different opinions about. C. What ever your teacher tells you D. Generic and common Question 10 (1 point) Each notecard should address x A. One idea B. Many ideas C. Be signed by your teacher D. A different color

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Five Note Card Assessment-Rubric Instructions: Use either the power point file or the PDF file, as well as the research websites provided and create 2 notecards. Upload the entire file. Attachments: Note Card Rubric.pdf(64.89 KB) Notes on PDF.pdf(55.85 KB) Criteria Criterion 1 Meets or Exceeds Criteria (3-4) 4 points -Noted information gathered addresses the topic and controversial aspect of the topic. -Note cards include a title that properly represents the content. Note cards include a quote, as well as a summary or paraphrase. Note cards include a statement in your own words giving your thoughts about the topic. All sources are listed on each note card. 5 note cards were Meets Some of the Criteria (1-2) 2 points -Noted information gathered addresses a portion of the topic. -Note cards include a title that does not fully represent the content. Does not Meet Criteria 0 points -Noted information gathered does not address the topic. -Note card does not include a title.

Criterion 2

Some note cards include a Note cards do not include quote, as well as a a quote as well ass a summary or paraphrase. summary or paraphrase. Some note cards include a statement in your own words giving your thoughts about the topic of the note card. All sources are not listed on each note card. 2 to 3 note cards were
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Criterion 3

Note cards do not include a statement in your own words giving your thoughts about the topic. No sources are listed on the note cards. 0-1 note cards were

Criterion 4 Criterion 5

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Overall Score

created highlighting the components needed for a complete note card. Level 3 14 or more

created highlighting the components needed for a complete note card. Level 2 9 or more

created highlighting the components needed for a compleete note card. Level 1 0 or more

Part 3: Pre-test and Post-test Data Complete the following tables. If more than one assessment measured achievement, include an additional line in the table for each assessment. Table 1: Assessment Overview PreName of Assessment/ Name of School Post Topic of Assessment where online Student Assessment the P-12 No. of Length of Unit of P-12 Demographic: (Example: Used Practicum students instruction (Example: (e.g., Practicum 3rdgrade reading Learning taught 3 weeks) Learning students) Vocabulary (e.g., written Module test) Module was pretest implemented written posttest) Loganville Topic 6th Grade English 38 Yes 2 weeks Christian Narrowing students. Academy and Note Pre and
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Post Assessment Quiz Five Note Loganville Card Rubric Christian Academy

Taking in Research

Topic Narrowing and Note Taking in Research

6th Grade English students.

38

Yes

2 weeks

Table 2: Assessment Individual Data Student Identifier (no names) 6789$:7"0" 6789$:7"1" 6789$:7"/" 6789$:7"2" 6789$:7"3" 6789$:7"-" 6789$:7"," 6789$:7"4" 6789$:7"5" 6789$:7"0." 6789$:7"00" 6789$:7"01" Pretest score in percentage ,.;" -.;" 4.;" 4.;" -.;" 3.;" 3.;" ,.;" -.;" 4.;" ,.;"
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Posttest score in percentage ,.;" 0..;" 4.;" 0..;" ,.;" 5.;" 0..;" ,.;" 0..;" 5.;" 0..;"

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6789$:7"0/" 6789$:7"02" 6789$:7"03" 6789$:7"0-" 6789$:7"0," 6789$:7"04" 6789$:7"05" 6789$:7"1." 6789$:7"10" 6789$:7"11" 6789$:7"1/" 6789$:7"12" 6789$:7"13" 6789$:7"1-" 6789$:7"1," 6789$:7"14" 6789$:7"15" 6789$:7"/." 6789$:7"/0" 6789$:7"/1" 6789$:7"//" 6789$:7"/2" 6789$:7"/3" 6789$:7"/-" 6789$:7"/," 6789$:7"/4"

3.;" ,.;" /.;" -.;" 3.;" 3.;" ,.;" ,.;" 2.;" -.;" -.;" -.;" ,.;" -.;" 5.;" -.;" -.;" -.;" -.;" ,.;" 4.;" 4.;" 5.;" 5.;" 4.;" ,.;"
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0..;" ,.;" 0..;" 4.;" ,.;" 4.;" 5.;" 4.;" 0..;" 0..;" 0..;" 5.;" 4.;" 4.;" 5.;" 4.;" 0..;" 4.;" 5.;" 0..;" 5.;" 5.;" 0..;" 0..;" 3.;" 4.;"

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Table 3: Assessment Group Data Group Pretest Mean score in % 65 Group Posttest Mean score in % 88 Percent Change (+ or - %) +23

Part 4: Analysis and Interpretation of Data The analysis and interpretation of the student achievement data was conducted using the statistical data derived from the D2L classroom management software. The quiz was created using the D2L software, therefore the results were available through that application. I also used a Microsoft Excel spread sheet to calculate the mean and percent of change. From my initial review of the statistical data, I identified improvement in the students knowledge of the subject matter. The initial criteria used to deem the unit as successful was for all students to pass the post assessment test with an 80% or better. I now realize that that goal is unrealistic due to student absences and in a small percentage of students the lack of intrinsic motivation to be successful. I consider a 23% increase in the average score a success.

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Part 5: Recommendations for Revisions Based on the student achievement data and the experience of delivering the instruction, I would change an aspect of my class management. I found that I was answering the same questions over and over to individual student emails. I would create a discussion post for students to ask questions that might benefit the entire class. That would result in my only needing to respond once to a frequently asked question. In 10 Principles of Effective Online Teaching: Best Practices in Distance Education it is

suggested that online teachers establish a frequently asked questions document that addresses potential areas of student confusion or inquiries. (Ragan, n.d.)
Ragan, L. C., Dr. (n.d.). 10 Principles of effective online teaching: Best practices in distance education (pp. 2-24, Publication). Madison, WI: Magna Publications.

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