Over the last two weeks, we have talked more about the quantitative data side of assessment. This first touched on vocabulary terms that will help you understand more about what the data is representing. Population and sampling refer to who the data is being collected from. The population is the entire group, for example, all five-year-old children. And a sample refers to the smaller group itself, like from a specific classroom. We also talked about terms that are represented on a graph. Graphs also include mean, median, mode, and standard deviation. Mean, median, and mode are created from results or test scores. Standard deviation is the distance that a score is from the mean. A standard deviation is found on tests like the SAT and ACT. A low standard deviation means the score is close to the average. After we defined these terms, we put them to use with sample data. With the data, we created a visual representation, a bar graph, or a pie chart. We also experimented with individua
On Wednesday, we talked more about aligning objectives and standards with each other. We went over examples and then created our own objectives with coordinating standards. Cameron and I had to create a standard that compared and contrasted two different stories that are similar. We chose Disney's Cinderella and Disney's Enchanted. Both stories have a similar plot and theme yet there are many differences. We used a Venn Diagram in our objective as a comparison mechanism so it aligned directly. It is important to do this for students to understand why they are doing activities as well as give teachers the chance to organize their standards. We then also touched on the backward design for aligning the standard and objective. This includes identifying desired results which means the big ideas and skills. Next is to determine acceptable evidence and then plan learning experiences and instruction. This backward design makes sure that the standards and objectives are aligned and th