Category: Education & Teaching

EDPT 514 Chapter 5: Norm Referenced Assessments and Chapter 6: Curriculum Based Assessments

Application and Research Activity

2026 Spring Semester

Dr. E. Foster, EDPT 514 Adjunct Instructor

Calculate the chronological ages using the following birth dates and test dates.

				Year	Month	Day
1.	Birth Day	3-2-1991	Date of test	2001	5	4
	Test Day	5-4-2001	Date of birth	1991	3	2
Answer:			Chronological Age
2.	Birth Day	7-5-1996	Date of test	2004	11	22
	Test Day	11-22-2004	Date of birth	1996	7	5
Answer:			Chronological Age
3.	Birth Day	10-21-1997	Date of test	2000 (1999)	6 (18)	20 (50)
	Test Day	6-20-2000	Date of birth	1997	10	21
Answer:			Chronological Age

Round the following chronological ages to years and month.

	Year	Month	Day	Answer:
4.	7	10	23
5.	11	7	14
6.	14	11	29

7. Why is it important to have the exact chronological age of a student before you administer and score a test?

Answer:

Using the following basal rules, identify basals for these students.

Basal Rule: Consecutively correct responses

Consecutively incorrect responses

8. Test 1:Basal:5 consecutive correctStudent: 3.3 (start with test item 4 and count 5 items to identify basals) * Please include a dash between the basal items.

Basal items are:

9. Test 2:Basal:7 consecutive correctStudent 4.1 (start with test item 25 and count 7 items to identify basals) Please include a dash between the basal items.

Basal items are:

10. What is the meaning of the term basal level, and how does it relate to a students ability?

Answer:

11. What is the meaning of the term ceiling?

: =

1. = | | |

2. = |

3. ? = | |

4. , = , , |

• Examine a minimum of five documents related to ones line of inquiry
  • (This is not a literature review. Do not choose 5 academic articles.)
• Explain how documents and documentation are used in qualitative research

Overview Video

I recommend watching this video first to get oriented with this project before you engage in your course readings related to document analysis. Then, make sure you re-watch it after completing all course readings and materials related to document analysis. You’ll have a better framework for this project after you complete your readings.

Introduction

Documents shape our world in a variety of ways. Not only can they transmit facts and information, but they can also shape narratives of phenomena or people, influence discourse, delineate power, and so on. In this fieldwork project, you will engage in document analysis and challenge yourself to look beyond the content of the documents to the ways in which they act and perform in your classroom, your school, your district — and our social world.

Consider this project exploratory and aimed at practicing this method of data collection and analysis. This means you can explore, stumble, and reflect on what you would do differently next time. Ultimately, your work here should be helpful in informing your future research projects and being a better consumer of academic research that engages in document analysis.

• Download, review, and follow the assignment guidelines.
• Download and use the
• For help – Review the sample or or (I collected permission from students). Use these to simply gain an idea of what students in qualitative courses (with me) have completed in the past. In no way do you need to shape this assignment in the same way. However, this should give you an idea of what is expected.

Consent Forms for Class Projects

Download, review, and revise this . You can collect a physical or digital signature.

Restrictions

Your class projects should include no more than minimal risks to participants. This means you agree to the following:

• This Interview Research Report is a class project and IRB is not required. Unless you have IRB approval already, you are not allowed to publish your work/findings from a class project or include it in your thesis or dissertation work.
• For this class project, you cannot conduct observations with:
  • Children or minors
  • Members of vulnerable populations (minors, pregnant women, prisoners, those who lack capacity to consent, non-English speaking participants, etc.)
• You cannot videotape participants.
• Your project cannot involve deception.
• Your project cannot involve illegal activities.

Disclaimer

This Fieldwork Project is a class project and IRB is not required. You are not allowed to publish your work/findings from a class project that engages with human subjects without an IRB.

• Examine a minimum of five documents related to ones line of inquiry
  • (This is not a literature review. Do not choose 5 academic articles.)
• Explain how documents and documentation are used in qualitative research

Overview Video

I recommend watching this video first to get oriented with this project before you engage in your course readings related to document analysis. Then, make sure you re-watch it after completing all course readings and materials related to document analysis. You’ll have a better framework for this project after you complete your readings.

Introduction

Documents shape our world in a variety of ways. Not only can they transmit facts and information, but they can also shape narratives of phenomena or people, influence discourse, delineate power, and so on. In this fieldwork project, you will engage in document analysis and challenge yourself to look beyond the content of the documents to the ways in which they act and perform in your classroom, your school, your district — and our social world.

Consider this project exploratory and aimed at practicing this method of data collection and analysis. This means you can explore, stumble, and reflect on what you would do differently next time. Ultimately, your work here should be helpful in informing your future research projects and being a better consumer of academic research that engages in document analysis.

• Download, review, and follow the assignment guidelines.
• Download and use the
• For help – Review the sample or or (I collected permission from students). Use these to simply gain an idea of what students in qualitative courses (with me) have completed in the past. In no way do you need to shape this assignment in the same way. However, this should give you an idea of what is expected.

Consent Forms for Class Projects

Download, review, and revise this . You can collect a physical or digital signature.

Restrictions

Your class projects should include no more than minimal risks to participants. This means you agree to the following:

• This Interview Research Report is a class project and IRB is not required. Unless you have IRB approval already, you are not allowed to publish your work/findings from a class project or include it in your thesis or dissertation work.
• For this class project, you cannot conduct observations with:
  • Children or minors
  • Members of vulnerable populations (minors, pregnant women, prisoners, those who lack capacity to consent, non-English speaking participants, etc.)
• You cannot videotape participants.
• Your project cannot involve deception.
• Your project cannot involve illegal activities.

Disclaimer

This Fieldwork Project is a class project and IRB is not required. You are not allowed to publish your work/findings from a class project that engages with human subjects without an IRB.

Through engagement with this activity, students will

• Explore questions of equity, ethics, and social justice to bring about solutions to complex problems of practice.
• Summarize concepts of educational research as published in peer-reviewed journals, including quantitative, qualitative, mixed methods, and action research approaches, procedures, findings, and implications.
• Explain concepts and applications of educational research as they relate to classroom experiences and ones own scholarly line of inquiry and certificate field.

General Instructions

For Research Dialogue #3 (due 3/15):

• Read “” by Jones et al. (2020), taking notes about components of the article as you read.

Facilitator Instructions

To foster a community of scholarly practitioners, you will partner with a classmate to facilitate a Research Dialogue in a 1 hour synchronous (Zoom) meeting. The aim of the activity is to cultivate a scholarly approach to understanding how action research in the field can be used to name, frame, and solve complex problems of practice.

1. Download and use the to guide a group discussion on a shared research article
   • Here is a version for both facilitators and students to use as needed
2. Review the Research Dialogue Rubric
3. Submit your Research Dialogue Self-Assessment and Reflection here to this Canvas Assignment portal

Facilitator Commitment

As the facilitator of this discussion:

1. Pay attention to group dynamics This includes body language, whos speaking and whos not, voice tone, and reactions between group members. Pay attention to the inclusion of all members and work to make sure everyones perspectives are heard. If needed, redirect the groups conversation or tone to one that is more supportive.
2. Monitor the topic of conversation The workload of a doctoral student and other professional responsibilities can sometimes feel overwhelming. Although it is important to check in and express how we are feeling in the moment, the purpose of this dialogue is to focus on exploring research and connections course content in meaningful ways. Find ways to kindly redirect the conversation back to the goal of the exercise or the specific prompt when needed.
3. Recognize when the group is stuck If the group gets stuck on answering a specific prompt, know when it might be beneficial to move on to a different prompt to guide the discussion.
4. Keep a sense of humor Everyone is human and some of these concepts can be complex. You and your peers will often stumble, make mistakes, or be nervous to offer our perspectives or solutions out loud. Foster an environment in which you and your peers feel comfortable openly sharing and laughing with the group.

Ideas presented above were inspired by and adapted from the National School Reform Facultys protocol resources, especially Responsive Facilitation and Community Agreements.

Facilitator Self-Assessment & Reflection (Submit via Canvas)

**Only facilitators need to submit this self-assessment and reflection

Individually, submit a written response using the following guiding questions:

• Self-Assessment (1 paragraph)
  • Were you prepared for guiding dialogue? What strategies did you use to prepare, or what strategies might you revise or adopt if you were to facilitate a Research Dialogue in the future?
  • Review the Facilitator Commitment and discuss one commitment you thought you facilitated well as well as one element you think could use additional attention or work.
• Reflection (1 paragraph)
  • Describe your main takeaway from engaging in this exercise as a facilitator.
  • How do you see this experience helping you as a future scholarly practitioner?

We have spent Module 3 exploring aspects of the Physical Curriculum, that is supporting large motor development, fine motor development, and sensory skills development. This assignment is an application of knowledge you have gained in this module by planning a detailed activity plan that incorporates elements of the intention teaching cycle and planning for the classroom environment to support your physical curriculum

10 students in the IPC integrated physics and chemistry class/ 4 have modified instruction and assignments, the rest are on-level students. All 3 modified students who use a mixture of the accommodations, repeated review, and check for understanding. Break assignments into smaller parts,12 step directions, and extended time, and preferential seating. Create random data for how they did on the assignment.

For this assignment, select an assessment you’ve previously given and use the data to group students. Then use the data to determine the next steps for instruction for each group. Assessments may be:

• Summative (comprehensive assessment, lab report, project)
• Formative (independent reading record, observations, exit ticket, short quiz)

As you analyze the data, group students and align instruction with their specific needs as indicated by the data:

• Which students got it, kind of got it, or didn’t get it at all?
• Do students need the same intervention or individualized supports?
• Which research-based instructional strategies or interventions are best for each group?

Please note: If you determine that some students do not align with any established grouping categories, provide a clear rationale for this decision and outline how you will address their unique learning needs.

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Submission Requirements

Submit a multi-page PDF (minimum 3 pages, excluding data tables/graphs) with the following headings:

• Targeted Standards TEKS or Prekindergarten Guidelines (Special Education Self-Contained classrooms may use targeted IEP goals).
• Assessment Description Describe the assessment; include a copy if helpful.
• Data Methodology Explain how the data was collected, scored, and analyzed.
• Data Display Present results for all students in a table, chart, or other graphic.
• Data Analysis & Grouping Rationale Explain how the data informed your grouping decisions.
• Next Steps for Instruction Describe:
  • How student strengths/assets inform your plans
  • Research-based Instructional strategies, learning tasks, and/or assessments to support learning for each group

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Further Requirements

• Address needs of all students, including Special Education, 504, Gifted and Talented, English Learners, etc.
• Use masking procedures: “Student A”, “Student B”, etc. Include qualifying condition for special education students, e.g., “Student C – LD”
  • Note: Lack of privacy enhancements = automatic zero for the project.
• Be specific and clear about next steps for each group of students based on data analysis.
• Follow professional paper guidelines:
  • One-inch margins
  • 1.5 or double spacing
  • Times New Roman, 12 pt.
  • No spelling, grammar, or punctuation errors
  • Minimum 3 pages (excluding tables/graphs)

Do the field notes attached. Make sure to write it from a second grade classroom perspective. Thank you

Create a study aid related to chapter 4 and share it with the class. Please be creative with this post.

Can use:
–

– Canva.com

– PowerPoint (but don’t make a whole presentation)

– Other programs that make infographics

RESOURCES:

• Watch Video 1
• Watch Video 2
• Watch Video 3
• Watch Video 4
• End of PPT Activity:
• End of PPT Activity:
  • (Please use the Project Implicit Link below if you are having trouble accessing the tasks)

Studying Resources (from past students):

Web links (optional):

• This ScienceWatch article from the May 2007 issue of the APA Monitor links breakdowns in semantic memory with Alzheimer’s disease.
• Researchers at Carnegie Mellon University describe ACT-R, a connectionist theory about how cognition works.
• This site gives a number of Implicit Association Tests to illustrate automatic activation of stereotypes, such as age, gender, and race.

Log in to canvas (I will provide my credentials below) request the code via whatsapp and I will provide ut to you so that you can log in

USER: 6510359

PASSWORD: Yiladisrodriguez14!

Select the SYG3002 class

On the left hand side look for yellowdig and modules and assignments to see what needs to be completed

(modules will contain all the information you need to complete yellowdig assignments)

complete as many of the yellowdig assignments as you can (need at least 2425 points)

LET ME KNOW IF YOU HAVE ANY QUESTIONS I WILL BE HERE TO HELP