KAT2, Assessment for Student Learning, Task 2 KAT2, Assessment for Student Learning, Task 2 Formative-Assessment Data Analyzing the formative assessment data reveals many shortcomings that the teacher needs to overc
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KAT2, Assessment for Student Learning, Task 2 KAT2, Assessment for Student Learning, Task 2 Formative-Assessment Data Analyzing the formative assessment data reveals many shortcomings that the teacher needs to overcome. Only two out of 30 students receive a perfect score of six which converts to 6% of the class. Fifteen out of 30 students score a 5, converting to 50% of the class. Eleven out of 30 score a 4, converting to 36% of the class. One out of 30 scored a 3, converting to 3% of the class. One out of 30 scored a 2, converting to 3% of the class and zero out of 30 scored a 1 converting to 0%. The breakdown of the scores culminates thusly: 6:6%2 students5:50%15 students4:36%11 students3:3%1 student2:3%1 student1:0%0 students Almost half of this teachers class missed two or more questions on a six question assessment. When only six questions are devoted to three scientists, its hard to get a clear indication of the attainment of each student. As an educator, I would also like to collect data on which questions were missed the most, this data would give me a much clearer indication of where I should be focusing my efforts in my lesson. Once I see which questions were missed the most, I can make sure I address those weaknesses. Evaluation of Student Measurement Instrument When evaluating the assessment based on the lesson as a whole, it raises concerns about its appropriateness. The lesson standards are listed as “Science as Inquiry: student. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . .
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