McGlothinR_Final KA Assignment

Part I: Identification of Learning Problem

Target Audience
The primary audience consists of elementary, fourth and fifth grade gifted students, within the
Atlanta Public School district. The primary audience are of varied learning styles and receive
gifted services or enrichment classes under the Resource Delivery Model. The fourth and fifth
grade students or target audience receives gifted services for approximately 250-300 minutes per
week; equivalent to 5-6 segments. The students in grades 4th and 5th range from 9 to 11 years of
age. In addition, they have limited overall academic exposure. The gifted resource teacher
delivers only state approved/Gifted and Talented Education (GATE) units and lessons. The
GATE units and 10-week lessons are uploaded to the Sharepoint portal, where gifted teachers
have access to download and use in their classrooms. These lessons are aligned with the
Common Core Standards and are designed to provide a well-rounded enriching experience for all
learners.

Problem Identification &

Description of Online Tools
The Gifted and Talented Education (GATE) department follows Atlanta Public Schools Gifted
Standards. The following standards drive unit design and lesson-building throughout the year.
The standards are: HOTS-Higher Order Thinking Skills, CPS-Creative Problem-Solving, ARSAdvanced Research Skills and ACS-Advanced Communication Skills. The districtwide gifted
initiative for this year, is to train teachers on how to help students develop their HOTS and CPS,
with the use of engaging and enriching lessons and activities. GATE will focus on the ACS and
ARS standards during the following year.
It was discovered during Science/Academic fair competitions, year-end discussions and annual
report analyses, that gifted students were experiencing challenges with HOTS and the steps of
the Scientific Method; specifically the development of a strong hypothesis and probing
questions. Additionally, teachers expressed their mistakes of assuming that their gifted students
automatically come equipped with inquiry or questioning abilities. Utilizing higher-order

McGlothinR_Final KA Assignment

thinking skills and inquiry makes exploratory lessons and discovery learning successful. These
are essential key components of the Gifted and Talented Education department.

Web Tools Description

The fourth and fifth grade gifted and talented students will use the following web tools to learn
how to develop their inquiry and questioning abilities: www.zunal.com WebQuest. At the
beginning of the school year or upon their enrollment in the gifted class, students are fully
trained on how to navigate through this WebQuest online tool. Zunal-WebQuest is an online
lesson platform that allows instructors to build full lessons and performance-based assessments
for their students. It is an online vehicle that allows students to work in teams, individually and
at their own pace. Students are able to successfully accomplish rigorous, exploratory topics that
propel them to discover standards-based information through online activities. The topic of the
Zunal WebQuest is exploring the Steps of the Scientific Method. The instructor assumes a
different identity other than her regular name. She renames herself as Dr. Inquiry. The purpose
is to pique the interests and to create an exciting challenge for her students.

Instructional Goals
Learners will be able to successfully investigate the first three Steps of the Scientific Method:
Observation, Ask higher-order, inquiry Questions, Make Prediction/Formulate a Hypothesis.
Learners will demonstrate their understanding of the interactive course by successfully
completing the performance-task assignment according to the online scoring rubric.
Learners will demonstrate their understanding of the interactive course by creating their own
inquiry-based, HOTS questions and completing the online quiz at the end of the lesson.

McGlothinR_Final KA Assignment

Part II: Learner Analysis

Introduction
The targeted group of learners are fourth and fifth grade gifted and Talent Development
students at CAE Elementary School in Atlanta, Georgia. A student who is labeled gifted
qualifies for gifted-enrichment services based the multiple criteria rule or scoring in the 99th
percentile on a mental abilities assessment (i.e. CogAT). The multiple criteria rule is when a
student scores a 90th to 96th percentile, on 3 out of 4 assessments, in the area of mental ability,
achievement, creativity and motivation. If a student is labeled Talent Development, he or she
has qualifying scores on two out of 4 assessments, with one being a norm-referenced test. These
students are immersed in a gifted class so that they can develop their talents and higher-order
thinking skills. This multiage class consists of 15 African-Americans, 1 Multiethnic and 1
Hispanic student. The students age ranges are from 9 to 11 years old. There are approximately
17 students enrolled in the fourth and fifth grade gifted and Talent Development resource class.
Of the seventeen students, there are 4 male students and 13 female students. There are 6 Talent
Development and 11 gifted-identified students.
All students receive gifted/enrichment services once-a-week, for approximately 255
minutes (equivalent to one full school day of instruction). Zero percent has been retained and
100% scored at 850 or above (Exceeds) on the Reading and Math sections of the CRCT State
assessment. One hundred percent receive free lunch based on the new Community Eligibility
Option (CEO) program. http://district.schoolnutritionandfitness.com/atlantaps/files/
CEO_Flyer.pdf The CEO program qualifies an entire school to receive free breakfast, lunch,
and after-school snacks based on the overall socio-economic status of the student population.
65% of the students in this class reside in a two-parent household, 29% reside in a single-parent
household, and 6% reside in a household where the grandmother or another legal guardian is the
primary caregiver.
The extensive information listed above was obtained through reviewing student records,
online assessment data records and current Student Enrollment Emergency Forms. In addition,
a teacher-interview and class observations were conducted to collect information regarding
Talent Development and the gifted status of each child.

McGlothinR_Final KA Assignment

Entry Skills and Prior Knowledge

Risk-taker
Comfortable asking basic questions
A willingness to share ideas
The knowledge that their witty thoughts may lead to bigger, insightful ideas
Able to navigate through a basic, 4-tab webpage
Ability to read and comprehend an evaluative tool or performance rubric
Prior Experience
Science vocabulary such as: hypothesis, prediction and observation
Basic knowledge regarding the Habits of the Mind or scientific thinking, such as: curiosity,
inquiry and open-mindedness
Ability to move from the analyzing step to the synthesizing step on Blooms Taxonomy; the
simplest to most complex questions-with minimal frustration
Interpreting graphs and tables
Identifying Scientific Evidence
This information was obtained through an online pre-assessment, performance rubric and a
teacher-made quiz. A pre-assessment was administered to assess their knowledge of the Habits
of the Mind or scientific attitudes. They were also assessed to identify their strengths and
weaknesses regarding the steps of the Scientific Method and science vocabulary. The preassessment results indicate that 82% of the class have deficiencies in overall science vocabulary.
53% of the class scored below 70 percent, 29% scored 70 percent and 18% scored above 70
percent. Along with the pre-assessment, a performance rubric was used to evaluate the students
during a guided team experiment where they had to use the steps of the Scientific Method (SM).
The results of the SM teacher-made quiz shows that 82% of the class improved; they
demonstrated a better understanding of the Scientific Method and science vocabulary. After
compiling all informal and formal assessment data, it appears that approximately 66% of the
class has improved from the beginning of this unit to the present.

McGlothinR_Final KA Assignment

Attitude Towards Content & Academic Motivation

All students expressed that they enjoy Science and exploratory activities. When asked if they
enjoyed asking questions or inquiring about an unknown topic, 10 out of 17 expressed extreme
confidence regarding investigations and asking questions. The remaining 7 expressed slight
doubt; and were unsure about the term, inquiry. The class as a whole is highly motivated. 100%
of the class stated that they enjoyed conducting experiments, discovering new things and
learning new science topics. They rated science as cool, interesting and fun. The student
survey offers insight into their eagerness to complete hands-on, exploratory activities.
Educational Ability Levels
The 2012-2013 Science CRCT scores can be translated into the following data report:
4th grade gifted students: 4 out of 7 exceeded on the 3rd grade Science CRCT test; 3 out of 7
fell in the Meets category.
4th grade Talent Development students: 2 out of 3 exceeded on the 3rd grade Science CRCT
test; 1 out of 3 fell in the Meets category (scoring extremely close to the 850 exceeds score);
5th grade gifted students: 3 out of 4 fell into the Meets category on the 4th grade Science
CRCT test; 1 out of 4 exceeded on the 4th grade Science CRCT test;
5th grade Talent Development students: 1 out of 3 exceeded on the Science CRCT test; 2 out of
3 fell into the Meets category of the 4th grade Science CRCT test;
The learners daily and weekly performance scores were consistent with what they scored on the
CRCT. Further aggregation of the CRCT sub-categories must be conducted to determine the
areas of weakness and strength relative to Science.

General Learning Preferences

Learners expressed that they preferred hands-on activities and working in teams. In addition,
they enjoyed working on the computer and completing web-based, exploratory assignments.
Learners equally preferred brainteaser games and activities by way of computer or in a board
game version. The class expressed that they like to be challenged by their teacher and other

McGlothinR_Final KA Assignment

peers. Furthermore, the learners believe that they learn more by competing against each other
individually and in teams. This information was obtained through observations and interviews.
Attitude Towards Teachers and School
The 4th and 5th grade gifted and Talent Development class meet once per week, for an entire
day. They have two instructional teachers (homeroom and gifted), as well as enrichment
teachers for Art, Music, Spanish and Physical Education. Many of the learners expressed that
they enjoy attending school and prefer not to miss homeroom, nor gifted classes. The students
like their instructional teachers, but had reservations towards their enrichment classes. They
communicated through interviews that they have a reprieve when attending the gifted class. It
provides a haven for their uniqueness and personal goals.

Group Characteristics
As stated in the Introduction, the entire school receives free lunch. This new program was
implemented at CAE based on the overall socioeconomic status of the community. The school
is a Title I school, in which they receive federal funds for special programs and resources to
assist in the students academic growth. The majority of the learners are African-American, with
1 Hispanic and 1 multiethnic. English is the primary language in 16 out of 17 of the students
homes. No one receives ESOL or speech and language services. The school is a uniform
school. Also, 15 out of 17 students were dressed in the uniform attire. Students were equipped
with all needed supplies. The teacher supplies each student with a folder and notebook that is
exclusive to this class. Students are seated in groups of 2 or 3. They are also grouped based on a
balance of learning styles. The teacher expressed a need to have dominant students, as well as
male students in each group. This grouping seems to work very well for the students and the
teacher.

McGlothinR_Final KA Assignment

Part III: Task Analysis

Analysis
The task analysis encompasses both a topic analysis and a procedural analysis. Despite having
firsthand knowledge that the learners are capable of following written procedures and entering
the online site, I wanted ensure that I provided adequate information and clear steps. To
guarantee no misinterpretations and confusion, I visited the Zunal WebQuest site myself and
completed each task as it is written. This was extremely beneficial because I was able to correct
faulty and closed webpages that were previously listed as resources. In addition, I made sure that
the inquiry, higher-order thinking task was emphasized as the most important part of the lesson.

Once the task and process of the online tool had been checked for errors, I made sure that the
online sample higher-order thinking question samples and evaluative tool matched the lesson. It
is essential that students have an adequate number of samples to view so that they are aware of
what expected. In addition, this aligns with my goal of producing multiple examples of higherorder thinking, probing questions, created by gifted students.

Task Analysis Outline

1. Access the free online WebQuest lesson platform: www.zunal.com
1.1 Go to the designated Steps to the Scientific Method lesson
1.2 Check for Exact lesson name and grade level
2. Click on Task
2.1 Check Task description for errors
2.2 Task should be clear and builds learner excitement
3. Click on Process
3.1 Check Process description and Scientific method vocabulary
3.2 Check Process directions and general steps
3.3 Make sure all web resources and web pages are up-to-date and accessible
3.3.1 Reestablish all inoperable web pages and hyperlinks
3.3.2 Web pages and resources should match the Steps of the Scientific Method
4. Click on Evaluation

McGlothinR_Final KA Assignment

4.1 Scoring rubric should have clear descriptors

4.1.1 Scoring rubric should have attainable goals
4.1.2 Scoring rubric should be written in grade-level appropriate terms
5. Conclusion and Quiz
5.1 Conclusion propels learner to reflect on performance task and probing questions
5.2 Quiz items should match expectations and Steps of the Scientific Method
5.3 Quiz hyperlink and submit button should be operable, giving immediate feed back
results to learner

Subject Matter Expert (SME)

I will serve as the primary Subject Matter Expert (SME) for this instructional plan. The
secondary experts are the onsite Technology Specialist and the Gifted Lead support teacher for
the Southern region of the Atlanta Public School district. I consulted with these two individuals
on an as-needed basis.
My qualifications are as-follows:
Bachelors of Science degree in Elementary Education
Certified P-8 in Social Sciences and Language Arts
Gifted Certified and In-Field endorsement
Three years of service on the Technology committee
Currently seeking a Masters degree in Instructional Technology (1.5 years enrolled)
Consistent collaboration with the Technology specialist to research and create new digital
projects for the school-wide annual initiatives

Task Diagram (see image below)

McGlothinR_Final KA Assignment

McGlothinR_Final KA Assignment

Key Assessment Part IV: Instructional Objectives

Terminal Objective 1: To identify higher order thinking questions
Enabling Objectives:
1A. To identify higher order thinking questions as scientific inquiry questions
1B. To compare higher order thinking questions to the first three steps of the Scientific Method
(i.e. Observation, Ask a Question, and Formulate a Hypothesis/Prediction)

Terminal Objective 2: To describe scientific inquiry questions

Enabling Objectives:
2A. To give examples of scientific inquiry questions
2B. Differentiate between correct and incorrect scientific inquiry questions
2C. Post correctly formulated, sample scientific inquiry questions to discussion log.

Terminal Objective 3: To generate scientific inquiry questions

Enabling Objectives:
3A. Rewrite a sample scientific inquiry question in the form of a hypothesis
3B. Compose an original question and hypothesis for a sample science experiment
3C. Use online graphic organizer to show the similarities of scientific inquiry question and
hypothesis

Classification of Instructional Objectives:

PERFORMANCE
Content

Recall

Application

Fact

1, 1A

Concept

2A

Principles

2B

1B

McGlothinR_Final KA Assignment

Content
Procedure

Recall

Application
3, 3A, 3B, 2C, 3C

Interpersonal
Attitude

Relationship between Instructional Objectives and Standards:

Objectives

Common Core Georgia Performance Standards &

Atlanta Public Schools Gifted Standards

1, 1A, 1B

HOTS-1. Asks probing, insightful, and relevant questions. Models thinking skills,
examples of applied thinking, and adaptive response.
HOTS-2. Examines the process and application of HOTS and the condition under
which they develop.
S4-5CS8: Students will understand important features of the process of scientific
inquiry.

2, 2A, 2B, 2C

S4-5CS7: Students will be familiar with the character of scientific knowledge and
how it is achieved.
S4-5CS8: Students will understand important features of the process of scientific
inquiry.

3, 3A, 3B, 3C

S4-5CS1: Students will be aware of the importance of curiosity, honesty, openness,

and skepticism in science and will exhibit these traits in their own efforts to
understand how the world works.
S4-5CS8: Students will understand important features of the process of scientific
inquiry.
HOTS-6. Exercises and extends critical, logical, reflective, and creative thinking
when encountering increasingly complex questions, uncertainties, or dilemmas.

McGlothinR_Final KA Assignment

Part V: Development of Assessments

The learner will be assessed using a performance-based assessment or performance task.
The performance-task has a scoring rubric attached to it. This rubric serves as an
evaluative tool for the learner to gauge his or her performance, as well as for the instructor
to provide immediate feed back.
Lesson

Lesson 1: Identifying
Lesson 2:
Lesson 3:
Lesson 4:
Lesson 5:
Higher Order
Examples of
Rewriting scientific
RevisitingCreating your
Thinking Questions
correct and
inquiry questions
Differentiate
own scientific
in an Elementary incorrect scientific in the form of a between correct inquiry question
Science Inquiry- inquiry questions
hypothesis
and incorrect for your science
based Online Unit
scientific inquiry
experiment
questions

Goals

Students will be able to

identify scientific
inquiry questions as
higher order thinking
questions.
Students will identifycompare the similarities
of science inquiry
questions and higher
order thinking questions

Objectives Objective 1: Students

will identify higher

order thinking questions
in an inquiry-based,
online unit.
Objective 1A: Students
will identify listed
higher order thinking
questions as scientific
inquiry questions
Objective 1B: Students
will compare higher
order thinking questions
to the first three steps of
the Scientific Method
(Observation, Ask a
Questions, and
Formulate a Hypothesis/
Prediction)

Students will describe Students will be able Students will be able Students will be able
and differentiate
to rewrite scientific to identify incorrect to independently
between correct and inquiry questions with and correct peercreate their own
incorrect scientific
guidance.
generated questions- scientific inquiry
inquiry questions.
independently.
question for a
Students will be able
science experiment
Students will be able to rewrite scientific
(in the form of a
to categorize
inquiry questions as a
hypothesis).
complete and
hypothetical
incomplete scientific
statement-with
inquiry questions.
guidance.

Objective 2: Students Objective 3: Students Objective 2:

will describe
will generate scientific Students will
Scientific Inquiry
inquiry questions
describe scientific
Questions
Objective 3A:
inquiry questions
Objective 2A:
Students will rewrite a (that were self- and
Students will give
sample scientific
peer-submitted)
examples of Scientific inquiry question in the Objective 2B:
Inquiry Questions
form of a hypothesis Students will
Objective 2B:
differentiate
Students will
between correct and
differentiate between
incorrect scientific
correct and incorrect
inquiry questions
scientific inquiry
(self-evaluation and
questions
peer evaluation)

Objective 3:
Students will
generate a final
scientific inquiry
question for their
science experiment
Objective 3A:
Students will rewrite
their final scientific
inquiry questions for
their science
experiment
Objective 3B:
Students will
compose an original,
final question and
hypothesis for their
science experiment

McGlothinR_Final KA Assignment
Lesson

Assessment

Lesson 1: Identifying
Lesson 2:
Lesson 3:
Lesson 4:
Lesson 5:
Higher Order
Examples of
Rewriting scientific
RevisitingCreating your
Thinking Questions
correct and
inquiry questions
Differentiate
own scientific
in an Elementary incorrect scientific in the form of a between correct inquiry question
Science Inquiry- inquiry questions
hypothesis
and incorrect for your science
based Online Unit
scientific inquiry
experiment
questions

Formative Assessment Formative

Formative
tool(s):
Assessment tool (s): Assessment tool(s):

Observations-Questioning
The teacher observes the Activity: Challenge
content and quality of students to demonstrate
higher level thinking by
the learner as they
asking challenging
submit each activity.
questions such as asking
There is a specific skill
them to explain, justify,
that is being addressed imagine or defend.
and the teacher will
Visual Assessment-record what she/he
Students use visuals,
observes--on informal such as drawings,
notes to be transferred to diagrams, photos,
the students grade pages maps or 3 D creations
to drive further
to demonstrate
instruction.
understanding of a

Self and Peer

Assessment--Students

Formative
Assessment
tool(s):

Teacher-made

Performance-task
&
Evaluation scoring
rubric tool--

Students demonstrate
knowledge on a
specific set of
standards by presenting
information to the
entire group. A rubric
is given prior to the
creation of the
Visual Assessment-- what they will do as presentation and the
student/ group is
a result of the
evaluated via this
Choice Board Activity outcome.
document. Further
Response-small group lessons
The teacher presents a
Practice
Choice Board with a
Presentation-- will be created as a
standard. This may be variety of presentation
result of this
Students practice a
Learning/response or an ongoing sort of
tools listed; and allows presentation model, information.
discussion logs-assessment where the students to choose from a
Students maintain a log
with peer feedback.
teacher may question sample to demonstrate
Create a standards
where they record their
They are working on
the student for further their knowledge on a
based rubric that
learning, or respond to a
given standard. As they verbal work as well students see before
definition.
lesson regarding their
submit their responses, as presentation skills they prepare and as
understanding.
the teacher can view and and demonstrating
they peer evaluate.
give feedback. This
knowledge on the
information, along with subject matter.
the final product can
drive further learning.

UDL

Multiple Means of
Representation

Multiple Means of
Representation
Multiple Means of
Action and
Expression
Multiple Means of
Engagement

reflect on their learning,

online quiz-and assess where they are Students respond to
in the continuum.
a prompt or a few
Students can also be used targeted questions.
a peer evaluators,
They receive
explaining how they feel
a product reflects what feedback promptly
with directions for
was expected.

Multiple Means of Multiple Means of

Action and Expression Representation
Multiple Means of
Engagement

Multiple Means of
Action and
Expression
Multiple Means of
Engagement

Multiple Means of
Action and
Expression
Multiple Means of
Engagement

McGlothinR_Final KA Assignment
Lesson

Lesson 1: Identifying
Lesson 2:
Lesson 3:
Lesson 4:
Lesson 5:
Higher Order
Examples of
Rewriting scientific
RevisitingCreating your
Thinking Questions
correct and
inquiry questions
Differentiate
own scientific
in an Elementary incorrect scientific in the form of a between correct inquiry question
Science Inquiry- inquiry questions
hypothesis
and incorrect for your science
based Online Unit
scientific inquiry
experiment
questions

Instructional Students will access the

Strategies
Teacher-generated list of

Students will complete

Check for
higher order thinking
Understanding online
questions that are aligned activity page. This
with the questions
activity page consists of
presented in the video.
a 10-item questionnaire
They will compare their
that requires students to
posted question to the
differentiate between
Teacher-generated list.
correct and incorrect
Students will join in online scientific inquiry
discussion and post their a- questions, as it relates to
ha /lightbulb thoughts
the Scientific Method
regarding the relationship (seen on the multimedia
between higher order
slideshow).
thinking questions and
scientific inquiry questions Students have the option
of recording their
answers orally only,
orally via video, mediabased responses or
manually clicking the
radial buttons and
submitting their answers
by uploading the results
to dropbox.

Students will choose a Students will meet Each group will

classmates question to their group members complete their task,
rewrite in the form of via email. They will dividing the
a hypothesis and
evaluate the peer- responsibilities;
As a team, students
display their results
submitted, paper
will conduct an
using a Microsoft
airplanes scientific experiment with their
Document or Web 2.0 inquiry questions in paper airplanes that
tool of their choice.
a private group
will fly further than
discussion section their instructors. They
on the class website; will keep all of their
In a group, students data in a virtual lab
will categorize the manuals and create a
incorrect and correct digital science board
using the online
paper airplanes
templates of extra large
scientific inquiry
construction paper. The
generated questions, groups science board
using a digital Tmust include the
chart. One person following: Title,
from the group will Hypothesis, Procedure,
submit their findings Data, Graphs, Results,
to the class website Conclusion; This
lesson is for students to
for full class
be able to design a
viewing. Instructor paper airplane that will
comments are
fly through the virtual
submitted and
classroom farther than
viewed by all for
the instructors.
clarity and
Student groups will
click on the Evaluation
reinforcement
Tab of the webpage to
check their work
against the Criteria
Scoring Rubric. The
paper airplane
experiment will be
uploaded via
multimedia Web 2.0
tool for a class
showcase.

McGlothinR_Final KA Assignment

Sample Assessments, Descriptions and UDL Differentiation

Lesson 1 Assessment-Learner Response/Discussion Logs
Sample response and discussion logs listed below

Assessment Description: Formative Assessment tool(s): Observations and Learner Response-Discussion

Log; Teacher checks to see if students understand how to identify higher-order thinking
questions. Students will choose one of the above response activities, that aligns with their
Multiple Intelligence, to demonstrate their understanding of how to identify higher-order
thinking questions. Below the Choice Board, there is a scoring rubric, where students have the
opportunity to self-assess before posting their discussion activity.
Students maintain an online, digital log where they record their learning, or respond to a lesson
regarding their understanding. Logs are emailed to the instructor or posted to the Open
Community discussion page, established by the teacher. The teacher collects all or some of the
logs after students have completed a task. Students will comment on their level of comfort with
the information, as well as what was learned and what questions they may still have.

McGlothinR_Final KA Assignment

UDL Principles Explanation: Both samples shown above provide choice and variety for the
learner. In addition, the second sample shows how the assessment addresses all learning
modalities through the Multiple Intelligences. Principle I and II: Multiple Means of
Representation; Multiple Means of Action and Expression-Learners differ in the ways that
they perceive and comprehend information that is presented to them. Learning, and transfer of
learning, occurs when multiple representations are used, because it allows students to make
connections within, as well as between, concepts. Some learners may be able to express
themselves well in written text but not speech and vice versa. Providing options for action and
expression is essential. http://www.udlcenter.org/aboutudl/whatisudl/3principles
Credits/References: http://www.busyteacherscafe.com/literacy/readers_response.html
http://www.polk-fl.net/staff/teachers/reading/documents/Read180Day2/Tuesday2/
CreatingaC_Matthews/CreatingaC_matthewsHO7.pdf

Lesson 2 Assessment-Visual Assessment

Assessment Description: Formative Assessment-Visual Assessment--Students use visuals, such
as drawings, diagrams, photos, maps or 3 D creations to demonstrate understanding of a
standard. This may be an ongoing sort of assessment where the teacher may question the student
for further definition.
Objectives: Examples of correct and incorrect scientific inquiry questions
Objective 2: Students will describe Scientific Inquiry Questions
Objective 2A: Students will give examples of Scientific Inquiry Questions
Objective 2B: Students will differentiate between correct and incorrect scientific inquiry
questions

Sample Visual Assessment

Directions: You have the option to demonstrate your understanding of what you have learned in
Lesson 2. Select a multimedia tool from the list below to answer the following question (s):
WHAT IS AN EXAMPLE OF AN ACCURATE SCIENTIFIC INQUIRY QUESTION?
WHAT IS AN EXAMPLE OF AN INCORRECT SCIENTIFIC INQUIRY QUESTION?

Use one of the following tools to express and demonstrate your thoughts: (SEE IMAGE BELOW)

McGlothinR_Final KA Assignment

Assessment Description: Students use visuals, such as drawings, diagrams, photos, maps or 3 D
creations to demonstrate understanding of a standard. This may be an ongoing sort of assessment
where the teacher may question the student for further definition.
UDL Principles Explanation: The sample shown above provides the learner with a choice of
how to demonstrate their learning and engagement of the lesson. Principle I, II, and III:
Multiple Means of Representation: Learners differ in the ways that they perceive and
comprehend information that is presented to them. Learning, and transfer of learning, occurs
when multiple representations are used, because it allows students to make connections within,
as well as between, concepts.
Multiple Means of Action and Expression Some learners may be able to express themselves
well in written text but not speech and vice versa. Providing options for action and expression is
essential.

McGlothinR_Final KA Assignment

Multiple Means of Engagement: Some learners are highly engaged by spontaneity and novelty
while others are disengaged. Some learner might like to work alone, while others prefer to work
with their peers. http://www.udlcenter.org/aboutudl/whatisudl/3principles
Credits/References: http://www.udlcenter.org/aboutudl/whatisudl/3principles

Lesson 3 Assessment: Self and Peer Assessment

Sample Self and Peer Assessment below
Objectives: Objective 3: Students will generate scientific inquiry questions Objective 3A:
Students will rewrite a sample scientific inquiry question in the form of a hypothesis
Directions: Using the four item checklist listed below, assess your self and peer responses. Next,
choose a classmates response and use the same checklist to provide feed back. Remember,
comments should always be about learning.
1. Identify--What has been done well
2. Explain--why it has been done well
3. Identify--what could be improved
4. Explain--How it could be improved
Assessment Description: Students reflect on their learning, and assess where they are in the
continuum. Students can also be used a peer evaluators, explaining how they feel a product
reflects what was expected.
UDL Principles Explanation: The sample shown above provides the learner with a choice of
how to assess his or her learning. The learner is also given the opportunity to view and assess
(with low-risk) their classmates response. In addition, students can grasp understanding of the
lesson by engaging in others perspective of the lesson or assignment. Principle II: Multiple
Means of Action and Expression
Credits/References:
http://www.slideshare.net/mikegershon/peer-and-self-assessment-guide
http://www.udlcenter.org/aboutudl/whatisudl/3principles

McGlothinR_Final KA Assignment

Lesson 4 Assessment-Teacher Made Quiz; Practice Presentation

Objectives: Objective 2: Students will describe scientific inquiry questions (that were self- and peersubmitted) Objective 2B: Students will differentiate between correct and incorrect scientific inquiry
questions (self-evaluation and peer evaluation)
Sample Quiz, Answer Key and Practice Presentation
Scientific Method Quiz
Quiz Description: The following quiz includes multiple choice and true-false questions based on the
scientific method. (Instructors notes: Correct answer is in bold print)
1: The scientific method was developed to help scientists organize the process of solving problems.
a) True
b)False
2: Which of these is not a step of the scientific method?
a) Hypothesis
b) Experiment
c) Conclusion
d)Contract
3: Which of these words would you NOT associate with the scientific method?
a) Disorganized
b) Control
c) Data
d)Organized
4: A hypothesis is a random thought?
a) True
b)False
5: Which of these would be called results?
a) Number of fruit flies
b) Counting fruit flies
c) Seeing fruit flies on an apple
d)Wondering why a fruit fly was born
6: What do you do to test a hypothesis?
a) Guess
b) Create a data table
c) Design an experiment
d)Publish a paper about your experiment.
7: When conducting an experiment you should use multiple trials.
a) True
b)False
8: The three types of variables used in an experiment are dependent, independent and controlled.
a) True
b)False
9: Experiments often test multiple variables.
a) True
b) False
10: A bar graph would be used to compare different trials.

McGlothinR_Final KA Assignment
a) True
b) False

Type Your Name Here: _____________________

Click Submit
END OF QUIZ

Assessment Description: Quiz-Students respond to a prompt or a few targeted questions. They

receive feed back promptly with directions for what they will do as a result of the outcome.
Students are given a 10-question quiz containing questions and items that come directly from the
Zunal WebQuest lesson on the Steps of the Scientific Method.
Second Assessment: Practice Presentation-This assessment is designed for students to show
their understanding of higher-order thinking questions through various oral and visual
presentations. Students practice a presentation model, with peer feed back. They are working on
verbal-oral work as well as presentation skills and demonstrating knowledge on the subject
matter. Students will narrate a self-created video presentation.

McGlothinR_Final KA Assignment

UDL Principles Explanation: The samples shown above provide the learner and instructor with
the opportunity to check for understanding; and to receive immediate feed back. Students
engage in answering short questions related to the lesson, as well as practicing what they have
learned. Principle I: Multiple Means of Representation; Principle II: Multiple Means of
Action and Expression and Principle III: Multiple Means of Engagement
Credits/References:
www.zunal.com
http://www.readwritethink.org/files/resources/printouts/30700_rubric.pdf
http://www.udlcenter.org/aboutudl/whatisudl/3principles

Lesson 5 Assessment-Performance Task and Evaluation Rubric

Sample Performance Task and Rubric
Objectives: Objective 3: Students will generate a final scientific inquiry question for their science
experiment Objective 3A: Students will rewrite their final scientific inquiry questions for their science
experiment Objective 3B: Students will compose an original, final question and hypothesis for their
science experiment
The following is a screen shot of what the students will see when they access the www.zunal.com
WebQuest site. Students will access this site to complete the Scientific Method Performance Task. Also,
this is where the teacher introduces herself as Dr. Inquiry and challenges the students to a fun Scientific
Method competition. (Dr. Inquiry is mentioned in the earlier lesson description)

McGlothinR_Final KA Assignment

Performance Task Process

Now that you have accepted Dr. Inquiry's task, it's time to get started. You will be working in a
team of 3 scientists. Each scientist will have their own job to do, but will have to come together
to put the final project together. Before you began this journey you should have been assigned to
a team of scientists and you should know your role.
Senior Scientist - You are to oversee the project and to make sure things run smoothly and in a
timely manner. You need to look at the following sites to refresh your memory about the
scientific method.
http://www.sciencebuddies.org/science-fair-projects/project_scientific_method.shtml
http://sciencefairproject.virtualave.net/scientific_method.htm
Take notes in your lab manual about each step in the process. Share your notes with your fellow
scientist.
Junior Scientist - You are to work with the Senior Scientist on planning the steps of the
experiment. View the websites above along with the two PowerPoint Presentations listed under
resources. Make sure you take notes in your lab manual. Share your notes with your fellow
scientist.
Science Engineer - You are to oversee the design of the plane. Look at the following websites
and decide which design would be best to use. You will, also, have to decide what type of paper
you will use. Show the designs to your team of scientist and decide which plane would be the
best to use in this experiment.
10paperairplanes.com
www.bestpaperairplanes.com
www.amazingpaperairplanes.com
As a team you will conduct an experiment with your paper airplanes that will fly further than Dr.
Inquiry's. You will keep all your data in your lab manuals and create a science board using the
extra large construction paper. Your science board must include the following:
Title, Hypothesis, Procedure, Data, Graphs, Results, Conclusion
Dr. Inquiry is sure that you will be able to design a paper airplane that will fly through the
classroom farther than hers! Use the following Power Point hyperlinks as a reference to the steps
of the Scientific Method.
PowerPoint #1: 20100523083555DeJej.ppt
PowerPoint#2: 20100523083625javeP.ppt

McGlothinR_Final KA Assignment

The following is a screen shot of the Evaluative Rubric that students will use as a peer and selfassessment. Also, the teacher will use this same rubric as a formative assessment scoring tool.

Assessment Description: Performance Task and Evaluation Rubric-The performance-based

assessment and evaluation rubric provides the learner with choice and the opportunity to
complete a culminating task based on activities they engage in on a daily basis. Performance
assessments and scoring rubrics evaluate thinking skills, such as analysis, synthesis, evaluation
and interpretation of facts and ideas--Blooms Taxonomy Complex Thinking. The Performancebased assessment allows the instructor to evaluate a childs progress, with flexibility. It permits
an individualized approach to assessing abilities and performance.
UDL Principles Explanation: The learner engages in a final assessment that fosters pace, choice
and diversity. Principle II: Multiple Means of Action and Expression: Use multiple media
for communication, use multiple tools for construction and composition and build fluencies with
graduated levels of support for practice and performance. Principle III: Multiple Means of
Engagement: Self-regulation-promote expectations and beliefs that optimize motivation and
develop self-assessment and reflection.
Credits/References:
www.zunal.com
http://zunal.com/webquest.php?w=61689
http://www.udlcenter.org/aboutudl/whatisudl/3principles
http://teacher.scholastic.com/professional/assessment/perfassess.htm

McGlothinR_Final KA Assignment

Key Assessment Part VI: Content Sequencing and Instructional Strategies

Instructional Sequence
Sequence

Description

Objective

Identify and compare higher order thinking questions (HOTS) to scientific inquiry
questions (first three steps of the Scientific Method)

Give examples and differentiate between correct and incorrect scientific inquiry
questions

Rewrite a sample scientific inquiry question in the form of a hypothesis

3A

Differentiate between correct and incorrect scientific inquiry questions

2B, 2C

Compose an original question and hypothesis for a sample science experiment

3, 3A, 3B, 3C

Lesson 1: Identify and compare higher order thinking questions (HOTS) to scientific
inquiry questions (first three steps of the Scientific Method)
Objective 1: Students will identify higher order thinking questions in an inquiry-based, online
unit.
Objective 1A: Students will identify listed higher order thinking questions as scientific inquiry
questions
Objective 1B: Students will compare higher order thinking questions to the first three steps of
the Scientific Method (Observation, Ask a Questions, and Formulate a Hypothesis/Prediction)
Initial Presentation: Have students access the WatchKnowLearn.org educational video: The
Scientific Method with Tim and Moby. Second, students will view the video individually.
Next, students will post one question into the online chatroom, and label it as a higher order
thinking question.
Generative Strategy: Students will access the list Teacher-generated list of higher order thinking
questions that are aligned with the questions presented in the video. They will compare their
posted question to the Teacher-generated list. Students will join in online discussion and post
their a-ha or lightbulb thoughts regarding the relationship between higher order thinking
questions and scientific inquiry questions. (McComas, W. F., & Abraham, L. (2004) Asking more
effective questions. Rossier School of Education.-UDL Differentiation: Multiple Means of Representation)

McGlothinR_Final KA Assignment

Lesson 2: Give examples and differentiate between correct and incorrect scientific inquiry
questions
Objective 2: Students will describe Scientific Inquiry Questions
Objective 2A: Students will give examples of Scientific Inquiry Questions
Objective 2B: Students will differentiate between correct and incorrect scientific inquiry
questions
Motivational Strategy: Ask students to use the digital graphic organizer (Inspiration, Inc.) to list
characteristics of scientific inquiry questions. Ask students to build upon the questions
characteristics by adding an example of a Scientific Inquiry question. Responses will be
displayed after the online discussion time-window closes. (Teaching Every Student in the Digital Age
by David H. Rose, Anne Meyer, Nicole Strangman and Gabrielle Rappolt)

Initial Presentation: Students will view (with closed caption) and/or listen to the multimedia
slideshow. This slide presentation will provide students with a simple, clear examples of
incorrect and correct scientific inquiry questions. (What Works in K-12 Online Learning, pp. 134-135;
UDL differentiation)

Generative Strategy: Students will complete Check for Understanding online activity page.
This activity page consists of a 10-item questionnaire that requires students to differentiate
between correct and incorrect scientific inquiry questions, as it relates to the Scientific Method
(seen on the multimedia slideshow). Students have the option of recording their answers orally
only, orally via video, media-based responses or manually clicking the radial buttons and
submitting their answers by uploading the results to dropbox. (What Works in K-12 Online
Learning, pp. 134-135; Exceptional Learners: Differentiated instruction online; UDL differentiation: Multiple
Means of Representation, Multiple Means of Action and Expression, and Multiple Means of Engagement)

Lesson 3: Rewriting scientific inquiry questions in the form of a hypothesis

Objective 3: Students will generate scientific inquiry questions
Objective 3A: Students will rewrite a sample scientific inquiry question in the form of a
hypothesis
Motivational Strategy: Students will access the free WebQuest website: www.zunal.com;
Students will access the lesson: Paper Airplanes and the Scientific Method. Students will read
the Welcome page, the Introduction page, the Task page and the Process page. Before
students are virtually grouped and assigned a scientist role, they will generate one scientific
inquiry question about paper airplanes. The Zunal WebQuest webpage description is located in
the Introductory Descriptions of this Instructional Design or Plan.

McGlothinR_Final KA Assignment

Initial Presentation: Students will access the following website and view the short video
presentations about creating and flying paper airplanes: http://www.kidspot.com.au/kidsactivities-and-games/activity-ideas+30/10-of-the-best-paper-plane-designs+12392.htm Students
will post their scientific inquiry paper airplane question to the Discussion Thread. (What Works in
K-12 Online Learning, pp. 134-135)

Generative Strategy: Students will choose a classmates question to rewrite in the form of a
hypothesis and display their results using a Microsoft Document or Web 2.0 tool of their choice.
(Beyond the Classroom Walls, p. 665-666, 668; UDL Differentiation: Multiple Means of Action and
Expression and Multiple Means of Engagement)

Lesson 4: Revisiting-Differentiate between correct and incorrect scientific inquiry

questions
Objective 2: Students will describe scientific inquiry questions (that were self- and peersubmitted)
Objective 2B: Students will differentiate between correct and incorrect scientific inquiry
questions (self-evaluation and peer evaluation)
Motivational Strategy: Students will log-on to class site and retrieve their group or role
assignment that is listed on the Process page of the Paper Airplanes and the Scientific Method
lesson of the site: www.zunal.com WebQuest. If a student requires an exceptionality, such as
working alone, the instructor will make modification and allow the student to complete all three
roles, individually. ( Hall, T., Strangman, N., & Meyer, A. (2007). Differentiated Instruction and implications for
UDL implementation. 1-24; Beyond the Classroom Walls, p. 665-666, 668; Teaching Every Student in the Digital Age by
David H. Rose, Anne Meyer, Nicole Strangman and Gabrielle Rappolt)

Initial Presentation: Direct students to complete scientific inquiry questions, peer and selfassessment assignments through online discussion tools.
Generative Strategy I: Students will meet their group members via email. They will evaluate
the peer-submitted, paper airplanes scientific inquiry questions in a private group discussion
section on the class website. (Teaching Every Student in the Digital Age by David H. Rose, Anne Meyer, Nicole
Strangman and Gabrielle Rappolt-UDL Differentiation: Multiple Means of Representation, Multiple Means of Action and
Multiple Means of Engagement)

Generative Strategy II: In a group, students will categorize the incorrect and correct paper
airplanes scientific inquiry generated questions, using a digital T-chart. One person from the
group will submit their findings to the class website for full class viewing. Instructor comments
are submitted and viewed by all for clarity and reinforcement. (What Works in K-12 Online Learning, p.
135; Hertzog, N. & Klein, M. (2005). Beyond gaming: A technology explosion in early childhood classrooms. Gifted Child
Today, 28(3), 24-65. UDL Differentiation: Multiple Means of Representation, Multiple Means of Action and Expression
and Multiple Means of Engagement)

Lesson 5: Compose an original question and hypothesis for a sample science experiment

McGlothinR_Final KA Assignment

Objective 3: Students will generate a final scientific inquiry question for their science
experiment
Objective 3A: Students will rewrite their final scientific inquiry questions for their science
experiment
Objective 3B: Students will compose an original, final question and hypothesis for their science
experiment
Motivational Strategy: Student groups will access the Paper Airplanes and the Scientific
Method lesson on www.zunal.com WebQuest site and review their role responsibilities as a
specific scientists. Student groups will view the three paper airplanes links and decide which
paper airplane experiment they will complete. (Teaching Every Student in the Digital Age by David H. Rose,
Anne Meyer, Nicole Strangman and Gabrielle Rappolt)

Initial Presentation: Display to class, through video or audio presentation on how each group
will complete their task and divide their responsibilities.
Generative Strategy: As a team, students will conduct an experiment with their paper airplanes
that will fly further than their instructors. They will keep all of their data in a virtual lab
manuals and create a digital science board using the online templates of extra large construction
paper. The groups science board must include the following: Title, Hypothesis, Procedure, Data,
Graphs, Results, Conclusion; This lesson is for students to be able to design a paper airplane that
will fly through the virtual classroom farther than the instructors. Student groups will click on
the Evaluation Tab of the webpage to check their work against the Criteria Scoring Rubric. The
paper airplane experiment will be uploaded via multimedia Web 2.0 tool for a class showcase.
( Hall, T., Strangman, N., & Meyer, A. (2007). Differentiated Instruction and implications for UDL implementation. 1-24;
Beyond the Classroom Walls, p. 665-666, 668; Teaching Every Student in the Digital Age by David H. Rose, Anne Meyer,
Nicole Strangman and Gabrielle Rappolt-UDL Differentiation: Multiple Means of Action and Expression, Multiple Means
of Engagement)

Reference List
Cavanaugh, C. & Blomeyer, R. (2007). What works in K-12 online learning. Washington, DC:
International Society for Technology in Education (ISTE).
Keeler, C.G., Richter, J., Inman-Anderson, L., Horney, M.A., & Ditson, M. (2007). Exceptional
learners: Differentiated instruction online. Retrieved from
http://coe.nevada.edu/ckeeler/Papers/SPEDPaper.doc
The Scientific Method with Tim and Moby (video)
www.Watchknow.org
http://glencoe.mcgraw-hill.com/sites/dl/free/0078778026/164155/00044686.html
Education Up Close: February 2005
WebQuest justification

McGlothinR_Final KA Assignment

http://www.glencoe.com/sec/teachingtoday/educationupclose.phtml/25
Paper Airplanes videos
http://www.kidspot.com.au/kids-activities-and-games/activity-ideas+30/10-of-the-best-paperplane-designs+12392.htm
Annenberg Learner: Learning Science through Inquiry
Modifications, Individual and Group work Justification
http://www.learner.org/workshops/inquiry/resources/implement.html#guidelines
http://www.exploratorium.edu/ifi/resources/workshops/lab_activities.html
McComas, W. F., & Abraham, L. (2004). Asking more effective questions. Rossier School of
Education.
Thomson, D.L. (2010). Beyond the classroom walls: Teachers and students perspective on how
online learning can meet the needs of gifted students. Journal of Advanced Academics,
21(4), 662-712.
Hertzog, N. & Klein, M. (2005). Beyond gaming: A technology explosion in early childhood
classrooms. Gifted Child Today, 28(3), 24-65.
Hall, T., Strangman, N., & Meyer, A. (2007). Differentiated Instruction and implications for
UDL implementation. National Center for Accessing the General Curriculum, 1-24.
Rose, D.H., Meyer, A., Strangman, N., & Rappolt, G. (2002). Teaching every student in the
digital age: Universal Design for Learning. Alexandria, VA: ASCD.

McGlothinR_Final KA Assignment

Key Assessment Part VII: Design of Instruction

Lesson

Lesson 1: Identifying
Lesson 2:
Lesson 3:
Lesson 4:
Lesson 5:
Higher Order
Examples of
Rewriting scientific
RevisitingCreating your
Thinking Questions
correct and
inquiry questions
Differentiate
own scientific
in an Elementary incorrect scientific in the form of a between correct inquiry question
Science Inquiry- inquiry questions
hypothesis
and incorrect for your science
based Online Unit
scientific inquiry
experiment
questions

Goals

Students will be able

Students will
Students will be
to identify scientific
describe and
able to rewrite
inquiry questions as
differentiate
scientific inquiry
higher order thinking between correct and questions with
questions.
incorrect scientific
guidance.
Students will identify- inquiry questions.
compare the
Students will be
similarities of science Students will be
able to rewrite
inquiry questions and able to categorize scientific inquiry
higher order thinking
complete and
questions as a
questions
incomplete
hypothetical
scientific inquiry
statement-with
questions.
guidance.

Objectives

Assessment

Students will be
able to identify
incorrect and
correct peergenerated
questionsindependently.

Students will be
able to
independently
create their own
scientific inquiry
question for a
science
experiment (in the
form of a
hypothesis).

Objective 1: Students Objective 2:

Objective 3:
Objective 2:
will identify higher Students will
Students will
Students will
order thinking
describe Scientific generate scientific describe scientific
questions in an
Inquiry Questions inquiry questions
inquiry questions
inquiry-based, online Objective 2A:
Objective 3A:
(that were selfunit.
Students will give Students will rewrite and peerObjective 1A:
examples of
a sample scientific submitted)
Students will identify Scientific Inquiry inquiry question in Objective 2B:
listed higher order
Questions
the form of a
Students will
thinking questions as Objective 2B:
hypothesis
differentiate
scientific inquiry
Students will
between correct
questions
differentiate
and incorrect
Objective 1B:
between correct and
scientific inquiry
Students will compare incorrect scientific
questions (selfhigher order thinking inquiry questions
evaluation and
questions to the first
peer evaluation)
three steps of the
Scientific Method
(Observation, Ask a
Questions, and
Formulate a
Hypothesis/
Prediction)

Objective 3:
Students will
generate a final
scientific inquiry
question for their
science
experiment
Objective 3A:
Students will
rewrite their final
scientific inquiry
questions for their
science
experiment
Objective 3B:
Students will
compose an
original, final
question and
hypothesis for
their science
experiment

McGlothinR_Final KA Assignment
Lesson

Lesson 1: Identifying
Lesson 2:
Lesson 3:
Lesson 4:
Lesson 5:
Higher Order
Examples of
Rewriting scientific
RevisitingCreating your
Thinking Questions
correct and
inquiry questions
Differentiate
own scientific
in an Elementary incorrect scientific in the form of a between correct inquiry question
Science Inquiry- inquiry questions
hypothesis
and incorrect for your science
based Online Unit
scientific inquiry
experiment
questions

UDL

Multiple Means of
Representation

Multiple Means of
Representation
Multiple Means of
Action and
Expression
Multiple Means of
Engagement

Instructional Students will access the list Students will complete

Strategies
Teacher-generated list of
Check for

higher order thinking

Understanding online
questions that are aligned activity page. This
with the questions
activity page consists of
presented in the video.
a 10-item questionnaire
They will compare their
that requires students to
posted question to the
differentiate between
Teacher-generated list.
correct and incorrect
Students will join in online scientific inquiry
discussion and post their a- questions, as it relates to
ha /lightbulb thoughts
the Scientific Method
regarding the relationship (seen on the multimedia
between higher order
slideshow). Students
thinking questions and
have the option of
scientific inquiry questions recording their answers
orally only, orally via
video, media-based
responses or manually
clicking the radial
buttons and submitting
their answers by
uploading the results to
dropbox.

Multiple Means of Multiple Means of

Action and Expression Representation
Multiple Means of
Engagement

Multiple Means of
Action and
Expression

Multiple Means of
Action and
Expression
Multiple Means of
Engagement

Multiple Means of
Engagement
Students will choose a Students will meet Each group will
classmates question to their group members complete their task,
rewrite in the form of via email. They will dividing the
a hypothesis and
evaluate the peer- responsibilities;
As a team, students
display their results
submitted, paper
will conduct an
using a Microsoft
airplanes scientific experiment with their
Document or Web 2.0 inquiry questions in paper airplanes that
tool of their choice.
a private group
will fly further than
discussion section their instructors. They
on the class website; will keep all of their
In a group, students data in a virtual lab
will categorize the manuals and create a
incorrect and correct digital science board
using the online
paper airplanes
templates of extra large
scientific inquiry
construction paper. The
generated questions, groups science board
using a digital Tmust include the
chart. One person following: Title,
from the group will Hypothesis, Procedure,
submit their findings Data, Graphs, Results,
to the class website Conclusion; This
lesson is for students to
for full class
be able to design a
viewing. Instructor paper airplane that will
comments are
fly through the virtual
submitted and
classroom farther than
viewed by all for
the instructors.
clarity and
Student groups will
click on the Evaluation
reinforcement
Tab of the webpage to
check their work
against the Criteria
Scoring Rubric. The
paper airplane
experiment will be
uploaded via
multimedia Web 2.0
tool for a class
showcase.

McGlothinR_Final KA Assignment

Part VIII: Formative Evaluation Plan

Collecting Learner Evaluations and SME Review
In order to collect adequate feed back on the effectiveness of my online module, I will
incorporate an online, immediate feed back evaluative tool. The evaluative tool is a scoring
rubric with a comment area for additional suggestions for the instructor. There are two different
evaluation used, one for the learner and one for the SME. However, both the learner and SME
will have the option of completing an online evaluation instantaneously or printing the
evaluation rubric. The printing option allows the learner and SME to review all questions in text,
make careful selections and comprehend the choices before submitting feed back. Nevertheless,
all responses will be submitted via the online tool, in the Module. My SME peer reviewers are:
Mrs. C. Lee, Technology Specialist and Gifted Certified teacher; and Mrs. A. Gilchrist: Media
Specialist and Technology Committee Chairperson. Each peer reviewer served as a collaborative
partner before and after the creation of the online Module.
Sample Learner Evaluation of Online Module
Upon completion of the Module Lessons, there will be a link attached to the final lesson: Lesson
5: Performance Task and Rubric. Learners will be asked to click on the Module Evaluation
Link before submitting the final lesson. They are asked to evaluate the content and Ease of
Use for the Online Module. The evaluation tool is developed through Survey Monkey.
Students will be asked to answer 10 Likert scale items, using a four-point scale (1= strongly
disagree; 2 = disagree; 3 = agree; 4 = strongly agree).
Survey Monkey Student Evaluation Link: https://www.surveymonkey.com/s/CZK6BVJ
<a href="https://www.surveymonkey.com/s/CZK6BVJ">Click here to take survey</a>
Sample SME Evaluation of Online Module
The SME peer reviewers will evaluate the Online Module before and after the completion of the
module. They will be given administrative rights to review all components of the module. They
will evaluate the following components, and offer comments for each component: LESSONS,

McGlothinR_Final KA Assignment

OBJECTIVES, INSTRUCTIONAL STRATEGIES, LESSON-TITLE PAGE, LESSONINTRODUCTION, LESSON-TASK, LESSON-PROCESS, LESSON-RESOURCES, LESSONSTUDENT EVALUATION, LESSON-CONCLUSION, LESSON STANDARDS AND
REFERENCES; Each component will be in its own rubric with categories and a rating scale.
The rating scale consists of: Target (2 points), Acceptable (1 point), Unacceptable (0 points). See
example below:

Review and Analysis of Data

The evaluative tool is developed specifically to evaluate the Online Module. The survey is
comprised of instructor-created questions, loaded onto the Survey Monkey online survey site.
Data will be collected on 40 fourth grade and 45 fifth grade students, for a total of 85 students.
The Survey Monkey online survey tool is designed to collect anonymous data, as well as the
ability to aggregate all responses. The data and feed back collected from my peer reviewers and
students will be compiled into graphs, improvement charts and reviewed for future modification.
The Online Module will be modified based on the responses. Modifications will include: rigor,
addressing learning styles, adjusting the ease of access to site and lessons, clarity of directions
and access to helpful examples.

McGlothinR_Final KA Assignment

SME/Peer Reviewer Evaluative Tool (SEE BELOW)

SME/Peer Reviewer Evaluation Details

Evaluated By:__________________________
Evaluated On: _________________________
Title Page
Title

Description

Grade Level

Keywords

Unacceptable (0)
Acceptable (1)
No title given for the
Title is given for the
ONLINE MODULE, or online module and
selected title is
lessons, and somewhat
completely irrelevant to relevant to the topic.
the Online Module/
Lessons.
No description given for Online Module/ lesson
the Online Module/
description is provided
lesson or description is but does not provide
completely irrelevant is adequate summary of
very brief.
Online Module/ lesson.
No grade level range is Grade level range is
assigned to this Online selected for the Online
Module/ lesson, or
Module/ lesson and
selected grade level is somewhat appropriate
not appropriate for the for the Online Module/
Online Module/ lesson. lesson.
No keywords are
Keywords are provided
provided for this Online for this Online Module/
Module/ lesson or
lesson, and selected
selected keywords are keywords are somewhat
irrelevant to the Online relevant to the Online
Module/ lesson.
Module/ lesson.

Target (2)
Score
Title is given for the
online module/ lessons,
and very relevant to the
topic.
Online Module/ lesson
description provides a
detailed summary of
Online Module/ lesson.
Grade level range is
selected for the Online
Module/ lesson and very
appropriate for the
lessons.
Keywords are provided
for this Online Module/
lesson, and selected
keywords are very
relevant to the lessons.

Comments for Title Page

Introduction
Motivational
Effectiveness of
Introduction

Unacceptable (0)
Introduction is purely
factual, with no appeal
to learners interest or a
compelling question or
problem.

Comments for Introduction

Acceptable (1)
Target (2)
Score
Introduction relates
Introduction draws the
somewhat to the
reader into the lesson by
learners interests and/or relating to the learners
describes a compelling interests or goals and
question or problem.
engagingly describes a
compelling essential
question or problem.

McGlothinR_Final KA Assignment

Task
Clarity of Task

Unacceptable (0)
After reading the task, it
is still unclear what the
end/culminating project
of the Online Module/
lesson will be.

Acceptable (1)
The written description
of the task adequately
describes the end/
culminating project, but
does not engage the
learner.

Target (2)
Score
The written description
of the end/culminating
product describes clearly
the goal of the Online
Module/ lesson.

Task

Unacceptable (0)

Acceptable (1)

Target (2)

Cognitive Level
of Task

Task does not require

Task requires synthesis
synthesis of multiple
of multiple sources of
sources of information information
(transformative
(transformative
thinking). It is simply thinking) but is limited
collection of information to in its significance and
or answers from web. engagement.

Cognitive Level
of Learners

Task is not realistic, not

doable, and not
appropriate to the
developmental level and
other individual
differences (age, social/
culture, and individual
differences) of students
with whom the Online
Module/ lesson will be
used.

Task is realistic, doable,

but limited in its
appropriateness to the
developmental level and
other individual
differences (age, social/
culture, and individual
differences) of students
with whom the Online
Module/ lesson will be
used.

Score

Task requires synthesis

of multiple sources of
information
(transformative
thinking) and it is highly
creative, goes beyond
memorization, and
engaging.
Task is realistic, doable,
and appropriate to the
developmental level and
other individual
differences (age, social/
culture, and individual
differences) of students
with whom the Online
Module/ lesson will be
used.

Comments for Task

Process
Unacceptable (0)
Acceptable (1)
Clarity of Process Process page is not
Process page is divided
divided into sections or into sections or pages
pages where each group/ where each group/team
team or student would or student would know
know exactly where
exactly where they were
they were in the process in the process and what
and what to do next.
to do next. Process is
Process is not clearly
organized with specific
organized.
directions that also
allow choice/creativity.

Target (2)
Score
Process page is divided
into sections or pages
where each group/team
or student would know
exactly where they were
in the process and what
to do next. Every step is
clearly stated.

McGlothinR_Final KA Assignment

Scaffolding of
Process
Collaboration

Activities are not related Some of the activities do Activities are clearly
to each other and/or to not relate specifically to related and designed
the accomplishment of the accomplishment of from basic knowledge to
the task.
the task.
higher level thinking.
The process provides
Some separate tasks or Different roles are
only few steps, no
roles assigned. More
assigned to help students
collaboration or separate complex activities
understand different
roles required.
required.
perspectives and/or
share responsibility in
accomplishing the task.

Comments for Process

Resources
Relevance and
Quality of
Resources

Unacceptable (0)
Acceptable (1)
Resources (web links, Resources (web links,
files etc.) are too
files etc.) are sufficient
limited, too many and/or but some resources are
too irrelevant for
not appropriate (do not
students to accomplish add anything new or
the task.
contains irrelevant
resources).

Target (2)
Score
There is a clear and
meaningful connection
between all the
resources and the
information needed for
students to accomplish
the task. Every resource
carries its weight.
Resources (web links, Resources (web links,
files, etc.) are credible files, etc.) are credible
but they only provide
and provide enough
facts. They do not
meaningful information
encourage reflection
for students to think
such as interactivity,
deeply with interactivity,
multiple perspectives, multiple perspectives,
multimedia, current
multimedia, current
information such as use information such as use
of googlemap,
of googlemap,
interactive databases,
interactive databases,
timelines, photo gallery, timelines, photo gallery,
games/puzzles etc.
games/puzzles etc.

Quality of
Resources

Resources (web links,

files, etc.) do not lead to
credible/trustable
information. They do
not encourage reflection
such as interactivity,
multiple perspectives,
multimedia, current
information such as use
of googlemap,
interactive databases,
timelines, photo gallery,
games/puzzles etc.

Organization of
Resources

Resources are not

organized or listed in a
meaningful way (by
topic, section, group or
individual task). They
are rather thrown all
over with no reference.
Students would not
know exactly what
resources are for what
purposes (no
description, or labels).

Resources are
Resources are
organized/listed in a
organized/listed in a
meaningful way (by
meaningful way (by
topic, section, group or topic, section, group or
individual task) but still individual task).
some students might be Students would know
confused as to know
exactly what resources
exactly what resources are for what purposes
are for what purposes (description, or labels
(no description, or labels given for each resource).
given for each resource).

McGlothinR_Final KA Assignment

Comments for Resources

Evaluation
Clarity of
Evaluation

Unacceptable (0)
Criteria for success are
not described. Students
have no idea how they
or their work will be
evaluated/judged.

Acceptable (1)
Criteria for success are
stated but Online
Module/ Lesson does
not apply multiple
assessment strategies
(use of rubric or
checklist, reflection of
project, pre- post
assessments, quiz etc.).
Limited connection
between the learning
goals and standards to
be accomplished at the
end of Online Module/
Lesson and evaluation
process. The evaluation
instruments does not
clearly measure what
students must know and
be able to do to
accomplish the task.

Target (2)
Score
Criteria for success are
clearly stated and Online
Module/ lesson applies
multiple assessment
strategies (use of rubric
or checklist, reflection
of project, pre- post
assessments, quiz etc.).

Relevancy of
Evaluation

No connection between
the learning goals and
standards to be
accomplished at the end
of Online Module/
lesson and evaluation
process. The evaluation
instruments does not
measure what students
must know and be able
to do to accomplish the
task.

Acceptable (1)
Conclusion is given but
does not give enough
information of what
was/were learned at the
end of the activity or
lesson.
Further Study and No further message,
Provides a message,
Transformative idea, question or
idea, question or/and
Learning
resources are given to additional resources to
encourage learners to
encourage learners to
extend their learning and extend their learning but
transfer to other topics. it is not clear how the
students new
knowledge can transfer
to other topics.

Target (2)
Score
Conclusion is given but
with detailed
information of what
was/were learned at the
end of the activity or
lesson.
Provides a message,
idea, question or/and
additional resources to
encourage learners to
extend their learning and
clearly relates how the
students new
knowledge can transfer
to other topics.

Strong connection
between the learning
goals and standards to
be accomplished at the
end of Online Module/
Lesson and evaluation
process. The evaluation
instrument clearly
measures what students
must know and be able
to do to accomplish the
task.

Comments for Evaluation

Conclusion
Summary

Unacceptable (0)
No conclusion is given
to present a summary of
what was/were learned
at the end of the activity
or lesson.

Comments for Conclusion

McGlothinR_Final KA Assignment

Teacher Page
Standards

Credits

Unacceptable (0)
Common core
curriculum standard(s)
are not listed for the
Online Module/ lesson
or listed curriculum
standard(s) are
irrelevant, too many.

Acceptable (1)
Common core
curriculum standard(s)
are listed in words, not
only numbers, and they
are relevant, but the
link(s) back to the
standards website is
missing.
Credits / references are Credits / references are
not given for any of the not given for all of the
content used from
content used from
external resources
external resources
(graphics, clipart,
(graphics, clipart,
backgrounds, music,
backgrounds, music,
videos etc.).
videos etc.).

Target (2)
Score
Common core
curriculum standard(s)
are listed in words, not
only numbers, and they
are relevant and the
link(s) back to the
standards website is
given.
Credits / references are
given for all of the
content used from
external resources
(graphics, clipart,
backgrounds, music,
videos etc.).