Part II.

Portfolio: Assessment Modification and Creation

Emily Picard
Assessment Description
Assessment: Identification Assessment
Objective: Identify species of wildlife commonly found in North America by common and
scientific names.
Standard: NRS.01.02.03.b. Apply identification techniques to determine the species of wildlife
or insect.
Identification assessments are used for students in their first two years of Wildlife Biology. Units
in these two grade levels contain a lot of observations of species in the field. Students will be
expected to demonstrate the skill of identifying animals in the field prior to their junior and
senior year in order to move on to more complex topics. The formative assessment (Appendix
A) was administered to sophomores in an Aquatic Science unit in order to determine their ability
to identify species by common and scientific names.
Data

Table 1. Formative and summative comparison for species identification by common name
learning target.

Table 2. Formative and summative comparison for species identification by scientific name
learning target.
Data Analysis
The assessment analyzed three learning targets: Students ability to identify organisms by
common name, scientific name and evidence. Due to time constraints, students were not asked
to identify species by evidence.
On the unmodified formative assessment, students earned one point for correct identification of
the animal by common name and one point for providing the scientific name. Scores were
calculated into percentages. This data was difficult to gather from the formative assessment as
the learning targets were not separated out into different sections of the test.
The results in Table 1 show students scores from the formative assessment (Appendix A), before
it was modified, compared to the summative assessment (Appendix B) scores, after it was
modified. The mean score on the common name learning target was 29.55% on the formative
assessment and 55.66% on the summative assessment. The classes average common name
identification skills increased by 29.55%.
Table 2 shows sophomores scores from the formative and summative assessment in regards to
the scientific name learning target. The mean score on the scientific name learning target was .
11% on the formative assessment and 2.4% on the summative assessment. Students scores
improved 2.29%.

The data shows that different teaching techniques need to be utilized or more time needs to be
spent on identification of species by common name and scientific name.
Assessing the Assessment
The assessment has clear purpose and indicates that it is an Ag Science assessment. Students can
gather that the data garnished from the assessment will be used in the Agricultural Science
department.
The learning targets are not clearly stated, however they are touched upon in the rubric.
Learning targets should be clarified and clearly outlined during the assessment revision process.
When used as a formative assessment, the its purpose is used as an assessment for student
learning. As a teacher, I will use this data to guide instruction. If students are able to identify
particular species, such as white-tailed deer, we will focus on other organisms in the field. While
this tool does allow me to see what species the student is able to identify one by one, it is not
easy to score and the data is difficult to interpret making its effect on our class minimal. The
learning target is broad and three distinct knowledge skills exist within it. This assessment tests
three different learning targets in one part on the assessment. The assessment should be broken
up into three different parts for the three different learning targets. Breaking the assessment up
into three different parts will allow myself and the students the ability to use the data to
determine students mastery of each of the individual learning targets. Some students may
master identifying species by common name but not be able to identify the animals scientific
name. This is difficult to determine using the assessment in its current state. Separating the
animals out into separate groups would also provide the students and myself with valuable data.
They would be able to easily see what animal groups they need to focus on. Based on the format
of the assessment, it is difficult to use this assessment for student learning. Formatting
alterations need to be made to the assessment in order to best use it for student learning. When
the students performance on the assessment is analyzed, the content can be used to guide
student learning. Students will select species they have yet to identify correctly for future
projects.
In addition to the format making it difficult to utilize the data, it also is intimidating to the
students. The learning targets are not listed, so the students dont know what, specifically, they
are being assessed on. The weight of each learning target is not listed and the column headings
are a little cryptic. The directions can also be improved in order to provide students with a better
understanding of what they are being asked to do.
There is also the potential for bias to exist within this assessment. Students are given the
freedom to choose a common name for each animal rather than a choice. This can result in bias

on the teacher's part when they are scoring the assessment. Does beaver count as a correct
answer or should the student have known that the correct common name is American beaver?
This assessment is also used as a summative assessment. At the end of the unit, the assessment
will be used to assess what species the student has learned to identify. The same issues exist with
this assessment being used as a tool for a summative assessment as it did as a formative
assessment: Formatting makes analyzing data complicated, potential for bias, directions are
unclear.
Ultimately, the assessment could be used to determine if students are successful at identifying
species of wildlife commonly found in North America by common and scientific names.
However, due to the complexity of scoring due to unsound design regarding the inclusion of
multiple learning targets, lack of communication and the potential for bias, there are changes that
need to be made to this assessment.
Students were asked to critique the unmodified formative assessment. Their suggestions
included the following:
Separate the animals by birds, fish, reptiles.
NO Fish, Too many fish, less fish.
Tell us what you think of our skills too (in regards to the self assessment section).
[Mastery] seems unlearnable.
Make sure you have the proper pages together.
Actually have specimen to introduce it to us.
Not having all the skips (in reference to numbered specimens on the table that we
skipped).
Terrifying format, daunting and scary to do...
More mammals.
Make a little bit smaller and save some paper.
In reference to the # next to specimen part/evidence column: I dont know what
this means.
Too many waterfowl and fish. Needs more variety.
Too many skips.
Be honest (in reference to the title of the Not Yet category).
[Get rid of unused columns].
More fish.

Modification
The revised assessment has clear purpose, indicating that the assessment is a Wildlife Biology
assessment. The data gleaned from this assessment will be used to inform me as the teacher on

what species students can already successfully identify and which species need to be woven into
the curriculum over the semester and offered to students to choose from for assignments.
Wildlife Biology students will also be informed that they can use this assessment to track their
progress in identifying species over the course of the semester.
Knowledge learning targets are clearly outlined on the revised assessment. The weight of each
learning target is also indicated on the revised assessment. The assessment has been broken
down into three separate parts that allow students to demonstrate growth on each of the learning
targets.
The revised assessment allows the teacher to determine if students need more instruction on a
particular learning target. The data in Table 2 reveals more time needs to be spent teaching
students about scientific names. The revised assessment also lets myself and the students see
when they have mastered the identification of a species or the association of a particular
scientific name with its common name and focus their studying efforts on the species they have
yet to master. This assessment will be used over the course of a semester. Students will be given
back the same assessment they used for the formative assessment to demonstrate further mastery
each time.
The species list has been broken up into different groups, separating species of birds, mammals,
reptiles, amphibians, fish and plants into different subsections. This revision allows the teacher
and student to decipher what groups of animals a student is proficient at identifying and enables
the curriculum to be more focused if necessary.
A list of the common and scientific names has been provided to the students on the revised
assessment. This will reduce the potential bias during scoring. Being able to associate the
scientific name with the common name is also a more realistic expectation of students in a high
school wildlife biology program. This skill will give students who continue on in the field of
natural resources an advantage as they are required to be able to spell and recite scientific names
in college.
The example of student work on the revised assessment in Appendix D shows the check marks
next to the species students have correctly identified rather than x marks indicating the species
the student incorrectly identified. The scored revised assessment provides effective feedback for
students. They are able to tell which animals they can correctly identify and which they still need
to work on. Students will use the same assessment throughout the unit and build on their
identification assessment. This assessment is designed with a growth mindset in mind and
students will be able to try again on the species they have yet to identify correctly. A different
colored writing utensil can be used to score the assessment at different stages in the unit so
students and teachers can see their continued growth over time. In true mastery based learning

fashion, this will enable them to move on from the species they can correctly identify, to others
they cannot. Through the use of skill sheets at the beginning of the unit, students will set goals
related to their mastery of plant and animal identification. This assessment allows students to
track their learning over time and assess their growth and success at the end of the unit. A
conversation could be had with students that continually misidentify animals in order to see what
misconceptions they have.
The revised assessment will be a wonderful tool for students to track their mastery of species
identification in a mastery based learning environment over the course of a semester. In a school
where exams are still used to assess student learning, this assessment can be modified and a
sampling of the species can be taken for students to demonstrate mastery at the end of the unit.
Tables 1 and 2 illustrate student learning comparing the formative assessment data to the
summative assessment data. The revision of this assessment has allowed this assessment to be
used to assess for student learning as opposed to of student learning. These changes include:
1. The addition of the learning targets and the breakdown of the assessment into
three parts that align with the learning targets. This allows me to see which learning
targets students need additional instruction.
2. The separation of the species list into groups. This allows me to easily see if there
are particular groups (ex. fish) that students need additional instruction in.
Creation
A new assessment (Appendix E) was created for the freshmen Ecology unit, part of which,
focused on the same objective. Students scores are illustrated in Table 3 below. Ninety percent
of students increased their scores or stayed at mastery. Ten percent of students maintained the
same score but did not meet mastery on the formative or summative assessments.

Table 3. Freshmen scores on newly created assessment.

Creating this assessment has helped myself and the students determine what groups of animals
they are able to identify and those which they need further instruction. Using this assessment
will allow students to choose from a list of species that they are not able to properly identify yet
for assignments throughout the unit. The assessment also adds in the ability for students to show
mastery in identification over time to a course that previously provided one opportunity for
students to succeed at identification. Having the learning targets clearly identified at the top of
the assessment allows students to focus on what they are trying to demonstrate in the assessment.
They know exactly what is being asked of them.
Reflection
Over the course of this year, the Wildlife Biology curriculum will be revised. I realize now, that
knowing what species I want the students to be able to know each year needs to be outlined in
that curriculum. Naturally, the Wildlife Biology class consists of lab time spent outside.
Historically the species we have identified in the field have made up our identification list on
assessments. Students are more apt to remember species we actually have seen and are likely to
see. However, learning via this method has made it difficult in the past to use formative
assessments and does not always provide students with a broad range of species that live in
North America. This assignment has taught me that I need to provide students with a list of all

the species they will need to identify at the beginning of the unit. The updated curriculum will
contain an outline of various species for each unit.
Analyzing and modifying this assessment has shown me that it is important to know what groups
of animals students are not skilled in identifying so we can spend more time observing those
groups. For example, students may not possess skills in fish identification. If fish are an area
where the students need to spend more time practicing their identification skills then we could
spend more time in aquatic ecosystems.
I always thought I was good at linking assessments with learning targets however this
assignment has shown me that I do not communicate this to the students and the assessments are
not formatted to show this either. I use skill sheets to outline the unit for my students. These
skill sheets have a list of objectives we will be mastering over the course of the unit. One thing I
need to add to these skill sheets is a list of formative assessments that will help them ultimately
master the objectives for their summative assessment. The skill sheets can serve as a curriculum
and assessment guide for the students complete with learning targets and check in stations
along the way so they can see whats coming and monitor their progress all in one place.
Providing students with too many species to identify is a weakness of mine. I need to work on
narrowing my summative sampling data. Once I have outlined the species students will be
expected to identify for each unit and monitored their mastery of species during the unit, I will be
able to select a sampling of species for each units summative assessment.

Appendix A. Unedited: Formative Assessment (p. 1-2 of 8)

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Appendix B. Edited: Summative Assessment (p. 1-8 of 8)

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Appendix C. Student Work: Unedited Formative Assessment (p. 1 & 3 of 8)

Appendix C. Student Work: Unedited Formative Assessment (p. 1 & 3 of 8) continued

Appendix D. Student Work: Edited Formative Assessment (p. 1-2 & 5 of 8)

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Appendix D. Student Work: Edited Formative Assessment (p. 1-2 & 5 of 8) continued

Appendix E. Student Work: Created Assessment (p. 1-3 of 3)

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