Assessment design and development for personalized learning units

Since this personalized learning plan under construction is meant to be as practical as possible, it is guided mainly by two theories as previously mentioned; the Multiple Intelligence theory and constructivism. Constructivism theory in this instructional unit considers learning as an active and constructive process. On the other hand the Multiple Intelligence Theory in this unit will focus on logical-mathematical intelligence since students will use knowledge from the learning material to engage in reasoning and critical thinking for problem solving (Philips H., 2010).

The assessment will assume three main approaches; a pre-test, a formative check, and a summative assessment.

Pre-test assessment

This will aim at finding out what the students know and what they do not know in the mathematical application. It is a determination of pre-existing subject knowledge. This assessment will be done through administered test to the targeted students and observation of how they attempt to apply the mathematical lessons to the daily activities in class and outside. This will incorporate personalized learning in that each student in the class will be assessed individually to comprehensively know their knowledge levels in application of mathematical approaches to daily life. This aims at guiding the formulation of the personalized learning approach. It will also help in understanding the interests of the students hence use these interest in applying mathematical lessons. It is the baseline for the personalized learning plan in a nutshell.

Formative assessment

This refers to the in-process monitoring of the student comprehension, the prevailing learning needs as well as the progress in the academics in the course of lesson or a unit. In this case there will be continuous assessment tests that I will give the students as well as observation of the application ability outside the classroom. This will be in line with the multiple intelligence theory. The tests given to the students will be on a monthly basis while the observation will be on a weekly basis. This frequent observation is aimed at ensuring all students are efficiently observed and their strengths and weaknesses noted for correction as well as positive reinforcement in the case of strengths.

Summative assessment

This shall be very vital in evaluating whether my objectives of having the students equipped with the skills to translate the theories they learn in my mathematics lessons translated to the daily lives at school and elsewhere. Summative assessment here will help me evaluate the students learning at the end of the unit at a personal level. This I will do by comparing the observations and results from administered test to the students against the pre-test assessment results. This will be the most valued of all the assessments since it shall help me know whether the whole objective of active learning according to the constructivist approach and the multiple intelligence approach of translating mathematical intelligence to real life use have been achieved.

Data collection Plan

The data collection method will be in form of questionnaires, interviews and structured tests administered to the students. The data collected will then be tabulated in excel sheets and stored in that manner. The data will be classified according to the level of the assessment, with the pre-test assessment results compiled, analyzed and stored in one workbook, the same to the formative and the summative assessments.

In the three assessments, the type of data that will be of interest is the qualitative data since it will be dealing with student application of mathematics lessons in the social daily life. The compilation of the data and grouping of the same will however take a qualitative nature since there will be interest in the number of students transitioning from naïve nature or weak application of mathematics skills in real life to strongly understanding the skills and applying them.

The above data will be collected from the students over a period of four months. The pre-test questionnaires will be administered at the start of the session and at two months and again at the fourth month. This assessment and data collection will target one class for consistency and ease of data collection and analysis. From the class, there will be a sample size of 30 students who will be targeted for the intervention and assessment to see the effectiveness of the intervention.

In the process of data collection and compilation there are errors of omission that are expected, where physical cues given in the case of observations that will be made may be overlooked. There are details that the participants may want to express but may not be possible on a questionnaire hence will be omitted. In the analysis stage there are possible errors of misinterpretation of data that is close or a bit similar to be the same information yet the two participants might have wanted to express a totally different thought. From here, proficient work will be the objective collection of data without undue influence, transcription of the same into the excel sheets and using the trends as seen on the charts and graphs to draw conclusion as opposed to assumptions without practical basis.

Reference
Philips H., (2010). Multiple Intelligences: Theory and Application. Perspectives in Learning: A Journal of the College of Education & Health Professions Columbus State University Volume 11, Number 1, Spring 2010. https://perspectives.columbusstate.edu/previous/1-MultipleIntelligences-print.pdf